FLEXIBLE INSTRUCTIONAL DELIVERY PLAN (FIDP)

Media and Information Literacy

First Semester
Grade 12

Prepared by:

Ms. Mary Rose C. Galit

 FLEXIBLE INSTRUCTIONAL DELIVERY PLAN (FIDP)

GRADE: 12 SEMESTER: 1st

CORE SUBJECT TITLE: Media and Information Literacy NO. OF HOURS/SEMESTER: 80

CORE SUBJECT DESCRIPTION: The course introduces the learners to basic understanding of media and information as channels of communication and
tools for the development of individuals and societies. It also aims to develop students to be creative and critical thinkers as well as responsible users and
competent producers of media
CULMINATING STANDARD: The learner produces a living museum or electronic portfolio or any other creative forms of multimedia showcasing his/her
understanding, insights, and perceptions of the different resources of media and information.

LEARNING COMPETENCIES HIGHEST ENABLING

HIGHEST THINKING STRATEGY TO USE IN
SKILL TO ASSESS DEVELOPING THE
HIGHEST THINKING
SKILL TO ASSESS
PERFORMAN
CONTENT CONTENT MOST
CE
STANDAR ESSENTIAL FLEXIBLE
STANDARDS
DS TOPICS KUD MOST KUD RBT ASSESSMENT ENABLING FLEXIBLE
COMPLET
CLASSIFICATI ESSENTIA CLASSIFICATI LEVEL ACTIVITIES GENERAL LEARNING
E (FAA)
ON L ON STRATEG STRATEGI
PERFORMANCE Y ES
CHECK(S) (FLS)
1st Quarter
1. The learner The learner The
Introduction demonstrates organizes a learner… Describes
to Media understand- creative and how -Q and A
Communicati Identification
and ing of interactive 1.1 Describes communicati -Independent
on is (short Quiz) or
Information media and on is Rememberi Representatio Learning
influenced symposium for how K K Essay
Literacy influenced ng n -Discussion
information by media and the community communicati by media -Self Review
literacy information focusing on on is affected and -Q and A
(MIL) and being a media by media and information
and information
MIL related Similarities information 1.2 Identifies K Identify the K Rememberi Identify and Representatio -Q and A
concepts. and different literate the similarities ng Enumerate the n Independent
between and individual. similarities and forms of Media Learning
among media and different -Discussion
literacy, differences between and -Self Review
information of media among -Visually
literacy, and literacy, media Guided
technology information literacy, Learning
literacy literacy, and information
technology literacy, and
literacy technology
literacy
 1.3
Editorializes
the value of
being a
U Portfolio Creating
media and
information a media and
literate information blog
with this quid Think/Pair/
individual Share
questions
1.4
1. What was your
Identifies -Guided
Discuss perception of?
Responsible characteristic Learning
responsible media before this
use of media s /describes Rememberi Representatio through
use of media K lesson?
and a responsible ng n questions
and 2. What is the most
information uses and K
information relevant function
competent -Video
of?
producers of Presentation
media to you?
media and -Discussion
3. Can you recall
information
a recent
situation?
1.5 Shares to wherein media
class media and information
habits, literacy could
K
lifestyles and have been useful?
preferences

The learners 2.1Identifies

2. The shall be able to
traditional
Evolution examine
The student media and
of technology and K
is able to new media
Traditional identify media Explain how
explain the and their
to New through the the evolution
difference
Media different ages relationships of media -Discussion
between
a. The learners 2.2 from Timeline of -sharing
traditional
Media shall be able to Editorializes traditional to exposure to experiences
Prehistoric and new Communicatio
evolved make a timeline the roles and new media U Analyzing traditional/new -researching
Age media and n
through time or historical functions of D shaped the media with reaction -Visually
b. Industrial able to trace
background of media in values and paper Guided
Age the history of
media and democratic norms of Learning
c. Electronic media and
information, society people and
communicati
Age basic theories of 2.3Searches society
on and the
d. New media and latest theory
internet
(Information information on K
) Age systems, and information
concepts of and media
3.Informati The students Information ownership, 3.1 Defines K Demonstrate K Reaction paper Representati -Sharing
on Literacy summarize Literacy control, and information s ethical use Understandin about information on experiences
each stage of Cycle. regulation of needs, of g literacy -Socialized
 locates,
accesses,
assesses,
organizes, Discussion
the and -Question
information communicate Around Me
s information information
literacy -Fake or Legit
cycle. -Campus Tour
3.2Demonstra
tes ethical use
K
of
information

The learners
shall provide
an outline of
media
4. Types 4.1 Classifies
convergence in
of Media different areas contents of
a. Print K
by identifying different
(books, the different media types
newsletter, Compare
platforms and
The student and contrast -Discussion
magazines, Compare and the
understands how one -Sharing
journals, contrast convergence
the different therein particular experiences
and other some issue
elements, issue or Sketch/Drawing on -researching
printed presented 4.2 Defines
techniques, news is how media is Representatio -Visually
materials) through media
and presented K Understandin
different convergence affecting everyday n Guided
principles of K through the g
types of The learners through life Learning
b.broadcast media different -Video
media (print, shall make a current
(radio, production examples types of Presentation
broadcast, visual
television, and its media (print,
online) presentation 4.3 Discusses
and film) importance broadcast,
(sketch or to class on
online)
drawing) on how a
c. New how media is particular
Media affecting individual/ or
U
(internet) his/her own society is
everyday life. portrayed in
public using
different type
of media
5. Media The student more The learners 5.1Compares K Contrast K Understandin Comparison and Representati -Sharing
and is able to common shall be able potential indigenous g Contrast on experiences
Information enumerate sources of to examine the sources of media to the -researching
Sources the different information reliability, media and more -Socialized
types of such as accuracy, information common Discussion
a. information library, value, sources of -Guided
internet, etc. authority, and information Learning
Indigenous
timeliness of such as through
b. Library the different library, questions
 c. Internet sources of
d. Others media and
information.
The learners 5.2Interview
shall be able s an elder
-Video
to research on from the
internet, etc. Presentation
indigenous community
media or regarding U
information indigenous
resource media and
within the information
community resource
6. Media The learner…
and 6.1 Evaluates
Information everyday
Languages media and
information -Video
with regard to Presentation
The learners
a. Codes, with codes, Present an -Sharing
shall be able
Conventions convention, D issue in experiences
to examine
, and Ways to and messages; varied ways -researching
and identify
disseminate to -Visually
Messages, The student pertinent in regards
information disseminate Presentation on Guided
understands media and with Understandin Communicat
using the information U latest Learning
b. the role of information audience, g on
codes, using the technology -Image
Audience, information codes, producers,
convention, codes, trends Analysis
providers conventions,
Producers, and language and other convention, -Symbols
and messages
and Other of media stakeholders and Around Me
given a visual
stakeholder 6.2 Produces language of -Digital
resource.
and assesses media Collage
the codes, -Rebus Puzzle
convention, D
and messages
of a group
presentation
7. Legal, The Practical The learns 7.1 Puts into U Cite K Understandin Oral Presentation Representati - Discussion
Ethical, and students are situation shall be able to practice their practical g relating copyright on -sharing
Societal able to when to evaluate a case understanding situation and intellectual experiences
Issues in demonstrate apply study or of the when to property rights to -researching
Media and and knowledge in presentation apply human rights. -Visually
intellectual
Information understandi intellectual on an offense, knowledge Guided
property, Learning
a. Copy ng of property, investigation, in
Right/Fair relationship copy right, and decision copy right, intellectual -Video
Use/ between and fair use on any of the and fair use property, Presentation
Plagiarism copyright, guidelines issues in guidelines copy right,
b. fair use, media and and fair use
Netiquette c. and information guidelines
Digital plagiarism within their
Divide, community
Addiction, Understandin Presentation/ Representati Discussion
and 7.2 g Reflection on on -sharing
Demonstrate
Bullying D. The student Proper Demonstrates etiquette and experiences
s proper
Virtual Self understands conduct and proper virtual self -researching
conduct and
e. Others the proper behavior conduct and -Visually
K behavior K
conduct and online behavior Guided
online
behavior (netiquette, online Learning
(netiquette,
online virtual self) (netiquette, -Video
virtual self)
virtual self) Presentation

The student -Discussion

understand -sharing
7.3 Puts into experiences
ones role in Create a
Campaign action their -researching
combating campaign
add to personal -Visually
digital add to Create a campaign
combat resolve to Problem Guided
divide, D combat D Creating add
digital combat Solving Learning
digital
information divide, digital -Video
divide,
addiction addiction, divide, Presentation
addiction,
and and bullying addiction,
and bullying
Cyber and bullying
bullying

The student Apply 7.4 Explains Cite K Understandin Presentation/ Representatio -Discussion
demonstrate knowledge in copyright, practical g Reflection on n -sharing
s and intellectual fair use, U situation similarities and experiences
understand property, etc.vis-a-vis when to differences of -researching
ng of copy right, human rights apply copyright, fair use, -Visually
relationship and fair use knowledge and plagiarism Guided
7.5 Discusses
between guidelines in Learning
current issues -Video
copyright, intellectual
fair use, related to property, Presentation
and copyright copy right,
U
plagiarism vis-à-vis and fair use
gov’t./provide guidelines
sectors
actions
7.6 Explains
actions to
promote
K
ethical use of
media and
information.
7.7 K
Enumerates
opportunities
and
 challenges in

media and
information.
8.Opportuniti The student…/
es, Learner
Challenges, The student
and Power of 8.1 Realizes - Mind
understands
Media and opportunities K Mapping
how media
Information and -Article
influence
The learners challenges in Cite an Analysis
economy,
shall be able to example of -Video
a. politics, and Showing the media and Mind map and
construct a an issue Presentation
Economic, society and power of information 500 word essay
mind map on showing the Understandi Representati -Interactive
Education vice versa. media and K about the
the 8.2 power of ng on Discussion
al, Social, information transformative
opportunities Researches media and -sharing
and The student to affect power of media
and treats of and cites information experiences
is able to change and information
media and recent to affect -researching
Political describe the
information examples of change -Visually
treats that
the power of K Guided
b. Threats, media
media and Learning
Risks, practitioners
information
Abuse, face.
to affect
and change
Misuse
9. Current The student Impact of The learners The student… Describe the K Rememberi Prototype of future Representati -Synthesis
and Future can identify massive open shall be able 9.1Evaluates impact of ng media and on Write/Pair/Sh
Trends of current on-line to make a current trends massive information are
Media and media prototype of in media and open on-line -Video
Information trends and what they information Presentation
can define think is the -Interactive
a. Massive and how it
social future of Discussion
open online will
media, media and -sharing
content massive information affect/how experiences
K
b. Wearable open online they affect -researching
technology content, and individuals
(i.e. Google ubiquitous and the
glass, iPhone learning. society as a
watch, etc.) whole
c. 3D 9.2 Describes
Environment massive open
(i.e. 3D on-line
printer, 3D 9.3 Predicts
films, future media D
innovation
 holograms, 9.4 D
etc.) Synthesizes
d. Ubiquitous the overall
Learning knowledge
e. Others about media
and
information
with skills
for producing
a prototype
of what the
learners think
is a future
media
innovation

PERFORMANCE TASK: The learners design a prototype of something that will improve the lives of people in the fishing sector. In order to come up with
your prototype, fill in the table below using the information from the videos. The information can then guide you in your design. Afterward, you may then draw
your prototype. Submit the answered table and the prototype to your teacher or to your media and information literacy blog.

Watch these two videos:

• The first video is about a fishing village in Verde Island Passage in the northern Philippines whose marine habitat is increasingly under threat from coastal
erosion and rising water temperatures. The video may be viewed here: https://www.youtube.com/watch?v=2LMIWRlnGdw
• The second video is about the Community Based Fisheries Value Chain model in India whose project uses GIS technology to map water bodies and analyze
their fish production potential. The video may be viewed here: https://www.youtube.com/watch?v=uVpTBgKidYc

FISHERFOLK SECTOR
What Why do they need How they How do How do they Are there current If yes, are they If no, what
information do those information? will get they disseminate those ways/technologies to get, efficient enough? innovations/
Filipino them? validate information? validate, and disseminate What innovations/ prototypes can
fisher folks them? those information? prototypes can you design? What
need
to have a better you design? are the features of
catch and to this prototype?
protect the
marine life?

Prepared by: Checked by: Approved by:

Ms. Mary Rose C. Galit Jonathan Son Aceron Dr. Jeofrey D. Capili
 Teacher Head, Academe Principal

Rubrics in Evaluating the Performance Task

Criteria 4 3 2 1 RATING
Prototype Format The project follows the The project follows the The project follows the The project follows the
format to an outstanding format to a satisfactory format. format to a slight degree.
degree. degree.
Prototype’s Insight The project shows The project shows good The project shows The project shows
superior insight into the insight into the work’s decent insight into the limited insight into the
work’s theme, conflicts, theme, conflicts, or works theme, conflicts, work’s theme, conflicts,
or characterization. characterization or characterization. or characterization.
Creativity The project shows The project shows The project shows The project shows little
excellent creativity in average creativity in moderate creativity in creativity in design
design. design. design

Prepared by:

Ms. Mary Rose C. Galit

 Colegio de Montessori – Naic Cavite

Criteria 4 3 2 1 RATING
Timeline is incomplete Timeline is incomplete Timeline is incomplete
Timeline is completely
Completion and contains 1 to 3 and contains 4 to 6 and contains 7 or more
finished.
unfinished elements. unfinished elements. unfinished elements.
All graphics are related Some (up to 59%) of the Most (60%+) of the
All graphics are related
to content. All graphics graphics are unrelated to graphics are unrelated to
to content. All
are in appropriate size content. Too many content. Too many
graphics are in
and good quality. graphics on one page. graphics on one page.
appropriate size and
Graphics Graphics create an Some of the graphics are Most of the graphics
good quality.
overall theme and make distracting. Images are of distract from the text.
Graphics do not create
connections that help the poor quality. They are Images are poor quality.
an overall theme, but
audience understand the either too large or too They are either too large
show a general flow of
concepts. small. or too small.
topics
Words are chosen with
Most words are carefully Some words are Words are chosen with
less care; writing is
chosen; writing is clear carefully chosen; writing less care; writing is
sometimes unclear; some
and legible. Most words is clear and legible. sometimes unclear; most
Mechanics words are spelled
are spelled correctly and Most words are spelled words are spelled
incorrectly and proper
proper punctuation is correctly and proper correctly and is
punctuation is not
employed. punctuation is employed grammatically correct.
employed.
Major points are Major points are
Major points are
presented. However, presented. However,
presented and fully Topic is oversimplified
some of them are not most of them are not
Content supported with or fails to present major
supported with supported with
convincing arguments, points.
convincing arguments, convincing arguments,
ideas and data.
ideas and data ideas and data
Rubric in Evaluating Timeline Creating
 Prepared by:

Ms. Mary Rose C. Galit

Colegio de Montessori – Naic Cavite

Criteria 4 3 2 1 RATING
The use of graphic arts to The use of graphic arts to The use of graphic arts The use of graphic arts
Appropriateness present the message is present the message is to present the message is to present the message
suitable and on purpose. satisfactorily suitable acceptably suitable is poorly executed.
The use of graphic arts is There is no hint of
The use of graphic arts is The use of graphics arts
Originality new, but with little originality in the
new and novel is not very new
creativity submitted work
The student was able to The student was able to The student was able to
create a cohesive and create a cohesive but not create a cohesive The student was not
Meaningfulness comprehensive sketch, comprehensive sketch, sketch, with not so able to create a cohesive
with supporting details to with supporting details to much supporting details or meaningful sketch.
its meaning. its meaning. to its meaning.
The project was The project was The project was The project was
Completeness submitted with all the submitted but had a few submitted but seems to submitted
requirements satisfied. lacking components. be slightly uncompleted. largely
unfinished.

Drawing/Sketch Rubric

Prepared by:

Ms. Mary Rose C. Galit

 Colegio de Montessori – Naic Cavite

Criteria 4 3 2 1 RATING
Attractiveness The use of codes and The use of codes and The use of codes and The use of codes and
symbols to present the symbols to present the symbols to present the symbols to present the
message are message are satisfactory message are message are poorly
exceptionally attractive. attractive. acceptability attractive selected.
Creativity Original and imaginative. Original and a little Original and but not Not original nor
imaginative but a little imaginative. Imaginative imaginative.
original. but not original.
Validity of Information Language used makes the The language are Poor selection of Language do not tie in
message come alive. The adequately present the language to present the with the message. The
information presented are message. The message. The information presented
accurate and valid. information presented information presented are not accurate and
are adequately accurate are poorly accurate and valid.
and valid. valid.
Meaningfulness The presentation is The presentation has The presentation lacks The presentation lacks
cohesive and deep meaning but little meaning with no meaning; no supporting
comprehensive with supporting details. supporting details. details; with unfinished
supporting details parts
Presentation (Postcard, Collage, Advertisement,
Infomercial, Others) Rubric
 Prepared by:

Ms. Mary Rose C. Galit

Colegio de Montessori – Naic Cavite

Oral Presentations Rubric

Criteria 4 3 2 1 RATING
Organization Student presents Student presents Audience has difficulty Audience cannot
information in logical, information in logical following presentation understand presentation
interesting sequence sequence which because student jumps because there is no
which audience can audience can follow. around. sequence of information.
follow
Subject Knowledge Student demonstrates full Student is at ease with Student is uncomfortable Student does not have
knowledge (more than expected answers to all with information and is grasp of information;
required) by answering questions, but fails to able to answer only student cannot answer
all class questions with elaborate. rudimentary questions. questions about subject
explanations and
elaboration
Graphics Student's graphics Student's graphics relate Student occasionally uses Student uses superfluous
explain and reinforce to text and presentation. graphics that rarely graphics or no graphics
screen text and support text and
presentation. presentation.
Mechanics Presentation has no Presentation has no more Presentation has three Student's presentation
misspellings or than two misspellings misspellings and/or has four or more spelling
grammatical errors. and/or grammatical grammatical errors. errors and/or
errors. grammatical errors.
Eye Contact Student maintains eye Student maintains eye Student occasionally uses Student reads all of
contact with audience, contact most of the time eye contact, but still report with no eye
seldom returning to but frequently returns to reads most of report contact.
notes. notes.
Elocution Student uses a clear Student's voice is clear. Student's voice is low. Student mumbles,
voice and correct, precise Student pronounces most Student incorrectly incorrectly pronounces
pronunciation of terms so words correctly. Most pronounces terms. terms, and speaks too
that all audience audience members can Audience members have quietly for students in
members can hear hear presentation. difficulty hearing the back of class to hear.
 presentation. presentation.
Prepared by:

Ms. Mary Rose C. Galit

Colegio de Montessori – Naic Cavite

Rap Presentation Rubric

Criteria 3 2 1 RATING
Uses vocabulary appropriate Uses vocabulary appropriate
for the audience. Extends for the audience. Includes 1-2 Uses several (5 or more)
Vocabulary audience vocabulary by words that might be new to words or phrases that are not
defining words that might be most of the audience, but understood by the audience
new to most of the audience. does not define them.
Shows a full understanding of Shows a good
the topic. Includes understanding of the topic. Does not seem to understand
Content
explanations of all the Includes explanations of the topic very well.
required elements. most of the required
elements.
Facial expressions and body
Facial expressions and body Very little use of facial
language sometimes generate
language generate a strong expressions or body language.
a strong interest and
interest and enthusiasm about Did not generate much
Enthusiasm and Pitch enthusiasm about the topic in
the topic in others. Pitch was interest in topic being
others. Pitch was rarely used
often used and it conveyed presented. Pitch was not used
OR the emotion it conveyed
emotions appropriately to convey emotion.
often did not fit the content.
Speaks clearly and distinctly Often mumbles or cannot be
Speaks clearly and
most (94-85%) of the time. understood OR
Speaks Clearly distinctly all (100-95%) the
Mispronounces no more mispronounces more than one
time, and mispronounces
than one word. word
no words.
Stands up straight, looks
relaxed and confident. Slouches and/or does not look
Sometimes stands up straight
Posture and Eye Contact Establishes eye contact with at people during the
and establishes eye contact.
everyone in the room during presentation.
the presentation.
 Prepared by:

Ms. Mary Rose C. Galit

Colegio de Montessori – Naic Cavite
 Role Play Rubric
Criteria 4 3 2 1 RATING
Purpose is clearly Purpose is clearly Purpose is vaguely
Purpose is established
Achievement of purpose established and established and established and may not
but not sustained
effectively sustained generally sustained be sustained
Convincing Competent Adequate
Limited
communication of communication of communication of
Presentation of character communication of
character’s feelings, character’s feelings, character’s feelings,
character’s feelings,
situation and motives situations and motives. situations and motives
situation and motives.
Use of non-verbal cues
Impressive variety of Good variety of non- Satisfactory variety of Satisfactory variety of
(voice, gestures, eye
nonverbal cues are used verbal cues are used in a non-verbal cues are used non-verbal cues are used
contact, minimal
in an exemplary way competent way in an acceptable way in an acceptable way
costumes
Choices demonstrate Choices demonstrate Choices demonstrate
Choices demonstrate
Imagination and thoughtfulness and awareness and little awareness and do
insight and powerfully
creativity completely enhance role developing acceptably little to enhance role
enhance role play
play. enhance role play play.
Participation in Always willing and Usually willing and Sometimes willing and Rarely willing and
preparation and focused during group focused during group focused during group focused during group
presentation work and presentation work and presentation. work and presentation. work and presentation.

Prepared by:

Ms. Mary Rose C. Galit

Colegio de Montessori – Naic Cavite
 Mind Map Rubric
Criteria 4 3 2 1 RATING
Mind map follows Mind map does not
Mind map partially
Mind map follows the another format, such as consistently follow any
Mind map format follows the branch or
branch or hook format. bubbles, circles, boxes, format or is chaotic and
hook format.
lines, etc. difficult to understand.
The mind map includes The mind map misses The mind map misses
The mind map presents
Content the MAJOR points of the some major points of the most major points of the
no major points.
material. material. material.
The mind map presents
The mind map presents The mind map presents The mind map presents
multiple words or
Verbosity only one word or name multiple words or names multiple words or names
names on many
per branch or hook on some branches. on most or all branches.
branches
The mind map radiates
The mind map radiates from a central point. No
The mind map radiates The mind map radiates
from a central point. ideas branch out of other
from the center of the from a central point.
Few ideas branch out of ideas; all branches are a
page. Ideas branch out Some ideas branch out of
Radiance other ideas; most single line extending
from other ideas in a other ideas; some
branches are a single from the center. OR: The
logical and organized branches are a single line
line extending from the mind map does not
manner extending from the center
center radiate from a central
point.
The mind map includes The mind map includes The mind map includes The mind map includes
at least relevant 6 at least 4 relevant at least relevant 2 no relevant illustrations
Illustrations illustrations. The illustrations. The illustrations. The or the illustrations do not
illustrations make the illustrations make the illustrations make the make the mind map
mind map memorable mind map memorable. mind map memorable. memorable.

Prepared by:

Ms. Mary Rose C. Galit

Colegio de Montessori – Naic Cavite
 Rubric for Essays
Criteria 4 3 2 1 RATING
There is one clear, well- There is one clear, well-
focused topic. Main ideas focused topic. Main
There is one topic. Main The topic and main ideas
Focus & Details are clear and are well ideas are clear but are not
ideas are somewhat clear are not clear.
supported by detailed and well
accurate information. supported by detailed
information.
The introduction is
inviting, states the main
topic, and provides an The introduction states the
The introduction states the There is no clear
overview of the paper. main topic and provides an
Organization main topic. A conclusion introduction, structure, or
Information is relevant and overview of the paper. A
is include. conclusion.
presented in a logical conclusion is included.
order. The conclusion is
strong.
The author’s purpose of
The author’s purpose of The author’s purpose of
writing is very clear, and
writing is somewhat clear, writing is somewhat clear,
there is strong evidence
and there is some evidence and there is evidence of
of attention to audience. The author’s purpose of
Voice of attention to audience. attention to audience. The
The author’s extensive writing is unclear
The author’s knowledge author’s knowledge and/or
knowledge and/or
and/or experience with the experience with the topic
experience with the topic
is/are evident. topic is/are evident. is/are limited.
The author uses vivid The author uses vivid words
The writer uses a limited
words and phrases. The and phrases. The choice and The author uses words that
vocabulary. Jargon or
Word Choice choice and placement of placement of words is communicate clearly, but
clichés may be present
words seems accurate, inaccurate at times and/or the writing lacks variety.
natural, and not forced. seems overdone. and detract from the
meaning.
Sentences sound awkward,
Most sentences are well Most sentences are well
are distractingly repetitive,
All sentences are well constructed and have varied constructed, but they have
or are difficult to
constructed and have structure and length. The a similar structure and/or
Sentence Structure, understand. The author
varied structure and length. author makes a few errors length. The author makes
Grammar, Mechanics, makes numerous errors in
The author makes no in grammar, mechanics several errors in grammar,
& Spelling grammar, mechanics,
errors in grammar, understanding, and/or mechanics, and/or
and/or spelling that
mechanics, and/or spelling, but they do not spelling that interfere with
interfere with
spelling. interfere with understanding.
understanding
Prepared by: Checked by: Approved by:
Ms. Mary Rose C. Galit Jonathan Son Aceron Dr. Jeofrey D. Capili
Teacher Head, Academe Principal