EAPP 4th WEEK

SAPANG PALAY NATIONAL HIGH SCHOOL- SENIOR HIGH
City of San Jose del Monte

LESSON PLAN in
English for Academic and Professional Purposes
March 6 -March 10, 2023
DAY 1
I. OBJECTIVES:
Content Standard: The learner acquires the appropriate knowledge of reading strategies for a
better understanding of academic texts.
Performance Standard: The learner produces a detailed abstract of information gathered

from the various academic texts read.
Learning Competencies:
Outlining reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8)
Learning Objectives
At the end of the discussion, the learners will be able to:
a. 1. Identify geographic,
linguistic, and ethnic
dimensions of Philippine literary
b. history from pre-colonial to
contemporary and representative
texts from the
c. regions.
d. 2. Write a close analysis and
critical interpretation of literary
texts.
e. 3. Show a sense of
adaptability of the Philippine
Literary History
f. 1. Identify geographic,
g. history from pre-colonial to
texts from the
h. regions.
i.2. Write a close analysis and
texts.
j. 3. Show a sense of
Literary History
a. read Black Nazarene Procession Awes American Tourist By: Julliane Love De Jesus January
9th, 2014;
b. contribute meaningfully to class discussion by understanding the questions about the
readings; and
c. construct an essay about Black Nazarene Procession Awes American Tourist By: Julliane
Love De Jesus January 9th, 2014.
II. LEARNING AREA:

A. Topic : Outlining Reading Text
B. Reference : DepEd Most Essential Learning Competencies
English for Academic and Professional Purposes – Grade 11/12 Learning Material s
C. Materials : Laptop, PPT Presentation
III. LEARNING TASK

A. Preliminary Activities
Prayer (The teacher will assign a student to lead the prayer.)

Greetings! (The student will greet their teacher.)
Classroom Management (The teacher will ask the student to pick up the pieces of
paper under their tables and chairs)
Checking of attendance (The teacher will ask the class secretary if do they have
absentees in today’s discussion.)
B. Review
In the previous lesson, you were able define story.

We also learned that story or narrative is a connected series of events told through words
(written or spoken), imagery (still and moving), body language, performance, music, or any
other form of communication. You can tell a story about anything, and the events described can
be real or imaginary; covering both fiction and nonfiction; and leaving no topic, genre,
or style untouched. There are stories about all things and all times; past, present and future.
Whenever you’re telling somebody about a series of events, you are telling a story, no matter
what the subject nor when they occurred. As such, stories are of great value to human culture,
and are some of the oldest, most important parts of life. We also discuss about the elements of
story.
C. Motivation
Word Bank. The teacher will present unfamiliar words and the student will explain about their
ideas.
D. Discussion
Black Nazarene Procession Awes American Tourist

By: Julliane Love De Jesus
January 9th, 2014
MANILA, Philippines—It’s not only local devotees who would travel for miles and battle through
a sea of ecstatic devotees just to touch the centuries-old black statue of Jesus Christ known as
the Black Nazarene.
Some foreigners do, too.
American tourist Gerry Blevins got a baptism of fire when he was lured to the massive daylong
pilgrimage and took part briefly in the procession.
He said touching the Black Nazarene image gave him a tough time, but added that “people just
got to have the patience.”
“It’s a once in a lifetime thing. You only get one chance to do it,” he told INQUIRER.net.
As the procession kicked off at Quirino Grandstand on Thursday morning, the crowd swelled in
minutes and Blevins was among those who swarmed to the carriage.
A native of Delaware state, the American national said he came to the Philippines for his Filipina
girlfriend and that it was his first time to participate in the Black Nazarene procession.
“At first, when I got here at 1 p.m. there’s just insanity trying to get to touch the Black
Nazarene,” he jokingly said.
Blevins chose not to take off his shoes for fear of hurting his feet when he joined the procession
that trudged through garbage-strewn route of Nazarene’s journey.
Just for a little thrill, Blevins said he climbed a tree to capture the Black Nazarene being revered
by millions of devotees in the most unusual way.
But despite the raucous crowd, he said he still believes that the Philippines is “much nicer
[place] than the United States.”
The wooden statue of Christ, crowned with thorns and bearing a cross, is believed to have been
brought from Mexico to Manila on a galleon in 1606 by Spanish missionaries. The ship that
carried it caught fire, but the charred statue survived and was named the Black Nazarene.
Some believe the statue’s survival of fires and earthquakes through the centuries, and intense
bombings during World War II, are a testament to its mystical powers.
E. Application
After
reading
the text
“Black
Nazarene Procession Awes American Tourist” complete the outline by writing down the events
in the selection “Black Nazarene Procession Awes American Tourist.”
F. Generalization
The teacher will ask the student about what they have learned. The student will
summarize the lesson and explain the importance of the lesson.
IV. EVALUATION:
Based on your answers on the previous activity, make a 200-word essay focusing on the
elements of a story. Evaluate your answer based on the rubric.

LESSON PLAN in
DAY 2
I. OBJECTIVES:
Content Standard: The learner acquires the appropriate knowledge of reading strategies for a
better understanding of academic texts.
Performance Standard: The learner produces a detailed abstract of information gathered

from the various academic texts read.
Outlining reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8)
Learning Objectives
k. 1. Identify geographic,
l.history from pre-colonial to
texts from the
m. regions.
n. 2. Write a close analysis and
texts.
o. 3. Show a sense of
Literary History
p. 1. Identify geographic,
q. history from pre-colonial to
texts from the
r. regions.
s. 2. Write a close analysis and
texts.
t. 3. Show a sense of
Literary History
a. read The Sob Sister’s Story;
readings; and
c. construct a short summary about The Sob Sister’s Story.
II. LEARNING AREA:

A. Topic : The Sob Sister’s Story
III. LEARNING TASK

B. Review
In the previous lesson we able to encounter an American tourist Gerry Blevins who got a
baptism of fire when he was lured to the massive daylong pilgrimage and took part briefly in
the procession. He said touching the Black Nazarene image gave him a tough time, but added
that “people just got to have the patience.” “It’s a once in a lifetime thing. You only get one
chance to do it.
C. Motivation
ideas.
D. Discussion
The Sob Sister’s Story

The dead girl, beautiful and peaceful in death, her scarlet lips slightly parted as though
whispering a caress to her lover, her blue eyes gentle and unquestioning as a baby’s, lay in
the murderer’s arms like a child who has been rocked to sleep. Her golden hair falling in
profusion about her shoulder all but concealed the cruel welt of red about her throat. The
murderer, clutching is still burden to him, like a mother holding an infant, appeared dazed. As
the police came in, he rose to meet them, still carrying his precious burden in his arms. The
officers had almost to force him to relinquish her. He could not answer questions- could
merely clutch the closer to his breast all that remained of the girl he loved better than life, and
mutter, “ I love her, I love her,” like a man in a dream. A few hours later when I saw him in
the sordid surroundings of the 10th Precinct Station House, so different from the cozy cottage
which had been the abode of a tragic love, he was still dry-eyed, though his face wore a
ghastly pallor. But when tried to question him, I became aware of terrific strain under which
he suffered, and he showed all signs of a man on the verge of hysteria. When I tried to draw
from him the motive for the pitiful tragedy, he could only rely, his pale boyish face like a
mask: “I killed her, but God didn’t say a word, a word.”
At last he managed pitifully to say: “I killed her so that she would be mine alone for
always!” And this is the irony of fate! The very greatness of his love made him strangle her.
Separated as they were wealth, social position, and all that implies, it was only in death that
they could be united.
Who are we to pass judgment on such love?
E. Application
Complete the outline based on “The Sob Sister’s Story” selection
I. Setting A. Time : ______________________________
B. Place : ______________________________
II. Character
C. Protagonist : _________________________
D. Antagonist : _________________________
III. Plot
F. Introduction:
__________________________________________________________________________________________
__________________________________________________________________________________________
G. Rising Action:
__________________________________________________________________________________________
__________________________________________________________________________________________
H. Climax:
__________________________________________________________________________________________
__________________________________________________________________________________________
I. Falling Action:
__________________________________________________________________________________________
__________________________________________________________________________________________
J. Resolution:
________________________________________________________________________
________________________________________________________________________
IV. Conflict ________________________________________________________________________
V. Themes ________________________________________________________________________
F. Generalization
IV. EVALUATION:
Based on your answers on the previous activity, make a 200-word essay focusing on the
elements of a story. Evaluate your answer based on the rubric.
V. ASSIGNMENT
Research about Critique Writing.

LESSON PLAN in
DAY 3
I. OBJECTIVES:
Content Standard: The learner understands the principles and uses of a reaction paper/
review/ critique.
Performance Standard: The learner produces an objective assessment of an event, a person,

a place or a thing. Writes a comprehensive review /reaction paper .
 Performance Arts, Play, Dance, Sports, etc.
 Film
 Participation in a religious or community festival
 Art Exhibit
critiques designs such as industrial design objects or craft objects, furniture, fashion designs
based on a set criteria critiques graphic design communication materials such as posters,
billboards, commercials, digital and other media.
Forms opinions based on facts. S_EN11/12A-EAPP-Id-f-11
Learning Objectives
u. 1. Identify geographic,
v. history from pre-colonial to
texts from the
w. regions.
x. 2. Write a close analysis and
texts.
y. 3. Show a sense of
Literary History
z. 1. Identify geographic,
aa. history from pre-colonial to
texts from the
bb. regions.
cc. 2. Write a close analysis and
texts.
dd. 3. Show a sense of
Literary History
a. define critique writing;
readings; and
c. enumerate different main parts of critique paper .
II. LEARNING AREA:
A. Topic : Critique Writing
III. LEARNING TASK

B. Review
In the previous lesson we able to read about the Sob Sister Story
C. Motivation
ideas.
D. Discussion
What is Critique Writing?

A critique is a genre of academic writing that summarizes and critically evaluates a work or concept.
Critiques can be used to carefully analyze a variety of works such as:
a. Creative works – novels, exhibits, film, images, poetry
b. Research – monographs, journal articles, systematic reviews, theories
c. Media – news reports, feature articles
How to write a critique?
Before you start writing, it is important to do the following:
a. Study the work under discussion.
b. Make notes on key parts of the work.
c. Develop an understanding of the main argument or purpose being expressed in the work.
d. Consider how the work relates to a broader issue or context.
Four Main Parts of a Critique Paper

1. Introduction
This part includes the name of the writer or creator of the work, the name of the work being
reviewed, the date it was written or created and its purpose. This also includes the explanation of
the context in which the work was created. It also has a concluding sentence that signposts what
the evaluation of the work will be. For instance, it may indicate whether it is a positive, negative,
or mixed evaluation
2. Body (Summary and Critical Evaluation)
Summary
This part includes the summary of the important points the main points and the description on
how the writer or creator portrays their work by using techniques, styles, media, characters or
symbols. This is usually shorter than the evaluation because it should not be focus on giving a
critique.
Critical Evaluation
This section gives a systematic and detailed assessment of the different elements of the work. In
writing a critique, you have to group your ideas into paragraph starting from the broad to specific
details of the technical elements. For shorter critiques, you may discuss the strengths of the
works, and then the weaknesses.
In longer critiques, you may wish to discuss the positive and negative of each key critical
question in individual paragraphs.
To support the evaluation, provide evidence from the work itself, such as a quote or example, and
you should also cite evidence from related sources. Explain how this evidence supports your
evaluation of the work.
3. Conclusion This is a brief paragraph that includes a statement indicating your overall
impression of the evaluated work, a summary of the key reasons, identified during the critical
evaluation, why this evaluation was formed and in some circumstances, your recommendations
for improvement on the work.
4. List of References This includes all the resources you cited in your critique paper.
E. Application
Search an article or an excerpt that focuses on a very timely issue in our country and criticize its
content by writing a 200-word essay. Evaluate your answer based on the given rubric.
F. Generalization
IV. EVALUATION
Match Column I with Column II by writing the letter on the line provided.
_____ 1. Critique a. It determines how elements work together with the text’s contents.
_____ 2. Formalist b. It understands the social and cultural contexts of the work.
_____ 3. Biographical c. It summarizes and evaluates a work or concept.
_____ 4. Historical d. It examines the author’s society and societal elements of the work.
_____ 5. Gender e. It focuses on literary works by using insights about the author’s life.
_____ 6. Psychological f. It emphasizes the universal patterns underlying most literary works.
_____ 7. Sociological g. It examines how sexual identity influences the literary works.
_____ 8. Mythological h. It reflects how modern psychology influences literature.
_____ 9. Reader-Response i. It regards language as a fundamentally unstable medium.
_____ 10. Deconstructionist j. It treats literature a transaction between the text and the reader’s mind.
V. ASSIGNMENT
Research about Guernica, 1937 by Pablo Picasso

LESSON PLAN in
DAY 4
I. OBJECTIVES:
Content Standard: The learner understands the principles and uses of a reaction paper/
review/ critique.
Performance Standard: The learner produces an objective assessment of an event, a person,

a place or a thing. Writes a comprehensive review /reaction paper .
 Performance Arts, Play, Dance, Sports, etc.
 Film
 Participation in a religious or community festival
 Art Exhibit
critiques designs such as industrial design objects or craft objects, furniture, fashion designs
based on a set criteria critiques graphic design communication materials such as posters,
billboards, commercials, digital and other media.
Forms opinions based on facts. S_EN11/12A-EAPP-Id-f-11
Learning Objectives

ee. 1. Identify geographic,
ff. history from pre-colonial to
texts from the
gg. regions.
hh. 2. Write a close analysis and
texts.
ii. 3. Show a sense of
Literary History
jj. 1. Identify geographic,
kk.history from pre-colonial to
texts from the
ll. regions.
mm. 2. Write a close analysis and
texts.
nn. 3. Show a sense of
Literary History
a. Read about the Guernica 1937 by Pablo Picasso;
readings; and
c. construct a critique paper about Guernica 1937 by Pablo Picasso .
II. LEARNING AREA:

A. Topic : Guernica, 1937 by Pablo Picasso
III. LEARNING TASK

B. Review
In the previous lesson we able to learn about Critique Writing. We have learned that a
critique is a genre of academic writing that summarizes and critically evaluates a work or
concept.
C. Motivation
ideas.
D. Discussion
Guernica, 1937 by Pablo Picasso

Probably Picasso's most famous work, Guernica is certainly the his most powerful political
statement, painted as an immediate reaction to the Nazi's devastating casual bombing practice on
the Basque town of Guernica during Spanish Civil War.
Guernica shows the tragedies of war and the suffering it inflicts upon individuals, particularly
innocent civilians. This work has gained a monumental status, becoming a perpetual reminder of the
tragedies of war, an anti-war symbol, and an embodiment of peace. On completion Guernica was
displayed around the world in a brief tour, becoming famous and widely acclaimed. This tour helped
bring the Spanish Civil War to the world's attention.
This work is seen as an amalgamation of pastoral and epic styles. The discarding of color
intensifies the drama, producing a reportage quality as in a photographic record. Guernica is blue,
black and white, 3.5 metre (11 ft) tall and 7.8 metre (25.6 ft) wide, a mural-size canvas painted in
oil. This painting can be seen in the Museo Reina Sofia in Madrid.
Interpretations of Guernica vary widely and contradict one another. This extends, for example,
to the mural's two dominant elements: the bull and the horse. Art historian Patricia Failing said, "The
bull and the horse are important characters in Spanish culture. Picasso himself certainly used these
characters to play many different roles over time. This has made the task of interpreting the specific
meaning.
10 Facts of Guernica
1. Guernica, Picasso's most important political painting, has remained relevant as a work of art and
as a symbol of protest, and it kept the memory of the Basque town's nightmare alive. While Picasso
was living in Nazi-occupied Paris during World War II, one German officer allegedly asked him, upon
seeing a photo of Guernica in his apartment, "Did you do that?" Picasso responded, "No, you did."
2. Guernica was a commissioned painting. After the bombing of Guernica, Picasso was made aware
of what had gone on in his country of origin. At the time, he was working on a mural for the Paris
Exhibition to be held in the summer of 1937, commissioned by the Spanish Republican government.
He deserted his original idea and on 1 May 1937, began on Guernica. This captivated his imagination
unlike his previous idea, on which he had been working somewhat dispassionately, for a couple of
months. It is interesting to note, however, that at its unveiling at the Paris Exhibition that summer, it
garnered little attention. It would later attain its power as such a potent symbol of the destruction of
war on innocent lives.
3. Perhaps because Picasso learned about the Guernica bombing by reading an article in newspaper,
the suggestion of torn newsprint appears in the painting. It doubles as the horse's chain mail.
4. Picasso's patriotism and sense of justice outweighed physical location. He had not been to Spain,
the country of his birth, for several years when the Nazis bombed the Spanish town of Guernica in
1937. He was living in Paris at the time, and never returned to his birthplace to live. Nevertheless,
the attack, which killed mainly women and children, shook the artist to the core.
5. In 1974, an antiwar activist and artist, Tony Shafrazi, would deface the mural with red spray paint
as a protest statement. It was on display at New York's Metropolitan Museum of Art at the time.
Curators immediately cleaned the painting, and Shafrazi went to jail, charged with criminal mischief.
6. Picasso was adamant that Guernica remain at the Met until Spain reestablished a democratic
republic. It would not be until 1981, after both the artist's and Franco's deaths, that Spanish
negotiators were finally able to bring the mural home.
7. During his creation of "Guernica," Picasso allowed a photographer to chronicle its progress.
Historians believe that the resulting black and white photos inspired the artist to revise his earlier
colored versions of the artwork to a starker, more impactful palette.
8. Not only did the artist use lack of color to express the starkness of the aftermath of the bombing,
he also specially ordered house paint that had a minimum amount of gloss. The matte finish, in
addition to the shades of grey, white and blueblack, set an outspoken yet unadorned tone for the
artwork.
9. The mural contains some hidden images. One of them is a skull, which is superimposed over the
horse's body. Another is a bull formed from the horse's bent leg. Three daggers replace tongues in
the mouths of the horse, the bull and the screaming woman.
10. Two of the artist's signature images, the Minotaur and the Harlequin, figure in Guernica. The
Minotaur, which symbolizes irrational power, dominates the left side of the work. The harlequin, a
partially hidden component just off-center to the left, cries a diamond-shaped tear. The harlequin
traditionally symbolizes duality. In the iconography of Picasso's art, it is a mystical symbol with power
over life and death. Perhaps the artist inserted the harlequin to counterbalance the deaths he
depicted in the mural.
E. Application
Write a five-paragraph critique paper of Pablo Picasso Guernica focusing on the subject, the images
and the manner of their depiction, the use of color, light and other devices, and the overall message
of the artwork. Evaluate your answer based on the given rubric.
F. GENERALIZATION
IV. EVALUATION
Research on the background of the world-acclaimed Filipino painting of Juan Luna’s Spoliarium, at
the National Museum and answer these critical questions:
a. Who is the creator?
__________________________________________________________________________________
__________________________________________________________________________________
b. Is the work presented objectively or subjectively?.
__________________________________________________________________________________
__________________________________________________________________________________
c. What are the goals of the work? Were the goals achieved?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
d. What techniques, styles and media were used in the work? Are they effective in portraying the
purpose?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
e. What assumptions underlie the work? Do they affect its validity?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
V. ASSIGNMENT
Research about the Critical Approaches to the Literature
Prepared:
ROY T. CODINO
Teacher 1
Checked:
BILLY RAY MANUEL

Master Teacher II/ English Coordinator (Lesson Content)
MA. FELISA T. VALENCIA

Master Teacher II/ ABM Subject Group Head
ROBERT S. DELA CRUZ

Senior High School Coordinator
II. REFLECTION
DATE MONDAY (FEB 20, 2023) TUESDAY (FEB 21, 2023) WEDNESDAY (FEB 22, 2023) THURSDAY (FEB 23, 2023) FRIDAY FEB24, 2023
SECTIONS
11-SOCIAL
11-SOCIAL
SOCIOLOGY
SOCIOLOGY
SOCIOLOGY
SOCIOLOGY
11-SOCIAL
PSYCHOLOGY
PSYCHOLOGY
PSYCHOLOGY
PSYCHOLOGY
11-Interior
11-Interior
11-Interior
11-Interior
TOURISM
TOURISM
TOURISM
TOURISM
11-SOCIAL
WELFARE
WELFARE
WELFARE
11-PUBLIC
11-PUBLIC
11-PUBLIC
11-PUBLIC
WELFARE
DESIGN
DESIGN
DESIGN
DESIGN
ADMIN
ADMIN
ADMIN
ADMIN
11-
11-
11-
11-
11-
11-
11-
11-
11-
11-
11-
11-
TOTAL NO. OF LEARNERS PER CLASS 44 53 47 47 51 51 44 53 47 47 52 51 44 53 47 47 51 51 44 53 47 47 51 51
A. No. of learners who earned 70% 40 50 40 40 45 45 40 50 40 40 50 45 40 50 40 40 45 45 40 50 HOLIDAY

on the formative assessment
B. No. of learners who require
additional activities for remediation
4 3 7 7 6 6 4 3 7 7 2 6 4 3 7 7 6 6 4 3 HOLIDAY
C. Did the remedial lessons work? No.

of learners who have caught up with 4 3 7 7 6 6 4 3 7 7 2 6 4 3 7 7 6 6 4 3 HOLIDAY
the lesson
D. No. of learners who continue to 0

require remediation
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 HOLIDAY
E. Which of my teaching strategies Effective Classroom Discussion/Peer Effective Classroom Discussion/Peer Effective Classroom Discussion/Peer Effective Classroom Discussion/Peer HOLIDAY
to Peer Tutoring to Peer Tutoring to Peer Tutoring to Peer Tutoring
work well? Why did these work?
They always show respect and They always show respect and They always show respect and They always show respect and
F. What difficulties did I encounter HOLIDAY
consideration to everyone. Capable consideration to everyone. Capable consideration to everyone. Capable consideration to everyone. Capable
which my principal or supervisor help of giving positive feedback and of giving positive feedback and of giving positive feedback and of giving positive feedback and
me solve? constructive criticism. constructive criticism. constructive criticism. constructive criticism.
G. What innovation or localized No innovation or localized materials No innovation or localized materials No innovation or localized materials No innovation or localized materials HOLIDAY
use. use. use. use.
materials did I use/ discover which I
wish to share with other teachers?
Prepared by: Checked by: Noted by:
______________________________ __________________________ __________________________

ROY T. CODINO BILLY RAY MANUEL ROBERT S. DELA CRUZ
Teacher 1 Subject Group Head/Master Teacher II Senior High School Coordinator/Overseer
__________________________
MA. FELISA T. VALENCIA
ABM Subject Group Head/Master Teacher II

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SAPANG PALAY NATIONAL HIGH SCHOOL- SENIOR HIGH

City of San Jose del Monte

Performance Standard: The learner produces a detailed abstract of information gathered

Outlining reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8)

At the end of the discussion, the learners will be able to:

II. LEARNING AREA:

III. LEARNING TASK

Prayer (The teacher will assign a student to lead the prayer.)

In the previous lesson, you were able define story.

Black Nazarene Procession Awes American Tourist

Some foreigners do, too.

SAPANG PALAY NATIONAL HIGH SCHOOL- SENIOR HIGH

Performance Standard: The learner produces a detailed abstract of information gathered

Outlining reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8)

II. LEARNING AREA:

III. LEARNING TASK

Prayer (The teacher will assign a student to lead the prayer.)

The Sob Sister’s Story

Who are we to pass judgment on such love?

Research about Critique Writing.

Performance Standard: The learner produces an objective assessment of an event, a person,

Forms opinions based on facts. S_EN11/12A-EAPP-Id-f-11

At the end of the discussion, the learners will be able to:

III. LEARNING TASK

Prayer (The teacher will assign a student to lead the prayer.)

What is Critique Writing?

Four Main Parts of a Critique Paper

SAPANG PALAY NATIONAL HIGH SCHOOL- SENIOR HIGH

Performance Standard: The learner produces an objective assessment of an event, a person,

Forms opinions based on facts. S_EN11/12A-EAPP-Id-f-11

At the end of the discussion, the learners will be able to:

II. LEARNING AREA:

III. LEARNING TASK

Prayer (The teacher will assign a student to lead the prayer.)

Guernica, 1937 by Pablo Picasso

BILLY RAY MANUEL

MA. FELISA T. VALENCIA

ROBERT S. DELA CRUZ

A. No. of learners who earned 70% 40 50 40 40 45 45 40 50 40 40 50 45 40 50 40 40 45 45 40 50 HOLIDAY

C. Did the remedial lessons work? No.

D. No. of learners who continue to 0

Prepared by: Checked by: Noted by:

______________________________ __________________________ __________________________

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