English K to 12 Curriculum Guide Grades 7 to 10

8/9/2019 English K to 12 Curriculum Guide Grades 7 to 10

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Republic of the PhilippinesDepartment of Education DepEdComplex, Meralco Avenue Pasig

City

K to 12 Curriculum Guide

ENGLISH(rade ! to "#$

January 31, 2012


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K TO 12 –

ENGLISH


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K TO 12 –

ENGLISH

LISTENING CO!"EHENSION

Content Standards %he learner understands that listening is the receptive s&ill in the oral mode that allo's one to comprehend 'hat isheard using ones s&ills and bac&ground &no'ledge (schema$

Performance Standards The learner…• activates prior &no'ledge conceptually related to text and establishes a purpose for listening)reading

• be self*a'are as they discuss and analy+e text to create ne' meanings and modify old &no'ledge

• responds to literary texts through the appreciation of literary devices and an understanding of story grammar

• recalls)locates information from expository texts and uses this information for discussion or 'ritten production

Competencies

G"#$E % G"#$E & G"#$E ' G"#$E 10

The Learner…

• determines ho' stress,

intonation, phrasing, pacing, tone,and non*verbal cues serve ascarriers of meaning that may aidor interfere in the message of thetext listened to

The Learner…

• listens for important points

signaled by stress, intonation,phrasing, pacing, tone, and non*verbal cues that serve as carriersof meaning in specific situations

The Learner…

• determines appropriateness of

stress, intonation, phrasing, tone,and non*verbal cues used by aspea&er in a particular setting fora specific audience

The Learner…

• examines ho' spo&en

communication bet'een andamong spea&ers in specificsituations may be repaired orenhanced verbally and non*verbally to suit various functionalpurposes

• uses active listening strategiesbased on purposes, familiarity'ith the topic and the level of

difficulty of simple informative andshort narrative texts

• employs proective listeningstrategies 'hen listening todescriptive and longer narrative

texts

• shifts from one listening strategyto another based on purpose,familiarity 'ith the topic and level

of difficulty of the argumentativeor persuasive texts

• adusts listening strategies basedon purpose, familiarity 'ith thetopic, and level of difficulty of the

expository and analytical texts

• listens to appreciatecommunication roles,expectations and intentions inspecific communicative contextsor situations

• listens to validate information,opinion, or assumption in order toparticipate 'ell in a specificcommunicative context orsituation

• listens to determine faulty logic,unsupported facts and emotionalappeal in order to provideappropriate and critical feedbac&in a specific context or situation

• listens to simplify, reorgani+e, andsynthesi+e information for purposes of expanding,revie'ing, or updating &no'ledge


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*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 "-


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K TO 12 –

ENGLISH

O"#L L#NG(#GE #N$ )L(ENC*

Content Standards %he learner understands the standards of English in order to participate in various oral communication demands(situation, purpose and audience$

Performance Standards %he learner has sufficient facility in English to understand spo&en discourse and to tal& and interact 'ith others aboutpersonal experiences and text listened to or read

Competencies

G"#$E % G"#$E & G"#$E ' G"#$E 10

The Learner…

• uses the right stress, intonation,

phrasing, pacing and tone ininterpersonal expressions and in

reading short 'ritten or recordedpassages aloud

The Learner…

• varies the stress, intonation,

phrasing, pacing and tone 'hilereading orally from a prepared

manuscript, delivering preparedlines in a performance script, orre*enacting an episode or scene

The Learner…

• determines the appropriate

stress, intonation, phrasing,pacing and tone 'hile delivering

an extemporaneous or impromptuspeech

The Learner…

• adusts the stress, intonation,

phrasing, pacing and tone 'hileparticipating in formal oral

presentations, debates, andbroadcast communication tas&s

• uses appropriate verbal and non*verbal turn*ta&ing, turn*giving,and topic control strategies inparticipating in forms of smallgroup interaction includingintervie's and panel discussions

• uses appropriate verbal and non*verbal strategies to animate a'ritten script for purposes of delivering information orexecuting a dramatic piece andother performance speech forms

• employs varied verbal and non*verbal strategies to create impacton a specific audience 'hiledelivering various forms ofextemporaneous or impromptuspeech

• enhances the .uality of verbaland non*verbal strategiesemployed by spea&ers in acompleted formal oralpresentation, debate, orbroadcast communication tas&s

•

tal&s about significant humanexperiences and ideas on literaryor expository reading, listening orvie'ing selections in unrehearsedindividual and group modalities

•

provides structured feedbac& onthe .uality of spo&en discoursebased on a prepared manuscriptor performance script

•

provides appropriate andconstructive response to.uestions and feedbac&concerning one/s performance inan extemporaneous or impromptuspeech tas&

•

formulates informed assertions,claims, and ustifications usingaccurate, ade.uate, andappropriate primary andsecondary information


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*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 "0


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K TO 12 –

ENGLISH

+OC#(L#"* $E+ELO!ENT

Content Standards %he learner understands that 'ords are composed of different parts and their meaning changes in context

Performance Standards %he learner employs strategies to decode the meaning of 'ords in isolation and in context ('ord strategies$

Competencies

G"#$E % G"#$E & G"#$E ' G"#$E 10

The Learner…

• establishes semantic

relationships of 'ords andexpressions that include familiar,

collo.uial, and idiomatic types

The Learner…

• establishes the meaning of 'ords

and expressions as they are usedin discourse structures and

patterns

The Learner…

• identifies context*appropriate

substitutes for 'ords orexpressions

The Learner…

• reduces ambiguity and

vagueness in the use of 'ordsand expressions

• 1dentifies collocations andarrange 'ords or expressions inclines, categories, and clusters

• uses context clues and structuralanalysis to arrive at the meaningof 'ords and expressions

• determines the level of formalityor register in 'hich a 'ord or expression is to be used

• explains the nature of shift instructure and meaning of a 'ordor expression as used in aspecific discipline, situation, or context of use


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*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 2#


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K TO 12 –

ENGLISH

"E#$ING CO!"EHENSION

Content Standards %he learner understands that reading is a psycholinguistic guessing game 'hich utili+es visual and non*visualinformation in order to confirm, modify, and monitor one/s comprehension

Performance Standards

%he learner3

• activates prior &no'ledge conceptually related to text and establishes a purpose for reading

• be self*a'are as they discuss and analy+e text to create ne' meanings and modify old &no'ledge

• responds to literary texts through the appreciation of literary devices and an understanding of story grammar

• locates information from expository texts and uses this information for discussion or 'ritten production

Competencies

G"#$E % G"#$E & G"#$E ' G"#$E 10

The Learner…

• uses predictive and anticipatory

devices or tas&s to activate prior&no'ledge concerning the topic of reading or vie'ing selection

The Learner…

• organi+es prior &no'ledge

concerning the topic of reading or vie'ing selection using a varietyof graphic organi+ers

The Learner…

• articulates prior &no'ledge

concerning the topic of reading or vie'ing selection using guidedsmall group discussion strategies

The Learner…

• assesses prior &no'ledge

concerning the topic of reading or vie'ing selection using individualor group assessment devices

• distinguishes bet'een and amongliteral, inferential, and appliedinformation presented in a readingor vie'ing selection and the.uestions formed on the basisof such information

• responds to information from areading or vie'ing selectionthrough the use of oral or 'rittenshort response formats anddifferentiated group performancetas&s

• compares and contrastsinformation presented in t'o or more related reading or vie'ingselections using guided textanalysis strategies and devices ina small group structure

• evaluates content, elements,features, and properties of areading or vie'ing selection usinga set of text analysis strategiesdeveloped in consultation 'ithpeers and the teacher

• establishes the relevance andunity of the elements of a text vis*4*vis its intended purpose andproduction milieu

• identifies dominant literarydevices and figures of speechthat add color and heightenmeaning in the reading or vie'ingselection

• ascertains the features of thereading or vie'ing selection thatclarify its adherence to or dismissal of a particular traditionof literary production

• organi+es an independent andsystematic approach to criti.uingan elected reading or vie'ingselection

• establishes the validity and unityof the details of a text vis*4*vis itsintended purpose and productionmilieu

• identifies dominant 'riting orfilming techni.ues that add color to and heighten meaning of thereading or vie'ing selection

• ascertains the features of thereading or vie'ing selection thatclarify its adherence to or dismissal of a particular socialissue, concern, or disposition

• organi+es an independent andsystematic approach to criti.uingan elected reading or vie'ingselection


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*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 2"


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K TO 12 –

ENGLISH

-"ITING #N$ CO!OSITION

Content standards %he learner understands the different formats to 'rite for a variety of audiences and purposes

Performance standards %he learner expresses ideas effectively in formal and informal compositions for a particular purpose and audience

Competencies

G"#$E % G"#$E & G"#$E ' G"#$E 10

The Learner…

• distinguishes bet'een oral and

'ritten modes of language use'ith emphasis on their exclusivefeatures and properties

The Learner…

• distinguishes bet'een

informational and artistic stancesin 'ritten discourse and thespecific properties of each stance

The Learner…

• identifies 'ays by 'hich

information is systematicallyorgani+ed to meet specific goalsand obectives in 'ritten

discourse

The Learner…

• identifies 'ays by 'hich

purposeful 'riting may besupported by a variety ofinformation sources, processing

techni.ues, and presentationstrategies

• determines features andproperties of 'ritten language naccordance to a specific register or level of formality

• identifies common languagepatterns that exist in specific'ritten discourse patterns

• employs a variety of languageand discourse patterns inexpressing one/s vie' andopinions concerning a specifictopic of interest

• uses standard procedure,appropriate forms, andassessment tools or techni.ues inprocess*oriented 'riting 'ith theaid of peers and the teacher

• uses specific cohesive andliterary devices to construct'ritten personal discourseformats such as letters, blogs,and electronic mails and basicmass media materials as printads, campaigns and broadcastcommercials

• uses specific cohesive andliteracy devices to construct basicliterary and expository 'rittendiscourse such as poetry, drama,fables, parables, myths, legends,personal essays, biographies andvignettes

• uses specific cohesive andliterary devices to constructextended literary and expository'ritten discourse as short fiction,argumentative and persuasiveessays, speeches, andopinionated ournalistic 'riting

• uses specific cohesive andliterary devices to constructintegrative literary and expository'ritten discourse as revie',criti.ues, research reports, andscripts for broadcastcommunication texts, includingscreenplay


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*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 22


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K TO 12 –

ENGLISH

G"##" #-#"ENESS

Content standards %he learner understands that English language has a set of s tr uct u ral rules that govern the composition of c la u ses,p h r as e s , and ' ords in oral and 'ritten communication

Performance standards %he learner3

• demonstrates grammatical a'areness by being able to read, spea& and 'rite correctly

• communicate effectively in oral and 'ritten forms using the correct grammatical structures of English

Competencies

G"#$E % G"#$E & G"#$E ' G"#$E 10

The Learner…

• uses5

o varied nouns

complementationo varied verb

complementationo correct determinerso consistent tenseo proper tense simplificationo appropriate auxiliary and

modal verbs

The Learner…

• uses5

o varied adective

complementationo appropriate idioms,

collocations, and fixedexpression

o coordinatorso subordinatorso other appropriate devices

for emphasis

The Learner…

• uses5

o other cohesive techni.ues

and deviceso various polite expressionso varied techni.ues of

softening expression

o appropriate techni.ues toavoid confusing sentencestructures

The Learner…

• uses5

o appropriate expressions of

introducing, expanding,summari+ing, andrestating a topic

o appropriate statements ofdefinition, causation,elaboration, and synthesis

• formulates5

o meaningful .uestion

forms, short ans'ers, andreply .uestionso correct simple and

compound sentence

o meaningful embedded and&ernel sentences

o appropriate direct or reported speech

• formulates5

o correct complex and

compound*complexsentenceso correct conditional

statements

o appropriate parentheticalexpressions

o meaningful expandedsentence (follo'ingbalance, parallelism, andmodification$

• formulates5

o appropriate restatementso correct negation structureso meaningful structures of

fronting, inversion, andemphasis

o effective sentence 'ithcontrolled length andrhythm

• formulates5

o correct claim of facto correct claim of policyo correct claim of valueo appropriate direct .uoteo substantive pr6ciso ade.uate paraphraseo suitable statement of

conclusion

http://en.wikipedia.org/wiki/Structuralhttp://en.wikipedia.org/wiki/Structuralhttp://en.wikipedia.org/wiki/Structuralhttp://en.wikipedia.org/wiki/Structuralhttp://en.wikipedia.org/wiki/Clause_(linguistics)http://en.wikipedia.org/wiki/Phrasehttp://en.wikipedia.org/wiki/Phrasehttp://en.wikipedia.org/wiki/Wordshttp://en.wikipedia.org/wiki/Clause_(linguistics)http://en.wikipedia.org/wiki/Phrasehttp://en.wikipedia.org/wiki/Wordshttp://en.wikipedia.org/wiki/Structural


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K TO 12 –

ENGLISH

#TTIT($E

Content standards %he learner understands the significance of interpreting the social meaning of the choice of linguistic varieties andusing language 'ith the appropriate social meaning for the communication situation

Performance standards %he learner demonstrates a love for reading and vie'ing various texts and confidence in responding)participating invarious communicative activities ) tas&s

Competencies

G"#$E % G"#$E & G"#$E ' G"#$E 10

The Learner…

• demonstrates eagerness and

spontaneity in providing andresponding to .uestions and

feedbac& pertinent to previous,ongoing, and future opportunitiesfor learning language, literacy,and literature

The Learner…

• exhibits the initiative to innovative

independently or in cooperation'ith others in designing,

presenting, and sharing expectedoutputs of creative and criticalthin&ing concerning language,literacy, and literature

The Learner…

• adopts an appropriate, sensitive,

and responsive disposition inarticulating, maintaining, and

challenging diverse opinions andpoints o vie' concerning specificissues or concern

The Learner…

• observes fairness, obectivity,

proactive disposition, andresponsible use of information in

supporting and elaboratingparticular claims relevant to one/sestablished proect of in.uiry

*D Di O LAT C i f J 31 2012 28


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O 2


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K TO 12 –

ENGLISH

ST($* SKILLS

Content standards %he learner understands that there are an array of study s&ills, 'hich may tac&le the process of organising and ta&ingin ne' information and retaining information

Performance standards %he learner chooses and utili+es discrete techni.ues (general or specific$ and applies them to all or most fields of study

Competencies

G"#$E % G"#$E & G"#$E ' G"#$E 10

The Learner…

• locates appropriate print, non*

print, and electronic sources ofinformation for purposes of

supporting assertions, validatingassumptions, and dra'ingconclusions

The Learner…

• exchanges and processes

information synchronously orasynchronously 'ith peers and

other persons for purposes ofexpanding understanding, limitingin.uiry, and balancing vie's oropinions

The Learner…

• arranges collected and classified

information using an appropriateliner or non*linear organi+er such

as idea maps and outlines

The Learner…

• designs appropriate tas& and

resource management schemesto carry out specific foals o an

organi+ed in.uiry

*Dr Dina Ocampo LAT Convenor version as of January 31 2012 29


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K TO 12


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K TO 12 –

ENGLISH

C(""IC(L( $E+ELO!E"S.-"ITE"S."E#CTO"S in t/e $E+ELO!ENT o K to 12 C(""IC(L(

ENGLISH

A Learnin #rea Team L#T4 "e5ie6 6it/ de7inated L#T CON+ENO"Date 5 :ctober 22, 2#""

;ovember 2, 2#""

N#E $ESIGN#TION O))ICE.SCHOOL

18 $r8 $ina Ocam9oCON+ENO" Dean

eidi Macahilig RAP)P;<

7 erry Areta P;<

8 ?eanne Ramos Raya @chool

9 Ruth Martin Raya @chool

Blora Anne Alfonso avier @chool

! Bilomena @anche+ Bilbern @chool

- Ramilio Correa @angfil)D@<

0 ?oanne Astilla ordlab @chool

"# Edi+on Bermin Principal Merian College

"" Marivic Arcos ordlab @chool

"2 Ma Perpetua %alens PDRC

"7 Maia ?osephine %amboon P@Deaf

"8 ?osefina acuna @enior Education Program @pecialist Retired*FEE

"9 Marie %herese Fustos


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Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 2

K TO 12 –


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K TO 12 –

ENGLISH

8 -or:7/o9 on $eterminin Ga97 et6een EC Grade ; Com9etencie7 and t/e K to 12 Grade % Com9etencie7Genue5 DAP, %agaytay CityDate5 @eptember !*0, 2#""


A Dr Roderic& Aguirre anguage and Preschool Consultant DepED G111 ) CE@@

F igaya 1lagan EP@ 11 DepEd C:)FEE*@DD

C8 -or:7/o9 on t/e )inali


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K TO 12 –


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DepEd

O

ENGLISH

"8 Aro R RaraBormer PD: 115 FE@RA = DepED C: )

Documentor

E8 -or:7/o9 on t/e $e5elo9ment o Learnin Com9etencie7 and Teac/in Guide7Genue5 DAP,%agaytay CityDate5 ?uly "-*"0, 2#""


" Dr ourdes Gisaya Retired E@5 Elementary English = DepEDManila

DepEd

2 Dr Perla Cuan+on Retired E@5 Elementary English = DepEDManila

DepEd

7 Mr Roderic& M Aguirre anguage and Preschool Consultant DepEd Region G111

Genue5 DAP,%agaytay CityDate5 ?uly "-*22, 2#""


" iberty Mangalu+ >ead %eacher 111 Iuirino >igh @chool

2 Digi Castillo Consultant Fritish Council

7 Eufrosina R ontoc AA 1G) Encoder @PED * FEE

8 Perla > Cuan+on Bormer Educ @upervisor * English ;EPP

9 Mr Roderic& M Aguirre anguage and Preschool Consultant DepEd Region G111

alileo o @EP@ CDD, FEE

! igaya 1lagan EP@ 11 DepEd C:)FEE*@DD

- ourdes C Gisaya Bormer Educ @upervisor = English Deped = ;EPP

0 Melinda Rivera @enior @ubect @pecialist CDD * F@E

)8 -or:7/o9 on t/e $e5elo9ment o Learnin Com9etencie7 Grade7 3 to 10Genue5 DAP, %agaytay CityDate5 ?uly "-*22, 2#""


" Roderic& M Aguirre anguage and Preschool Consultant DepED G111)CE@@

2 Perla > Cuan+on Bormer Educ @upervisor = English DepED * ;EPP

7 alileo o @EP@ DepED C:)FEE*CDD

8 igaya 1lagan EP@ 11 DepED C:)FEE*@DD

9 ourdes C Gisaya Bormer Educ @upervisor = English DepED * ;EPP

Melinda P Rivera @enior @ubect @pecialist DepED C:)F@E*CDD

*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 2-


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K TO 12 –


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ENGLISH

! iberty A Mangalu+ >% 111, English Iuirino >igh @chool

- Ricardo Ador Dionisio %eacher 11 Ri+al >igh @chool

0 Digi Castillo Consultant Fritish Council

"# Eufrosina R ontoc AA 1G ) Encoder DepED C:)FEE*@PED

G8 -or:7/o9 on t/e $e5elo9ment o Learnin Com9etencie7 Grade7 K to 3

Genue5 DAP, %agaytay CityDate5 ?uly ""*"9, 2#""N#E $ESIGN#TION O))ICE.SCHOOL

" Roderic& M Aguirre anguage and Preschool Consultant DepED G111)CE@@

2 Perla > Cuan+on Bormer E@5 English = DepED Manila DepED * ;EPP

7 alileo o @EP@ DepED C:)FEE*CDD

8 igaya 1lagan EP@ 11 DepED C:)FEE*@DD

9 ourdes C Gisaya Bormer E@5 English = DepED Manila DepED * ;EPP

Eufrosina R ontoc AA 1G ) Documentor DepED C:)FEE*@PED

H8 -rite7/o9 on t/e )inali


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K TO 12 –

ENGLISH


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ENGLISH

8 Mr Adrian @ Peralta %eacher 11)Assoc Prof igh @chool

7 Marife % %aKala Education Program @upervisor Deped = Region 1G*F M1MAR:PA

8 Eufemia F Pura %eacher 11 Ri+al ;ational @cience >igh @chool9 Ma %heresa M Abain+a Master %eacher 1 Deped = Albay Division

Annalyn D Mangurali Master %eacher 1 Deped = Calapan City

! Gictoria R Mayo Education Program @upervisor 11 Deped = ;CR

- Rose Ann F Pamintuan %eacher 111 Division of Pasig City

0 Ma ina M Rocena @@% 111 ) Dept Chairman Iue+on City >igh @chool

"# Regida ;


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K TO 12 –

ENGLISH


29/37

ENGLISH

Aurelia % Fallitoc Master %eacher 11 Deped

! May Mendo+a %eacher 1 Deped * CAR

- Belimendo M Belipe >ead %eacher 111 Pinaripad ;ational >igh @chool, Division of Iuirino, Region 2

0 Eli+abeth Altona EP@ 11 @econdary Educ Div Deped R#2

"# eonarda @apnu EP@ = 1 Deped = %arlac City

"" %eresita M Morales E@ 11 Deped R: 1

"2 Delia A Antonio Academic Coordinator orma Colleges rade @chool"7 Ma Rita %eresa G RiKosa Master %eacher 1 Gictoria I Jarate E@

"8 inalyn E 1dio %eacher 1 ueguesangen Elementary @chool

"9 Mariecon Ramire+ Education Program @upervisor Deped = aoag City

" Rhea ?ane @ Manalo >igh @chool Coordinator F>C Educational 1nstitution, 1nc

7 Regions G1,G11 and G111Genue5 Ecotech, ahug Cebu CityDate5 May 8,, 2#""


" eilanie R Brancisco %eacher 111 Deped = A&lan2 ilia :rola EP@ 1 Division of Roxas City

7 Arlene M :ma.ue Master %eacher 1 Deped * Mandaue

8 Marcelita Dignos %eacher Deped = R: !

9 Claire C Fato Master %eacher 1 Deped * Filiran

Mary Ann B uimoc E% 11 Deped = %acloban City

! Rustum D eon+on E@ 1 Deped * @amar

- eonila %abar English Area Chairman ead %eacher 1G Deped R:

"# orelie %orlao @PE% 1 Deped * Filiran

"" u+ G 1sobal Principal Fethel 1nternational @chool

"2 Estrellita F Plarisan @ Principal @aint ?oseph College

"7 ?ude %haddeus 1 1ledan E@ 11 DepEd

*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 7"


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8 Regions 1 and ARMM

K TO 12 – ENGLISH


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8 Regions 1, and ARMMGenue5 REC, Cagayan de :ro CityDate5 May 9, 2#""


" @amina C Mamao %eacher DepEd @ = 11 = A

2 Pedro @utacio ?r English Coordinator Carrie May onorio %eacher 1 DepEd Region 1

! Dorothy D Fara.uero %eacher 11 DepEd Region 1

- audencio C onite %eacher @>M@

0 Felinda A Fusalla >ead %eacher 111 DepEd = ingoog City

"# Mary ;eva race C Chipada %eacher 111 DepEd = ingoog City

"" ?ocelyn R Mimia %eacher DepEd = Agusan del ;orte

"2 Amor de %orres %eacher C< = PAB1E

"7 ?eanie Mativo EP@ 1 DepEd = @urigao del ;orte

"8 eah : Fayani %eacher C?M@ Fora

"0 Anna i+a A Aca*Ac Academic >ead :E@

2# ?oan Galles Aleandrino %eacher 1 Dep Ed, Agusan del ;orte

2" ?ocelyn R Mission @@% * 1 Dep Ed, Agusan del ;orte

22 ?eanie Matiso EP@ 1 Dep Ed @urigao del ;orte

27 ?uliet R ebios E@ 11 Dep Ed CARAA

28 ?aremie ? Morales anguage %eacher


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ENGLISH

9 Aileen Mae % >ui Elementary %eacher @tella Maris Academy of Davao

Caren ?oy E Chie' %eacher @tella Maris Academy of Davao

! ilbert C Fayron Baculty Davao isdom Academy

- Clarisse Caballero * Regalado %reasurer lan ittle Angels Academy, 1nc

0 Dinah Abdul E@ 1 Div :ffice, Maguindanao 2

"# ilma race P Rivero E@P 1 Div :ffice, Maguindanao "

"" :felia ; Caballo Elem %eacher Brancisco Adlaon earning 1nstitute

"2 ani B Anito Master %eacher 1 Midsayap Pilot E@"7 1rene ? Cutamor %eacher 1 Romana C Acharon, CE@

"8 @heryl oria Division English Coordinator DepEd @ultan Hudarat

"9 elma R Gertido %eacher 1 FEE = Regional :ffice

" @hirley @ Fulosan E@ 11 DepED R: 11

"! Arlac Fillano EP@ City @chools of %acurong City

K8 -or:7/o9 on t/e K to 12 Curriculum a99inGenue5 DAP, %agaytay CityDate5 March "*"-, 2#""

N#E $ESIGN#TION O))ICE.SCHOOL" alileo o @EP@ CDD = FEE

2 ;erissa ormeda %eacher Division of %aguig

7 Eva 1mingan %eacher Division of :longapo

8 Melinda Rivera EP@ CDD = F@E

9 iberty Mangalu+ >ead %eacher 111 Iuirino >@, Division of IC

Ricardo Ador Dionisio %eacher 11 Ri+al >@, Division of Pasig City

! Dr ;ilda R @unga %eacher Angelicum College, IC

- Dr Catalina Credo E@ Jamboanguita, ;eg :r

0 Dr ourdes Gisaya Bormer Educ @upervisor = English DepEd = ;EPP

"# Dr Perla Cuan+on Bormer E@5 Elementary English =DepED Manila

DepEd = ;EPP

"" Dr Marietta :tero Professor


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K TO 12 –

ENGLISH


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SEC"ET#"I#T

N#E $ESIGN#TION

" Rachelle C Bermin DepEd

2 Prescy :ng DepEd

7 Magdalena Mendo+a DAP

8 %ristan @uratos DAP

9 Himberly Pobre DAP

Cristina Gillasenor DAP

! ani arnace DAP

- Hidie @aguin DAP

0 Maria Foncan Accountant, DepEd

"# Daylinda uevarra Accountant, DepEd

"" Benerosa Maur Accountant, DepEd

"2 Divina %omelden Accountant, DepEd

"7 ;ilva ?imene+ Disbursing :fficer, DepEd

)#CILIT#TO"S. S(!!O"T TE#

N#E $ESIGN#TION" 1rene C De Robles CDD = FEE

2 ?ose %uguinayo, ?r CDD = F@E

7 Marivic Abcede CDD = F@E

8 Mirla :lores @PED = FEE

9 @imeona Ebol CDD = FEE

Be Gillalino @DD = FEE

#$+ISO"* TE#

N#E $ESIGN#TION

"


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K TO 12 –

ENGLISH


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0 Dr Frenda F Corpu+ %echnical Adviser to the :ffice of


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English K to 12 Curriculum Guide Grades 7 to 10

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