VERTICAL ARTICULATION
ENGLISH DEPARTMENT
AREAS OF CONCERN
I. COURSE CONTENT
A. Content Areas Scope
B. Organization/Sequencing
C. Course Schedule/Time Allotment
II. Teaching Models & Pedagogy
A. Variety of Teaching Models Used
B. Effectiveness of Teaching Models Used
C. Inclusion of School Values in Instruction Core Failure to connect core values when teaching grammar
Values Advocacies Campaigns
III. Technology for Teaching and Learning
GRADE BANDS: 7-10
SY 2019-2020
GAP ANALYSES
Lessons on Verbals, Direct and Indirect Speech, and Sentence
patters were not mastered by the students as evidenced by the
results of their grammar exam.
Topics were not discussed according to level. There were
repetitions of lessons on other grade levels with the same level of
difficulty.
Discussion of these lessons were not given ample time for
discussion.
There is a need for more modeling strategies, think aloud, guided
practice, and independent practice.
Teachers have difficulties in implementing collaborative work since
some students are not participative.
• There are instances when teachers are having a hard time in
providing immediate assessment on students’ output due to lacking
of time for checking and conflict in schedule.
PLAN OF ACTION
Introduce these lessons on using words, then phrases,
then sentences, and lastly use them in paragraphs in
Grade 10. Teach them based on difficulty.
Topics should be discussed by parts, spread out on
different lessons to give the students time to absorb
what they've learned. They should also be taught
according to difficulty from Grade 7 to 10.
Discussed them thoroughly by parts
• Collaborate with teachers who are good in pupil-
centered teaching models
• Provide more guided practice, tasked-based
instruction, and other collaborative activities.
• Make an immediate self and group assessment both
formative and summative assessment which may
involve students while they are in the process of
learning.
• Make use of sample sentences and texts which we
may connect to our core values.
A. Technology utilized by the teachers
B. Technology utilized by the pupils
IV. Student Assessment and Grading
A. Diversity of Assessment
B. Validity of Assessment
C. Utilization of the Assessment Results to
Improve Instruction
Using CLE in Smart Room is not always accessible to use due to
circumstances beyond control such as sharing of resources
between grade school and Junior High School Department and
conflict of schedule.
Limited resources such as computers and internet connections of
the students at home. (mostly students from hetero classes)
Students are poor in terms of constructing sentences and
paragraph that observes unity and coherence.
There is a limited opportunity for pupils to answer variety of test
types.
Some test questionnaires have more low-level questions than
higher level questions (questions that cater critical and analytic
thinking).
The test results are not being utilized for immediate intervention or
remediation.
Teachers should be flexible to come up with a ready-
made plan in case the learning hub is not available to
use.
Teachers should maximize the use of available
resources in school.
Include theme writing activity quarterly.
Expose the students with all types of assessment tools
especially the ones that reinforce critical and and
analytic thinking and better communication skills like
essay, analogy, reasoning, puzzle solving, data
interpretation, etc.
Balance the distribution of the levels of difficulty based
on 60% (easy), 30% (average) and 10% (difficult).
Be consistent in monitoring pupils test scores evaluate.
Give feedback to the pupils and parents for immediate
intervention and remediation