Context: Clara is often seen restless or unfocused in class.

She also has troubles following

instructions and skips activities when left unsupervised.

Action Taken: You had a conference with her parents and found out from them that Clara was
diagnosed with a learning disability.

How will you modify the instructions for Clara to keep her focus on classroom activities? Write your
reflections in this form. Mention in your reflections a specific learning disability that you are
familiar with or have researched on.

I suppose Clara has learning disabilities called Dysgraphia and Language Processing Disorder.
Studies from Walden University cited that those with Dysgraphia have trouble converting their
thoughts into writing or drawing. While Language Processing Disorder arises when an individual has
a specific challenges in processing spoken language, impacting both receptive and expressive
language. Clara, being not able to follow even simplest instructions is a clear manifestation of the
latter, because whatever that is said to her by her teachers indeed challenges her grasps. Then once
she has difficulty to verbally pick up, Dysgraphia follows, so, she skips tasks especially when left
unguided or supervised.

These conditions of Clara will never be an obscuring thing for me to remediate her learning
disabilities. As a teacher, talking to her and her parents about what is going on with their child
really helps a lot, as it opens doors for possible solutions for her to achieve learning. What I will do
about it is that I will have all my instructions be understood by her in easiest ways possible. I will
also provide concrete examples and illustrations to maximize stimulation of her audio-visual
learning. Consistently monitoring her is important, as it gives me idea as to how is she improving,
identify her strengths and weaknesses, and how her other weaknesses will be transformed into
strenghts. I know this will take time, but one step at a time can make a difference.
 Semi-Detailed Learning Plan for the Gifted and Talented Learners

I. OBJECTIVES
At the end of the lesson, the learners are expected to:
A. Define poetry
B. Identify elements of poetry
C. Appreciate sample piece of poetry

II. SUBJECT MATTER

Lesson: “Recognizing Beauty in Others”

Reference: English 7 Learner’s Material, pages 187-188
Materials: writing implements
Equipment: LCD projector, laptop

III. PROCEDURE

A. PRELIMINARIES
1. Prayer
2. Checking of Attendance
3. Presenting class rules

B. MOTIVATION
1. Instruct the students to listen to a song/ instruct the students to listen to their classmate as
he/she sings a song in front of the class.
2. Ask them what they feel while the song is being played/sang (happy, sad, in-love, etc.)

C. DISCUSSION

1. Discuss the students that the song they have just heard is an example of poetry. Define poetry,
and give examples
2. Discuss the elements of Poetry and give examples
a. Imagery
b. Rhythm
c. Line
d. Sound
e. Density

D. ACTIVITY

1. Group the class into five. Assign each group one of the five elements of poetry. Instruct them that
in the form of jingle, interpretive dance, art exhibit, fliptop and drama, How important is each
element in the artistic expression of a poetic piece. Give them ample time to prepare and
encourage cooperation and unity among each members of each group.

E. GENERALIZATION

1. Instruct the class to make a poem acronym using the word POETRY. The theme should be the
things that they have learned for today’s lesson

F. EVALUATION

1. Instruct the class to read the poem “First, a Poem Must be Magical” by Jose Garcia Villa. After
reading the poem, tell them to write the poetic meaning of the lines in order to arrive at the main
idea of the poem.