Republic of Philippines

Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis

TEACHER: PAULYNNE ERICKA C. MIGUEL DATE SUBMITTED: July 4, 2022

RATER: RICKSON L. PALGUE, EdD SUBJECT & GRADE LEVEL: ENGLISH 8/9

DIRECTIONS: Reflect on your attainment of the RPMS objectives by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500
words.

OBJECTIVE 9
Designed, adapted and implemented teaching strategies that are responsive to learners, with disabilities,
giftedness and talents.

PROMPT #1

Context: Carlene is suffering from a deficiency by shortcomings in her learning areas, seen unfocused and
restless in synchronous class. Neither was she unable to pass her activities, she also had difficulty in
understanding and following the instructions given by her teachers and classmates.

Action Taken: The school and faculty took an immediate action to have a conference with her parents and found
out from them that Carlene has anxiety and was diagnosed with a learning disability.

How will you alter to make emotional, mental and physical changes and different specifications and instructions
for Carlene to keep her focus in synchronous classes.

REFLECTION/ ANNOTATIONS
Based on the scenario given, Clara has attention deficit hyperactivity disorder (ADHD) (Types of Learning
Disabilities: Discover 10 Common Learning Disabilities, 2022). Clara would likely become attention-seeking in
class, unable to focus, unable to accomplish complex learning goals, hyperactive, and unable to follow
instructions. Clara's attention span would be concise.

Teaching strategies must also be suited to their learning needs to cater to and deliver quality instruction to
students with Learning disabilities, particularly ADHD, like Clara. Assuming that Clara is in my English 8 class,
here are some adjustments I would make in my instruction so that Clara can learn just like the rest of the students:

Classroom Management, Before the start of the lesson, I would see to it that Clara is seated away from the
things that might distract her, like windows, doors, and other displays in the classroom. She is already struggling
to focus, so any distractions in the school should be away from her. I would seat her in the middle and, if possible,
near me so that I can keep an eye on her, which will compel Clara to focus slightly on class. I would also explain
the rules and expected behavior in class and the consequences if rules are not followed. Clara will also receive a
reward for her positive behaviors and repercussions for not following the rules. According to the article 8 Simple

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
School Strategies for Students With ADHD, students with ADHD get benefit from reward and punishment
reinforcement.

Lesson Delivery. The lesson should deliver in simple language and, if possible, be presented in charts, graphs,
pictures, or other illustrations to facilitate her understanding of the concept. All the essential concepts must also
be given time early in the lesson; this calls for an inductive approach to lesson delivery. Clara's attention span is
so short; that is why she must perform skills or learn concepts at the onset of the lesson before she loses interest
and focuses altogether.

Likewise, this is true for all; the information or concept of the lesson must be in chunks so that they can absorb it,
especially Clara. Complex concepts must be divided into small learning concepts to ensure that students like Clara
can still understand it.

Grammar Practice. Clara will be given drills and practice sheets with gradual difficulty in drills and Grammar
Practice. It will help capture her interest and attention of Clara because she will perform an activity that she can
accomplish and understand. Instructions would also be repeated because Clara would likely forget the instructions
on the practice.

In performance activities, I would use a graphic organizer to chart the step-by-step method of activity. Students
with ADHD often lose interest in activities when unsupervised or lose their focus. By guiding them with visuals
as instruction in the activity, students like Clara would be reinforced to do the activity because they have visuals
to follow, and I would also constantly monitor and give her extra attention.

Clara will also not be forced to answer questions that need long verbal explanations so as not to embarrass or
demotivate her. In English, students are asked to explain their answers to develop Language ability. Clara would
be exempted from this but will find other ways to allow her to speak and develop oral language abilities.

I would also give Clara constant Feedback on her activity to motivate her even more and to give attention to her
learning tasks.

DepEd provides an equal opportunity for learning to Children with Disability or what we call Inclusive Education,
"DO 72, s. 2009-Inclusive Education as Strategy for Increasing Participation Rate of Children ". As a teacher, I
recognize my immense responsibility to provide quality and equal opportunities for learning to students with
disabilities. By providing a suitable lesson delivery, I would ensure that students like Clara would be allowed to
have access to equal and quality learning experiences in my class.

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis

TEACHER: PAULYNNE ERICKA C. MIGUEL DATE SUBMITTED: July 4, 2022

RATER: RICKSON L. PALGUE, EdD SUBJECT & GRADE LEVEL: ENGLISH 8/9
DIRECTIONS: Reflect on your attainment of the RPMS objectives by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500
words.

OBJECTIVE 9
Designed, adapted and implemented teaching strategies that are responsive to learners, with disabilities,
giftedness and talents.

PROMPT #2

Design a Lesson Plan for the gifted and talented learners how they will be inscribed in a synchronous class.
Attached your lesson plan here.

SCHOOL:DIKAPINISAN NATIONAL HIGH SCHOOL GRADE: IX-CATUSALEM

TEACHER: PAULYNNE ERICKA C. MIGUEL LEARNING AREA: ENGLISH
DATE: June 2, 2022 I 9:45-10:45am QUARTER: FOURTH

I. OBJECTIVES ANNOTATION

A. CONTENT STANDARD
The learner demonstrates understanding of: East Asian
literature as an art form inspired and influenced by nature;
relationship of visual, sensory, and verbal signals in both
literary and expository texts; strategies in listening to long
descriptive and narrative texts; value of literal and
figurative language; and appropriate grammatical signals
or expressions suitable to patterns of idea development.

B. PERFORMANCE The learner transfers learning by composing and

delivering a brief and creative entertainment speech
STANDARD
featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development,
and appropriate prosodic features, stance, and behavior.

C. LEARNING Judge the relevance and worth of ideas, soundness of The teacher has used
COMPETENCIES author’s reasoning, and the effectiveness of the Bloom’s Taxonomy in
presentation EN9RC-IVf-2.22 writing objectives. Based
(taken from K to 12
OBJECTIVES: on the Cognitive
MOST Dimensions adapted from
ESSENTIAL a. Differentiate Opinion and Argument Anderson and Krathwohl
LEARNING b. Detect sound or valid argument the text read. (2001), it provides a
c. Appreciate the importance of sharing of an scheme for classifying
COMPETENCIES) educational goals,
argumentative to learn more about the world.
objectives and standards.
It also defines a broad
range of Cognitive
Processes from specific to
broad.

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
II. CONTENT Judge the relevance and worth of ideas, soundness of
author’s reasoning, and the effectiveness of the
presentation
III. LEARNING RESOURCES ✔ K to 12 Most Essential Learning
Competencies
✔ Curriculum Guide (May 2016 version)
✔ Google and YouTube for media
✔ Government Websites
 https://www.theedadvocate.org/5-things-that-
educators-should-know-about-the-philosophy-of-
education/
 https://www.thedigiteachers.com/teaching-
philosophies/
IV: PROCEDURES Ask a student to lead the prayer. Check the
PRELIMINARIES attendance of the students.
● Prayer
● Checkin Update on the status, feelings and expectations
of the students.
g of
Ask the learners about their day or week.
Attendance
Check if there is significant event that took place
● Updating/ in their day. Make the learners feel like they are
checking students’ appreciated and important.
status
Recall /review the concept of Reading. Give them pointers The overall
on how to read and why they need to read. Emphasize that Philosophy used
in this lesson
reading is the focus of the lesson. was Progressivism
because it
teaches that
student to
evaluate
information so
that they become
a good citizen of
a democratic
society.

Constructivist
A. REVIEWING THE LESSON Theory was also
observed in this
activity as it
allowed the
student construct
knowledge and
make meaning of
it.

Visualization and
technology were
used in this
activity as
teaching strategy
as well as
teaching
principle.
B. ESTABLISHING THE PURPOSE OF Communicate the following Lesson’s Objectives to the
THE LESSON learners:

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis

d. Differentiate Opinion and Argument

e. Detect sound or valid argument the text
read.
f. Appreciate the importance of sharing of
an argumentative to learn more about
the world.

Remind the learners of the performance standard that

they must accomplish in the lesson.

MOTIVATION. Inductive approach is

PHOTO ESSAY employed in this lesson.
The teacher started with
✔ Let the learners arrange the pictures to specific concept to
C. PRESENTING general concept in order
create a bigger idea.
to practice the target skills
✔ The learners must interpret the early on the lesson. The
EXAMPLES underlying meaning of the new picture principle of teaching used
created. in this activity was
✔ They must be able to connect it to the students’ engagement.
lesson.

ACTIVITY. The principle of

1. Let the learners play the game’ GUESS ME” teaching is used
in this activity
 Let the learners peel off a is creating an
description/statement from a whistle active
D. DISCUSSING NEW illustration. environment. The
 Let them guess if the statement is an teacher believes
CONCEPT AND that learners
opinion or an argument learn better in
 Check the learners’ answer an environment
PRACTICING NEW
where they can
Process the learners’ activity by guiding them perform the
KILLS several hands-on
to differentiate the following:
activities.
o Opinion
o Argument
(in the context of the text read)

E. DISCUSSING NEW ACTIVITY.

1. Discussion.
CONCEPTS AND The teacher will give in discuss the parts of an
argument. The teacher will give the
PRACTICING NEW characteristics of valid and sound argument.
SKILLS 2

F. DEVELOPING ANALYSIS Flexible

MASTERY Grouping was
Group Activity done for the
 Group the learners based on their activity. The
preference of the 3 colored stick with learners are
grouped
emoji at the top representing their
according to
mood. Give each group their task. their preferred
Allow questions and clarification on color and emoji

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
the task at hand but can still
be assigned to
Group 1: THE LOGIC other group in
 The group will be given a statement another
that they would analyze and evaluate. learning task.
 The group will detect an invalid
Inclusivity
argument from the text read. Principle was
 The group will explain their answers in observed in
front. this activity.
It allowed for
Group 2: THE SOUND varied learning
 The group will be given a comics strip activities that
that they must analyze the context. all learners
 Through a comics strip, the learners can participate
will create a valid and sound won.
argument. Cooperative
 Learning
Group 2: THE JURORS Strategy was
 The group will be given various used in this
activity.
information from prominent social
media platforms that they must read Contextualizatio
and analyze.m n was also
 They must detect which arguments observed in this
from the source are valid, and sound, activity.
and which are not. Examples given
*Since it is a differentiated instruction, specific criteria are not are those that
applicable, however, students are guided by the rubric below for their are locality and
presentation* those that
learners can
CRITERIA SCORE easily relate
Teamwork. All members helped in the to.
preparation of the presentation.
Language. Presenter used the target Active Learning
language during the presentation.
Principle was
Relevance. The target goals were
accomplished
observed in this
activity caters
Deportment. The Group observed proper
behavior and health protocol during the the need of the
activity. learners and
allowed them to
work and assume
responsibility
for their own
learning.
Students in this
activity
interacted
taught, and
engaging, and
responsible
learning. This
is also one of
the pieces of
evidence of the
constructivist
philosophy of
teaching.
Comics is
another strategy
used in enhance

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
competence and
to bridge the
gap of learning
theory and its
application.

APPLICATION The principle

of reciprocity
SPREADING KNOWLEDGE. and cooperation
The learners will be tasked to write was the
something about the topic or information principle of
teaching
that they are familiar to and knowledgeable
evident in this
of in a form of a card. This card shall be activity. The
exchanged to each other during the learners must
G. FINDING PRACTICAL APPLICATION learners’ vacant time.
cooperate and
AND ABSTRACTION ABOUT THE reciprocate the
LESSON action of each
other in order
to get to know
each other and
also to
accomplish a
learning goal
to encourage
more learning
to take place.
Ask the learner to wrap-up the lesson
H. MAKING
GENERALIZATION
The evaluation of the learners is in activities
I.EVALUATING
and analysis of the lesson
LEARNING
J. ADDITIONAL Look for at least three informative articles
ACTIVITTIES FOR online from different sources. Read the
APPLICATION OR article and if possible, read on the topic
REMEDIATION discussed by the article.

K. REMARKS

L.REFLECTION
a. No. of learners earned 80%
in the evaluation.
b. No. of learners who required
additional activities for
remediations.
c. Did the remedial lessons
work? No. of learners who
have caught up with
lessons.
d. No. of learners who continue
to require remediation.
e. Which of my teaching
strategies worked well? Why
did this work?

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
f. What difficulties did I
encounter which my
principal or supervisor can
help me solve?

Demonstrated by:

PAULYNNE ERICKA MIGUEL

Teacher-I

Checked and validated by:

RICKSON L. PALGUE, EdD

Head Teacher III

ANNOTATIONS
Gifted students work at their own pace, compact curriculum, and deliver project-based learning. Upon this
kind of learning method, I employ learning that would help them to explore things with their classmate.
In activity 1, I ask them to pair them and model a social situation. It can be challenging for some gifted
students as their understanding of social cues can be under developed. Teaming up with other students will
help each other to learn differently.
I encourage them to move beyond their learning skill by applying them in the real world. For example, they
can explore how area and perimeter affect an architect's design or how scientists use animal classification
to understand animal life and how it functions.
Create a differentiation strategy for your classroom with the educational materials and resources to benefit
all students.

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis

TEACHER: PAULYNNE ERICKA C. MIGUEL DATE SUBMITTED: July 4, 2022

RATER: RICKSON L. PALGUE, EdD SUBJECT & GRADE LEVEL: ENGLISH 8/9
DIRECTIONS: Reflect on your attainment of the RPMS objectives by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500
words.

OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous
groups.

PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP)
group. Evaluate the appropriateness of the activity to your learners. Write your response in this form.

Directions: For your assignment, research on the following roles in your community by asking your parents or
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.

SET B
SET A Datu/Chieftain
1. Mayor Community Elders
Healers
2. Councilors
3. Medical Officers

YOUR REFLECTIONS

The task given to the students is to research the roles of the given workers in the community by asking
their parents or anyone with knowledge of the roles. It is divided into two sets. Set A used terms familiar
to the modern community, while Set B used terms familiar to the older or indigenous community.
For my classroom with a presence of Indigenous students, this type of Assessment promotes cultural-
sensitivity, fairness, inclusivity, and contextualization. It is very much concerning how IP students must
be assessed appropriately. 

This kind of Assessment is very appropriate to my classroom, which has Indigenous students, because it
acknowledges the culture of these learners. According to an article, Ways of teaching & engaging
Aboriginal students in an effective classroom with IP students must be culturally relevant and
responsive. The assessment test reflects the teacher's knowledge and sensitivity to the culture of the IPs
by including their own culture and vocabulary in the assessment test. Further, the Assessment also did
not ask the learners to use technology to find out the roles of these people in the community; instead, the
teacher asked them to utilize the community and elders to provide the answers. This hits two birds; one,
the teacher acknowledges that not all students, especially IPs, have computers or gadgets to search for

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
the answers; this is very much appropriate in teaching students from Indigenous Groups; Second, it
involves community members, which is a powerful strategy for teaching Indigenous students (Korff,
2021). An Assessment that is respective to the culture and the more substantial presence of
contextualization in our curriculum shows that the teacher did not limit the IP learners to their own
culture and vocabulary but also introduced the culture and vocabulary of the non-IP community, and the
same goes for the non-IP students in the class.

The type of Assessment given also develops students' HOTs or Higher Order Thinking Skills in my
class. According to various articles, for the Indigenous Group students to thrive, a teacher must set a
high standard for them and expect them to succeed. The Assessment shows that the teacher expects
everyone to explain the roles they will gather, developing the reasoning ability and critical thinking of
not only the IP students but all of the students in class.

As a teacher, we sometimes forget that there are IP students in the mainstream class who need a unique
teaching and Assessment approach. This shows in many research studies that these children's needs are
not being addressed. However, there are revolutionary movements for Indigenous People, especially in
Basic Education. Our curriculum advocates inclusivity, fairness, and cultural sensitivity to all students
and the groups they belong to (DO 32, S. 2015, DO 72, s. 2009, DO 101, S. 2010).

The Assessment given as an example in this reflection form is one way of showing us how to provide a
proper and valid assessment test to all our students irrespective of their community groups. It also shows
how different the IP students may look at things and concepts learned in school. For the IPs, the elders
and community are very fundamental to their existence, and therefore, for the teaching instruction and
Assessment to be successful for this type of learner, the tasks of the learners must allow them to function
in society and enable them to utilize their own culture and environment. 

In retrospect, we should never forget that the assessment strategy must align with the teaching strategy
in order to assess if the objectives based on the competencies prescribed by our curriculum are being
carried out in our lesson. In order to address the learning needs of our students in Indigenous Groups, we
must make all the parts of our lesson culture-sensitive, inclusive, and conducive for them, bearing in
mind that these students are the future of our country.  

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis

TEACHER: PAULYNNE ERICKA C. MIGUEL DATE SUBMITTED: July 4, 2022

RATER: RICKSON L. PALGUE, EdD SUBJECT & GRADE LEVEL: ENGLISH 8/9
DIRECTIONS: Reflect on your attainment of the RPMS objectives by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500
words.
OBJECTIVE 10

Adapted and used culturally appropriate teaching strategies to address the needs of learners from
indigenous groups.

PROMPT #2

Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using
national mandates on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum
Framework
The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection
form. Attach your lesson plan here.

SCHOOL:DIKAPINISAN NATIONAL HIGH SCHOOL GRADE: VIII- SALVADOR

TEACHER: PAULYNNE ERICKA C. MIGUEL LEARNING AREA: ENGLISH
DATE: May 23, 2022 I 9:45-10:45am QUARTER: THIRD

I. OBJECTIVES ANNOTATION

A. CONTENT STANDARD The learner demonstrates understanding of:

Southeast Asian literature as mirror to a shared
heritage; coping strategies in processing textual
information; strategies in examining features of a
listening and viewing material; structural analysis
of words and propaganda techniques; and
grammatical signals for opinion- making,
persuasion, and
emphasis.
B. PERFORMANCE The learner transfers learning by composing and
delivering a persuasive speech based on an
STANDARD informative essay featuring use of properly
acknowledged information sources, grammatical
signals for opinion-making, persuasion, and

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
emphasis, and appropriate prosodic features, stance,
and behavior.
C. LEARNING CG Code: EN8LC-IIIh-7.4
COMPETENCIES MELC: Determine various social, moral,
(taken from K to 12 MOST ESSENTIAL and economic issues discussed in the text
LEARNING COMPETENCIES)
listened to.
OBJECTIVES:
1. describe moral, social and economic
issue,
2. extract words from the listening text
to determine the issues they belong, and
3. reflect on the importance of being an
agent to solve moral, social, and
economic issues.
II. CONTENT MORAL, SOCIAL AND ECONOMIC
ISSUES
III. LEARNING RESOURCES ✔ K to 12 Most Essential Learning Competencies
✔ Curriculum Guide (May 2016 version)
✔ Google and YouTube for media
✔ Government Websites

IV: PROCEDURES
PRELIMINARIES
● Prayer Ask a student to lead the prayer.
● Checking of Check the attendance of the students.
Attendance
Update on the status, feelings and
● Updating/checking
expectations of the students.
students’ status

A. REVIEWING THE Review the lesson on the different

LESSON propaganda devices.

B. ESTABLISHING 1. Communicate the following Lesson’s

THE PURPOSE Objectives to the learners:
OF THE LESSON 1. describe moral, social and economic
issue,
2. extract words from the listening text
to determine the issues they belong, and
reflect on the importance of being
an agent to solve moral, social,
and economic issues.
C. PRESENTING MOTIVATION. The strategy used
EXAMPLES WHAT’S IN THE WORLD in this activity is
culture-based
✔ Picture of different current events in activity. The
the world will be posted on the pictures will
include the current
board. events that are
✔ Specifically, the health and happening in the
Indigenous
economic issues that are faced by Community. This
the Agta in Bicol during and long is strategy aims to
capture the
before the pandemic. interest of the IP
✔ The learners will evaluate the students in class
as well as to make
picture and identify the issue it the lesson more
presents. culture-sensitive
and relevant to the

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
✔ This activity shall introduce IP students.
the lesson.
D. DISCUSSING NEW ACTIVITY. This activity is
CONCEPT AND Let’s Infer! (Group Activity) culturally related
to each student.
PRACTICING NEW The teacher shall group all the learners The jigsaw puzzle
KILLS based on their skills. includes the
Paste prominent feature of Moral, Social current events that
and Economic issue on the board. are happening in
the indigenous
✔ The learners will solve a jigsaw community.
puzzle. Also, the small
✔ After completing the puzzle, the group activity
helps the
learners will identify the issue Indigenous people
it belongs. to function and
✔ The pictures include the striking attain goals in
group which is a
images of the situation of the Agta in good way of
Bicol. teaching the IP
✔ Process the activity by asking the students.
following questions:
1. What is common to all
the picture in one group?
2. Based on the picture and
description, how do you describe
a. Moral issue,
b. Social issue; and
Economic issue?
Let’s Discuss!
✔ The teacher will discuss the concept of
Moral, Social and Economic issue. The
teacher will present other examples of each
issue.
E. DISCUSSING NEW ACTIVITY. The series of
CONCEPTS AND (Group Activity) activities in this
lesson set high
PRACTICING NEW GROUP 1. NEWS expectations for all
SKILLS 2 ✔ The group will be given few students including
headlines of the news in locality. the IP. This
strategy, according
✔ As they listen, they must identify to various article
issues that are mentioned in helps in the
the headlines. learning and
motivation of
✔ They must list down exact words Indigenous
from the headlines that represent students.
the issue. The differentiated
group activity also
✔ The group will present their work centers on the
in class. integration of the
culture of the
GROUP 2. SPEECH Indigenous People.
This strategy is
✔ The group will be given a recorded seemingly
audio of “Indigenous People Around repetitive because
The World”. researchers proved
that cultural
✔ As they listen, they must identify integration is one
issues that are mentioned in the of the best
speech. strategies in
teaching

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
✔ They must list down exact words Indigenous
students.
from the speech that tackled the
issue.
✔ The group will present their work
in class.

GROUP 3. SONG Also, the small

✔ The group will be given 2 Tagalog group activity
helps the
songs for them to listen to: UPUAN Indigenous
learners to
by Gloc 9 and MAGDALENA by function and attain
Freddie Aguilar. goals in group
which is a good
✔ As they listen, they must identify way of teaching the
issues that the songs are trying to Indigenous
students.
convey. This group activity
✔ They must list down lyrics in the used the local and
native language for
songs that represent such issue. better understanding
✔ The group will present their work of all students.
in class.

The learners’ presentation shall be guided by the

rubric below.
F. DEVELOPING MASTERY ANALYSIS.
✔ Process the activity of the learners
by asking these questions:
✔ What are the different issues
mentioned in the audio that you
have listened to?
✔ What are the clues that you used to
categorize the issue into Social,
Moral and or Economic issue?
✔ Can issue be categorized into two or
all these issues at the same time?
✔ Are these events happening right in
our Locality or in our Nation?
G. FINDING PRACTICAL ABSTRACTION & APPLICATION The activity in
APPLICATION AND To find the practical application of the the abstraction
ABSTRACTION ABOUT THE
LESSON lesson, let the students answer questions urges all the
and perform an activity: students to find
● Is there any of the issue we have a practical
tackled that you can relate to very application of the
much? Or you have experienced? * lesson in their
Learners will be encouraged to share only the daily lives. This
experience they comfortable sharing with the activity is a good
class.* avenue for the
● How do you feel about these issues Indigenous
in our locality and our country? People to reflect
● Do you think there is simple/ little on what they can
ways you can do to help somehow do to help their
community and

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
solve these issues? to appreciate the
In connection with the upcoming SK importance of
election, if you were to become an SK having a good
chairman, how would you address the education.
moral, social, and economic issues in your This strategy suits
barangay. the learning needs
of the Indigenous
People.
H. MAKING To generalize the lesson, ask the students
GENERALIZATION to wrap up and summarize the lesson in
concise sentences.
I. EVALUATING LEARNING Short Quiz
✔ Using the EVALBEE, the teacher will
hand in answer sheet where the
learners shade the letter of their
best answer.
✔ The teacher will get statements from
the speech of Yeonmi Park’s story of
Escaping North Korea in search of
Freedom and the learners will
identify the issue it belongs to.
✔ The teacher, using EVALBEE scanner
shall check the answer of the learners.
J. ADDITIONAL ACTIVITIES Ask the students to create a podcast or This group
FOR APPLICATION OR Vlog post that will show awareness of the activity will allow
REMEDIATION
different issues in society. It will be done by the IP to work
group. yet again in a
The presentation shall be guided by a Rubric group where
of Presentation. they function
and learn better.
It also has an
integration of
community and
culture which is
the source of
their inspiration
to learn.
K. REMARKS

L. REFLECTION

a. No. of learners earned 80% in the

evaluation.

b. No. of learners who required

additional activities for remediations.

c. Did the remedial lessons work? No. of

learners who have caught up with
lessons.

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
d. No. of learners who continue to
require remediation.

e. Which of my teaching strategies

worked well? Why did these work?

f. What difficulties did I encounter

which my principal or supervisor can
help me solve?

g. What innovation or localized materials

did use/discover which I wish to
share with another teacher?

Demonstrated by:

PAULYNNE ERICKA MIGUEL

Teacher-I

Checked and validated by:

RICKSON L. PALGUE, EdD

Head Teacher III

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
_____________________________________________________________________________________

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201