K to 12 BASIC EDUCATION CURRICULUM

K to 12 English Curriculum Guide Ma y 201 6

GRADE 7
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
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.
CONTENT STANDARD
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English
and the prosodic features of speech; and correct subject-verb agreement.
PERFORMANCE STANDARD
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-
dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.

Week RC Reading LC Listening VC Viewing V Vocabulary LT Literature WC Writing and F Oral Language G Grammar
Comprehension Comprehension Comprehension Development Composition and Fluency Awareness

Week 1 EN7RC-I-a-7: EN7LC-I-a-5: EN7VC-I-a-8: EN7V-I-a-22: EN7LT-I-a-1: EN7WC-I-a-4: EN7F-I-a-3.11: EN7G-I-a-11: Observe
Use the Recognize prosodic Use structural Distinguish Discover literature Distinguish between Observe the correct correct subject-verb
Submitted appropriate features: volume, analysis to between slang and as a means of oral and written production of agreement.
by: Gemma reading style projection, pitch, determine the colloquial connecting to a language use. vowel and
A. Turabin- (scanning, stress, intonation, meaning of expressions in significant past. consonant sounds, * Discuss the rules in
Zamboanga skimming, speed juncture, and speech unfamiliar words or conversations. (culture) EN7WC-I-a-4.1: diphthongs, blends, using:
City High reading, intensive rate that serve as expressions from the Recognize the glides, etc.
School - reading etc.) for carriers of meaning. material viewed. EN7V-I-a-22.1: * Identify the common purposes for a. A number/
Main one’s purpose. Distinguish different tribes or writing. EN7F-I-a-3.11.1: The number;
* Define volume, *Identify the features of ethnic groups Read words b. Sentences
* Define projection, pitch, meaning of colloquial language phrases, clauses, with
scanning, stress, intonation, unfamiliar words (fillers, * Discus the * Choose a proverb sentences and intervening
skimming, speed juncture, and speech using structural contractions, etc.) distinct Philippine and explain its paragraphs using phrase/clause
reading, intensive rate analysis and slang. cultural beliefs and meaning in one’s the correct
reading etc. - prefix * Define slang & traditions own production of * Apply the rules by
EN7LC-I-a-5.1: -suffix colloquial words/interpretation vowel and using
EN7SS-I-a-1.5.2: Listen for important -hyphenated language. EN7LT-I-a-2: consonant sounds, sentences
Scan for specific points signalled by compound words Describe the * Write a diphthongs, blends
information. volume, projection, * Give examples of different literary composition about and glides.
pitch, stress, * Determine words / colloquial words. genres during the the lesson learned
* Differentiate intonation, juncture, expressions in a pre-colonial period. from proverbs/ the
the reading and rate of speech selection that are influence of proverbs

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 styles. EN7LC-I-a-5.2: similar (synonyms) * Identify EN7LT-I-a-2.1: in life * Differentiate
* Identify the Note the changes in or opposite colloquial Identify the vowel and
different reading volume, projection, (antonyms) words found in a distinguishing consonant
style pitch, stress, text. features of sounds,
* Distinguish intonation, juncture, proverbs, myths, diphthongs, blends
which technique and rate of speech and legends. and glides.
is suited that affect meaning. * Use colloquial
depending on the words *Differentiate * Identify
reading task or in the sentences. proverbs, myths, diphthongs,
one’s purpose and legends blends and glides.

*State the features

of each literary
genre using graphic
organizers
Module 1, Week 1
Submitted by: Gemma A. Turabin- Zamboanga City High School – Main
Week 2 EN7SS-I-b-1.5.1: EN7LC-I-b-5.1: EN7VC-I-b-8: EN7V-I-b-22.1: EN7LT-I-b-1: EN7WC-I-b-4.2: EN7OL-I-b1.14: EN7G-I-b-11:
Skim for major Listen for important Use structural Distinguish Discover literature Differentiate literary Use appropriate Observe correct
Submitted ideas using points signalled by analysis to features of as a means of writing from prosodic features of subject-verb
by: Florence headings as guide volume, projection, determine the colloquial language connecting to a academic writing speech like pitch, agreement
P. pitch, stress, meaning of (fillers, significant past stress, juncture,
Lasmarias- * Recall intonation, juncture, unfamiliar words or contractions, etc.) * Define literary and intonation, volume * Explain rules
Zamboanga skimming and rate of speech expressions from the and slang EN7LT-I-b-2.2: academic writing and projection and concerning subject-
National material viewed Explain how the rate/speed of verb agreement on:
High School * Identify the * Recall volume, * Identify features elements specific to * Identify features of speech in differing - Compound
- West headings used in projection, pitch, *Identify the root of colloquial a genre contribute literary text and oral subjects joined by
the reading stress, intonation, words used in the language (fillers, to the theme of a academic texts communication and
juncture, and rate of viewed material contractions, etc.) literary selection situations - Every and each
speech and slang preceding a
*Give the meaning *Discuss the EN7OL-I-b1.14.2: compound subject
* Determine the of the root words different types of Observe the correct - Indefinite
stress syllable, from the identified folktales pitch levels (high, pronouns as
intonation pattern words medium, low) subject
and phrasing *Identify the when reading lines - Subjects joined
elements of of poetry, sample by or and nor
folktales sentences and
paragraphs  Recognize
compound subjects

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 EN7LC-I-b-5.2: *Identify the theme  List the kinds of
Note the changes in of the literary compound subjects
volume, projection, selection
pitch, stress,  List examples of
intonation, juncture, indefinite pronouns
and rate of speech Identify the
that affect meaning subject and
verb in a
* Discuss the sentence
different degrees of
volume

Module 1, Week 2
Submitted by: Florence P. Lasmarias- Zamboanga National High School - West

Week 3 RC Reading LC Listening VC Viewing V Vocabulary LT Literature WC Writing and F Oral Language G Grammar
Comprehension Comprehension Comprehension Development Composition and Fluency Awareness

EN7RC-I-c-7.1: EN7LC-I-c-5.1: EN7VC-I-c-3.1.3: EN7V-I-c-10.2: EN7LT-I-c-1: EN7WC-I-c-4.2: EN7OL-I-c1.14.2: EN7G-I-c-11: Observe

Submitted Read intensively Listen for important Give the meaning of Use appropriate Discover literature Differentiate literary Observe the correct correct subject-verb
by: Mercy to find answers points signalled by given signs and idiomatic as a means of writing from pitch levels (high, agreement.
M. Dagatan- to specific volume, projection, symbols (road signs, expressions in a connecting to a academic writing. medium, low)
Tagasilay questions. pitch, stress, prohibited signs, variety of basic significant past when reading lines *Improve the given
National intonation, juncture, etc.) interpersonal *Formulate a 2- of poetry, sample paragraph using tense
High School and rate of speech communicative EN7LT-I-c-2.2.1: stanza poem sentences and consistency
* Note *Identify given situations. Express paragraphs.
significant details EN7LC-I-c-5.2: signs and symbols appreciation for Construct an essay *Improve the given
in a selection Note the changes in (road signs, *Define idiomatic sensory images *Read with correct paragraph using tense
read through WH volume, projection, prohibited signs, expressions. used. pitch levels (high, consistency
questions. pitch, stress, etc.) medium, low)
intonation, juncture, * Enumerate the when reading lines
and rate of speech sensory images of poetry, sample
that affect meaning. sentences and
* Identify lines paragraphs.
*Use the right stress with sensory
and intonation to images
convey the purpose
or feeling of the *Explain its
speaker meaning

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Module 1, Week 3
Submitted by: Mercy M. Dagatan- Tagasilay National High School

Week 4 RC Reading LC Listening VC Viewing V Vocabulary LT Literature WC Writing and F Oral Language G Grammar
Comprehension Comprehension Comprehension Development Composition and Fluency Awareness

EN7RC-I-d-7.1: EN7LC-I-d-5.1: EN7VC-I-d-6: EN7V-I-d-10.2: EN7LT-I-d-1: EN7WC-I-d-4.3: EN7OL-I-d1.14.3: EN7G-I-d-11: Observe

Submitted Read intensively Listen for important Identify the genre of Use appropriate Discover literature Identify basic Use the correct correct subject-verb
by: Maricel to find answers points signalled by a material viewed idiomatic as a means of features and kinds of stress (primary, agreement.
R. Alfaro- to specific volume, projection, (such as movie clip, expressions in a connecting to a paragraph. secondary, tertiary
Pasonanca questions. pitch, stress, trailer, news flash, variety of basic significant past. and weak) when * Define pronoun and
National intonation, juncture, internet-based interpersonal * Define what is a reading passages. antecedent
High School *Use the details and rate of speech. program, communicative EN7LT-I-d-2.2.2: paragraph.
to come up with documentary, video, situations. Explain the literary *Perform a * Enumerate examples
a chronological EN7LC-I-d-5.2: etc.) devices used. * Enumerate the dialogue/Readers of pronouns and
order of events. Note the changes in * Identify idiomatic types of paragraph. Choir observing antecedent
volume, projection, *Give examples of expressions in the * Identify famous correct stress and
pitch, stress, the different genre. given passages. Philippine writers * Compose a intonation. * Construct sentences
intonation, juncture, and their literary paragraph showing showing mastery on
and rate of speech *Feature of the * Construct a works. its basic features. pronoun-antecedent
that affect meaning. different genre paragraph using the agreement
given idiomatic * Define literary
* Read passages *Recall what is expressions. devices.
observing proper genre.
volume, projection, * Give examples of
pitch, stress, * Give examples of literary devices
intonation, juncture, the different genre (common figures of
and rate of speech speech, sensory
* Identify features images, etc.)
of the different
genre * Determine
literary devices in a
poem
Module 1, Week 4
Submitted by: Maricel R. Alfaro- Pasonanca National High School

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 Week 5 RC Reading LC Listening VC Viewing V Vocabulary LT Literature WC Writing and F Oral Language G Grammar
Comprehension Comprehension Comprehension Development Composition and Fluency Awareness
Submitted EN7RC-I-e-2.15: EN7LC-I-e-5.1: EN7VC-I-e-6: EN7V-I-e-22.2: EN7LT-I-e-1: EN7WC-I-e-4.3: EN7OL-I-e1.14.3: EN7G-I-e-11: Observe
by: Irene Use non-linear Listen for important Identify the genre of Select an Discover literature Identify basic Use the correct correct subject-verb
Las Piñas- visuals as points signalled by a material viewed appropriate as a means of features and kinds of stress (primary, agreement.
Viray- comprehensive volume, projection, (such as movie clip, colloquial or connecting to a paragraph. secondary, tertiary
Regional aids in content pitch, stress, trailer, news flash, idiomatic word or significant past. and weak) when *Recall the rules on S-
Science texts intonation, juncture, internet-based expression as a EN7WC-I-e-2.8.1: reading passages. V Agreement.
High School and rate of speech program, substitute for EN7LT-I-e-2.2.2: Recognize the parts
IX EN7SS-I-e-1.2: documentary, video, another word or Explain the literary of a simple *Observe proper *Edit a written text to
Transcode orally etc.) expression. devices used. paragraph. stress (primary, show mastery on the
and in writing the EN7LC-I-e-5.2: *Classify a material *Find a colloquial *Create a timeline secondary, tertiary rules on Subject-Verb
information Note the changes in viewed whether as or idiomatic word showing the and weak) when Agreement.
presented in volume, projection, movie clip, trailer, which is relationship of the reading passages.
diagrams, charts, pitch, stress, news flash, internet- synonymous in creation of man to
table, graphs, etc. intonation, juncture, based program, meaning to a given modern times. ⃰Read a poem with
and rate of speech documentary, video, word or expression. proper stress
*Interpret orally that affect meaning. etc. (primary,
and in writing the ⃰ Translate secondary, tertiary
information *Interpret meanings *Point out the colloquial or and weak)
presented in based on stress and characteristics of idiomatic
diagrams, charts, intonations each viewing words/expressions
table, graphs and material using into a familiar
other visual *Classify whether graphic organization meaning/expression
noun or verb based
*List down the on stress-syllable ⃰Create own
information phrase/expression
presented in using colloquial or
diagrams, charts, idiomatic words
tables, graphs,
and other visual
illustrations

⃰Identify the
information
presented in
diagrams, charts,
tables, graphs,
and other visual
illustrations

5|Page
Module 1, Week 5
Submitted by: Irene Las Piñas-Viray- Regional Science High School IX
Week 6 RC Reading LC Listening VC Viewing V Vocabulary LT Literature WC Writing and F Oral Language G Grammar
Comprehension Comprehension Comprehension Development Composition and Fluency Awareness

EN7SS-I-f-1.2: EN7LC-I-f-5.1: EN7VC-I-f-9: EN7V-I-f-22.2: EN7LT-I-f-1: EN7WC-I-f-2.8.1: EN7OL-I-f1.14.4: EN7G-I-f-11: Observe

Submitted Transcode orally Listen for important Organize Select an Discover literature Recognize the parts Use the rising correct subject-verb
by: Mary and in writing the points signaled by information from a appropriate as a means of of a simple intonation pattern agreement.
Gay N. information volume, projection, material viewed. colloquial or connecting to a paragraph. with Yes No and
Resurreccio presented in pitch, stress, idiomatic word or significant past tag questions; the EN7G-I-h-11.1
n- diagrams, charts, intonation, juncture, EN7VC-I-f-9.1 expression as a EN7WC-I-f- 2.8.1.1: rising-falling Recall Subject-Verb
Zamboanga table, graphs, etc. and rate of speech. Identify the different substitute for Identify the different intonation with Agreement Rules
National steps in organizing another word or EN7LT-I-f-2.2.3: parts of a simple information- EN7G-I-h-11.2
High School information from a expression. Determine the tone, paragraph seeking questions, Compose a five-to-
viewed material mood, technique, option questions seven sentence
*Gather impotant EN7LC-I-f-5.2: EN7V-I-f-22.2.1 and purpose of the and with paragraph about how
details presented Note the changes in Define colloquial / author. statements. rich the Filipino
in diagrams, volume, projection, idiomatic culture is
charts, tables, pitch, stress, expression EN7LT-I-f-I.1: EN7OL-I-f-
graphs, etc. intonation, juncture, Recall previous 1.14.4.1:
and rate of speech EN7V-I-f-22.2.2 lesson on literature Recall lessons on
that affect meaning. Give examples of Define literature intonation
idiomatic EN7LT-I-f-I.2: EN7OL-I-f-
EN7L-I-f-5.1.1 expressions Identify the 1.14.4.2:
Define volume, different kind of Identify the
projection, pitch, EN7-I-f-22.2.3 literature intonation of the
stress, intonation, Construct sentences EN7LT-I-f-I.3: given sentences
juncture, and rate of using idiomatic Design a brochure according to its
speech expressions showing the function
transition in the
process of planting
rice in the
Philippines
Module 1, Week 6
Submitted by: Mary Gay N. Resurreccion- Zamboanga National High School
Week 7 EN7SS-I-g-1.2: EN7LC-I-g-5.1: EN7VC-I-g-9: EN7V-I-g-22.3: EN7LT-I-g-1: EN7WC-I-g-4.4: EN7OL-I-g1.14.4: EN7G-I-g-11: Observe
Give the meaning Listen for important Organize Explain the Discover literature Sequence steps in Use the rising correct subject-verb
Submitted of given signs points signaled by information from a predominance of as a means of writing a simple intonation pattern agreement.
by: Maricel and symbols volume, projection, material viewed. colloquial and connecting to a paragraph. with Yes-No and
R. Alfaro- (road signs, pitch, stress, idiomatic significant past. tag questions; the * Define compound

6|Page
 Pasonanca prohibited signs, intonation, juncture, expressions in oral * Identify the steps in rising-falling sentences
National etc.) and rate of speech Can we include communication. EN7LT-I-g-2.3: writing a simple intonation with
High School outline? Draw similarities paragraph information- * Formulate
Knowledge? See EN7LC-I-g-5.2: Information= See week 4-6 and differences of seeking questions, compound sentences
road signs listed Note the changes in events? the featured option questions observing subject-verb
in other domain volume, projection, * Construct selections in and with agreement
in quarter 1 pitch, stress, * List down series of sentences using relation to the statements.
intonation, juncture, events from a colloquial and theme
* Define road and rate of speech material viewed. idiomatic Yes-No questions
signs and that affect meaning expressions What is the Tag questions
symbols * Use a graphic meaning of draw? Rising and falling
See week organizer to arrange intonation
important details * Use a graphic
* Demonstrate the from the given organizer to show * Differentiate
appropriate facial material the similarities Yes-No questions
* Recognize expression given a differences of the from Tag questions
signs and specific emotion or featured selections
symbols (road situation. * Explain the
signs, prohibited * Identify the difference between
signs, etc.) theme in the rising and falling
selection read intonation

* Read texts using

the appropriate
intonation pattern
Module 1, Week 7
Submitted by: Maricel R. Alfaro- Pasonanca National High School
EN7SS-I-h-1.2: EN7LC-I-h-5.1: EN7VC-I-h-10: EN7V-I-h-22.3: EN7LT-I-h-1: EN7WC-I-h-2.2: EN7OL-I-h1.14.5: EN7G-I-h-11: Observe
Week 8 Give the meaning Listen for important Determine the Explain the Discover literature Retell a chosen myth Observe and use correct subject-verb
of given signs points signaled by truthfulness and predominance of as a means of or legend in a series correct agreement
Submitted and symbols volume, projection, accuracy of the colloquial and connecting to a of simple paragraphs. juncture/phrasing
by: Gemma (road signs, pitch, stress, material viewed. idiomatic significant past. and rate of speech *Construct compound
A. Turabin- prohibited signs, intonation, juncture, expressions in oral Use graphic when reading sentences observing
Zamboanga etc.) and rate of speech. Propaganda? communication. EN7LT-I-h-2.3: organizers to retell a sample passages correct subject-verb
City High Truth and fantasy? Draw similarities chosen myth or (prose or poetry) agreement
School - See week 7 EN7LC-I-h-5.2: Reality and falsity? *Differentiate and differences of legend using simple
Main Note the changes in colloquial and the featured sentences. *Read a sample
*Give examples volume, projection, *Note how to idiomatic selections in passage to note the
of signs and pitch, stress, consider the expressions relation to the Identify simple correct
symbols intonation, juncture, truthfulness and theme sentences juncture/phrasing

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 (road signs, and rate of speech accuracy of material or * Show linkage Give examples of and rate of speech
prohibited signs) that affect meaning viewed between literature simple sentences
*Identify the and past events
* Interpret the * Recall facts and significant features Identify the plot of
meaning of signs events to consider of colloquial and the selection
and symbols the truthfulness and idiomatic
( road signs, accuracy expressions in oral *Recall significant
prohibited signs) (propaganda, truth communication events in a chosen
vs. fantasy, reality selection (myth or
vs. falsity) of the legend)
material viewed
* Identify the plot-
events in a chosen
myth or legend
Module 1, Week 8
Submitted by: Gemma A. Turabin- Zamboanga City High School - Main
Week 9 EN7RC-I-i-14: EN7LC-I-i-5.1: EN7VC-I-i-10: EN7V-I-i-22.3: EN7LT-I-i-1: EN7WC-I-i-2.2: EN7OL-I-i-1.14.5: EN7G-I-i-11: Observe
Follow directions Listen for important Determine the Explain the Discover literature Retell a chosen myth Observe and use correct subject-verb
Submitted using a map points signaled by truthfulness and predominance of as a means of or legend in a series correct agreement
by: Florence volume, projection, accuracy of the colloquial and connecting to a of simple paragraph juncture/phrasing
P. * Identify the pitch, stress, material viewed idiomatic significant past and rate of speech * Construct Simple
Lasmarias- features of a map intonation, juncture, expressions in oral *Outline the plot or when reading and Compound
Zamboanga and rate of speech communication EN7LT-I-i-3: sequence of events of sample passages Sentences observing
National * Locate places Explain how a a reading selection (prose or poetry) correct subject-verb
High School on a map EN7LC-I-i-5.2: *Review on the selection may be agreement
- West Note the changes in meaning of influenced by *(Review) Define
* Illustrate the volume, projection, Colloquial and culture, history, plot. *Differentiate between
places mentioned pitch, stress, idiomatic environment, or a simple and
in the reading intonation, juncture, expressions. other factors *Discuss guidelines compound sentence
selection and rate of speech in retelling a story
that affect meaning *Define culture,
*Explain the history, and
illustration * Recall on the environment
definition of
volume, projection, *List other factors
pitch, stress, aside from culture,
intonation, juncture history and
and rate of speech. environment that
influence a reading
selection

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Module 1, Week 9
Submitted by: Florence P. Lasmarias- Zamboanga National High School - West

10 Culminating Task

CRISTINA GALVEZ-COLUMBRES, Ed.D. (CAR) Dates: April 12-13, 2018 – First and Second Unpacking Sessions
Group 7 English - Unpacking of Standards Chairperson April 19-20, 2018 – Third and Fourth Unpacking Sessions
SECOND QUARTER
PROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture
and those of other countries.
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.
CONTENT STANDARD
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful listening and viewing strategies;
difference between literal and figurative language; ways to extract and condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases,
clauses, and sentences.
PERFORMANCE STANDARD
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting details from texts to
write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and
appropriately.
Week RC Reading LC Listening VC Viewing V Vocabulary LT Literature WC Writing and F Oral Language G Grammar
Comprehension Comprehension Comprehension Development Composition and Fluency Awareness

Week 1 EN7SS-II-a-1: EN7LC-II-a-6: EN7VC-II-a-10.1: EN7-II-a-10.1: EN7LT-II-a-4: EN7WC-II-a-5: EN7OL-II-a-4: EN7G-II-a-1:

Use appropriate Use listening Note details, Discriminate Discover the Extract information Use verbal and Use phrases, clauses,
Submitted mechanisms/tool strategies based on sequence, and between literal and conflicts presented from a text using a non-verbal cues in and sentences
by: Mary s in the library purpose, familiarity relationships of figurative language in literary summary, précis, and conversations, appropriately and
Gay N. for locating with the topic and ideas and events selections and the paraphrase dialogs, and meaningfully
Resurreccio resources levels of short texts EN7V-II-a-10.1.1: need to resolve interviews
n- listened to *Classify given Classify sample those conflicts in *Define summary, *Define phrase,
Zamboanga *Identify the information through texts into literal or non-violent ways. précis, and *Define verbal and clauses, and sentences.
National different library EN7LC-II-a-6.1: noting details, figurative paraphrase. non-verbal cues.
High tools (card Extract information sequencing EN7LT-II-a-4.1: *Identify whether the
School- catalog, online from the text information, and *Define figurative Identify the *Identify the steps in *List down the given statement or

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 West public access, listened to showing relationship and literal distinguishing making a summary, different verbal and group of words is a
and electronic of ideas and event language. features of précis, and non- verbal cues. clause, a phrase or a
search engine) *Identify the from the viewed literature during the paraphrase. sentence.
used for locating different types of story *Compare and Period of *Construct
resources. listening strategies contrast figurative Apprenticeship *Differentiate interview questions *Construct a
(listening for gist, *Prerequisite: and literal language summary, précis, and by using verbal and paragraph using
listening for specific Elements a Short through Venn *Define conflict paraphrase. non-verbal cues. phrases, clauses, and
information, Story Diagram. and resolution. sentences.
listening for detailed *List down important
understanding) details to be used in
*Identify the making a summary,
*Give the use of different types of précis, and
EN7SS-II-a- each learning conflict. paraphrasing.
1.5.3: strategies (listening
Use the card for gist, listening for *Determine what is
catalog, the specific information, the conflict in the
online public listening for detailed story.
access catalog, understanding)
or electronic *Give a non-
search engine to violent resolution
locate specific for each conflict
resources given in the short
story.
*Define card
catalog, online
public access and
electronic search
engine.

*Identify the use

of each library
tools.
Module 2, Week 1
Submitted by: Mary Gay N. Resurreccion- Zamboanga National High School
Week 2 EN7SS-II-b-1.5.3 EN7LC-II-b-3.3: 1 EN7VC-II-b-1/2: EN7V-II-b10.1.1: EN7LT-II-b-4:2 EN7WC-II-b-5: EN7OL-II-b-4.1: EN7G-II-b-1: 1
Use the card Recognize main/key Note details, Classify sample Discover the Extract information Use appropriate Use phrases, clauses,
Submitted catalog, the ideas sequence, and texts into literal or conflicts presented from a text using a verbal and and sentences
by: Mercy online public relationships of figurative in literary summary, precis, and nonverbal cues appropriately and
M. Dagatan- access catalog, or *Identify key/topic ideas and events selections and the paraphrase when developing, meaningfully
Tagasilay electronic search sentence in a *Classify whether need to resolve maintaining and

10 | P a g e
 National engine to locate paragraph. the given those conflicts in ending EN7G-II-b-1:
High School specific statements fall nonviolent ways conversations and Differentiate phrases
resources *Identify the under literal or dialogs from clauses, and
supporting details. figurative language EN7LT-II-0-4.2:1 sentences.
Identify the *Present a talk
distinguishing show using
features of poems appropriate verbal
and short stories and non-verbal
cues.
*Illustrate the
conflict in the story
using graphic
organizer

*Discuss the
effects of the story.
Module 2, Week 2
Submitted by: Mercy M. Dagatan- Tagasilay National High School
Week 3 EN7SS-IIc-1.5.3: EN7LC-IIc2.1/3.1: EN7VC-IIc-11: EN7V-IIc-10.1.2: EN7LT-IIc-4: EN7WC-IIc-5: EN7OL-IIc-2.7: EN7G-IIc-1:
Use the card Note specific Narrate events Identify figures of Discover the Extract information Employ correct Use phrases, clauses,
Submitted catalog, the details/elements of chronologically/ speech that show conflicts presented from a text using a turn-taking, turn and sentences
by: Aicel A. online public the text listened to Arrange ideas comparison (simile in literary summary, precis, and giving and topic appropriately and
Angeles- access catalog, or logically based on a metaphor, selections and the paraphrase control strategies in meaningfully
Mangusu electronic search *Interpret the material viewed personification) need to resolve conversations and
Integrated engine to locate details/elements of those conflicts in *Construct a dialogues *Construct own
School specific the text listened to *Rewrite ideas *Define simile nonviolent ways summary, précis, or phrases, clauses, and
resources chronologically ⃰ efine metaphor
D paraphrase from a *Create a role play sentences
based on material ⃰ Define EN7LT-IIc-2.2: given text observing correct appropriately and
*Differentiate viewed personification Explain how the turn-taking, turn meaningfully
card catalogue to elements specific to giving and topic
online public a genre contribute control strategies
access catalogue to the theme of a
particular literary
selection

⃰Identify the conflict

presented in
literary selections

11 | P a g e
 ⃰Relate the theme of
a particular
selection
Module 2, Week 3
Submitted by: Aicel A. Angeles- Mangusu Integrated School
Week 4 EN7SS-II-d- EN7LC-II-d-2.1/3.1: EN7VC-II-d-11: EN7V-II-d-10.1.2: EN7LT-II-d-4: EN7WC-II-d-5.1: EN7OL-II-d-2.7: EN7G-II-d-1:
1.3/1.4: Note specific Narrate events Identify figures of Discover the Identify key ideas Employ correct Use phrases, clauses,
Submitted Get information details/elements of chronologically/ speech that show conflicts presented turn-taking, turn- and sentences
by: Maricel from the different the text listened to Arrange ideas comparison (simile in literary * Define key ideas giving and topic appropriately and
R. Alfaro- parts of a book logically based on a metaphor, selections and the * List down key ideas control strategies in meaningfully
Pasonanca and from general * Recall material viewed personification) need to resolve from a material read conversations and
National references in the important those conflicts in dialogs * Recall the
High School library details/elements of a * Name the * Recall the non-violent ways definitions of phrases,
text transitional devices definitions of EN7LT-II-d-2.2: * Familiarize with clauses, and sentences
* Name the parts used in narrating simile, metaphor, Explain how the the strategies used * Identify groups of
of a book events and personification elements specific to in conversations words as phrase,
* Sequence events * List down a genre contribute and dialogs clauses, and sentences.
using a graphic examples of to the theme of a
organizer statements that particular literary
show comparison selection
(simile, metaphor, EN7LT-II-d-2.2.1:
and Express
personification) appreciation for
sensory images
used

* Define conflict
* Recall the
elements of a genre
* Discuss the
importance of
sensory images
Module 2, Week 4
Submitted by: Maricel R. Alfaro- Pasonanca National High School
Week 5 EN7SS-II-e- N7LC-II-e-4: EN7VC-II-e-11: EN7V-II-e- 10.1.2: EN7LT-II-e-4: EN7WC-II-e-5.1: EN7OL-II-e-3.7: N7G-II-e-1: Use
1.3/1.4: Get Recognize signals/ Narrate events Identify figures of Discover the Identify key ideas Use appropriate phrases, clauses, and
Submitted information from cues to determine chronologically/ speech that show conflicts presented techniques and sentences
by: Gemma the different parts the order of Arrange ideas comparison (simile in literary selection strategies when appropriately and
A. Turabin- of a book and ideas/events logically based on a metaphor, and the need to asking questions meaningfully
Zamboanga from general resolve those and eliciting

12 | P a g e
 City High references in the *List down material viewed personification) conflicts in non- *Determine the answers *Differentiate phrases
School- library words/expressions violent ways meaning of key idea and clauses from
Main that signal the order *Note down *Discover /Note sentences
*Identify the of ideas or events significant events in EN7LT-II-0-2.2.2: *Determine the the techniques and
different parts of the material viewed *Define figure of Explain the literary importance of key strategies in asking *Determine how
a book and the speech devices used ideas in a paragraph questions and phrases, clauses and
different general *Discover the eliciting answers sentences are formed
references in the importance of **Differentiate the *Analyze how * Note how to form
library logical arrangement figures of speech conflicts play an *Practice asking and when to use
of events in a cited important role in a questions and phrases, clauses, and
*Cite the kinds material viewed literary selection eliciting answers sentences
of information *Give examples of *Note the relationship
one can get from figures of speech *Identify and of phrases and clauses
the different parts that show define the literary within a sentence
of the book and comparison (as devices
from general indicated)
references
*Give examples of
*Note the figures of speech.
information one
can get from
books and
general
references in the
library
Module 2, Week 5
Submitted by: - Gemma A. Turabin-Zamboanga City High School- Main
Week 6 EN7SS-II- EN7LC-II-f2.13: EN7VC-II-f-1.3: EN7V-II-f-10.1.3: EN7LT-II-f-4: EN7WC-II-f-5.2: EN7OL-II-f-3.7: EN7G-II-f-1:
f1.3/1.4: Determine the tone Predict the gist of Identify figures of Discover the Identify supporting Use appropriate Use phrases, clauses,
Submitted Get information and mood of the the material viewed speech that show conflicts presented details techniques and and sentences
by: Florence from the different speaker or based on the title, contrast (irony, in literary strategies when appropriately and
P. parts of a book characters in the pictures, and oxymoron, selections and the *Discuss the asking questions meaningfully
Lasmarias- and from general narrative listened to excerpts of the paradox) need to resolve importance of and eliciting
Zamboanga references in the material viewed those conflicts in supporting details in answers *Explain the usage of
National library * Define tone and * Define irony, nonviolent ways developing a phrases, clauses and
High School mood as elements of oxymoron, paragraph. * Outline sentences using
- West * (A review) a narrative paradox. *Recall what is techniques and graphic organizers
* Identify the * Give examples of conflict strategies in asking
different kinds of irony, oxymoron, questions and
references paradox *Recall the eliciting answers

13 | P a g e
 * Identify the different types of * List sample
different parts of conflict questions for a
a book given situation
EN7LT-II-f-2.2.3:
Determine tone,
mood, technique,
and purpose of the
author

*Explain the
elements (tone,
mood, technique
and purpose of the
author) of a literary
selection
Module 2, Week 6
Submitted by: Florence P. Lasmarias- Zamboanga National High School - West
Week 7 EN7SS-II-g-2.1: EN7LC-II-g-2.8.3: EN7VC-II-g-2.8.3: EN7V-II-g-10.1.3: EN7LT-II-g-4: EN7WC-II-g-5.2: EN7OL-II-g-2.6.2: EN7G-II-g-1:
Gather current Infer the purpose of Predict the gist of Discover the Identify supporting Observe and use Use phrases, clauses
Submitted information from the text listened to the material viewed Identify figures of conflicts presented details the appropriate and sentences
by: Mary newspapers and based on the title, speech that show in literary gestures (hand- appropriately and
Gay N. other print and *Identify the pictures, and contrast (irony, selections and the *Recall what are body) that meaningfully
Resurreccio non-print media different types of excerpts of the oxymoron, need to resolve supporting details accompany oral
n- purpose of the text material viewed paradox) those conflicts in language *Define phrase,
Zamboanga *Recall previous *Discuss supporting clauses, and sentences.
*Define irony, non-violent ways details about the
National lesson on * Discuss what is a *Identify the
High School reference gist paradox and *Discuss the given selection different types of *Identify whether the
materials *Show an example oxymoron significance of hand-body gestures given statement or
of how to extract the conflict and *Use supporting that accompany group of words is a
gist from the *Give examples of resolution in details in oral language clause, a phrase or a
viewing material irony, paradox and understanding a constructing narrative sentence.
oxymoron reading material essays
*Construct a
*Construct *Determine what is paragraph using
sentences using the conflict in the phrases, clauses, and
figures of speech story sentences.
like irony, paradox,
oxymoron) *Illustrate the
conflict of the
reading material

14 | P a g e
 using graphic
organizers

EN7LT-II-g-2.3:
Draw similarities
and differences of
the featured
selections in
relation to the
theme
*Present
similarities and
differences of each
conflict given in
the short story
using real life
scenarios (panel
discussion, talk
show, dialogue or
skit)
Module 2, Week 7
Submitted by: Mary Gay N. Resurreccion- Zamboanga National High School
Week 8 EN7SS-II-h-2.1: EN7LC-II-h-2.5: EN7VC-II-h-12: EN7V-II-h10.1.3: EN7LT-II-h-4: EN7WC-II-h-5.3: EN7OL-II-h-1.14: EN7G-II-h-1: Use
Gather current Make predictions Raise questions Identify figures of Discover the Simplify ideas Use the correct phrases, clauses, and
Submitted information from about the contents of about a material speech that show conflicts presented pitch, juncture, sentences
by: Mercy newspapers and the texts listened to viewed contrast (irony, in literary *Discuss what are stress, volume and appropriately and
M. Dagatan- other print and oxymoron, selections and the ideas and its projection and meaningfully
Tagasilay nonprint media *Discuss significant *State some paradox) need to resolve importance rate/speed of
National points in listening important points in (Unpacked)
those conflicts in speech in
High School *Classify print activity viewing activity *Compare and nonviolent ways conversations and
and nonprint contrast irony,
media dialogs
oxymoron and *Recall the types of
*Illustrate the paradox using conflict *Discuss the
differences graphic organizers importance of
between print EN7LT-II-h-3: pitch, juncture,
and nonprint Explain how a
media stress, volume and
selection may be projection and
*Discuss the influenced by
different medium rate/speed of
culture, history,
15 | P a g e
 of information environment, or speech in making
and its functions other factors conversations
(newspapers and
other print and *Present a short
non-print media skit featuring how
Filipinos resolve
conflicts in history,
environment or
other factors that
affect their ways of
viewing life.
Module 2, Week 8
Submitted by: Mercy M. Dagatan- Tagasilay National High School
Week 9 EN7SS-IIi-2.1: EN7LC-IIi-6.2: EN7VC-IIi-12: EN7V-IIh-10.1.3: EN7LT-IIi-4: EN7WC-IIi-5.3: EN7OL-IIi-1.14: EN7G-IIi-1:
Gather current Infer thoughts and Raise questions Identify figures of Discover the Simplify ideas Use the correct Use phrases, clauses,
Submitted information from feelings expressed in about a material speech that show conflicts presented pitch, juncture, and sentences
by: Aicel A. newspapers and the text listened to viewed contrast (irony, in literary *Illustrate how to stress, volume and appropriately and
Angeles- other print and oxymoron, selections and the simplify ideas using projection and meaningfully
Mangusu nonprint media *Discuss what is ⃰Formulate thought- paradox) need to resolve graphic organizers rate/speed of
Integrated inference provoking questions those conflicts in speech in ⃰Compose a short essay
School ⃰Enumerate about a material ⃰Extract irony, nonviolent ways conversations and employing mastery of
examples of print *Discuss ways on viewed oxymoron, or dialogues using meaningful
and nonprint how to infer paradox from the EN7LT-II-0-3: phrases, clauses, or
media thoughts and reading material Explain how a * Present various sentences
feelings selection may be ways on how to
⃰Make a report influenced by improve oral
about current ⃰Reflect on the culture, history, fluency using either
information from thoughts and environment, or of the following:
newspapers and feelings expressed in other factors reading a poem or
other print and the text listened to news report
nonprint media ⃰Infer ways to
resolve conflicts
presented in
literary selections

⃰Recognize the
relevance of culture
and history

16 | P a g e
Module 2, Week 9
Submitted by: Aicel A. Angeles-Mangusu Integrated School
10 Culminating Task
CRISTINA GALVEZ-COLUMBRES, Ed.D. (CAR) Date: April 12-13, 2018 – First and Second Unpacking Sessions
Group 7 English - Unpacking of Standards Chairperson April 19-20, 2018 – Third and Fourth Unpacking Sessions

THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
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.
CONTENT STANDARD
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in listening to and viewing of informative and short narrative
texts; word relationships and associations; informative speech forms; and use of direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
PERFORMANCE STANDARD
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using schema and appropriate listening and viewing strategies;
expressing ideas, opinions, and feelings through various formats; and enriching written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect
tenses and connectors correctly and appropriately.

Week RC Reading LC Listening VC Viewing V Vocabulary LT Literature WC Writing and F Oral Language G Grammar
Comprehension Comprehension Comprehension Development Composition and Fluency Awareness

Week 1 EN7RC-III-a-8: EN7LC-III-a-7: EN7VC-III-a-13: EN7V-III-a-13.11: EN7LT-III-a-5: EN7WC-III-a-2.2: EN7OL-III-a-1.3: EN7G-III-a-1: Link
Use one’s schema Use different Determine the key Categorize words or Discover literature Compose simple Express ideas, sentences using
to better understand listening strategies message conveyed expressions according as a tool to assert narrative texts opinions, feelings logical connectors
a text based on purpose, in the material to shades of meaning one’s unique EN7WC-III-a- and emotions that signal
Submitted by: EN7RC-III-a-8.1: topic and levels of viewed EN7V-III-a-13.11.1: identity and to 2.2.12: Identify during chronological and
Maricel R. Alfaro Use one’s schema difficulty of simple Identify collocations better understand features of interviews, logical sequence
-Pasonanca as basis for informative and * Identify the theme used in a selection other people narrative writing group/panel and summation
National High conjectures made short narrative of a material EN7LT-III-a-5.1: discussions,
School about a text texts viewed * Enumerate ways on Identify the * Give the forums/fora, * Define logical
categorizing distinguishing definition of debates, etc. connectors
*Define schema EN7LC-III-a- words/expressions features of narrative texts EN7OL-III-a-5:
2.1/3.1: Note according to shades of literature during Use the * List down
*Identify the specific details of meaning the Period of * Cite examples of appropriate examples of logical
different kinds of the text listened to * Define collocation Emergence narrative texts prosodic features connectors
schema * List down examples of speech during
* Define listening of collocations * List down * Identify the steps interviews,
strategies examples of in composing discussions and

17 | P a g e
 *Identify the desirable traits of narrative texts forums
different learning Filipinos * List down
strategies examples of * Define
*Enumerate the features of interviews,
* Define distinguishing narrative writing group/panel
informative and features of discussions,
narrative texts literature during forums/fora,
the Period of debates, etc.
Emergence
* Define prosodic
features

* List down
examples of
prosodic features
of speech
Module 3, Week 1
Submitted by: Maricel R. Alfaro -Pasonanca National High School
Week 2 EN7RC-III-b- 8.1: EN7LC-III-b- EN7VC-III-b-13: EN7V-III-b- 13.11.1: EN7LT-III-a-5: EN7WC-III-b-2.1: EN7OL-III-b-3: EN7G-III-a-1:
Use one’s schema 3.3/3.3.1: Identify collocations
Submitted by: as basis for Recognize main Determine the key used in a selection Discover literature Compose personal Employ the Link sentences
Gemma A. conjectures made points and message conveyed as a tool to assert and factual appropriate oral using logical
Turabin - about a text supporting ideas in in the material one’s unique recounts language and connectors that
Zamboanga City the text listened to viewed identity and to stance in an signal
National High * Activate one’s *Use collocations in better understand interview, a panel chronological and
School- Main background * Determine the *Give the meaning communication other people discussion, in a logical sequence
knowledge to relationship of of key idea ** Note the forum and in a and summation
express conjectures main points and * Explain the EN7LT-III-b-5.2: features of debate
supporting ideas importance of a key personal and
* Relate one’s idea in a selection Identify the factual recounts * Recognize the * List down logical
background *Differentiate main distinguishing ** Recall tools / points in connectors that
knowledge to the points from features of significant conducting an signal
text to make/give supporting ideas revolutionary personal and interview chronological and
conjectures songs, poems, factual events logical sequence
*Listen carefully short stories, *Formulate guide and summation
* Get the meaning for main points and drama, and novels questions for an
of conjecture supporting ideas interview * Note the
*Connect one’s importance of
identity to the *Stage a mock logical connectors
events and to make

18 | P a g e
 characters in the interview chronological and
selection logical arrangement
of ideas
*Recognize the
distinguishing the
features of
revolutionary
songs, poems,
short stories,
drama and novels

Module 3, Week 2
Submitted by: Gemma A. Turabin -Zamboanga City National High School- Main
Week 3 EN7RC-III-c-8.2: EN7LC-III-c-6.2: EN7VC-III-c-13: EN7V-III-c13.11.1: EN7LT-III-c-5: EN7WC-III- EN7OL-III-c-3: EN7G-III-c-2:
Use the universe of Infer thoughts and Determine the key Identify collocations Discover literature c2.8.5: Compose a Employ the Use the passive and
Submitted by: the text to activate feelings expressed message conveyed used in a selection as a tool to assert series of journal appropriate oral active voice
Florence P. one’s schema in the text listened in the material one’s unique entries language and meaningfully in
Lasmarias - to viewed *Use collocations in a identity and to stance in an varied contexts
Zamboanga *Associate key sentence better understand *Express insights interview, a panel
National High points of the text to *Identify the key other people gained from class discussion, in a *Convert passive
School- West one’s prior points from the text forum and in a voice into active
listened to *Compare and Tell the features of debate voice
knowledge
contrast one’s journal writing
identity with *Discuss features
*Infer through *Identify
identifying another person of panel
examples of active
elements of the text through a poem discussion
and passive voice

*Identify the kind *Ask a willing *Recognize a

*Define passive and
of text used friend or panel discussion
active voice
acquaintance of from an interview
his/her strengths and forum.
and weaknesses

*List one’s
strengths and
weaknesses

19 | P a g e
 EN7LT-III-c-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection

*Identify the
elements of a
specific genre
Module 3, Week 3
Submitted by: Florence P. Lasmarias -Zamboanga National High School- West
Week 4 EN7RC-III-d-8.2: EN7LC-III-d-3.18: EN7VC-III-d-13: EN7V-III-d-13.8: EN7LT-III-d-5: EN7WC-III-d- EN7OL-III-d-3: EN7G-III-d-2:
Use the universe of Determine the Determine the key Determine words or Discover literature 2.2.13: Employ the Use the passive and
Submitted by: the text to activate order of ideas as message conveyed expressions with as a tool to assert Compose an appropriate oral active voice
Mary Gay N. one’s schema signalled by cues in the material genus-species one’s unique anecdote based on language and meaningfully in
Resurreccion- viewed (hyponymous) identity and to a significant stance in an varied contexts
Zamboanga *Recall lessons * Identify the order relations in the better understand personal interview, a panel
National High about Filipino of ideas as * Identify the steps section. other people experience discussion, in a *Define passive and
School - West values to support signalled by cues in gathering key forum and in a active voice
ideas about the messages *Unlock difficult EN7LT-III-d-2.2.2 *Define anecdotes debate
given text (according to words used in a given Explain literary *Give examples for
purpose) text through context devices used *Give examples of *Identify oral passive and active
conveyed in the clues anecdotes language and voice used in a
material used *Identify the stance to be used varied context
*Make a bubble map different literary in an interview, a
showing the genres panel discussion,
synonymous words in a forum and in
that would relate to *Define literary a debate
the words with devices
hyponymous relations
in the given selection *Identify the
different literary
devices used in
literature
Module 3, Week 4
Submitted by: Mary Gay N. Resurreccion- Zamboanga National High School – West

20 | P a g e
 5 N7RC-III-e-2.8: EN7LC-III-e-3.6: EN7VC-III-e-14: EN7V-III-e-13.8: EN7LT-III-e-5: EN7WC-III- EN7OL-III-e-3:
Make predictions Follow steps in a Make a stand on the Determine words or Discover literature e2.2.13: Compose Employ the EN7G-III-e-3: Use
about the text process material viewed expressions with as a tool to assert an anecdote based appropriate oral direct and reported
*Identify the steps genus-species one’s unique on a significant language and speech
* Elaborate orally in conveying order (Hyponymous) identity and to personal stance in an appropriately in
the significant of ideas relations in a selection better understand experience interview, a panel varied contexts
details in the text *Interpret other people discussion, in a
silently read creatively the *Define hyponyms EN7LT-III-e2.2.2: forum and in a *Define direct and
details listened to * Provide examples of Explain literary debate reported speech
through diagrams, words/expressions devices used
charts or table. with genus- *Develop the oral *Discuss direct and
species(Hyponyms) skills and stance reported speech
in an interview, a
panel discussion, *Use direct and
in a forum and in reported speech
a debate appropriately in
varied context.
Module 3, Week 5
Submitted by: Mercy M. Dagatan-Tagasilay National High School
Week 6 EN7RC-IIIf-2.8: EN7LC-IIIf-2.7: EN7VC-IIIf-14: EN7V-III-e-13.8: EN7LT-IIIf-5: EN7WC-III- EN7OL-IIIf- EN7G-IIIf-3: Use
Make predictions Sequence a series Make a stand on the Determine words or Discover literature e2.2.13: Compose 3.4.1: Express direct and reported
Submitted by: about the text of events material viewed expressions with as a tool to assert a travelogue ideas and speech
Aicel A. Angeles- mentioned in the genus-species one’s unique opinions based on appropriately in
Mangusu *Discuss the material listened to *Explain a stand on (hyponymous) identity and to *Define text listened to varied contexts
Integrated School predictions about the material viewed relations in a selection better understand travelogue
the text *Retell the series other people *Defend the ideas *Make a dialogue
of events *Recognize the ⃰Create a and opinions using direct and
mentioned in the homonym among the EN7LT-IIIf-2.2.3: travelogue expressed based reported speech
material listened to words/expressions Determine tone, on the text
given mood, technique, listened to
and purpose of the
author
*Identify one’s
unique identity to
better understand
other people
⃰Define tone,
mood, technique,
and purpose of the
author

21 | P a g e
Module 3, Week 6
Submitted by: Aicel A. Angeles-Mangusu Integrated School
Week 7 EN7RC-III-g-9: EN7LC-III-g-7.1: EN7VC-III-g-14: EN7V-III-g-13.11.2: EN7LT-III-g-5: EN7WC-III-g- EN7OL-III-g- EN7G-III-g-3: Use
Identify the Identify the Make a stand on the Identify words or Discover literature 2.2.14: Compose a 3.4.1: Express direct and reported
Submitted by: author’s intentions persons speaking material viewed expressions with part- as a tool to assert travelogue ideas and speech
Maricel R. Alfaro for writing and addressed, and whole (partitive) one’s unique opinions based on appropriately in
-Pasonanca EN7RC-III-g-2.13: the stand of the * Draw conclusions relations identity and to * Recall the text listened to varied contexts
National High Distinguish fact speaker based on from the material better understand definition of
School from opinion, explicit statements viewed. * Define partitive other people travelogue * Identify * Recall the
fantasy from reality made relation EN7LT-III-g-2.3: differences between
in the text Draw similarities * List down direct and reported
*Define explicit * List down examples and differences of important features speech
* Name the statements of words with the featured of travelogue
author’s intentions partitive relations selections in * Transform
for writing *Give examples of relation to the sentences from
explicit statements theme direct to reported
* Define fact, and vice versa
opinion, fantasy, * Use a graphic
and reality organizer to show
the similarities
differences of the
featured selections

* Identify the
theme in the
selection read
Module 3, Week 7
Submitted by: Maricel R. Alfaro -Pasonanca National High School
8 EN7RC-III-h- 2.13: EN7LC-III-h-7.1: EN7VC-III-h-14: EN7V-III-h- 13.11.2: EN7LT-III-h-5: EN7WC-III-h- EN7OL-III-h- EN7G-III-h-3:
Distinguish fact Identify words or 2.2.15: Compose a 1.3.1: Raise
from opinion, Identify the Make a stand on the expressions with part- Discover literature personal letter to a sensible, Use the past and
fantasy from reality persons speaking material viewed whole (partitive) as a tool to assert friend, relative, challenging past perfect tenses
in the text and addressed, and relations one’s unique and other people thought correctly in varied
the stand of the ** Demonstrate identity and to provoking contexts
** Differentiate speaker based on understanding on ** Determine how better understand ** Recall the parts questions in
fact from opinion explicit statements the material viewed words become part of other people of a letter public ** Recall the uses
made a whole EN7LT-III-h-3: forums/panel of the past and past
** Show how ** Determine the Explain how a ** Determine the discussions, etc. perfect tenses
fantasy differs from relevant issue/s ** Locate words in a selection may be purposes of letter
reality or state the ** Listen carefully presented in the text/selection with influenced by writing ** Discuss the **Differentiate the

22 | P a g e
 difference between to determine the material viewed to part-whole culture, history, the points in past and the past
fantasy and reality speaker and the make a stand relationships environment, and ** Define what a formulating perfect tenses
receiver other factors personal letter is questions
** Determine the
** Take note of the **Define culture ** Differentiate a ** Give examples verb forms in the
speaker’s stand on and history personal letter of questions that past and past
his explicit ** Show how from other kinds are challenging perfect tenses
statements culture and history of letters and thought **
influence literature provoking in Give examples of
** Determine the relation to public sentences in the two
events in the forums and panel tenses mentioned
literary piece that discussions
are related/similar ** State
to human similarities/
experience/s differences
between public
forums and panel
discussions
Module 3, Week 8
Submitted by: Gemma A. Turabin -Zamboanga City National High School- Main
9 EN7RC-III-i2.1.7: EN7LC-III-i-2.5: EN7VC-III-i-14: EN7V-III-i13.11.2: EN7LT-III-i-5: EN7WC-III- EN7OL-III- EN7G-III-i-3: Use
React to assertions Formulate Make a stand on the Identify words or Discover literature i2.2.15: Compose i1.3.1: Raise the past and past
made by the author predictions about material viewed expressions with part- as a tool to assert a personal letter to sensible, perfect tenses
in the text the contents of the whole (partitive) one’s unique a friend, relative, challenging correctly in varied
text relations identity and to and other people thought contexts
*Compare one’s *Outline details that better understand provoking
opinion to the *Analyse key will support one’s *Use partitive other people *Discuss on how questions in *Compare and
author’s assertion details from the conclusion expressions in a (Unpacked) to write a personal public Contrast Simple
text sentence letter forums/panel Past Tense to Past
*Cite evidence *Draw conclusion EN7LT-III-i-3: discussions, etc.
Perfect Tense
*Refer to text to Explain how a
from the text to from the key ideas
selection may be *Explain the art
support these support predictions influenced by *Explain Simple
of the text *List the key ideas of questioning
assertions culture, history, Past Tense and
from the material
viewed environment, and *List features of Past Perfect Tense
*Identify assertions other factors questions to be
in a text used in public
forums or panel
*Define assertion discussions

23 | P a g e
 EN7LT-III-i-3.1:
(Review)
Define culture,
history and
environment as
factors on
influencing a
selection
Module 3, Week 3
Submitted by: Florence P. Lasmarias -Zamboanga National High School- West
10 Culminating Task
CRISTINA GALVEZ-COLUMBRES, Ed.D. (CAR) Dates: April 12-13, 2018 – First and Second Unpacking Sessions
Group 7 English - Unpacking of Standards Chairperson April 19-20, 2018 – Third and Fourth Unpacking Sessions

FOURTH QUARTER
PROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
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.
CONTENT STANDARD
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village; various extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh -questions.
PERFORMANCE STANDARD
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate strategies to comprehend extended text types; using lexical and
contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing
formats.
Week RC Reading LC Listening VC Viewing V Vocabulary LT WC Writing and F Oral Language G Grammar
Comprehension Comprehension Comprehension Development Literature Composition and Fluency Awareness

Week 1 EN7RC-IV-a- EN7LC-IV-a-8: EN7VC-IV-a.6.1: EN7V-IV-a—12.3: EN7LT-IV-a-2.2: EN7WC-IV-a- EN7OL-IV-a3: EN7G-IV-a-4: Use
3.2: Process information Differentiate reality Use lexical and Discover through 2.2: Observe and use imperatives and
Classify text mentioned in the from fantasy based contextual cues in Philippine Compose simple the appropriate prepositions when
Submitted by: types text listened to on a material viewed understanding literature the need informative texts oral language, giving instructions
Mary Gay N. (Narrative, EN7LC-IV-a-8.1: unfamiliar words and to work EN7WC-IV-a- stance and
Resurreccion- expository, Determine the *Define reality and expressions cooperatively and 2.8.4: behaviour when *Define imperatives
Zamboanga explanation, intentions of fantasy responsibly in Identify features giving and prepositions
National High recount, speakers by focusing *Define lexical and today’s global of personal information,
School persuasive) on their unique *Give sample texts contextual cues village essays instructions, *Give examples of
verbal and non- for reality and making imperatives and
verbal cues fantasy explanation and prepositions

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 *Define text * Gather *Compare and *Give examples for EN7LT-IV-a-6.1: *Define narrating events in *Construct
types information from the contrast reality from lexical and contextual Identify the informative texts factual and sentences using
text listened through fantasy through cues distinguishing personal recounts imperatives and
*Identify the the given guide Venn Diagram features of selected *Give examples prepositions
different text questions presented *Give the meaning of literary genres of informative *Identify the oral
types before the given the unfamiliar words during the texts languages used in
selection and expressions used contemporary a specific purpose
*Define narrative in the selection by period *Define personal (stance and
text, expository *Define verbal and using lexical and essays behaviour when
text, explanation non-verbal cues contextual cues *Identify the giving
text, recount text, different Filipino *Illustrate information,
and persuasive *Identify the values portrayed in examples of instructions,
text different verbal and the given selection personal essays making
non-verbal cues explanations, and
used in language narrating events in
*Identify the factual and
different literary personal recounts)
genres during the
contemporary
period

*Give samples of
literary works for
the selected
literary genres
during the
contemporary
period
Module 4, Week 1
Submitted by: Mary Gay N. Resurreccion- Zamboanga National High School
Week 2 EN7RC-IV-b-10: EN7LC-IV-b-8: EN7VC-IV-b-6.1: EN7RC-IV-b12.3: EN7LT-IV-b-6: EN7WC-IV-b. EN7OL-IV-b- EN7G-IV-b-4: Use
Use appropriate Process information Differentiate reality Use lexical and Discover through 2.8.6: 1.26: Give clear imperatives and
Submitted by: reading strategies mentioned in the from fantasy based contextual cues in Philippine Distinguish precise and prepositions when
Mercy M. for various text text listened to on a material viewed understanding literature the need between and concise giving instructions
Dagatan-Tagasilay types unfamiliar words and to work among a capsule information,
National High EN7LC-IV-b-8.1: *Classify material expressions cooperatively and biography, explanations and * Use prior
School EN7RC-IV- Determine the viewed whether real responsibly in biographical instructions in knowledge in
b10.1: Give and intentions of or fantasy *Identify the meaning today’s global sketch, and varied oral imperatives and
follow speakers by focusing of unfamiliar words village. feature article communication prepositions
instructions and on their unique using structural situation according to

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 directions verbal and non- analysis EN7LT-IV-b-2.2: *Define capsule purpose
verbal cues -lexical Explain how the biography, * Discuss the
*Discuss the *Identify key/topic -contextual cues elements specific biographical different kinds of
different text sentence in a text to a genre sketch, and oral
types listened to contribute to the feature article communication
theme of a
*Determine *Simplify the particular literary *Identify the * Employ clear,
whether the intentions of the selection steps in making a precise and
given statement speakers by focusing capsule concise
is a narrative, on their verbal and *Classify literature biography, information,
expository, non-verbal cues as means of biographical explanations in
explanation, working sketch, and varied oral
persuasive or cooperatively and feature article communication
recount) responsibly in situations
today’s global *Differentiate
village capsule
biography,
biographical
sketch, and
feature article.

*Construct a
simple capsule
biography,
biographical
sketch, and
feature article
Module 4, Week 2
Submitted by: Mercy M. Dagatan-Tagasilay National High School
Week 3 EN7RC-IVc- EN7LC-IVc-2.5: EN7VC-IVc-15: EN7V-IVc-23: EN7LT-IVc-6: EN7WC-IVc- EN7OL-IVc-1.7: EN7G-IVc-5: Use
2.12: Make Predict the outcomes Compare content of Analyze relationships Discover through 1.3: Organize Orally narrate verbs when giving
Submitted by: generalizations of a verbal exchange materials viewed to presented in analogies Philippine information events in factual information and
Aicel A. Angeles- from different listened to and their other sources of EN7V-IVc-23.1: literature the need about a chosen and personal making
Mangusu possible effects on information (print Supply other words or to work subject using a recounts using explanations
Integrated School ⃰Draw a the speakers and radio expressions that cooperatively and graphic organizer appropriate verbal
conclusion from complete an analogy responsibly in and non-verbal *Identify the
the different text *Validate the *Differentiate today’s global *Define graphic cues different kinds of
types through an outcomes of a verbal content of materials *Distinguish the types village organizer verbs
organizer exchange listened to viewed to other of analogy
and their possible sources of

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 effects on the information (print ⃰Choose appropriate EN7LT-IVc-2.2.1: ⃰Name the ⃰ Define graphic
speakers and radio words or expressions Express different organizer
that complete an appreciation for examples of
analogy sensory images graphic organizer ⃰Name the different
used examples of
*Summarize graphic organizer
*Reflect through important
Philippine information
literature the need using graphic
to work organizer
cooperatively and
responsibly in
today’s global
village

*Identify the types

of sensory images
Module 4, Week 3
Submitted by: Aicel A. Angeles-Mangusu Integrated School

Week 4 EN7RC-IV-d- EN7LC-IV-d-2.7: EN7VC-IV-d-15: EN7V-IV-d-23: EN7LT-IV-d-6: EN7WC-IV-d- .EN7OL-IV-d-1.7: EN7G-IV-d-5: Use
10.2: Distinguish Sequence a series Compare content of Analyze Discover through 1.1.6: Organize Orally narrate verbs when giving
Submitted by: between general of events mentioned materials viewed to relationships Philippine information vents in factual information and
Maricel R. Alfaro- and specific in the text listened to other sources of presented in analogies literature the need about a chosen and personal making
Pasonanca statements information (print EN7V-IV-d-23.1: to work subject using a recounts using explanations
National High * Use a graphic and radio) Supply other words or cooperatively and one step topic appropriate verbal
School * Identify organizer to arrange expressions that responsibly in outline and non-verbal * Perform a role
general and events in * List down complete an analogy today’s global cues play observing the
specific ideas chronological order important details * Identify the village. * Identify the correct use of verbs
from the given from both sources of relationship in the EN7LT-IV-d- topic sentence * Demonstrate in giving
text information given analogies 2.2.2: Explain the * Make an appropriate verbal information and
literary devices outline of the and non-verbal making
used supporting cues in retelling a explanations
details on the story
* List down topic sentence
Filipino values
Identify the
literary devices
used
Module 4, Week 4

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Submitted by: Maricel R. Alfaro- Pasonanca National High School
EN7RC-IV-e- EN7LC-IV-e-2.7: EN7VC-IV-e-15: EN7V-IV-e-9: Give EN7LT-IV-e-6: EN7WC-IV- EN7OL-IV-e-3.10: EN7G-IV-e-5: Use
5 2.10: Sequence a series of Compare content of the various meanings Discover through e2.8.6.1: Use correct and verbs when giving
Sequence/reorga events mentioned in materials viewed to of identified Philippine Compose a appropriate information and
Submitted by: niz e ideas or the text listened to other sources of homonymous or literature the need capsule multimedia making
Gemma A. information information (print polysemous words or to work biography of a resources when explanations
Turabin - and radio) expressions cooperatively and person orally giving
Zamboanga City responsibly in interviewed information,
High School - today’s global instructions,
Main village making
explanations and
EN7LT-IV-e2.2.3: narrating events in
Determine tone, personal or factual
mood, technique, recounts
and purpose of the
author
Module 4, Week 5
Submitted by: Gemma A. Turabin - Zamboanga National High School - Main
Week 6 EN7RC-IV-f- EN7LC-IV-f-2.8: EN7VC-IV-f-16: EN7V-IV-f-9: Give EN7LT-IV-f-6: EN7WC-IV- EN7OL-IV-f-3.10: EN7GS-IV-f-6:
10.3: Sequence Make simple Express one’s the various meanings Discover through f2.8.6.1: Use correct and Formulate
Submitted by: steps in a process inferences about beliefs/convictions of identified Philippine Compose a appropriate meaningful
Florence P. thoughts and based on a material homonymous or literature the need capsule multimedia expressions
Lasmarias-  List the feelings expressed in viewed polysemous words or to work biography of a resources when
Zamboanga steps of the the text listened to expressions cooperatively and person orally giving *Compose
National High process given in *Explain details responsibly in interviewed information, grammatically
School - West the selection  Identify key from the material *Compare and today’s global instructions, correct
points or ideas viewed to support contrast between village *Recall on the making expressions
from the text one’s beliefs and homonymous and definition of explanations and
listened to convictions polysemous *Remember the capsule narrating events in
Filipino values biography personal or factual EN7G-IV-f-6.2:
 Outline key identified during recounts Formulate who,
points that support week 1. *Discuss what, when, where,
to the inferences on features of *Recall on the why, and how
thoughts and *Associate conducting an different types of questions
feelings conveyed Filipino values interview multimedia
in the text listened on how to work resources 
*Explain WH
to cooperatively and questions
responsibly in *Classify what
today’s global multimedia
village resources to be

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 used for giving *Cite examples of
information, WH questions
instructions,
making  Construct
explanations and WH questions for
narrating events an interview

Module 4, Week 6
Submitted by: Florence P. Lasmarias- Zamboanga National High School - West
Week 7 EN7RC-IV-g- EN7LC-IV-g-8.2: EN7VC-IV-g-16: EN7V-IV-g-3.11: EN7LT-IV-g-6: EN7WC-IV-g- EN7OL-IV-g- EN7G-IV-g-6.2:
10.4 Determine the worth Express one’s Identify words or Discover through 2.8.6.2: 3.10: Formulate who,
Cite evidence to of ideas mentioned beliefs/convictions expressions used in a Philippine Compose a Use correct and when, where, why,
Submitted by: support a general in the text listened to based on a material selection that show literature the need biographical appropriate multi- and how questions
Mary Gay N. statement viewed varying shades of to work sketch based on a media resources
Resurreccion- EN7RC-IV-g- *Identify the meaning ( gradients) cooperatively and personal when orally giving *Identify the
Zamboanga 3.1.13 purpose of the *Define beliefs responsibly in interview and information, different types of
National High Make a stand speaker from the (Filipino culture) *Give the meaning of today’s global background instructions, questions according
School given text listened to and convictions the word through the village research making to purpose (WH-
given pictures shown EN7LT-IV-g-2.3: explanations and Questions)
*Define general *Give examples of in the selection Identify the *Define narrating events in
statement beliefs and distinguishing biographical personal or factual *Construct WH-
convictions under features of selected sketch recounts questions according
*Give examples Filipino setting literary genres to purpose
of a general during the *Give example *Define multi-
statement *Make a reflective contemporary of a biographical media resources
journal based on the period sketch
*Gather data to material viewed *Identify the
support a general *Identify the *Make a different multi-
statement different Filipino biographical media resources
values portrayed in sketch based on a used in giving oral
the given selection personal instructions,
*Identify the interview and making
different literary research explanations and
genres during the background narrating events in
contemporary personal or factual
period recounts
*Give samples of
literary works for
the selected
literary genres

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 during the
contemporary
period
Module 4, Week 7
Submitted by: Mary Gay N. Resurreccion- Zamboanga National High School
Week 8 EN7RC-III- EN7LC-III-h-7.1: EN7VC-IV-h-16: EN7V-III-h13.11.2: EN7LT-III-h-5: EN7WC-III- EN7OL-III-h1.3.1: EN7G-III-h-3:
h2.13: Identify the persons Express one’s Identify words or Discover literature h2.2.15: Raise sensible, Use the past and
Submitted by: Distinguish fact speaking and beliefs/convictions expressions with part- as a tool to assert Compose a challenging past perfect tenses
Mercy M. from opinion, addressed, and the based on a material whole (partitive) one’s unique personal letter to thought provoking correctly in varied
Dagatan-Tagasilay fantasy from stand of the speaker viewed relations identity and to a friend, relative, questions in public contexts
National High reality in the text based on explicit better understand and other people forums/panel
School statements made EN7VC-III-h-14: other people discussions, etc *Discuss Verb
Make a stand on the *Discuss the tenses
material viewed EN7LT-III-h-3: basic parts of a *Recall significant (Past & Past
Explain how a friendly letter guidelines about Perfect)
selection may be forums/panel
influenced by *Cite examples discussions. *Use the past and
culture, history, of a personal past perfect tenses
environment, and letter appropriately in
other factors varied contexts
*Explain the
*Classify literature technical aspects
as tools of a personal letter
asserting one’s is comprise of
unique identity and (margin, content,
understanding address in the
other people envelop)

*Discuss how a * Construct a

selection may be personal letter
influenced by
culture, history,
environment, or
other factors.
Module 4, Week 8
Submitted by: Mercy M. Dagatan-Tagasilay National High School

Week 9 EN7RC-IVi- EN7LC-IVi-8.3: EN7VC-IVi-16: EN7V-IVi-23.2: EN7LT-IVi-6: EN7WC- EN7OL-IVi-5: EN7G-IVi-6.1:

10.5: Narrate Express appreciation Express one’s Create or expand Discover through IVi2.8.6.2: Use correct and Formulate short
Submitted by: events for entertaining texts beliefs/convictions word clines Philippine Compose a appropriate replies

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Aicel A. Angeles- (anecdotes, jokes, based on a material literature the need biographical prosodic features
Mangusu ⃰Interpret fables, myths, tales) viewed ⃰Arrange the set of to work sketch based on a of speech when ⃰Design own short
Integrated School significant events by recognizing the words using the word cooperatively and personal giving replies
from material punch lines ⃰Explain one’s cline responsibly in interview and information,
read beliefs/convictions ⃰Construct different today’s global background instructions,
⃰Do a story telling based on a material sentences using the set village research making
from one of the viewed of words in word explanations and
examples of clines EN7LT-IV0-7: ⃰Define narrating events in
anecdotes, jokes, Explain the biographical personal and
fables, myths, and contributions of sketch factual recounts
tales national artists for ⃰List down
literature in important points ⃰Identify the kinds
elevating to consider in of prosodic
Philippine conducting features of speech
Literature in personal ⃰Formulate
English in the interview and information,
global village background instructions,
⃰Value through research making
Philippine explanations and
literature the need narrating events in
to work personal and
cooperatively and factual recounts by
responsibly in using appropriate
today’s global prosodic features
village of speech
⃰List down national
artists for literature
and their
contributions in
elevating
Philippine
Literature in
English
Module 4, Week 9
Submitted by: Aicel A. Angeles-Mangusu Integrated School
10 Culminating Task
CRISTINA GALVEZ-COLUMBRES, Ed.D. (CAR) Dates: April 12-13, 2018 – First and Second Unpacking Sessions
Group 7 English - Unpacking of Standards Chairperson April 19-20, 2018 – Third and Fourth Unpacking Sessions

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