Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
MERIDA VOCATIONAL SCHOOL
Merida, Leyte

TEACHER’S MONTHLY ACCOMPLISHMENT REPORT

January 2017

Introduction:

This month still covers Lesson Three of the Third Module: Strength in Facing
Challenges where learners find out how Asian and African literary pieces reveal the
diversity of the peoples’ temperament and psyche in their response to the challenges of
modernity. And a portion of it covers the overview through module map of the Module 4:
Changing Perspective.

I. Learners’ Development
The learners demonstrated understanding of selected literary pieces from
Korea, Burma, Arabia/Israel and Africa to express critical understanding of and
appreciation of the diversity of temperaments and psyche among the peoples of
these countries. The following were the contents taken up within the month:
a. Distinguishing Facts from Opinion
b. Literary Criticism on the literary pieces from Middle East countries and
Israel
c. Kinds of Sentences according to Structure
d. Overview through Module 4 Map

Then the learners took the Third Quarter examination to determine how far
they have gone through the course coverage.

II. Teacher’s Development

After taking up the learning discourse in this module, the teacher
administered a Post-Assessment Test of the Module 3, Lesson 3: Strength in
Facing Challenges and conducted the Third Quarter examination towards the
end of the module in order to identify the strengths and weaknesses of the
testing materials.
III. Least Learned Skills
Out of the 60 learning competencies covered in the period, the teacher was
able to accomplish 88.33% of the taught skills. However, these were the
following skills that the students need to work out with their extra time:
a. Expand ideas in well-constructed paragraphs observing cohesion,
coherence and appropriate modes of paragraphs development;
b. Express a different opinion without being difficult;
c. Utilize varied reading strategies to process information in a text; and
d. Observe correct grammatical structure in writing and composition.

IV. Interventions
The following measures were made by the teacher in order to cope with
the least learned skills:
a. Provide activities/ worksheets related to writing well-constructed
paragraphs;
b. Facilitated activities related to expressing one’s impressions and opinions;
c. Provided varied related activities in reading comprehension; and
d. Provided worksheets in grammar awareness and structure.

Prepared by:

BERNLEY JOY M. NOBLEZA

Teacher III Noted by:

ELPEDIO P. MABIYA
Head Teacher I

Approved:

FRANCISCO B. LATORRE
Principal I
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
MERIDA VOCATIONAL SCHOOL
Merida, Leyte

TEACHER’S MONTHLY ACCOMPLISHMENT REPORT

February 2017

Introduction:

This month starts the coverage of the Fourth Module: Changing Perspective.
In this course, the learners find out about Afro-Asian people, how similar or
different they are from one another, and discover that although they are of different
races, in many ways, Filipinos are like them as well.

I. Learners’ Development
The learners demonstrate understanding of how Afro-Asian Literature and
other text types equip him/her with communication skills that lead to embracing
diverse cultural heritage. The following contents were taken up within the month:
a. Listening: Oral Language Contrastive Drills on Critical Sounds;
b. Appreciative Listening;
c. Literature as Communication;
d. SIFT Method of Literary Analysis;
e. Sentence Fluency;
f. Respect to Other Culture Activity; and
g. Prosodic Features of Speech (Suprasegmentals)

Then the learners were tasked to prepare for their upcoming Culminating
Activity on the following month.

II. Teacher’s Development

The teacher was able to prepare the learners with the skills that they needed
in preparation for their communicative tasks. Differentiated communicative
activities were delegated to the respective classes in order to showcase their
communication skills. Furthermore, the teacher was successfully observed in class
achieving an MPS of 83.1% and got an Outstanding Rating.
III. Problems Encountered
Due to some limitations in terms of facilities and learning tools, learning
quality is directly affected. Upon observation, students lack the basic foundation
in some of the communication skills which hindered their confidence and self-
esteem. Thus, they need more exposures for them to meaningfully learn the
skills.

IV. Possible Suggestions

Having mentioned the hitches in learning, it could have been better if
students are given meaningful learning experiences which would retain a long-
term impact to their learning process. Implementation of the spiral progression
curriculum is strongly suggested.

Prepared by:

BERNLEY JOY M. NOBLEZA

Teacher III Noted by:

ELPEDIO P. MABIYA
Head Teacher I

Approved:

FRANCISCO B. LATORRE
Principal I
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
MERIDA VOCATIONAL SCHOOL
Merida, Leyte

TEACHER’S MONTHLY ACCOMPLISHMENT REPORT

March 2017

Introduction:

This month covers the Fourth Module: Changing Perspective. In this course,
the learners find out about Afro-Asian people, how similar or different they are from
one another, and discover that although they are of different races, in many ways,
Filipinos are like them as well.

I. Learners’ Development
The learners demonstrated understanding of selected literary pieces from
Korea, Burma, Arabia/Israel and Africa to express critical understanding of and
appreciation of the diversity of temperaments and psyche among the peoples of
these countries. The following were the contents focused within the month:
a. Letter Writing;
b. Afro-Asian Literature Culminating Activity; and
c. Reading Comprehension Test

With varied collaborative learning tasks, learners successfully organized a

culminating activity through various communicative tasks which gave them all the
opportunity to showcase what they have learned in the course. The said activity was
well-represented by the different sections in Grade 8. Community stakeholders such
as the parents, section advisers, school heads and other available teachers and
students were also present during the event. Students showed off their sighs of
relief from the given responsibilities, some showed their mixed emotions after all
their accomplishments. Subsequent to the conduct of the said activity, students
were tasked to submit their narrative reports reflecting their insights from their
learning experiences. In addition, they were also tasked to attach pictorials as proof
of their participation. And as rewards to their job well-done, they were exempted
from taking the periodical test… [Ironically, they were required to take a reading
comprehension test].
II. Teacher’s Development
Having facilitated the above mentioned student-initiated activity, the teacher
felt accomplished in giving students long-term learning experiences. The teacher
looked forward to improve the conduct of the culminating activity through the
feedbacks and recommendations.

III. Least Learned Skills

Out of the 60 learning competencies covered in the period, the teacher was
able to accomplish 95% of the taught skills. At this quarter, that only skill
students need to work out with their extra time was to observe correct
grammatical structure in writing and composition.

IV. Interventions
In order to cope with the least learned skill, the teacher provided writing
tasks noting grammar awareness and structure which was their narratives on
the Afro-Asian Literature Culminating Activity

.
Prepared by:

BERNLEY JOY M. NOBLEZA

Teacher III Noted by:

ELPEDIO P. MABIYA
Head Teacher I

Approved:

FRANCISCO B. LATORRE
Principal I