Checked by:

DAILY LESSON PLAN School: SAN JOSE CENTRAL SCHOOL RICARDO C. GOMEZ
MT II/ Mentor
Q2- W2 – D4
Teacher: ARDITAH T. CAMINOC Noted:
MATILDE C. DUNGZAL
DATE: 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 The learner demonstrates… Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa-tao na
Standards understanding of the oral standards of English in order to participate in various oral The learner demonstrates command of the conventions of may kaakibat na paggalang at responsibilidad.
communication demands (situation, purpose and audience standard English grammar and usage when writing.
understanding that English language is stress timed to support comprehension The learner demonstrates understanding of different formats
understanding of text types to listen for different purposes from a variety of texts to write for a variety of audiences and purposes
understanding that words are composed of different parts to know that their meaning
changes depending in context
understanding that reading a wide range of texts provides
understanding of different formats to write for a variety of audiences and purposes
command of the conventions of standard English grammar and usage when writing or
speaking
understanding of library skills to research a variety of topics
demonstrates understanding of the various forms and conventions materials to
critically analyze the meaning constructed in print, non-print, and digital
materials
B. Performance The learner… Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa
Standards prepares for and participates effectively in a range of conversations and collaboration The learner uses the correct function of verbs in general and pagpapasiya para sa kapayapaan sa pagpapasiya para sa kapayapaan ng
with diverse partners, building on others’ ideas and expressing their Their functions in various discourse (oral and written) sarili at kapwa.
own clearly and persuasivel The learner writes a paragraph using cause-effect relation-
uses knowledge of stress and intonation of speech to appropriately evaluate the ship
speaker’s intention, purpose and meaning
uses literal information from texts heard to construct an appropriate feedback
uses strategies to decode correctly the meaning of words in isolation and in context
uses knowledge of text types to correctly distinguish literary from informational texts
drafts texts using appropriate text types for a variety of audiences and purposes
uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in
general and their functions in various discourse (oral and written)
applies knowledge of non-verbal skills to respectfully give the speaker undivided
attention and acknowledge the message
utilizes discrete techniques (general or specific) and applies appropriately them to all
or most fields of study
 evaluates effectively the message constructed and conveyed in various viewing texts
C. Learning Plan a composition using an outline/other graphic organizer Compose clear and coherent sentences using appropriate grammatical structures: subject- Naipakikita ang kahalagahan ng pagiging responsable sa kapwa.
verb agreement  intervening phrases
Competencies
D. Code EN6WC-IIb-1.1.6.1 EN5G-IIb-3.9 EsP6P-IIa–c-30

II. CONTENT Outline/Graphic Organizers, Subject-Verb Agreement Pagiging Responsable

III. LEARNING
RESOURCES
A. References
1. Teacher’s CG p.71 EsP K to 12 CG May 2016, pahina 82
Guide pages
2. Learner’s
Material
pages
3. Textbook JILE P.122
pages English Expressways Reading 5 p.134
English Expressways Language 5 p.123
4. Additional http://kanitasturdivant.wikispaces.com/Intervening+Phrases
Materials https://www.youtube.com/watch?v=wSOGw6gDokI
from Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for
Learning more
Resources
(LR)
portal
B. Other video on subject-verb agreement ;intervening phrases Laptop, LCD projector, power point presentation, metacards, permanent
Learning metacards, chart with examples on the rules of subject- marker, masking tape, manila paper, mga larawan na nagpapakita ng iba’t
Resources verb agreement, manila paper ibang pagpapahalaga, video clip na pinamagatang “Honesto”
IV.
PROCEDURES
A. Reviewing Recall previous lesson. Read the selection below. Underline the key sentence Balik-aral sa nakaraang talakayan.
previous once and the supporting details twice. Sa araw na ito ay sisikapin ng guro na maipapahayag ng mga mag-aaral
lesson or 1. At age 5 Roselle dreamed of becoming a doctor. ang mga pamamaraan kung paano maisasapuso ang pagiging matapat sa
presenting Unluckily, a mysterious ailment damaged her eyesight
tulong ng mga gawaing inihanda at masining na pagtatanong.
the new forever. Doctors and specialists were baffled. Her
lesson family took her from one hospital to another. She had a
number of operations, but all of them failed to restore
her sight. She became totally blind at 7.
B. Establishing Group Game. Pupils will be grouped into four.
a Using a manila paper, have them list as many verbs as
purpose for they can think of. Give the winner a prize.
the
lesson
C. Presenting Today we are going to learn about subject -verb agreement
examples/ with intervening phrases. You will write sentences following the
instances of rules on subject-verb agreement with intervening phrases.
the new We will also study about cause and effect. You must
lesson be able to identify which part of the sentence
expresses cause and the effect.”
D. Discussing The teacher will present the video about subject-verb Pipili ang guro ng mga magiging aktor at aktres na gaganap bilang isang
new agreement with intervening phrases. matapat na kasapi ng lipunan.
concepts and http://kanitasturdivant.wikispaces.com/Intervening+Phrases
practicing Don't interchange a word in an intervening phrase
mew skills for the subject of the sentence. Examples: The petals on the flower are orange. The
#1 peppers in the food are hot. If a singular subject is linked to another noun
by a phrase, the subject is still considered
singular. Expressions such as accompanied by,
as well as, in addition to, plus, and together
with introduce phrases that modify the subject without
 changing its number. Examples Sleet, in addition to snow, is a driver's worst nightmare.
Kim, along with her cousins, goes to the movies.
E. Discussing Now that you know about the rule on subject-verb agreement with intervening phrases, let Magsasadula ng dalawang senaryo:
new concepts us study about cause and effect. Batang nakapulot ng wallet at isinauli sa may-ari
and practicing Teacher will present a video presentation about cause and effect relationship. Batang itinago ang napulot na pera
new skill
#2
F. Developing A. Mark out any intervening phrase or clause. Underline Talakayin ang mga ginawa ng mga mag-aaral.
Mastery the subject then box the correct verb form. Itanong:
1. The paper in those boxes (is, are) for the copy machine. Anong kaugalian ang ipinakita ng una at pangalawang senaryo?
2. Her computer plus her purse (was, were) left in her car.
Alin sa dalawa ang nagpapakita ng pagiging responsable sa kapwa?
3. The London Bridge, as well as several other bridges,
(spans, span) the Thames River Bilang mag-aaral, alin sa dalawa ang nararapat mong sundin?Bakit?
4. A traffic light in front of steady streams of traffic Bakit kaya hindi isinauli ng isang bata ang nahulog na pera?
(keeps, keep) the movement of vehicles under control. Anong mabuting maidudulot ng pagsauli ng mga bagay na hindi mo
5. Each entry within the guidelines (receives, receive) pagmamay-ari?
a thorough reading
B. Read the following sentences. Box the cause and encircle
the effect.
1. I got a tummy ache when I ate too much ice cream.
2. Anne had cake for dessert because it was her birthday.
3. Thomas was feeling sleepy because he stayed up
late doing his homework.
4. Dee was hungry, so her mother made her a
cheese sandwich.
5. Kevin went to dentist because he had a toothache
G. Finding Ask: Is using outline/graphic organizers helpful? Why? Group Activity: Mga bata, tandaan: “Ang mga batang namumuhay sa katapatan, sa Diyos
practical A. Pupils will be grouped into 2 binibiyayaan”
applications Each group will be given metacards containing singular
of concepts and plural verbs. As the teacher gives the sentences, each
and skills in member of the group will take turns in posting the metacards
daily living on the board containing the correct answer.
1. This batch of cute, little kittens (is, are) ready to be sold.
2. The coach, as well as the fans, (was, were)
disappointed in the team’s performance.
3. The arrival of the new costumes (has, have)
caused excitement among the cast of the play.
4. The artwork, in addition to the jewelry, (are, is)
to be auctioned off in May.
5. An acre of trees and meadows (surrounds, surround)
the house.
B. Work in Pairs. Class will be divided into two. The teacher will prepare
strips of manila paper with phrases containing causes and effects. The first group to pick
up the causes and the second group to pick up the effects. As the teacher says “Go” the
pupils shall look for their partner to come up with the correct sentence containing cause-
effect relationship. (Teacher will provide phrases depending on the number of his/her
pupils)
H. Making verb form agrees with the subject whether the Ipabasa sa mga mag-aaral ang Tandaan Natin.
generalization verb comes next to the subject or is separated “Ang pagiging matapat, mapanagutan at mahabagin ay mga ugaling dapat
and from it by other words. Such words and phrases ipagmamalaki. Ang taong nagpapakita ng ganitong ugali saanman at
abstractions do not change the number of the subject.
kailanman ay makakamit ang tunay na kaligayahan at magkakaroon ng
about Therefore, be sure to make the verb agree in
the lesson number with the subject, not with the intervening isang maayos, payapa at maunlad na pamumuhay.”
phrase.
Effect is defined as what happened. Cause is defined as
why something happened. Clue words that signal causal
relationships include: such as, because, so, consequently,
therefore, thus, and since.
 To find an effect, readers ask, What happened?
To find cause, readers ask Why did this happen?
I. Evaluating A. Direction: Choose the correct verb form inside the parenthesis Ipaulit ng dalawang beses upang tumimo sa isipan ng mag-aaral. Matapos
learning to complete each sentence. maipabasa ay tumawag na mag-aaral na kung saan ay magbibigay siya
1. A string on my electric guitar (is, are) out of tune. ng kanya idelohiya batay sa tandaan natin.
2. Days during summer (seem, seems) to pass very quickly.
3. All stars, just like our sun (has, have) a system of planets.
B. Arrange the following causes and effects to form a short paragraph. (2 pts.)
- the air is so polluted
- there are many people succumbing to respiratory diseases like asthma
- the fish are dying
- oil spills and toxic waste pollute the seas
J. Additional Remediation
activities for A. Write at least 5 sentences with intervening phrases
application or using the following verbs.
remediation 1. write 2. has 3. is
4. are 5. dances
B. Write a three to five- sentence paragraph using cause-
effect relationship.
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 require additional require additional additional additional
remediation additional activities for additional activities for activities for activities for
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 and
used/discover ___Meta ognitive ___Meta ognitive ognitive ognitive studying techniques, and vocabulary
which I wish to cognitive Development: cognitive Development: Development: Development: assignments.
share with other Development: Examples: Self Development: Examples: Self Examples: Self Examples: Self
teachers? Examples: assessments, Examples: assessments, assessments, assessments, ___Bridging: Examples: Think-pair-
Self note taking and Self note taking and note taking and note taking and share, quick-writes, and anticipatory charts.
assessments, studying assessments, studying studying studying
___Schema-Building: Examples:
note taking and techniques, and note taking and techniques, and techniques, and techniques, and
Compare and contrast, jigsaw learning, peer
studying vocabulary studying vocabulary vocabulary vocabulary
teaching, and projects.
techniques, assignments. techniques, assignments. assignments. assignments.
and vocabulary and vocabulary ___Contextualization: 
assignments. ___Bridg assignments. ___Bridg ___Bridg ___Brid
ing: ing: ing: ging: Examples: Demonstrations, media,
___Brid Examples: ___Brid Examples: Examples: Examples: manipulatives, repetition, and local
ging: Think-pair- ging: Think-pair- Think-pair- Think-pair- opportunities.
Examples: share, quick- Examples: share, quick- share, quick- share, quick-
Think-pair- writes, and Think-pair- writes, and writes, and writes, and ___Text Representation: 
share, quick- anticipatory share, quick- anticipatory anticipatory anticipatory
writes, and charts. writes, and charts. charts. charts. Examples: Student created drawings,
anticipatory anticipatory videos, and games.
charts. ___Sche charts. ___Sche ___Sche ___Sche
ma-Building: ma-Building: ma-Building: ma-Building: ___Modeling: Examples: Speaking
___Sch Examples: ___Sch Examples: Examples: Examples: slowly and clearly, modeling the language you
ema- Compare and ema- Compare and Compare and Compare and want students to use, and providing samples of
Building: contrast, jigsaw Building: contrast, jigsaw contrast, jigsaw contrast, jigsaw student work.
Examples: learning, peer Examples: learning, peer learning, peer learning, peer
Compare and teaching, and Compare and teaching, and teaching, and teaching, and
Other Techniques and Strategies used:
contrast, projects. contrast, projects. projects. projects.
___ Explicit Teaching
jigsaw ___Cont jigsaw ___Cont ___Cont ___Cont ___ Group collaboration
learning, peer extualization:  learning, peer extualization:  extualization:  extualization:  ___Gamification/Learning throuh play
teaching, and teaching, and ___ Answering preliminary
projects. Exampl projects. Exampl Exampl Exampl activities/exercises
es: es: es: es: ___ Carousel
___Con Demonstrations ___Con Demonstrations Demonstrations Demonstrations ___ Diads
textualizatio , media, textualizatio , media, , media, , media, __ Differentiated Instruction
n:  manipulatives, n:  manipulatives, manipulatives, manipulatives, ___ Role Playing/Drama
repetition, and repetition, and repetition, and repetition, and ___ Discovery Method
Examp local Examp local local local ___ Lecture Method
les: opportunities. les: opportunities. opportunities. opportunities. Why?
Demonstratio Demonstratio ___ Complete IMs
ns, media, ___Text ns, media, ___Text ___Text ___Text ___ Availability of Materials
manipulatives, Representatio manipulatives, Representatio Representatio Representatio ___ Pupils’ eagerness to learn
repetition, and n:  repetition, and n:  n:  n:  ___ Group member’s
local local collaboration/cooperation
opportunities. Exampl opportunities. Exampl Exampl Exampl
in doing their tasks
es: Student es: Student es: Student es: Student
___Tex ___Tex ___ Audio Visual Presentation
created created created created
of the lesson
t drawings, t drawings, drawings, drawings,
Representati videos, and Representati videos, and videos, and videos, and
on:  games. on:  games. games. games.
Examp ___Mod Examp ___Mod ___Mod ___Mod
les: Student eling: Exampl les: Student eling: Exampl eling: Exampl eling: Exampl
created es: Speaking created es: Speaking es: Speaking es: Speaking
drawings, slowly and drawings, slowly and slowly and slowly and
videos, and clearly, videos, and clearly, clearly, clearly,
games. modeling the games. modeling the modeling the modeling the
language you language you language you language you
___Mo want students ___Mo want students want students want students
deling: Exam to use, and deling: Exam to use, and to use, and to use, and
ples: providing ples: providing providing providing
Speaking samples of Speaking samples of samples of samples of
slowly and student work. slowly and student work. student work. student work.
clearly, clearly,
modeling the modeling the
language you Other language you Other Other Other
want students Techniques want students Techniques Techniques Techniques
to use, and and to use, and and and and
providing Strategies providing Strategies Strategies Strategies
samples of used: samples of used: used: used:
student work. ___ Explicit student work. ___ Explicit ___ Explicit ___ Explicit
Teaching Teaching Teaching Teaching
___ Group ___ Group ___ Group ___ Group
Other collaboration Other collaboration collaboration collaboration
Techniques ___Gamification Techniques ___Gamification ___Gamification ___Gamification
 and /Learning and /Learning /Learning /Learning
Strategies throuh play Strategies throuh play throuh play throuh play
used: ___ Answering used: ___ Answering ___ Answering ___ Answering
___ Explicit preliminary ___ Explicit preliminary preliminary preliminary
Teaching activities/exercis Teaching activities/exercis activities/exercis activities/exercis
___ Group es ___ Group es es es
collaboration ___ Carousel collaboration ___ Carousel ___ Carousel ___ Carousel
___Gamificatio ___ Diads ___Gamificatio ___ Diads ___ Diads ___ Diads
n/Learning __ n/Learning __ __ __
throuh play Differentiated throuh play Differentiated Differentiated Differentiated
___ Answering Instruction ___ Answering Instruction Instruction Instruction
preliminary ___ Role preliminary ___ Role ___ Role ___ Role
activities/exerci Playing/Drama activities/exerci Playing/Drama Playing/Drama Playing/Drama
ses ___ Discovery ses ___ Discovery ___ Discovery ___ Discovery
___ Carousel Method ___ Carousel Method Method Method
___ Diads ___ Lecture ___ Diads ___ Lecture ___ Lecture ___ Lecture
__ Method __ Method Method Method
Differentiated Why? Differentiated Why? Why? Why?
Instruction ___ Complete Instruction ___ Complete ___ Complete ___ Complete
___ Role IMs ___ Role IMs IMs IMs
Playing/Drama ___ Availability Playing/Drama ___ Availability ___ Availability ___ Availability
___ Discovery of Materials ___ Discovery of Materials of Materials of Materials
Method ___ Pupils’ Method ___ Pupils’ ___ Pupils’ ___ Pupils’
___ Lecture eagerness to ___ Lecture eagerness to eagerness to eagerness to
Method learn Method learn learn learn
Why? ___ Group Why? ___ Group ___ Group ___ Group
___ Complete member’s ___ Complete member’s member’s member’s
IMs collaboration/co IMs collaboration/co collaboration/co collaboration/co
___ Availability operation ___ Availability operation operation operation
of Materials in doing of Materials in doing in doing in doing
___ Pupils’ their tasks ___ Pupils’ their tasks their tasks their tasks
eagerness to ___ Audio Visual eagerness to ___ Audio Visual ___ Audio Visual ___ Audio Visual
learn Presentation learn Presentation Presentation Presentation
___ Group of the ___ Group of the of the of the
member’s lesson member’s lesson lesson lesson
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