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
School Strategies for Students With ADHD, students with ADHD get benefit from reward and punishment
Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
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.
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.
YOUR 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.
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.
the
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
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.
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
emphasis, and appropriate prosodic features, stance,
and behavior.
Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
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.
Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
B. 1. Communicate the following Lesson’s
ESTABLISHIN Objectives to the learners:
G THE 1. describe moral, social and economic
issue,
PURPOSE OF
2. extract words from the listening text to
THE LESSON determine the issues they belong, and
3. 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 the activity. The
world will be posted on the board. pictures will
include the current
✔ Specifically, the health and economic events that are
issues that are faced by the Agta in Bicol happening in the
Indigenous
during and long before the pandemic. Community. This
✔ The learners will evaluate the picture and is strategy aims to
capture the
identify the issue it presents. interest of the IP
✔ This activity shall introduce the lesson. students in class
as well as to make
the lesson more
culture-sensitive
and relevant to the
IP students.
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 based on The jigsaw puzzle
KILLS their skills. includes the
Paste prominent feature of Moral, Social and current events that
Economic issue on the board. are happening in
the indigenous
✔ The learners will solve a jigsaw puzzle. community.
✔ After completing the puzzle, the Also, the small
learners will identify the issue it group activity
helps the
belongs. Indigenous people
✔ The pictures include the striking images of to function and
the situation of the Agta in Bicol. attain goals in
group which is a
✔ Process the activity by asking the following good way of
questions: teaching the IP
1. What is common to all the students.
picture in one group?
2. Based on the picture and description,
how do you describe
a. Moral issue,
b. Social issue; and
c. Economic issue?
Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
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
PRACTICING NEW GROUP 1. NEWS lesson set high
SKILLS 2 ✔ The group will be given few expectations for all
headlines of the news in locality. students including
the IP. This
✔ As they listen, they must identify strategy, according
issues that are mentioned in to various article
the headlines. helps in the
✔ They must list down exact words learning and
from the headlines that represent motivation of
Indigenous
the issue.
students.
✔ The group will present their work The differentiated
in class. group activity also
centers on the
GROUP 2. SPEECH integration of the
✔ The group will be given a recorded culture of the
audio of “Indigenous People Around Indigenous People.
The World”. This strategy is
seemingly
✔ As they listen, they must identify
repetitive because
issues that are mentioned in the researchers proved
speech. that cultural
✔ They must list down exact words integration is one
from the speech that tackled the of the best
strategies in
issue.
teaching
✔ The group will present their work Indigenous
in class. students.
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
by Gloc 9 and MAGDALENA by learners to
function and attain
Freddie Aguilar.
goals in group
✔ As they listen, they must identify which is a good
issues that the songs are trying to way of teaching the
Indigenous
convey. students.
✔ They must list down lyrics in the This group activity
songs that represent such issue. used the local and
native language for
✔ The group will present their work better
in class.
The learners’ presentation shall be guided by
the rubric below.
Criteria Score
Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
Teamwork. All members helped in the understanding of
15
preparation of the presentation.
all students.
Language. Presenter used the target
language during the presentation. 40
Relevance. The target goals were
35
accomplished.
Deportment. The Group observed proper
behavior and health protocol during the 10
activity.
Total 100
F. DEVELOPING ANALYSIS.
MASTERY ✔ 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 ABSTRACTION & APPLICATION The activity in
PRACTICAL To find the practical application of the lesson, the abstraction
APPLICATION AND let the students answer questions and perform urges all the
an activity: students to find
ABSTRACTION
● Is there any of the issue we have a practical
ABOUT THE application of the
tackled that you can relate to very
LESSON lesson in their
much? Or you have experienced? *
Learners will be encouraged to share only the daily lives. This
experience they comfortable sharing with the class.* activity is a good
● How do you feel about these issues in avenue for the
our locality and our country? Indigenous
● Do you think there is simple/ little People to reflect
on what they can
ways you can do to help somehow
do to help their
solve these issues? community and
● In connection with the upcoming SK to appreciate the
election, if you were to become an SK importance of
chairman, how would you address the having a good
moral, social, and economic issues in education.
This strategy
your barangay.
suits 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.
Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
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 Ask the students to create a podcast or This group
ACTIVITIES FOR Vlog post that will show awareness of the activity will allow
APPLICATION OR different issues in society. It will be done by the IP to work
group. yet again in a
REMEDIATION
The presentation shall be guided by a group where
Rubric 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.
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?
RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
_____________________________________________________________________________________
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
RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
_____________________________________________________________________________________
PICTURE 1 PICTURE 2
SET A
PICTURE 1 PICTURE 2
SET B
In presentation pictures shown above, Ask the learners in given questions.
What have you seen in the pictures?
What do they have in common? How they differ from one another?
How do people talk to God? And why?
Have you try to ask God your purpose of living? Why?
I used existentialism teaching here. Every individual is unique and education must cater to the individual
differences. Therefore, the objective of education is to enable every individual to develop his unique qualities, to
harness his potentialities and cultivate his individualities
