LET Tips: Properties of Assessment Methods

1. This refers to the instrument’s ability to measure what it purports to measure
A. Validity
B. Practicality
C. Efficiency
D. Reliability

2. Teacher F correlated the results of her developed instrument with a known valid test. With this, she made sure that her instrument has,
A. Content Validity
B. Criterion Validity
C. Construct Validity
D. Face Validity

3. Teacher X wants to check if the instrument she developed is consistent among various test-takers across different time. What property of an assessment method does she have to ensure?
A. Validity
B. Practicality
C. Efficiency
D. Reliability

4. Which of the following scenario violates ethics in assessment?
A. Requiring students to answer checklist of their sexual fantasies
B. Asking pupils sensitive questions without parental consent
C. Testing mental abilities of students using an instrument with unknown validity and reliability
D. All of the above

5. How can teachers apply fairness in assessment?
A. Students should be informed of the learning targets
B. Students should know the assessment method to be used
C. Teachers should avoid stereotyping
D. All of the above

Properties of Assessment Methods

    Assessment methods should possess qualities in order to be efficient in reflecting students’ performance. It is very important for assessment methods to have these qualities since these are means for the teacher to obtain data and information about each student’s extent of learning. If these are not present, then the evaluation and assessment would be questionable. It will also not give clear answers as to whether or not instructional objectives and goals were met
Generally, assessment methods should possess the following:
a. Validity
b. Reliability
c. Fairness
d. Practicality and Efficiency

Validity.
Validity is perhaps the most important thing to be taken into account in preparing or selecting an instrument to be used in assessment. Of course, as teachers, we would first and foremost want that the data or information we get in using an instrument should serve its purpose.
    For example, a teacher wants to know if his approach in presenting a math lesson effective in improving the mathematics ability of his students. Of course, the teacher would give a test, perhaps making the students solve a series of problems, in order to assess the extent of mathematical ability of his students.   For his test to be valid and to truly reflect the mathematical ability of his students, the test should provide enough samples of the types of word problems covered in his instructional objectives. If the teacher will only give easy problems or only very difficult ones, or only problems involving just one part of the lesson, the test will not provide enough data and information that can lead to valid conclusions.
      Specifically, if the unit is all about “Addition of Fractions” and with a general objective that students should be able to add all kinds of fractions, will a test with only questions or problems involving adding similar fraction considered valid? Of course, No. This is an example of content validity. For the test to have content validity, a teacher should consider that students have enough experience with the task posed by the items. The teacher should also cover necessary material and how this material given a degree of emphasis for the students to answer the items or questions correctly.
      The other aspect of content validation includes format of the instrument. This involves the clarity of printing, size of type, adequacy of work space (if needed), appropriateness of language, clarity of directions, and so on. Regardless of the sufficiency of the questions in a test, if they are given in an inappropriate manner, a teacher still cannot obtain valid results. For example, if a test in English for grade 6 uses words that are for college level, then the test would still not give valid results. Thus, it is also important that the characteristics of the intended sample be kept in mind.
    Aside from content validity, there are also criterion validity and construct validity. Criterion validity refers to the degree to which information provided by a test agrees with information obtained on other, independent test. There is usually a criterion, or a standard for judging, based on another instrument against which scores on an instrument can be checked. Construct validity, on the other hand refers to the degree to which the totality of evidence obtained is consistent with theoretical expectations.

Reliability.
This means that there should be consistency on the scores retrieved from the students using the same instrument or test. This refers to how dependable or stable the instrument is for each individual from one administration of an instrument to another and from one set of items to another.
For example, a teacher gives a test intended to measure comprehension skills. If the test is reliable, we would expect that students who receive a high score the first time they take the test to receive a high score the next time they take the test. The scores would not necessarily be identical, but they should be close.
However, the scores retrieved from a test can be reliable but not always valid. Furthermore, a test that gives unreliable scores cannot provide valid inferences. If scores are entirely inconsistent for a person, they provide no valuable information. There is no way of knowing which score to use to infer an individual’s ability, attitude, or other characteristic.
Generally, the relationship between reliability and validity is as follows:
a. Reliability and validity always depend on the context in which an instrument is used. Depending on the context, an instrument may or may not yield reliable or consistent scores.
b. If the data are unreliable, they cannot lead to valid and legitimate inferences
c. As reliability improves, validity may improve, or it may not.
d. An instrument may have good reliability but low validity,
e. What is desired, of course, is that test should both have high reliability and high validity.

Fairness
          Fairness in the context of assessment could be described in various ways. For assessment to be fair, teachers should inform students about the goals and objectives of the assessment and what methods of assessment will be used. They also should tell the students how their progress will be evaluated in order for them to organize and manage their resources like time and effort. This is the reason why most of the teachers, at the beginning of the school year, discuss the grading system and how will they assess and evaluate the students in their subject.
          Fairness also involves the idea that assessment is done not to discriminate learners. The purpose is to measure the extent of learning and not to judge the learner.
          Assessment should as well free from biases and prejudices held by the assessor or the teacher. For example, a naughty child shouldn’t be given low grades in Math just for the main reason of his behavior and not his mathematical ability (author: guilty…hehehe). Teachers should also avoid stereotyping like girls are better in language while boys excel more in Mathematics. Also, favoritism should be avoided to avoid halo effect or the tendency for the teacher to give favor and more consideration to the students whom they prefer as compared to other students.

Practicality and Efficiency
          Assessment is practical and efficient if first, the teacher has the competence to administer it. It also should be implementable and does not require too much time or resources. It shouldn’t be too complicated which may cause difficulty in scoring and misinterpretation of the results. This may also cause the assessment to be inefficient since it would require a lot of time for feedback which is actually very important in drawing out significant conclusions.
          For example, a teacher would give a test administered only using only tablets. This may sound practical to affluent schools but if this would be imposed to a school where students belong in low income families, then this method of assessment is considered impractical and inefficient. Again, it is important that the characteristics of the intended sample be kept in mind.




References:
De Guzman-Santos, Rosita (2007). Advanced methods in educational assessment and evaluation. Assessment of learning 2. Lorimar Publishing:Quezon City
Fraenkel, Jack R., Wallen, Norman E., Hyun, Helen H. (2012). How to design and evaluate research in education. Eighth edition. Mcgraw-Hill: New York

Seminar-Workshop for Illustrators and Graphic Artists

     One of my greatest childhood dreams is to become an animator/manga artist or a children’s book illustrator. Aside from teaching, my passion and shall I say, my “God-given” talent is drawing. I have been drawing since when I was two or three I think. My father was an upholsterer, and he used to lay leatherette on our floor. The other side of the leatherette was actually my first canvas where my father taught me to draw elephants and other animals. Animals then turned into human characters like angels and saints (not kidding, I love to draw cherubs and archangels, Mama Mary, St. Antonio and many more…hehe...talking about how religious I am, or was?..hehe). At about 11, I became an otaku and turned my drawing style to anime. When I was in high school, I was a regular contestant in poster making contests (and bragging aside, I usually end up in top three places). In college, drawing helped me a financially since I usually was asked to draw SIMS for my classmates whenever we had demo teaching. 

   

    All my techniques are self-taught. I remembered going to National Bookstore just to read “how to draw” books. I didn’t watch TV that much back in high school and all I did was to be in my room drawing and drawing until I get contented with my work.

    Now talking about my present job as a teacher, it became obvious among my colleagues that I was quite good in drawing. My bulletin boards which I posted last time caught a lot of attention whenever my colleagues come in my room, and because of this I started to become a judge or a coach in poster making contests.

    My break in drawing actually started when my former teacher and now a colleague asked to illustrate a big story book for her. It was a story of a fairy and a cat. I said yes since it was Christmas vacation and I had nothing to do and of course, a fulfillment of being a children’s book illustrator. To make the story short, our LRMDS (Learning Resources Management and Development System) supervisor got impressed with our work that the big book with my illustration got approved for display and reproduction in our division. It was also followed by another two story books all of which also got approved.

My first big book illustration...I forgot the title sorry..heheh

My second drawing..Ang Damgo ni Miyo (Miyo's Dream)

    Last September, I was honored that I got chosen to be one of the representatives to attend a regional seminar-workshop for illustrators and graphic artists in our region. The seminar was held in Magic Island, Guimaras which was the same resort where we had our faculty summer outing last 2015. There was a typhoon at that time and we actually had second-thoughts if the said training will push through. Thank God we got to our venue safe and sound despite of the bad weather. The seminar was attended by more than a hundred participants from Panay and Negros Island Region.

    The seminar-workshop was my favorite seminar so far. It wasn’t cerebral but more of a development and a showcase of our drawing skills. We were taught how to illustrate based on the guidelines given by the Department of Education in making textbooks and learning materials. We were also trained how to use computer application like Photoshop to efficiently and aesthetically improve our drawings.

The drawing I made during seminar,,,"Lupad Pinalangga" (Fly, My Beloved)

     I got a specific style when I drew my illustration and I decided to stick with it in every book that I do so as to have my own identity as an artist. And I am happy that my fellow illustrators appreciate my work. They called it “doodling” but I thought I was doing zentangles. One illustrator commented that my work has similarities to those with “award-winning” children’s story book illustrations in the country. All I do was to smile and got embarrassed because I don’t think I am that good. If my drawing will be placed side to side with the work of other artist, my drawings are amateurish though it has specific style. Perhaps this made my illustrations unique from others.

   What I love the most about the seminar is the conglomeration of such talented people. I am not saying that I am “talented” but I felt “belonged”. It is so nice to be surrounded with people with the same talents as you have and whom you share a common passion. And the best part of this is the fact that each artist respects each other. Each artist has their own style and to necessarily compare each is futile. Hopefully, there still will be another seminar similar to this and I will still be chosen to attend…hehe…

   

Knowledge Channel Learning Effectively through Enhanced Pedagogy

    Last June 22-24, 2016, I attended Knowledge Channel's LEEP (Learning Effectively through Enhanced Pedagogy) Seminar together with my principal and a coteacher. The aim of the seminar is to update and perhaps refresh teachers with enhanced pedagogy for the improvement of teaching-learning process. And at the same time, it intends to improve the 21st Century skills of the teachers through the use of technology and multimedia such as the Knowledge Channel.

The 80s Group with Mr. Seo, (sitted at the left), our facilitator...hello Naruto shirt...hehehe

    Our facilitators were Maam Fe Hidalgo, Sir Seo, Sir Edric and the two others (sorry I forgot their names...). They were actually good with their topics. I love how the facilitators, particularly Sir Seo utilized activity-based approach in presenting important concepts of the seminar. Though some are quite boring because of the lecture approach of the other facilitators, I still learned a lot.
   We were grouped according to our MI (multiple intelligences) and later based on the decade when we were born. I was quite lucky that I was in a group who are talented so accomplishing the tasks was a no-brainer for us. It was actually fun.

While doing our assigned task....

   Anyway, I was very appreciative and grateful to Knowledge Channel for providing us with a lot of e-learning packages which we could actually use in our school. I was very ecstatic knowing that my favorite show on Knowledge Channel, Faculty Room, was included in the package. At least, I have the complete episodes in which I could watch all over again and perhaps be used with my college education students. And I was quite happy that other teachers seem to enjoy the show as well. But most of all, I was very happy knowing that these packages can be used in teaching our students in our school in order to improve academic success. And I think through this, there is no excuse for not giving quality education to our students.
  The later part, I was quite pissed knowing that I have a part in the closing program. To be honest, when I attend seminars or teacher-related activities, I tend to maintain a low-profile. It is not that I am passive, I just don't want to be the center of attention and be the "star of the show". I just want to learn and that's it. However, as soon as the closing program started and they were distributing the programmes, I was in shock to find my name listed to "accept the challenge" of the seminar! It is not that I can't do it. It is just that if I were informed earlier, I could have prepared and have my mind set. So while the program was going on, I rushed to scribble some notes on the things I need to say, Actually, what made me pissed is the fact that I was caught unprepared. It is as if  someone wanted to sabotage me and to test if I could still deliver despite the pressure, OR, someone might have been assigned to that part and in order to save her/himself, she/he pointed the finger at me. To end my "lamentation", I was thankful that I delivered. I was a bit proud of myself for pulling that off despite of it being spontaneous and unexpected.

Isn't it obvious? I am quite not happy...hehehe

    To sum up my experience, I can say that I was totally filled with knowledge, skills and attitudes of a 21st century teacher out from the seminar. The place, the food, the conduct of the seminar was overall excpetional. And wait, I was also very happy with the chocolates they gave to those who are good performers and participants...hehehe...Thank you Knowledge Channel!
 

Teacher's Prayer

    I just want to share this inspiring prayer for teachers. There are a lot of prayers in the web but I originally read this prayer at the back of my lesson plan. Let me just share this to you. I made a poster of it so that you can post it in your classroom or table.

Teacher's Prayer

I want to teach my students how

To live this life on Earth.

To face it's struggles and it's strife

And to improve their worth.

Not just the lesson in a book

Or how the rivers flow, But how to choose the proper path

Wherever they may go.

To understand eternal truth

And know the right from wrong,

And gather all the beauty of

A flower and a song.

For if I help the world to grow

In wisdom and in grace,

Then I shall feel that I have won

And I have filled my place.

And so I ask your guidance, God,

That I may do my part.

For character and confidence

And happiness of heart.

-James J. Metcalf

Nogas Island, Antique

     As a continuation of our summer escapade in Antique, we went to Nogas Island, an island situated across Anini-y. It was a 15-20 minute boat ride from the mainland and is said to be an environmental sanctuary. Legend has it that Nogas is the other-half of Aniny-y. They were lovers separated by an enchanted mermaid because the latter, despite the help she has given to defend the love of the two lovers, wasn’t invited to the wedding. These made the mermaid mad so she cursed the two to be separated forever by the sea.

     Anyway, the island is actually beautiful. The water is so clear that you can see through what is behind at the bottom. The sand is also white with broken corals and rocks. This is the reason why many people flock to Nogas Island via Siraan. There are available day cottages as well that made me wonder if the local government waived the island as a protected island sanctuary. A lot of people were actually there taking a swim, bringing their own food and sadly, leaving some of their garbage.

     The island has lush trees surrounding a watchtower. There is also a trail of kalachuchi trees leading to the tower which is a popular “selfie” site. When we went there, the tower was closed (and perhaps ordinary people weren’t allowed to climb up there). I thought that this is the only site that we can visit on the island but to my surprise, the trail extends deeper in the woods. While my coteachers went back as soon as they reached the tower, one of my colleagues and I decided to why not go deeper in the woods since we saw another trail. There we saw more trees, some perhaps were century old. We saw a large balete tree which occupies about 50-100 square meters. Some people climbed up to take a photo while we were just contended to look at them being scared of whatever enchanted creatures living in there…hehe…Anyway, as we went following the trail, we were thinking to go back as we might get lost. I jokingly said that we can’t survive having only a “Nova” junkfood with us and perhaps there are cannibals lurking behind the woods. Good thing we saw a family also following the trail and we tag along with them. The floras in the woods are quite unique that some of them I only saw for the first time. Of course, we couldn’t help but to take selfies with these wondrous works of nature.

     Our boat went back after an hour to fetch us. I realized that my experience at Nogas made our Siraan summer trip more enjoyable. If it we weren’t for our Nogas Island trip, our stay at Siraan could have been less enjoyable.

Siraan Hot Spring and Health Resort

     For our summer outing escapade, our faculty went to Siraan Hot Spring and Health Resort situated in Anini-y, Antique. It was a 2 to 3-hour ride from Iloilo City. The place is known for its hot spring which is said to be from the exhaust heat of Mt. Kanlaon (I don't know, not sure, just heard it from a lot of people..hehe). The name was derived from the white specks that you can see on its waters which is similar to a woman's cracked foundation make-up (thus "sira" or broken).

I don't have a lot of photos during this trip..sorry..

Sir Suegay, one of my coteachers, enjoying a night soak in the hot spring...

    The resort has tubs facing the sea in which visitors can soak and relax. They had a pool though when we went there, it wasn't full perhaps because of the El Nino dry spell. The water, as the name of the resort implies, is quite hot that is tolerable and relaxing. It has a smell because of its sulfur content that others my find disgusting..hehe. Anyway, it is said to have good health benefits so why not give it a try.
  The resort has rooms which is good for 12-16 people maximum. I just don't know the rate (because I was not our business manager..hehe) but I think the prices are reasonable. The beach nearby to be quite honest is not nice to have a swim because the rocks are big and pointy though the water is clear. If you want to have a swim, you can rent a boat to the nearby island Nogas ( which I will have a separate post).
   To be totally honest, I didn't enjoy the outing that much. There was social politics going on with our faculty. It has divided our faculty in groups which nullifies the purpose of the outing which is to bond. For me personally, I don't care about their groups because I don;t have any conflicts (or I just ignore it) with my co teachers. But there are some people in our faculty which has negative vibe, infecting others to coagulate and distance themselves with the other group. hay....sad reality about being with "professionals".
   Anyway, I did't let this destroy my personal experience at Siraan. As a whole, though the air among the faculty is murky, for me personally, it was a chance to experience Antique for the first time. I really fell in love with the scenery of the Southern Panay coastline as we travel by bus. The breeze, the sound of waves...I can spend the whole day just relaxing and experiencing the moment. Nogas Island was also a nice experience, and I will share this in my next post.

Principles of Effective Grading

       As teachers, our job is not only limited to giving daily lessons required by the curriculum. We also have to assess and give marks to our students. Every periodical period, we are tasked to solve grades for our students as a sort of feedback to them. Grades may be just a number for some, but these could imply a lot of things to our students. Some students may be motivated to push more to improve, while others may get discouraged. These are the reasons why that as teachers, we should take this task seriously and effectively. Thus here are some principles teacher can do to provide effective grading to their students. These principles were adapted from de Guzman-Santos(2007).

1. Discuss grading measures to students at the start of instruction

One of the routines that we do as teachers during the first day of classes, aside from do’s and don’ts inside the classroom, is no other than discussing our grading system. This is a way to make our students be clarified on the processes relating to their grades. At the same time, they will be given the idea on how will they be assessed and to plan their future actions in order to achieve their desired grade.

2. Accurately weigh the various types of achievements included in the grade

Every grade is a sum of achievement from various components. These components would include quizzes, projects, recitation etc. It is important to properly weigh these components since these components vary from one subject to another. Some subject may focus on written works while some on performance and outputs. Bottomline is, teachers should justify each of these components that would best reflect student’s achievement and performance.

3. Relate grading procedures to intended learning outcomes

Describe to the students that their grades will be based on how they have achieved a certain learning outcome. Most of the time, teachers would give a certain criterion like 75% passing mark in a test or activity. It has to be made clear among the students as to what comprises this certain criterion like they have to get 30 correct items out of 40 to pass, or they have to answer 3 out of 5 problems or perform 32 counts of jumping jack etc. This way, students would know their target and perhaps perform the intended learning outcome better and above the given criterion.

4. Explain that grades will be based on achievement only.

Most of the time, a grade could reflect a lot of things. We may give grades based on the actual performance or achievement of the student while some would include how much effort and diligence the student exhibited. This is the reason why there is a need to clarify among students on the way they will be graded. Ideally speaking, a grade should reflect achievement only. However, as teachers, we also tend to give credits to the efforts done by our students. This is quite a dilemma among us. For example, how will you grade a student who are tardy and truant but performs well inside the classroom visavis a student who goes to school everyday and is diligent but still get low scores on your assessment results? If you can’t help giving credits aside form achievement, discuss and clarify this to the class. This way, students would also show favorable and good attributes and not just overconfidently rely on their assessment results.

5. Acquire valid evidence (test, etc.) for assigning grades

Try to utilize a variety of tools to assess your students to serve as valid evidences of their grades. One of the worst things that a teacher could do is to give a grade out of nowhere without any proofs of this grade. Some parents are very particular with their children’s grades and questioning the teacher about the grade given to their son/daughter is very common nowadays. If we have these valid evidences, we can surely justify the grades that we gave to our students. This maintains our integrity as teachers and at the same time ultimately gives our students a valid reflection of their achievement.

6. Return and review all test results as soon as possible.

This is very important but some teachers are quite guilty of this. We need to return test result to our students so that they can monitor their own learning. This is a form of feedback to them so that they can work on the parts that they found difficult and performed low.

7. Control cheating among students

It is important to know who performs well or not inside our classroom. As much as possible, we want our grades to be given to those who deserve it. This however would be a challenge if there is a rampant cheating among the students. We would end up giving grades to wrong students and thus would send a wrong feedback. One way to solve cheating among our students is to be vigilant. A simple principle of proximity or being visible and near our students is enough to make students stop cheating especially during examinations.

8. Be fair. Avoid bias. When in doubt, review the evidence. If still in doubt, give the higher grade.

Always be fair to our students. Avoid favoritism because this may result to halo effect. Avoid being personal as well especially to those students we find annoying because this may result to evil effect.  These biases may unconsciously influence our grade. We may end up giving a higher grade to those students we like while giving a lower grade to those we hate. Focus on the evidences gathered during the grading period and not on our subjective opinions about our students.

Banghay-Aralin sa Filipino 7

Banghay-Aralin sa Filipino 7

I. Layunin

a. Nailalahad ang mga elemento ng alamat

b. Napagsusunud-sunod ang mga pangyayari sa alamat

c. Naipapakita ang pagpapahalaga sa mga katutubong panitikan tulad ng alamat

II. Paksang-Aralin

A. Panitikan sa Panahon ng Katutubo: Alamat ng Saging

B. K-12 Teacher’s Guide Filipino Grade 7, PB2Aa, PB2Ab, PB2Ac

C. sipi ng alamat, larawan, chart, graphic organizers

D. Pagpapahalaga sa Katutubong Panitikan

III. Pamamaraan

A. Panimulang Gawain

1. Pagganyak

            Magpakita ng mga larawan ng mga napapanahong kwento ng pag-ibig (halimbawa: Aldub, Jadine o Kathniel).

            Itanong: Kilala niyo ba ang mga nasa larawan?

                           Ano ang kanilang kwento?

                           Paano/Saan niyo nalaman ang kani-kanilang kwento?

             

B. Panlinang na Gawain (4As)

1. Mga Gawain (Activity)

a. Paglalahad ng Aralin

             Ipaliwanag sa mga mag-aaral na ang mga katutubong Pilipino ay may mga kani-kaniyang kwento ng pag-ibig at ilan sa mga ito ay nailalahad sa mga alamat.

           

b. Pag-alis ng Sagabal

            Pagtapat-tapatin ang mga salitang nasa Hanay A sa Hanay B.

A	B
1. nasambit 2. nakikipagtagpo 3. binunot 4. inilibing	a) nakikipagkita b) ibinaon c) nakikipagkita d) kinuha

c. Pagbasa nang Tahimik

            Ipabasa sa mga mag-aaral ang “Alamat ng Saging”.

            Ipaalala ang batayan ng tahimik na pagbasa.

2. Pagsusuri (Analysis)

a. Pangkatang Gawain

            Hatiin ang klase sa apat na pangkat. Bawat pangkat ay may kani-kaniyang gawaing batay sa Multiple Intelligence

Pangkat	Gawain
1	(Verbal-Linguistic) Paggawa ng PLOT (Pamagat, Lugar, Oras, Tauhan)
2	(Logical-Mathematical) Pagsunud-sunod ng pangyayari gamit ang Time Sequence Pattern Organizer
3	(Visual-Spatial) Pagbuo ng sariling wakas sa pamamagitan ng isang poster
4	(Musical-Rhythmic) Pag-awit ng kantang maaring iugnay sa nabasang alamat

3. Paghahalaw at Pagahahambing (Abstraction and Comparison)

            Gamit ang Venn diagram, ipakita ang pagkakahalintulad at pagkakaiba ng katutubong kwento ng pag-ibig sa alamat at makabagong kwento ng pag-ibig sa telebisyon.

 

4. Paglalapat (Application)

            Itanong: Kung kayo si Juana, susuway ba kayo sa utos ng iyong ama? Oo o

    hindi?

                            Dapat bang tularan sina Juana at Aging? Ipaliwanag ang iyong sagot.

C. Paglalahat

            Pagpapahalaga:

Itanong: Anong aral ang inyong natutunan mula sa alamat?

                         Sa tinging ba ninyo ay mahalaga ang mga alamat? Bakit?

IV. Ebalwasyon

Iguhit ang                 kung ang pangyayari ay naganap sa alamat at               kung hindi.

1. Si Mang Pedro ang ama ni Juana na tutol sa pag-iibigan ng magkasintahan.

2. Si Aging ang lalaking iniibig ni Juana.

3. Dinalaw ng binata si Juana at siya ay pinatuloy sa bah-takotay ng dalaga.

4. Naduwag si Aging nang makita niya ang ama ni Juana.

5. Tumubo ang isang halaman mula sa buhok ni Juana.

V. Kasunduan

            Magtanong sa mga magulang o nakatatanda tungkol sa mga alamat na kanilang nalalaman ditto sa Iloilo. Isulat sa isang buong papel at ibahagi ito sa klse.

                                                                                    Inihanda ni:

                                                                                                 

JAYLORD S. LOSABIA

Teacher III

A. Bonifacio Integrated School

More FILIPINO LESSON PLANS (I-Click lang po ang link):

Banghay-Aralin sa Filipino 7

Banghay-Aralin sa Filipino 7

Banghay-Aralin sa Filipino 8