BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES

Subject: English
Grade: I
Time Allotment: 50 Minutes per day for 5 days a week
QUART MOST ESSENTIAL WE DA OBJECTIVES
ER LEARNING EK Y
COMPETENCIES (MELC)
The children are
expected to…
III Recognize rhyming words 1 1 Identify rhyming words in
in nursery rhymes, poems, nursery rhymes , poems,songs
songs heard heard.
2 Recall rhyming words in nursery
rhymes , poems,songs heard.
3 Distinguish rhyming words from
non-rhyming words
4 Examine rhyming words in
nursery rhymes , poems,songs
heard
5 Recite rhymes and poems with
proper phrasing and correct
intonation
Recognize sentences 2 1 Cite an example of a sentence
(telling and asking) and from a story read
non-sentences. 2 Recognize that sentences are
made up of words.
3 Describe what makes up a non-
sentence.
4 Distinguish sentences and non-
sentences from a set of words
given.
5 Differentiate telling and asking
sentences.
Use words that are related 3 1 Recall questions about oneself
to self, family, school, and and others using short answer
community forms.
- e.g What is your name?
My name is
_____________.
How old are you?
I am _______ years old.
What grade are you in?
I am in
______________.
2 Express one’s idea by asking and

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anwering questions about
oneself and others using short
answer forms.
- e.g Who is your teacher?
My teacher is ___________.
What is the name of your
school?
My school is
_______________.
Where do you live?
I live in __________________.
3 Describe different colors and
shapes in the environment.
4 Illustrate numbers through
picture association.
5 Use different shapes and colors
in drawing things found in the
environment.
Listen to short 4 1 Recall important details by
stories/poems answering who, what, when,
1. Note important details where and what questions from
pertaining to the story listened to.
a. character 2 Discuss the setting (place),
b. setting characters and events in a story
c. events listened to.
2.Give the correct 3 Analyze what happened first,
sequence of three events second and last in a series of
events from the story listened
to.
4 Describe sequence of natural
events through pictures.
e.g life stages of a baby
5 Order pictures in correct
sequence of three events.
3. Infer character feelings 5 1 Recognize the speaker in the
and traits story /poem listened to.
2 Infer the feelings/ traits of the
4. Identify cause and character in a story listened to.
effect/or effect of events - pitch of the voice
5. Identify the speaker in - tone of the voice
the story or poem 3 Distinguish cause and effect/or
6. Predict possible ending effect of events from the story
of a story read read.
4 Predict possible ending of a story
read.
5 Choose the possible ending of
the story to a series of pictures.
7. Relate story events 6 1 Cite examples of one’s
to one’s experience activities/ responsibilities at
8. Discuss, illustrate, home
dramatize specific events 2 Discuss about topic of interest
(likes and dislikes) of events
from the story read.
3 Relate one’s experiences to the
events of story read through “
Show and Tell.”
4 Act out best-liked events of the
story.
5 Illustrate through a drawing
best-liked events of the story .
9. Identify the 7 1 Identify problems and solutions
problem and solution from story listened to
10. Retell a story listened 2 Discuss the problems and
to solutions from the story listened
11. Ask simple questions to.
about the text listened to 3 Retell the story listened to.
4 Formulate questions from the
text or story listened to.
5 Evaluate by answering questions
to the problems and solutions
from the story listened to.
Use/Respond appropriately 8 1 Identify some polite
to polite expressions expressions in appropriate
greetings, leave takings, situations like greetings ,leave
expressing gratitude and takings /asking permission,
apology, asking expressing gratitude and apology
permission , offering help and offering help
- e.g. Good
Talk about oneself, one’s morning/afternoon etc.,
family and one’s personal - Goodbye.
experience - May I leave the room.
- Thank you, etc.
- I’m sorry.
2 Use appropriate polite
expressions in different
situations.
3 Practice appropriate polite
expressions in different
situations.
4 Express about one’s personal
experiences pertaining to the
family, one’s pet, and personal
experience.
5 Give examples through sharing
one’s personal experiences
pertaining to the family, one’s
pet, and personal experience.
IV Recognize common action 1 1 Recall details of the story
words in stories listened to listened to “Yes I can!Yes I
can”.
2 Describe what one can do from
the story listened to.
3 Identify common action words
from the story listened to.
4 Show appropriate action to
different action words.
Ex. jump,stand, run etc.,
5 Decide what action words to be
used in a given situation.
Recognize describing 2 1 Read sentences using describing
words for people, objects, words for people, objects,
things and places (color, things and places (color, shape,
shape, size, height, weight, size, height, weight, length,
length, distance, etc.) distance, etc.)
2 Identify describing words for
people, objects, things and
places (color, shape, size, height,
weight, length, distance, etc.)
from the sentences given.
3 Provide appropriate describing
words for people, objects,
things and places (color, shape,
size, height, weight, length,
distance, etc.) for the given
sentences.
4 Complete a chart by grouping
the describing words according
to the given
category(color,shape,height,
weight,length etc)
5 Choose the appropriate
describing words to complete a
sentence.
Sort and Classify familiar 3 1 identify familiar words
words into basic categories introduced by the teachers
(colors, shapes, foods, etc) (colors,shapes,food etc.)
2 Tell something about their
favorite using the familiar words
learned(color,shapes,food, etc).
3 Sort words from the graphic
organizer provided by the
teacher into basic categories
(color,shapes,food, etc).
4 Connect familiar words using
appropriate pictures.
5 Show cooperation in
participating varied activities on
sorting familiar words. (ex.
Games, using of flashcards)
Give the meaning of words 4 1 Define the meaning of words
using clues (TPR, pictures, from the poem through
body movements, etc.) pictures/ body movements.
2 Describe the meaning of words
by reading the poem : ex. ”
Roses are red, violets are blue.”
3 Show meaning of words
through TPR. .
4 Complete sentences using the
correct word through picture
clues.
5 Draw pictures that matches the
correct meaning of word s.
Follow one- step direction 5 1 Identify short commands
through songs or poems. (ex. Sit
down, Put your right hand
up/down, etc.)
2 Repeat short commands
through songs or poems. (ex. Sit
down, Put your right hand
up/down, etc.)
3 Give examples of some short
commands used in the
classroom by acting it out.
4 Respond correctly to one step
direction given. (ex. Come up
front, shake your hands, stand
up and turn around etc.)
5 Follow one step direction
individually and by groups
through varied activities like
games.
Follow two step direction 6 1 Identify two-step direction
from songs or poems.
2 Read simple two-step
commands/directions (by
groups, rows and individually).
3 Complete the action by following
two step direction provided.
4 Draw pictures that illustrates
command using varied
activities.
5 Show alertness in following
correctly one- to-two -step
direction through games/varied
activities.
Follow one-to-two step 7 1 Recall one- to-two -step
directions direction. (ex. Come up front,
shake your hands, stand up and
turn around etc.)

2 Read correctly one- to-two -step

direction. (ex. Come up front,
shake your hands, stand up and
turn around etc.)

3 Distinguish appropriate action

to one- to-two -step direction
given.

4 Respond correctly to one- to-

two -step direction

5 Test alertness in following

correctly one- to-two -step
direction through games/varied
activities.

Give one-to-two step 8 1 Tell simple commands/direction

directions for individual pupils to follow.
(ex. Clap your hands three times
etc. )

2 Discuss more commands and

directions used in the classroom.

3 Provide pictures depicting

action showing one-to-two step
direction for the pupils to carry
out the action.

4 Demonstrate correctly drawn

pictures that illustrates
command using varied
activities.

5 Show correctness in performing

one-to-two step directions
individually and by groups
through varied activities like
games.

BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES

Subject: English
Grade: II
Time Allotment: 50 Minutes
QUARTER MOST ESSENTIAL LEARNING WEEK DAY OBJECTIVES
COMPETENCIES (MELC)
The children are expected to…
I Classify/Categorize sounds heard (animal, 1 1 Classify different sounds from a
mechanical, objects, musical instruments, background of other sounds
environment, speech) 2 Recognize some/different sounds
3 Read and match the different animal
sounds
4 Identify the different sounds heard
from environment
5 Perform/act out the different
sounds heard (whether it is from
animal sound, mechanical, objects,
musical instrument, environment,
speech)
Read the alphabets of English and associate 2 1 Read the alphabets of English
to phonemes 2 Identify Letters in English that are
not present in Mother Tongue/
Filipino and Vice Versa
3 Identify the name of each
consonant.
4 Identify the sound of each
consonant
5 Give the beginning name of each
picture.
Recognize common or proper nouns in 3 1 Recognize names of people, objects,
simple sentences things and places.
2 Identify common nouns in simple
sentence.
3 Identify proper noun in simple
sentence.
4 Give naming words for persons,
places, things and animals.
5 Use common noun and proper
nouns in simple sentences.
Recognize the use of a/an + noun in simple 4 1 Listened story about an “An Apple
sentences listened to and A Monkey”
2 Recognize the use of a and an from
the story listened to
3 Identify the noun used from the
story using the a and an
4 Connect the correct picture or word
in a sentence using a and an
5 Write a phrase using a and an
Identify the English equivalent of words in 1 Identify the English equivalent of
the Mother Tongue or in Filipino 5 words in the mother tongue or in
Filipino.
2-3 Use theEnglish equivalent of words
in the Mother tongue or in Filipino
4 Read the English equivalent of
words in the Filipino.
5 Match the English equivalent word
in Mother Tongue or in Filipino
Give the beginning letter of the name of 6 1 Recognize the beginning letter of
each picture the name of each picture
2 Connect the picture to each correct
beginning letter
3 Write the beginning letter of each
picture
4-5 Give words/objects in a given
beginning letter
Recognize common action words in 7 1 Read the story “I love My Parents”
retelling, conversation, etc. 2 Tell the common action words from
the story listened to
3 Identify the action words used in the
story
4 Underline the action words in the
sentence

5 Performed the common action word

given.
Identify and discuss the elements of a story 8 1 Note important details pertaining to
(theme, character, settings, and events.
setting, characters, and events) 2 Identify the element of the story
3 Give the correct sequence of three
events
4 Underline the theme, setting,
character and events of a story
5 Retell a story listened to.
II Recognize the common terms in English 1 1 Identify the parts of the book
relating to part of the book 2 Enumerate the order of the parts of
the book
3 Explain the purpose of each part of
the book
4-5 Distinguished the common terms in
English relating to part of the book
orientation
Generate ideas through free writing 2 1 Read the story “The Little Frog
activities 2 Ask questions about the characters
of the story
3 Write the setting of the story in a
simple sentence
4 Generate ideas from the story
through writing
5 Compose a poem based from the
story listened to
Writing some words, a phrase, or a 3 1 Compose a word about an illustrator
sentence about an illustrator or a character or a character
2 Compose a phrase about an
illustrator or a character
3 Compose a sentences about an
illustrator or a character
4-5 Note some word, phrase, and
sentences about an illustrator or a
character
Discuss the illustration on the cover and 4 1 Describe the illustration and the
predict what the story maybe about cover
2 Identify the illustration and predict
what the story maybe about
3-4 Give prediction based on the cover
illustration
5 Find the clue in the illustration of
the cover to predict what the story
is all about
Identify title, author and book illustrator 5 1 Read the title of the book
and tell what they do 2 Identify the names of the author
3 Write the names of the illustrator of
the book
4-5 Tell what the author and the
illustrator do
Spell high frequency words with short a, e, 6 1 Make a rap using words starting
I, o, u sound in CVC pattern word with a, e, I, o, u sound in CVC
pattern
2 Pronounce high frequency word
with short a, e, I, o, u sound in CVC
pattern
3 Read correctly the high frequency
word with short a, e, I, o, u sound in
CVC pattern
4 Practice writing high frequency
word like “mat, bat, sat, and cat”
5 Write the correct spelling of the
word with short a, e, I, o, u CVC
pattern
Use common action words in retelling, 7 1 Read the story “I love My Parents”
conversation etc.
2 Tell the common action words from
the story listened to

3 Identify the action words used in the

story
4 Write examples of common action
words
5 Use common actions words in
retelling/in a conversation
Identify the basic sequence of events and 8 1 Present a comic strip “Its Time for
make relevant prediction about stories Bed”
2 Predict about the character and
about what happen
3 Arrange the events of the story
4 Sequence events using picture or
images
5 Retell the story using a Venn
Diagram
III Use clues to answer questions, clarify 1 1 Reads story “ My Family, My Home”
understanding and justify predictions
before, during and after reading ( titles, 2 Answer wh-questions from a story
pictures, etc. reading/listened to.

3 Predict the outcomes of the story

before, during nad after reading by
retelling the story.

4-5 Justify predictions, using clues to

answer wh-questions from the story
listened to.

Create or expand word clines 2 1 Identify word clines

2 Arrange words in their degree of

category through a cline.

3 Use appropriate word in a sentence

through making a cline.
4 Expand word in a
sentence using a cline
5 Read word clines in a sentence.
Recognize that some words may have same 3 1 Identify some words having the
(synonyms) or opposite (antonyms) same (synonyms) or opposites
(antonym) meaning
2 Tell whether the pair of words are
synonyms or antonyms
3 Use words having the same or
opposite meaning
4 Use words in a phrase having the
same (synonyms) or opposite
(antonyms) meaning
5 Use words in a sentence having the
same (synonyms) or opposite
(antonyms) meaning
Recognize the difference between “ made 4 1 Identify the difference between
up” and “real” in texts listened to. ‘made up” from “ real” in text
listened to.
2 Explain the diffference between
“made up” and “real” in text
listened to.
3 Show more example between
“made up” and “real” in texts
listened to.
4 Read the given example between
“made up” and “real”.
5 Appreciate “ made up” and “real”
things
Identify important details in expository text 5 1 Determine what words mean from
listened to. how they are used in a sentence

2 Listened and respond to text

listened to.

3 Correlate important details in

expository text listened to.

4 Share personal experiences about

developing good study habits.

5 Give reasons and evidence why they

believe the ideas they selected to be
important.

Retell and/ or reenact events from the 6 1 Know the parts of the story.
story. Identify the element part of the
story read.
2 Note important details pertaining to
character, setting and events
3 Give the correct sequence of events
from the story read.
4 Infer the characters feeling and
traits
5 Retelling and/or reenact events
from the story.
Talk about texts identifying major points 7 1 Use an understanding of characters,
and key themes incidents and settings to make
predictions

2 Participate in generating ideas

through prewriting activities

3 Identify the common terms in

English relating to part of the book

4 State details of text during and after

reading
5 Interpret simple text during and
after reading

Participate in choral speaking and echo 8 1 Recognize/Identify words that

reading of short poems, rhymes and stories rhymes
with repeated patterns and refrains in
English. 2 Read in choral speaking and echo
reading of shorts poems

3 Giving appropriate heading/ topics

for a set of sentences.

4 Writing appropriate heading for a

set of sentences.

5 Listen and respond to texts to

clarify meanings heard.

IV Read words with short a, e, i, o, u i CVC 1 1 Give/ Introduce words with CVC
pattern. pattern.
2 Identify/ Recognize words with CVC
pattern.
3 Read words with CVC pattern.
4 Match picture with its CVC words
Spell 2 syllable words with short a, e, i, o, u 2 1 Reads 2 syllables words with short a,
sound in CVC pattern. e, i, o, u sound in CVC pattern
2 Identify 2 syllable words with short
a, e, i, o ,u sound in a short story
listend to
3 Examine 2- syllable word with short
a, e, i, o, u sound from the story
listened to
4 Supply the missing letter of a 2-
syllable words wirh short a, e, i, o, u
sound in CVC pattern.
5 Spell two syllable words to with
short a,e,I,o,u from the story
listened to.
Identify pronoun in a phrase or in a
Use personal pronuons (I, you, he, she, it, 3 1 sentence
we, they) in a dialogue.
2 Distinguished personal pronouns in
a story listened to

3 Use personal pronoun in a dialogue

from a story listened to

4 Creates a simple dialogue using

personal pronoun I, You, He, She, It,
We, and They

Use demonstrative pronouns (this/that, 4 1 Identify demonstrative pronoun in a

these/those) sentence

2 Recognize demonstrative pronoun

in a phrase and in a sentence

3 Use appropriate pronouns

(this/that, these/those)
4 Supply the appropriate pronouns
(this/that, these, those)

5 Write simple sentence using

this/that), these/those)

Use the most frequently occuing 5 1 Select the appropriate preposition

preposition (e.g on, over, under, to, from, 2 Use the most frequently occurring
above, etc.) prepositions before nouns or
pronouns
3 Supply the appropriate preposition
on the given picture
4 Write simple sentences using the
most frequently occurring
prepositions
5 Read words in a sentence using
occurring prepositions e.g. on, over,
under, to, from, above, etc.

Differentiate words with different medial 6 1 Categorize the words with medial a,
vowels (e.g: cap-cop-cup; fan-fin-fun) e, I, o, u from the given phrases and
sentences

2 Give the meaning/difference of the

word with medial a, e, I, o, u from
the given phrases and sentences

3 Read the words with medial a, e, I,

o, u correctly from the given phrases
and sentences
4 Follow directions in learning
activities
Read phrases, short sentences and short 7 1 Read phrases consisting words with
stories consisting short a, e, I, o, u
of words with short e, a, i, o,and u then 2 Read short sentences consisting
answer the Who, What, and Where words with short a, e, I, o, u
questions about them. 3 Read short stories consisting words
with short a, e, I, o, u and answer
wh-questions
4 Talk about personal experiences
5 Use question word (who, what and
where)
Writes the names of pictures with short a, 8 1 Identify the names of picture with
e, I, o, u words the short a, e, I, o, u words
2 Give the meaning of the word with
the short a, e, I, o, u sounds
3 Writing the names of the picture of
the short a, e, I, o, u word
4 Spell the names of the picture of the
short a, e, I, o, u words
5 Use words in a sentence with a, e, I,
o, u

BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES

Subject: English
Grade: III
Time Allotment: 50 Minutes
QUARTER MOST ESSENTIAL LEARNING WEEK DAY OBJECTIVES
COMPETENCIES (MELC)
The children are expected to…
I Write sentences describing one’s drawing 1 1 Activate prior knowledge based on
about the stories/poems listened to the stories being read
2 Note important details from the
story read
3 Give the meaning of words used in
stories listened to
4 Describe/tell something about one’s
drawing on the story/poem listened
to
5 Write a sentence that describes
one’s drawing about the story/poem
listened to
Write a short descriptive paragraph about 2 1 Construct simple sentences
the character or the setting in the story 2 Infer feelings and traits of characters
listened to from the story read
3 Write a descriptive paragraph about
Write a short paragraph providing another the character or the setting
ending for a story listened to 4 Create another ending of a story
5 Write a diary
Write a diary
Write a short paragraph about a
given situation
Identify an exclamatory sentence 3 1 Identify an exclamatory sentence
2 Identify an imperative sentence
Identify an imperative sentence
Explain the two kinds of imperative
sentence(command and request)
Use different kinds of sentences in a
dialogue(e.g. declarative, interrogative, 3 Differentiate an imperative sentence
exclamatory, imperative) from an exclamatory sentence
4 Use different kinds of sentences
(declarative, interrogative,
exclamatory, imperative)
5 Use appropriate punctuation marks
(e.g. period, comma, question mark,
exclamation point)
Use common and proper nouns in a 4 1 Name nouns based on its
sentence classification (e.g. people, animals,
places, things and events)
2 Classify common words into
conceptual categories-animals,
foods, toys
3 Identify common noun and proper
noun being used in a sentence
4 Explain the difference between
common noun and proper noun
5 Use common and proper noun in
sentences appropriately
Use plural form of regular nouns by 5 1 Change singular nouns into plural
adding /s/ or /es/(e.g. dog, dogs, wish, form by adding s or es
wishes) 2 Use the plural form of frequently
occurring irregular nouns
Use plural form of frequently occurring 3 Identify the nouns used if it is in
irregular nouns (e.g. children, feet) singular or plural in form(either
regular or irregular nouns)
4 Explain how noun agrees with the
verb
5 Use the correct form of nouns in a
sentence
Review reading and writing short e, a, i, o 6 1 Differentiate words with different
and u words in CVC pattern medial vowels
2 Write short e, a and I words in CVC
pattern
3 Read words phrases, sentences and
stories containing the CVC words
and sight words
Read phrases , sentences, and
stories using short a, e, i, o and u
4 Show understanding of meaning of
short o words by using them in
sentences
5 Read aloud poems consisting of
short a, e, i, and o words with speed
and accuracy
7 1 Participate in a read- along of text
Read phrases, sentences and short stories 2 Recognize more common sight
consisting of 2-syllable words and the words in order to read simple
questions about them phrases and sentences
3 Read with accuracy, appropriate
speed and correct intonations of a 2-
syllable words
4 Show understanding of meaning of
2-syllable words by using them
correctly in sentences
5 Read phrases, sentences and short
stories consisting of 2-syllable words
and questions about them
Initiate conversations with peers in a 8 1 Participate in a conversation in a
variety of school settings variety of school settings
2 Express ideas in a conversational
manner
3 Connect information heard to
Synthesis Restate information shared by personal experience
others
4 Give a simple paraphrase

5 Draw conclusions about a given

situation

II Use the be-verbs (am, is, are was, were) 1 1 Identify what are be-verbs and how
correctly in sentences are these being used

Use graphic organizers to show

understanding of the text
2 Choose the correct be-verb (am, is,
are) to use to complete a sentence

3 Choose the correct be-verb (was,

were) to use to complete a sentence

4 Ask simple questions using do/does

5 Use be-verbs in constructing

sentences
Use simple verbs (past, present, future) in 2 1 Identify and use action words in
sentences simple sentences
2 Use verbs in simple present tense
3 Form and use the past tense of the
frequently occurring regular verbs
(walk-walked, etc.)
4 Use verbs in simple future tense
5 Follow a set of verbal three-step
directions with picture cues
Read words with initial consonant blends 3 1 Read words with initial consonant
blends(l, r, s blends)followed by
short vowel sounds (e.g. black, frog,
step)
2 Give the meaning of words with
initial consonant blends through
drawing, actions, and using them in
sentences
3 Read with accuracy, speed and
proper phrasing, sentences and
stories with words beginning in
consonant blends and other words
previously studied
4 Identify words with initial consonant
blends used in story/poem listened
to
5 Use one-two syllable words with
initial consonant blends (e.g. pl, tr)
in sentences
Read words with final consonant blends 4 1 Name objects with final consonant
blends
2 Identify words with final consonant
blends
3 Read words with final blends(-st, -lt,
-nd, -nt, -ft)
4 Identify words with final consonant
blends used in story/poem listened
to
5 Use one-two syllable words with
final consonant blends (e.g. pl, tr) in
sentences
Read phrases, sentences and short stories 5 1 Participate /engage in a read-along
consisting of words with initial and final of texts (e.g. poetry, repetitive text)
consonant blends 2 Identify sounds and count syllables
in words
3 Familiarize words with initial and
final consonant blends
4 Read phrases and sentences
consisting of words with initial and
final consonant blends
5 Read short stories/poems consisting
of words with final consonant blends
and other words previously studied
and the questions about them
Read words, phrases, sentences and short 6 1 Read words with consonant digraph
stories consisting of words with consonant like ch and sh
digraph ch and sh and other words 2 Read with accuracy, speed and
previously studied proper phrasing, sentences and
stories with words consisting of
initial and final ch and sh and other
words previously studied
3 Show understanding of meaning of
words with consonant digraph ch
through drawing, actions, and using
them in sentences
4 Write a descriptive paragraph based
in the stories/poems listened to
5 Write a short paragraph based from
the stories/poems listened to
Spell one-to two-syllable words with initial 7 1 Tell how spoken words are
and final consonant blends (e.g. pl, tr) represented by written letters that
are arranged in a specific order
2 Arrange words with initial consonant
blends in alphabetical order
3 Arrange words with final consonant
blends in alphabetical order
4 Spell words with initial consonant
blends

5 Spell words with final consonant

blends

Spell one-to two-syllable words with 8 1 Have a drill on words with consonant
consonant digraphs (ch and sh) digraphs
2 Arrange words with initial consonant
digraphs in alphabetical order
3 Arrange words with final consonant
digraphs in alphabetical order
4 Spell words with initial and final
consonant digraphs(ch)

5 Spell words with initial and final

consonant digraphs(sh)

III Identify commonly used possessive 1 1 Use demonstrative pronouns

pronouns and use them in a sentence (this,/that, these/those)

2 Use personal pronouns (e.g. I, you,

he, she, it, we, they)

Identify several effects based on a given 3 Use commonly used possessive

cause pronouns

Make inferences and draw conclusions 4 Point out several effects based on a
based on texts (pictures, title and content given cause
words)
5 Make inferences and draw
conclusions based on texts (pictures,
title and content words)

Distinguish fact from opinion 2 1 Determine whether a story is

realistic or fantasy

Use different sources of information in 2 Mark factual information from a

reading selection being read and able to
identify opinions

3 Get information from index and

table of contents

4 Identify print sources of information

5 Infer print sources

Recognize some words represented by 3 1 Recognize some words represented

common abbreviations (e.g. Mr. Ave., Oct.) by common abbreviations (e.g. Mr.
Ave., Oct.)

2 Read and write abbreviations

Synonyms and Antonyms correctly
3 Determine words that have the
same meaning (e.g. beautiful-pretty)

4 Identify set of words opposite in

meaning (e.g. good-bad)

5 Increase vocabulary through: -

Synonyms (e.g. quick/fast) and
antonyms (e.g. big/small)

Give the synonyms and antonyms of

some words

Homonyms (e.g. flower/flour) 4 1 Identify homonyms in a given

sentence
Homographs (e.g., read-read)
2 Identify Homographs words in a
Hyponyms – type of (e.g. guava - type of given sentence (e.g., read-read)
fruit)
3 Recognize the Hyponyms – type of
words in a given sentences (e.g.
guava - type of fruit)

4 Choose the right to word to use in a

sentence

5 Familiarize homonyms, homographs,

and hyponyms through various
practice of its usage

Identify possible solutions to problems 5 1 Recall details from texts viewed/

listened to

2 Identify possible solutions to a given

situation

3 Make inferences and draw

conclusions based from the texts

4 Show variety of ways of solving a

problem

5 Engage in discussions about specific

topics to come up with the right
solution

Identify the elements of an 6 1 Identify the elements of an

informational/factual text hear informational/factual text hear

Read words with long a, i, o , u sound

(ending in e)
Retell some parts of the story

2 Read words with long a sound (long

a ending in e)

3 Read words with long i sound (long i

ending in e)

4 Read words with long o sound (long

o ending in e)

5 Read words with long u sound (long

u ending in e)

Read phrases, sentences, stories and 7 1 Read sentences, stories and poems
poems consisting of long a, i, o, and u consisting of long a words and
words questions about them

2 Read sentences, stories and poems

Ask and respond to questions about consisting of long i words and
informational texts listened to
questions about them
(environment, health, how-to’s, etc.)
3 Read sentences, stories and poems
consisting of long words and
questions about them

4 Read sentences, stories and poems

consisting of long u words and
questions about them

5 Ask and respond to questions about

informational texts listened to
(environment, health, how-to’s, etc.)

Compare and contrast information heard 8 1 Express opinions and feelings about
other’s ideas

2 Compare information heard

Read word with affixes
Validate ideas made after listening
to a story

3 Engage in discussions about specific

topics

4 Identify the affixes used from the

given texts

5 Read words with affixes in a given

sentence

IV Write a simple story 1 1 Take part in creative responses to

stories like preparing
logs and other oral presentations

2 Give appropriate ending for a given

situation

3 Share stories heard at home through

story telling

4 Make a card for various occasions

like birthday, Christmas, etc.

5 Write a journal or a diary

Use the degrees of adjectives in making 2 1 Identify the degree of comparison

comparisons (positive, comparative,
superlative) 2 Make use of the degrees of
adjectives in making comparisons
(positive,
Recognize adverbs of manner comparative, superlative)

3 Infer feelings and traits of characters

4 Read given sentences and recognize

adverbs

5 Use the adverbs of manner in

sentences

Interpret simple maps of unfamiliar places, 3 1 Interpret simple maps of places

signs and symbols
Make a map of familiar places

Interpret simple graphs, tables, and 2 Expound the maps of unfamiliar

pictographs places, signs and symbols

3 Interpret simple graphs, tables and

pictographs

4 Interpret a pictograph

Interpret a bar graph

5 Create a simple graph based from

the facts given

Read word with affixes 4 1 Read and Identify word with affixes
in a given sentence
Restate facts from informational texts
(climate change, children’s rights, traffic 2 Activate prior knowledge based on
safety, etc.) listened to new knowledge formed

3 Identify and use the elements of an

informational report

4 Personal Recounts (anecdotes, past

experiences)

5 Identify cause and effect

Read words containing vowel digraphs - ai, 5 1 Read words containing vowel
ay, ea, ee, oo, oa digraphs - ai, ay

Read phrases, sentences and stories with 2 Read words containing vowel
vowel digraphs - ai, ay, ea, ee, oo, oa digraphs - ea, ee, oo, oa

3 Read phrases, sentences with vowel

digraphs - ai, ay, ea, ee, oo, oa

4 Read short selections/stories/poems

with vowel digraphs - ai, ay, ea, ee,
oo, oa

5 Match words, phrases and sentences

containing these words with pictures
Read words with vowel diphthongs: oy 6 1 Read words with vowel diphthongs:
(boy), oi (boil), ou (out) ow (bow) oy (boy), oi (boil), ou (out) ow (bow)

Read phrases, sentences and short stories 2 Read words with vowel diphthongs:
consisting vowel diphthongs: oy, oi, ou, ow ou (out) ow (bow)

3 Read phrases and sentences with

vowel diphthongs oy, oi, ou, ow

4 Read short stories with vowel

diphthongs oy, oi, ou, ow

5 Select/identify words with vowel

diphthongs oy, oi, ou, ow

Recognize and read some irregularly 7 1 Recognize some irregularly spelled

spelled words (e.g. such as enough, words
through, beautiful)
Use clues from the context to figure
out what words mean
2 Read accurately some irregularly
spelled words
3 Spell correctly the irregularly spelled
words

4 Show understanding of the words

being presented by using it correctly
in conversation

5 Use these irregularly spelled words

in sentences

Present information in varied artistic ways 8 1 Identify different ways of presenting

(e.g. role playing, show and tell, radio information
play/podcast/broadcast/reporting/poster
presentations) 2 Present information in a varied
artistic ways (role playing, reporting,
retelling, show and tell, etc.)

3 Show understanding of a story by

presenting them through
dramatization

4 Use role playing to present

information clearly

5 Engage in a variety of ways to share

information

BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES

Subject: English
Grade: IV
Time Allotment: 50 Minutes
QUARTER MOST ESSENTIAL LEARNING WEE DAY OBJECTIVES
COMPETENCIES (MELC) K
The children are expected to…
I Recognize the parts of a simple paragraph 1 1 Identify the parts of a simple paragraph.
2 Write the main idea of the poem “I Like
Bugs”
3 Identify the main idea and the
supporting details in each stanza and
write them on the graphic organizer.
4 Recognize the main idea and supporting
details of the given paragraph of the
story.
5 Identify the main idea, key sentences
and supporting details of a given
paragraph
Get the meaning of words using a dictionary, 2 1 Locate meaning of words from the
thesaurus, and/or online dictionary
resources. 2 Gather relevant information from
Thesaurus
3 Locate information using print and non -
print resources
4 Get the meaning of words from the
internet
5 Find the meaning of words using the
glossary.
Note significant details of various text types. 3 1 Note details in a selection listened to
2 Identify the important story elements
such as setting, character, and plot
3 Note details by asking/ answering
questions about a story/poem listened
to
4 Analyze a story in terms of its setting
5 Sequence events in a story or narrative
Identify various text types according to 4 1 Identify various text types according to
structure, purpose and structure (problem and solution
language features: problem and solution, 2 Identify the problem and the possible
description, procedural/ solutions using the graphic organizer.
sequence 3 Identify various text types according to
structure (description
4 Identify various text types according to
structure (procedural/ sequence)
5 Arrange the events to form a story.
Identify meanings of unfamiliar words 5 1 Identify meanings of unfamiliar words
through structural analysis of the word through structural analysis of words.
composition. 2 Identify meanings of one – word
compound words.
3 Identify meanings of two – word
compound words.
4 Give the meaning of a hyphenated
compound words.
5 Identify the meaning of an unfamiliar
word through the context in the
sentence.
Identify meanings of unfamiliar words 6 1 Identify meaning of words with prefixes
through structural analysis on un-, in-, im-, dis-, mis- and re
prefixes and suffixes. 2 Identify meaning of words with prefixes
de- and dis
3 Identify meaning of word with suffixes -
ful and –less
4 Identify meaning of words with suffixes
-ly and -y
5 Identify meaning of words with suffixes
-er and –o
Identify different meanings of content 7 1 Differentiate denotation from
specific words (denotation and connotation
Connotation 2 Identify different meanings of content
specific words (denotation and
connotation) (Science)
3 Identify different meanings of content
specific words (denotation and
connotation) (Mathematics)
4 Identify different meanings of content
specific words (denotation and
connotation) (Health)
5 Identify the denotative and connotative
meaning of given group of words
Get the meaning of words through word 8 1 Get the meaning of words through word
association (analogy) and association (analogy)
classification 2 Complete an analogy by writing the
correct word
3 Get the meaning of words through word
classification
4 Classify words according to use and
kind.
5 Find the right classification of the
words.
II Use context clues to find meaning of 1 1 Use context clues to act the meaning of
unfamiliar words :definition and difficult words.
exemplification
2 Identify the meaning of words through
exemplification with the aid of pictures.

3 Use antonyms as context clues to find

the meaning of unfamiliar words.

4 Use synonyms as context clues to find

the meaning of unfamiliar words.

5 Identify and use the meaning of

unfamiliar words through definition.

2 1 Identify mass and count nouns.

Use clear and coherent sentences employing 2 Use mass and count nouns in a
appropriate grammatical structures: Kinds of sentence.
Nouns – Mass Nouns and Count Nouns, 3 Use quantifiers of mass nouns.
Possessive Nouns, collective nouns
4 Identify and use possessive nouns in
sentences

5 Identify and use collective nouns

properly and appropriately.

Use personal pronouns in sentences. 3 1 Use personal pronouns and their

antecedent.

2 Use pronouns that agree with its

antecedents.

3 Identify a correct personal pronoun to

substitute a specific noun in the
sentence
4 Use the pronouns that agree in gender
with their antecedents.

5 Use personal pronouns in sentences

correctly.

Use simple present tense of verbs in 4 1 Identify the verbs in the sentence.
sentence.
2 Identify the tense of the verb used in
the sentence.

3 Use the present form of verb that

agrees with the subject.

4 Use the correct form of the verb that

agrees with the subject in number.

5 Use the correct time expression for an

action in the present.

Use correct time expressions to tell an action 5 1 Give the time expressions that denote
in the present time. the present tense from a selection read.

2 Use the correct time expression to

complete a given sentence.

3 Write the correct time expression in a

given sentence.

4 Answer questions in complete sentence

with correct time expression and verbs.

5 Write a simple sentence with correct

verb and time expression that agrees
with the action.

Use adjectives ( Degree of comparison 6 1 Identify the adjective that best

order) in sentences. describes a person, animal, place, thing.
2 Identify the degrees of comparison of
adjectives.
3 Apply the rules in forming the
comparative and superlative degree of
adjectives.
4 Identify the adjectives in a sentence and
write the degree of comparison.
5 Use adjectives in a sentences with
correct degree of comparison.

Use adjectives ( Degree of comparison 7 1 Identify adjectives in a series

order) in sentences.
2 Arrange the series of adjectives in the
correct order.

3 Arrange the series of adjectives in the

correct order in a given sentence.

4 Describe a noun using the correct order

of adjectives in a series.

5 Write a paragraph describing a

person ,animal or thing using two to
three adjectives which are properly
arranged.

Use the past form of regular and irregular 8 1 Identify the past form of the verb in the
verbs sentence.

2 Identify the past form of the regular

verbs.

3 Use past form of regular verbs in

sentence.

4 Identify the past form of some common

irregular verbs.

5 Use past form of irregular verbs in a

sentence.
III Use adverbs (manner, place, time) in 1 1 Define adverbs as part of speech.
sentences. Discuss adverb of manner with
examples using pictures.

2 Give examples of adverb of time as used

in the sentence. Identify adverb of place
in the sentence.

3 Tell whether the sentences contain

adverbs of manner, place and time.

4 Label the sentence according to the

words that is being used for (tomorrow-
time). Rewrite the sentences and put a
marks using appropriate adverbs.

5 Complete the sentences using

appropriate adverbs.
Use directions using signal words 2 1 Define what is a signal words or words.
Recall the different signal words used in
the sentence.

2 Count signal words as it appears in the

sentence. Show how signal words can
be used to indicate specific direction.

3 Examine sentences using signal words

to show directions.

4 Determine the signal words in the

sentence to show proper arrangements
in the paragraph.

5 Apply signal words to create to create

paragraphs. Tell signal words found in
the paragraphs.

Distinguish between general and specific 3 1 Define the word general statement.
statements. Describe specific statements using
examples.

2 Write down general and specific

statements.

3 Identify the difference between general

and specific statements using clues. Tell
whether the sentence contain a general
or specific statement.

4 Predict the statement carefully whether

general or specific statement is used.
Compare general statements from
specific statements.

5 Evaluate statements carefully whether it

is general or specific statements.

Identify the main idea, key sentences and 4 1 Define the word main idea as used in a
supporting details from text listened to story or paragraph. Recognize key
sentences in the story or paragraph.

2 Select supporting details found in the

text listened to or read about. Tell
whether the details listened to is a main
idea, key sentence or a supporting
details.

3 Associate the sentence as to main idea,

key sentence or supporting details.

4 State the main idea in a simple texts

listened to. Infer main idea from
supporting details.

5 Summarize main idea and supporting

details in a text listened to.

Use appropriate graphic organizers in text 5 1 Explain what is a graphic organizer.

read Describe what is a graphic organizer.

2 Draw the different graphic organizers.

3 Show how each graphic organizer is

used in a story or paragraph to
emphasize a point. Discuss how to use
Venn Diagram.

4 Explain story flower power diagram

used in a story.

5 Choose one graphic organizer

appropriate to the story. Recommend
one best graphic organizer appropriate
to the story.

Infer the speaker’s tone, mood and purpose 6 1 Explain the speaker’s tone, mood and
purpose of the selection.

2 Discuss how to identify the mood of the

story such as:

-disappointed
-angry
-happy
-sad
-lonely
Cite the different purpose of the story
such as:

-convince

-inform

-persuade

3 Illustrate the speaker’s tone, mood and

purpose through pictures of the story or
selection.

4 Cite at least 3 examples of the author’s

purpose through pictures of the story or
selection. Show examples of author’s
purpose to convince, to inform, to
persuade

5 Create one tone or mood or purpose of

the speaker by drawing. Justify the
author’s purpose in a story by showing
basis or proof that it is to convince,
inform etc. using guide words or clues.

Analyze in terms of its elements 7 1 Define the elements of the story.

Describe the elements of the story
through examples.

2 Discuss briefly the character elements

of the story and give examples. Tell
whether the selection contains
character from setting or plot.

3 Identify the story the story elements

whether it is a character, setting or plot.
Differentiate a character from setting
and plot of the story

4 Examine the story and identify the

elements found in it.

5 Create a personal story showing the

character, setting and the plot

Differentiate each elements (character, 8 1 Identify how character appear in the

setting, plot) story

2 Locate the setting found in a simple

story read

3 Predict the plot of the story

4 Inspect the elements according to how

it appears in the story

5 Recommend that the elements of the

story does not appear in order

IV Write a short story (fiction/ non fiction) with 1 1 Define fiction and non fiction about
its complete elements
2 Retell the information from the story
listened to… (The poor bunny’s magic
present)

3-4 Identify the story element (setting,

character and plot)

5 Write a short story with its complete

elements

Compose a clear and coherent sentences 2 1 Identify the common grammatical

using appropriate grammatical structures structures used in English.
(verb tense, conjunctions, adverbs)
2 Discuss verb tenses in sentence form

3 Distinguish conjunctions used in the

sentence.

4 Explain the type of adverbs

- Manner
- Place
- Time
- Frequency
- Affirmation & negation
5 Summarized the different grammatical
structures used

Write a reaction about the story read 3 1 Note details from the short story
listened to. (Tessie and the Kittens)

2 Listen attentively and react positively

about the story read.

3 Connect events in a story to a personal

experience.

4 Describe the behavior traits of the

characters from the short story listened.

5 Read and write a reaction about the

story (The Tortoise that wanted to fly)

Distinguish fact from opinion in a narrative 4 1 Identify the fact and opinion from an
form information text.

2 Express the fact and opinion in a

narrative text.

3 Tell whether the action or event is a fact

or opinion

4 Distinguish fact from the opinion in an

informal

5 Write 5 sentences expressing fact and

opinion.

Identify features of Journalistic Writing 5 1 Show interest in reading a feature story.

2 Identify the types of journalism.

3 Recognize the essential rules of

journalism.

4 Note details featuring journalistic

writing.

5 Distinguish among types of journalistic

writing article.

Distinguish among types of Journalistic 6 1 Introduce the elements on writing a

Writing (news, report, opinion article, news report.
feature article, and sports news articles
2 Write the steps to guide you in writing
an opinion article.

3 Discuss the types of feature writings.

4 Note significant details on writing the

sports news article.

5 Distinguish among types of journalistic

writing article.

Write a news report using the given facts. 7 1 Read/listen attentively an react
positively during the story/report

2 Identify the given news reports of what

its all about.

3 Show love for reading by listening

attentively during story reading and
make a comment or reaction.

4 Identify the elements of news report

about.

5 Write the latest event or social issues in

our society.

Write/compose an Editorial 8 1 Give the meaning and parts of an

Editorial.

2 Introduce the steps on writing on

writing an Editorial.

3-5 Compose a simple editorial and follow

the steps in a process.

BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES

Subject: English
Grade: V
Time Allotment: 50 Minutes
QUARTER MOST ESSENTIAL LEARNING WEE DAY OBJECTIVES
COMPETENCIES (MELC) K
The children are expected to…
I Fill-Out forms accurately (School Forms, 1 1 The teacher introduces the steps on
deposit and withdraw slips, etc. how to fill-out those different forms.
2 Activity on school forms actual filling of
forms
3 Explain the importance of deposit slips
and withdrawal slips
4 Activity: Identifying the differences of
school forms , deposit, withdrawal
slips.
5 Evaluate : Actual filling up of form
Infer the meaning of unfamiliar 2 1 Introduction of the lesson- compound
words( compound, affixed, blended, clipped) words.
based on given context clues (synonyms, 2 Provide learning activities
antonyms, word parts) and other strategies 3 Recognized words that used affixes
4 Provide learning activities
5 Identify words that have blended based
on the activity given.
Provide learning instructions
3 1 Recognized clipped words in the
sentence.
2 Facilitate learners on their given works
sheets.
3 Used context clues referring to clipped
words.
Follow given instructions in every
activity
4 Perform or act out words that are
related to compound, affixed, blended
and clipped words
5 Perform or act out words that are
related to compound, affixed, blended
and clipped words
Use Compound and Complex sentences to 4 1 Use compound and complex sentences
show cause and to show cause and effect and problem
effect and problem solution relationships of solution relationship of ideas
ideas. 2 Use compound and complex sentences
to show cause and effect and problem
solution relationship of ideas
3 Identify the meaning of context specific
words.
4 Use compound sentences to show cause
and effect relationship
5 Distinguish the enumeration text
5 1 Use complex sentences to show specific
word relationship
2 Use complex sentences in cause and
effect text.
3 Activity: Write an enumeration
paragraph
4 Activity: Write an essay using compound
complex sentence.
5 Evaluate the output of the learners
Compose clear and coherent sentences using 6 1 Teacher prepare a short story for the
appropriate grammatical structures: subject- pupil (subject-verb agreement)
verb agreement; kinds of adjectives; 2 Identify difficult words in the story.
subordinate and coordinate conjunction; and 3 Unlocking words in the story by
adverbs of intensity and frequency paragraph
4 Use activity sheet for them to recall
some recently lesson.
5 Assess the given activity. Checking by
the teacher.
7 1 Introduce sentences using appropriate
grammatical structures
(kinds of adverbs)
2 Follow up activity. List down adverbs
found in the sentence.
3 Use activity sheet for them to recall.
4 Use activity sheet for them to recall.
5 Formative Test.
8 1 Introduce sentences using appropriate
grammatical structures, subordinates
and coordinate conjunction adjectives.
2 Introduce sentences using appropriate
grammatical structures, subordinates
and coordinate conjunction adjectives.
3 Provide activity sheets. Distinguish what
is subordinate and coordinates
conjunctions.
4 Provide activity sheets. Distinguish what
is subordinate and coordinates
conjunctions.
5 Formative assessments: Compose clear
and coherent sentences grammatical
structures on subordinates and
coordinates conjunctions, adverb of
intensity and frequency.
II Aspects of verbs, modals and Compose clear 1 1 Identify some aspects of verbs
and coherent sentences using appropriate Activity. 1 About the aspects of verbs
grammatical structures conjunction 2 Use the simple aspects of verbs
3 Describe the different aspects of verbs
4 Activity. 1 About the aspects of verbs
5 Activity. 2 About the aspects of verbs
2 1 Use the present and simple regular past
form of the verbs
2 Show forms that shows future

3 Compose clear and coherent sentences

using appropriate grammatical structure

4 Provide cohesive sentences using

appropriate grammatical structures :
conjunctions.

5 Activity on the use of grammatical

structures conjunctions.

Identify point-of-view 3 1 Introduce all about point-of-view

2 Describe what point of view meant for.
3 Clarify meaning of words using
dictionaries, thesaurus, \nd or online
resources EN5V-Ij-8.1)
4 Identify the point-of-view.
5 Differentiate point of a reading text.
Examine images which present particular 4 1 View images which presents particular
viewpoints, e.g. stereotypes ( gender, age, viewpoints, as to (gender, age, culture)
cultural), opinion on an issue 2 Determine images which present
particular viewpoints. (EN5VC-IIj-7)
3 Differentiate images/ideas that are
explicitly used to influence viewers.
4 Sequence the opinion on an issue
5 Activity on Predicting outcomes
5 1 Write comparison and contrast
2 Check the output of the learners.
3 Activity apply present Particular point of
view.
4 Clarify apply present particular point of
view
5 Evaluation
Distinguish among various types of viewing 6 1 Knowing instructions on the purpose of
materials viewing materials.
2 Providing various types of viewing
materials
3 Distinguish the main characters
4 Identify Settings, Place and the theme.
5 Activity: Answer the prepared questions
about the viewing materials
7 1 Present a coherent report after viewing
2 Make connections between information
viewed towards personal experience.
3 Recognize the similarities and
differences of the materials viewed
4 Identify the key structural and language
features of various types of
informational text
5 Interpret the beginning of the viewed
material.
8 1 Write a short paragraph based in
viewed materials
2 Discuss the summary of viewed
materials
3 Activity
4 Check the work of the learner
5 Formative assessment
Distinguish text-types according to purpose 1 1 Infer the speaker’s tone, mood, and
III and features: classification, explanation, purpose
enumeration and time order 2 Distinguish text-types according to
purpose
3 Identify text types according to features
( structural and language) problem and
solutions
4 Organize information from secondary
sources in preparation for writing,
reporting and similar academic tasks in
collaboration with others
5 Formative assessment
2 1 Determine a particular kind of sentence
for a specific purpose
2 Demonstrate a purpose to understand
information, to form an opinion, or
enjoy or appreciate.
3 Use particular kind of sentence for a
specific purpose and audience
4 Activity
5 Formative Assessment
Summarize various text types based on 3 1 Infer the meaning of unfamiliar words
elements 2 Distinguish cause and effect text type
3 Activity
4 Discuss the meaning of the main feature
of the poem
5 Evaluation
4 1 Organize information from secondary
sources
2 Use particular kind of sentence for a
specific purpose and audience ( giving
information)
3 Activity : Editing the punctuation marks

4 Revise the clarity ( correct spelling,

appropriate punctuation mark)
5 Formative assessment
Make a Stand 5 1 Make an introduction about the
background/purpose
2 Present the guidelines for the discussion
3 Activity : Writing an Essay
4 Present the ideas in a concept map to
help the pupils organize the ideas
5 Re-write an Essay
Activity : Discussion following the theme
Make an outline based on a theme
Provide evidence to support opinion / facts 6 1 Interview to gather data
2 Discussion following the theme
3 Make an outline based on the theme
4 Pre assessment
5 Formative assessment

7 1 Define Introduction to remind pupils to

focus in a topic.
2 Recognize evidence to support
understanding (EN5LC-IIIb-2.15)
3 Activity

4 Recall/ guide the learners through

instructions
5 Evaluation

8 1 Record evidence to support

opinion/facts
2 Classify evidence of facts/opinions

3 Determining facts and opinion in a given

test
4 List down sentences stating
facts/opinions
5 Formative assessment

IV Analyze how visual and multimedia elements 1 1 Give tips on how to analyze visual and
contribute to the meaning of a text multimedia elements.
2 Determine the usefulness of visual and
multimedia elements
3 Recognize how visual and multi-media
enhance to the meaning of a text.
4 Analyze how visual and multi-media
elements bridge learners understand
the meaning of a text.
5 Enrichment/assessment
2 1 Show connections to pupil- material
through multi-media presence in
learning.
2 Show connections to pupil- material
through multi-media presence in
learning.
3 Identify different meanings of content-
specific words
4 Examine the advantages of multi-media.
5 Summative Test
Write paragraphs showing: cause and effect, 3 1 Cite events happened in the locality
comparison and contrast and problem, 2 List all important special moments in
solutions relationships pupils life
3 Activity-Analyze; what is the situation
seen in the pictures.
4 Explain personal feelings regarding the
pictures
5 Evaluation
4 1 Discuss cause and effect in some
answers / paragraphs by the learners
2 Associate picture and text by learner to
observe comparison and contrast.
3 Activity – Write sentences out of the
pictures.
4 Discuss through printed materials on
cause and effect, comparison and
contrast
5 Formative Assessment
5 1 Differentiate Comparison and contrast
in words and phrases
2 Activity – Match the praises into the
sentences to show problem and
solutions relationships.
3 Determine cause and effect, comparison
and contrast, problems and solutions
relationships in a given story.
4 Illustrate the relationships between
cause and effect, compare and contrast
and problems and solutions
relationships in a form of collage in your
answer sheets.
5 Formative Assessments
6 1 Express insights through an Essay
(rubrics)
2 Respond the Environmental challenge.
(Backyard, street, coastal clean-up drive
with parents/teacher)
3 Activity – Draw which shows cause and
effect, comparison and contrast,
problem and solution relationships.
4 Interview – Persons discussing problem
and solutions relationships.
5 Assessments
Write a feature Article 7 1 Define feature article to the learner
through.
2 Cite beautiful instances towards the
pupils through pictures.
3 Read articles from a given newsletter
4 Activity – Recognize misspelled words in
a given article.
5 Formative Assessment
8 1 Compose a simple Feature Article
2 Discuss what is feature
Article purpose.
3 Explain the aim of a feature article.
4 Apply the tips in feature article making.
5 Revise given feature article about our
school.

BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES

Subject: English
Grade: 6
Time Allotment: 50 minutes, 4 days a week

QUARTE MOST ESSENTIAL WEEK DAY OBJECTIVES

R LEARNING COMPETENCIES
(MELC)
I Identify real or make-believe, 1 Define and identify which are real, make
fact or non-fact images believe, fact or non-fact images based on the
different images viewed.
2 Determine if the statements imply real or
make-believe, fact or non-fact images
1 3 Relate each word to real life experiences by
supplying the missing word in each short
paragraph.
4 Write sentences which are real and make-
believe.
1 Identify real or maker-believe, fact or non-fact
through a language game puzzle.
2 Draw one best character of one’s choice
whether real or make-believe story
2 3 Compose a one paragraph description of the
drawing in Day 2.
4 Recite to the class the description of the best
character drawn in Day 3.
Interpret the meaning 1 View and interpret visual media presentation
suggested in visual media inviting on visual elements and social
through a focus on visual distancing
elements, for example, line, 2 Identify different lines found in the media
symbols, colour, gaze, framing presentation
and social distance 3 Recognize the colour found in the visual
elements
3 4 Associate the colour, line, frame and colour
found in the visual media presentation with
respect to social distancing
4 1 Give common frame usually found in both the
school and environment
2 Show how colour express one’s feelings
3 Create a visual presentation using line, colour,
symbols and frame to express one’s
personality
4 Relate colour that signify meaning to specific
situation (neon orange-used for workers that
works along the highways)
5 1 Recall concept on visual elements and relate
to real life implications through
group/individual work activity.
2 Interpret short stories through audio-video
presentations like “The Parable of a Good
Samaritan”, “The Ants and the Grasshopper”,
The Happy Giver”,” The Forgiving Father”,
“The Grateful Son”.
3 Note down the values and implications on the
video presentation (real stories/news
documentaries). Class discussion and sharing
with the class.
4 Differentiate printed stories (story books)
from visual media presentation. Develop the
values displayed in the audio-video
presentation into a habit and put in a real life
situation. Establish one value per day for the
whole of the first quarter.
Make connections between 6 1 Retell information viewed from television or
information viewed and social media forum (tri-media).
personal experiences 2 Relate information viewed to personal
experiences by using example to deepen
expression.
3 Relate information and personal views and
experiences to the whole class.
4 Describe emotions and feelings after the
information viewed or heard. Sharing of one’s
reactions/feelings with the class.
7 1 Connect information viewed or heard to
personal or real life experiences through
composition writing.
2 Draw real life experiences to express
emotions and feelings
3 Retell information viewed on television or any
media platforms to one’s own experienced
4 Organize through the use of graphic
organizers to show relationship between
viewed and personal experiences
8 1 Match the words and the picture to show a
story
2 Recognize simple personal experience and the
lesson it teaches about
3 Outline important details in the information
viewed
4 Rate the information based on personal
judgement
II Identify the purpose, key 1 1 Define the meaning of informational/factual
structural and language text through specific definition
features of various types of 2 Give examples of informational text such as
information/factual text biographies, autobiographies of Filipino
heroes and local leaders with remarkable
achievements.
3 Show examples of factual text through news
reports, interviews, recipes, records and
instructions
4 Differentiate informational and factual text
based on the series of examples set.
2 1 Identify each of the examples through a slide
deck presentation/video clips whether
informational/factual text.
2 Arrange slide deck presentation/video clips
according to factual text
3 3 Collect information/factual text
4 Assess information/factual text through
reliability test
1 Demonstrate information/factual text
through examples
2 Organize information according to its purpose
(inform, persuade etc.)
3 Predict possible information gather from any
language features
4 Categorize information/factual text
Recognize evaluative word 4 1 List down propaganda found in television
choices to detect biases and 2 State the biases found in the television
propaganda devices used by program series especially in teleserye (K-
speakers drama)
3 Express out feelings after watching the
propaganda or television program series.
4 Relate the values or feelings into real life
experiences
5 1 Distinguish the television program series of
today and its past.
2 Cite one television series and briefly defect
biases, twist and turn in the story
3 Describe personalities that usually reflects
story biases
4 List names of propaganda during election or
even in everyday situation
6 1 Give one best propaganda seen over the
television
2 List down propaganda commonly viewed on
television
3 Discuss one best character on television
through a monologue
4 Dramatize a scenario on television in 2-
minutes presentation only
Compare and contrast content 7 1 Name important events found in printed
of materials viewed to other materials, non-printed and digital materials
sources of information (print, 2 Associate pictures according to print, non-
online & broadcast) print and digital materials.
3 Demonstrate how print, non-print and digital
materials differ in terms of presentation,
figures and colors.
4 Provide series of examples for print, non-print
and digital materials.

8 1 Identify print sources of information

2 Name several online sources of information
3 Create a collage of printed materials
4 Compare and contrast the content of
materials for print, online and broadcast
sources of information
III Present a coherent, 1 1 Define a coherent comprehensive report on
comprehensive report on an issue
differing viewpoints on an 2 Describe the steps in making a comprehensive
issue report on an issue
3 Discuss viewpoints in a coherent and
comprehensive report on a certain issue
4 Illustrate through a diagram the steps on
writing a comprehensive report
2 1 Label the different steps on writing a
comprehensive report on an issue
2 Examine the steps in writing a comprehensive
report on an issue
3 Infer a comprehensive report from a
viewpoint on an issue
4 Integrate a coherent comprehensive report
on an issue differing viewpoints
3 1 Enumerate present issues the country is
facing today
2 Cite important individuals and its contribution
to the present crisis
3 Critique both the positive and negative effects
of the viewpoints of several famous
personalities on the crisis
4 Compare comprehensive report of the
television reporters on certain issues (crisis)
4 1 Categorize places using the present crisis
especially on the government protocol to the
crisis
2 Infer the viewpoints of several television
personalities to the common or ordinary
individual on the crisis
3 Generate possible ideas and viewpoints from
ordinary individuals
4 Summarize viewpoints of ideas from ordinary
individuals and television personalities on the
crisis
Evaluate narratives based on 5 1 Explain about the different narrative
how the author developed the elements.
elements 2 Discuss character as first element with several
examples.
3 Describe the setting, time, place of the story
or selection.
4 Show conflict, plot and theme that appear in
the story and how it affects the flow of the
story.
6 1 Use of different narrative elements to create
a simple story.
2 Indicate the first element found in the simple
story.
3 Compare traits found in the simple story.
4 Differentiate the characteristic of each
character in a simple story
7 1 Describe the setting of the simple story “ The
Beggar”
2 Identify the plot of the simple story “The
Beggar”
3 Assess the purpose of the author in the story
“The Beggar”
4 Evaluate the whole story with the use of
element (character, setting, plot, conflict)
8 1 Identify the title of the story read
2 Classify the story read according to character
3 Discuss the author’s purpose of the story
4 Relate the story to the present situation or
real life experiences
IV Compose clear and coherent 1 1 Identify the common grammatical structures
sentences using appropriate used in English.
grammatical structure (verb 2 Discuss verb tenses with sentence examples.
tenses, conjunctions, adverbs) 3 Distinguish conjunctions used in the
sentences.
4 Explain the types of adverbs of manner, place,
time, frequency, affirmation and negation.
2 1 Examine the different grammatical structures
used in the sentence
2 Label the words according to its grammatical
structure or based on how it functions in the
sentence
3 Write a simple sentence with verb tenses
according to time(present, past, future)
4 Analyze carefully the verb tenses in the
sentences
3 1 Compose sentences using conjunctions
2 Create a picture story to form a sentence
3 Use adverb of manner in a sentence
4 Rearrange the sentence using adverb of time
4 1 Formulate a sentence using adverb of place
2 Give examples of adverb of affirmation &
negation
3 Associate picture with the words using adverb
of frequency
4 Differentiate the kinds of adverbs using
examples
Compose a persuasive essay 5 1 Define persuasive essay.
on self-selected topic 2 Discuss the different parts of an essay.
3 Practice writing.
4 Write down the second part of an essay body
6 1 Sketch the mechanics on how to write an
essay
2 Explain how second part of an essay looks like
through series of examples
3 Outline the whole parts of an essay
4 Compose briefly the conclusion of an essay
7 1 Give examples of a selected topic like : covid-
19 pandemic
2 Tell them to give ideas based from the given
situation (covid-19 pandemic)
3 Describe how present crisis or situation
affects the educational system especially
about teaching-learning process
4 Express feelings about the crisis (happy, sad,
disappointed etc)
8 1 Predict how the crisis (covid-19) affects the
lives of the people
2 Show through pictures the situations of today
(crisis)
3 Name famous family affected by the
pandemic and how they cope it
4 Summarize all the ideas to make a simple and
comprehensive persuasive essay
References:

1. Most Essential Learning Competencies

2. K to 12 Basic Education Curriculum
3. DepEd Order No. 21, s, 2019