English 10 Term 2 at a Glance
This resource presents a recommended 45-day unpacking of English 10 Term 2 competencies for approximately one-hour instructional periods, four meetings per week. The prescribed Term 2 text focus is Documentaries and Vlogs.
What Are the Main English 10 Term 2 Competency Areas?
The recommended sequence develops learners through the following progression:
- documentaries and vlogs;
- linguistic features;
- visual elements;
- significant information and real-world issues;
- inferences, conclusions, purpose, and audience;
- veracity of information;
- textual evidence and synthesis;
- quality of journalistic articles; and
- multimodal composition, revision, editing, and publication.
Why Unpack the Competencies?
Curriculum competencies are often broader than what can reasonably be taught, practiced, and assessed in one class period. Unpacking allows teachers to translate a broad competency into smaller and measurable objectives without changing the intended curriculum outcome.
For example, determining the veracity of information includes several criteria: credibility, accuracy, relevance, timeliness, objectivity, and coverage. Giving each dimension focused instructional attention can produce deeper learning than treating the entire competency as a single one-hour lesson.
Days 1–7 Documentaries, Vlogs, and Linguistic Features
Evaluate documentaries and vlogs for clarity of meaning, purpose, form, and function.
Examine the structure of documentaries and vlogs for clarity of meaning and purpose.
Compare documentaries and vlogs in terms of structure, meaning, purpose, form, and function.
Examine diction and style as tools for achieving organizational efficiency in informational texts.
Examine transition devices as tools for achieving organizational efficiency in informational texts.
Examine sentence structure and function as tools for achieving organizational efficiency in informational texts.
Analyze how diction, style, transition devices, and sentence structure work together to improve organization and communication.
Days 8–13 Visual Elements, Information, and Real-World Issues
Examine vectors and viewpoint as visual elements used to achieve the intended meaning of informational texts.
Examine technical editing as a tool for achieving the intended meaning of informational texts.
Examine animations as tools for achieving the intended meaning of informational texts.
Analyze how visual elements work together to communicate the intended meaning of a documentary or vlog.
Extract significant information from documentaries, vlogs, and other informational texts.
Analyze real-world issues or occurrences presented in informational texts.
Days 14–17 Inference, Purpose, Meaning, and Audience
Draw inferences from informational texts based on the author's purpose and meaning.
Draw conclusions to formulate sound judgment based on the author's purpose and meaning.
Analyze the target audience in terms of hypothetical versus real and experts versus laypeople.
Analyze the target audience in terms of managerial versus rank-and-file and use audience considerations in formulating sound judgment.
Days 18–23 Determining the Veracity of Information
Determine the veracity of information by examining the credibility of the author or source.
Determine the veracity of information by examining the accuracy of information.
Determine the veracity of information by examining its relevance.
Determine the veracity of information by examining its timeliness.
Determine the veracity of information by examining its objectivity.
Determine the veracity of information by examining its coverage and integrate the prescribed veracity criteria when evaluating information.
Days 24–27 Textual Evidence and Synthesis
Analyze quoting as textual evidence used to support an argument or general statement.
Analyze paraphrasing as textual evidence used to support an argument or general statement.
Analyze summarizing as textual evidence used to support an argument or general statement.
Synthesize significant information from informational texts.
Days 28–32 Quality of Journalistic Articles
Assess the quality of journalistic articles based on simplicity and brevity.
Assess the quality of journalistic articles based on precision.
Assess the quality of journalistic articles based on objectivity and factuality.
Assess the quality of journalistic articles based on fairness and balance.
Assess the quality of journalistic articles based on ethics and integrate the prescribed development principles when evaluating a text.
Days 33–45 Producing and Publishing Documentaries and Vlogs
Identify the text type appropriate to one's topic, purpose, and target audience.
Organize significant information using appropriate techniques for the chosen informational text.
Determine one's thesis as the central idea of the paper or developing informational text.
Apply the composition competency through a documentary script, treatment, or storyboard appropriate to the chosen topic, purpose, and audience.
Apply the composition competency through a vlog script, outline, or storyboard appropriate to the chosen topic, purpose, and audience.
Strengthen the developing informational text by integrating relevant quotations, paraphrases, summaries, and synthesized information where appropriate.
Apply multimodal elements appropriate to the chosen text delivery or deliveries.
Refine visual elements, viewpoint, technical editing, and/or animation to support the intended meaning.
Revise the informational text for coherence.
Revise the informational text for cohesion with attention to diction, syntax, and style.
Edit the informational text for textual consistency.
Integrate revisions, editing, and multimodal elements to prepare the documentary or vlog for publication.
Publish a multimodal informational text in documentary or vlog form for one's purpose and target audience.
Suggested 45-Day Progression at a Glance
Do Learners Need to Produce Both a Documentary and a Vlog?
Not necessarily. Documentaries and vlogs are both part of the Grade 10 Term 2 text focus, but the BOW does not prescribe that every learner must submit two separate major culminating products.
Days 36 and 37 therefore represent recommended instructional applications. Teachers may use both as practice tasks, select one form for a major performance task, or integrate them depending on available time, learner readiness, and the school's assessment plan.
A Competency Does Not End After One Day
The daily sequence is intended for pacing, not for isolating competencies. Skills such as extracting information, evaluating credibility, considering audience, using textual evidence, synthesizing information, and maintaining coherence should recur throughout later activities.
Official Competencies vs. Recommended Daily Unpacking
- documentaries and vlogs;
- linguistic features;
- visual elements;
- extracting significant information;
- real-world issues and occurrences;
- inferences and conclusions;
- veracity of information;
- textual evidence;
- quality of journalistic articles;
- synthesis; and
- multimodal informational-text production.
- assigning individual criteria to particular days;
- comparing documentaries and vlogs on Day 3;
- integrating linguistic features on Day 7;
- using separate documentary and vlog planning days;
- reintegrating textual evidence during production;
- refining visual elements before final publication; and
- using Day 44 as a final production-integration period.
Teachers May Adjust the Sequence
The proposed pacing may be modified according to:
- learners' reading, viewing, writing, and media-literacy skills;
- formative-assessment results;
- available devices and production resources;
- internet and connectivity conditions;
- school activities and instructional interruptions;
- actual number of class periods available;
- need for remediation or enrichment; and
- local classroom and school context.
Frequently Asked Questions
What is the English 10 Term 2 text focus?
The Grade 10 Term 2 text focus is Documentaries and Vlogs.
Is this 45-day sequence an official DepEd pacing guide?
No. It is a recommended instructional unpacking designed to help teachers organize the prescribed competencies across 45 one-hour instructional periods.
Must every competency be finished in one day?
No. Teachers may extend, combine, revisit, remediate, or enrich competencies according to learner performance and available time.
Do students need to create both a documentary and a vlog?
Not necessarily. Both forms belong to the Term 2 text focus, but using two separate outputs is a recommended instructional option rather than a fixed requirement of this unpacking.
Why are journalistic articles included when the focus is documentaries and vlogs?
The competency matrix also marks the competency on assessing the quality of journalistic articles for Grade 10 Term 2. This resource therefore retains that source terminology instead of replacing it with a different competency.
Final Note for Teachers
Competency unpacking should make curriculum expectations more manageable; it should not create new curriculum requirements.
The goal of the sequence is to help learners become more capable of evaluating information, judging credibility, understanding multimodal communication, and producing purposeful documentary or vlog-based informational texts.
Use the 45-day sequence as a planning framework rather than a rigid prescription.
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