(Appendix 4A) TRF

1
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: CHARISSA MAE O. NAVALES DATE SUBMITTED:
RATER: MA. LYN A. CAGADAS SUBJECT & GRADE LEVEL: MAPEH 10
DIRECTIONS: Reflect on your attainment of the RPMS objective 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: 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.
YOUR REFLECTIONS
After knowing that Clara was diagnosed with a learning disability, I’d immediately adjust my classroom
management especially for her. I would place her in the front seat where I can quickly give her direct instructions
and supervisions during class.
Given the actions shown by Clara, I can relate it to ADHD or Attention Deficit Hyperactivity Disorder where
children often have problems sitting still, staying focused, following instructions, staying organized, and
completing homework.
In terms of learning, I would make my instructions simple, direct, and easy to understand. I would also wait
for her to generate her thoughts and encourage her to share it without hesitations. As much as possible, I would
monitor her throughout the activity to make sure that she would finish the activity with confidence and pride.
This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
2
RPMS SY 2021-2022

TEACHER I-III
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 based on your idea on how they may be addressed in
your class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.
I. OBJECTIVES A. Identify the Elements of Theatre

B. Perform a stage play using the Elements of Theatre
C. Recognize the importance of the Elements of Theatre whenever a
theatrical event occurs.
A. Content Standards How theatrical elements (sound, music, gesture, movement, and costume)
affect the creation and communication of meaning in a theater
play/performance incorporated with media
B. Performance Standards Create appropriate costumes, props, set accessories, costumes improvised
lighting and another décor for Philippine plays
C. Most Essential Learning Analyzes examples of plays based on theatrical forms, and elements of art as
Competencies applied to performance -A10EL-IVa-2
(MELC)
D. Enabling Competencies N/A
II. CONTENT ORIGINAL PERFORMANCE WITH THE USE OF MEDIA
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Materials Pages MAPEH-ARTS
Learning Activity Sheet
Quarter 4 –Week 1
ORIGINAL PERFORMANCE WITH THE USE OF MEDIA
c. Textbook Pages
d. Additional Materials from
Learning Resources
B. List of Learning Laptop, Projector or TV Monitor, Activity Sheet/ Task Cards, Ballpen
Resources for
Development and
Engagement Activities
IV PROCEDURES
3
A. Introduction Let the students recall concepts from the past lessons:
Do you still remember these music genres? Can you describe them?
1. ___________________________________
2. ___________________________________
3. _________________ __________________
4. ___________________________________
5. ___________________________________
*Annotation: Using these simple tests will let the teacher the prior
6. ___________________________________
knowledge of the students and identify those who are advanced, gifted, or
talented.
B. Development Let the students think of as many words and symbols as they can about
20th Century Philippine Music, then have them write their answers inside
the circle.
Illustrated by Ricky Esquivel
Students may refer to their book and they will be given 5 minutes to browse
and answer.
*Annotation: These tests will let the gifted learners identify words
corresponding 20th century music which is obviously simply for them. The
follow-up questions will then allow them to reason out their answers as the
teacher gauge them based on how they think and deliver.
C. Engagement Watch and Listen

Watch and listen to the video attentively.
Suggested links:
https://youtu.be/ii8vIhJSaMM (Mayon Fantasy by Francisco Buencamino)
https://youtu.be/ZaED2FlCWtE (Pandangguhan by Antonio Molina)
https://youtu.be/PpdAzjYwGss (Sa Ugoy ng Duyan by Lucio San Pedro)
https://youtu.be/t6MixeXSX5g (Kay Ganda ng Ating Musika by Ryan
Cayabyab)
https://youtu.be/s8mZ0fBJA5c (Pilipinas Kong Mahal by Francisco
4
Santiago)
https://youtu.be/rDZCDrZwKFE (Bituing Marikit by Nicanor Abelardo)
https://youtu.be/kWSAuDyU7M0 (Pasko Na Naman by Felipe De Leon Sr.)
https://youtu.be/iWOdlxQgJm8 (Pandanggo ni Neneng by Col. Antonino
Buenaventura)
Call volunteers to give their personal reactions or feelings and observe the
elements of the music they have listened to. Identify the title and the
composer of the songs presented. Use the music characterization chart.
*Annotation: Constructing sentences based on the observations will let

them justify their answers.
RPMS SY 2021-2022

TEACHER I-III
500 words.
OBJECTIVE 10
Adapted
fromand used culturally
the Australian Governmentappropriate 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.
5
Directions: For your assessment, 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 A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
Considering that the teaching strategy should be culturally appropriate of the learners from indigenous
groups, I believe that the given assessment activity will address the cultural differences of the learners in the
classroom.
The activity will make the learners in the classroom to feel equal with one another. It will also provide
avenue for the learners from the indigenous groups to bring pride to their roots and spread the importance of the
community roles from their groups. This is a clear example of inclusive education.
In case that there are different types of indigenous groups, it is only just to add more options to the
assessment.

6
RPMS SY 2021-2022

TEACHER I-III
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.
I. I. OBJECTIVES  Identify contemporary composers by listening to their

sample works
 Explains the compositions created by the composers if they
will be the one to create compositions
 Appreciate the works created by some contemporary
composers
A. Content Standards The learner demonstrates an understanding of characteristic
features of contemporary music.
B. Performance Standards The learner sings contemporary songs.
C. Most Essential Learning The learner
Competencies • listens perceptively to excerpts of major Contemporary
MELC) works (MU10CM-IIIa-h-1)
• give a brief biography of selected Contemporary Philippine
Composer/s (MU10CM-IIIc-g-3)
• describes characteristics of traditional and new music
(MU10CM-IIIA-h-2)
D. Enabling Competencies
II. CONTENT Contemporary Philippine Music:

Song Composers
(Levi Celerio, Constancio de Guzman,
Mike Velarde Jr, Ernani Cuenco)
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages Horizons Grade 10 Teacher’s Guide, pp 56-64
b. Learner’s Materials Pages Horizons Grade 10 Learner’s Material, pp 128-144
c. Textbook Pages
7
d. Additional Materials from Learning
Resources
B. List of Learning Resources for
Development and Engagement
Activities
IV. PROCEDURES
A. Introduction Preparatory Activity:
Let the students listen to or sing with the recorded sample of “Sa
Ugoy Ng Duyan”, by Lucio San Pedro, interpreted in two (2) styles
by the following singers:
1. Alegria O. Ferrer – a Filipina Opera Soprano
2. Lea Salonga – a Filipina Broadway Singer
(Note to the teacher:
The lyric sheets and the guide questions may be provided to the
students or may be flashed/posted on the board prior to the
listening activity.)
After the listening or singing activity, the teacher may ask
the following suggested questions:
1. What was the song about?
2. What did you feel about the two interpretations?
3. Which of the two samples do you consider as
TRADITIONAL in its style? Why?
Which is CONTEMPORARY? Why?
(Vocabulary Words:
Tradition – a way of thinking, behaving, or doing something that
has been used by the people in a particular group, society, etc., for
a long time.
Contemporary – happening or existing now or in recent times.)
(Call a student to answer each question and present in class.)
*Annotation: The words used are acceptable for all learners. The words
will not, in any way, harm the beliefs of the IP’s learners.
B. Development Let them watch and listen to short presentations of the lives,
musical achievements, and works of the following Song
Composers:
a. Levi Celerio. c. Mike Velarde Jr.
b. Ernani Cuenco d. Constancio de Guzman
(Integration:
The lesson on 20th century Filipino composers may be
integrated with Philippine history for a better understanding of
their styles and their sources of influence.)
Analysis of the Elements of Music and characteristics of the musical

excerpts:
(the choice of music samples is at the liberty of the teacher or
according to the availability of resources.)
Elements: Melody Tempo Dynamics Texture

(simple fast soft thin
complex slow loud thick)
1. ___________ ___________ __________ __________

2. ___________ ___________ __________ __________
3. ___________ ___________ __________ __________
4. ___________ ___________ __________ __________
Mood conveyed by the songs:
1.__________ __________________________________
2.__________ __________________________________
8
3.__________ __________________________________
(Call at most 2 students from any of the 4 groups to present their

answers.)
*Annotation: This activity will allow all learners to freely express their
thoughts and feelings on the subject matter and even add more.
C. Engagement Group Activity:
“DOCU-MUSIKA”
Directions:
1. Each group will be assigned to present the impact or
contributions one composer made in our music or culture
especially today.
2. They may choose any presentation style:
Song Adaptation
Broadcasting
Spoken Poetry
Each group shall be given 5 minutes to work on their presentation and 3
minutes to present.
Individual task:
“PICK-ME-UP!”
1. Choose one composition, that you like. From samples given by
your teacher.
2. Write the title and its composer.
3. Explain why you chose the composition.
4. Think and Answer:
“If you were a composer, what music genre would you prefer?
Why?
(Ask at most 2 volunteers to present their answers to the class.)
*Annotation: This will allow learners from indigenous groups to share

their personal experiences with the class.


(Appendix 4A) TRF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

(Appendix 4A) TRF

Uploaded by

Copyright:

Available Formats

1

TEACHER REFLECTION FORM (TRF)

RATER: MA. LYN A. CAGADAS SUBJECT & GRADE LEVEL: MAPEH 10

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: MA. LYN A. CAGADAS SUBJECT & GRADE LEVEL: MAPEH 10

I. OBJECTIVES A. Identify the Elements of Theatre

Illustrated by Ricky Esquivel

C. Engagement Watch and Listen

*Annotation: Constructing sentences based on the observations will let

TEACHER REFLECTION FORM (TRF)

RATER: MA. LYN A. CAGADAS SUBJECT & GRADE LEVEL: MAPEH 10

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: MA. LYN A. CAGADAS SUBJECT & GRADE LEVEL: MAPEH 10

I. I. OBJECTIVES  Identify contemporary composers by listening to their

II. CONTENT Contemporary Philippine Music:

(Call a student to answer each question and present in class.)

Analysis of the Elements of Music and characteristics of the musical

Elements: Melody Tempo Dynamics Texture

1. ___________ ___________ __________ __________

(Call at most 2 students from any of the 4 groups to present their

*Annotation: This will allow learners from indigenous groups to share

This tool was developed through the Philippine National

You might also like

1. _____ _ ____