School KABASALAN NATIONAL HIGH SCHOOL

Teacher AVELINE LOIS T. TRIVELES

Teaching Dates/Times March 20, 2024 / Wednesday / 3:00-4:00 p.m.

DAILY LESSON LOG

I. OBJECTIVES

A.Grade Level Standards

The learner demonstrates communicative competence through his/ her understanding of Philippine Literat
Philippine Culture.

B. Content Standards
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to
word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreem

The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts
B. Perfomance Standards conversations using appropriate context-dependent expressions; producing English sounds correctly and u
various situations; and observing correct subject-verb agreement.

EN7OL-III-h-1.3.1 Raise sensible, challenging, thought-provoking questions in public forum

a. Construct WH-questions correctly;
C. Learning
Competencies/Objectives b. Formulate content questions based on the ideas expressed;

c. Ask precise and appropriate questions on an issue; and

d. Raise sensible, challenging, and thought-provoking questions in public forums/panel discussions, etc.

II. CONTENT : THOUGHT-PROVOKING QUESTIONS

III. LEARNING RESOURCES

A. References
a. Teacher's Guide Pages

b. Learner's Materials Pages English 7 -Teacher's Guide, First Edition 2017

c. Textbook Pages GIYA English 7 Third Quarter Module 7: Asking WH-Questions

d. Additional Materials from Learning

Resources (LR) portal - English 7 - Learner's Material, First Edition 2017, pages 427-434

B. Other Learning Resources English - Grade 7, Alternative Delivery Mode - Third Quarter - Module 6: React to What is Assertedor Expre
IV. PROCEDURES

o Greetings
o Checking of Attendance
o Classroom rules
Preliminaries
o Respect through listening when someone is talking
o Raise your right hand if you want to answer
o Participate in class actively

Review by asking the following questions:

A. Reviewing Previous Lesson or
Presenting the New Lesson
a) What was our last topic all about? (React to what is asserted or expressed in a text)
b) What is an assertion? An assertion is a strong opinion that one has about a topic. For an assertion to b
like evidence from reliable sources such as encyclopedias, academic journals, etc.
c) How do you fomulate assertion? Follow the process of defending an assertion with the acronym "ARE"
opinion on the aspect of any text; R - Reason, find a reason that strongly supports the assertion; and E - Evid
the reason.

Activity 1: ASK ME ANYTHING ABOUT THE ADVERTISEMENT

ATTENTION:
B. Establishing a Purpose for the ALL Grade 7 Students
Lesson
Essay Writing Contest about Global Warming
March 27, 2024 at 8:00 AM School Court
Bring one whole sheet of white paper and a black pen

C. Presenting Examples/Instances
of the Lesson
Formulating WH-Questions
WH Questions are formed by inserting wh-word in place of the missing information.
> WH Questions focus on a particular part of the sentence
> WH Questions ask for information and we do not expect a yes-no answer.
> We usually form wh-questions with wh- +an auxiliary verb (be, do or have) + subject + main verb OR
with wh- + a modal verb (will, can, must, may) + subject + main verb:
Example:
When are you leaving? Where do they live?
Why didn’t you call me? Where should I park?

Take note of the following question words and the answers or short replies they needed.
(see attached annex A for the Table of Question words)

D. Discussing New Concepts and
Practicing New Skills #1
F. Developing Mastery (Leads to
Formative Assessment 3)
Discuss on the topic of Thought-provoking Questions
Simple questions
- Are questions which are plainly stated and does not require active
participation. They are also easily understand and not complicated or
complex.
Thought-provoking questions
- Are questions that stir or cause a person to think introspectively
about matters, topics or subjects which were not previously pondered
about.
Activity 2: CLASSIFY ME!
Directions: Identify each question as simple or thought-provoking. On your notebook, write S if the questio
TP 1. What life lessons has COVID-19 pandemic taught you?
TP 2. Aside from personal happiness, what other reasons should one have to get on with life?
S 3. Where would you like to have a vacation this yearend?
TP 4. When can we say that we have done enough?
S 5. Who is your favorite Marvel hero?
S 6. Why do you need to stay at home?
TP 7. How would you spend your Christmas vacation this year meaningfully?
S 8. What are your favorite food?
S 9. When was the last time you went to the beach?
TP 10. How are humans really better

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Activity 3: PIC-to-QUEST
Directions: On each of the given issues/topics, formulate one (1) thought-
provoking question in five (5) munites to prepare. Each group will present
their output in front of the class. Use rubric as guide. Fifteen (15) points
will be given to the group who will be able to correctly compose and
present thought-provoking question.
Cyberbullying
Q1: ____________________________________________
War on Drugs
Q1: ____________________________________________
Stereotyping Indigenous People (among classmates)
Q1: ____________________________________________
School Cash Allowances
Q1: ____________________________________________
Absenteeism in class
Q1: ____________________________________________
Use the graphic organizer below and write your progress in today’s lesson.
THREE (3) THINGS I HAVE LEARNED
❶
❷
❸
TWO (2) THINGS I FOUND INTERESTING
❶
❷
ONE (1) QUESTION I HAVE
❶

I. Evaluating Learning
J. Additional Activities for
Application or Remediation
ASSESSMENT
Directions: Read the article then identify whether the questions below are thought-provoking. Before each
provoking; X if it is not. Write your answers on your ¼ sheet of paper.
Mobile Game Addiction, Cyberbullying, and Their Effects on Academic Performance
Mobile gaming addiction is a growing concern that increases the user's risk for physical and psychological h
called Internet Gaming Disorder (IGD) and is often associated with Gambling Addiction. In general, IGD has
students in educational institutions. However, a study conducted by Samaha and Hawi (2016) revealed tha
risk and academic performance. This denotes a disparity on the result of academic performance between IG
other hand, is also an ethical concern that has affected several adolescents and adults. Previous studies on
both can greatly impact school performance of students among others. As far as the present study is conce
determines whether mobile game addiction and cyberbullying are causal factors for the academic performa
/ 1. addiction
In what way can mobile
(constructs) game
were addiction
neglected affectfactors
as causal one’s physical and psychological
for the students' health?
academic performance.
X 2. (Favito,
How many B. etmobile games are being played around the world?
al., 2018)
/ 3. What would you advice other students to avoid online gaming addiction?
X 4. What are the indications that a person is a mobile game addict?
/ 5. Why is it that smartphone addiction does not affect a student’s academic performance while mobile g
/ 6. How does mobile game addiction affect a student’s academic performance?
X 7. Who are the developers of the top five most popular mobile games?
/ 8. Which between cyberbullying and mobile game addiction causes more damage to a student’s academ
X 9. When was the first mobile game developed?
X 10. What are mobile games?
REMEDIATION
Directions: In your own words, using the T-chart below, give three characteristics of a simple question and
crosswise paper.
V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned 80% in the

evaluation

B. No. of learners who require additional

activities for remediation who scored below
80%

C. Did the remedial lessons work? No. of

learners who have caught up with the new
lesson

D. No. of learners who continure to require

remediation

E. Which of my teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter whichmy

principal/supervisor can help me solve?

G. What innovation or localized materials did I

used/discover which I wish to share with other
teachers?

Prepared by Process Observers:

AVELINE LOIS T. TRIVELES JUREBE P. EULOGIO MA. CORAZON D. VILLAFLORES

JHS - Teacher III Master Teacher I Head Teacher II - English Dept.
 Grade Level SEVEN
Learning Area ENGLISH
00 p.m. Quarter THIRD

nderstanding of Philippine Literature and other texts types for a deeper appreciation of

ure as a means of connecting to the past; various reading styles; ways of determining
and correct subject-verb agreement.

of the past; comprehending texts using appropriate reading styles; participating in

ng English sounds correctly and using the prosodic features of speech effectively in

ing questions in public forums/panel discussions, etc.

orums/panel discussions, etc.

eact to What is Assertedor Expressed in a Text. First Edition, 2020

essed in a text)
bout a topic. For an assertion to be rasonable, it must be supported by accurate citation
als, etc.
assertion with the acronym "ARE" as in A - Assert by discussing, judging, and deciding an
upports the assertion; and E - Evidence, find evidence from the text that directly supports

Question words are also know as WH-Questions. How are they formed?
1. Who are joining the contest?
2. What is the adverstisement all about?
3. When will it be held?
4. Where will it be held?
5. What are the details in an advertisement?

on.

ubject + main verb OR

needed.
r notebook, write S if the question is simple; TP if it is thought-provoking.
on with life?
.
e thought-provoking. Before each question, put a check (/) if the question is thought-

mic Performance

isk for physical and psychological health problems. Video game addiction is part of the so-
bling Addiction. In general, IGD has been linked to a poorer academic performance of
aha and Hawi (2016) revealed that there is no relationship between smartphone addiction
academic performance between IGD and mobile phone addiction. Cyberbullying, on the
nts and adults. Previous studies on traditional bullying and cyberbullying revealed that
s far as the present study is concerned, no studies have been conducted which
factors for the academic performance of students. Both cyberbullying and mobile game
chological health?
academic performance.
tion?

mic performance while mobile gaming addiction does?

mance?

re damage to a student’s academic performance?

eristics of a simple question and a thought-provoking question. Write your answer in a ½

JESSIBETH B. DELA CRUZ, Ed.D.
Secondary School Principal II
Questions that ask for reasons
Questions that ask for evaluation of
Questions that ask for clarification
Questions that ask for explanations
Questions that ask for evidence
Questions that ask for definitions
Questions that ask for counter exam
Questions that ask for alternatives
Questions that probe assumptions
Questions that ask for consequence
Question that ask for connections
Questions that ask for distinctions
Questions that ask for questions
Questions that ask for summary of t
Questions that ask for a summary of
Why did you say that?
What reasons support that idea?
Is that what you meant?
What are some possible causes?
How could we prove this?
What does that mean?
When would that not happen?
What would be a different view?
How do you know?
What would the consequences be?
Do those two ideas agree?
How is that different from what wa
What questions would be useful to
What have we found out?
What did we do well? What could w
ve?
ALL Grade 7 Studen
Essay Writing Conte
March 27, 2024 at 8
Bring one whole shee
 ATTENTION:
ents
test about Global Wa
8:00 AM School Cour
eet of white paper and
Warming
urt
nd a black pen
 School KABASALAN NATIONAL HIGH SCHOOL

Teacher AVELINE LOIS T. TRIVELES

Teaching Dates/Times March 20, 2024 / Wednesday / 3:00-4:00 p.m.

DAILY LESSON LOG

I. OBJECTIVES

A.Grade Level Standards

The learner demonstrates communicative competence through his/ her understanding of Philippine Literature
deeper appreciation of Philippine Culture.

B. Content Standards
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the p
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct sub

The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts usin
B. Perfomance Standards participating in conversations using appropriate context-dependent expressions; producing English sounds corr
features of speech effectively in various situations; and observing correct subject-verb agreement.

EN7OL-III-h-1.3.1 Raise sensible, challenging, thought-provoking questions in public forums/p

a. Construct WH-questions correctly;
C. Learning
Competencies/Objectives
b. Formulate content questions based on the ideas expressed;

c. Ask precise and appropriate questions on an issue; and

II. CONTENT d. Raise sensible, challenging, and thought-provoking questions in public forums/panel discussions, etc.

III. LEARNING RESOURCES LITERARY DEVICE: ASSERTION

A. References
a. Teacher's Guide Pages
b. Learner's Materials Pages English 7 -Teacher's Guide, First Edition 2017
c. Textbook Pages GIYA English 7 Third Quarter Module 7: Asking WH-Questions

d. Additional Materials from Learning

Resources (LR) portal - English 7 - Learner's Material, First Edition 2017, pages 427-434

B. Other Learning Resources English - Grade 7, Alternative Delivery Mode - Third Quarter - Module 6: React to What is Assertedor Expressed
IV. PROCEDURES

Preliminaries

A. Reviewing Previous Lesson or

Presenting the New Lesson Greeting - Prayer - Attendance Check - Classroom Rules and Health Protocol Presenta

B. Establishing a Purpose for the i. Brief review of the previous lesson: Cite evidence to support a general statement
Lesson ii. Check on learners' knowledge on reacting to assertions.

A. Introduction of Topic or Learning Competency and Learning Objectives.

C. Presenting Examples/Instances B. Knowledge Check (Identifying SL, Average, FL)
of the Lesson C. Motivational Activity: Sing Funny Face Song (Conceptualization)
D. Motivation Activity: Show me your Emoji (Reacting to COVID-19 scenarios)

• Discuss Key Terms

• Discuss Tips
Here are sample statements of assertion and reaction:
A. Assertion: Drinking a glass of milk can make our bones and teeth healthy and strong.
Reaction: Yes, I drink a glass of milk every day and it makes my bones and teeth healthy and strong.
B. Assertion: My friend Sheila invites me to eat at Jollibee, since it is the best fast food in town.
Reaction: No, I will not go with her because my mother said that it is not safe in there. Besides, it is not the best

D. Discussing New Concepts and

Practicing New Skills #1

F. Developing Mastery (Leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
• Discuss Tips
• Practice by giving the possible reaction of the following
assertions by choosing the letter of the best answer.
1. Assertion: Children believe that sharks eat humans.
Reaction:
a. Surely, sharks love the smell of human flesh.
b. Exactly, sharks stay near the seashore.
c. Rarely, sharks like to play with humans.
d. Scarcely, sharks eat fish.
2. Assertion: If you eat and then immediately go swimming, you will get stomach cramps.
Reaction:
a. Certainly, it is not advisable to swim when your stomach is full.
b. Absolutely, it is(INDIVIDUAL
Self-Assessment: good to eat aPRACTICE)
lot when you go swimming.
c. It is notare
Learners exciting to the
to read have picnic atbased
assertion the beach.
on the picture. Then give reaction by checking the box as their chosen
d. It is very fun to play volleyball at the beach.
ACTIVATE YOUR MIND
How do you use assertion in everyday life? Cite some instances where you use assertions in positive ways.
Class Sharing: Validate student's answer by giving star as reward.

I. Evaluating Learning
J. Additional Activities for
Application or Remediation
Use the graphic organizer below and write your progress in today’s lesson.
THREE (3) THINGS I HAVE LEARNED
❶
❷
❸
TWO (2) THINGS I FOUND INTERESTING
❶
❷
ONE (1) QUESTION I HAVE
❶
ASSESSMENT
I.Directions: Read the text inside the box comprehensively. React to what is asserted by the author in the text b
(Letter A is for SL and B is for FL) 5 points each based on the rubric provided.
A. Assertion: Students have a big role in saving the environment. (slow/average learners)
Reaction:
a. Yes, it’s true! Students’ role starts at __________________________________________ .
b. It is important to help keeping the environment clean by ___________________________
_____________________________________________________________________.
B. Assertion: Students must actively participate in any healthy environment related activities. (average-fast lear
Reaction:
a. Thus, students are encouraged to join ______________________________________________ .
b. Students should apply their knowledge in trash segregation not only in school but also at ________________
Content -2 Grammar - 2 Clarity - 1
II. Directions: Pick out the letter of your correct answer. Kindly write it in your paper. (5-item multiple choice)
 For the Additional Activity or Homework. Write you reaction based on the picture considering the given situatio
V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned 80% in the

evaluation

B. No. of learners who require additional

activities for remediation who scored below
80%

C. Did the remedial lessons work? No. of

learners who have caught up with the new
lesson

D. No. of learners who continure to require

remediation

E. Which of my teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter whichmy

principal/supervisor can help me solve?

G. What innovation or localized materials did I

used/discover which I wish to share with other
teachers?

Prepared by
Process Observers:
AVELINE LOIS T. TRIVELES
JHS - Teacher I JUREBE P. EULOGIO
Master Teacher I
OOL Grade Level SEVEN
Learning Area ENGLISH
0-4:00 p.m. Quarter THIRD

COT-RPMS
Indicators

er understanding of Philippine Literature and other texts types for a

erature as a means of connecting to the past; various reading styles;

sodic features of speech; and correct subject-verb agreement.

ure of the past; comprehending texts using appropriate reading styles;

xpressions; producing English sounds correctly and using the prosodic
ect subject-verb agreement.

voking questions in public forums/panel discussions, etc.

lic forums/panel discussions, etc.

6: React to What is Assertedor Expressed in a Text. First Edition, 2020

room Rules and Health Protocol Presentation

al statement

ves.

narios)

tatements of assertion and reaction:

althy and strong.
and teeth healthy and strong.
e best fast food in town.
ot safe in there. Besides, it is not the best fast food in town.
ving the possible reaction of the following statements that are

et stomach cramps.

ction by checking the box as their chosen answer.

you use assertions in positive ways.

 son.

hat is asserted by the author in the text by completing the statements.

vided.

/average learners)

_________________ .
___________________
_____________.
ment related activities. (average-fast learners)

______________________ .
y in school but also at ______________________________. RUBRIC:

in your paper. (5-item multiple choice)

the picture considering the given situations below.

MA. CORAZON D. VILLAFLORES LHORELLE L. CABALIDA, Ed.D.

Secondary School Head Teacher II Secondary School Principal IV

DAILY LESSON LOG
I. OBJECTIVES
A.Grade Level Standards
B. Content Standards
B. Perfomance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher's Guide Pages
b. Learner's Materials Pages
c. Textbook Pages
d. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources
School KABASALAN NATIONAL HIGH SCHOOL
Teacher AVELINE LOIS T. TRIVELES
Teaching Dates/Times March 13, 2024, Wednesday, 10:40 - 11:40 a.m.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the p
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct sub
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts usin
participating in conversations using appropriate context-dependent expressions; producing English sounds corr
features of speech effectively in various situations; and observing correct subject-verb agreement.
EN8RC-IIIe2.1.7 React to what is asserted orexpressed in a text.
a. Define assertion and reaction;
b. Analyze the assertions expressed by the author in the text and choose the correct reaction from the given sit
e. Write a reaction based on the author's assertion.
LITERARY DEVICE: ASSERTION
English 7 -Teacher's Guide, First Edition 2017
GIYA English 7 Third Quarter Module 6: Formulating Assertions'
English 7 - Learner's Material, First Edition 2017, pages 394- 396
English - Grade 7, Alternative Delivery Mode - Third Quarter - Module 6: React to What is Assertedor Expressed
IV. PROCEDURES
Preliminaries
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances Reaction: Yes, I drink a glass of milk every day and it makes my bones and teeth healthy and strong.
of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Greeting - Prayer - Attendance Check - Classroom Rules and Health Protocol Presenta
i. Brief review of the previous lesson: Cite evidence to support a general statement
ii. Check on learners' knowledge on reacting to assertions.
A. Introduction of Topic or Learning Competency and Learning Objectives.
B. Knowledge Check (Identifying SL, Average, FL)
C. Motivational Activity: Sing Funny Face Song (Conceptualization)
D. Motivation Activity: Show me your Emoji (Reacting to COVID-19 scenarios)
• Discuss Key Terms
• Discuss Tips
Here are sample statements of assertion and reaction:
A. Assertion: Drinking a glass of milk can make our bones and teeth healthy and strong.
B. Assertion: My friend Sheila invites me to eat at Jollibee, since it is the best fast food in town.
Reaction: No, I will not go with her because my mother said that it is not safe in there. Besides, it is not the best
• Discuss Tips
• Practice by giving the possible reaction of the following
assertions by choosing the letter of the best answer.
1. Assertion: Children believe that sharks eat humans.
Reaction:
a. Surely, sharks love the smell of human flesh.
b. Exactly, sharks stay near the seashore.
c. Rarely, sharks like to play with humans.
d. Scarcely, sharks eat fish.
2. Assertion: If you eat and then immediately go swimming, you will get stomach cramps.
Reaction:
a. Certainly, it is not advisable to swim when your stomach is full.
b. Absolutely, it is good to eat a lot when you go swimming.
c. It is not exciting to have picnic at the beach.
d. It is very fun to play volleyball at the beach.
 Self-Assessment: (INDIVIDUAL PRACTICE)
F. Developing Mastery (Leads to
Formative Assessment 3) Learners are to read the assertion based on the picture. Then give reaction by checking the box as their chosen

ACTIVATE YOUR MIND

How do you use assertion in everyday life? Cite some instances where you use assertions in positive ways.
G. Finding practical applications
of concepts and skills in daily Class Sharing: Validate student's answer by giving star as reward.
living

Use the graphic organizer below and write your progress in today’s lesson.

THREE (3) THINGS I HAVE LEARNED

❶
❷
❸
H. Making generalizations and TWO (2) THINGS I FOUND INTERESTING
abstractions about the lesson
❶
❷
ONE (1) QUESTION I HAVE
❶
 ASSESSMENT
I.Directions: Read the text inside the box comprehensively. React to what is asserted by the author in the text b
(Letter A is for SL and B is for FL) 5 points each based on the rubric provided.

I. Evaluating Learning
A. Assertion: Students have a big role in saving the environment. (slow/average learners)
Reaction:
a. Yes, it’s true! Students’ role starts at __________________________________________ .
b. It is important to help keeping the environment clean by ___________________________
_____________________________________________________________________.
B. Assertion: Students must actively participate in any healthy environment related activities. (average-fast lear
Reaction:
a. Thus, students are encouraged to join ______________________________________________ .
b. Students should apply their knowledge in trash segregation not only in school but also at ________________
Content -2 Grammar - 2 Clarity - 1
II. Directions: Pick out the letter of your correct answer. Kindly write it in your paper. (5-item multiple choice)

For the Additional Activity or Homework. Write you reaction based on the picture considering the given situatio

1. Wearing of face mask.

2. Observing one-meter distance.
3. Putting X as indicator of distance.

J. Additional Activities for Sample Reaction: Definitely! The picture shows the proper safety protocols
Application or Remediation while sitting in a waiting area.

Your Reaction:__________________________________________________
V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned 80% in the

evaluation

B. No. of learners who require additional

activities for remediation who scored below
80%

C. Did the remedial lessons work? No. of

learners who have caught up with the new
lesson

D. No. of learners who continure to require

remediation

E. Which of my teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter whichmy

principal/supervisor can help me solve?

G. What innovation or localized materials did I

used/discover which I wish to share with other
teachers?

Prepared by Process Observers:

AVELINE LOIS T. TRIVELES JUREBE P. EULOGIO

JHS - Teacher I Master Teacher I
OOL Grade Level SEVEN
Learning Area ENGLISH
0 - 11:40 a.m. Quarter THIRD

COT-RPMS
Indicators

er understanding of Philippine Literature and other texts types for a

erature as a means of connecting to the past; various reading styles;

sodic features of speech; and correct subject-verb agreement.

ure of the past; comprehending texts using appropriate reading styles;

xpressions; producing English sounds correctly and using the prosodic
ect subject-verb agreement.

text.

ose the correct reaction from the given situations; and

6: React to What is Assertedor Expressed in a Text. First Edition, 2020

room Rules and Health Protocol Presentation

al statement

ves.

narios)

tatements of assertion and reaction:

althy and strong.
and teeth healthy and strong.
e best fast food in town.
ot safe in there. Besides, it is not the best fast food in town.

ving the possible reaction of the following statements that are

et stomach cramps.
ction by checking the box as their chosen answer.

you use assertions in positive ways.

son.
hat is asserted by the author in the text by completing the statements.
vided.

/average learners)

_________________ .
___________________
_____________.
ment related activities. (average-fast learners)

______________________ .
y in school but also at ______________________________. RUBRIC:

in your paper. (5-item multiple choice)

the picture considering the given situations below.

ocols

_____
MA. CORAZON D. VILLAFLORES LHORELLE L. CABALIDA, Ed.D.
Secondary School Head Teacher II Secondary School Principal IV