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A narrative report on teaching experiences

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Practicum Experiences Compilation

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A narrative report on teaching experiences

  1. 1. Holy Cross CollegeSta. Ana, PampangaPhilippines2ndSemesterPractice TeachingExperiencesS.Y. 2012-2013Student Teacher: Ma. Cristina D. PanganoranCourse: Bachelor of Secondary EducationCooperating School: DIOSDADO MACAPAGAL HIGH SCHOOLAddress: Sto. Domingo, Mexico, PampangaApproved by:___________________ ___________________Cooperating Teacher PrincipalMs. Milagros . Montoya Mrs. Lani C. AgajonaDate Submitted: March 19, 2013Submitted to:______________________Student Teacher SupervisorMrs. Marites S. Franco
  2. 2. ----0----Table of ContentsI. PreliminariesA. Practice TeachingB. Student Teachers Code of Ethics...C. My Philosophy of Education as a Secondary TeacherII. Description of the Cooperating SchoolA. HistoryB. Vision & MissionC. Various Programs and ActivitiesD. Organizational ChartIII. Summary of ExperiencesA. Working with StudentsInclusive DatesYearTeacherObservations:Date, Lesson, Subject, Remarks, InsightsParticipationsEvaluation SheetsIV. Appendices1. Picture of school, staff, students, teachers2. General Schedule of Student teacher3. Lesson Plans4. School Forms5. Photographs of ActivitiesV. Conclusions, Reflections and Recommendations
  3. 3. 1I. PreliminariesA. Practice TeachingWhat is Practice Teaching?The practical implementation of the information and strategies that studentshave learned in Holy Cross College is what we know as practice teaching. In andoutside of school classrooms the student teachers practice what they have learned andare supervised by teachers from the college, cooperating teachers, and schoolprincipals.Practice Teaching is a crucial part of every student teacher‟s life during college.Student teachers or pre-service teachers are college students teaching under thesupervision of a certified teacher in order to qualify for a degree in education.These certified teachers are called cooperating teachers and the school wherethis teacher is working is called the cooperating school.Why do we have to undergo Practice Teaching?The Purpose of Practice Teaching is to provide qualified teachers that areprepared and trained by following one of the practical educational theories in one ofthe three levels: Elementary, Intermediate, High School. In my case then it is HighSchool level. Another reason is to prepare student teachers for their career as teachersby incorporating them completely into the school atmosphere so that they feel as ifthey are part of the school. Next is to think and meditate on the practical reality ofteaching. It also pushes to encourage student teachers to be creative and to developtheir abilities as a professional teacher.B. Student Teachers Code of EthicsThe Standards of Practice for the Teaching Profession provide a framework ofprinciples that describes the knowledge, skills, and values inherent in Philippines‟teaching profession. These standards articulate the goals and aspirations of theprofession. These standards convey a collective vision of professionalism that guidesthe daily practices of Student Teachers of the Institute of Teacher Education.The Purposes of the Ethics of Practice Teaching are:to inspire a shared vision for the teaching professionto identify the values, knowledge and skills that are distinctive to the teachingprofessionto guide the professional judgment and actions of the teaching professionto promote a common language that fosters an understanding of what it meansto be a member of the teaching profession.
  4. 4. 2The Standards of Practice Teaching are:Commitment to Students and Student LearningStudent Teachers are dedicated in their care and commitment to students. Theytreat students equitably and with respect and are sensitive to factors that influenceindividual student learning. Student Teachers facilitate the development of students ascontributing citizens of the Filipino society.Professional KnowledgeStudent Teachers strive to be current in their professional knowledge andrecognize its relationship to practice. They understand and reflect on studentdevelopment, learning theory, pedagogy, curriculum, ethics, educational research andrelated policies and legislation to inform professional judgment in practice.Professional PracticeStudent Teachers apply professional knowledge and experience to promotestudent learning. They use appropriate pedagogy, assessment and evaluation,resources and technology in planning for and responding to the needs of individualstudents and learning communities. Student Teachers refine their professional practicethrough ongoing inquiry, dialogue and reflection.Leadership in Learning CommunitiesStudent Teachers promote and participate in the creation of collaborative, safeand supportive learning communities. They recognize their shared responsibilities andtheir leadership roles in order to facilitate student success. Student Teachers maintainand uphold the principles of the ethical standards in these learning communities.Ongoing Professional LearningStudent Teachers recognize that a commitment to ongoing professionallearning is integral to effective practice and to student learning. Professional practiceand self-directed learning are informed by experience, research, collaboration andknowledge.
  5. 5. 3Code of Ethics for Student TeachersThe Code addresses the interdependent duties, rights and responsibilities ofstudent teachers, faculty members and educational partners.By addressing common issues and needs, the Code seeks to articulate and makeexplicit ethical principles that transcend disciplinary boundaries. Theseprinciples reflect the fundamental values that are expressed in the duties, rightsand responsibilities of all involved in Teacher Education.The Code requires a reasonable flexibility in the implementation of commonprinciples. It is designed to help those involved in Teacher Education, as amatter of sound ethical reasoning, to understand and respect the contexts inwhich they work and accommodate the needs of others.The Code seeks to encourage continued reflection and thoughtful response toethical issues. It does not seek definitive answers to all ethical questions orsituations. Rather, it seeks to outline the guiding principles to ethical conductand to identify major issues which are essential to the development andimplementation of this Code.Context of an ethics framework for student teachersThe principles and norms guiding ethical conduct are developed within anever-evolving complex societal context, elements of which include the need forreflective action and ethical principles. Education is premised on a fundamentalmoral commitment to advance and construct knowledge and to ensure humanunderstanding and respect for individual and collective well being and integrity.The moral imperative of respect translates into the following ethical principlesthat assume a student-centered perspective as outlined for Teacher Education.Ethics and law“Teaching is governed by a legal and regulatory framework” . The law affectsand regulates the standards and norms of teaching behaviors in a variety ofways such as respecting privacy, confidentiality, intellectual property,competence. Human rights legislation prohibits discrimination and recognizesequal treatment as fundamental to human dignity and well being. Teachersshould respect the spirit of the Rights and Freedoms particularly the sectionsdealing with life, liberty and the security of the person as well as those involvingequality and discrimination and the Article 11, of R.A. No. 7836 that sets outthe obligations and rights of teachers.
  6. 6. 4Guiding ethical principlesEthical student teachers should respect the following guiding ethical principles:Respect for human dignitySpeaks and acts towards all students with respect and dignity; and dealsjudiciously with them at all times, always mindful of their individual rights andpersonal sensibilities.Respects the dignity and responsibilities of cooperating teachers, peers,principals, parents and other professionals or para-professionals within theschool, school board and community.Respect for vulnerable personsRespects and recognizes ethical obligations towards vulnerable persons. Thisprinciple recognizes that students are in a vulnerable position and that studentteachers are in a privileged relationship with students and their families and willalways refrain from exploiting that relationship in any form or manner.Respect for confidentiality and privacyRespects the confidential nature of all information related to students and theirfamilies and will share such information in an appropriate manner only withthose directly concerned with their welfare.Respects the confidential nature of all information related to all schoolpersonnel and will share such information in an appropriate manner.Respect for justiceRespects and recognizes the right of individuals to be treated with fairness andequity and the importance of avoiding conflicts of interest.Respect for safety of studentsRespects the right of individuals to expect that student teachers will engage inpractices that aim to ensure the physical, psychological and emotional safety ofstudents.Respect for existing ethical codes and professional standardsRespects the authority, roles and responsibilities of the cooperating teacher andagrees to adhere to the responsibilities and obligations for teachers as outlinedin the Education Act, Faculty and University handbooks as well as all localagreements by host school boards and schools.Balancing harm and benefitsAcknowledges that any potentially harmful practices (e.g. Science Labs andPhysical Education Activities) must be balanced with anticipated benefits andconducted in a prudent informed manner.
  7. 7. 5C. My Philosophy of Education as a Secondary TeacherThe one exclusive sign of thorough knowledge is the power of teaching.~ AristotleDo you know why we are here today? What is our purpose in life? Isn‟t it we always look forways to find our calling? Looking back over my four years in college, I have become a passionatebeliever in the teaching profession and its power and ability to empower all those that come intocontact with it. Whether you are someone that possesses natural talent or not, everyone has relevantexperiences that they can bring to the table when they are approaching and interacting with teaching.Unquestionably, for me, teaching has been a lifesaver. It enables me to express my innermostthoughts and feelings: happiness, fear, frustration, anger, sadness, pain and love. No matter themedium, teaching manages to surge through my soul and become something tangible for all to see.That is the power of teaching that is a part of my belief as future teacher.Intelligence plus character - that is the goal of true education.~ Dr. Martin Luther King, Jr.If you think you are intelligent that‟s good but without character it is useless. Number onemisconception about education is “Teachers are the ones who impose ideas and form a student‟shabit.” Wrong! We are only facilitators not dictators. Everyone is different therefore we cannot forceour own beliefs into the mind of the child. What does a teacher do then? Teachers only select thebest influences to make the students infer into doing the right things in life. These influences orstimuli chosen by the teachers affect the students and assist them into becoming better individualswith intelligence. We cater to different personalities and social background that‟s why psychology isa subject taken by education students. This helps us in guiding the students to the right path byunderstanding how the mind works. So for me, the goal of true education is to make someone anindividual filled with wisdom and right attitude towards life.Education is not a preparation for life; education is life itself.~ John DeweyThe moment a student enters the gates of the school, many doors open for the individual.Education still happens even after the student gets home. Education is left after schooling. We arenot just teaching for the sake of the present situations. We teach for a future generation of lifelonglearners. My philosophy as a secondary teacher is influenced by these quotes of famous people. Notbecause they are famous but because what these words convey cut through me and stay within me.This is what school looks like at Diosdado Macapagal High School. This is what teachinglooks like. Its nothing special really; its just life itself.
  8. 8. 6II. Description of the Cooperating SchoolA. HistoryHistory of Diosdado Macapagal High SchoolDMHS is situated in Sto. Domingo, Mexico, Pampanga. It is 2.5 km. away from the townproper. The school was jointly conceptualized in the year 2003 by the love & concern of the officialsof the Municipality of Mexico headed by the Municipal Mayor Ernesto Punzalan. The municipalityacquired 10, 759 sq. meter lot thru a deed sale on April 2003 from the Inocencio Family.School year 2004-2005 was its first year operation with 97 students and 3 teachers. Mrs. IrmaC. Tengco acted as teacher in charge & Mrs. Remedios P. Asuncion, the principal of San Juan HighSchool was appointed as officer in charge. 1stset of officers were elected headed by the president,Mrs. Lerna D. Panganoran. The baby school started to grow gradually with the help of the PTAOfficers & the ever active busy councilors of Sto. Domingo Angel David and Mrs. Tengco. MayorTeddy Tumang has been very supportive to extend help to the school.On its 2ndyear of operation, the Division office has been given the school new head in theperson of Mrs. Dolores I. Pelayo, head teacher deployed from San Isidro High School in Sta. Anaand additional 3 teachers who were deployed from other schools. The student population increasedto 181. The following school year then had 307 students and in S. Y. 2007-2008 the populationincreased to 443. During the administration of Mrs. Dolores I. Pelayo, physical development of theschool was accomplished such as, beautification and painting of the office, faculty room &classrooms; putting up plant boxes and planting of ornamental plants; planting of mahogany trees;purchasing of cabinet for laboratory apparatus & bookshelves in the science room; acquisition ofcomputers with tables and printers; installation of grills and construction of the comfort room forfemale teachers.
  9. 9. 7It was June 13, 2006 when the Sangguniang Bayan headed by the Vice Mayor Roy D.Manalastas made Resolution no. 046-2006 authorizing Municipal Mayor, Teddy C. Tumang to causethe donation and transfer of the land title of DMHS issued in the name of the Municipality ofMexico in favor of the Department of Education. It was August 3, 2006, when the Deed ofDonation, Transfer and Acceptance was executed by and between the Municipal Mayor Teddy C.Tumang and our school‟s Division Superintendent, Rosalina G. Luna. Then on August 28, 2006, theauthority to operate the complete secondary course (First year-Fourth year) for S. Y. 2006-2007 wasgranted. The separation of Diosdado Macapagal High School from Mexico National High Schoolwas granted on September 20, 2006.On September 7, 2007, Mrs. Amelita V. Ordoñez was assigned as the new principal ofDMHS by the DepED. In the S. Y. 2007-2008, it had its first batch of graduates consisting of 105graduates. The following year has increased its population to 533 until it reached 856 in the S. Y.2010-2011. In the year 2009, an additional room was constructed in the 2ndfloor which was utilizedas the Computer Laboratory. A covered court was also established through the courtesy ofCongressman Aurelio “Dong” Gonzales Jr.Then a two-storey building consisting of two classrooms was constructed. The school frontgate was also constructed and the perimeter fence was initially started through the project “Sayawmo, Bakod ko”. Likewise, the kitchen was constructed. 20 computer units were acquired fromCICT-HDG. Furthermore, the street lights along the pathway were installed through the support ofthe PTA.On May 2, 2011, Mr. Rolando F. Zapanta was assigned as the new principal of the school. InS. Y. 2011-2012, the students increased to 1, 101. Then it boosted to 1, 368 this school year. Theschool had its pathway, fountain and guard house. Beautification of Math and Science Garden wasmade; fencing of the school was continued; grills in the Computer Room, which is now on the firstfloor, were constructed with the courtesy of Gov. Lilia G. Pineda.On January 8, 2013, a new principal was assigned to supervise the school, in the person ofMrs. Lani C. Agajona. At present, there are 28 nationally funded teachers serving the students attheir best. The 28 talented and resourceful teachers headed by the hardworking and responsibleprincipal are working together to cater to 1, 368 students of the school. The students came fromdifferent barangays of the town of Mexico: Sto. Domingo, San Nicolas, San Pablo, San Roque, SanLorenzo, Sto. Cristo, Lagundi, Sto. Rosario, San Antonio and Parian. Even the nearly town Sta. Ana,benefits from the school for there are also students coming from San Pedro, San Juan, San Joaquin,Sta. Maria, San Jose, Sta. Lucia, San Nicolas and Santiago. Likewise, there are also some studentscoming from San Luis and the City of San Fernando.In its nine years of operation, it had achieved much improvement in structures & facultiesthrough the cooperation and unity of the School Administrator, Faculty, Parents, PTA officers,Brgy. Captain and Councilors, Municipal Mayor and other Officials and community, the schoolcontinuously aims high in offering quality education.
  10. 10. 8B. Vision & Mission
  11. 11. 9C. Various Programs and ActivitiesNovember 2012: Acrobatics ShowDecember 2012:Student Teachers perform during Christmas Party
  12. 12. 10January 2013: FieldtripFebruary 2013: Valentine’s Day ProgramFebruary 2013: JS Promenade
  13. 13. 11February 2013: Edsa Day ProgramMarch 2013: Calendar of activitiesToga Fitting and Pictorial (Advisory class of my Coop. Teacher)IV-St. Anne
  14. 14. 12D. Organizational Chart
  15. 15. 13View fromthe Lanai ofthe foggymorning.III. Summary of ExperiencesA. Working with StudentsInclusive Dates: November 2012 – March 2013Year: 4thYearTeacher: Ms. Milagros B. MontoyaObservations: Taken from the second week of my PracticumDates: December 03-06Lesson: Our Dying SeasSubject: EnglishParticipation: Administering of ExamsNARRATION AND EXPERIENCES (2ndWeek)Day 6: December 03, 2012On the foggy Monday of our second week in Diosdado, the usual morningassembly was attended by the whole school community followed by a morningexercise. We finally got our schedule. According to this, I must complete six hours ofobservation and participation with my critic teacher, Ms. Milagros B. Montoya andfulfill two hours of office duty every day. Speaking of office duty, the principal askedme to send out a memo for the 9am meeting to all teachers who were in the morningshift.
  16. 16. 14Where thestudents lineup for the FlagAssemblyI observed Ms. Milagros B. Montoya give out a lecture on vocabulary words.The following words were found in the selection entitled “Our Dying Seas” whichwas going to be discussed after the monthly exams. The teacher has executed thelesson with less distraction because any unwanted behavior was quickly dealt withauthority. After the lesson on vocabulary words she explained that these were wordsthat will be encountered in the selection. Lastly before dismissing the class, sheannounced some pointers to review and what type of test will be given. This isimportant so the students feel less pressure and would know what is expected ofthem.Day 7: December 04, 2012Today, we cleaned the office of the principal and then I sorted out the NationalCompetency Based Teacher Standards (NCBTS) photocopy for filing anddistribution.The main activity for all classes this day is the administering of monthly exams.Administering exams is one of the most important aspects of evaluation. This is todetermine if the students have reached the desired objectives of the lessons taken up.The teacher has established a routine so the students already know the drill of whatand what not to do during exams and the result is properly controlled behavior ofstudents.First, the teacher gives instruction for everyone to write their name, year,section and current date. Afterwards the teacher reads and explains the directions ofThe students start to form a line forflag assembly after the bell rings.
  17. 17. 15the test. The teacher takes part in the listening exam by reading the selection twice forthe students. After the exam, the remaining time was used to announce incomingactivities for the month of December and the date for the start of classes on 2013.Day 8: December 05, 2012The usual routine of cleaning the area of responsibility as always has beenobserved. The main activity today, ofcourse after the exam, is the checking andrecording of test papers. The teacher primarily asked if anyone needs a special examand these particular students were given a chance to take the test. Ma‟am Milesinstructed me to oversee the exam of 3 boys and 2 girls from the St. Therese section.As part of the administering of the test, I also read the selection the twice for thestudents to be able to answer the questionnaires.For the checking, the students were called according to seating arrangement toanswer each item one by one. After checking, the students were given a chance to seeif their test was properly marked and corrections were recorded by the teacher. To topAdministering of exam for the IV-St. Therese StudentsAdministering of special examfor Fourth Year Students
  18. 18. 16it off, my critic teacher gave waivers for the incoming field trip and a paymentreminder for the trip and NAT Reviewer.Day 9: December 06, 2012This day, the new lesson was the discussion of the selection entitled “OurDying Seas”. The teacher instructs a student to read while the rest of the class followsthe reading with their eyes. Afterwards the teacher reads the selection once more thistime, paragraph per paragraph while citing some vocabulary words (which were givenin the lecture last December 03, 2012 - Monday) for the students to have a betterunderstanding of the selection. The students then were able answer thecomprehension check orally which was tackled after the selection.In the office, I helped cut out pictures of the charitable work and otheractivities of the principal together with the teachers. I also sorted files regarding thePTA meeting attendance sheet and the monthly test sheet for all subjects andsections.It has been a busy week for all of us in Diosdado High School and I am glad tosay that we have a long weekend ahead.Office of the principal & table of my Coop. Teacher:Taken after working in the office
  19. 19. 17IV. Appendices1. Picture of school, staff, students, teachersStudents during break along with the bulletin board assigned for us to decorate.The Front Building of DMHSThe covered court and fountain of DMHSA place where students rest duringtheir breakDistribution of JS Prom Photos
  20. 20. 18The Principal with the Faculty Members of Diosdado Macapagal High SchoolOther Personnel:2. General Schedule of Student TeacherCorrections on any markedpaper recorded by my Coop.TeacherI dictate answers while the studentscorrect their papers.My coop records scoresfrom previous periodTeacher makesannouncements.The Principal: Mrs. Lani C. Agajona
  21. 21. 19Monday6:00am – 6:20am = Cleaning of Area of Responsibility6:20am – 7:00am = Flag Assembly7:00am – 7:40am = IV – St. Therese7:40am – 8:20am = IV – St. Andrew8:20am – 9:00am = IV – St. Michael9:00am – 9:30am = Break9:30am – 11:30am = Office Duty11:30am – 12:15pm = Lunch Break12:15pm – 12:55pm = II-Galileo12:55pm – 01:35pm = Vacant01:35pm – 02:15pm = II-Aristotle (last period)Tuesday, Wednesday and Thursday6:00am – 6:20am = Cleaning of Area of Responsibility6:20am – 7:00am = IV – St. Anne7:00am – 7:40am = IV – St. Therese7:40am – 8:20am = IV – St. Andrew8:20am – 9:00am = IV – St. Michael9:00am – 9:30am = Break9:30am – 11:30am = Office Duty11:30am – 12:15pm = Lunch Break12:15pm – 12:55pm = II-Galileo12:55pm – 01:35pm = Vacant01:35pm – 02:15pm = II-Aristotle (last period)Friday6:00am – 6:20am = Cleaning of Area of Responsibility6:20am – 7:00am = IV – St. Anne7:00am – 7:40am = IV – St. Therese7:40am – 8:20am = IV – St. Andrew8:20am – 9:00am = IV – St. Michael9:00am – 9:30am = Break9:30am – 11:00am = Office DutyRest of the day spent in Holy Cross College for meetings with thesupervisor and other club activities._____________________Cooperating Teacher3. Lesson Plans
  22. 22. 20Participation Lesson Plan (Taught on all 4thyear sections)Lesson Plan in English Grammar for Fourth Year StudentsI. ObjectivesStudents must be able to do the following at the end of the activities with at least 85%proficiency:• Match cause-effect relationship.• Use conjunctions to show cause-effect relationship.• Compose a paragraph using conjunctive adverbs.II. Subject MatterConjunctions/Connectives of Cause and EffectReference: English Book pp. 228-230Materials: Visual AidsIII. ProcedureA. Motivation:1. Ask the class the following questions:a. Have you ever done something that did not have an outcome?2. Introduce the cause-effect topic.A cause is WHY something happens.An effect is WHAT happens.B. Presentation:1. Introductiona. Introduce the lesson.C. Discussion1. Discuss cause-effect relationship and how to use the connectives.Cause-effect relationship is a form of reasoning to reach valid conclusions. Ingrammar, we can show this relationship by using conjunctions/connectives of cause andeffect. These connectives may introduce the cause-clause or the effect-clause.Example: 1. Ken did not do his homework.2. He got a bad grade.a. Ken did not do his homework; (therefore/so/thus/consequently),he got a bad grade.b. (Because/Since) Ken did not do his homework, he got a badgrade.In letter a, 2 independent clauses were joined/combined by the connective „therefore‟. Inwriting this sentence, use a semicolon (;) after the first clause then add a connective followedby a comma (,).In letter b, the 1st sentence was introduced by the connective “Since”. In writing thissentence, we only used a comma to separate the 2nd sentence.*The connectives that introduce the cause-clauseIf, since, because, thus* The connectives that introduce the effect-clauseTherefore, so, thus, consequently
  23. 23. 21*other examples of cause-effect connectivesHence, for, for this reason, on account of this, it follows, as a result, arising fromthis, so that, etc2. Ask the students to match the cause-effect relationship of the examples given.C. Application1. Let the class answer the exercises on the board by using conjunctions to showcause-effect relationship.IV. Evaluation:A. Let the students answer the question using proper conjunctive adverbs on a piece ofpaper:1. Why are trees important in the ecological system?V. Assignment:A. Describe the scenario in a world where all trees and forests are destroyed usingconjunctive adverbs. Write your answer on a sheet of paper.Experience:The lesson was really easy and the students were able to get thepoint of it all. I only noticed that it was too easy for the St. Anne section buteven if that is the case they still participated well enough. The comment ofthe cooperating teacher was that I did not let the students give their ownsentences or examples of cause effect.My cooperating teacher is very supportive and always gives me goodadvice on how I can improve myself. I believe that every coaching sessionwas an epiphany and a very good learning experience for me. Nobody is apro from the start. Everybody passes the beginner stage and eventuallywith enough experiences it will be like a walk in the park.I noticed that it’s not easy to fully engage everyone in the discussionif you haven’t memorized their names. I am really trying hard to rememberall of their names but I guess I need more time. For now, I am glad to getthrough with limited time to prepare lessons. Since my cooperating teacheris very accommodating, it wasn’t that hard to finish any task.The welcoming atmosphere is there even though I am shy to reallyspeak up or start small talks with her. Right now I’m hoping to pass all ofher expectations and continuously improve myself in the process.A LOCAL DEMO LESSON PLAN IN GRAMMAR FOR FOURTH YEAR STUDENTSI. OBJECTIVESAt the end of the lesson, the students should be able to:
  24. 24. 22a. Differentiate active and passive voice;b. Identify the voice of the verb in each sentence;c. Rewrite the sentence changing the voice from active to passive voice & vice versa;d. Appreciate the lesson by showing active participation towards the lesson.II. SUBJECT MATTERTopic: Active and Passive VoiceReference: English Expressways pp 247-248Materials: Visual Aids, PicturesIII. PROCEDUREA. Pre-Lesson Activities1. Prayer2. Checking of AttendanceB. Motivation1. Let the students see the pictures on the board & then ask them these questions:a. What is the boy doing?b. What happened to the ball?c. What is the girl doing?d. What happened to the book?2. Write their answer on the board and then let them point out the subject, verb andobject.C. Presentation1. Show more examples and then analyze the sentences with the students.Active (Present) PassiveShe collects stamps. Stamps are collected by her.Dora explores the city. The city is explored by Dora.A mouse eats cheese. Cheese is eaten by a mouse.Laura teaches English. English is taught by Laura.They observe classes. Classes are observed by them.Active (Past) PassiveDawn checked the items. The items were checked by Dawn.Batman saved Robin. Robin was saved by Batman.They offered drinks. Drinks were offered by them.The chef prepared a meal. A meal was prepared by the chef.The manager rejected the proposal. The proposal was rejected by the manager.Active (Future) PassiveThe last guest will eat left-overs. Left-overs will be eaten by the last guest.Frank shall buy the tickets. The tickets shall be bought by Frank.Mr. Smith will attend the premiere. The premiere will be attended by Mr. Smith.Barbie will use the room below. The room below will be used by Barbie.Ken shall drive a used car. A used car shall be driven by Ken.2. Voice is the quality of a verb that shows whether the subject is the doer or receiverof the action. The Active Voice is used to indicate that the subject of the sentence is the doer of theaction while the Passive Voice indicates that the subject is the receiver of the action. Why use the
  25. 25. 23passive voice? (If the doer is unknown, if the doer is not as important as the action carried out andfor the element of surprise.)3. Ask the studentsa. What are the subjects in each sentence?(These subjects were the ones doing the action in the sentence.)b. What verbs were used?(Those verbs are transitive verbs with direct objects, thus when the subject of thesentence does the action and the verb has a direct object, we say that the verb is inthe active voice.)4. To change the sentences from active to passive we just make the direct object thesubject of the sentence. Show S-V-O pattern change. (The pronoun I is not used.) Notice how theverbs were written. (Be verb + past participle of the main verb) Do you see the difference from theprevious verbs? In changing a sentence from active to passive, the direct object becomes the subjectand/or the doer is placed with the “by-phrase”/ “by-agent”.D. Application1. Let the students orally identify the voice of the verb in each sentence then changethe form.Items: Answer:They will watch a movie. Active – A movie will be watched by them.She reads the newspaper. Active – The newspaper is read by her.These vases were molded by Chinese potters. Passive – Chinese potters molded these vases.Alan will teach the children. Active – The children will be taught by Alan.A journal was written by Terry. Passive – Terry wrote a journal.Vic measures the area. Active – The area is measured by Vic.Houses were destroyed by the earthquake. Passive – The earthquake destroyed houses.The telescope was invented by Hans Lippershey. Passive – Hans Lippershey invented thetelescope.The fans carried a big banner. Active – A big banner was carried by the fans.Jim uploads videos every week on YouTube. Active – Videos are uploaded by Jim every weekon YouTube.E. Generalization1. Therefore when can you say that a sentence is in the active or in passive voice?A verb that has direct objects is in the active voice. If the subject is acted upon, the verb is in thepassive voice.2. How will you change the passive from active to passive voice?In changing a sentence from active to passive, the direct object becomes the subject and/or the doeris placed with the “by-phrase”/ “by-agent”.IV. Evaluation(Ask the students to get a piece of one half crosswise sheet of paper.
  26. 26. 24Administer the quiz below for the students.)A. Write A in the blanks before the number if the sentence is active and P if passive.__A____1.Rommel presents an interesting report.__A____2.He will submit the annual report.__P____3.The town was destroyed by fire.__P____4.That building will be finished in 2014.__P____5.The project was passed by team A.B. Rewrite each sentence changing the verb from active to passive.Active Passive1. Jamie bakes a lot of cookies. A lot of cookies are baked by Jamie.2. Many people admired Ninoy Aquino. Ninoy Aquino was admired by many people.3. The pretty girl sewed the dress. The dress was sewed by the pretty girl.4. The doctor examines the patient. The patient is examined by the doctor.5. She will sponsor the education of many poorstudents.The education of many poor students will besponsored by her.C. Rewrite each sentence changing the verb from passive to active.Passive Active1. The decision will be made by my boss. My boss will make the decision.2. The change was proposed by us last week. We proposed the change last week.3. A message is delivered by John. John delivers the message.4. The meeting shall be coordinated by Dan inPaul‟s absence.Dan shall coordinate the meeting in Paul‟sabsence.5. The shells were collected by James. James collected the shells.V. AssignmentA. Using both Active and Passive voice of verbs, write a paragraph about your favorite TVseries. Encircle the verbs in the active voice and underline the verbs in the passive voice.Experience:Date: January 23, 2013 Yr. & Sec.: IV-St. AnneSubject: English Grammar Lesson: Passive and Active VoiceThe local demonstration was observed by Mr. Benjie B. Nolasco andMs. Milagros B. Montoya. It started 11am till 12pm. I was a bit nervousbecause it was my first to be observed by Sir Benjie. I choked at the startand then regained my composure but that’s what I thought. I totally foundmyself speeding up and couldn’t slow down the pace of the discussion. Itwas very obvious because I ended up administering the quiz earlier thanthe time expected. I could have focused more on the emphasis of theconcept or rule of the passive and active but good thing that the St. Anneare fast paced learners as well and this did not affect the results of theirquiz. Most of them still got high scores.
  27. 27. 25According to my cooperating teacher, I had a good command of thelanguage showed mastery and executed the lesson very well. Aside fromthe quick discussion, the over-all rating from both observers is high.This was taken after my local demonstration together with my cooperatingteacher, Ms. Montoya, Sir Benjie and Ma’am Jinky.Evaluation Sheet from Mr. Benjie B. Nolasco
  28. 28. 26Evaluation Sheet from Ms. Milagros B. Montoya
  29. 29. 27General Demo Lesson PlanSemi-detailed Lesson Plan in Literature for Fourth Year StudentsI. OBJECTIVES:At the end of the lesson, the students should be able to:a. Unlock the meaning of words through context clues.
  30. 30. 28b. Demonstrate interest in the listening and reading of the selection through participation.c. Express appreciation for significant human experiences in the selection.d. Relate the poem to personal experiences through drawing and comparing.II. SUBJECT MATTER:Topic: Showing Appreciation for Significant Human Experiences in a Selection“Digging” by: Seamus HeaneyTextbook: English Expressways IVVirginia F. Bermudez, 304-305Materials: PowerPoint Presentation, bond paperIII. PROCEDURE:A. Pre-Lesson Activities1. Prayer2. Checking of Attendance3. Review on what is LiteratureQuestions:• What comes to your mind when you hear the word “literature”?• Based from your answers, what is literature then?4. Tell the students that the lesson is under the literature part of the English subject.B. Motivation1. Show pictures of famous people to the students.2. Ask who are worthy to imitate or try to be like.3. Ask the students what makes these people admirable.4. Ask the students who their idols are, during their childhood or their current idol.5. Ask what traits of their idol they look up to.6. Ask if these traits affect them as they grew up.C. Unlocking of DifficultiesAsk the students to read the following sentences and then let them determine themeaning of the underlined words through context clues.a. The diaper was just the right snug around the baby‟s waist.(fit, dark, fast, comfy)b. I was kept awake at night by the rasping sound of a snoring partner.(tough, rough, soft, smooth)c. Synthetic turf was installed in the playing field instead of authentic grass.(territory, meadow, grass, land )d. Going to the bog got my shoes all muddy and wet.(wetland, seabed, lake side, river)e. Digging sods is very tiring especially if the soil is hard.(rocks, ground, field, ranch)
  31. 31. 29f. The lug of a spade is the part you would rest your foot on.(a. a projected part of somethingb. a shipping container for itemsc. an edge to increase balanced. a metal fitting to connect wires)D. Presentation1. Tell the students to listen as the teacher reads the poem by Seamus Heaney.2. Shortly talk about the background of the poet.3. The teacher asks the students to recall the standards of listening to poetryreading before she reads the poem to the class.E. Lesson Proper1. The teacher reads the poem while the students listen.2. Let one of the students read the poem aloud.3. Let the whole class read aloud together.“Digging”Seamus HeaneyBetween my finger and my thumbThe squat pen rests; as snug as a gun.Under my window a clean rasping soundWhen the spade sinks into gravelly ground:My father, digging. I look down.Till his straining rump among the flowerbedsBends low, comes up twenty years awayStooping in rhythm through potato drillsWhere he was digging.The coarse boot nestled on the lug, the shaftAgainst the inside knee was levered firmly.He rooted out tall tops, buried the bright edgedeepTo scatter new potatoes that we pickedLoving their cool hardness in our hands.By God, the old man could handle a spade,Just like his old man.My grandfather cut more turf in a dayThan any other man on Toners bog.Once I carried him milk in a bottleCorked sloppily with paper. He straightenedupTo drink it, then fell to right awayNicking and slicing neatly, heaving sodsOver his shoulder, digging down and downFor the good turf. Digging.The cold smell of potato mold, the squelchand slapOf soggy peat, the curt cuts of an edgeThrough living roots awaken in my head.But Ive no spade to follow men like them.Between my finger and my thumbThe squat pen rests.Ill dig with it.
  32. 32. 30F. Discussiona. Let the students answer the comprehension check questions on page 305 orally.1. Read the first stanza. What is the speaker doing?2. What does he observe about his father and his grandfather?3. What memories come to the speaker in the poem? How do thesememories become a part of his experiences?4. What does the speaker say he lacks? What did the speaker decide to do?5. Why is the title enclosed in quotation marks? Based on the poem, does thetitle have denotative and connotative meanings? Explain your answer.b. Refresh the students about connotative and denotative meaning before answeringquestion number 5.c. Inform students that it is a free verse poem. Let the students point out thefigurative language used in the poem such as simile and lines and rhyme elementsuch as repetition.1. Based on the lines, can you point out what kind of poem “Digging” is? Isit a sonnet? A free verse? A haiku? Or a quatrain?2. Is there repetition in the poem?3. What figurative language was used in this poem?IV. EVALUATION:Ask the students to draw a symbol that best describes the person who has helped in shapingwho they are today. Below the drawing, let them write a few sentences that explain this comparisonbetween the symbol and the person they look up to.V. ASSIGNMENT:Write a letter of appreciation to your parents. Give the letter to them. Next meeting, share aphoto or video showing the reaction of your parents while reading your letter.Experience:Date: February 11, 2013 Yr. & Sec.: IV-St. AnneSubject: English Literature Lesson: Passive and Active VoiceThe general demonstration was honestly the most awaited demo ofall because I get to use a PowerPoint presentation. I was looking forwardto the students’ reaction to the lifelike pictures instead of the old printedpictures or drawing. I’m a bit relaxed this time less nervous than the lasttime though I did a dry run on this very same day due some hecticschedules. The over-all grade was great for me. I’m glad I got through it.Still my weakness is the naming of the students. I haven’t memorizedthem and I ended up calling only those who raise their hands which wasalso noticed by my cooperating teacher. Aside from that the flow and
  33. 33. 31mastery of the lesson was superb and I even touched some multipleintelligences because it is rare to give a drawing task for a literature lessonbecause it usually entails reading speaking and writing for most of the time.The lesson was executed in a timely manner which was an improvementfrom the last local demo.I am very thankful for all the support of my cooperating teacher andthe understanding she gave me due to my busy schedule in Holy CrossClub Activities.These 2 photos were taken during the General DemonstrationEvaluation Sheet from Mrs. Marites S. Franco
  34. 34. 32Evaluation Sheet from Ms. Milagros B. Montoya
  35. 35. 334. School FormsForm 138
  36. 36. 34Form 137
  37. 37. 35Form 2
  38. 38. 36V. Conclusions, Reflections and RecommendationsThe environment from the private school is very different in the public school. I haveexperienced culture change, adjustments and new students to handle. The attitudes of the studentsare also different compared to the private schools. Not because of the bad or good classification butthe wide variety of individual differences is present due to the high number of students per class.The students I encountered students which ranged from extreme to extremes. Meaning I found thebest of the best and the worst of the worst. It‟s not a bad experience because I was able to face thereality of being a public teacher.
  39. 39. 37I learned a lot from my experiences and I‟ve realized that I am lucky that I came acrosseveryone in Diosdado Macapagal High School. It opened my eyes to the hardships of being ateacher. The problems that students faced every day and how we get by with barely enough energyleft after dealing with the students. I still have a lot to learn and the things I need to learn will begathered when I apply for a teaching job. To teach is to learn as they say. The students are not theonly ones learning in the process the good teacher also learns from her students that make her alifelong learner.Always interested to broaden his/her horizons and already ready to take on what life has tooffer. Whether it is a good or bad experience we learn from it. We know what to do next time andimprove on what we have to improve on. I am not perfect but I try hard and I hope that it willenough. I intend to go the extra mile and improve even more as I immerse myself to the teachingprofession.Though it is not an easy job and anyone who hears about it may think twice before taking upa course in education but once you get charmed by teaching there‟s no getting out of it. I rememberone of my teachers from elementary when she became principal she was still looking forward toteach again. It only goes to show that it is not just a noble profession but an addicting one. It‟s surelya good addiction.I would like to thank God for getting me through this last semester. I appreciate all thepeople I‟ve encountered especially my cooperating teacher who was very helpful. I will never forgetmy experiences and I hope to fulfill all my plans in the future. I have learned a lot and I am cravingfor more wisdom to be bestowed upon me as I enter the world of education as a full-fledge teacher.