Topics for English Grades 4-7

Compiled and arranged by Zeena A. Panares

(RBEC) English Topics - Grade 4

TOPICS Intonation, story and poem readalouds, spelling silent letters Listening 1. Intonation 2. Identifying the stressed syllable in words 3. Knowing how pauses in sentences change meaning of sentence Speaking 1. Use words with stressed, unstressed parts in sentences Reading 1. Read unfamiliar words phonetically 2. Read stories/poems aloud with correct stress and intonation 3. Use the dictionary: stress marks, choose appropriate meaning, locate words with guide or root words 2. Give directions using first, second, etc. 4. Read and understand instructions from life: medicine dosage, experiments, prescription Writing 1. Write the correct spelling of words with stressed and unstressed syllables - words with silent letters words ending in ph sounded as f

Giving and writing directions Conversation and listening

4. Follow 3-4 step directions heard

2. Write sentences /paragraphs giving simple directions in doing something 10. Write utterances /expressions on Situations /blank comic strip presented: Thank you! Youre great!

5. Get info from conversation heard

3. Use courteous expressions in different situations: telephone, greeting someone 4. Answer questions using because, so that, in order

Getting the main ideas of text and plural form of nouns

6. Get main idea of story listened to 7. Note details in story/article listened to

5. Use the plural form of nouns in sentences -nouns ending in f - use expressions denoting quantity like a lot of, some,

6. Get main idea of 2 par. Text: implied or explicit main idea, give a title for piece, skim general idea, read aloud favourite parts

etc. 6. Use possessive form of singular nouns: Renatos bag 7. Use possessive form of plural nouns: the boys shirt New words and sentence, paragraph writing 8. Use a variety of sentences as 5. Learn new words through: to structure knowing the affixes, compound words, context - declarative cues, synonyms, antonyms and homonyms - interrogative - imperative - exclamatory 9. Construct simple sentences with modifiers and compliments Classify, organizing and outlining ideaspronouns and verbs 8. Classify related ideas to a story/article listened to 9. Sequence events based on story/article listened to 10. Use object pronouns (me, him, her, us, them, you) 11. Use the object pronoun that agrees in number with its antecedent 12. Use the different verb forms (regular and irregular) - present form - past - future 13. Use the verb that agrees with the subject in number 7. Find related ideas to the central theme of text: answer all the Ws, setting, characters, etc., find adjectives and verbs 8. Organize ideas: Classify related ideas under one heading, identify/give heading and sub-heading for text read 9. Outline a 2 paragraph, a story, and use the outline as a way to retell the story 10. Sequence main events in a story, arrange events to make it a logical story: Time order, 6. Write a paragraph based on an outline 7. Write essays according to time and space 11. Write paragraphs Descriptive and Narrative 4. Write a paragraph or short story from experience. 13. Write summary of story read: fable, fairy tale 3. Write from dictation: correct spelling, indenting, capitalization and punctuation marks. Dictate sentences and short paragraphs

space order or both Cause and 10. Report on a news article effect, they heard reporting itadverbs of place& time, prepositions, slogans and news Infer and predict adjectives 10. Predict the outcome of stories heard 12. Infer the feelings of the characters based on their dialogue (stress, intonation) 13. Give conclusions to situations/news/oral report heard 14. When listening, det. Whether it is fact or opinion 15. Evaluate ideas and make judgements on oral texts heard 16. Use adverbs of place and time 17. Use prepositions and prepositional phrase: among, in a month 11. Identify events that have a cause and effect relationship 12. Give cause and effect relationship in what they read, Use the word because/so that to identify statements that show cause-effect 13. Give an appropriate ending for reading and justify it 14. Infer: character traits of selection read 15. Draw conclusions based on information given 15. Evaluate ideas: Tell whether an action or event is reality or fantasy Distinguish between fact or opinion, Compare and contrast text information with prior knowledge Evaluate the likelihood that a story could really happen Determine an authors perspective on the central topic Do this every week 18. Talk about topics of interest in 5-6 sentences 5. Write using the correct format: thank you letter, invitation letter, letter of 9. Compose riddles, slogans and announcements from given stimuli e.g. semantic maps, planned activities/programs

14. Use words that describe persons, places, animals, events (adjectives) 15. Use the positive, comparative and superlative forms of regular adjectives

congratulations 8. Write a variety of texts: letters, paragraphs using a variety of sentences, riddles, mottos, sayings 12. Write diaries and journals

Resources: Reading and understanding directions given http://www.writersdigest.com/whats-new/write-a-how-to-article-in-6-easy-steps

(RBEC) English Topics - Grade 5

TOPICS Intonation, New words Listening 1. Distinguish changes in meaning in sentences caused by shift in intonation e.g. Shes coming.(plain statement) Shes coming?(for confirmation) 2. Distinguish changes in meaning of words caused by stress shift e.g. Please recrd (verb) the test result in the class record (noun) Speaking 1. Increase ones speaking vocabulary 2. Pronounce words putting stress on the correct syllable 3. Use the correct intonation for statements and questions Reading 1. Decode meaning of unfamiliar words Decode words in stories using structural analysis: words with affixes, prefixes and suffixes 2. Identify the different information given to a word in a dictionary: syllabication, stress marks, multiple meaning of words. 3. Use synonyms and antonyms Writing 1. Write the correct spelling of words learned in listening, speaking and reading

Giving and writing directions

2. Follow a series of directions (5 to 6 steps)

4. Use courteous expressions in conducting a club meeting 10. Use pronouns: Demonstrative (who, where, etc.), Reflexive (myself, herself, etc.) 11. Ask and answer questions about oneself/others: No + negative (No, Im not.) rejoinder: Yes + positive rejoinder (Yes, I am.): positive stem + negative stem Its a puppy, isnt it: negative stem + positive tag

4. Follow printed directions in filling up school forms and Information Sheet

2. Fill out school forms correctly - Information SheetBank deposit and withdrawal slip

Details Getting the main ideas of text

3. Give titles to paragraph/stories listened to 4. Note details in a selection listened to: Make a story grammar to remember, details (setting, character, events), Give implied ideas or information

6. Use plural form of nouns in talking about oneself/others, irregular nouns 8. Use a variety of sentences - simple compound complex 9. Use possessive form of plural nouns, proper nouns ending in s or z

3. Get the main idea: Give heading to a set of related ideas, Identify the key sentence in a paragraph, Identify the details that support the key sentence, Skim to get a general idea on what the material is about 4. Note significant details, Identify the setting, characters and ending of stories read 5. Draw pictures of Incidents/characters from a selection heard, Identify oneself with a character in the story

5. Write rhymes/jingles related to the selection read

Organizing, cause-effect

5. Get information from news report heard. List down important ideas/events 6. Sequence events in the story listened to through groups of sentences 7. Identify cause/effect from statements/situations heard

16. Direct and indirect discourse: Direct Lydia said, Fe write a letter. Indirect Lydia told Fe to write a letter. Transform direct to indirect or vice versa 17. Change statement to question or vice versa: Nora writes a letter. -Does Nora write a letter?

5. Organize ideas: Identify the major ideas/concept in a selection, Organize the key sentence and supporting details into an outline 6. Make a two-point outline of a 2 to 3 paragraphs 7. Sequence the major ideas/concept in a selection 8. Perceive relationship- give possible causes to a given effect and possible effects to a given cause 9. Predict outcomes: Give possible endings to a selection, Give an appropriate ending to a selection 11. Draw conclusions based on information given

3. Write a paragraph from the pictures drawn - Beginning sentence - Middle - Ending 4. Arranging sentences according to order of time /importance in writing a paragraph 6. Write a 2-point sentence outline

Outcomes and predicting

8. Give justification to a possible ending to a story heard

8. Write an ending to an incomplete story

Writing, reading and researching information from different sources

9. Identify action words/ descriptive words in sentences/paragraphs heard

12. Use the different verb forms: Simple present for general truth, Habitual past (use to + verb), Future (going to + verb), Use two-word verb 13. Use words that describe persons, places, animals, Ideas (adjectives): Use the positive, comparative and superlative forms of adjectives

13. Get information from newspapers- parts of a newspaper and information from each part 14. Use library resources to get information- Card catalog, Atlas, encyclopedia, Newspapers

12. Write different texts - Narrative - Description - Appointments - Advertisements 9. Write - descriptive paragraph - letters of invitation/request - telegrams - announcements

14. Use descriptive words and phrases: as + adj. + as 15. Use adverbs: Adverbs of manner and frequency Use words that can function as adjectives and adverbs Use preposition + prepositional phrase Evaluate and infer 10. Evaluate and make judgments on oral texts presented orally 12. Evaluate ideas/make judgements: Identify facts/opinions in a selection read: Give opinions about information read 10. Infer: traits of character, the general mood of expression in a selection, how the story would turn out if some episodes were changed News and report writing 11. Report accurately information heard 5. Make simple and accurate descriptions and announcements 7. Retell selections listened to Do this every week 18. Talk about topics of interest in 7-8 sentences 10. Respond in writing based on stimuli- result of an observation/ experiment - acceptance letter - descriptive/narrative 11. Write reported statements in paragraph form: direct discourse to indirect

7. Write reports from writing models - Science report - television shows - schools and community news

(RBEC) English Topics - Grade 6

TOPICS Intonation, vocabulary through affixes, idioms, figurative language

Listening 1. Distinguish changes in meaning of sentences caused by stress e.g. This is your dress. (Its yours.) This is your dress. (Its definitely a dress.)

Speaking 1. Increase ones speaking vocabulary 1.1 Relay information accurately using different discourse (statement, questions, commands) 1.2 Use the correct intonation - Yes-No questions - Questions introduced by interrogatives

Reading 1. Decode meaning of unfamiliar words using - structural analysis - words with affixes prefixes and suffixes - the dictionary words with multiple meanings - context clues 1.1 Learn some common idioms 1.2 Use figurative language to describe people and events - Simile; Metaphor; Hyperbole

Writing 1. Write a composition showing - introduction - body - conclusion

Giving and writing directions

2. Follow a series of directions listened to - labeling diagrams - completing a chart 2. Use courteous expressions on appropriate situations - Participate in club meetings - Conducting an interview (Z: Polite conversation, small talk) 12. Talk about topics of interest - use a variety of sentences - preposition and prepositional

2. Follow a series of directions in- experiments - prescriptions - cooking

2. Write specific directions on given situations e.g. interpret a diagram/road map 8. Write a model composition - write about ones feelings/reactions using the correct form of the verb

Conversation and listening

phrases Getting the main ideas of text 3. Give the main idea of a selection listened to 4. Note details in selections listened to- identify the setting, main and secondary characters, climax and ending of the story 3. Ask and answer questions using pictures/dialogues/comic strips 3.1 Change statements into questions 3.2 Use tag questions - negative and positive e.g. We get food from the forest, dont we? You dont buy junk food, do you? 4. Retell a selection listened to - news broadcast - fiction stories 4.1 Read orally/recite poems cast for a verse choir 4.2 Give accurate announcements - Give a report based on an interview Research 12. Use the library resources Effectively 12.1 Use card catalog, atlas, almanac, and other general references 12.2 Get information from newspapers and other references - Parts of a newspaper 3. Tell the big ideas/key concepts implied in each paragraph of the story read3.1 Give the details that support the big idea 3.2 State the main idea of a paragraph that is explicit or implied 4. Note significant details 4.1 Identify the events of the plot of a story, poem, short plays 4. Write a summary of what was read

Information one gets from each part Sequencing, organizing and outlining ideas-nouns 5. Sequence events of a story listened to through guided questions 5. Use nouns- plural of compound nouns, - gerunds 5.1 Use nouns that are plural in form but singular in meaning e.g. news, measles 5. Sequence the key concepts/big ideas to show wholeness of the story/selection 5.1 Use a story grammar to show sequence of episodes in a story 6. Organize ideas Make a heading/sub-heading for paragraphs in a selection Identify the key concept/ sentence that make up the story Identify the details, heading for an outline Make a three-point outline of an expository text read Cause and effect using sentences 6. Give possible cause/effect to situations/news stories heard 6. Use a variety of sentences as to structure - simple simple subject with compound predicate compound subject and simple predicate simple subject and compound predicate compound predicate and compound subject - compound using connectors and and but 7. Perceive relationship Tell the relationship expressed in the selection as to cause and effect Give other possible causes to a given effect and other effects to a given cause 6. Write reported statements in a story form 6.1 Change statements, questions, requests and commands to reported sentences 5. Write from dictation 5.1 Reconstruct a dictated text by taking down important notes

- complex dependent and independent clause Predict pronouns and verbs 7. Analyze ideas as to what could happen next from stories heard 8. Make inferences 8.1 Infer the mood of certain events through the speakers actions/ intentions/utterances 7. Use indefinite pronouns 7.1 Use the verb that agrees with the indefinite pronouns 8. Use verbs 8.1 Use the different verb forms - present perfect form - active and passive voice - expressions about future plans hope-can; wish, could if were 9. Use adjectives 9.1 Use descriptive words and phrases - too + adj. + nominal e.g. too short for - adjective + enough e.g. old enough - two-word adjective e.g. two-story building 9.2 degree of comparison of irregular adjectives 9.3 adjectives in series 10. Use adverbs - degrees of comparison of adverbs - words that can function as adjective /adverb 8. Predict outcomes 8.1 Give other events that could happen next 8.2 Draw pictures of incidents/characters that is possible to happen 8.3 Give possible endings to a Selection 9. Infer - traits of character - the general mood of the selection - how the story would turn out if some episodes were changed - alternative actions taken by characters - alternative actions taken by characters 9. Write an outline of a story read - Write a two to three point sentence outline 7. Write an ending to a given Situation

Evaluate, infer and discern adjectives

9. Evaluate and make judgments 9.1 Distinguish advertisement from propaganda

Drawing conclusionsadverbs

10. Draw conclusions based on information given 10.1 Evaluate if a conclusion made is justifiable

10. Organize ones thoughts in writing - information - description - resume

11. Use direct and indirect discourse

10.2 Identify sufficient evidences to justify a conclusion/generalization

11. Respond in writing based on stimuli and triggers - application letter - directions - ads for work, editorials 12. Fill out forms - Information Sheet - Community Tax Certificate - Bank Notes

Do this every week

11. Evaluate ideas/make judgement 11.1 Give opinions about information read 11.2 Determine the purpose of the author 11.3 Identify authors device to bring out his message

3. Write a model composition - arrange details in order home reading report diaries minutes of meeting

(K-12 2012) English Topics - Grade 7

TOPICS Attitude(All Quarters)

Listening Comprehension

Oral Language & Fluency

Vocabulary Development

Reading Comprehension

Writing, Composition and Grammar

AT1: Ask sensible questions on his or her own initiative. AT2: Express a different opinion without being difficult. AT3: Give credence to well thought-out ideas. AT4: Set new goals for learning on the basis of self-assessment made.

First Quarter Goals

Determine how stress, pitch, intonation, phrasing, pacing, and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to. LC1a: Recognize differences in voice levels and speech patterns. LC1b: Explain the influence of differences in tone and accent patterns in understanding a message.

Use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication.

VD1: Establish semantic relationships of words as well as familiar, colloquial, and idiomatic expressions.

Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample translated texts of Philippine folk literature and other parallel selections. RC1a: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of reading/viewing selection. RC1b: Use information presented in a reading or viewing selection to infer, to evaluate, and to

Distinguish between oral and written modes of language use with emphasis on their exclusive features and properties. Formulate grammatically correct sentences. WC1a: Identify the exclusive features and properties of oral language. WC1b: Identify the exclusive features and properties of written language. WC1c: Distinguish the features of literary and

Competencies

OL1a: Use appropriate volume and enunciation that meet the needs of an oral communication situation. OL1b: Observe correct pronunciation of critical vowel and consonant sounds. OL1c: Observe the right

VD1a: Determine words or expressions in a selection that are similar or opposite. VD1b: Determine words or expressions in a selection that have causal or associative relations. VD1c: Determine words

LC1c: Listen for important points signaled by shifts in stress and intonation. LC1d: Determine how pitch, phrasing, and pacing affect understanding of a message. LC1e: Determine the effect of facial expressions and eye contact in understanding a message. LC1f: Determine the effect of posture and bodily gestures in understanding a message. LC1g: Distinguish between and among the functions of non-verbal cues: repetition, contradiction, substitution, complementation, and accentuation.

syllable stress pattern in three categories: twosyllable word stress, compound noun stress, and words with stress derived from suffixes. OL1d: Observe the right sentence stress using the Rhythm Rule guidelines for both stressed and unstressed words. OL1e: Distinguish between and among the rising-falling intonation, rising intonation, and non-final intonation patterns. OL1f: Observe the right phrasing and pacing when reading texts or passages aloud or participating in conversations. OL1g: Observe the right oral language conventions when inquiring about, summarizing, or reacting to what has been listened to/read or observed.

or expressions in a selection that have time (temporal) or place (locative) relations. VD1d: Distinguish between familiar and colloquial expressions commonly used in casual or informal conversations. VD1e: Distinguish between colloquial language and slang. VD1f: Use appropriate idiomatic expressions in a variety of basic interpersonal communicative situations. VD1g: Select an appropriate familiar, colloquial, or idiomatic word or expression as a substitute for another word or expression. VD1h: Explain why familiar, colloquial, and idiomatic expressions are used more often in oral communication.

express critical ideas. RC1c: Determine the relevance and unity of the elements of a literary text vis--vis its intended purpose and production milieu. RC1d: Determine the validity and unity of the details of a parallel informative text vis--vis its intended purpose and production milieu. RC1e: Respond to ideas, issues, and concerns presented in a reading or viewing selection in creative forms.

academic writing. WC1d: Enumerate the common purposes for writing. WC1e: Recognize the parts of a simple paragraph based on writing purpose. WC1f: Follow steps in crafting a simple paragraph of five to seven sentences. WC1g: Retell a chosen myth or legend in a series of three five-toseven-sentence paragraphs. WC1h: Revise a series of simple paragraphs in terms of content, style, and mechanics collaboratively and independently. ____ GS1a: Observe rules on subject-verb agreement. GS1b: Observe consistent tense. GS1c: Observe rules on

pronoun-antecedent agreement. GS1d: Formulate correct simple sentences. GS1e: Formulate compound sentences. TOPICS Second Quarter Goals Listening Comprehension Use active listening strategies based on purpose, familiarity with the topic and the level of difficulty of short narrative texts. Oral Language & Fluency Talk about significant human experiences and ideas based on literary or expository reading, listening, or viewing selections in unrehearsed and rehearsed individual and group modalities. Vocabulary Development Establish semantic relationships of words including figurative and academic language. Reading Comprehension Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample texts of Philippine literature in English during the Apprenticeship Period and other parallel selections. RC2a: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of reading/viewing selection. RC2b: Use information presented in a reading or viewing selection to infer, to evaluate, and to express critical ideas. Writing, Composition and Grammar Compose short personal narrative texts using appropriate literary and cohesive devices.

Expand grammatically correct sentences.

LC2a: Note specific elements of the narrative listened to. LC2b: Determine the order of significant events in the text listened to. LC2c: Identify key ideas or turning points in the narrative text listened to.

OL2a: Narrate specific personal experiences related to the ideas presented in a selection. OL2b: Compare and contrast ideas presented in a selection or a set of related selections. OL2c: Give meaningful comments and insightful observations based on

VD2a: Distinguish between literal and figurative expressions. VD2b: Identify figures of speech that show comparison (simile, metaphor, and analogy). VD2c: Identify figures of speech that show contrast (irony, oxymoron, and paradox).

WC2a: Identify features of narrative writing. WC2b: Distinguish between and among a journal entry, an anecdote, a travelogue, a personal letter, and a blog entry. WC2c: Compose a series of journal entries.

LC2d: Note specific words or expressions that signal or emphasize crucial details in the narrative listened to. LC2e: Determine the tone and mood of the speaker or characters in the narrative listened to. LC2f: Note familiar and unfamiliar details from the narrative listened to. LC2g: Formulate assumptions or predictions about the contents of the narrative texts. LC2h: Infer appropriate responses to listening guide questions. LC2i: Infer the purpose of the narrative listened to vis--vis the authors background and the historical period.

ideas presented in a selection. OL2d: Express agreement or disagreement with ideas presented in a selection. OL2e: Talk about why and how people react differently to a text listened to, read, or viewed based on ones background knowledge, purpose, and point of view. OL2f: State the effect of a text listened to, read, or viewed to ones value system. OL2g: Present points of view and opinions concerning the message of a selection in creative oral means. OL2h: Provide suggestions in addressing controversial, problematic, or debatable ideas, issues, or concerns in a selection.

VD2d: Identify figures of speech that show emphasis (hyperbole and litotes). VD2e: Differentiate figurative language from academic language. VD2f: Explain the three functions of academic language: to describe complexity, to describe higher order thinking, and to describe abstraction.

RC2c: Determine the relevance and unity of the elements of a literary text vis--vis its intended purpose and production milieu. RC2d: Determine the validity and unity of the details of a parallel informative text vis--vis its intended purpose and production milieu. RC2e: Respond to ideas, issues, and concerns presented in a reading or viewing selection in creative forms.

WC2d: Compose an anecdote based on a significant personal experience. WD2e: Compose a travelogue. WD2f: Compose a personal letter to a friend, relative, and other people. WC2g: Compose and upload a blog entry based on a particular personal topic of interest. WC2h: Revise a piece of narrative writing in terms of content, style, and mechanics collaboratively and independently. GS2a: Use correct determiners. GS2b: Use varied noun complementation forms. GS2c: Use varied verb complementation forms. GS2d: Formulate

meaningful kernel sentences. GS2e: Formulate embedded sentences. GS2f: Employ a variety of cohesive devices in composing short personal narratives. TOPICS Third Quarter Goals Listening Comprehension Use active listening strategies based on purpose, familiarity with the topic and the level of difficulty of simple informative texts. Oral Language & Fluency OL3: Use appropriate verbal and non-verbal turn-taking, turn-giving, and topic control strategies while participating in dialogues and interviews. Vocabulary Development Identify collocations and arrange words or expressions in categories and clusters. Reading Comprehension Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample texts of Philippine literature in English during the Emergence Period and other parallel selections. RC3a: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of reading/viewing selection. RC3b: Use information presented in a reading or viewing selection to infer, to evaluate, and to Writing, Composition and Grammar Organize information into short written discourse using appropriate literary and cohesive devices. Formulate meaningful and grammatically correct speech forms. WC3a: Identify features and basic types of short written personal essays. WC3b: Distinguish between and among a capsule biography, biographical sketch, and feature article. WC3c: Organize information gathered

LC3a: Note specific details of the text listened to. LC3b: Determine the order of ideas or how the ideas are organized in the text listened to. LC3c: Identify main points and supporting ideas in the text listened

OL3a: Express needs, opinions, feelings, and attitudes in explicit but polite ways. OL3b: Use appropriate turn-taking cues at the level of words, phrases, clauses, and sentences. OL3c: Vary the organization of

VD3a: Identify collocations used in a selection. VD3b: Identify the common forms of collocations: (a) adverb + adjective, (b) adjective + noun, (c) noun + noun, (d) noun + verb, (e) verb + noun), (f) verb + expression with

to. LC2d: Note specific words or expressions that signal or emphasize crucial details of the text listened to. LC3e: Determine the tone and mood of the speaker in the text listened to. LC3f: Note familiar and unfamiliar details from the text listened to. LC3g: Formulate assumptions or predictions about the contents of the narrative texts. LC3h: Infer appropriate responses to listening guide questions. LC3i: Infer the purpose of the text listened to vis-vis the authors background and the historical period

interaction using the three-ordered options: current speaker selects next speaker; next speaker self-selects as next; or current speaker continues. OL2d: Use appropriate verbal and non-verbal turn-giving cues. OL3e: Use appropriate topic control strategies to expand ones responses, to emphasize a point, and to evade possible misinterpretations. OL3f: Use a variety of ways to strike a conversation, introduce a topic, and terminate a conversation. OL3g: Ask and answer different types of questions in a dialogue or interview. OL3h: Use a variety of expressions to affirm, to negate, to see further clarification, and to summarize points in a

preposition, and (g) verb + adverb. VD3c: Explain why collocations are useful in making the meaning of expressions clearer. VD3d: Determine words or expressions in a selection with genusspecies (hyponymous) relations. VD3e: Determine words or expressions with partwhole (partitive) relations. VD3f: Devise categories and sub-categories to cluster ideas. VD3g: Use a variety of semantic organizers to show categorization and clustering of words or expressions.

express critical ideas. RC3c: Determine the relevance and unity of the elements of a literary text vis--vis its intended purpose and production milieu. RC3d: Determine the validity and unity of the details of a parallel informative text vis--vis its intended purpose and production milieu. RC3e: Respond to ideas, issues, and concerns presented in a reading or viewing selection in creative forms.

from primary and secondary sources using a graphic organizer. WC3d: Organize information gathered from primary and secondary sources using a simple topic outline. WC3e: Compose a capsule biography of a person interviewed. WC3f: Compose a biographical sketch of an interviewed person whose backgrounds were also researched. WC3g: Compose a feature article based on a personally selected topic. WC3h: Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently. GS3a: Formulate meaningful question forms. GS3b: Formulate

dialogue or interview.

meaningful short answers. GS3c: Formulate meaningful reply questions. GS3d: Formulate direct speech forms. GS3e: Formulate reported speech forms. GS3f: Employ a variety of cohesive devices in composing short written personal discourse.

TOPICS

Listening Comprehension

Oral Language & Fluency Use appropriate verbal and non-verbal turntaking, turn-giving, and topic control strategies while participating in panel discussions.

Vocabulary Development Analyze analogies and arrange words or expressions in clines.

Reading Comprehension Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample texts of Philippine literature in English during the Modern Period and other parallel selections. RC4a: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of

Writing, Composition and Grammar Use persuasive devices to express opinion and to construct basic mass communication materials. Use simplified and grammatically correct expressions. WC4a: Formulate a statement of opinion or assertion. WC4b: Distinguish

Listen to appreciate communication roles, expectations, and intentions in specific communicative contexts or situations.

LC4a: Note the roles and expectations of each speaker in intimate and consultative situations.

OL3a: Express needs, opinions, feelings, and attitudes in explicit but polite ways.

VD4a: Determine the relationship of words or expressions arranged in analogies.

LC 4b: Note the roles and expectations of each speaker in casual, conversational, or informal situations. LC 4c: Note the roles and expectations of each speaker in formal situations. LC 4d: Determine the intentions of speakers by focusing on their unique verbal and non-verbal cues and quality of participation. LC 4e: Predict the outcomes of a verbal exchange listened to and their possible effects on the speakers and their relationships. LC 4f: Identify the most effective or least helpful strategies used by different speakers to achieve specific intentions.

OL3b: Use appropriate turn-taking cues at the level of words, phrases, clauses, and sentences. OL3c: Vary the organization of interaction using the three-ordered options: current speaker selects next speaker; next speaker self-selects as next; or current speaker continues. OL2d: Use appropriate verbal and non-verbal turn-giving cues. OL3e: Use appropriate topic control strategies to expand ones responses, to emphasize a point, and to evade possible misinterpretations. OL3f: Use a variety of ways to begin a panel discussion, introduce the discussion topic, summarize the discussion, and terminate the discussion. OL3g: Ask and answer

VD4b: Supply other words or expressions that complete an analogous series of words or expressions. VD4c: Identify words or expressions that have multiple meanings (homonymous or polysemous words or expressions). VD4d: Identify words or expressions used in a selection that show varying shades of meaning (gradients). VD4e: Identify common categories of clines that are useful in learning vocabulary in specific fields. VD4f: Create or expand word clines. VD4g: Explain how analogies and clines enrich ones vocabulary.

reading/viewing selection. RC4b: Use information presented in a reading or viewing selection to infer, to evaluate, and to express critical ideas. RC4c: Determine the relevance and unity of the elements of a literary text vis--vis its intended purpose and production milieu. RC4d: Determine the validity and unity of the details of a parallel informative text vis--vis its intended purpose and production milieu. RC4e: Respond to ideas, issues, and concerns presented in a reading or viewing selection in creative forms.

between and among the three categories of persuasive strategies: pathos, logos, and ethos WC4c: Identify elements and features of print, radio, and TV ads and campaigns. WC4d: Use basic persuasion techniques to create a print ad and campaign: association, bandwagon, testimonials, fear, humor, bribery, intensity, and repetition. WC4e: Use intermediate persuasion techniques to create a radio ad and campaign script: glittering generalities, name-calling, flattery, scientific evidence, rhetorical questions, simple solution, and slippery slope. WC4f: Use advanced persuasion techniques to compose a TV ad script and to produce its corresponding commercial: analogy,

different types of questions in a panel discussion. OL3h: Use a variety of expressions to affirm, to negate, to see further clarification, and to summarize points in a panel discussion.

card-stacking, red herring or diversion, majority belief, and timing. WC4g: Revise the written components of a persuasive material in terms of content, style, and mechanics collaboratively and independently. GS4a: Observe proper tense simplification rules. GS4b: Use appropriate auxiliary and modal verbs. GS4c: Use persuasive language forms or expressions. GS4d: Use varied adjective complementation forms.

PSLCH High/Independent Perform an enhanced rendition of a listening text. PSLCA

PSLCH High/Independent Deliver an unrehearsed oral reading of a reading passage or facilitate an unrehearsed interview or panel discussion.

PSLCH High/Independent Create three versions of a written or spoken passage showing shifts in purpose, level of formality, and vocabulary

PSLCH High/Independent Compile a series of four texts representing the development periods of Philippine literature and relate each to an

PERFORMANCE STANDARDS-Writing PSLCH High/Independent Create a set of advocacy campaign materials

Average/Instructional State specific recommendations to enhance the delivery of the text listened to. PSLCL Low/Frustration Formulate evaluative statements about the clarity of a listening texts message.

load. PSLCA Average/Instructional Formulate and carry out spontaneously a list of interview questions, small group discussion guide, or panel discussion guide. PSLCL Low/Frustration Participate in structured small group or wholeclass discussions, interviews, or panel discussions using written notes. PSLCA Average/Instructional Convert a written or spoken passage into a version that shows shift in purpose, level of formality, and vocabulary load. PSLCL Low/Frustration Provide a word or expression that is a more appropriate substitute for another given the purpose and level of formality.

informative text to discuss in a personally preferred format a chosen theme expressive of a social issue or concern. PSLCA Average/Instructional Compare and contrast a series of four texts representing the development periods of Philippine literature to discuss in a personally preferred format a chosen theme expressive of a social issue or concern. PSLCL Low/Frustration Compare and contrast a pair of texts consisting of a representative text of development period of Philippine literature and a parallel informative text to discuss in a personally preferred format a chosen theme expressive of a social issue or concern.

consisting of a variety of short narrative and basic mass communication materials. PSLCA Average/Instructional Compose a simple narrative text or a basic mass communication material revolving on a particular personal advocacy. PSLCL Low/Frustration Create a paragraph or a series of paragraphs using a model. PERFORMANCE STANDARDS-Grammar PSLCH High/Independent Compose a series of grammatically correct, meaningful, and related expressions in extended narrative, informative, or persuasive discourse forms in light of a specific purpose and intended audience. PSLCA

Average/Instructional Compose a series of grammatically correct, meaningful, and related expressions in short paragraphs. PSLCL Low/Frustration Compose grammatically correct discrete expressions and sentences.