Course 3 - The Philippine Professional Standards for Teachers and its

Aligned Systems and Tools

Module 1 – Achieving Teacher Quality through PPST
Session 1 – The PPST Career Stages

Required Task 1: Activity

1. What are the professional practices displayed by a Proficient, Highly Proficient and
Distinguished Teacher in terms of the following?
Professional Proficient Teacher Highly Proficient Distinguished Teacher
Practices Teacher
Teaching Proficient Teachers are Highly Proficient Distinguished Teachers
Characteristic professionally Teachers consistently embody the highest
s independent in the display a high level of standard for teaching
application of skills vital performance in their grounded in global best
to the teaching and teaching practice. practices.
learning process.
Management They provide focused They manifest an in- They manifest an in-
of Learning teaching programs that depth and sophisticated depth and sophisticated
Programs meet curriculum and understanding of the understanding of the
assessment requirements. teaching and learning teaching and learning
process. process.
They provide focused
teaching programs that They have high
meet curriculum and education-focused
assessment requirements. situation cognition, are
more adept in problem
solving and optimize
opportunities gained
from experience.
Collaboration They actively engage in They provide support They create lifelong
and collaborative learning and mentoring to impact in the lives of
Partnerships with the professional colleagues in their colleagues, students and
community and other professional others.
stakeholders for mutual development, as well as
growth and advancement. work collaboratively They consistently seek
with them to enhance professional
the learning and advancement and
practice potential of relevance in pursuit of
their colleagues. teaching quality and
excellence.
Professional They are reflective They continually seek They continually seek to
Development practitioners who to develop their develop their professional
continually consolidate professional knowledge knowledge and practice
the knowledge, skills and and practice by by reflecting on their own
practices of Career Stage reflecting on their own needs, and those of their
1 teachers needs, and those of colleagues and students.
their colleagues and
students.
2. What do you think is your current Career Stage?
Proficient Teacher, because I am able to plan, manage and implement developmentally
sequenced teaching and learning process to meet curriculum requirements and varied
teaching contexts. Set achievable and appropriate learning outcomes that are aligned with
learning competencies. Another thing I already know how to adapt and implement
learning programs that ensure relevance and responsiveness to the needs of all learners.
Participate in collegial discussions that use teacher and learner feedback to enrich teaching
practice
3. What do you think would support you to advance to the next Career Stage?
As with any vocation, teachers need to develop strong identities as professionals. In
addition to obvious factors such as recruitment, remuneration, and opportunities for
advancement, teacher professionalism is also impacted by access to quality professional
development. It’s hard to feel like a professional when you don’t feel competent, when
you get no training or support, when you teach children with severe academic and
emotional needs and when you have no idea how to address these needs.
4. What Career Stage do you aspire to ten years from now?
Of Course all of us, not only in a teaching profession, aspire for the highest goal and that
is to become a distinguished individual. I love this job and I would be happy to work as a
teacher in five years’ time, and also in ten years’ time. Hopefully I will become a great
teacher over the years, someone the students will remember in good means, like someone
who had a positive impact on their life and career. I have such teachers in my mind,
teachers who helped me become who I am today, and who were my inspiration when I
was deciding about my professional career, and enrolled for teaching. Hopefully I
can become such a teacher myself in five years time.
5. Are there aspects of your teaching practice that exceed practices articulated in the Career Stage
2 descriptors? If yes, please cite them
None
6. Is it possible for a newly-hired DepEd teacher to exhibit teaching practices in Career Stage 3
and 4? Explain your answer.
Yes, is it possible for a newly-hired DepEd teacher to exhibit teaching practices in Career
Stage 3 and 4. Each career Stages comprise descriptors that have been informed by
teachers’ understandings of what is required to teach of four career stages. The descriptors
represent a continuum of development within the profession by providing a basis for
attracting, preparing, developing and supporting teachers. So as a newly-hired DepEd
teacher, we can exhibit some of the teaching practices in other career stages..

Session 2 – The PPST Domains, Strands, and Indicators

Required Task 1: Reading

1. The PPST defines teacher quality in the Philippines. It has domains which describe the
expectations required of Filipino teachers to be effective in the 21st century in the Philippines.
How many domains does the PPST have? 7 Domains
2. The Domains collectively comprise of strands that refer to more specific dimensions of teacher
practices. How many strands does the PPST have? 37 strands
3. The PPST defines the work expected from teachers across different career stages. How many
career stages are there? 4 career stages

Required Task 2: Formative Quiz

Scenario Answer Feedback

1. Teacher Joy, a Grade 9 adviser, caught one Domain 2 Established safe and secure
of her learners smoking along a secluded learning environments to
corridor when going to the comfort room. enhance learning through the
Teacher Joy asked the learner to remain in the consistent implementation of
classroom after the lesson. During the policies, guidelines and
conference with the learner, Teacher Joy procedures.
warned the learner to quit smoking at school
otherwise his parents will be called for a
conference.
Domain 1 - Content Knowledge and Pedagogy
Domain 2 - Learning Environment
Domain 3 - Diversity of Learners
Domain 4 - Curriculum and Planning
Domain 5 - Assessment and Reporting
Domain 6 - Community Linkages and
Professional Engagement
Domain 7 - Personal Growth and Professional
Development

2. During the post conference, Mrs. Manuel, Domain 3 Designed, adapted and
being the school head and rater of Teacher- implemented teaching strategies
ratee, emphasized that the use of varied that are responsive to learners
learning materials aid learners’ understanding with disabilities, giftedness and
of the lesson and allow learners to practice the talents
application of concepts. She also mentioned
that varied learning materials also cater to
learners’ different learning styles.

3. Teacher Rolly, a Grade 7 English Teacher, Domain 5 Utilized assessment data to

discussed the rules on Subject-Verb inform the modification of
Agreement in his lesson. During group work, teaching and learning practices
his learners were tasked to make a travel and programs
brochure for a particular place. He reminded
them to describe the beauty of the place and
include short history while observing correct
subject-verb agreement for their captions.

Noted by
EFIGINIA B. IN-UYAY
Mentor
Required Task 3: Reflection

Domains Challenging Why is it challenging? Input from the Mentor

Strands (gray area or points for (optional, but highly
(you may just
indicate
clarification) encouraged)
strand
numbers e.g.
1.3)
Content KRA 1.2 I have to look for research-
Knowledge and based knowledge and
Pedagogy principles of teaching that is
applied in all components of
the lesson.
Learning KRA 2.8 With limited time, I am
Environment challenged to think of
effective teaching strategies
which are suitable to the
learners and can be finished
with the allotted time. As per
experience, I do not usually
finish my lesson on time
since much time was spent
on the group activity.
Diversity of KRA 3.10 Sometimes, I spent much
Learners time searching for
indigenous knowledge and
activities where I can
integrate my lesson.
Curriculum and KRA 3.9 I am having hard time
Planning planning my lesson on how
to address learners who are
gifted, with disability and
talented.
Assessment and none none
Reporting
Community KRA 4.13 To collaborate with the
Linkages community for a certain
project is usually done by
PTA officers, sometimes
advisers of school
organization.
Personal Growth none none
and Professional
Development
Noted by
EFIGINIA B. IN-UYAY
Mentor

Required Task 4: Reflection

Based on the current default classification, in which career stage are you in?
Based from the qualifications of Career Stage 2, I see myself a proficient teacher. I have been
teaching in the private school for 3 years and 1 year in the public school. When I was in the
private school, I experienced preparing my RPMS adapted from DepEd. Now that I am in the
public school, I am continually guided by our master teacher on the objectives which is vague
to me. I always seek their assistance and guidance in checking and improving my lesson plan.

Module 2 – Embedding the PPST in HR Systems

Session 1 –The PPST and DepEd’s Human Resource (HR) Systems

Required Task 1: Formative Test

Multiple Choice Test: Respond to the following scenarios based on your understanding of the
PPST and the strategic connect of the DepEd HR systems:
Scenario I: Teacher Anthony’s Dreams It is Teacher Anthony’s first year of teaching. After
going through the Teacher Induction Program (TIP), he dreams of becoming a Master Teacher
someday. He knows that he has to work on his competency gaps based on the indicators for
proficient teachers in the PPST. After taking the self-assessment test (SAT), Teacher Anthony
admitted to his mentor that he needs support in certain domains at the beginning level.

1. Which of the following will NOT GREATLY help Teacher Anthony achieve his dream of
becoming a Master Teacher?
a. Use the result of his SAT in identifying his learning needs
b. Attend as many learning and development activities to earn as many certificates for promotion
c. Regularly revisit the PPST to align his professional development needs with the expectations of
proficient teachers
d. Gather evidences of his good performance

Answer: B, merely attending training sessions is insufficient to help teacher Anthony reach
his career goal.

Scenario 2: An Advanced Teacher at the Beginning Stage of PPST

Teacher Ruth had three (3) years teaching experience in a private school before she was hired
in the public high school where she is currently teaching. Because of her prior experience, she
has already acquired some good teaching practices and she has been identified by her School
Head as a high performer and high potential future teacher leader. This coincides with Teacher
Ruth’s dream to become a future school leader in DepEd. However, she is a newly-hired
teacher and her colleagues label her as Beginning Teacher under the PPST. Which of the
following behaviors can help teacher Ruth fulfill her career goal?
a. Align with the PPST her professional teaching practices
b. Get help from somebody she knows in DepEd to serve as her “padrino”
c. Gather certificates of her previous trainings in the private school where she taught and keep it
for promotion
d. Make friends with her school head, so she can have his/her favor

Answer: A. There is a high potential for promotion, when beginning teachers use the PPST
to monitor their own performance and align their professional practices with the
expectations from them based on the PPST, which is a nationally accepted standards for
teacher quality (DepEd Order No. 42, s.2017).

Scenario 3: Teacher Ruth’s Supportive Mentor Teacher Ruth is in her second year of teaching.
She is quite a fast learner when it comes to using the PPST for her professional development
benefits. Her mentor has been very supportive and is one of the key contributors to teacher
Ruth’s successful completion of the Teacher Induction Program. Phase IV of the RPMS cycle,
Performance Rewarding and Development Planning, is fast approaching. Which of the
following is most likely to happen to teacher Ruth?

a. To address her performance gaps, teacher Ruth will be referred to a peer for coaching session
during the next school year
b. Teacher Ruth will not be able to get the outstanding rating for the current school year
c. Teacher Ruth may be awarded for her outstanding performance
d. Teacher Ruth will remain at the beginning level of the PPST
Answer: C
Scenario 4: Possibilities in the Life of a Newly Hired Teacher Teacher

Abel is a newly hired teacher. Prior to his work in DepEd, he had been working as Department
Head in private school. His professional experience is very evident in the professional ethics
that he manifests in his teaching practices. Which of the following statement is NOT possible
in this case?
a. Teacher Abel could be a high potential for future school leadership
b. He may not need to undertake DepEd’s Induction Program
c. He can be tapped as resource person in the school’s Learning Action Cell (LAC)
d. His progression across the PPST continuum could be faster if he purposely use PPST as the
basis for his professional practice
Answer: B
Scenario 5: Propelling Teachers Motivation School Head

Ms. Lopez is a strong proponent of DepEd’s contextualized Program of Awards and

Recognition for Service Excellence (DepEd-PRAISE). Every year during “Teachers’ Day
Celebration”, she recognizes her high performing teachers and normally gives them a
“Certificate of Recognition for Outstanding Performance”. Teachers Marlyn and Carmina are
both newly hired teachers in Mathematics and they are both aspiring to get outstanding award
during the school year. Which of the following will NOT help them attain their goal?
a. Optimize the use of the Teacher Induction Program (TIP) materials to orient themselves with
the context of DepEd, the PPST and other HR systems

b. Prepare their MOVs according to the guidelines in the RPMS-PPST

c. Participate in learning and development that will close their competency gaps and
developmental needs
d. Make close friendships with their school head and Department heads
Answer: D

Session 2: The PPST, RSP and the Merit Selection Plan (MSP) of DepEd
Required Task 2: Reflection

Reflect on your greatest learnings about meritocracy and fitness principles on hiring and
promotion. What does this tell you? How will you adjust your professional goal and practice with
DepEd’s expectations from its personnel? Write your reflections/insights on the space provided
below.

As a newly hired teacher in the public school, I can say that the Department of
Education is really striving to hire and promote personnel through its set standards
or qualifications. It is a best choice to set a standard when hiring or promoting in
order to ensure quality education among teaching personnel. As I begin my journey
in the public school, I will follow what is in the PPST as my guide to further
enhance my professional growth. Time is constantly changing and so with the
qualifications being set in the PPST, I must adapt to the change and always update
myself with current changes.
Session 3: The Strategic Alignment of the RPMS with the PPST

Required Task 1: Preliminary Activity

MY RPMS-PPST ACTIVITY LOGS

RPMS My Intended Activities per Cycle
(What preparatory activities do you need to do in
between each cycle?)
Cycles Inclusive Dates
Phase I: 4th week of August Discussion and issuance of RPMS tools,
Performance Planning Self-assessment
and Commitment
IPCRF-Development plans based on SAT,
Signed IPCRF
Phase II: Midyear November Performance monitoring and coaching,
Performance Monitoring mid-year review and assessment
and Coaching
Agreement based on PMCF, MRF, updated
IPCRF-DP and protfolio
 Phase III: First week of April Year-end review and assessment,
Performance Review evaluation of portfolio and computation for
and Evaluation final rating

RPMS tools, IPCRF-DP using PMCF

Phase IV: April Ways forward and development planning
Performance Rewarding
and Development Final IPCRF-DP
Planning

Required Task 2: Activity

Analyze the two (2) scenarios below and indicate whether the following statements are true
or false.
Scenario A: Teacher Paula is a new BSE graduate Major in Science who has been hired to teach
in a Junior High School.
Scenario B: Teacher Dennis has been teaching Science in a private school for the past four (4)
years. After he completed his doctoral degree, he applied to the same public high school where
Teacher Paula is working. Both Teachers Paula and Dennis are newly-hired teachers handling
Science.
Statement Response Feedback
Since Teacher Paula is False L&D is the same to both because they are
inexperienced, her L&D needs newly hired teachers regardless of their
might be different from that of teaching experience.
Teacher Dennis, who has been
teaching for the past three (3)
years.

Both teachers may use the PPST True

tools to identify their strengths
and areas in which they may need
support.

Both teachers can have their L&D True

needs addressed through the
RPMS-PPST

Mentors’ feedback is important for True

both teachers to monitor their
own progress. They can get
feedback from their mentors
whether formally or informally
assigned

Teacher Paula is a new BSE True

graduate Major in Science who
has been hired to teach in a Junior
High School.

Noted by
EFIGINIA B. IN-UYAY
Mentor

Session 4 – Role of RPMS-PPST in Teachers’ Learning and

Development

Required Task 1: Activity

Read the scenarios below and answer the question that follow by choosing the correct
answer from the given options.
Scenario 1: Classes have ended. Teachers Rona, Evalou and Rex are planning for their
development needs. Teacher Rona shared with the group that she struggles to meet the indicators
in Domain 2 of PPST. She has been challenged in managing her learners’ behavior. Teacher
Evalou admitted that she has not fully developed all core competencies indicated in the RPMS.
Teacher Rex is the top performer among the three. He just got an “Outstanding Rating” for the
school year. Teacher Rex feels that he still needs to participate in L&D activities to address his
developmental needs.
Question Answer Feedback
Which of the following Teachers Rona and Evalou All of them will attend the
explains why all three of need L&D to address their L&D activity because in the
them need to participate in developmental needs while RPMS, there are L&D
L&D activity teacher Rex need to address activities in between phases.
relevant to their needs? his performance gaps So, for teachers Rona and
Evalou their need may be
Teacher Rex needs L&D to solved by attending L&D
address his developmental activities and teacher Rex
needs, while teachers Rona may enhance and further his
and Evalou knowledge and performance
need to participate in L&D to by joining also.
address their competency gaps

All teachers need to attend

L&D to address their
developmental needs

All teachers need to attend

coaching sessions

Noted by
EFIGINIA B. IN-UYAY
Mentor
 Required Task 2: Professional Development Plan

INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN

Name of Employee: MADONNA P. CUMALDI Division/Unit: IFUGAO/SGOD
Date Plan Developed: March 4, 2022 Position Title: Teacher 1
School Name: Lawig National High School-Main

Potential Performan Method/ Resource Timelin Expected Act Succes

Areas to ce Goal or Activity s Needed e Results ual s
Develop/Ex Target to (Human/N Indicat
plore/Enhan Competen achieve on- ors
ce cy Goal Human)
CORE
BEHAVIORA
L
COMPETEN
CIES
Sets high Actively Co- May- Gained self- Certific
Self- quality, involve teachers, June confidence ate of
management challenging myself in Administra 2022 and Particip
, realistic school tion, equipped ation
goals for program/ Resource with
self and activities Speakers knowledge
others. and join and skills
seminars/ about
workshop academic-
s related
matters.
Works Co- March- Accomplish Everyo
constructiv Attend teachers, May ment of ne was
Teamwork ely and CoP, Administra 2022 organization’ particip
collaborativ PTA, tion, s goals and ative
ely with HPTA Parents, objectives and
others and and Stakehold suggest
across faculty ers ive of
organizatio meetings matters
ns to being
accomplish discuss
organizatio ed that
n goals led to
and success
objectives. of every
meeting
.
Teamwork Drives Attend Co- March- Unanimous Everyo
consensus CoP, teachers, June decisions or ne was
and team HPTA Administra 2022 agreements active
 ownership and tion, were made. and
of faculty Parents particip
decisions meeting ative
during
the
meeting
.
Results Avoids Ensure Laptop, March- Organized Files/
Focus rework, proper Printer, June and neat outputs
mistakes and Bond 2022 files/outputs were
and correct Paper, signed
wastage format Ink, by
through and data Folders superior
effective before s and
work printing. put to
methods record.
by placing Let
organizatio superior
nal needs check my
before work then
personal I will edit,
needs revise
and
finalize it
for
submissi
on.

Noted by
EFIGINIA B. IN-UYAY
Mentor

Module 3 – The Results-based Performance Management System

(RPMS)

Required Activity 1: Reflection

What have you learned about PPST and RPMS as two separate entities in DepEd? How about
their alignment?

The PPST is a measure of teacher quality and the RPMS is a standard

performance management mechanism that puts forth a standard performance
process for the benefit of teachers and learners.

When it comes to duties and responsibilities, they focus on the teaching-

learning process – the core job of teachers, for IPCRF, it is prepared,
standardized, and aligned with the PPST, the means of verification is
standardized and focused on quality, each objective/indicator has the same
weight as the others, and they use a common (Classroom Observation Tool)
COT that is aligned with the RPMS Tools.
 Required Task 1: Scenario-based Activity

Statement Answer Feedback from your mentor

Statement 1: A. The data presented is
School A used all Cases (i), sufficient to infer the
(ii), (iii), (iv), statement.
and (v) in RPMS 2019-2020.
Statement 2: C. The statement is false
The Division is a small based on the data presented
division. and/or the guidelines.
Statement 3: C. The statement is false
In School A, the rater of based on the data presented
Teachers I-III is the Master and/or the guidelines.
Teacher
Statement 4: In School A, a C. The statement is false
Teacher III can rate a based on the data presented
Master Teacher. and/or the guidelines.
Statement 5: C. The statement is false
In School A, the PSDS can based on the data presented
rate a Master Teacher. and/or the guidelines.

Noted by
EFIGINIA B. IN-UYAY
Mentor

Required Task 1: Reflection

Refer to your COT rating sheets, SAT assessment results, and IPCRF-Development Plan, if you
have any. Reflect on your teaching performance based on the results that these forms reflect.
Briefly discuss what you have discovered.

Based from the results of my teaching performance, I realized that I cannot

really target the observable indicators in the COT within an hour. When I
submitted my lesson plan for checking, the master teacher lessen the
activities because it consumes most of the minutes. In fact, lesson planning in
times of classroom observation is a bit challenging because there are
 objectives that must be met. Not unlike during the regular days wherein
activities are really done in 30 minutes time or less. Nevertheless, during the
execution of lesson plan, sometimes I forgot what was planned because of
time pressure or plans aren’t going the way I wanted. For 2 COT’s I was not
able to finish my lesson on time because we spent more time in the
discussion of the lesson. It’s always been time management that I need to
practice in times of COT’s in order to beat the time.

Required Task 2: Activity

Using either a lesson plan prepared by your mentor (recommended) or the lesson plan/lesson
exemplar you provided, check which COT Indicators (or RPMS Objectives) are present.
Elaborate on your findings. If an indicator is not present, is it possible to have it present in the
lesson plan? How?

PANG-ARAW-ARAW NA TALA SA PAGTUTURO

Paaralan: Lawig NHS Asignatura: Filipino Baitang/Antas: 7-SSC-A
Guro: JULIE B. Markahan: Petsa/Oras: Ika 12 ng
Ikatlo
BINUHE Abril, 2024

I. LAYUNIN Pamamaraan Anotasyon

 Pamantayang Naipamamalas ng mag-aaral ang pag-unawa
Pangnilalaman sa mga akdang pampanitikan ng Luzon.
 Pamantayan sa Naisasagawa ng mag-aaral ang
Pagganap komprehensibong pagbabalita (news casting)
tungkol sa kanilang sariling lugar.
 Mga Kasanayan sa Nasusuri ang mga katangian at elemento ng
Pagkatuto mito, alamat, kuwentong-bayan,
at maikling kuwento mula sa Mindanao,
Kabisayaan at Luzon batay sa paksa,
mga tauhan, tagpuan, kaisipan at mga
aspetong pangkultura (halimbawa:
heograpiya, uri ng pamumuhay, at iba pa)
(F7PB-IIId-e-15, F7PB-IIId-e-16)

Sa pagtatapos ng aralin, ang mga mag-

aaral ay inaasahang:
a. Nakapagbabahagi ng mga sagot sa
tanong sa talakayan;
b. Nasusuri ang tama at maling
katangian, elemento at mga
pangyayari sa kwento; at
c. Napahahalagahan ang pag-aaral ng
mito ng isang lugar.
II. NILALAMAN
 Aralin Mito: Nagkaroon ng Anak sina Wigan at Bugan
 Sanggunian Pluma 7, Internet, Api-it, M. S. et al. (2017).
Panitikang Rehiyonal 7 (Unang Edisyon).
Inilimbag sa Pilipinas ng FEP Printing
Corporation
 Kagamitang Laptop, LCD Projector, PowerPoint
Pampagtuturo Presentation,
III. PAMAMARAAN
a. Balik-aral/ Paunang pagtataya: Gagamit ang guro ng larawan
Pagganyak Panuto: Basahing mabuti ang mga pahayag at ng mga diyos at diyosa ng mga
isulat ang BUGAN kung ito ay tama, WIGAN Griyego bilang halimbawa
naman kung ito ay mali.
upang ipresenta ang aralin
1. Ang mga tagpuan sa mito ay mistiko at tungkol sa mito. Ang mitolohiya
sinauna. BUGAN ng Griyego ay pinag-aaralan ng
2. Ang mito ay mga kwentong nagsasalaysay ika-sampung baitang sa
kung paano ginawa ng Panginoon ang lahat ng asignaturang English at
nilalang. WIGAN Filipino.
3. Ang mga tauhan sa mito ay hango sa tunay
na mga tao na may espesyal na kapangyarihan.
WIGAN
4. Masasalamin sa mito ang kultura ng isang
bayan. BUGAN
5. May iilang pangyayari sa mito na nangyayari
sa tunay na buhay at may iilan pangyayari ding
hindi kapani-paniwala. BUGAN

A _ E S
Z _ _ S

Diyos ng
kalangitan

Diyos ng digmaan

P _ S _ I D _ N

Diyos ng karagatan at
lindol

Mga Gabay na Tanong:

1. Sino-sino ang nasa larawan?
2. Ano-ano ang kapangyarihan ng bawat isa sa
kanila?
3. Ano kaya ang kinalaman nila sa mga
pangyayaring nararanasan natin sa mundong
ibabaw katulad ng lindol, tsunami at iba pa?

b. Paghahabi sa
layunin ng aralin
c. Pag-uugnay ng Bagong
Aralin

Kilalanin ang mga tauhan sa ibaba:

Ano ang mito base sa mga halimbawang Gagamit ang guro ng komiks
naibigay natin? upang ipresenta ang kwento.
Ano-ano ang mga halimbawa ng mito na alam
Isa itong istratehiya upang
d. Pagtalakay ng Bagong
ninyo?
Konsepto at Paglalahad ng maganyak ang mga mag-aaral
Bagong Kasanayan # 1 Pangkatang pagbasa sa kwento gamit ang sa pagbasa ng kwento.
komiks.

Pangkatang pagsagot sa mga gabay na tanong: Ang mga sitwasyunal na

Ang mga mag-aaral ay mapapangkat sa anim tanong ay maaaring
na pangkat at mabibigyan sila ng isang tanong masasagutan ng mga mag-
upang sagutin.
aaral batay sa kanilang
1. Kung ikaw si Bugan, gagawin mo rin ba ang personal na karanasan at
ginawa niyang paghahanap ng lalamon sa kasarian- ang perspektibo nila
kanya? Bakit? kung sila ang nasa katayuan ng
2. Sino-sino ang isinisimbolo ng mga pating, tauhan.
e. Pagtalakay ng Bagong buwaya at igat sa tunay na buhay?
Konsepto at Paglalahad ng 3. Sumasang-ayon ka ba sa naging tugon ng
Bagong Kasanayan # 2 mga pating, buwaya at igat kay Bugan? Bakit?
4. Anong katangian ang ipinakita ni Bugan ayon
sa kanyang naging tugon sa kanyang
problema?
5. Anong kultura ng mga Ifugao ang
nasasalamin sa kwento?
6. Anong aral ang napulot mo sa kwento?
Paano mo ito isasabuhay?

f. Paglinang sa Kabihasaan
1. Bilang isang mag-aaral at anak, paano
mo hinaharap ang mga problemang
g. Paglalapat ng Aralin/ dumarating sa iyong buhay?
Kasanayan sa Pang-araw-
araw na Buhay 2. Naniniwala ka ba sa mga diyos/diyosa
katulad ng nasa kwento? Bakit?

Ano ang mito?

Bakit mahalagang pag-aralan ang mito nating
h. Paglalahat ng Aralin Ifugao o ng ibang lugar?

Panuto: Suriin ang mga pahayag sa ibaba

tungkol sa katangian, elemento at mga
pangyayari sa kwento. Isulat ang BUGAN kung
i. Pagtataya ng Aralin ito ay tama, WIGAN naman kung mali.

1. Ang mga pangyayari sa mito ay taliwas sa

 mga pangyayari sa totoong buhay.
2. Ang mga tauhan sa kwento ay ordinaryong
mga tao.
3. Nagsasalita ang mga hayop noong sinaunang
panahon.
4. Ang tagpuan ay sinauna na may mga
pambihirang nilalang o mistikong pook.
5. Maaaring makausap ang mga diyos at diyosa
ng personal.
6. Taglay ng mito ang mga elemento na
bumubuo sa kwento.
7. Pwedeng maglakbay ang tao papunta sa mga
tirahan ng mga diyos.
8. Ang mito ay pinaniniwalaang pinagmulan ng
sansinukob at kung paano umusbong ang mga
tao sa kasalukuyan.
9. Ang mito ay mga kwentong nagsasalaysay
kung paano ginawa ng Panginoon ang lahat ng
nilalang.
10. Isang gawain ng mga Ifugao ang pagnganga
ng moma o pagmomomma.

j. Karagdagang gawain para

sa Takdang-Aralin/
Remediation.
IV. MGA TALA

V. PAGNINILAY
A. A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B.
C. B. Bilang ng mag-aaral na
nangangailangan ng iba
pang gawain para sa
remediation.

D. C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin?

E. D. Bilang ng mga mag-aaral

na magpapatuloy sa
remediation?

F. E. Alin sa mga istratehiya ng

pagtuturo na nakatulong ng
lubos? Paano ito
nakatulong?

Inihanda ni:

JULIE B. BINUHE
Guro
 This is a lesson plan I used during the classroom observation, I would say
that some indicators are not present in this lesson plan because they are observable.
It is up to the rater to observe or to see during the execution of lesson plan of the
teacher. Some indicators which are non-observable are annotated in the above
lesson plan. Besides, I was oriented that parts of lesson which might not be noticed
by rater during the observation must be annotated in the lesson plan.