Checked by:

DAILY LESSON PLAN School: SAN JOSE CENTRAL SCHOOL RICARDO C. GOMEZ
MT II/ Mentor
Q3- W1 – D1
Teacher: ARDITAH T. CAMINOC Noted:
MATILDE C. DUNGZAL
DATE: November 4, 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
A. Content Learner demonstrates The learner…. Naipamamalas ang pagkaunawa sa kahalagahan ng pagmamahal sa
Standards understanding ... listens critically to different text types; expresses ideas logically in oral and bansa at pandaigdigang pagkakaisa tungo sa isang maunlad, mapayapa,
of various linguistics nodes written forms; needs. at mapagkalingang pamayanan
to comprehend various
texts.

of the oral standards of English in order to participate in various oral

communication demands (situation, purpose and audience command of the
conventions of standard English grammar and usage when writing or
speaking
of different formats to write for a variety of audiences and purpose. of
verbal and non-verbal elements of communication to respond back
B. Performance The learner… The learner... Naipakikita ang mga gawaing tumutugon sa pagmamahal sa
Standards Analyzes text types to demonstrates interest in reading to meet various bansa sa pamamagitan ng aktibong pakikilahok na may dedikasyon at
effectively understand integridad.
information/message(s)

Prepares The for and participates effectively in a range

of conversations and collaboration with diverse
partners, building on others’ ideas and expressing their
own clearly and persuasively Uses linguistic cues to
appropriately construct meaning from a variety of
purposes.
Speaks and writes using good command of the conventions of standard
English Edit texts using appropriate text types for a variety of audiences and
purpose.
Uses a variety of strategies to provide appropriate feedback
C. Learning Note significant details in the story Distinguish fact from opinion Pagsasaalang-alang ng karapatan ng iba

Competencies
D. Code EN6LC-IIIa-2.2 EN5LC-IIIa-2.10 EsP6PPP-IIIa-c-34
II. CONTENT Noting significant details in the story and express opinions using evidences. Distinguishing Fact from Opinion ( Listening ) Karapatan Ko, Igalang Mo!
“The Boastful Shrimp”
III. LEARNING
RESOURCES
A. References
1. Teacher’s CG – Gr.6 Eng. Q3 W1 CG – Eng. 5 Q3 W1 K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao May 2016,
Guide pages pahina 83
2. Learner’s
Material
pages
3. Textbook Lesson Guide in Elementary English pp. 33 – 35
pages Elementary English pp.303-307
English Expressways (Textbook in Reading) pp.215-216
A copy of the story “The Boastful Shrimp”, a tablespoon, charts Google Images

4. Additional
Materials
from
Learning
Resources
(LR)
portal
B. Other metacards, strip of paper rolled with ribbon, box, manila paper, pentel pen Videoclip tungkol sa Batang Bubog (www.gmanetwork.reportersnotebook)
Learning
Resources VideoClip ng The Good Experiment (youtube)
laptop, projector, video clips , powerpointpresentation na nagpapakita
ng mga sitwasyon, manila paper, gunting, permanent marker, masking
tape, graphic organizers
IV.
PROCEDURES
A. Reviewing Recapitulation of the previous lesson on the Varieties of Sentences; Game: Pick out a strip ( rolled with ribbon ) with a statement stating a fact or an 1.Pagbati ng guro.
previous -Compound Sentence opinion inside a box. Those who picked an opinion should go to the left side; 2. Pagtsitsek kung sinong liban sa klase.
lesson or -Simple Sentence those who picked a fact should go to the right side. Pupils who did not get it 3. Balik-aral:
presenting -Complex Sentence correctly should recite a poem or a dance number. Sa paanong paraan maipakikita ang kamalayang sibiko.
the new
With the use of proper conjunctions. 4. Ipabasa ang panimula ng aralin at talakayin ang mahalagang Kaisipan
lesson
* Boats never sink.
* Ice is cold.
* Three is not a number between two and four.
* All people can read.
* A kitten grew up to be a cat.
* You should brush your teeth.
* A baby cannot count one to ten.
* Rich people are happy.
B. Establishing The teacher shows a spoon 1. Ipanood sa mga bata ang video tungkol sa “Batang Bubog”.
a -It is used for eating. Aside from it is used as eating utensil, it can be www.gmanetwork.reportersnotebook
purpose for used in several ways. Give some of its uses.
the
lesson Examples: ice cream scooper, taking in medicines, can opener, as a pestle
etc.
C. Presenting B. Do you have a pet? Share a heroic deed it has done for you or for 1. Say: I have here a paragraph to read with you.
examples/ others. Unlocking of Difficulties: Synonym hunt through multiple choice. 2. Read the paragraph to the pupils.
instances of Encircle the letter of the correct answer 3. Comprehension check-up
the new
1. The sharp protrusion of a shrimp is used to fight against its enemies. 4. Ask them to distinguish fact from opinion.
lesson
a. a part of the body that is pointed
 b. a part of the body that is hidden. Listen to the following paragraphs.
c. a part of the that is plain. a. Jose works with animals. In fact, he spends every spare moment in a
d. a part of the body that is dull. neighborhood pet store. After school, he helps feed the animals and clean their
cages. He spends a lot of time training the animals so that they could get along
2. Nothing can pierce an iron shield even an iron sword.
with people.
a. to rip of c. to crush b. Jose believes that being a veterinarian and working with animals would be a
b. to spin d. to go through wonderful thing for him to do when he grows up. He thinks that he will become an
excellent veterinary doctor in the future.
3. The beautiful white pearl is Which paragraph expresses truth or fact?

glistening under the rays of the sun.

a. shine c. flash
b. bright d. all the above

4. The boastful man shows off his knowledge about martial arts.
a. humble c. naughty
b. overly confident d. shy
5. His colorful lantern has scorched
because of the constant raining.

a. dried c. dyed

b. worn d. a and b
Motive Question: Why is that the story titled the Boastful Shrimp?

D. Discussing The teacher uses the popcorn reading strategy while the other pupils Let the pupils read sentences distinguishing fact from opinion. Tanong:
new listen very carefully The Boastful Shrimp a. A forest is the best place to relax. a. Tungkol sa ano ang inyong napanood na video?
concepts and Once there was a shrimp who thought he was the most handsome b. Forests protect our wildlife and provide homes, food and water to animals and b. Bakit kaya sila nandoon?
practicing
shrimp in the world. In fact, he believed that he was more handsome birds. c. Sa palagay ninyo, dapat na bang magtrabaho ang mga batang nasa
mew skills
#1
than any other creatures on earth. c. Trees prevent flood that can kill people and crops. ganung edad? Bakit?
“Just look at my sword,” he proudly told the other young shrimps, d. From these forests come wood for houses, telephone posts, electric light d. Ano ang inyong naramdaman sa video inyong napanood?
pointing to the sharp pointed protrusion at the end of his nose. Of course, polesand many other things. e. Anong karapatan ng isang bata ang nalalabag o nawawala sa video
as far as shrimps were concerned, the end of the nose was the most e. Forest fires can be prevented. inyong napanood?
natural place for the sword to be.  Fact – is a statement which experiences and experiments have f. Kung ikaw ay kaibigan ng mga batang iyon, ano ang iyong maipapayo
“And look at my thick, smooth shield,” Like other shrimps he carried proven to be true. sa kanila? Bakit?
his shield,” he would continue. “Nothing can pierce the shield,” like other
shrimps he carried his shield on his head. All he needed to do to show off Opinion – is a view or guess which may or may not be true. Clue words like
his head was to hold his head high. think,believes, feel, must be, must and probably, seems often signal opinion.
“You are indeed a handsome shrimp,” said an old experienced
shrimp. “But you are just reaching adulthood and have had no experience
of the world. Do not display yourself too much or else one of those
humans might grab you,” said the old shrimp pointing with one of his
many legs to a young man swimming nearby.
“Grab me? Who? That soft- skinned two – legged creature?
“scoffed the young shrimp. “He does not even have a proper shell. He
has those funny little bits of shell on the
ends of his fingers and toes, which do not protect him at all, as far as I
can tell. All I need to do is stab him with my sharp sword, and that will be
end of him. Someday, he and other two- legged humans will look at me
and admire me!” said the young shrimp.
“Well if you won’t listen to my advice,” said the old shrimp, “you will
have to learn your lessons the hard way.”
 The young shrimp soon forget about the old shrimp’s advice. He
continued his habit of looking for groups of other young shrimps his age
and showing off before them. He would engage in shrimp gymnastics,
bending his body this way and that, to let them see how strong his
muscles inside his beautifully glistening white shell, which hardly had any
dark dots or lines on them, unlike the other shrimps around him.
One day, a fishing boat passed by, with fisherman on board looking
for a good catch. The boastful shrimp saw his chance to display his
athletic form before them. He swam to the surface of the water. The
fisherman saw him.
They cast their net and in a few minutes, the boastful young shrimp was
caught in the net, along with other shrimps and fish.
That day, at lunch time, the boastful shrimp was seen on the end of
a barbeque stick, his shell now in beautiful colors of pink, red and brown
with some scorched spots from the coals over which he was roasted.
“What a fine, fat shrimp!” explained the persons around the
dining table.
“It’s the best shrimp I’ve ever tasted!” said the person who picked up
the barbeque stick and cut up the shrimp, after putting a little portion in his
mouth. The boastful, young shrimp got
his wish at last to be admired by humans.

B. Answer the Comprehension Check- up.

1. Describe the Shrimp based on his outer and inner appearance.

2. Why did the old shrimp advised the boastful shrimp not to display the
latter’s

shell too much?

3. Did the boastful shrimp listen to his advice? Why?

4. What happened to him?
5. What lesson did you learn from the selection?

-Explain answers by giving one’s opinion and supporting idea

E. Discussing Group Work  Fact – is a statement which experiences and experiments have
new concepts Each group will have the review of the selection listened to. proven to be true.
and practicing
new skill A graphic organizer is used in presenting and developing the skill. The Opinion – is a view or guess which may or may not be true. Clue words like
#2 teacher asks each group on action taken by the boastful shrimp and later think,believes, feel, must be, must and probably, seems often signal opinion.1.
asks for inferences on alternative actions. The teacher will direct the pupils to write at least 2 sentences distinguishing
-What did we do to be able to give alternative actions to the action taken factfrom opinion.
by the character in the story they read.
-Presentation of each group
F. Developing Enumerate the characters in the story. ( The Shrimp, The Old Shrimp) 2. Group Activity
Mastery -What line in the story tells about the a. The pupils will group into five. b. The teacher will explain the Directions of the
characteristics of the shrimp? activity.
c. There are metacards where the sentences of fact and opinion are written.
-What part of the story you liked best? d. The group will distinguish whether the sentences are fact or opinion by pasting
it in the proper heading.
3. Activity proper.
Sentences:
a. I love water.
 b. Drink about 6-8 glasses of water each day to be healthy and strong.
c. Animals need water to survive.
d. Some plants can live without water.
e. Clean water is pure.
G. Finding A. FIND THE GEMS: F. READ AND LEARN May kapitbahay ka, nakita mo na pinatigil sa pag-aaral ang kanilang anak
practical -Read the story of the selection The Story of the Tiny Frog. Directions: Read each statement and then circle whether it is a fact or opinion. upang maghanap buhay, ano ang mararamdaman mo?
applications Explain your
of concepts GROUP WORK: Group the pupils into four. answer.
and skills in
1. The fastest land-dwelling creature is the Cheetah.
daily living -Group I is assigned to look for the Characters in the story.
Fact or Opinion Explain:
-Group II is assigned to look for the 2. The ugliest sea creature is the manatee.
Settings. Fact or Opinion Explain:
3. Oranges contain both calcium and vitamin C.
-Group III is assigned to look for the Plot by sequencing the events in Fact or Opinion Explain:
the story in five sentences. 4. Diamonds are the hardest substance on Earth.
Fact or Opinion Explain:
- Group IV is assigned to look for the 5. McDonalds sells more hamburgers than any other restaurant chain in the
Theme of the Story. world.
-Write each output in the Manila Paper and each group will assign a Fact or Opinion Explain:
presenter in front of the class.

-The teacher gives the final correction/ clarification after each presenter.

The Story of The Tiny Frog

There once was a bunch of tiny frogs who got together to arrange a
competition to reach to the top of the highest tower in town.

As the date for the competition was announced, the news spread
everywhere and crowd in large numbers gathered around the tower to
see this interesting competition and cheer on the contestants. The crowd
did not really believe any of these little frogs were going to make it to the
top of the tower. Yet they were curious…
The competition began, the frogs quickly started to ascend and the crowd
cheered!
As a few moments passed, someone from the crowd shouted, "Not a
chance that they will succeed! The tower is too high!"
Another spectator said, "Yes, they will never make it to the top. It's way
too difficult!"
As the competition continued, some of the tiny frogs began collapsing. One
by
one… tired… exhausted… But the race continued… as those who still
had the fight left, passionately continued to climb higher and higher…
In the excitement and anxiety, the crowd continued to yell, "It is too
difficult. No one will make it!"

More tiny frogs got tired and gave up. They all continued to give up one
by one, until there was only ONE little frog left in the competition who
continued to climb higher and higher and higher… This one wouldn’t give
up!
This one tiny frog who, after a big effort was the only one who reached
the top! This little soul was the winner! He made it! He got the glory!
 Naturally, everyone wanted to know how this one tiny frog managed to
pull it off when every other contestant gave up. Everybody wanted to
know how this tiny frog had found the strength to reach this goal that
everyone else thought it was impossible. So, they asked questions.
It turned out that the winner was deaf

H. Making Ask: How do we get the significant details in the story read? What have you learned from today’s lesson? Dapat bang hayaang magtrabaho ang mga batang nasa mura pang edad?
generalization Concept Formation: Noting the significant detail is reading between the
and lines to get the main idea of the story, how it started, developed and ended
abstractions
with the help of the characters and other elements of the story.
about
the lesson
I. Evaluating Number each statement according on how the story happened. Directions: Distinguish fact from opinion. Write F if the sentences express fact
learning The old shrimp advised the handsome shrimp not to show off and O if it is an opinion on the blank before the number.
too much. ______ 1. From birth to adulthood, we grow physically, intellectually, and
When one day a fisherman was looking for a good catch. emotionally.
The handsome Shrimp starts to brag about his handsomeness ______ 2. According to many, girls mature earlier than boys do.
and athletic figure. ______ 3. I guess growing up has many challenges.
He was caught by fishing net of the fisherman. ______ 4. During adolescence, boys grow to manhood and girls develop into
The boastful shrimp was cooked and eaten at lunch. womanhood.
______ 5. Maybe, I would look like my mother.
J. Additional Read a short story or dialogue. Write the plot in 5 sentences.
activities for -Be ready to share it in class.
application or
remediation
SATURN JUPITER CERES SATURN JUPITER CERES 6 - SSATURN
PL: PL: PL: PL: PL: PL: PL:
MPS: MPS: MPS: MPS: MPS: MPS: MPS:
5- 5- 5- 5- 5- 5- 5-
4- 4- 4- 4- 4- 4- 4-
V.REMARKS 3- 3- 3- 3- 3- 3- 3-
2- 2- 2- 2- 2- 2- 2-
1– 1– 1– 1– 1– 1– 1–
0– 0– 0– 0– 0– 0– 0–

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

C. Did the ___ of ___ of Learners ___ of ___ of Learners ___ of Learners ___ of Learners ___ of Learners who earned 80% above
remedial work? Learners who who earned Learners who who earned who earned who earned
No. of learners earned 80% 80% above earned 80% 80% above 80% above 80% above
who have above above
caught up with
the lesson
D. No. of ___ of ___ of Learners ___ of ___ of Learners ___ of Learners ___ of Learners ___ of Learners who require additional activities
learners who Learners who who require Learners who who require who require who require for remediation
continue to require additional require additional additional additional
require additional activities for additional activities for activities for activities for
remediation
activities for remediation activities for remediation remediation remediation
remediation remediation
E. Which of my ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
teaching ____ of ____ of Learners ____ of ____ of Learners ____ of Learners ____ of Learners ____ of Learners who caught up the lesson
strategies Learners who who caught up Learners who who caught up who caught up who caught up
worked well? caught up the the lesson caught up the the lesson the lesson the lesson
Why did this
lesson lesson
work?
F. What ___ of ___ of Learners ___ of ___ of Learners ___ of Learners ___ of Learners ___ of Learners who continue to require
difficulties did I Learners who who continue to Learners who who continue to who continue to who continue to remediation
encounter continue to require continue to require require require
which my require remediation require remediation remediation remediation
principal or
remediation remediation
supervisor can
help me solve?
G. What Strategies Strategies used Strategies Strategies used Strategies used Strategies used Strategies used that work well:
innovation or used that that work well: used that that work well: that work well: that work well:  ___Metacognitive Development:
localized work well: work well:
materials did  ___Metac  ___Metac  ___Metac  ___Metac Examples: Self assessments, note taking
used/discover  ___Meta ognitive  ___Meta ognitive ognitive ognitive and studying techniques, and vocabulary
which I wish to cogniti Develop cogniti Develop Develop Develop assignments.
share with other ve ment: ve ment: ment: ment:
teachers? Develo Example Develo Example Example Example  ___Bridging: Examples: Think-pair-
pment: s: Self pment: s: Self s: Self s: Self share, quick-writes, and anticipatory
Exampl assessme Exampl assessme assessme assessme charts.
es: Self nts, note es: Self nts, note nts, note nts, note
 ___Schema-Building: Examples:
assessm taking assessm taking taking taking
Compare and contrast, jigsaw learning,
ents, and ents, and and and
peer teaching, and projects.
note studying note studying studying studying
taking technique taking technique technique technique  ___Contextualization: 
and s, and and s, and s, and s, and
studying vocabular studying vocabular vocabular vocabular  Examples: Demonstrations, media,
techniq y techniq y y y manipulatives, repetition, and local
ues, and assignme ues, and assignme assignme assignme opportunities.
vocabul nts. vocabul nts. nts. nts.
ary ary  ___Text Representation: 
assignm  ___Bridg assignm  ___Bridg  ___Bridg  ___Brid
ing: ing: ing: ging:  Examples: Student created drawings,
ents. ents.
Exampl Exampl Exampl Exampl videos, and games.
 ___Brid es:  ___Brid es: es: es:  ___Modeling: Examples: Speaking
ging: Think- ging: Think- Think- Think- slowly and clearly, modeling the
Examp pair- Examp pair- pair- pair- language you want students to use, and
les: share, les: share, share, share, providing samples of student work.
Think- quick- Think- quick- quick- quick-
pair- writes, pair- writes, writes, writes,
share, and share, and and and Other Techniques and Strategies used:
quick- anticipat quick- anticipat anticipat anticipat ___ Explicit Teaching
writes, ory writes, ory ory ory ___ Group collaboration
and charts. and charts. charts. charts. ___Gamification/Learning throuh play
anticip anticip ___ Answering preliminary
atory  ___Sche atory  ___Sche  ___Sche  ___Sche activities/exercises
charts. ma- charts. ma- ma- ma- ___ Carousel
Buildin Buildin Buildin Buildin ___ Diads
 ___Sch g:  ___Sch g: g: g: __ Differentiated Instruction
ema- Exampl ema- Exampl Exampl Exampl ___ Role Playing/Drama
Buildi es: Buildi es: es: es: ___ Discovery Method
ng: Compar ng: Compar Compar Compar ___ Lecture Method
Examp e and Examp e and e and e and Why?
les: contrast, les: contrast, contrast, contrast, ___ Complete IMs
Compa jigsaw Compa jigsaw jigsaw jigsaw ___ Availability of Materials
re and learning, re and learning, learning, learning, ___ Pupils’ eagerness to learn
contras peer contras peer peer peer ___ Group member’s
t, teaching t, teaching teaching teaching collaboration/cooperation
jigsaw , and jigsaw , and , and , and in doing their tasks
learnin projects. learnin projects. projects. projects. ___ Audio Visual Presentation
g, peer g, peer of the lesson
teachin  ___Cont teachin  ___Cont  ___Cont  ___Cont
g, and extualiz g, and extualiz extualiz extualiz
project ation:  project ation:  ation:  ation: 
s. s.
 Exampl  Exampl  Exampl  Exampl
 ___Con es:  ___Con es: es: es:
textua Demonst textua Demonst Demonst Demonst
lizatio rations, lizatio rations, rations, rations,
n:  media, n:  media, media, media,
manipul manipul manipul manipul
 Examp atives,  Examp atives, atives, atives,
les: repetitio les: repetitio repetitio repetitio
Demon n, and Demon n, and n, and n, and
stratio local stratio local local local
ns, opportu ns, opportu opportu opportu
media, nities. media, nities. nities. nities.
manipu manipu
latives,  ___Text latives,  ___Text  ___Text  ___Text
repetiti Repres repetiti Repres Repres Repres
entatio entatio entatio entatio
 on, and n:  on, and n:  n:  n: 
local local
opport  Exampl opport  Exampl  Exampl  Exampl
unities. es: unities. es: es: es:
Student Student Student Student
 ___Tex created  ___Tex created created created
t drawing t drawing drawing drawing
Repre s, Repre s, s, s,
sentat videos, sentat videos, videos, videos,
ion:  and ion:  and and and
games. games. games. games.
 Examp  Examp
les:  ___Mod les:  ___Mod  ___Mod  ___Mod
Studen eling: E Studen eling: E eling: E eling: E
t xample t xample xample xample
create s: create s: s: s:
d Speakin d Speakin Speakin Speakin
drawin g slowly drawin g slowly g slowly g slowly
gs, and gs, and and and
videos, clearly, videos, clearly, clearly, clearly,
and modelin and modelin modelin modelin
games. g the games. g the g the g the
languag languag languag languag
 ___Mo e you  ___Mo e you e you e you
deling want deling want want want
: Exam students : Exam students students students
ples: to use, ples: to use, to use, to use,
Speaki and Speaki and and and
ng providin ng providin providin providin
slowly g slowly g g g
and samples and samples samples samples
clearly, of clearly, of of of
modeli student modeli student student student
ng the work. ng the work. work. work.
langua langua
ge you ge you
want Other want Other Other Other
studen Techniques studen Techniques Techniques Techniques
ts to and ts to and and and
use, Strategies use, Strategies Strategies Strategies
and used: and used: used: used:
providi ___ Explicit providi ___ Explicit ___ Explicit ___ Explicit
ng Teaching ng Teaching Teaching Teaching
sample ___ Group sample ___ Group ___ Group ___ Group
s of collaboration s of collaboration collaboration collaboration
studen ___Gamification studen ___Gamification ___Gamification ___Gamification
 t work. /Learning t work. /Learning /Learning /Learning
throuh play throuh play throuh play throuh play
___ Answering ___ Answering ___ Answering ___ Answering
Other preliminary Other preliminary preliminary preliminary
Techniques activities/exercis Techniques activities/exercis activities/exercis activities/exercis
and es and es es es
Strategies ___ Carousel Strategies ___ Carousel ___ Carousel ___ Carousel
used: ___ Diads used: ___ Diads ___ Diads ___ Diads
___ Explicit __ ___ Explicit __ __ __
Teaching Differentiated Teaching Differentiated Differentiated Differentiated
___ Group Instruction ___ Group Instruction Instruction Instruction
collaboration ___ Role collaboration ___ Role ___ Role ___ Role
___Gamificatio Playing/Drama ___Gamificatio Playing/Drama Playing/Drama Playing/Drama
n/Learning ___ Discovery n/Learning ___ Discovery ___ Discovery ___ Discovery
throuh play Method throuh play Method Method Method
___ Answering ___ Lecture ___ Answering ___ Lecture ___ Lecture ___ Lecture
preliminary Method preliminary Method Method Method
activities/exerci Why? activities/exerci Why? Why? Why?
ses ___ Complete ses ___ Complete ___ Complete ___ Complete
___ Carousel IMs ___ Carousel IMs IMs IMs
___ Diads ___ Availability ___ Diads ___ Availability ___ Availability ___ Availability
__ of Materials __ of Materials of Materials of Materials
Differentiated ___ Pupils’ Differentiated ___ Pupils’ ___ Pupils’ ___ Pupils’
Instruction eagerness to Instruction eagerness to eagerness to eagerness to
___ Role learn ___ Role learn learn learn
Playing/Drama ___ Group Playing/Drama ___ Group ___ Group ___ Group
___ Discovery member’s ___ Discovery member’s member’s member’s
Method collaboration/co Method collaboration/co collaboration/co collaboration/co
___ Lecture operation ___ Lecture operation operation operation
Method in doing Method in doing in doing in doing
Why? their tasks Why? their tasks their tasks their tasks
___ Complete ___ Audio Visual ___ Complete ___ Audio Visual ___ Audio Visual ___ Audio Visual
IMs Presentation IMs Presentation Presentation Presentation
___ Availability of the ___ Availability of the of the of the
of Materials lesson of Materials lesson lesson lesson
___ Pupils’ ___ Pupils’
eagerness to eagerness to
learn learn
___ Group ___ Group
member’s member’s
collaboration/c collaboration/c
ooperation ooperation
in doing in doing
their tasks their tasks
___ Audio ___ Audio
Visual Visual
 Presentation Presentation
of the of the
lesson 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