Pre-Test

Directions: Rate your responses using the following: strongly disagree (SA), disagree (D), agree (A), and strongly
agree (SA).

SD D A SA

1. Anyone can lead. [] [] [] [✔ ] 4

2. Classroom cleanliness and orderliness is everybody’s responsibility. [] [] [] [✔ ] 4

3. I am for “Ladies first” practice. [✔ ] [] [] [] 4

4. Boys and girls both excel in Math. [] [] [] [✔ ] 1

5. Schools mandate to follow prescribed-haircut for boys. [✔ ] [] [] [] 4

6. Blue is associated with masculinity while pink is associated with femininity. [✔ ] [] [] [] 4

7. I prefer boys as Class Presidents. [✔ ] [] [] [] 4

8. Women are more articulate than men. [] [✔] [] [] 3

9. One comfort room in school. [✔ ] [] [] [] 4

10. Teaching is a female profession. [✔ ] [] [] [] 4

Interpretation of Answers:

For questions 1 & 2, those who answered:

SA will get 4 points, A will get 3 points, D will get 2 points, and SD will get 1 point.

For questions 3-10, those who answered:

SD will get 4 points, D will get 3 points, A will get 2 points, and SA will get 1 point.

Get the average of scores. Then 4 will be interpreted as Gender Fair, 3 is Nearing Gender Fair, 2 is Nearing
Gender Biased, and 1 is Gender Biased.

RESULT: 3.6 OR 4 - Gender Fair

PREPARED BY: CHECKED BY:

ALONA JANE C. DIVINO GERALDINE G. MAGONCIA

T-1 MT- 1
Activities and Assessment
A. Review the basic concepts between sex and gender. Provide your answer before
every item by writing Sex or Gender.

SEX male and female SEX penis and vagina

GENDER weak and strong SEX XY and XX
GENDER child rearing GENDER masculine and feminine
GENDER emotional and logical SEX husband and wife
GENDER child bearing SEX mother and father

B. Answer the following questions.

1. How does gender sensitivity/responsiveness of the education system contribute to theDepEd’s
performance of its mandate?

Gender sensitivity/responsiveness of the education system contribute the DepEd’s

performance of its mandate by ensuring that gender-based discrimination is minimized starting
inside the classroom setting.

2. What are the causes and effects of gender disparity?

Gender disparity is the differences in women’s and men’s access to resources, status
and well-being, which usually favour men and are often institutionalised through law, justice
and social norms. It creates inequality of rights and privileges’ between men and women.

3. As a teacher, how can we create a gender sensitive/responsive classroom/school?

As a teacher we can create a gender sensitive/responsive classroom/school by

considering, respecting and accepting the preferences of each learner and making sure that
within the classroom setting, no one will be discriminated.

PREPARED BY: CHECKED BY:

ALONA JANE C. DIVINO GERALDINE G. MAGONCIA

T-1 MT- 1
C. The next activity is writing the actions that you will do on a given situation. You may also share your
answer/s during the LAC Session for additional input or discussion.
Case 1:A learner got pregnant and expected to deliver toward the end of theschool year.
I will let the student continue her studies by giving her module where she can study
and answer.

Case 2:At the middle of the school year, you noticed an increase in absencesamong the boys in your
class.
I will talk to the learners concerned and communicate their parents and invite for a
parents conference.

Case 3:A girl student reported to you that she was harassed by her teacher.Then another student
reported same experience with the same teacher.
I will approach the teacher. If the problem continues, I will relay the problem to our
school head to finally address the leaner’s concern.

Case 4:Posters and other classroom materials showed gender bias and sexistmessages.
If I am authorized, I will remove it.I will post and inform my students about gender
sensitivity.
D. Activity: Mirroring (This could be done when you have a School LAC)
Note: For Non-Muslim areas only
Directions:
1. Find a partner of opposite sex.
2. You should stand face to face.
3. The male partner executes actions while the female imitates or mirror.
4. Exchange roles.

Process Questions:
1. How do you feel while doing the activity?
I feel challenged and entertained while doing the activity.
2. Did you find any difficulty?
No, I didn’t find any difficulty in the activity
3. Did you perfectly mirror the actions of your partner? Why?
I was able to mirror the action of my partner but not perfectly because we have
different capabilities in terms of performance.
4. Are there attributes or characteristics that your partner has which you don’t have? What are
those?
Yes, there aresome characteristics that my partner has which I don’t have such as
carrying heavy weights that usually men can attain.
5. What are your insights from the activity?
I have realized that women can also do the things men can do but with limitation
because by nature, men were physically stronger than women

PREPARED BY: CHECKED BY:

ALONA JANE C. DIVINO GERALDINE G. MAGONCIA

T-1 MT- 1
E. Application Activity (Note: Let your mentor/coach check your LP. You agree with your mentor of the
schedule of your demonstration. Post conference shall be done shortly after. The result of observation
on your demo may be brought for discussion during the LAC Session)

Prepare a lesson plan in your subject area integrating the GAD concepts learned.

LESSON PLAN
MAPEH – MUSIC

Content Standard:
The learner demonstrates understanding of the musical characteristics of representative
music from Mindanao
Performance Standard:
The learner performs music of Mindanao with appropriate expression and style
Learning Competencies
1. Identifies the musical characteristics of representative music selections from Mindanao after
listening; MU7MN-IIIa-g1
2. Improvises simple rhythmic/melodic accompaniments to selected music from Mindanao;
MU7LV-IIIc-h5
3. Provides accompaniment to selected music of Mindanao; MU7LV-IIIc-h9
I - Objectives
1. Identify and distinguishes the different musical instruments in Mindanao
2. Perform Islamic musical presentation using improvised instruments
3. Realize and appreciate the importance of Islamic music in our society and culture

II - Subject Matter
Topic: Music of Mindanao
References: Music and Arts Learner’s Module, pp. 91-102
Materials: Downloaded and printed images, laptop, mobile phone; speaker
III - Procedure:
A. Daily Routine:
 Prayer
 Greetings
 Checking of Attendance
 Cleanliness Check
B. Review on the Previous Lesson:

Let the students answer the following questions, orally:

1. What are the Islamic community in the Philippines?

2. What are some vocal music of Mindanao?
3. What do you call the rendition of different improvised text like Lugu?
4. What do you call a chant-style or chant formula use in rocking a baby to sleep?

C. Lesson Proper
1. Activity:
 Let the students listen to some examples of Islamic instrumental music –
MaguindanaoBangsamoro; Wow Mindanao; Mindanao Kulintang ensemble; Bamboo
ensemble
 Let the students observe, analyze and describe the music.
2. Analysis:
 How does it feel to listen on the examples of Islamic instrumental music?
 What do you think is the message of their music?
 How were the musical instruments used in bringing about the message?
3. Abstraction:
The teacher will process the answers of the students in the activity and discuss about the
different musical instruments in Mindanao.
3.1 Ask the students with the following questions:
1. How the instruments were used to achieve the same effect as to how “functional”
music was used during the olden times in relation to his/her social
gatherings/rituals as well as how they described his/her unique tradition?
2. What can you say about the Mindanao Kulintang ensemble?
3. What are the instruments included in the Kulintang ensemble?
4. What can you say about the bamboo ensemble?
5. What are some bamboo instruments included in a bamboo ensemble?

4. Application:
The class will be divided into groups of 5, mixing the boys and girls. Each group will
perform an instrumental music presentation using their improvised musical instruments.

5. Assessment:
  Assessment of performance using the rubric below:

INSTRUMENTAL MUSIC IMPROVISATION RUBRIC

4 3 2 1
Overall The student The student The student with The student does
Improvisation improvises within improvises within frequent assistance, not improvise
specified guidelines. specified guidelines. improvises within within specified
The student displays Minor inaccuracies do specified guidelines. guidelines.
skill and a high degree not effect the overall Some inaccuracies Numerous errors
of accuracy, and result. The student detract from the detract from the
models creativity demonstrates overall result. overall result.
creativity
Rhythmic The rhythm is always The rhythm is mostly The rhythm is The rhythm is
Accuracy on time, maintains a on time, for the most sometimes on time, almost never on
steady beat. part, maintains a maintains a steady time, does not
steady beat. beat. maintain a steady
beat.
Creativity The presentation The presentation The presentation The presentation
utilizes extensive utilizes utilizes some does not utilize
ornamentation and ornamentation and ornamentation and ornamentation or
complex rhythms complex rhythms complex rhythms complex rhythms
Interpretation Phrases flow naturally, Most music flow from Some music flow from Phrases are
instrument played like one phrase to next. one phrase to next. detached or
singing. Rhythmic and Instrument is, at separated, and do
melodic emphasis times, played like not flow together
naturally fall on beats singing.
Musical Effect The presentation The presentation The presentation The presentation
exceeds expectations meets expectations demonstrates does not
with regard to with regard to developing musical demonstrate
confidence of confidence of effect, with regard to musical effect, with
performance, fluency, performance, fluency, confidence of regard to
intonation, tone, and intonation, tone, and performance, fluency, confidence of
articulation. articulation. intonation, tone, and performance,
articulation. fluency, intonation,
tone, and
articulation.

IV - Reflection/Generalization:
 What is the importance of musical instruments as accompaniment and in conveying a
message?
 Did you find it hard to perform the task in mixing you boys and girls?
 How did you come up with a good performance together?
V - Agreement:
Make a poster showing the uniqueness of Islamic music of Mindanao.
 POSTER MAKING RUBRIC
4 3 2 1
Content All requirements All requirements Most requirements Requirements
present well written present, present, text missing poorly
text and carefully descriptive text contains some written inaccurate
chosen visuals work and appropriate inaccuracies or lacks or insufficient text
together to illustrate visuals work organization or and or visuals or
and inform about together to impact, “cut & pasted”
poster subject inform viewers inappropriate or text.
missing visuals
Design Followed layout Followed layout Followed layout Did not follow
sample, logical and sample, logical sample, somewhat layout sample
easy to read text and text and visuals disorganized disorganized
visuals, neatly that are neat and hastily and
designed layout easy to carelessly planned
compliments content understand
Creativity Pleasing use of color, Good use of color Graphics have Little constructive
shapes, symbols and and eye-catching clustered use of color or
other graphic elements graphic elements appearances or are graphic elements
captures viewers’ sparse (too much
attention and interest empty space)
Visual Appeal Incorporates unique Contains some Contains some good, No evidence or
and pertinent ideas unique or although not entirely creativity
design elements, imaginative original elements
visuals or text that elements
make the poster stand
out
Neatness Very neat and tidy Some untidy Many untidy errors Very careless and
poster errors untidy

PREPARED BY: CHECKED BY:

ALONA JANE C. DIVINO GERALDINE G. MAGONCIA

T-1 MT- 1
Reflection
Journal Writing
In what concrete ways does the session help me become a more agentive teacher in
promoting gender-fair classroom setting?

This session really helps me as teacher, informing and giving me awareness about gender
development and sensitivity which is very essential in integrating inside the classroom setting. I strongly agree
that gender-based differentiated instruction affects the learning of the learners. It minimizes the case of bullying
that result to depression and suicidal tendencies of the learners. To attain this, teachers must use different
teachings strategies that caters the talent and learning needs of every student

Post-Test
Directions: Rate your responses using the following: strongly disagree (SA), disagree (D), agree (A), and strongly
agree (SA).

SD D A SA

1. Anyone can lead. [] [] [] [✔ ] 4

2. Classroom cleanliness and orderliness is everybody’s responsibility. [] [] [] [✔ ] 4

3. I am for “Ladies first” practice. [✔ ] [] [] [] 4

4. Boys and girls both excel in Math. [] [] [] [✔ ] 1

5. Schools mandate to follow prescribed-haircut for boys. [✔ ] [] [] [] 4

6. Blue is associated with masculinity while pink is associated with femininity. [✔ ] [] [] [] 4

7. I prefer boys as Class Presidents. [✔ ] [] [] [] 4

8. Women are more articulate than men. [] [✔] [] [] 3

9. One comfort room in school. [✔ ] [] [] [] 4

10. Teaching is a female profession. [✔ ] [] [] [] 4

RESULT: 3.6 OR 4 - Gender Fair

PREPARED BY: CHECKED BY:

ALONA JANE C. DIVINO GERALDINE G. MAGONCIA

T-1 MT- 1
 Module 2
REFLECTION
On this session I have learned and discovered a lot
of things about my role as a teacher. I have learned about
Self-Awareness, Self-Mastery and Teacher Agency where I
able to assess and evaluate my good and bad qualities as a
person and as a teacher which is also essential in my
Personal Professional Development. I knew a lot of
information about Financial Literacy where I have realized
to control my desires and prioritize my needs over wants. I
have learned also about Health and Wellness Program.
Being a teacher is considered to be a busy job and because
of that we tend to forget to take care of ourselves. This
session reminds us that Health is wealth. Lastly, we able to
talk about Gender and Development where we teachers are
informed its importance to attain a gender sensitive
environment inside the classroom and school. All of these
were taught under module 1 in our Teacher Induction
Program.

PREPARED BY: CHECKED BY

ALONA JANE C. DIVINO GERALDINE G. MAGONCIA

T-1 MT- 1