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1. 2/25/2016 English grade 10 TG Teaching Guide Unit 2
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1. i 10 English Teacher’s Guide Department of Education Republic of the Philippines Celebrating Diversity through World Literature This book was
collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph. We value your
feedback and recommendations.
2. ii Celebrating Diversity through World Literature – Grade 10 English ­ Teacher’s Guide First Edition 2015 Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Development Team of the Teacher’s Guide Consultants: Dr. Edizon A. Fermin and
Prof. Marla C. Papango Authors: Liza Almonte, Lerma Flandez, Angelou Hermosa, Nedia Lagustan, Liberty Mangaluz, Elenita R. Miranda, Paul Anthony
Mendoza, Lito Palomar, Grace Annette Barradas­Soriano, and Karen Villanueva Reviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz,
Benjamin Hanson S. Juan, Jennifer E. Lopez, Carlo Erba Manalo – Pacinos, Dr. Sterling Plata, Jeanette M. Romblon, Leilani T. Señires, and Dr. Roderick
Tadeo Language Editor: Dr. Ma. Antoinette Montealegre Production Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador Dionisio, and
Ms. Anna Marie B. San Diego Illustrators: Angielyn G. Bariñan, Eric S. De Guia, and Jayson M. Gaduena Layout Artists: Camille Francesca Mondejar,
Matthew Leysa, and Jerby S. Mariano Printed in the Philippines by REX Book Store, Inc. Department of Education­Instructional Materials Council Secretariat
(DepEd­IMCS) Office Address: 5th Floor Mabini Bldg., DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634­1054 or 634­1072 E­
mail Address: imcsetd@yahoo.com Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos,
brand names, trade­marks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright
Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in
seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which
have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide. Those who have not entered in an
agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at
filcols@gmail.com or (02) 439­2204, respectively.
3. iii INTRODUCTION This Teacher’s Guide is specially designed to provide you the roads to cooperative, collaborative, and independent learning of the
target themes, concepts, and competencies that will develop your 21st century real life­based skills. This module provides you with meaningful tasks to
develop your skills for academic success and the world of work. It is anchored on the general principles, goals, and objectives of the K to 12 Basic Education
program for Grade 10 that will enable you to become self­ actualizing, productive and effective participant of the society and the world at large. This learner’s
material provides a variety of texts particularly world literary pieces that are both relevant and meaningful to your life. It offers opportunities for you to be
engaged in varied, interesting, motivating, challenging, meaningful and worthwhile tasks to further develop and improve your listening, speaking, viewing,
vocabulary, literary, grammar and reading skills. These tasks are generated as communicative and real life­based activities anchored on the integration of
literature and language skills. Positively, this material will help deepen your understanding on how you can enrich, enhance and lead a meaningful life. There
are four modules in this learning material. Each module builds around a particular text for you to explore meaningfully through a variety of integrated,
challenging, and interesting tasks. Module 1 : Overcoming Challenges Module 2 : Establishing Solidarity Module 3 : Reconciling with Nature Module 4 :
Rebuilding Our Societies Each module consists of six lessons wherein each lesson is developed through the following phases. 1. Your Journey ­ provides an
overview of what you should understand in the lesson. This includes clear directions and purpose of the lesson. 2. Your Objectives –states the expectations in
line with what you should know, understand, and be able to do, produce, or perform to show there is transfer of learning. 3. Your Initial Tasks – activates your
prior knowledge and prepares you for higher level tasks.
4. iv 4. Your Text ­presents the main reading or literary text and the activities/ tasks that leads you to acquire knowledge, make sense of, and construct
meaning out of the information and experiences contained therein. 5. Your Discovery Tasks –includes activities that will expand, enrich, enhance, and
broaden your understanding of the target concepts and skills. 6. Your Final Task –presents the real life­ based product or performance task as final output for
the lesson that serves as evidence of understanding of the target concepts and skills. This is an enabling task for the main real life­ based product or
performance task covering the entire module. 7. My Treasure – enables you to express your insights, learning, and realization on the lesson. This part
contains prompts and other organizers that will help you sum up and synthesize what you have learned. This learner’s material includes formal pre and post
assessments in both written response and multiple­choice formats. We hope that through this material, you will be provided with meaningful learning
experiences and relevant competencies necessary for you to successfully meet the demands of the 21st century.
5. v TABLE OF CONTENTS MODULE 2: Establishing Solidarity Lesson 1: Finding Common Ground 118 Lesson 2: Building Ties 131 Lesson 3: Being
Sensitive To Others 145 Lesson 4: Empathizing With Others 174 Lesson 5: Accepting Individual Differences 195 Lesson 6: Embodying Solidarity 207
6. vi RepublicofthePhilippines DepartmentofEducation DepEdComplex,MeralcoAvenue PasigCity December2013 Kto12CurriculumGuide ENGLISH (Grade10)
7. vii Kto12BASICEDUCATIONCURRICULUM THEFRAMEWORK
8. viii Kto12BASICEDUCATIONCURRICULUM I.PHILOSOPHYANDRATIONALE
Languageisthebasisofallcommunicationandtheprimaryinstrumentofthought.Thinking,learning,andlanguageareinterrelated.Languageis
governedbyrulesandsystems(languageconventions)whichareusedtoexploreandcommunicatemeaning.Itdefinesculturewhichisessentialin
understandingoneself(personalidentity),forminginterpersonalrelationships(socialization),extendingexperiences,reflectingonthoughtandaction,and
contributingtoabettersociety.Language,therefore,iscentraltothepeoples’intellectual,socialandemotionaldevelopmentandhasanessentialroleinallkey
learningareas1 . Languageisthefoundationofallhumanrelationships.Allhumanrelationshipsareestablishedontheabilityofpeopletocommunicateeffectivelywith
eachother.Ourthoughts,valuesandunderstandingsaredevelopedandexpressedthroughlanguage.Thisprocessallowsstudentstounderstandbetterthe
worldinwhichtheyliveandcontributestothedevelopmentoftheirpersonalperspectivesoftheglobalcommunity.Peopleuselanguagetomakesenseof
andbringordertotheirworld.Therefore,proficiencyinthelanguageenablespeopletoaccess,processandkeepabreastofinformation,toengagewiththe
widerandmorediversecommunities,andtolearnabouttheroleoflanguageintheirownlives,andintheirownandothercultures. II.GUIDINGPRINCIPLES TheK­
12LanguageArtsandMultiliteraciesCurriculumisanchoredonthefollowinglanguageacquisition,learning,teachingandassessingprinciples.
Alllanguagesareinterrelatedandinterdependent.Facilityinthefirstlanguage(L1)strengthensandsupportsthelearningofotherlanguages(L2).
English grade 10 TG Teaching Guide Unit 2

2. 2/25/2016 English grade 10 TG Teaching Guide Unit 2
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Acquisitionofsetsofskillsandimplicitmetalinguisticknowledgeinonelanguage(commonunderlyingproficiencyorCUP)providesthebaseforthe
developmentofboththefirstlanguage(L1)andthesecondlanguage(L2)2 .ItfollowsthatanyexpansionofCUPthattakesplaceinonelanguagewillhavea
beneficialeffectontheotherlanguage(s).Thisprincipleservestoexplainwhyitbecomeseasierandeasiertolearnadditionallanguages.
Languageacquisitionandlearningisanactiveprocessthatbeginsatbirthandcontinuesthroughoutlife.Itiscontinuousandrecursive
throughoutstudents’lives.Studentsenhancetheirlanguageabilitiesbyusingwhattheyknowinnewandmorecomplexcontextsandwithincreasing
sophistication(spiralprogression).Theyreflectonandusepriorknowledgetoextendandenhancetheirlanguageandunderstanding.Bylearningand
incorporatingnewlanguagestructuresintotheirrepertoireandusingtheminavarietyofcontexts,studentsdeveloplanguagefluencyandproficiency.Positive
learningexperiencesinlanguage­richenvironmentsenablestudentstoleaveschoolwithadesiretocontinuetoextendtheirknowledge,skillsandinterests. 1
1998.EnglishCurriculumFramework.Australia 2 Cummins,J.1991.TheAcquisitionofEnglishasaSecondLanguageinSpangenberg­Urbschat.KandPritchard,R.
(eds.)ReadingInstructionforESLStudentsDelaware:International ReadingAssociation
9. ix Kto12BASICEDUCATIONCURRICULUM Learningrequiresmeaning3
.Welearnwhenweusewhatweknowtounderstandwhatisnew.Startwithwhatthestudentsknow;usethattointroduce
newconcepts.Theyuselanguagetoexaminenewexperiencesandknowledgeinrelationtotheirpriorknowledge,experiences,andbeliefs.Theymake
connections,anticipatepossibilities,reflectuponideas,anddeterminecoursesofaction.
Learnerslearnaboutlanguageandhowtouseiteffectivelythroughtheirengagementwithandstudyoftexts.Theterm‘text’referstoanyform
ofwritten(readingandwriting),oral(listeningandspeaking)andvisualcommunicationinvolvinglanguage4 .Thetextsthroughwhichstudentslearnabout
languagearewide­rangingandvaried,frombriefconversationstolengthyandcomplexformsofwriting.Thestudyofspecifictextsisthemeansbywhich
learnersachievethedesiredoutcomesoflanguage,ratherthananendinitself.Learnerslearntocreatetextsoftheirownandtoengagewithtextsproduced byotherpeople.
Successfullanguagelearninginvolvesviewing,listening,speaking,readingandwritingactivities5 .Languagelearningshouldincludeaplethoraof
strategiesandactivitiesthathelpsstudentsfocusonbothMEANINGandACCURACY.
Languagelearninginvolvesrecognizing,accepting,valuingandbuildingonstudents’existinglanguagecompetence,includingtheuseof non­
standardformsofthelanguage,andextendingtherangeoflanguageavailabletostudents.Throughlanguagelearning,learnersdevelop
functionalandcriticalliteracyskills.Theylearntocontrolandunderstandtheconventionsofthetargetlanguagethatarevaluedandrewardedbysocietyandto
reflectonandcriticallyanalyzetheirownuseoflanguageandthelanguageofothers.
Aneffectivelanguageartsandmultiliteraciescurriculumsatisfiesthefollowingprinciples6 . 1.developsthinkingandlanguagethroughinteractivelearning;
2.developscommunicativecompetenceandcriticalliteracy; 3.drawsonliteratureinordertodevelopstudents’understandingoftheirliteraryheritage;
4.drawsoninformationaltextsandmultimediainordertobuildacademicvocabularyandstrongcontentknowledge;
5.developsstudents’orallanguageandliteracythroughappropriatelychallenginglearning;
6.emphasizeswritingarguments,explanatory/informativetextsandnarratives; 7.providesexplicitskillinstructioninreadingandwriting;
8.buildsonthelanguage,experiences,knowledgeandintereststhatstudentsbringtoschool;
9.nurturesstudents’senseoftheircommongroundinusinglanguage/sforcommunicationaspresentorfutureglobalcitizenstopreparethemtoparticipatein
schoolandinciviclife,and; 10.assessesandreflectsthestudents’abilitytointerpretand/orcommunicateinthetargetlanguage7 . 3 Malone,Susan.2006.ManualonMTB­
MLE(Community­BasedProgram).UNESCO 4 AndersonandAnderson.2003.TextTypesinEnglish1.Malaysia:MacMillan 5 Malone,Susan.2006.ManualonMTB­
MLE(Community­BasedProgram).UNESCO 6 2011.GuidingPrinciplesforEnglishLanguageArtsandLiteracyProgramsinMassachusetts 7
2004.SecondLanguageStudies.StandardCourseofStudyandGradeLevelCompetencies.PublicSchoolsofCarolina.StateBoardofEducation.DepartmentofInstruction.
10. x Kto12BASICEDUCATIONCURRICULUM III.NEEDSOFTHELEARNERS:THECONTEXT
Thegenerationbornaftertheyear1994until2004isreferredtoasGenerationZ.Thisisthefirstgenerationtobebornwithcompletetechnology.Theywere
bornwithPCs,mobilephones,gamingdevices,MP3playersandtheubiquitousInternet.Theydonotknowlifewithouttechnology.Hence,theyareoften
termedasdigitalnativesandareextremelycomfortablewithtechnology.Theycanemail,textandusecomputerswithoutanyproblems.Inaddition,members
ofGenerationZcanunderstandandmasteradvancementintechnology.Unfortunately,thisrelianceontechnologyandgadgetshashadanegativeeffecton
themembers.Theyratherstayindoorsandusetheirelectronicsthanplayoutdoorsandbeactive.Theyareleadingasedentarylifethatcanresultinhealth problemslateron.
Forthem,socialmediaplatformsareawaytocommunicatewiththeoutsideworld.Theyarenotbotheredaboutprivacyandarewillingtoshareintimate
detailsaboutthemselveswithcompletestrangers.Theyhavevirtualfriendsandforthemhangingoutwithfriendsmeanstalkingtothemoverthecellphones,
emailsandtextmessages.However,atthesametime,thisgenerationisconsideredtobecreativeandcollaborativeandwillhaveasignificantimpactonthe
waycompaniesworkwhentheyjointheworkforce. MembersofGenerationZareadeptatmulti­
tasking.Theycantext,read,watch,talkandeveneatsimultaneously.However,thishasalsoledtoreduced
attentionspanleadingtowhatpsychologistscallacquiredattentiondeficitdisorder.Thisgenerationisunabletoanalyzecomplexdataandinformationasthey
cannotfocusforverylong.
Whilewedon’tknowmuchaboutGenZyet...weknowalotabouttheenvironmenttheyaregrowingupin.Thishighlydiverseenvironmentwillmakethe
gradeschoolsofthenextgenerationthemostdiverseever.Higherlevelsoftechnologywillmakesignificantinroadsinacademicsallowingforcustomized
instruction,dataminingofstudenthistoriestoenablediagnosticsandremediationoracceleratedachievementopportunities.
GenZkidswillgrowupwithahighlysophisticatedmediaandcomputerenvironmentandwillbemoreInternetsavvyandexpertthantheirGenYforerunners.
11. xi Kto12BASICEDUCATIONCURRICULUM IV.OUTCOMES
TheultimategoaloftheLanguageArtsandMultiliteraciesCurriculumistoproducegraduateswhoapplythelanguageconventions,principles,strategiesand
skillsin(1)interactingwithothers,(2)understandingandlearningothercontentareas,and(3)fendingforthemselvesinwhateverfieldofendeavourtheymay engagein.
1.CommunicativeCompetence
CommunicativeCompetenceisasynthesisofknowledgeofbasicgrammaticalprinciples,knowledgeofhowlanguageisusedinsocialsettingstoperform
communicativefunctions,andhowknowledgeofutterancesandcommunicativefunctionscanbecombinedaccordingtotheprinciplesofdiscourse.8
Communicativecompetenceisclassifiedintothefollowingcompetencies.
1.Grammatical/LinguisticCompetencemeanstheacquisitionofphonologicalrules,morphologicalwords,syntacticrules,semanticrules,andlexicalitems.
2.SociolinguisticCompetencereferstothelearningofpragmaticaspectofvariousspeechacts,namely,theculturalvalues,norms,andothersocio­
culturalconventionsinsocialcontexts.Theyarethecontextandtopicofdiscourse,theparticipant’ssocialstatus,sex,age,andotherfactorswhichinfluence

3. 2/25/2016 English grade 10 TG Teaching Guide Unit 2
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stylesandregistersofspeech.Sincedifferentsituationscallfordifferenttypesofexpressionsaswellasdifferentbeliefs,views,values,andattitudes,the
developmentofsociolinguisticcompetenceisessentialforcommunicativesocialaction.
3.DiscourseCompetenceistheknowledgeofrulesregardingthecohesion(grammaticallinks)andcoherence(appropriatecombinationofcommunicative
actions)ofvarioustypesofdiscourse(oralandwritten).Sociolinguisticrulesofuseandrulesofdiscoursearecrucialininterpretingutterancesforsocial
meaning,particularlywhentheliteralmeaningofanutterancedoesnotleadtothespeaker’sintentioneasily.
4.StrategicCompetenceistoDOwiththeknowledgeofverbalandnon­verbalstrategiestocompensateforbreakdownsuchasself­correctionandat
thesametimetoenhancetheeffectivenessofcommunicationsuchasrecognizingdiscoursestructure,activatingbackgroundknowledge,contextual
guessing,andtoleratingambiguity. 2.Multiliteracies
Multiliteracies(multiliteracypractices)recognizethattherearemanykindsofliteracyatworkwithinoursociety.Theseincludetraditionalliteracypracticesusing
textsaswellasnewliteracypracticesusingtextsofpopularculturesuchasfilms.Socialliteracyencompasseshowwecommunicateandexchangemeaningin
oursocietywhileprofessionalliteracylinkswiththenotionofliteracyforschoolortheworkplace. 8
Canale,M.andM.Swain.1980.Theoreticalbasesofcommunicativeapproachestosecondlanguageteachingandtesting.AppliedLinguistics
12. xii Kto12BASICEDUCATIONCURRICULUM Thecurriculumaimstohelplearnersacquirehighly­
developedliteracyskillsthatenablethemtounderstandthatEnglishlanguageisthemostwidelyused
mediumofcommunicationinTradeandtheArts,Sciences,Mathematics,andinworldeconomy.Furthermore,thecurriculumaimstohelplearnersunderstand
thatEnglishlanguageisadynamicsocialprocesswhichrespondstoandreflectschangingsocialconditions,andthatEnglishisinextricablyinvolvedwithvalues,
beliefs,andwaysofthinkingaboutourselvesandtheworldwedwellin.Throughmultiliteracyskills,learnerswillbeabletoappreciateandbesensitiveto
socioculturaldiversityandunderstandthatthemeaningofanyformofcommunicationdependsoncontext,purpose,andaudience.
Theworldisnowinthe“Knowledgeage”wherethechallengeofeducationistopreparelearnerstodealwiththechallengesofthechangingworld.Studentsinthisage
mustbepreparedtocompeteinaglobaleconomy,understandandoperatecomplexcommunicationandinformationsystems,andapplyhigherlevelthinkingskillstomake
decisionsandsolveproblems.
TheLanguageArtsandMultiliteraciesCurriculum(LAMC)addressestheseneeds.ThisistherationalewhyMotherTongue,Filipino,andEnglishfollowaunifiedframework
whichallowseasytransitionfromacquiringandlearningonelanguagetoanother.
Thecurriculumhasfive(5)components.Eachcomponentisessentialtothelearners’abilitytocommunicateeffectivelyinalanguageleadingthemtoachievecommunicative
competenceandmultiliteraciesintheMotherTongue,FilipinoandEnglish.Thediagramonpage2showsthattheheartandcoreofLAMCismakingmeaningthrough
languageandaimstodevelopgraduateswhoarecommunicativelycompetentandmultiliterates.
Component1illustrateslearningprocessesthatwilleffectacquisitionandlearningofthelanguage.ItexplainstheHOWoflanguagelearningandthereforeservesas
guidingprinciplesforlanguageteaching.
Component2describesknowledgeandskillareaswhichareessentialtoeffectivelanguageuse(understandingofcultures,understandinglanguage,processesand
strategies)whichwillbedevelopedthroughlanguagearts(macro­skills). Component3showstheinterdependenceandinterrelationshipsofthemacro­
skillsofthelanguage(listening,speakingandviewing;reading,viewingandresponding;
writingandrepresenting)andthedevelopmentofthinkingskills(criticalthinking,creativethinking,andmetacognition)allowingstudentstomakemeaningthrough
language.
Component4explainstheholisticassessmentoftheLanguageArtsandLiteracyCurriculumwhichservesasfeedbackofitseffectivenesstostudents,teachers,school
administrators,andcurriculumdevelopers. IV.CONCEPTUALFRAMEWORK
13. xiii Kto12BASICEDUCATIONCURRICULUM
Foreffectivelanguageacquisitionandlearningtotakeplace,languageteachersmustbeguidedbythesix(6)languageteachingprinciples.Theseprinciplesexplainthe
naturalprocessoflanguagedevelopment. 1.SpiralProgression
Skills,grammaticalitems,structuresandvarioustypesoftextswillbetaught,revisedandrevisitedatincreasinglevelsofdifficultyandsophistication.Thiswillallow
studentstoprogressfromthefoundationalleveltohigherlevelsoflanguageuse. 2.Interaction
Languagelearningwillbesituatedinthecontextofcommunication(oralandwritten).Activitiesthatsimulatereal­lifesituationsofvaryinglanguagedemands(purposes,
topics,andaudiences)willbeemployedtohelpstudentsinteractwithotherstherebyimprovetheirsocializationskills. 3.Integration Theareasoflanguagelearning–
thereceptiveskills,theproductiveskills,andgrammarandvocabularywillbetaughtinanintegratedway,togetherwiththeuseof relevantprintandnon­
printresources,toprovidemultipleperspectivesandmeaningfulconnections.Integrationmaycomeindifferenttypeseitherimplicitlyorexplicitly
(skills,content,theme,topic,andvaluesintegration). 4.Learner­Centeredness Learnersareatthecenteroftheteaching­
learningprocess.Teachingwillbedifferentiatedaccordingtostudents’needs,abilitiesandinterests.Effectivepedagogieswill
beusedtoengagethemandtostrengthentheirlanguagedevelopment. 5.Contextualization
Learningtasksandactivitieswillbedesignedforlearnerstoacquirethelanguageinauthenticandmeaningfulcontextsofuse.Forexample,lessonswillbeplanned
aroundlearningoutcomes,atheme,oratypeoftexttohelplearnersuserelatedlanguageskills,grammaticalitems/structuresandvocabularyappropriatelyinspoken
andwrittenlanguagetosuitthepurpose,audience,context,andculture.Learningpointswillbereinforcedthroughexplicitinstructionandrelatedfollow­uppractice.
6.Construction
Makingmeaningistheheartoflanguagelearninganduse.Learningtasksandactivitieswillbedesignedforlearnersinsuchawaythattheywillhavetimetoreflecton
andrespondtoideasandinformation.Learnerswillbeprovidedwithsufficientscaffoldingsothattheywillbeabletoreachtheirfullcognitive,affective,and
psychomotorpotentialsandbecomeindependentlearnerswhoaregoodconsumersandconstructorsofmeaning. COMPONENT1:LanguageLearningProcess
14. xiv Kto12BASICEDUCATIONCURRICULUM Therearethreemajorapplicationsofthemacro­
skillsofthelanguage(UnderstandingofCultures;UnderstandingLanguage;andProcessesandStrategies).Theyare
describedastheknowledgeandskillareaswhichareessentialtoeffectivelanguageusedemonstratedthroughthelanguagemacro­skills.
1.UNDERSTANDINGCULTURES.Learninglanguagethroughtexttypesandliteraryappreciationexposeslearnerstodifferentculturesoftheworld,
includingone’scultureLearnersdevelopsociolinguisticandsocioculturalunderstandingsandapplythemtotheiruseofthelanguage(MotherTongue,Filipino,and
English).Sociolinguisticunderstandingreferstoappropriatelanguageuse.Itisdefinedinthisdocumentastakingintoaccountthesocialsignificanceoflinguisticforms
andthelinguisticimplicationsofsocialfacts.Languageisacomplexsocialpracticethatreflectsandreinforcessharedunderstandingsaboutappropriateactions,values,
beliefsandattitudeswithinacommunity.Thesesharedunderstandingsdeterminenotonlywhatiscommunicatedandwhenandhowitiscommunicated,butalsowho

4. 2/25/2016 English grade 10 TG Teaching Guide Unit 2
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doesthecommunicating.Thesecollectivelyconstitutethesociolinguisticfeaturesoflanguage.
Socioculturalunderstandingreferstoknowingaboutthelanguagespeakingcommunities.Itmeanstakingintoaccountthenon­linguisticfeaturesinthelifeofasociety.
Learnersbroadentheirframeofreferencebeyondtheirownsocialandculturalexperiences.Theygaininsightsintodifferentvaluesandbeliefsystemsandacknowledge
theculturalcontextswhichunderpinthem.Theymakesenseofthesocialfabricofthetargetlanguagecommunity.Theyunderstandthatthenaturalandphysical
environments–aswellasthesocial,economic,historical,andpoliticalenvironments–influencethelanguagespeakinggroupsandtheirculturaltraditions.
2.UNDERSTANDINGLANGUAGE.Learnersapplytheirknowledgeofthesystemofthelanguagetoassistthemtomakemeaningandtocreatemeaning.Theycometo
recognizethepatternsandrulesofthelanguagewhichemergeastheyinteractwithaplethoraoftexts(literaryandinformational)tomakemeaning.Theyapplythis
knowledgeandunderstandingtocreatetheirownspoken,written,andvisualtexts.Differencesinlanguagesystemsareexpressedinavarietyofways:forexample,in
grammaticaldifferentiations,variationsinwordorder,wordselection,orgeneralstylisticvariationsintexts.Bycomparingthesystemofthelanguagewiththesystemsof
otherlanguages,studentsunderstandthateachlanguageisdifferent,buthasidentifiablepatternswithinitsownsystem.
3.PROCESSANDSTRATEGIES.Learnersselectfromarepertoireofprocessesandstrategiesbyreflectingontheirunderstandingofthewaylanguageworksfora
varietyofpurposesinarangeofcontexts.Theydeliberateonhowtheyuselanguageandapplydifferentlanguagestrategies,dependingontheirpurpose,contextand
audience.Theyuselanguageasawayofcomingtogripswithnewideas,resolvingdifficultiesorsolvingproblems.Theyusestrategiessuchasbrainstormingand
discussionasawayofdevelopingideas.Theyexperiment,takerisksandmakeapproximationswithlanguageasawayofdevelopingtheirlanguageskills.Theyclarify
whattheyneedtoknowwhenseekinginformationforparticularpurposes.Theyusekey­wordsearchesandtheirunderstandingoftheconventionsofinformationaltexts
COMPONENT2:EffectiveLanguageUse
15. xv Kto12BASICEDUCATIONCURRICULUM
suchastablesofcontents,headings,indexes,forewords,andglossariesasaidsinlocatinginformation.Theyassesstheusefulnessofinformationforparticularpurposes.
Theytreatinformationandideascriticallyandevaluateinformationintermsofitsreliabilityandcurrency.Theymakenotesandgraphicrepresentationsofinformation
andcombineinformationfromdifferentsourcesintoacoherentwholebysummarizing,comparingandsynthesizing.
Learnersreflectonethicalconsiderationsintheuseofideasandinformation.Theyrecognizetheimportanceofattributingsourcesofideasandinformation,andof
presentingorrepresentingideasandinformationinwayswhicharenotmisleading.Theyusequotationandsourcingconventionsappropriately.Theytakeintoaccount
thepossibleeffectsofandresponsestothepresentationofideasandinformation.
Languageisthemajorinstrumentincommunication(oralandwritten)andtheheartofwhichistheexchangeofmeaning.Languagelearningshouldfocusonguiding
studentsmakemeaningthroughlanguagefordifferentpurposesonarangeoftopicsandwithavarietyofaudiences.Studentsmustbeabletoadapttovarioussituations
wherecommunicationdemandsgreatlyvary.
Theskills,grammaticalitems,structuresandvarioustypesoftextswillbetaught,andrevisitedatincreasinglevelsofdifficultyandsophistication.Thisdesignallowsstudents
toprogressfromthefoundationalleveltohigherlevelsoflanguageuse.
TheLanguageArtsandMultiliteraciesCurriculum(LAMC)iscomposedoffive(5)intricatelyintertwinedandintegratedsub­
strands(listening,speaking,reading,writing,and
viewing)thatserveasbuildingblocksforunderstandingandcreationofmeaningandforeffectivecommunicationacrosscurricula(Matrix1). Therevisedcurriculumre­
organizestheIntegratedLanguageArtsCurriculumaccordingtothecontentstandardsthatmustbemetbyallstudentsattheendofbasiceducation.
Thisisnotinconsistentwiththeproposed5sub­
strandsoftheLanguageArtsandMultiliteraciesCurriculum(LAMC)butfleshesouttheareasthatchildrenneedtolearnandthat
teachersneedtoteachingreaterdetail.Belowisthematrixthatpresentsthespreadandalignmentofthelanguageandliteracydomainswiththe5sub­strands.
COMPONENT3:MakingMeaningthroughLanguage
16. xvi Kto12BASICEDUCATIONCURRICULUM AlignmentoftheLanguageandLiteracyDomainswiththe5sub­strands
IntegratedLanguageArtsDomainsLISTENINGSPEAKINGREADINGWRITINGVIEWING 1.OralLanguage 2.PhonologicalAwareness 3.BookandPrintKnowledge
4.AlphabetKnowledge 5.PhonicsandWordRecognition 6.Fluency 7.Spelling 8.WritingandComposition 9.GrammarAwareness&Structure
10.VocabularyDevelopment 11.ReadingComprehension 11.1schema&priorknowledge 11.2strategies 11.3narrativetext 11.4informationaltext
12.ListeningComprehension 13.Attitudestowardslanguage,literacyandliterature 14.StudyStrategies
17. xvii Kto12BASICEDUCATIONCURRICULUM FunnellingofDomainsAcrosstheK­12BasicEducationIntegratedLanguageArtsCurriculum DomainsK­34­67­
1011­12 Orallanguage Phonologicalawareness BookandPrintknowledge Alphabetknowledge Phonicsandwordrecognition Fluency Spelling
Writingandcomposition Grammarawarenessandstructure Vocabularydevelopment Readingcomprehension Listeningcomprehension
Attitudetowardslanguage,literacyand literature Studystrategies Viewing
18. xviii Kto12BASICEDUCATIONCURRICULUM CoherencewiththeBasicEducationProgramGoals 1.TheK­
12languagescurriculumensuresthatprocessesandproductsoflearningactivelyfosterandcontributetotheachievementofthebasiceducationprogram goals.
2.Competenciesarespiraledacrossthecurriculumandyearlevels.Upperlevelcourseswillfocusonwriting,comprehensionandstudystrategies.
3.Contentincludesprintandelectronictextsthatareage,contextandcultureappropriate.
Assessmentisanimportantaspectoflearningandteaching.Itshouldbeeffectivelyusedtosupporttheholisticdevelopmentofourpupils.Ourassessmentpracticesshould
gobeyondsummativeevaluationandmovetowardsamoreholisticapproach.
Holisticassessmentreferstotheongoinggatheringofinformationondifferentfacetsofachildfromvarioussources,withtheaimofprovidingqualitativeandquantitative
feedbacktosupportandguidethechild'sdevelopment.Holisticassessmentinformsourteachersoftheirteachingpracticesandguidestheminthedesignanddeliveryof
studentlearning.Itwillalsoenableparentstosupporttheirchildren'sdevelopmentandgrowth. CharacteristicsofAssessment
1.Proximitytoactuallanguageuseandperformance
Assessmentproceduresshouldbebasedonactivitiesthathaveauthenticcommunicativefunctionratherthanoneswithlittleornointrinsiccommunicativevalue.
Theseactivitiesarebasedonactualperformanceinauthenticsituationswhichthelearnerislikelytoencounterinhisorherdailylife. 2.Aholisticviewoflanguage
Assessmentproceduresarebasedonthenotionthattheinterrelationshipsamongthevariousaspectsoflanguage,suchasphonology,grammar,andvocabulary,
amongotherscannotbeignored.Alsothefourskillsoflanguage­listening,speaking,reading,andwriting­areseentobepartsofastructurallyintegratedwhole.
Assessmentapproachesshouldbeusedforcommunicationandself­expression.Assessmentalsotakesintoaccountthewholelearnerandhisorhersocial,
academic,andphysicalcontext. COMPONENT4:HolisticAssessment
19. xix Kto12BASICEDUCATIONCURRICULUM 3.Anintegrativeviewoflearning

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Assessmentattemptstocapturethelearner’stotalarrayofskillsandabilities.Itmeasureslanguageproficiencyinthecontextofspecificsubjectmatter.Assessment
proceduresarebasedontheideathatvariousaspectsofalearner’slife,bothacademicandpersonal,areintegraltothedevelopmentoflanguageproficiencyand
cannotbeignored.Thesedimensionsincludenotonlyprocessessuchasacquiringandintegratingknowledge,extendingandrefiningknowledge,andusing
knowledgemeaningfully,butalsoissuessuchasvaryingstudentattitudestowardslearning. 4.Developmentalappropriateness
Assessmentproceduressetexpectationsthatareappropriatewithinthecognitive,social,andacademicdevelopmentofthelearner.Thischaracteristicof
assessmentmakesitparticularlyvaluableforsecondlanguagelearnerswhocomefromculturallydiversebackgroundsandwhomayhaveatypicaleducational
experiences. 5.Multiplereferencing Assessmententailsobtaininginformationaboutthelearnerfromnumeroussourcesandthroughvariousmeans.
Forstudents,assessmentshouldallowthemtoseetheirownaccomplishmentsintermsthattheyunderstandand,consequently,allowsthemtoassumeresponsibilityfor
theirlearning.Assessmentshouldallowparentstoshareintheeducationalprocess,andoffersthemaclearinsightintowhattheirchildrenaredoinginschool.Forteachers,
theprimaryadvantageofassessmentisthatitprovidesdataontheirstudentsandtheirclassroomforeducationaldecision­making.Inaddition,itreportsthesuccessofthe
curriculumandprovidesteacherswithaframeworkfororganizingstudent’sworks.
20. xx Kto12BASICEDUCATIONCURRICULUM DefinitionsoftheContentStandardsfortheIntegratedLanguageArtsCurriculum
fortheKto12BasicEducationProgramoftheDepartmentofEducation ContentStandardsPerformanceStandardsattheendofGrade3 OralLanguagesinEnglish
HavesufficientfacilityinEnglishtounderstandspokendiscourseandtotalkandinteractwithothersaboutpersonal experiencesandtextlistenedtoorread
PhonologicalSkillsBeabletodemonstratephonologicalawarenessatthelevelsofthesyllableandthephoneme
BookandPrintKnowledgeDemonstrateanduseconceptsofprint,suchasdirectionality,spacing,punctuationandconfiguration
AlphabetknowledgeRecognize,nameandsoundoutalltheupperandlowercaselettersofthealphabet. PhonicandWordRecognition
UsesightwordrecognitionorphonicanalysistoreadandunderstandwordsinEnglishthatcontaincomplexletter combinations,affixesandcontractions
FluencyReadaloudgradeleveltextseffortlesslyandaccurately,withouthesitationandwithproperexpression
SpellingSpellwordswithtwoormoresyllablesusingphonic,semantic,andmorphemicknowledge
Writing/CompositionExpresstheirideaseffectivelyinformalandinformalcompositionstofulfilltheirownpurposesforwriting
HandwritingWritelegiblyinmanuscriptorcursivewriting GrammarAwarenessandStructure
Demonstrategrammaticalawarenessbybeingabletoread,speakandwritecorrectly
Communicateeffectively,inoralandwrittenforms,usingthecorrectgrammaticalstructureofEnglish
VocabularyAcquire,study,anduseEnglishvocabularywordsappropriatelyinrelevantcontexts ReadingComprehensionandStudyStrategies UseofContentandPrior
Knowledge Activatepriorknowledgeconceptuallyrelatedtotextandestablishapurposeforreading ComprehensionStrategiesBeself­
awareastheydiscussandanalyzetexttocreatenewmeaningsandmodifyoldknowledge
ComprehendingLiteraryTextRespondtoliterarytextthroughtheappreciationofliterarydevicesandanunderstandingofstorygrammar
ComprehendingInformationalTextLocateinformationfromexpositorytextsandusethisinformationfordiscussionorwrittenproduction
AttitudeDemonstratealoveforreadingstoriesandconfidenceinperformingliteracy­relatedactivities/task
ViewingDemonstratecriticalunderstandingandinterpretationofvisualmedia StudyStrategiesOrganize,processanduseinformationeffectively
21. xxi Kto12BASICEDUCATIONCURRICULUM KEYSTAGESTANDARD GRADE12­
Studentsshouldbeabletointegratecommunicationandlanguageskillsforcreatingmeaning
usingoralandwrittentexts,variousgenres,anddiscursivecontextsforpersonalandprofessionalpurposes. GRADE10­
Studentsshouldbeabletointerpret,evaluateandrepresentinformationwithinandbetween learningareatextsanddiscourses. GRADE6­
Studentshouldbeabletoconstructmeaningsandcommunicatethemusingcreative,appropriate andgrammaticallycorrectoralandwrittenlanguage. GRADE3­
Studentsshouldbeabletodemonstrateeagernesstoexploreandexperienceoralandwritten textsandtocommunicatemeaningsandfeelingseffectively.
22. xxii Kto12BASICEDUCATIONCURRICULUM GRADE10 FIRSTQUARTER PROGRAMSTANDARD
Thelearnerdemonstratescommunicativecompetencethroughhis/herunderstandingofliteratureandothertextstypesforadeeper
appreciationofPhilippineCultureandthoseofothercountries. GRADELEVELSTANDARD
Thelearnerdemonstratescommunicativecompetencethroughhis/herunderstandingofliteratureandothertexttypesforadeeper
appreciationofWorldLiterature,includingPhilippineLiterature. CONTENTSTANDARD
Thelearnerdemonstratesunderstandingofhowworldliteratureandothertexttypesserveaswaysofexpressingandresolvingpersonal
conflicts,alsohowtousestrategiesinlinkingtextualinformation,repairing,enhancingcommunicationpublicspeaking,emphasismarkers
inpersuasivetexts,differentformsofmodals,reflexiveandintensivepronouns.
PERFORMANCESTANDARDThelearnercomposesashortbutpowerfulpersuasivetextusingavarietyofpersuasivetechniquesanddevices. Week RC Reading
Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary Development LT Literature WC Writingand Composition F
OralLanguageand Fluency G Grammar Awareness 1 EN10RC­Ia­2.15.2: Determinetheeffect oftextualaidslike advanceorganizers, titles,non­linear
illustrations,etc.on theunderstandingof atext EN10LC­Ia­11.1: Getinformationthat canbeusedin everydaylifefrom newsreports, speeches,informative
talks,panel discussions,etc. EN10VC­Ia­ 1.4/2.4: Determinehow connectedevents contributetothe totalityofa materialviewed EN10V­Ia­13.9: Differentiate
formalfrom informal definitionsof words EN10LT­Ia­ 14.2:Explain howthe elementsspecific toaselection builditstheme EN10WC­Ia­ 12.1:Identify featuresof
persuasivetexts EN10OL­Ia­3.14: Identifythefactors ofpublicspeaking EN10G­Ia­27: Usereflexiveand intensivepronouns 2 EN10RC­Ib­2.15.2:
Determinetheeffect oftextualaidslike advanceorganizers, titles,non­linear illustrations,etc.on theunderstandingof atext EN10LC­Ib­4: Determinethe
implicitandexplicit signals,verbal,as wellasnon­verbal, usedbythespeaker tohighlightsignificant points EN10VC­Ib­ 1.4/2.4: Determinehow connectedevents
contributetothe totalityofa materialviewed EN10V­Ib­13.9: Differentiate formalfrom informal definitionsof words EN10LT­Ib­2.2: Explainhowthe elementsspecific
toagenre contributetothe themeofa particularliterary selection EN10LT­Ib­ 2.2.1:Express appreciationfor sensoryimages used EN10WC­Ib­ 12.1:Identify
featuresof persuasivetexts EN10OL­Ib­3.15: Describeand interprettheethics ofpublicspeaking EN10G­Ib­27:Use reflexiveand intensivepronouns
23. xxiii Kto12BASICEDUCATIONCURRICULUM Week RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary
Development LT Literature WC Writingand Composition F OralLanguageand Fluency G Grammar Awareness 3 EN10RC­Ic­2.15.2: Determinetheeffect
oftextualaidslike advanceorganizers, titles,non­linear illustrations,etc.on theunderstandingof atext EN10LC­Ic­4: Determinethe implicitandexplicit
signals,verbal,as wellasnon­verbal, usedbythespeaker tohighlightsignificant points EN10VC­Ic­ 1.4/2.4: Determinehow connectedevents contributetothe
totalityofa materialviewed EN10V­Ic­13.9: Differentiate formalfrom informal definitionsof words EN10LT­Ic­2.2: Explainhowthe elementsspecific toagenre

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contributetothe themeofa particularliterary selection EN10LT­Ic­ 2.2.2:Explain theliterary devicesused EN10WC­Ic­ 12.2:Formulatea statementof
opinionorassertion EN10OL­Ic­3.16: Describethe techniquesin effectivepublic speaking EN10G­Ic­26:Using wordsand expressionsthat emphasizeapoint 4
EN10RC­Id­2.15.2: Determinetheeffect oftextualaidslike advanceorganizers, titles,non­linear illustrations,etc.on theunderstandingof atext EN10LC­Id­4.1:
Singleoutdirectand indirectsignalsused byaspeaker EN10VC­Id­25: Expressinsights basedontheideas presentedinthe materialviewed EN10V­Id­13.9:
Differentiate formalfrom informal definitionsof words EN10LT­Id­2.2: Explainhowthe elementsspecific toagenre contributetothe themeofa particularliterary
selection EN10LT­Id­ 2.2.2:Explain theliterary devicesused EN10WC­Id­ 12.2:Formulatea statementof opinionorassertion EN10OL­Id­ 3.16.1:Employthe
techniquesinpublic speakingina samplepublic speakingsituation EN10G­Id­26:Using wordsand expressionsthat emphasizeapoint 5 EN10RC­Ie­2.15.2:
Determinetheeffect oftextualaidslike advanceorganizers, titles,non­linear illustrations,etc.on theunderstandingof atext EN10LC­Ie­14.1: Pointoutthe
effectivenessofthe devicesusedbythe speakertoattractand holdtheattentionof thelistener EN10VC­Ie­25: Expressinsights basedontheideas presentedinthe
materialviewed EN10V­Ie­13.9: Differentiate formalfrom informal definitionsof words EN10LT­Ie­2.2: Explainhowthe elementsspecific toagenre contributetothe
themeofa particularliterary selection EN10LT­Ie­ 2.2.3:Determine tone,mood, technique,and purposeofthe author EN10WC­Ie­ 12.2:Formulatea statementof
opinionorassertion EN10WC­Ie­ 12.3:Composea persuasivetextof threeparagraphs expressingone’s standonanissue EN10OL­Ie­ 3.16.1:Employthe
techniquesinpublic speakingina samplepublic speakingsituation EN10G­Ie­26:Using wordsand expressionsthat emphasizeapoint
24. xxiv Kto12BASICEDUCATIONCURRICULUM Week RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary
Development LT Literature WC Writingand Composition F OralLanguageand Fluency G Grammar Awareness 6 EN10RC­If­21: Comparenewinsights
withprevious learnings EN10LC­If­14.2: Determinetheroles ofdiscoursemarkers (e.g.conjunctions, gambits,adverbs)in signalingthe functionsof
statementsmade EN10VC­If­25: Expressinsights basedontheideas presentedinthe materialviewed EN10V­If­13.9: Differentiate formalfrom informal
definitionsof words EN10LT­If­2.2: Explainhowthe elementsspecific toagenre contributetothe themeofa particularliterary selection. EN10LT­If­ 2.2.3:Determine
tone,mood, technique,and purposeofthe author EN10WC­If­12.3: Composea persuasivetextof threeparagraphs expressingone’s standonanissue EN10OL­If­
3.16.1:Employthe techniquesinpublic speakingina samplepublic speakingsituation EN10G­If­3.6:Use modals 7 EN10RC­Ig­21: Comparenewinsights
withprevious learnings EN10LC­Ig­8.7: Makegeneralizations EN10VC­Ig­ 1.5/2.5:Draw generalizationsand conclusionsbased onthematerials viewed EN10V­
Ig­13.9: Differentiate formalfrom informal definitionsof words EN10LT­Ig­3: Explainhowa selectionmaybe influencedby culture,history, environment,or
otherfactors EN10WC­Ig­ 12.3:Composea persuasivetextof threeparagraphs expressingone’s standonanissue EN10OL­Ig­ 3.16.1:Employthe
techniquesinpublic speakingina samplepublic speakingsituation EN10G­Ig­3.6:Use modals 8 EN10RC­Ih­21: Comparenewinsights withprevious learnings
EN10LC­Ih­14.3: Showappreciationfor songs,poems,and otherlisteningtexts EN10VC­Ih­ 1.5/2.5:Draw generalizationsand conclusionsbased onthematerials
viewed EN10V­Ih­13.9: Differentiate formalfrom informal definitionsof words EN10LT­Ih­2.3: Drawsimilarities anddifferences ofthefeatured selectionsin
relationtothe theme EN10WC­Ih­ 12.3:Composea persuasivetextof threeparagraphs expressingone’s standonanissue EN10OL­Ih­ 3.16.1:Employthe
techniquesinpublic speakingina samplepublic speakingsituation EN10G­Ih­3.6:Use modals 9 EN10RC­Ii­21: Comparenewinsights withprevious learnings
EN10LC­Ii­14: Examinehowspoken communicationmay berepairedor enhanced EN10VC­Ii­ 1.5/2.5:Draw generalizationsand conclusionsbased
onthematerials viewed EN10V­Ii­13.9: Differentiate formalfrom informal definitionsof words EN10LT­Ii­18: Evaluate literatureasa wayof expressingand
resolvingone’s personalconflicts EN10WC­Ii­12: Composeshort persuasivetexts usingavariety ofpersuasive techniquesand devices EN10OL­Ii­
3.16.1:Employthe techniquesinpublic speakingina samplepublic speakingsituation EN10G­Ii­3.6:Use modals 10CulminatingActivity
25. xxv Kto12BASICEDUCATIONCURRICULUM SECONDQUARTER PROGRAMSTANDARD
Thelearnerdemonstratescommunicativecompetencethroughhis/herunderstandingofliteratureandothertextstypesforadeeper
appreciationofPhilippineCultureandthoseofothercountries. GRADELEVELSTANDARD
Thelearnerdemonstratescommunicativecompetencethroughhis/herunderstandingofliteratureandothertexttypesforadeeper
appreciationofWorldLiterature,includingPhilippineLiterature. CONTENTSTANDARD
Thelearnerdemonstratesunderstandingofhowworldliteraturesandothertexttypesserveasvehiclesofexpressingandresolving
conflictsamongindividualsorgroups;alsohowtousestrategiesincriticalreading,listening,andviewing,andaffirmationandnegation
markerstodeliverimpromptuandextemporaneousspeeches.
PERFORMANCESTANDARDThelearnerproficientlydeliversanargumentativespeechemphasizinghowtoresolveconflictsamongindividualsorgroups. Week RC
Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary Development LT Literature WC Writingand Composition F
OralLanguageand Fluency G Grammar Awareness 1 EN10RC­IIa­11: Transcode informationfrom lineartonon­linear textsandvice­versa EN10LC­IIa­11:
Switchfromone listeningstrategyto anothertoextract meaningfromthe listeningtext EN10VC­IIa­3.8: Assessthe effectivenessofthe ideaspresentedin
thematerialviewed takingintoaccount itspurpose EN10V­IIa­ 13.9:Give technicaland operational definitions EN10LT­IIa­ 14.2:Explain howthe elementsspecific
toaselection builditstheme EN10WC­IIa­ 13.1:Identify partsandfeatures ofargumentative essays EN10OL­IIa5: Employappropriate pitch,stress, juncture,
intonation,etc. EN10G­IIa­29: Observecorrect grammarinmaking definitions 2 EN10RC­IIb­11.2: Explainillustrations fromlineartonon­ lineartextsandvice versa
EN10LC­IIb­15.1: Assessthe effectivenessofa materiallistenedto takingintoaccount thespeaker’spurpose EN10VC­IIb­3.8: Assessthe effectivenessofthe
ideaspresentedin thematerialviewed takingintoaccount itspurpose EN10V­IIb­ 13.9:Give technicaland operational definitions EN10LT­IIb­ 14.2:Explain howthe
elementsspecific toaselection builditstheme EN10WC­IIb­ 13.2:Formulate claimsoffact, policy,andvalue EN10OL­IIb­ 5:Employ appropriatepitch,
stress,juncture, intonation,etc. EN10G­IIb­29: Observecorrect grammarinmaking definitions 3 EN10RC­IIc­5.4: Presentinformation usingtables,graphs,
andmaps EN10LC­IIc­15.2: Assesswhetherthe speaker’spurposeis achievedornot EN10VC­IIc­3.8: Assessthe effectivenessofthe ideaspresentedin
thematerialviewed takingintoaccount itspurpose EN10V­IIc­13.9: Givetechnicaland operational definitions EN10LT­IIc­ 2.2:Explainhow theelements specifictoa
genrecontribute tothethemeofa particularliterary selection EN10LT­IIc­ 2.2.1:Express appreciationfor sensoryimages used EN10WC­IIc­ 13.3:Usepatterns
andtechniquesof developingan argumentative claim EN10OL­IIc­ 3.11: Usethecorrect soundofEnglish whendelivering impromptuand extemporaneous speech
EN10G­IIc­29: Observecorrect grammarinmaking definitions
26. xxvi Kto12BASICEDUCATIONCURRICULUM Week RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary
Development LT Literature WC Writingand Composition F OralLanguageand Fluency G Grammar Awareness 4 EN10SS­IId­1.5.2: Scanforneeded information
EN10LC­IId­ 3.15:Evaluate listeningtextsin termsofaccuracy, validity,adequacy, andrelevance EN10VC­IId­ 26:Detectbiasand prejudiceinthe materialviewed
EN10V­IId­ 13.9:Give technicaland operational definitions EN10LT­IId­ 2.2:Explainhow theelements specifictoa genrecontribute tothethemeofa
particularliterary selection EN10LT­IId­ 2.2.2:Explain theliterary devicesused EN10SS­IId­ 1.6.3: Acknowledge citationsby preparinga bibliography EN10OL­
IId­ 3.11:Usethe correctsoundof Englishwhen delivering impromptuand extemporaneous speech EN10G­IId­29: Observecorrect grammarinmaking definitions

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5 EN10RC­IIe­7.3: Readcloselytoget theauthor’spurpose EN10LC­IIe­13.2: Employanalytical listeninginproblem solving EN10VC­IIe­26: Detectbiasand
prejudiceinthe materialviewed EN10V­IIe­ 13.9:Give technicaland operational definitions EN10LT­IIe­ 2.2:Explainhow theelements specifictoa genrecontribute
tothethemeofa particularliterary selection EN10LT­IIe­ 2.2.3:Determine tone,mood, technique,and purposeofthe author EN10SS­IIe­ 1.6.4:Usewriting
conventionsto indicate acknowledgement ofresources EN10OL­IIe­3.8: Observethecorrect stanceandproper stagebehavioras deemednecessary EN10OL­IIe­
2.6.2:Establish eyecontact EN10G­IIe­28:Use wordsand expressionsthat affirmornegate 6 EN10RC­IIf­13.1: Readcloselytoget explicitlyand implicitlystated
information EN10LC­IIf­13.2: Employanalytical listeninginproblem solving EN10VC­IIf­26: Detectbiasand prejudiceinthe materialviewed EN10V­IIf­13.9:
Givetechnicaland operational definitions EN10LT­IIf­ 2.2:Explainhow theelements specifictoa genrecontribute tothethemeofa particularliterary selection
EN10LT­IIf­ 2.2.3:Determine tone,mood, technique,and purposeofthe author EN10SS­IIf­ 1.6.6:Use quotationmarksor hanging indentationsfor directquotes
EN10OL­IIf­3.8: Observethecorrect stanceandproper stagebehavioras deemednecessary EN10OL­IIf­ 2.6.2:Establish eyecontact EN10G­IIf­28:Use wordsand
expressionsthat affirmornegate
27. xxvii Kto12BASICEDUCATIONCURRICULUM Week RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary
Development LT Literature WC Writingand Composition F OralLanguageand Fluency G Grammar Awareness 7 EN10RC­IIg­13.1: Readcloselytoget
explicitlyand implicitlystated information EN10LC­IIg­13.3: Detectbiasesand prejudices EN10VC­IIg­27: Useprevious experiencesas scaffoldtothe
messageconveyed byamaterial viewed EN10V­IIg­ 13.9:Give technicaland operational definitions EN10LT­IIg­ 2.3:Draw similaritiesand differencesofthe
featured selectionsin relationtothe theme EN10SS­IIg­ 1.6.5:Usein­text citations EN10F­IIg­3.7: Demonstrate confidenceand easeofdelivery EN10G­IIg­28:Use
wordsand expressionsthat affirmornegate 8 EN10RC­IIh­2.22: Evaluatetextcontent, elements,features, andpropertiesusing asetofcriteria EN010LC­IIh­15.3:
Determine unsupported generalizationsand exaggerations EN10VC­IIh­27: Useprevious experiencesas scaffoldtothe messageconveyed byamaterial viewed
EN10V­IIh­ 13.9:Give technicaland operational definitions EN10LT­IIh­3: Explainhowa selectionmaybe influencedby culture,history, environment,or
otherfactors EN10WC­IIh­13: Composean argumentative essay EN10F­IIh­3.7: Demonstrate confidenceand easeofdelivery EN10G­II­h­28: Usewordsand
expressionsthat affirmornegate 9 EN10RC­IIi­2.22: Evaluatetextcontent, elements,features, andpropertiesusing asetofcriteria. EN010LC­IIi­15.3: Determine
unsupported generalizationsand exaggerations EN10VC­IIi­27: Useprevious experiencesas scaffoldtothe messageconveyed byamaterial viewed EN10V­IIi­
13.9: Givetechnicaland operational definitions EN10LT­IIi­19: Evaluate literatureasa vehicleof expressingand resolving conflictsbetween andamong
individualsor groups EN10WC­IIi­13: Composean argumentative essay EN10F­IIi­1.15: Makeanddeliver impromptuand extemporaneous speecheswithease
andconfidence EN10G­IIi­28:Use wordsand expressionsthat affirmornegate 10CulminatingActivity
28. xxviii Kto12BASICEDUCATIONCURRICULUM THIRDQUARTER PROGRAMSTANDARD
Thelearnerdemonstratescommunicativecompetencethroughhis/herunderstandingofliteratureandothertextstypesforadeeper
appreciationofPhilippineCultureandthoseofothercountries. GRADELEVELSTANDARD
Thelearnerdemonstratescommunicativecompetencethroughhis/herunderstandingofliteratureandothertexttypesforadeeper
appreciationofWorldLiterature,includingPhilippineLiterature. CONTENTSTANDARD
Thelearnerdemonstratesunderstandingofhowworldliteratureandothertexttypesserveassourcesofwisdominexpressingand
resolvingconflictsamongindividuals,groupsandnature;alsohowtouseevaluativereading,listeningandviewingstrategies,special
speechesforoccasion,pronounsandstructuresofmodification.
PERFORMANCESTANDARDThelearnerskilfullydeliversaspeechforaspecialoccasionthroughutilizingeffectiveverbalandnon­verbalstrategiesandICTresources.
Week RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary Development LT Literature WC Writingand
Composition F OralLanguageand Fluency G Grammar Awareness 1 EN10RC­IIIa­22.1: Overallartisticvalueof thestructureand elementsofthe selection
(structuralist/formalist) EN10LC­IIIa­16: Listentosimplify, reorganize, synthesize,and evaluateinformation toexpand,review,or updateknowledge EN10VC­IIIa­
12: Raisequestionsto clarifyissues coveredinthe materialviewed EN10V­IIIa­ 13.9:Give expanded definitionsof words EN10LT­IIIa­ 2.2:Explainhow theelements
specifictoa genrecontribute tothethemeofa particularliterary selection EN10LT­IIIa­ 2.2.1:Express appreciationfor sensoryimages used EN10WC­IIIa­
14.1.1:Expand ideasusing principlesof cohesionand coherence EN10OL­IIIa­ 3.8:Usethe correctstage stanceand behaviorwhen givingaroastanda
toastandwhen payingtributeto someoneina eulogy EN10G­IIIa­31: Usepronouns effectively 2 EN10RC­IIIb­22.2: Treatmentofunderlying oroverarchingissue
concerninghuman experience(moralist) EN10LC­IIIb­16.1: Distinguishthe importantpointsfrom lessimportantonesin atextlistenedto EN10VC­IIIb­23:
Shareviewpoints basedontheideas presentedinthe materialsviewed EN10V­IIIb­ 13.9:Give expanded definitionsof words EN10LT­IIIb­ 2.2:Explainhow
theelements specifictoa genrecontribute tothethemeofa particularliterary selection EN10LT­IIIb­ 2.2.2:Explain theliterary devicesused EN10WC­IIIb­
14.1.2:Usea varietyof informative, persuasive,and argumentative writingtechniques EN10OL­IIIb­ 3.8:Usethe correctstage stanceand behaviorwhen
givingaroastanda toastandwhen payingtributeto someoneina eulogy EN10G­IIIb­31: Usepronouns effectively
29. xxix Kto12BASICEDUCATIONCURRICULUM Week RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary
Development LT Literature WC Writingand Composition F OralLanguageand Fluency G Grammar Awareness 3 EN10RC­IIIc­22.3: Powerstrugglesof
characters(Marxist) EN10LC­IIIc­3.14: Summarizeimportant pointsdiscussedin thetextlistenedto EN10VC­IIIc­10: Evaluatethe information containedinthe
materialviewedin termsofaccuracy andeffectiveness EN10V­IIIc­ 13.9:Give expanded definitionsof words EN10LT­IIIc­ 2.2.3:Determine tone,mood,
technique,and purposeofthe author EN10SS­IIIc­1.6: Showrespectfor intellectualproperty rightsby acknowledging citationsmadein thecritique EN10SS­IIIc­
1.6.4:Usewriting conventionsto acknowledge sources EN10OL­IIIc­5: Employthe appropriate prosodicfeaturesof speech EN10G­IIIc­31: Usepronouns
effectively 4 EN10RC­IIId­22.4: Genderrelationshipsof characters(feminist) EN10LC­IIId­3.2: Raisequestionsand seekclarificationson issuesdiscussedin
thetextlistenedto. EN10LC­IIId­3.18: Getdifferent viewpointsonvarious localorglobalissues EN10VC­IIId­28: Disclosethe personal significanceofa
materialviewed EN10V­IIId­ 13.9:Give expanded definitionsof words EN10LT­IIId­ 14.2:Explain howthe elementsspecific toaselection builditstheme EN10SS­
IIId­ 1.6:Showrespect forintellectual propertyrightsby acknowledging citationsmadein thecritique EN10SS­IIId­ 1.6.6:Use quotationmarksor hanging
indentationsfor directquotes EN10OL­IIId­ 1.4:Usepolite expressionswhen givingaroast EN10G­IIId­31:Use pronounseffectively 5 EN10RC­IIIe­22.5:
Relevanceofthe selectiontothe historicalcontextduring whichitwasproduced (historical) EN10LC­IIIe­2.9: Reactintelligentlyand creativelytothetext listenedto
EN10VC­IIIe­12: Raisequestionsto clarifyissues coveredinthe materialviewed EN10V­IIIe­ 13.9:Give expanded definitionsof words EN10LT­IIIe­3: Explainhowa
selectionmaybe influencedby culture,history, environment,or otherfactors EN10SS­IIIe­1.6: Showrespectfor intellectualproperty rightsby acknowledging
citationsmadein thecritique EN10SS­IIIe­ 1.6.5:Usein­text citations EN10OL­IIIe­ 3.9:Usethecorrect andappropriate languagewhen givingatoastora
tributetosomeone andwhen deliveringwelcome andclosing remarks EN10G­IIIe­30: Usestructuresof modification 6 EN10RC­IIIf­2.18: Personalsignificanceof
theselectiontothe reader(reader­ response) EN10LC­IIIf­3.13: Reacttothefalsityor soundnessofan argument EN10VC­IIIf­23: Shareviewpoints

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basedontheideas presentedinthe materialsviewed EN10V­IIIf­ 13.9:Give expanded definitionsof words EN10LT­IIIf­3: Explainhowa selectionmaybe
influencedby culture,history, environment,or EN10SS­IIIf­ 1.6.3: Acknowledge sourcesby preparinga bibliography EN10OL­IIIf­3.9: Usethecorrectand
appropriate languagewhen givingatoastora tributetosomeone EN10G­IIIf­30: Usestructuresof modification
30. xxx Kto12BASICEDUCATIONCURRICULUM Week RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary
Development LT Literature WC Writingand Composition F OralLanguageand Fluency G Grammar Awareness otherfactorsandwhen deliveringwelcome
andclosing remarks 7 EN10RC­IIIg­2.18: Personalsignificanceof theselectiontothe reader(reader­ response) EN10LC­IIIg­14.3: Showappreciationfor
songs,poems,plays, etc. EN10VC­IIIg­10: Evaluatethe information containedinthe materialviewedin termsofaccuracy andeffectiveness EN10V­IIIg­ 13.9:Give
expanded definitionsof words EN10LT­IIIg­ 20:Evaluate literatureasa sourceofwisdom inexpressingand resolving conflictsbetween individualsor groupsand
nature EN10WC­IIIg­ 14:Composean independent critiqueofachosen selection EN10OL­IIIg­ 1.10:Deliver specialspeeches liketoastandroast
speeches,tributes, welcomeand closingremarks, speechesto introduceguest speakers/resource personsetc. effectivelyinvaried speechsituations EN10G­IIIg­
30: Usestructuresof modification 8 EN10RC­IIIh­23.1: Identifyingtextual detailsthataffirmor refuteaclaim EN10LC­IIIh­6.5: Describethe emotionalappealofa
listeningtext EN10VC­IIIh­28: Disclosethe personal significanceofa materialviewed EN10V­IIIh­ 13.9:Give expanded definitionsof words EN10LT­IIIh­ 2.3:Draw
similaritiesand differencesofthe featured selectionsin relationtothe theme EN10WC­IIIh­ 14:Composean independent critiqueofachosen selection EN10OL­IIIh­
3.11:Producethe soundsofEnglish correctlyand effectively EN10G­IIIh­30: Usestructuresof modification 9 EN10RC­IIIi­3.1.12: Examiningbiases EN10LC­IIIi­
2.9: Reactintelligentlyand creativelytothetext listenedto EN10VC­IIIi­28: Disclosethe personal significanceofa materialviewed EN10V­IIIi­ 13.9:Give expanded
definitionsof words EN10LT­IIIi­ 20:Evaluate literatureasa sourceofwisdom inexpressingand resolving conflictsbetween individualsor groupsand nature
EN10WC­IIIi­14: Composean independent critiqueofachosen selection EN10OL­IIIi­ 1.10:Deliver specialspeeches liketoastandroast speeches,tributes,
welcomeand closingremarks, speechesto introduceguest speakers/resource personsetc. effectivelyinvaried speechsituations EN10G­IIIi­30: Usestructuresof
modification 10CulminatingActivity
31. xxxi K to 12 BASIC EDUCATION CURRICULUM 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 how world literature and other text types serve as
instruments to resolve social conflicts, also how to use the language of research, campaigns and advocacies. PERFORMANCE STANDARD The learner
competently presents a research report on a relevant socio­cultural issue. Week RC Reading Comprehension LC Listening Comprehension VC Viewing
Comprehension V Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluency G Grammar Awareness 1 EN10SS­IVa­
1.5: Use locational skills to gather information from primary and secondary sources of information EN10LC­IVa­16: Listen to simplify, reorganize, synthesize
and evaluate information to expand, review, or update knowledge EN10VC­IVa­15: Compare and contrast the contents of the materials viewed with outside
sources of information in terms of accessibility and effectiveness EN10V­IVa­30: Get familiar with technical terms used in research EN10LT­IVa­ 2.2: Explain
how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT­IVa­ 2.2.1: Express appreciation for sensory images
used EN10WC­IVa­ 14.1.1: Expand ideas using principles of cohesion and coherence EN10OL­IVa­3.9: Use appropriate language when delivering campaign
speeches. EN10G­IVa­32: Observe the language of research, campaigns, and advocacies 2 EN10SS­IVb­1.7: Get vital information from various websites on
the internet EN10LC­IVb­3.18: Get different viewpoints on various local or global issues EN10LC­IVb­16.1: Distinguish the important points from less
important ones in any listening text EN10VC­IVb­15: Compare and contrast the contents of the materials viewed with outside sources of information in terms
of accessibility and effectiveness EN10V­IVb­30: Get familiar with technical terms used in research EN10LT­IVb­ 2.2: Explain how the elements specific to a
genre contribute to the theme of a particular literary selection EN10LT­IV­b­ 2.2.2: Explain the literary devices used EN10WC­IVb­ 14.1.2: Use a variety of
informative, persuasive, and argumentative writing techniques EN10OL­IVb­ 3.8.1: Show courtesy and politeness when delivering campaign speeches
EN10G­IVb­32: Observe the language of research, campaigns, and advocacies
32. xxxii Kto12BASICEDUCATIONCURRICULUM Week RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary
Development LT Literature WC Writingand Composition F OralLanguageand Fluency G Grammar Awareness 3 EN10SS­IVc­1.8: Synthesizeessential
informationabouta chosenissue EN10LC­IVc­3.18: Getdifferent viewpointsonvarious localorglobalissues EN10LC­IVc­16.1: Distinguishthe importantpointsfrom
lessimportantonesin anylisteningtext EN10VC­IVc­ 29:Appraisethe unityofplot, settingand characterizationin amaterialviewed toachievethe writer’spurpose
EN10V­IVc­30: Getfamiliarwith technicalterms usedinresearch EN10LT­IVc­ 2.2.3:Determine tone,mood, technique,and purposeofthe author EN10SS­IVc­
1.6.3: Acknowledge sourcesby preparinga bibliography EN10OL­IVc­3.8: Demonstratethe appropriatestage stanceand behaviorwhen persuadingothers
inacampaign speech EN10G­IVc­32: Observethelanguage ofresearch, campaigns,and advocacies 4 EN10RC­IVd­2.13: Distinguishfactsfrom beliefs EN10LC­
IVd­3.14: Summarizeimportant pointsdiscussedin thetextlistenedto EN10VC­IVd­ 29:Appraisethe unityofplot, settingand characterizationin amaterialviewed
toachievethe writer’spurpose EN10V­IVd­30: Getfamiliarwith technicalterms usedinresearch EN10­LT­IVd­ 2.3:Draw similaritiesand differencesofthe featured
selectionsin relationtothe theme EN10SS­IVd­ 1.6.4:Usewriting conventionsto acknowledge sources EN10OL­IVd­ 3.11:Producethe soundsofEnglish
correctlyand effectively EN10G­IVd­32: Observethelanguage ofresearch, campaigns,and advocacies 5 EN10RC­IVe­15.1: Evaluatetheaccuracy
ofgiveninformation EN10LC­IVe­2.9: Reactintelligentlyand creativelytothetext listenedto EN10VC­IVe­30: Assessone’s viewingbehavior EN10V­IVe­30:
Getfamiliarwith technicalterms usedinresearch EN10LT­IVe­ 21:Evaluate literatureasan instrumentto expressand resolveconflicts within,between, andamong
societies EN10SS­IVe­2.3: Composea researchreporton arelevantsocial issue EN10OL­IVe­5: Usethecorrect prosodicfeaturesof speech EN10G­IVe­32:
Observethelanguage ofresearch, campaigns,and advocacies 6 EN10RC­IVf­2.12: Drawconclusionsfrom thesetofdetails EN10LC­IVf­3.2: Raisequestionsand
seekclarificationson issuesdiscussedin thetextlistenedto EN10VC­IVf­6.1: Evaluatehowthe elementsthatmake uprealityand fantasyaffect viewinghabit EN10V­
IVf­30: Getfamiliarwith technicalterms usedinresearch EN10LT­IVf­ 14.2:Explain howthe elementsspecific toaselection builditstheme EN10WC­IVf­
14.1.1:Expand ideasusing principlesof cohesionand coherence EN10WC­IVf­ 14.1.2:Usea varietyof informative, persuasive,and argumentative
writingtechniques EN10OL­IVf­5: Usethecorrect prosodicfeaturesof speech EN10G­IVf­32: Observethelanguage ofresearch, campaigns,and advocacies
33. xxxiii Kto12BASICEDUCATIONCURRICULUM Week RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary
Development LT Literature WC Writingand Composition F OralLanguageand Fluency G Grammar Awareness 7 EN10RC­IVg­2.12: Drawconclusionsfrom
thesetofdetails EN10LC­IVg­16.2: Reacttothefalsityor soundnessofan argument EN10VC­IVg­15: Compareand contrastthe contentsofthe materialsviewed
withoutside sourcesof informationin termsof accessibilityand effectiveness EN10V­IVg­30: Getfamiliarwith technicalterms usedinresearch EN10LT­IVg­3:
Explainhowa selectionmaybe influencedby culture,history, environment,or otherfactors EN10SS­IVg­ 1.6.3: Acknowledge sourcesby preparinga bibliography

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EN10SS­IVg­ 1.6.4:Usewriting conventionsto acknowledge sources EN10OL­IVg­ 3.10:Use appropriate multimedia resourcesthat accompany language
EN10G­IVg­32: Observethelanguage ofresearch, campaigns,and advocacies 8 EN10SS­IVh­1.8.1: Pointoutrelationships amongstatements EN10LC­IVh­14.3:
Showappreciationfor songs,poems,plays, etc. EN10LC­IVh­6.5: Describethe emotionalappealofa listeningtext EN10VC­IVh­29: Appraisetheunity
ofplot,settingand characterizationin amaterialviewed toachievethe writer’spurpose EN10V­IVh­30: Getfamiliarwith technicalterms usedinresearch EN10­LT­
IVh­ 2.3:Draw similaritiesand differencesofthe featured selectionsin relationtothe theme EN10SS­IVh­2.3: Composea researchreporton arelevantsocial issue
EN10F­IVh­1.16: Deliverself­ composed Campaign Speecheson Advocacies,Social Issuesand Concerns EN10G­IVh­32: Observethelanguage ofresearch,
campaigns,and advocacies 9 EN10RC­IVi­10.2: Distinguishbetween generalandspecific statements EN10LC­IVi­3.14: Summarizeimportant pointsdiscussedin
thetextlistenedto EN10VC­IVi­6.1: Evaluatehowthe elementsthatmake uprealityand fantasyaffect viewinghabit EN10VC­IVi­ 30:Assessone’s viewingbehavior
EN10V­IVi­30: Getfamiliarwith technicalterms usedinresearch EN10LT­IVi­21: Evaluate literatureasan instrumentto expressand resolveconflicts
within,between, andamong societies EN10SS­IVi­2.3: Composea researchreporton arelevantsocial issue EN10F­IVi­1.16: Deliverself­ composed Campaign
Speecheson Advocacies,Social Issuesand Concerns EN10G­IVi­32: Observethelanguage ofresearch, campaigns,and advocacies 10CulminatingActivity
34. xxxiv Kto12BASICEDUCATIONCURRICULUM CODEBOOKLEGEND Sample:EN4G­If­2.5 LEGENDSAMPLE FirstEntry LearningAreaand Strand/Subjector
Specialization English EN4 GradeLevelGrade4 UppercaseLetter/s Domain/Content/ Component/Topic GrammarG ­ RomanNumeral *Zeroifnospecificquarter
QuarterFirstQuarterI LowercaseLetter/s *Putahyphen(­)inbetween letterstoindicatemorethana specificweek WeekWeeksixf ­ ArabicNumberCompetency
Composeclearand coherentsentencesusing appropriategrammatical structures 2.5 DOMAIN/COMPONENTCODE AlphabetKnowledgeAK
BookandPrintKnowledgeBPK FluencyF GrammarG ListeningComprehensionLC OralLanguageOL PhonicsandWordRecognitionPWR
PhonologicalAwarenessPA ReadingComprehensionRC SpellingS StudyStrategiesSS ViewingComprehensionVC VocabularyDevelopmentV
WritingandCompositionWC
35. 1 Teacher’s Guide ENGLISH GRADE 10 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 literature and other text types for a deeper appreciation of World Literature, including Philippine
Literature. MODULE 2 Description: Module 2 covers the Middle Ages, Renaissance and Romanticism periods. Selected materials are chosen from these
periods that deal on Establishing Solidarity. There are six lessons included in this module which are clustered around themes designed to develop awareness
and positive values in the students which will make them more responsible in expressing themselves and resolving conflicts among individuals and groups.
The culminating activity in this module is to deliver an argumentative speech where the learners apply the different strategies which are included in the variety
of tasks and activities in the lessons comprised in this module. Theme: Establishing Solidarity Periods Covered: Middle Ages, Renaissance and Romanticism
Content Standard: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver
impromptu and extemporaneous speeches.
36. 117 Matrix of Essentials No. of Lesson Sub Theme Language/Grammar Focused Enabling Activities 1 Finding Common Ground Observe correct
grammar in making definitions. Present a news report 2 Building Ties Observe correct grammar in making definitions. Deliver an extemporaneous speech 3
Being Sensitive to others Observe correct grammar in making definitions. Deliver an impromptu speech 4 Empathizing with others Use words and expressions
that affirm or negate. Convey a personal testimony 5 Accepting Individual Differences Use words and expressions that affirm or negate. Hold a debate 6
Embodying Solidarity Use words and expressions that affirm or negate. Deliver an argumentative speech (Culminating Activity) Performance Standard: The
learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups. Reminders to the Teacher: Module 2
aims to introduce the conventions of MiddleAges, Renaissance and Romanticism through the literary selections included in the module. It also guides the
learners to accomplish and deliver an argumentative speech emphasizing how to resolve conflicts among individuals or groups. The strategies for executing
the lessons are merely suggestive, not prescriptive. You are free to modify and devise the procedures which are deeming appropriate for your learners. Bear
in mind that the competencies that the learners must meet are non­negotiable.
37. 118 Module 2 Lesson 1 Sub­theme: Finding Common Ground Matrix of Essentials Reading/Literary Text Language/Grammar Focus Enabling Tasks
(leading to Culminating Task) Inferno (Canto III) Dante Alighieri Translated by: John Ciardi Observe correct grammar in making definitions. Present a news
report Instructional/Learning Plan Phase of the Lesson Activities/Tasks WIPS Provision Your Journey This part of the lesson is composed of two paragraphs.
The first paragraph provides a short and vivid introduction of the lesson and the discussion of the subtheme which is “Discovering Personal Challenges”. The
second paragraph provides an overview of the lesson and asks the enduring question that sums up the enduring understanding one should draw out of this
lesson. 1. Ask the students who among them experienced having misunderstanding with others. (You may call a student to share his or her experience on
this.) • You may ask the following questions: Did you try to solve the problem right away? Or did you think of the cause of the problem first? 2. Let them read
the quote by Steve Carell 3. Ask the class if they agree with the author. Follow up by asking why or why not. 4. Encourage your class to participate actively in
the variety of tasks prepared for them for the week’s lesson. Whole Class
38. 119 Your Objectives This part of the module provides the competencies. Remember that the objectives: • are taken from the Curriculum Guide (CG) •
address the enabling knowledge and skills to develop/ achieve the desired content and • clarify expectations in terms of what students should know,
understand and be able to do performance standard This part of the lesson also informs the learners of the enabling activity. Tell the class to read the
objectives for Lesson 1 for them to know what are expected of them The following are the objectives: • assess the effectiveness of the ideas presented in the
material viewed taking into account its purpose (EN10VC­IIa­3.8) • switch from one listening strategy to another to extract meaning from the listening text
(EN10LC­IIa­11) • transcode information from linear to non­ linear texts and vice versa (EN10RC­ IIa­11) • explain illustrations from linear to non­ linear texts
and vice versa (EN10RC­ IIb­11.2) • givetechnicalandoperationaldefinitions (EN10V­IIa­13.9) • express appreciation for sensory images used (EN10LT­IIc­
2.2.1) • observe correct grammar in making definitions (EN10G­IIa­29) • employ appropriate pitch, stress, juncture, intonation, etc. (EN10OL­IIa5) • identify
parts and features of argumentative essays (EN10WC­ IIa­13.1) • formulate claims of fact, policy and value (EN10WC­IIb­13.2) • present a news report Whole
Class Your Initial Tasks Pedagogy: In presenting this part of the module, the teacher should be able to: • diagnose and activate prior knowledge; Task 1. What
You See is What You Get 1. Instruct the class to work in pairs. Let each pair observe the picture and list down in their notebook the things they see in the
picture (two men, a pencil that serve as a bridge and two islands) 2. Let them answer the question in Task 1. 3. Call a pair of students who would like to
present their observation and discussion of the picture to the rest of the class. Pair Work
39. 120 • hook and engage learner’s interest; • ask questions; encourage student questions; welcome tentative responses as guide to further exploration; and

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• clarify expectations and how learning shall be assessed by presenting the enabling activity and the rubrics. Assessment: • All the activities in this phase are
diagnostic in nature. Scores must be recorded to help the teacher plan the succeeding lessons and not to grade the students Task 2A. Predict and Expect 1.
Present the photo of Kodaline to the class. Tell the class that Kodaline is an Irish Band and that they’re going to listen to their popular song which is included
in Ireland Singles Top 100. http://slatethedisco.com/2013/02/in­conversation­ kodaline/ 2. Write the title of the song “Common Ground” on the board. 3. Let
them do the activity on Task 2 A 4. Let them explain their ideas/concepts of Common Ground. Task 2B. 1. Bring MP3 or CD of the song “Common Ground” by
Kodaline 2. Play the song “Common Ground” by Kodaline then let the students listen to the song. 3. While they’re listening to the song, let them check the
words or phrases they listed if it appeared in the song. COMMON GROUND by Kodaline It’s easy to win, It’s harder to lose To admit that you’re wrong When
you’ve got something to prove You said it was easy I tell you they are wrong. So get busy learning, are you already gone? Whole Class Individual Whole Class
40. 121 All answers are tentative and must be written on their notebooks for reference. People will tell you What you want to hear But the people who know
you well Can make it all clear. Life isn’t easy, You got to be strong. So get busy learning, Are you already gone? And all will be forgotten And we all fall apart,
Yeah all will be forgotten But the common ground, It’s a good place to start. Sure all will be forgotten, Yeah we will all be forgotten, fall apart. We will all be
forgotten, But common ground, Is a good place to start. Common ground is a good place to start http://www.youtube.com watch?v=HFamWUpFKh0 Task 2C.
Pencil In Instruct the students to answer the questions about the song. 1. What is the song all about? Possible answer – common ground which is the
foundation of mutual understanding 2. What emotion did you feel while listening to the song? Answers may vary. 3. What advice is given in the song? Do you
agree? Why? Why not? Possible answer – admit if one committed a mistake and agree into something for understanding 4. Would you follow the advice
given? Answers may vary. 5. Explain what is emphasized in the song. Possible answer – that common ground is a good place to start (if there’s commonality,
one will be more confident to act on something) Individual Pair Work Individual Small Group
41. 122 Task 2D. What’s in the Song? 1. Play the music for the second time. 2. Instruct the students to do the activity on this task. 3. Let the students find a
partner and discuss with each other their output. Task 3. Read Me 1. Ask the students to answer the question in the introduction of the selection. You may call
a volunteer to share his or her experience about misunderstanding in the family. 2. Instruct them to read the text silently. 3. Let your students fill in the graph
Transcode Me found in the LM Answers – finances, siblings rivalry, favoritism, in­laws 4. Let them answer the questions after the graph. (Answers may vary)
Task 4. FYI A. A Survey to Convey 1. Have the class form a group consisting of ten members. 2. Instruct them to do the activity found in the LM. 3. Inform
them that they may use different graphs such as line graph, bar graph or pie graph. 4. Ask a representative from each group to present their output with the
rest of the class by explaining the interpretation of the survey conducted. B. Conflict Prevention 1. Raise a question to the class if conflict can be prevented. 2.
Have them complete the organizer found in the LM. 3. Let them compare their answer with a partner. Whole Class Individual Pair Work
42. 123 Your Text In this part of the module, the teachers must be able to help the students: • make sense of information, develop, reflect, rethink, validate,
and revise under­ standings of the lesson; • check for under ­ standing; provide feedback; check against content standard (content to content); • assess
student’s skills (checking learner’s learning progress and interest); 1. Assign the students the day before to research on the background of Dante Alighieri. 2.
Discuss with the class that you’re going to read and study a part of one of his masterpieces ­ Divine Comedy which is Canto III of The Inferno Background of
Divine Comedy and Inferno The Divine Comedy was the poetic journey of a man struggling to reconcile himself to a bitter political exile through the triumph of
love. The Inferno is the first part of Dante Alighieri’s poem, the Divine Comedy, which chronicles Dante’s journey to God, and is made up of the Inferno (Hell),
Purgatorio (Purgatory), and Paradiso (Paradise). The poems are quite short: they would take about as long to read the whole Inferno as it would to read the
detailed canto summaries and analysis, although they might be helpful for understanding Dante’s difficult language. You may check the website below.
http://www.gradesaver.com/divine­comedyi­inferno/study­ guide/short­summary/ Task 5. Think Through 1. Inform the students that they would come across
some unfamiliar words in the selection. Let them look for a partner and ask them to answer the activity found in the LM. • Answers 1.) primordial 2.) coil 3.)
omnipotence 4.) blaspheme 5.) throng 6.) lamentation Whole Class Individual Whole Class Small Group
43. 124 • ask questions to enable the students to construct their own meanings/ under­ standings and • provide a variety of learning resources Assessment: •
All the activities in this phase are formative in nature. Scores must be recorded for instructional decision not to grade the students. • Refer the students back
to the tentative answers they have written on their notebooks to validate whether their tentative answers are correct 7.) scourge 8.) retrogate 2. You may ask
your students to use the word in a sentence for more understanding. Task 6. Read and Imagine 1. Allow the students to answer the motive question before
the text. 2. Encourage them to share their experiences on this. 3. Let your class look for a partner and ask them to read the text silently. 4. Instruct them to
highlight important points and take note of the different senses they discovered while reading the text. 5. Tell the class to answer Thinking about the text
found in the LM. 6. Discuss the answers to the class Task 7. A Sense Chart Tell the students to complete the chart by listing the details for each sense found
in the LM. A. Show Me Your Sense 1. Orient the students about the name of the activity. 2. Divide the class into 4 groups 3. Have them perform the task given
found in the LM. Task 8. Applying what you read 1. Let the class read aloud the highlighted question found in this activity. 2. Instruct them to explain their
answer on the space provided after the question. 3. Allow the students to share their explanation with the rest of the class. Whole Class Pair Work Whole
Class Pair Work Small Group Whole Class
44. 125 or not. This process is important in validating, rethinking and revising their under­ standing. Task 9. Making Definitions 1. Ask the students how they
define terms. 2. Tell the class that you’ll discuss with them the guidelines in writing a definition found in the LM. 3. Ask the class to form a small group and
instruct them to do the activity found in the LM. Your Discovery Tasks Pedagogy: Remember that your discovery tasks allow the students to enrich learning by
contextualizing, localizing and differentiating instruction. Your main target in this phase to provide them the understanding of content as applied to a variety of
context. Here is where the teacher associates the theme to the personal experience of the learner and should therefore provide them the opportunity to
answer the essential questions established at the beginning of the lesson. Task 10. Read to Write 1. Ask the class to give their idea on argumentative essay.
2. Tell them that they are going to read a sample of argumentative essay. 3. Have them answer the motive question found in the LM (answers may vary) 4.
Call a student to share his/her answer to the motive question with the rest of the class. 5. Let them read the model argumentative essay. A. Reason Out
Instruct the students to find a partner and work on the activity found in the LM. Answers: 1. It causes crashes. 2. It causes injuries. 3. It causes fatalities.
(Explanation on these reasons should come from the students) B. I Saw the Sign 1. Ask the class what are the common signage they see along the road. 2.
You may ask the student to write his/her answer on the board. 3. Tell them that signages are of great help to motorists. 4. Instruct them to form a group
consisting of five members. 5. Let them do the activity found in the LM. Whole Class Individual Pair Work Whole Class
45. 126 Assessment: All the activities in this phase are formative in nature and must not be graded but must be recorded as bases for instructional decision
whether to proceed to the next activity or insert another activity depending on the needs of your learners. Refer the students back to the tentative answers
they have written on their notebooks to validate whether their tentative answers are correct or not. This process is important in validating, rethinking and

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revising their understanding. 6. Tell the class that the best output will be posted along the road in your community. 7. Discuss with the rest of the class what
an argumentative essay is and its characteristics. Task 11. Identify and Classify 1. Inform the class that they need to go over on the model argumentative
essay. 2. Let them do the activity found in the LM. Task 12. Have Your Say 1. Ask the class to answer the motive question found in the LM. 2. Let them share
the answer to the class. A. 1. Have your students look for a partner. 2. Let them examine the examples given found in the LM. 3. Instruct them to differentiate
the three examples. 4. Discuss with the class the three specific types of questions which are questions of fact, value and policy. 5. You may give more
examples for them to understand the lesson better. B. Formulate your own 1. Divide your class into five groups. 2. Write the topics (found in LM) in folded
strips of paper. 3. Allow a representative of each group to pick a topic. Small Group Whole Class Individual Pair Work Whole Class
46. 127 At the end of this phase, just before doing the final task, the teacher may provide a summative test (pen­and­ paper or authentic task) to sum up the
content standards. Remember that the phase operates in the premise that performance standards are done only if the content standards are addressed and
fully understood. This summative test is recorded and graded. Teachers should bear in mind that this phase: • serves as enabling task for the main product/
performance at the end of each module; • includes tasks thatareessential for learners’ development; • is based on real life situations (if the teacher wishes to
do modifications or improvisations). 4. Instruct them to do the activity found in the LM. 5. Tell them to write their output in manila paper or cartolina to be
presented in the class. Task 13. News Writing and Reporting 1. Ask the class who among them reads newspapers. 2. Make a follow up question by asking
what catches their attention when they read news. 3. Have them answer the motive question found in the story. 4. Tell your students to look for a partner and
brainstorm the characteristics of a good news story. 5. Discuss with the class the elements of a news story. A. News… News… News 1. Ask your students to
bring a newspaper printed the day before. 2. Have them look for a partner and evaluate one news article from the newspaper if it contains the key
components of a good news story. 3. Call few students to share with the class their evaluation on the news article one at a time. Pair work Whole Class Whole
Class Pair Work Whole Class Pair Work Who is/are involved? How did it happen? Why did it happen? Where did it happen? When did it happen? What
happened?
47. 128 Assessment: G R A S P S ­ b a s e d assessment criteria 4. Let them explain if the news article is good news story. B. Write a News Orient your class
that they are going to write a news 1. Instruct your students to look for a partner. 2. Give them time to study the organizer in writing a lead. (Be reminded that
in writing a lead they must start with the most important whether it’s who, what, when, where, why and how.) 3. Let them do the task found in the LM. 4.
Remind your students that they are to write a news giving emphasis on resolving conflicts that happened in their community. 5. Tell them that their news story
must be interesting and the title must be catchy. 6. Have them write the news story in a short bond paper. 7. Encourage your students that the best news
story will be displayed in the bulletin board in the classroom or may be published in your school paper. C. Report a News Orient the class that the next activity
is their final output on the week’s lesson. 1. Ask your students who their favorite news reporter is. 2. Let them explain by giving the qualities of their favorite
news reporter • Practice to Polish 1. Instruct your students to form a small group (consisting with 6 members) 2. Tell them to have a copy of the news story
written with their partner. 3. Give them enough time to practice reporting and presenting the news. Whole Class Whole Class
48. 129 4. You may provide them with a speaker and microphone for them to be at ease in the final performance. 5. One member of the group may video
record the rehearsal of their classmate. 6. Let the rest of the members of the group give feedback. 7. Allow them to take turns in doing this activity so that
everybody in the group has the chance to rehearse his/her performance. D. Present your News Guided Critiquing on Presenting a News 1. Present in your
class the Oral News Report Rubrics. 2. Remind them that they have to be guided with the rubrics for them to have a successful performance. 3. Encourage
your students that the best news presenter will be recommended to be member or contestant in the radio broadcasting and scriptwriting contest in your
school or district. 4. Or upload in YouTube the video of the best news presenter (or let the student perform his news report during flag ceremony). 5. Instruct
the class to watch and observe their classmate while delivering his news report. 6. Let them rate the performance using the rubrics found in the LM. 7. Let
each student present his / her news to the class. 8. Tell your students to present the result of their observation of the performance for discussion. Small Group
and Individual Whole Class Individual
49. 130 Final Task Pedagogy: Final task is the part of the module that addresses the performance standard. But since this is the final task of Lesson 1, the
task is referred to as “enabling task” or “enabling activity. This enabling activity forms a scaffold to the succeeding activities to equip the learners with skills in
performing the culminating activity or the performance standard of the first quarter. Task 14. Express Yourself 1. Ask your class what are the qualities of a
good speaker. 2. Tell them that intonation matters in speaking. 3. Discuss with the class the lesson on intonation, juncture, stress, and pitch. 4. Give practical
examples of phrases or sentences that would differ in meaning when said differently A. 1. Divide your class into five groups 2. Let them do the intonation
activities for oral fluency found in the LM 3. Remind your class to be guided with the rubrics 4. Give them time to practice first before the performance B. It’s
your turn! 1. Instruct the class to perform the activity found in the LM 2. Tell them that they need to perform the task individually within their group 3. Allow the
members of the group to give feedback of the individual’s performance. Whole Class Small Group Individual and Small Group My Treasure This part of the
module sums up all the essential understandings one must draw out of this lesson. It is important that answers are authentic inasmuch as the word “MY”
implies that this part of the lesson is where the students develop a sense of ownership. Commend your class for having successfully completed their tasks for
the week’s lesson. Encourage them to accomplish the activity found in the LM for them to remember and treasure. Whole Class Individual
50. 131 Module 2 Lesson 2 Sub­theme: Building Ties Matrix of Essentials Reading/Literary Text Language/Grammar Focus Enabling Tasks (leading to
Culminating Task) Song of Roland Observe correct grammar in making definitions Deliver an extemporaneous speech Instructional / Learning Plan Phase of
the Lesson Activities / Tasks WIPS Provision Your Journey This part of the lesson is composed of two paragraphs. The first paragraph provides a short and
vivid introduction of the lesson and the discussion of the subtheme which is “Discovering P e r s o n a l Challenges”. The second paragraph provides an
overview of the lesson and asks the enduring question that sums up the enduring understanding one should draw out of this lesson. Invite the students to
read the introduction (Module 2 Lesson 2) for them to get an overview of where they are headed to and be aware of the desired result; that is, for them to
demonstrate understanding of how to build ties. Emphasize to them that they will have a lot of opportunities to improve in the target concepts, language
communication and literary skills as they prove the need to build ties and motivate them to give insights on Herman Melville’s quote (accept varied tentative
answers). Whole Class
51. 132 Your Objectives This part of the module provides the competencies. Remember that the objectives: • are taken from the Curriculum Guide (CG) •
address the enabling knowledge and skills to develop/ achieve the desired content and performance standard • clarify expectations in terms of what students
should know, understand and be able to do This part of the lesson also informs the learners of the enabling activity. Allot time for the students to read the
following objectives for them to focus more on the target concepts, language communication, and literary skills. • present information using tables, graphs and
maps (EN10RC­IIc­5.4) • assess whether the speaker’s purpose is achieved or not (EN10LC­IIc­15.2) • assess the effectiveness of the ideas presented in the