Appendix 4A - Teacher Reflection Form For T I - III For RPMS SY 2021 - 2022

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: JAY-AR A. CABANSAG DATE SUBMITTED: JULY 22, 2022
RATER: DR. ROBERT V. FLORES SUBJECT & GRADE LEVEL: 5
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
Learning disabilities or learning disorders are umbrella terms for a wide variety of learning problems. A
learning disability is not a problem with intelligence or motivation and kids with learning disabilities aren’t lazy or
dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently—and this
difference affects how they receive and process information.
Simply put, children and adults with learning disabilities see, hear, and understand things differently. This
can lead to trouble with learning new information and skills, and putting them to use. The most common types of
learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking.
Learning disabilities look very different from one child to another. One child may struggle with reading
and spelling, while another loves books but can’t understand math. Still another child may have difficulty
understanding what others are saying or communicating out loud. The problems are very different, but they are
all learning disorders.
From the definition and explanations above, I understand that having a learning disability causes great
hindrance on a child’s learning process. According to Clara’s parents, she was diagnosed to have a certain
disability. Thus, the first thing that I will do is to ask a copy of her doctor’s diagnosis to know what exactly Clara’s
learning disability is. After I identified it, I will start to craft a lesson plan for her or try to research what activities
are suited for her to help her from being unfocused, restless and skipping activities in the class.
Since she is restless, I will give her a task which is suitable for her condition based on the diagnosis she has. I will
make sure that her chair and desk is appropriate for her height so she could rest somehow. I will use multi-
sensory strategies so she will not get bored in the class. Also, I will always model the behavior that I expected for
her to see and give her and escape route or visual cue.
To avoid her behavior about skipping activities, I will prepare differentiated instructions. I will consider what
activities she loves to do most and I will stick to it. Regarding her problems about following instructions, I will establish eye
contact before giving any instructions to her. This is to make sure that she is listening. I will read the instructions alone to her
and also try to ask other students to repeat the instructions for her because this method according to a study gives the students
more than one opportunity to “tune in” to her directions.
In my five years of teaching, one of the learning disabilities that I have observed in all the classes that I handled is the
This tool was developed through the Philippine National
so-called dyslexia. Dyslexia is not a disease. It's a condition a person is born with, and it often runs in families. People with
Research Center for Teacher Quality (RCTQ) with support from
dyslexia are the
not stupidGovernment
Australian or lazy. Most have average or above-average intelligence, and they work very hard to overcome their
reading problems.
the Australian Government
RPMS SY 2021-2022

TEACHER I-III
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.
Lesson Plan in English V
I. Objectives
A. Content Standards
Demonstrates command of the conventions of standard English grammar and usage when speaking or writing
B. Performance Standards
Uses the correct degrees of adjectives in general and their functions in various discourse (oral and written)
C. Learning Competencies (Most Essential Learning Competency)
Compose clear and coherent sentences using appropriate grammatical structures:
-degrees of adjectives (regular adjectives)
 Explain the degrees of adjectives.
EN5G-IIg-5.2
II. CONTENT
Degrees of Adjectives (Regular Adjectives)
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages

CG p. Lesson Guide in English 5, pp.190-193
Joy in English 5 pp102-103, GRADE 5
2. Learner’s Materials
Joy in English 5 pp. 169-173
3. Textbook pages
English for All Times Language 5,188-197
B. Other Learning Resources/materials

Power Point, activity sheets,
pictures, charts, laptop
IV. PROCEDURES
A. Preliminary Activities
1. Perform routine activities

1. Vocabulary development
Game: What‟s the Word! That‟s the Word!
Arrange the following jumbled letters to form the correct word
Be guided with the following clues.
Grammar
A. FUCONSED- another word for disorient
B. ESTWILD - synonymous with the word harshest
C. LANDIS - somewhat similar to the word landmass
D. TERHORS - opposite of the word taller
2. Review/Oral Language
What is an adjective?
Identify the adjective used in each sentence.
1. People who are sick with the virus may be infectious for many days.
2. Corona virus is most contagious before and during the first week of symptoms.
3. COVID-19 is more communicable than a simple flu.
Health Integration
How can we keep our body healthy in this time of pandemic?
B. Presentation/Introduction/Establishing a purpose for the Lesson
Show pictures of tamaraw and carabao in the power point presentation and let the pupils describe them.
C. Teaching/Modeling
1. The teacher sets the standard for Oral Reading
 Read aloud with expression.
 Group the words correctly.
 Stop at periods and pause at commas.
 Get the thought of what you’re reading
2. The teacher will read first the paragraph in the power point presentation. Afterwards, let the learners read the paragraph again.
A. Discussing new concepts and practicing new skills #1
1. Comprehension Check-Up
a. Based on the paragraph, what can you say about tamaraw? To which animal is tamaraw always confused with?
b. Why is it always compared with the carabao?
c. Are you also confused with these two animals? Why? Why not?
d. If you are one of the animal lovers, how are you going to maintain the safety of this kind of animals?
e. How are you going to show your love and care to these animals?
DRRM Integration
f. What will happen to endangered animals if we protect our ecosystem?
2. Engagement Activities
Differentiated Activities
Posted on each corner are the different activities for the groups. They will choose the corner that they like best.
TEAM “ARTIST”
 Draw a picture of a tamaraw and a carabao.
TEAM “WRITER”
 List down 3-5 ways of taking care of different animals.
4. Presentation of the outputs made
E. Discussing new concepts and practicing new skills #2

Let the pupils read the following sentences:
1. Tamaraw has a big body.
2. Tamaraw is smaller than a carabao.
3. The tamaraw’s horn grows faster than the carabao.
4. The tamaraw’s tail is shorter than the carabao.
5. The tamaraw is the wildest animal among its kingdom.
Look at the first sentence, what is the adjective used?

If there is no comparison made, it is in the Positive Degree.
How about in sentences no.2, no.3, and no.4, What are the adjectives used?
How many are being compared?
What syllable is added to one- syllable regular adjective? -er
When we compare two persons or things, it is a Comparative Degree
How about in sentence no. 5? How many are being compared?
What adjective is used in comparing two or more animals?
What syllable is added to one- syllable regular adjective in comparing three or more animals? -est
When there are three or more nouns being compared, it is Superlative Degree.
F. Developing Mastery
Post a chart showing the rules on the degrees of comparison of adjectives (regular).
A. Guided Practice
1. Write the comparative and the superlative degree of the following adjectives
POSITIVE COMPARATIVE SUPERLATIVE
1.brave
2.tall
3.low
4.sunny
5.beautiful
B. Independent Practice
Use the correct form of adjectives to complete the sentences.
a. This is the (delectable)_____meal I have ever tasted.
b. Maria’s package is (heavy)_________than mine.
c. For me, the beef stew is (delicious)______than the roasted chicken.
d. The vegetables were (fresh).__________
G. Finding Practical application of concepts and skills in daily living

What do you think would be a better pet for you to take good care at home? (localization)
Defend your answer using the three degrees of comparison.
H. Making generalization and abstraction about the lesson

1. What are the three degrees of comparing adjectives?
2. What is the positive degree of comparison? Comparative degree? Superlative degree? How do we form the comparative and
superlative degrees of adjectives?
I. Evaluating learning
Select the correct form of the adjective in the parenthesis to complete each sentence.
1. It is the (expensive, most expensive) gift I received among them all.
2. Mango is (big, bigger, biggest) than calamansi.
3. Mother served the (sweet, sweeter, sweetest) mangoes we have ever tasted.
4. Whittie is (tall, taller, tallest) than Brownie.
5. Purok 2 is the (clean, cleaner, cleanest) place throughout the barangay Sto. Niño.
YOUR ANNOTATIONS
Nobody is inferior and nobody is superior, one is just oneself. Educator identifies inherent capacity of students. He
nurtures the inherent talent to become more efficient and more skilled; to do something more innovative, more expressive, more
novel for the welfare of the universe. A classroom consists of mix group of learners i.e., academically good, average and poor in
academic performance. A classroom consists of different types of learners i.e., visual, auditory, kinesthetic so on and so forth.
Preparing good lesson plan which caters the need of different types of learners is essential quality of a teacher. Teacher
prepares the best lesson plan for ensuring effective teaching learning in the classroom. It is really a challenging job for a teacher
to cater the needs of all different types of students in a class. Gifted students always pose a challenge before a teacher. They are
intelligent students. They have sharp memory. Gifted students develop understanding of a topic very fast. They complete the
classwork and home work on time. Sometimes gifted students complete the task very soon in the classroom. They cannot sit idle
in the classroom. They may feel boredom. They start doing mischievous acts which may create discipline problem in the
classroom.
A wise teacher prepares an intensive lesson plan for gifted students to execute a better classroom management skill.
Advance planning of topic/lesson helps educator to create learning environment in the classroom. Teacher should use best
available materials to cater the need of brilliant students of the class. A wise teacher prepares best teaching materials for his
teaching topic. A teacher fulfills needs of all students of a classroom. No students’ progress should be hampered in a classroom.
Teacher has to think progress of all students. It may take a little more time to develop understanding of teaching topic for
average and below average performer of the class, however it may be possible that gifted learners will complete the task very
soon; therefore, a wise teacher produce advance material to the gifted students and guides them to complete it in certain time.
Teacher engages gifted students through producing good materials with students. Teacher arranges all materials well in advance
for handling gifted students in the classroom.
Activity based teaching learning process maximize learning in the classroom, but sometimes it creates chaos in the
classroom ifthe the teacher could not design alternative advanced activities for gifted students. Designing alternative advanced
Australian Government
activities for the best performers of the class helps teacher to take necessary required action for all learners. It ensures maximum
RPMS SY 2021-2022

TEACHER I-III
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.
h on the following roles in your community by asking your parents or anyone with knowledge on these roles. Choose from Set A and Set
Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
YOUR REFLECTIONS
Student assessment is the bridge that connects teaching with learning. It is the process of gathering and evaluating the gaps
between knowledge rendered and knowledge retained. Assessment has kinds and it is usually depending on the subject taught,
topics discussed, competency to attained and kinds of learners. In addition, assessment, should be valid and for this to be valid,
it should be appropriate.
Student assessment is the process of evaluating students’ abilities and achievements. It is an ongoing
continuous and daily activity in every classroom, and it is integral to effective teaching. Student assessment begins in the
classroom. Each teacher evaluates students informally every day, observing their responses to questions, classroom
contributions, interactions with other students, and acquisition of specific skills and concepts. The teacher uses these
informal observations to answer these questions: “Are the students learning the specific skills? Have the students
understood the concept I was trying to teach?” If the answer is “NO”, the good teacher looks for another way to
illuminate the skill and concept, either for the whole class or for the individual student. If the answer is “Yes”, then the
teacher can move on to new skills and concepts.
Given the importance of assessment for student learning, it is important to consider how to best measure the learning
that you want your students to achieve. Assessment should integrate grading, learning, and motivation for your students. Well-
designed assessment methods provide valuable information about student learning. They tell us what students learned, how
well they learned it, and where they struggled.
In the assessment above, we are asked to evaluate the appropriateness of the given activity – SET A and SET B. For me,
it is appropriate and not. Appropriate because it gives choices. Yes, it is appropriate for the indigenous learners and my learners
would probably answer
Research Center forSET
TeacherAQuality
because(RCTQ)they are from
with support from Alaminos City. This is appropriate because my learners can answer this
easily due tothemodification.
Australian GovernmentThis is also appropriate because in our Araling Panlipunan subject, we have lesson about community
leaders. The MELC is in knowledge only when we talk about Bloom’s Taxonomy that is why the last part in the direction is:
RPMS SY 2021-2022

TEACHER I-III
TEACHER: Jay-ar A. Cabansag DATE SUBMITTED: July 22, 2022
RATER: Dr. Robert V. Flores SUBJECT & GRADE LEVEL:
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.
Banghay Aralin sa ESP V
I. Pamantayang Pangnilalaman
 Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa-tao at pagganap ng mga
inaasahang hakbang, pahayag at kilos para sa kapakanan at ng pamilya
II. Pamantayan sa Pagganap

 Naisasagawa ang inaasahang hakbang, kilos at pahayag na may paggalang at pagmamalasakit
para sa kapakanan at kabutihan ng pamilya at kapwa
III. Mga Layunin

Nakapagpapakita ng paggalang sa mga dayuhan sa pamamagitan ng:
a. mabuting pagtanggap/pagtrato sa mga katutubo at mga dayuhan

b. paggalang sa natatanging kaugalian/paniniwala ng mga katutubo at dayuhang kakaiba sa
kinagisnan.
EsP1P- IIc-24
IV. Paksang Aralin

A. Ara;in 11: Mayamang Kultura, Kabilang Ako
B. Sanggunian: Aklat: Ugaling Pilipino sa Makabagong Panahon 5 pp.75-79
C. Kagamitan: tsart, laptop, powerpoint,
D. Curriculum Linkages: Araling Panlipunan, ICT
E. Values Integration: Ang pagkamagalang ay naipakikita sa pagtanggap sa kabila ng pagkakaiba
ng pagkatao, kaugaliab at paniniwala.
V. Pamamaraan
a. Balik-Aral sa nakaraang aralin at/o pagsisimula ng bagong aralin.
Paano mo maipakikita ang pagiging matapat mo sa kapuwa? Magbigay ng mga halimbawa.
b. Paghahabi ng layunin ng aralin.
Matatalakay ang dapat na pagtrato sa iba lalo na sa mga dayuhan at katutubo.
c. Pag-uugnay ng mga halimbawa sa bagong aralin.
Ipabasa sa mga mag-aaral ang kwentong “Paggalang sa mga Katutubo at Dayuhan”. Ngunit bago
ito, hayaan munang ipaliwanag ng mga mag-aaral ang mga larawan sa ibaba.
d. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1

Tulungan ang mga mag-aaral na unawain ang kuwento. Ipasagot sa kanila ang mga tanong
pagkatapos ng kuwento. Sa pamamagitan ng teoryang kontrukstibismo, magbalik-tanaw sila sa kanilang
mga nagging karanasan na katulad ng kuwento. Bigyan sila ng pagkakataon na ibahagi sa klase ang
kanilang mga naging karanasan sa paggalang sa mga dayuhan at sa mga katutubo.
e. Pagtalakay ng bagong konsepto at pagalalahad ng bagong kasanayan #2

Talakayin ang mga kasagutan. Subuking palabasin mula sa mga mag-aaral ang kaalaman nila tungkol
sa karapatang pantao na dapat igalang batay sa ipinakilala ng larawan sa Gawain 1.
f. Paglinang sa Kabihasaan (Tungo sa Formative Assessment)

Tulungan ang mga mag-aaral na bumubuo ng dalawang pangkat. Ibigay ang mga panuto at ipaliwanag
ang gawain ng bawat pangkat. Bigyan ng sapat na oras ang bawat pangkat na maisagawa ang gawain.
Pangkat 1
Bumuo ng isang dula-dulaan, pagbabalita, pagkukwento o pantomina upang maipakita ang paggalang
sa pamamagitan ng mabuting pagtanggap/pagtarato sa mga katutubo at mga dayuhan.
Pangkat 2
Bumuo ng isang dula-dulaan, pagbabalita, pagkukwento o pantomina upang maipakita ang paggalang
sa pamamagitan ng paggalang sa natatanging kaugalian/paniniwala ng mga katutubo at dayuhang
kakaiba sa kinagisnan.
Pagkatapos ng pagtatanghal ay iproseso ang kanilang ginawa at gamitan ng pamantayan o rubrics
na makikitaan sa Kagamitan ng mag –aaral.
g. Paglalapat ng aralin sa pang-araw-araw na buhay

Hikayatin ang mga mag-aral na magbigay pa ng iba pang paraan ng pagtanggap sa mga dayuhan
at mga katutubo.
h. Paglalahat ng Aralin
Ano ang natutunan o nakuha ninyong magandang aral sa kwento?
Paano ang wastong pagtanggap sa katutubo?
i. Pagtataya
Sagutin ang sitwasyon sa ibaba. Sundin ang nakasaad sa rubrik para sa pagsulat ng maikling talata.
Kapag may bago kang kaklase na isang katutubo, paano mo siya itatrato?
Napakahusay Mahusay Katamtama Di- Sadayang

n mahusay di-
5 4 mahusay
3 2 1
NILALAMAN
 pagsunod sa uri at anyong
hinihingi
 lawak at lalim ng pagtalakay
BALARILA
 wastong gamit ng wika/salita
 baybay, bantas, estruktura ng
mga pangungusap
ORGANISASYON
 lohikal na pagkakaayos/daloy
ng mga ideya
 Pagkakaugnay ng mga ideya
Kabuoang Puntos
YOUR ANNOTATIONS
According to DepEd Order no. 32, s. 2015, or the Adopting the Indigenous Peoples (IP) Education Curriculum
“Recognizing the right of indigenous peoples to basic education that is culturally rooted and responsive, the IPE Curriculum
Framework seeks to provide guidance to schools and other education programs, both public and private, as
they engage with indigenous communities in localizing, indigenizing, and enhancing the K to 12Curriculum
based in their respective educational and social contexts”. “Fundamental to IPEd is establishing
institutionalized partnership between indigenous communities and the respective schools/learning programs which serve them.
This is to be pursued through sustainable community engagement which guarantees the meaningful participation of indigenous
communities in the inclusion of their Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous Learning Systems
(ILS) in the Basic Education Curriculum Framework”. Having an indigenous group where their culture is different from those
living in the city, I need to give them activities that will engage them with their classmates who do not belong to their group
and be able to express themselves and share their culture and beliefs. Activities will be modified wherein the interaction and
the collaboration among the two groups is not sacrificed. They will be given fair treatment and judgment in their activities to
be submitted.
Department Order 62, s. 2011 (DO62) entitled “Adopting the National Indigenous Peoples (IP) Education Policy
Framework” emphasized its aim “to create an educational system that is inclusive and respectful of learners belonging to the
minority groups”. Secretary Luistro stressed out that DO62 recognizes the faults of the past. It is an invitation to learn with,
not just teach in, indigenous communities that have always been on the sidelines (IPsEO, 2012). Indeed, the provision of these
laws answered the pursuit in catering the needs of IP learners to a culturally responsive education. (Section 8.4 of the
Implementing Rules and Regulations of the Enhanced basic Education Act of 2013, Republic Act No. 10533, Section 10.2 d.)
The curriculum shall be contextualized and global, Section 10.2 h.)
The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same
based on their respective educational and social contexts. It is true that there is a need for every teacher to put high importance
the execution of measures to preserve the culture and virtues that are treasured by the IPs. This can be done through an
appropriate teaching method of localization. Learning happens when one is able to link between the content and the context.
The lesson must be related to the learners’ interest and are familiar to them. This is what the Department is implementing
nowadays and it’s called contextualization. Contextualization can be done through designing lessons and activities that centers
on the learner’s field of interest and environment. Context should be considered when a teacher plans, designs and develop
instructional learning activities.

According to DepEd Order no. 32, s. 2015,
or the Adopting the Indigenous Peoples (IP)
Education Curriculum
“Recognizing the right of indigenous
peoples to basic education that is culturally
rooted and responsive, the IPEd
Curriculum Framework seeks to
provide guidance to schools and other
education programs, both public and
private, as they engage with
indigenous communities in localizing,
indigenizing, and enhancing the K to
12
Curriculum based in their respective
educational and social contexts”.
“Fundamental to IPEd is establishing
institutionalized partnership between
indigenous communities and the respective
schools/learning programs which

serve them. This is to be pursued through
sustainable community engagement which
guarantees the meaningful
participation of indigenous communities in
the inclusion of their Indigenous
Knowledge Systems and Practices
(IKSPs) and Indigenous Learning Systems
(ILS) in the Basic Education Curriculum
Framework”.
Having an indigenous group where their
culture is different from those living in the
city, I need to give them activities
that will engage them with their classmates
who do not belong to their group and be
able to express themselves
and share their culture and beliefs.
Activities will be modified wherein the
interaction and the collaboration among
the two groups is not sacrificed. They will
be given fair treatment and judgment in
their activities to be submitt

Appendix 4A - Teacher Reflection Form For T I - III For RPMS SY 2021 - 2022

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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

RATER: DR. ROBERT V. FLORES SUBJECT & GRADE LEVEL: 5

TEACHER REFLECTION FORM (TRF)

RATER: DR. ROBERT V. FLORES SUBJECT & GRADE LEVEL: 5

III. LEARNING RESOURCES

1. Teacher’s Guide pages

B. Other Learning Resources/materials

1. Perform routine activities

This tool was developed through the Philippine National

A. Discussing new concepts and practicing new skills #1

4. Presentation of the outputs made

E. Discussing new concepts and practicing new skills #2

Look at the first sentence, what is the adjective used?

G. Finding Practical application of concepts and skills in daily living

H. Making generalization and abstraction about the lesson

TEACHER REFLECTION FORM (TRF)

RATER: DR. ROBERT V. FLORES SUBJECT & GRADE LEVEL: 5

TEACHER REFLECTION FORM (TRF)

RATER: Dr. Robert V. Flores SUBJECT & GRADE LEVEL:

Banghay Aralin sa ESP V

II. Pamantayan sa Pagganap

III. Mga Layunin

a. mabuting pagtanggap/pagtrato sa mga katutubo at mga dayuhan

IV. Paksang Aralin

d. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1

e. Pagtalakay ng bagong konsepto at pagalalahad ng bagong kasanayan #2

f. Paglinang sa Kabihasaan (Tungo sa Formative Assessment)

g. Paglalapat ng aralin sa pang-araw-araw na buhay

Napakahusay Mahusay Katamtama Di- Sadayang

This tool was developed through the Philippine National

This tool was developed through the Philippine National

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