Checked by:

DAILY LESSON PLAN School: SAN JOSE CENTRAL SCHOOL RICARDO C. GOMEZ
MT II/ Mentor
Q1W1D1
Teacher: ARDITAH T. CAMINOC Noted:
MATILDE C. DUNGZAL
DATE: June 3, 2019 (Monday) Central Principal

FORENOON AFTERNOON
TIME MIN. SUBJECT AREAS GRADE & SECTION TIME MIN. SUBJECT AREAS GRADE & SECTION
7.30 - 7:45 15 FLAG CEREMONY 1:00 - 1:30 30 SYNCHRONIZED READING TIME/HANDWASHING/TOOTH BRUSHING VI - SATURN
7:45 - 7:55 10 WASH WinS/Tooth Brushin 1:30 - 2:20 50 ENGLISH V - JUPITER
7:55 - 8:45 50 ENGLISH VI - SATURN 2:30 - 3:10 50 ENGLISH V - CERES
8:45 - 9:35 50 ENGLISH VI - JUPITER 3:10 - 4:00 50 ENGLISH V - SATURN
9:35 - 9:45 10 Remedial Reading/Checking of Pupils’ Outputs/Handwashing 4:00 - 4:30 30 EsP VI - SATURN
9:45 - 10:00 15 SUPERVISED RECESS 4:30 - 4:50 20 CLASS PREPARATION
10:00 - 10:50 50 ENGLISH VI - CERES 4:50 - 5:00 10 LOWERING OF FLAG
10:50 - 12:00 70 Classroom Preparation/Checking of Pupils’ Outputs/Remedial Reading/Mentoring

ENGLISH 6 ENGLISH 5 EsP 6

I. OBJECTIVE/S: I. Objectives I. Layunin:
Analyzes sound devices (onomatopoeia, 1. Note significant details of the selection listened to. Nasusuri muna ng mabuti ang sitwasyon bago
alliteration, assonance, 2. Observe politeness at all times. magbigay ng desisyon. (EsP6PKP-Ia-i-37)
personification, irony and hyperbole) in a text heard. II. Paksang Aralin:
3. Show kindness to everyone.
A. Paksa: Pagsusuri ng mabuti sa mga bagay na may
EN6LC-Ia-2.3.1 -2.3.8 4. Use appropriate facial expressions in delivering some kinalaman sa sarili at pagpapasya
Analyzes sound devices (onomatopoeia, lines of the characters of the selection listened to. B.P. : Katotohanan
alliteration, assonance, consonance) II. Subject Matter K.P. : Mapanuring Pag-iisip
EN6RC-Ia- 2.3.1- 2.3.9 A. Topic: B. Sanggunian : K to 12 Grade 6 Curriculum Guide, 1.1a,
Value Focus: Be respectful Noting significant details of the selection listened to Ang Batang Huwaran 6 pahina, 168-171
II. SUBJECT MATTER: Use appropriate facial expressions C. Kagamitan : Larawan, tsart, plaskards
A. Skill : Analyzing sound devices D. Integrasyon: Numeracy:
B. References:
(onomatopoeia, alliteration, assonance, Literacy:
EN5LC- Ia- 2.1 III. Pamamaraan:
personification, irony and hyperbole) in a text The Sly Fox -Developing Reading Power 5 p. 43-45 A. Panimulang Gawain
heard. C. Materials: 1. Pagsasanay:
Analyzing sound devices selections, pictures, laptop (Magpakita ng iba’t – ibang larawan)
(onomatopoeia, alliteration, assonance, Sabihin kung ano ang makikita mo sa
D. Integration
consonance) larawan.
Literacy: Answering wh - questions
B. Reference : K -12 CG, TG English 6 (kabubdukan) (ilog) (basura)
Numeracy: time
English 6 Basics and Beyond pp. (sasakyan) (pagpupulong)
III. Procedure
164-166
A. Setting the Stage
Skill Builders for Efficient Reading 6 2. Pagbablik-aral:
Show pictures of fox and wolf Anu-ano ang dapat nating gawin upang
pp. 131- 135
English for all Times Reading 6 pp. Ask: Are these animals the same? maiwasan ang polusyon sa hangin at sa
144-147 What can you say about the fox? How about tubig?
the wolf? B. Panlinang na Gawain:
If you are going to choose between the two, 1. Pagganyak:
http://shoga.wwa.com/~rgs/glossary.html a. Sinu-sino sa inyo ang nakapaglalakbay na sa
C. Materials : flashcards, charts, lop top, television who will you want to be?
iba’t – ibang lugar?
set Why? b. Saang lugar kayo nakapaglalakbay?
D. Integration: Numeracy: c. Ano ang ginawa mo doon?
 Literacy : Reading
III. INSTRUCTIONAL PROCEDURE:
A. Oral Language Activity - Are sounds important to
man? Give me the sounds of the
following:
B. Pre-Listening
1. Unlocking of Difficulty
jungle --– forest Wild animals live in the jungle.
crazy ---- silly, fool (Be careful with the crazy
people for they might hurt you.)
cabs –--- taxis (I love to ride in an air-
conditioned cab.)
chaos ---- commotion (Let us love one another
to avoid chaos in our place.)
rhythm- ---regularity
2. Motivation
Are you familiar of the place New York
City? In what country does it belong?
Today I’m going to read to you a short poem
about New York City.
3. Motive Questions:
Try to answer the following questions:
1. What is the title of the poem?
2. How will you describe the city of New York?
3. Do you want live in New York City? Why?
Why not?
(Values Infusion: Respect the customs and
traditions of a particular place.)
C. During Listening
New York City New York City is like a jungle No, it is
a jungle It is always jumping with
excitement Because of the noise, half the city is
deaf Still, the city cares about its
crazy customers Brands, lights, cabs, style: it’s all
there. This city is great-always
something to do. “B E E P ” ”B E E E E P” get out
of the way! When I arrived in New
York, I was ready for chaos- Instead I found rhythm
Carmelo.
(Ask pupils to answer the motive questions about
the poem.)
D. Skill Development
1. Teaching and Modelling
Sound Devices- are resources used by poets to
convey and reinforce the
meaning or experience of poetry through the
B. Explaining the Students What to Do
Say: Today, we are going to read a story and
learn to use appropriate facial expressions in
delivering the lines of the characters. You will be
learning to answer questions based on the
noted significant details of the selection you
listened to.
Set the standards in listening to a story.
C. Modeling for Students
Let the pupils arrange the jumbled letters to identify
the word used in the story being defined.
a. growing thickly ------- h s y u b
b. soft hair of certain animals ------ u f r
c. projecting part of the face including the
mouth and nose-- z l e z m u
d. having a full rounded shape ------ u m l p
p
e. tricky or wise----- y s l
Have the pupils listen to the story “The Sly Fox”.
While reading, the teacher emphasizes
appropriate facial expressions for the lines of the
characters of the story. Instruct the pupils to
observe how the appropriate facial expressions are
used in delivering the lines of the story. Then, pupils
will be answering the questions.
“The Sly Fox”
The fox is a wild animal that looks like a dog.
It has a pointed nose and ears , a bushy tail and
thick fur. The fox is said to be a very clever
animal in fooling others. The wolf is a wild
animal that looks like a dog too. It has thick fur
and pointed muzzle. Wolves and foxes hunt
other animals. Sometimes, they end up hunting
each other.
One night, a fox met a wolf in the forest. The
wolf was very hungry and in a terrible mood. So
the wolf said to the fox.
“Don’t move! I’m going to eat you this
minute.”
As he spoke, the wolf backed the fox up
against a tree. The fox realized she could not
d. Sino ang kasama mo sa paglalakbay?
2. Paglalahad:
a. Pag-alis ng sagabal:
- Wildlife Sanctuary -
nahimasmasan
- pagliliwaliw
b. Ipabasa ang kuwento sa aklat, “Ang Batang
Huwaran 6” pah. 168-171
“ANG TAMANG
DESISYON”
Masayang-masaya ang mga mag-aaral sa Agham ni Bb.
Mendoza. Mangyari, pumayag ang punungguro na
magsagawa sila ng isang pang-edukasyong paglalakbay
batay sa pinagaaralan nilang leksyon tungkol sa mga hitsura
at ugali ng iba’t-ibang hayop na matatagpuan sa Pilipinas. Sa
Manila Zoo and Wildlife Sanctuary sa Metro Manila balak
pumunta. O ano mga bata payag ba kayo sa lugar na napili
natin. Mahinahong tanong ng guro.“Opo,” malakas ding
tanggi ng ibang bata. “Hindi po,” malakas
ding tanggi ng ibang bata.
“Hintay muna. Mukhang mayroon kayong mga kamag-aral
na hindi sang-ayon sa binabalak natin. Maari bang malaman
ko ang inyong dahilan?” maunawaing tanong ni Bb. Mendoza.
Tumayo si Boy at nagwika, “Eh, kasi Mam, ayaw po naming
dito sa Metro Manila. Masyadong malapit at mukhang hindi
na po eksayting. Lagi po kasi naman natin nakikita ang lugar
na ito.” Tumayo ang isa pa rin, “Opo nga!
Sabi nito. “Ibig po namin ay sa Los Baños, o kaya ay sa Lipa o
Tagaytay. Masarap daw po roon at magaganda ang mga
tanawin.”Totoo ang sinabi ninyo, mga bata,” sabi ng guro.
“Subalit dapat ninyong isipin kung ano ang layunin ng ating
paglalakbay. Ito ay hindi pagliliwaliw lamang. Ito ay pag-
aaral. At hindi natin matatagpuan sa mga sinasabi ninyong
lugar ang mga bagay na dapat nating pag-aralan,” patuloy
na pagpapaliwanag ng guro. Saglit na tumahimik ang klase.
Nag-isip mabuti si Boy at mga kasama niya sa sinabi ng guro.
Mayamaya nagkaroon na ng magandang reaksyon ang mga
bata sa kanilang pinag-uusapan. Ano ang masasabi mo
ngayon, Boy? Tanong na muli ng guro sa ma-aaral.
“Pumapayag na ba kayo ng mga kaibigan mo sa pupuntahan
nating lugar? Patuloy na tanong ni Bb. Mendoza. “Napag-
usapan po namin na tama kayo, kaya pumapayag na po
kami,” parang nahimasmasang tugon ni Boy.
“Ipagpaumanhin na po ninyo ang di naming pagsang-ayon
kaagad,” paghingi ng dispensa ni Boy. Ngumiti lamang ang
guro at nagwika, “Kung ganoon sasama kayong lahat sa
pang-edukasyong paglalakbay na ito, ano?” pagpapatibay ng
guro. “Opo,” halos sabay-sabay na pagsang-ayon ng mga
magkakaeskwela. Kung ganoon, ngayon pa lamang ay
bibigyan ko na kayo ng sulat na lalagdaan ng inyong
skillful use of sound. After all, poets
are trying to use a concentrated blend of
sound and imagery to create an
emotional response. The words and their order
should evoke images, and the
words themselves have sounds, which can
reinforce or otherwise clarify those
images. All in all, the poet is trying to get you,
the reader, to sense a particular
thing, and the use of sound devices are some
of the poet’s tools.
1. Onomatopoeia- is the naming of a thing or action by
the vocal imitation of the sound
associated with it
Ex: The chirp, chirp, chirp of the wounded bird broke
the silence. (Chirp is the sound)
2. Alliteration-is a sound device which is the repetition
of a consonant sound at the
beginning of words.
Ex.: Sally sells seashells in the seashore.
3. Assonance – is a sound device which is the repetition
of the same vowel sound
either at the beginning of words or inside the words.
Ex: May lay near the bay and stayed awake.
4. Personification- is giving of qualities of a person to
things not human, such as
animals, plants, inanimate objects or ideas.
Ex: The breeze wiped the orphan’s tears. (The
breeze can move; it uses the hands to
wipe away tears)
5. Irony - signifies the opposite of what is being said
Ex: When I lost my wallet, he said, “This is my lucky
day.”
6. Hyperbole – is the use of exaggeration
Ex: I died a thousand deaths when my crush refused
to dance with me. (Died a
thousand deaths is an exaggeration)
7. Consonance – is the repetition of consonants sounds
and the stressed syllables but
with different vowel sounds within or at the end of a
line.
Ex.: boat and night cool and soul
E. Post Listening
Group Activity: Say: I will group you into seven. Each
group will be named to the different sound device that
you have just learned today. Each group will prepare a
run away.
“I have to use my wits instead of my legs,”
she said to herself.
“I could have been a good dinner for you last
year. I was then very fat and plump. But I had
three babies then. Now I’m slim and not
delicious.”
“I don’t care if you are plump or not. I don’t
care how many babies you have. I’m going to
eat you right now!”
The wolf began closing in on the fox.
“Stop!, the fox shouted. “ Look how skinny I
am. I ran off all my fat looking for my babies.
But I know a place where you can find
something good and fat.”
Wolf backed off and listened to Fox.
“There is a well near here. In the bottom of it
is a big round piece of meat. You can get it
instead of eating me. Shall we go?”
The wolf trotted off after the fox, making sure
that she could not run away. They came upon a
well.
“See for yourself, what a fat juicy piece of
meat is at the bottom of this well. I wanted to
get it for my babies. But you can have it.”
Inside the well was a delicious looking yellow
round piece of meat. Above the well, the moon
shone bright and clear. The wolf leaned over the
well wondering how to get the piece of meat.
The fox jumped up quickly and pushed the wolf
down into the deep well.
“ I’m a sly old mother Fox!” Fox said to
herself.
Afterwards, the teacher will call each row to
deliver the lines of the characters of the story
listened to with appropriate facial expressions.
Then, the teacher will call some of pupils individually
in front of the class to deliver the lines with
appropriate facial expressions.
 “Don’t move! I’m going to eat you this minute.”
 “I have to use my wits instead of my legs”
 “I could have been a good dinner for you last
year. I was then very fat and plump. But I had
three babies then. Now I’m slim and not
magulang bilang pagpapatunay na kayo’y pinapayagang
sumama sa paglalakabay na ito. Ibigay ninyo ito sa akin sa
Lunes,” tagubilin ni Bb. Mendoza.
3. Pagtatalakay:
a. Tatalakayin ng guro ang nabasang kuwento at ipasagot
ang mga sumusunod na tanong:
1. Ano ang gagawin ng mga mag-aaral sa Agham ni
Bb. Mendoza?
2. Saan sila maglalakbay?
3. Nagkakaisa ba sila sa pupuntahang lugar?
4. Paano sila nakumbinsi ng guro na sumang-ayon sa
pasiya ng nakararami?
5. Tama ba ang ginawa nilang desisyon?
C. Paglalahat:
Paano natin naibigay ang tamang desisyon?
 Tumatama lamang ang desisyon kung pagkatapos ng
masusing pagsusuri, ito ay napatunayang makabubuti sa
nakararami.
D. Paglalapat:
Hatiin ang klase sa tatlong pangkat at ipasasadula
ang mga ibibigay na sitwasyon at ipasuri kung ang tamang
desisyon ay nakabubuti para sa lahat.
- Nasalubong mo ang kaibigan mo na may dalang tirador.
Sinabi niya na gagamitin niya ang tirador sa paghuli ng
hayop. Ano ang gagawin mo?
a. Sasama sa paghuli ng hayop.
b. Kunin ang tirador at itapon.
c. Ipaliwanag sa kanila na ang hayop ay kaibigan ng
tao.
IV. Pagtataya:
Basahin ang mga sumusunod na sitwasyon at
lagyan ng ang kahon kung tama ang pagsusuri
at ang desisyon ang kahon kung di tama ang naging
desisyon batay sa pagsusuri.
1. Nagkasundo kayong magkaibigan na magsaliksik sa
aklatan. Tumanggi ka at nanood ng sine.
2. May usapan kayong dadalo sa pulong ng “No to Dope”
sa barangay hall. Hindi ka darating
dahil sumama ka sa iyong tiya sa pamimili.
3. Pinagkasunduan sa miting ng mga magulang at guro na
magbigay ng tiglimang piso ang bawat sa
magtapos na bata bilang donasyon sa gagawing bagong
entablado. Pumayag ang iyong
magulang ngunit hindi ka binigyan.
4. Ang buong klase ay nagkasundong magsasagawa ng
pag-aaral sa Ormoc City Library.
Nakapunta ka na sa lugar na ito pero sumama ka pa
2-3 line of yell. I’m going to read a sentence, then you
are going to analyze the sound device used in the
sentence. Say your yell if the sound device used in the
sentence refers to your group name. Remember the
standard rules in a group activity.
1. ONOMATOPOEIA
2. ASSONANCE
3. CONSONANCE
4. Alliteration
5. Irony
6. PERSONIFICATION
7. Hyperbole
1. How much wood would a woodchuck chuck if
a woodchuck would chuck wood?
(Assonance)
2. Peter Piper picked a peck of pickled pepper.
(Alliteration)
3. She heard bees buzzing and thought they
would bite her. (Personification)
4. The light of a fire is a sight. (Assonance)
5. Sizzle! Sizzle! The water sizzles above the
fire. (Onomatopoeia)
6. From somewhere far beyond, the flag of
fate's caprice unfurled (Alliteration)
7. No bubble! No trouble! (Assonance)
8. The clouds were crying. (Personification)
9. The bracelet is a sky-high price. (Hyperbole)
10. Too much money can get you kill. (Irony)
11. Mother was awakened by the loud clanging
of the bells of the fire truck that
thundered
along the street. (Onomatopoeia)
12. I just love to lose a fight. (Irony)
13. I love to ride a boat at night. (Consonance)
14. The snake swallowed the whole elephant
including its tusks. (Hyperbole)
15. How kind of you to stood me up. (Irony)
F. Generalization:
What are the different sound devices that are used
by the poets? Describe each sound device and give
example.
IV. ASSESSMENT: Analyze and identify the sound
device used in the sentences.
1. Oh, the bells, the bells, bells, bells. (alliteration)
2. What a tale of terror tells of despair. (assonance)
3. As of someone gently rapping, rapping at my
delicious”. rin.
How did facial expressions affect in saying these 5. Nagkasundo ang grupo mo na magtutulungan kayo sa
lines of the characters of the story you listened paggawa ng proyekto sa darating na
Sabado. Dumating ka pero naglalaro ka lang ng
to? (Facial expressions make the story more
basketball.
realistic and emotional) V. Takdang – Aralin:
Answer the comprehension questions based on Magbigay ng isang (1) sitwasyon sa inyong tahanan
the story heard. kung saan tama ang ginawang
1. Who were the characters of the story? pagsusuri at naging desisyon para sa ikabubuti ng lahat.
2. Where did the story happen?
3. What did the fox do to be not eaten for
dinner by the wolf?
4. Why did the wolf not eat the fox?
5. What was at the bottom of the well that
looked delicious and good?
Ask: What did you do to answer all the given
questions? (Listened to the story and
remembered the details)
D. Guided Practice
Refer to LM, Try and Learn
E. Independent Practice
Refer to LM, Do and Learn
F. Closure/Assessment
Noting details of a story means pointing out
the characters around which the story revolves,
the place and when it happened and the series
of actions that make the story itself.
Use of appropriate facial expressions in
delivering the lines of the characters in the story
helps in making the story more realistic,
creative and emotional. The listeners feel more
excited to know what will happen next and they
become more imaginative.
IV. Evaluation
Listen to the story to be read by the teacher. Then
answer the questions that follow.
Aurea is in a hurry preparing to go to school.
She didn’t wake up early because she watched her
favorite late - night show. She opened her purse and
said, “My allowance is not enough for the remaining
three days before my next allowance” she felt so
worried. It is because she is fond of buying bracelets
and necklaces.
Questions:
1. Who is the main character of the story?
chamber door. (onomatopoeia) 2. Draw the appropriate facial expression related to
4. Mother has a mountain of clothes to wash. this line of Aurea “My allowance is not enough for
(hyperbole) the remaining three days before my next
5. The dancing leaves played in the wind. allowance”.
(personification) V. Assignment
V. ASSIGNMENT Make a comic strip of the story “The Sly Fox”
Analyze the following sound device used in the
passages.
1. Vroom, vroom, vroom, shouts the car as it travels the
high way.
2. My love for you is as clear as the sky.
3. My father is as strong as an ox.

V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No.of learners who require
additional activities for
remediation
___Lesson carried. Move on ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
to the next objective. ___Lesson not carried. ___Lesson not carried.
___Lesson not carried. _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
_____% of the pupils got 80%
mastery
___Pupils did not find ___Pupils did not find difficulties in answering their lesson. ___Pupils did not find difficulties in answering their lesson.
difficulties in answering their ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in answering their lesson.
lesson. ___Pupils did not enjoy the lesson because of lack of ___Pupils did not enjoy the lesson because of lack of
___Pupils found difficulties in knowledge, skills and interest about the lesson. knowledge, skills and interest about the lesson.
answering their lesson. ___Pupils were interested on the lesson, despite of some ___Pupils were interested on the lesson, despite of some
___Pupils did not enjoy the difficulties encountered in answering the questions asked by difficulties encountered in answering the questions asked by
lesson because of lack of the teacher. the teacher.
knowledge, skills and interest ___Pupils mastered the lesson despite of limited resources ___Pupils mastered the lesson despite of limited resources
about the lesson. used by the teacher. used by the teacher.
___Pupils were interested on ___Majority of the pupils finished their work on time. ___Majority of the pupils finished their work on time.
the lesson, despite of some ___Some pupils did not finish their work on time due to ___Some pupils did not finish their work on time due to
difficulties encountered in unnecessary behavior. unnecessary behavior.
answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.

C.Did the remedial work? No.of
learners who have caught up
with the lesson
D.No. of learners who continue
to require remediation
___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above
80% above
___ of Learners who require ___ of Learners who require additional activities for ___ of Learners who require additional activities for
additional activities for remediation remediation

E.Which of my teaching
strategies worked well? Why
did these work?
F.What difficulties did I
encounter which my principal
or supervisor can helpme
solve?
G.What innovation or localized
materials did used/discover
which I wish to share with
other teachers?
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work
well:
___Metacognitive
Development: Examples: Self
assessments, note taking
and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:  ___Modeling: Examples: Speaking slowly and clearly,
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:  ___ Group collaboration
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who continue to require remediation ___ of Learners who continue to require remediation
Strategies used that work well: Strategies used that work well:
___Metacognitive Development: Examples: Self assessments, ___Metacognitive Development: Examples: Self assessments,
note taking and studying techniques, and vocabulary note taking and studying techniques, and vocabulary
assignments. assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and ___Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts. anticipatory charts.
___Schema-Building: Examples: Compare and contrast, ___Schema-Building: Examples: Compare and contrast, jigsaw
jigsaw learning, peer teaching, and projects. learning, peer teaching, and projects.
___Contextualization:  ___Contextualization: 
Examples: Demonstrations, media, manipulatives, repetition, Examples: Demonstrations, media, manipulatives, repetition,
and local opportunities. and local opportunities.
___Text Representation:  ___Text Representation: 
Examples: Student created drawings, videos, and games. Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly,
modeling the language you want students to use, and modeling the language you want students to use, and
providing samples of student work. providing samples of student work.
Other Techniques and Strategies used: Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
 ___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s

collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

Proficiency Level = Number of Pupils with Passing Score ÷ Number of Pupils Who Took the Test x 100
Mean = Total Product of Pupils Scores ÷ Number of Pupils Who Took the Test
MPS = Mean ÷ Number of Items x 100