Teacher Resource: Recommended Unpacking of English 7 Term 2 Competencies
This resource presents a suggested way of translating the Grade 7 English Term 2 competencies into manageable daily learning objectives for 45 instructional periods, assuming approximately one hour per meeting and four English classes per week.
One of the practical challenges teachers face when working with a curriculum document is turning broad learning competencies into classroom-sized learning targets.
For English 7 Term 2, the Three-Term Budget of Work focuses on informational texts, particularly expository texts, news and press releases, and features. Learners are expected to examine how these texts communicate meaning, evaluate information critically, and eventually compose and publish multimodal informational texts appropriate to their purpose and target audience.
The 45-day sequence below is not an official DepEd-prescribed daily pacing guide. It is a recommended instructional unpacking intended to help teachers organize the competencies into teachable and measurable daily objectives.
The Budget of Work itself states that its clustering is provided as an example and that learner needs should remain the primary consideration in actual classroom implementation.
Why Unpack the Competencies?
Curriculum competencies are often broader than what can reasonably be taught, practiced, and assessed within a single one-hour class period.
For example, the competency on examining text structures includes several forms of organization:
- sequence/process;
- comparison-contrast;
- cause and effect; and
- problem and solution.
The same Term 2 framework also includes journalistic texts such as news and press releases and features. Teaching all of these in a single session would make instruction unnecessarily compressed.
Unpacking allows the teacher to retain alignment with the competency while breaking it into smaller learning objectives that can be taught, practiced, assessed, revisited, and integrated across the term.
Suggested Term 2 Pacing
At four meetings per week, 45 instructional periods are equivalent to approximately 11 full instructional weeks plus one additional meeting. Actual pacing should still follow the school's approved calendar and the needs of the learners.
Recommended Daily Competencies and Learning Objectives
Days 1–10: Informational Texts and Text Structures
Evaluate selected informational texts in spoken, written, visual, and multimedia forms for clarity of meaning, purpose, form, and function.
Differentiate the Term 2 text foci—expository texts, news and press releases, and features—according to their form, purpose, and function.
Examine the sequence/process structure of an expository text for clarity of meaning and purpose.
Examine the comparison-contrast structure of an expository text for clarity of meaning and purpose.
Examine the cause-and-effect structure of an expository text for clarity of meaning and purpose.
Examine the problem-and-solution structure of an expository text for clarity of meaning and purpose.
Compare sequence/process, comparison-contrast, cause and effect, and problem and solution, and determine an appropriate structure for a given communicative purpose.
Examine the structure and features of news and press releases for clarity of meaning and purpose.
Examine the structure and features of feature texts for clarity of meaning and purpose.
Compare expository texts, news and press releases, and features in terms of structure, meaning, purpose, form, and function.
Days 11–20: Language, Visual Elements, and Information Processing
Examine diction and style as tools for achieving organizational efficiency in informational texts.
Examine transition devices and explain how they contribute to the organization and clarity of informational texts.
Examine sentence structure and function as tools for achieving organizational efficiency in informational texts.
Analyze how diction and style, transition devices, and sentence structure and function work together to improve the organization of an informational text.
Examine how vectors and viewpoint are used as visual elements to achieve the intended meaning of informational texts.
Examine how technical editing and animations are used to achieve the intended meaning of multimodal informational texts.
Analyze how graphs and charts represent and/or summarize the contents of informational texts.
Analyze how infographics and graphical organizers represent and/or summarize the contents of informational texts.
Extract significant information from informational texts.
Analyze real-world issues or occurrences presented in informational texts.
Days 21–28: Critical Reading and Media Literacy
Distinguish statements of facts from statements of opinions in informational texts.
Distinguish statements of fact-based opinions from statements of facts and statements of opinions.
Analyze the use of testimonials versus plain-folks propaganda techniques in informational texts.
Analyze the use of stereotyping versus fear appeals in informational texts.
Draw inferences from informational texts based on the author's purpose and meaning.
Draw conclusions to formulate sound judgment by considering the author's purpose, meaning, and target audience.
Determine the veracity of information by examining the credibility of the author and the accuracy of the information presented.
Determine the veracity of information by examining its relevance, timeliness, objectivity, and coverage.
Days 29–34: Textual Evidence, Journalism, and Synthesis
Analyze quotations as textual evidence used to support an argument or general statement.
Analyze paraphrased information as textual evidence used to support an argument or general statement.
Analyze summarized information as textual evidence used to support an argument or general statement.
Assess the quality of journalistic articles based on simplicity and brevity and precision.
Assess the quality of journalistic articles based on objectivity and factuality, fairness and balance, and ethics.
Synthesize significant information from informational texts.
Days 35–45: Composing and Publishing Multimodal Informational Texts
Identify the informational text type appropriate to one's topic, purpose, and target audience.
Organize significant information using an appropriate technique and text structure.
Determine one's thesis as the central idea of the informational text.
Apply the composition competency through a suggested expository-text writing task appropriate to the learner's topic, purpose, and audience.
Apply the composition competency through a suggested news or press-release writing task appropriate to the topic, purpose, and target audience.
Apply the composition competency through a suggested feature-writing task appropriate to the topic, purpose, and target audience.
Apply multimodal elements appropriate to the chosen text delivery or deliveries.
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 and prepare it for publication.
Publish a multimodal informational text appropriate to one's purpose and target audience.
Should Writing Begin Only on Day 35?
No. The sequencing above identifies Days 35–45 as the main production and publication phase, but teachers may—and ideally should—integrate shorter writing exercises earlier in the term.
For example, learners may:
- write a short process paragraph after studying sequence/process;
- construct a comparison-contrast paragraph after analyzing that structure;
- draft a short news lead after examining news texts;
- prepare a simple infographic after studying non-linear texts; or
- revise a paragraph after studying diction, transitions, and sentence structure.
These smaller applications provide repeated practice before learners undertake a more complete multimodal informational-text task.
Assessment Should Be Distributed Across the Term
The 45 days should not be interpreted as 45 unrelated lessons. Many of the competencies are recursive and should continue to appear in succeeding activities.
Skills such as extracting significant information, evaluating credibility, using textual evidence, synthesizing information, maintaining coherence and cohesion, and considering audience should repeatedly appear as learners move from reading and analysis toward composition.
Teachers May Adjust the Sequence
The recommended 45-day unpacking may be modified according to:
- learners' prior knowledge and reading proficiency;
- results of formative assessments;
- availability of learning resources;
- school activities and interruptions;
- actual number of available instructional periods;
- need for remediation or enrichment; and
- local classroom and school context.
Some objectives may require additional sessions, while closely related objectives may be integrated into one lesson when learners demonstrate sufficient readiness.
What This Unpacking Is—and Is Not
- a recommended instructional sequence;
- a teacher planning aid;
- an unpacking of broader competencies into daily objectives;
- a possible basis for lesson planning and pacing; and
- adjustable according to learner needs.
- an official DepEd-issued daily BOW;
- a mandatory 45-day sequence;
- a replacement for the official curriculum documents;
- a requirement to teach every objective in exactly one day; or
- a requirement to produce three separate culminating outputs.
Final Note for Teachers
Effective unpacking does not create new curriculum competencies. It translates broader competencies into smaller instructional targets that teachers can realistically teach, observe, assess, and revisit within the available instructional time.
The recommended sequence above therefore serves as a starting framework rather than a fixed prescription. Teachers retain the professional responsibility to adjust instruction according to learner evidence while maintaining alignment with the prescribed competencies.
This English 7 Term 2 45-day competency unpacking is a recommended instructional resource prepared for teacher planning and reference. It is not an official DepEd-issued daily Budget of Work and should not be interpreted as a prescribed pacing sequence. Teachers may modify the clustering, pacing, activities, assessment schedule, and instructional sequence according to learner needs and school context while maintaining alignment with the prescribed curriculum standards and competencies.
Department of Education. English Grade 7 — Three-Term Budget of Work for Learning Competencies. Last updated April 23, 2026.
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