Holy Cross College

Sta. Ana, Pampanga

Philippines
2nd Semester

Practice Teaching
Experiences
S.Y. 2012-2013

Student Teacher: Ma. Cristina D. Panganoran

Course: Bachelor of Secondary Education
Cooperating School: DIOSDADO MACAPAGAL HIGH SCHOOL
Address: Sto. Domingo, Mexico, Pampanga
Approved by:
___________________
Cooperating Teacher
Ms. Milagros . Montoya

___________________
Principal
Mrs. Lani C. Agajona

Date Submitted: March 19, 2013

Submitted to:
______________________
Student Teacher Supervisor
Mrs. Marites S. Franco

Table of Contents
I. Preliminaries
A. Practice Teaching
B. Student Teacher's Code of Ethics...
C. My Philosophy of Education as a Secondary Teacher

II. Description of the Cooperating School

A. History
B. Vision & Mission
C. Various Programs and Activities
D. Organizational Chart

III. Summary of Experiences

A. Working with Students
Inclusive Dates
Year
Teacher
Observations:
Date, Lesson, Subject, Remarks, Insights
Participations
Evaluation Sheets

IV. Appendices
1.
2.
3.
4.
5.

Picture of school, staff, students, teachers

General Schedule of Student teacher
Lesson Plans
School Forms
Photographs of Activities

V. Conclusions, Reflections and Recommendations

----0----

I. Preliminaries
A. Practice Teaching
What is Practice Teaching?
The practical implementation of the information and
strategies that students have learned in Holy Cross College is
what we know as practice teaching. In and outside of school
classrooms the student teachers practice what they have learned
and are supervised by teachers from the college, cooperating
teachers, and school principals.
Practice Teaching is a crucial part of every student
teachers life during college. Student teachers or pre-service
teachers are college students teaching under the supervision of a
certified teacher in order to qualify for a degree in education.
These certified teachers are called cooperating teachers
and the school where this 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 are prepared and trained by following one of the
practical educational theories in one of the three levels:
Elementary, Intermediate, High School. In my case then it is
High School level. Another reason is to prepare student teachers
for their career as teachers by incorporating them completely
into the school atmosphere so that they feel as if they are part of
the school. Next is to think and meditate on the practical reality
of teaching. It also pushes to encourage student teachers to be
creative and to develop their abilities as a professional teacher.
B. Student Teacher's Code of Ethics
The Standards of Practice for the Teaching Profession
provide a framework of principles that describes the knowledge,
skills, and values inherent in Philippines teaching profession.
These standards articulate the goals and aspirations of the
profession. These standards convey a collective vision of
professionalism that guides the 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 profession
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 to identify the values, knowledge and skills that are

distinctive to the teaching profession
to guide the professional judgment and actions of the
teaching profession
to promote a common language that fosters an
understanding of what it means to be a member of the
teaching profession.
The Standards of Practice Teaching are:
Commitment to Students and Student Learning
Student Teachers are dedicated in their care and
commitment to students. They treat students equitably and with
respect and are sensitive to factors that influence individual
student learning. Student Teachers facilitate the development of
students as contributing citizens of the Filipino society.
Professional Knowledge
Student Teachers strive to be current in their professional
knowledge and recognize its relationship to practice. They
understand and reflect on student development, learning theory,
pedagogy, curriculum, ethics, educational research and related
policies and legislation to inform professional judgment in
practice.
Professional Practice
Student Teachers apply professional knowledge and
experience to promote student learning. They use appropriate
pedagogy, assessment and evaluation, resources and technology
in planning for and responding to the needs of individual
students and learning communities. Student Teachers refine
their professional practice through ongoing inquiry, dialogue and
reflection.
Leadership in Learning Communities
Student Teachers promote and participate in the creation of
collaborative, safe and supportive learning communities. They
recognize their shared responsibilities and their leadership roles
in order to facilitate student success. Student Teachers maintain
and uphold the principles of the ethical standards in these
learning communities.
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 Ongoing Professional Learning

Student Teachers recognize that a commitment to ongoing
professional learning is integral to effective practice and to
student learning. Professional practice and self-directed learning
are informed by experience, research, collaboration and
knowledge.

Code of Ethics for Student Teachers

The Code addresses the interdependent duties, rights and
responsibilities of student teachers, faculty members and
educational partners.
By addressing common issues and needs, the Code seeks to
articulate and make explicit ethical principles that
transcend disciplinary boundaries. These principles reflect
the fundamental values that are expressed in the duties,
rights and responsibilities of all involved in Teacher
Education.
The Code requires a reasonable flexibility in the
implementation of common principles. It is designed to help
those involved in Teacher Education, as a matter of sound
ethical reasoning, to understand and respect the contexts in
which they work and accommodate the needs of others.
The Code seeks to encourage continued reflection and
thoughtful response to ethical issues. It does not seek
definitive answers to all ethical questions or situations.
Rather, it seeks to outline the guiding principles to ethical
conduct and to identify major issues which are essential to
the development and implementation of this Code.
Context of an ethics framework for student teachers
The principles and norms guiding ethical conduct are
developed within an ever-evolving complex societal context,
elements of which include the need for reflective action and
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ethical principles. Education is premised on a fundamental

moral commitment to advance and construct knowledge and
to ensure human understanding and respect for individual
and collective well being and integrity.
The moral imperative of respect translates into the
following ethical principles that assume a student-centered
perspective as outlined for Teacher Education.
Ethics and law
Teaching is governed by a legal and regulatory framework
. The law affects and regulates the standards and norms of
teaching behaviors in a variety of ways such as respecting
privacy, confidentiality, intellectual property, competence.
Human rights legislation prohibits discrimination and
recognizes equal treatment as fundamental to human
dignity and well being. Teachers should respect the spirit of
the Rights and Freedoms particularly the sections dealing
with life, liberty and the security of the person as well as
those involving equality and discrimination and the Article
11, of R.A. No. 7836 that sets out the obligations and rights
of teachers.

Guiding ethical principles

Ethical student teachers should respect the following guiding
ethical principles:
Respect for human dignity
Speaks and acts towards all students with respect and
dignity; and deals judiciously with them at all times, always
mindful of their individual rights and personal sensibilities.
Respects the dignity and responsibilities of cooperating
teachers, peers, principals, parents and other professionals
or para-professionals within the school, school board and
community.
Respect for vulnerable persons
Respects and recognizes ethical obligations towards
vulnerable persons. This principle recognizes that students
are in a vulnerable position and that student teachers are in
a privileged relationship with students and their families
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and will always refrain from exploiting that relationship in

any form or manner.
Respect for confidentiality and privacy
Respects the confidential nature of all information related to
students and their families and will share such information
in an appropriate manner only with those directly
concerned with their welfare.
Respects the confidential nature of all information related to
all school personnel and will share such information in an
appropriate manner.
Respect for justice
Respects and recognizes the right of individuals to be
treated with fairness and equity and the importance of
avoiding conflicts of interest.
Respect for safety of students
Respects the right of individuals to expect that student
teachers will engage in practices that aim to ensure the
physical, psychological and emotional safety of students.
Respect for existing ethical codes and professional
standards
Respects the authority, roles and responsibilities of the
cooperating teacher and agrees to adhere to the
responsibilities and obligations for teachers as outlined in
the Education Act, Faculty and University handbooks as well
as all local agreements by host school boards and schools.
Balancing harm and benefits
Acknowledges that any potentially harmful practices (e.g.
Science Labs and Physical Education Activities) must be
balanced with anticipated benefits and conducted in a
prudent informed manner.

C. My Philosophy of Education as a Secondary Teacher

The one exclusive sign of thorough knowledge is the power of teaching.

~ Aristotle
Do you know why we are here today? What is our purpose in life? Isnt
it we always look for ways to find our calling? Looking back over my four
years in college, I have become a passionate believer in the teaching
profession and its power and ability to empower all those that come into
contact with it. Whether you are someone that possesses natural talent or
not, everyone has relevant experiences that they can bring to the table
when they are approaching and interacting with teaching. Unquestionably,
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for me, teaching has been a lifesaver. It enables me to express my innermost

thoughts and feelings: happiness, fear, frustration, anger, sadness, pain and
love. No matter the medium, 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 thats good but without character it is
useless. Number one misconception about education is Teachers are the
ones who impose ideas and form a students habit. Wrong! We are only
facilitators not dictators. Everyone is different therefore we cannot force
our own beliefs into the mind of the child. What does a teacher do then?
Teachers only select the best influences to make the students infer into
doing the right things in life. These influences or stimuli chosen by the
teachers affect the students and assist them into becoming better
individuals with intelligence. We cater to different personalities and social
background thats why psychology is a subject taken by education students.
This helps us in guiding the students to the right path by understanding
how the mind works. So for me, the goal of true education is to make
someone an individual filled with wisdom and right attitude towards life.
Education is not a preparation for life; education is life itself.
~ John Dewey
The 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 are not just teaching for the
sake of the present situations. We teach for a future generation of lifelong
learners. My philosophy as a secondary teacher is influenced by these
quotes of famous people. Not because 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 teaching looks like. It's nothing special really; it's just
life itself.

II. Description of the Cooperating School

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A. History

History of Diosdado Macapagal High School

DMHS is situated in Sto. Domingo, Mexico, Pampanga. It is 2.5 km.
away from the town proper. The school was jointly conceptualized in the
year 2003 by the love & concern of the officials of the Municipality of
Mexico headed by the Municipal Mayor Ernesto Punzalan. The municipality
acquired 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. Irma C. Tengco acted as teacher in charge & Mrs.
Remedios P. Asuncion, the principal of San Juan High School was appointed
as officer in charge. 1st set of officers were elected headed by the president,
Mrs. Lerna D. Panganoran. The baby school started to grow gradually with
the help of the PTA Officers & the ever active busy councilors of Sto.
Domingo Angel David and Mrs. Tengco. Mayor Teddy Tumang has been very
supportive to extend help to the school.
On its 2nd year of operation, the Division office has been given the
school new head in the person of Mrs. Dolores I. Pelayo, head teacher
deployed from San Isidro High School in Sta. Ana and additional 3 teachers
who were deployed from other schools. The student population increased to
181. The following school year then had 307 students and in S. Y. 2007-2008
the population increased to 443. During the administration of Mrs. Dolores
I. Pelayo, physical development of the school 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
7

trees; purchasing of cabinet for laboratory apparatus & bookshelves in the

science room; acquisition of computers with tables and printers; installation
of grills and construction of the comfort room for female teachers.
It 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 cause the donation and transfer of
the land title of DMHS issued in the name of the Municipality of Mexico in
favor of the Department of Education. It was August 3, 2006, when the
Deed of Donation, Transfer and Acceptance was executed by and between
the Municipal Mayor Teddy C. Tumang and our schools Division
Superintendent, Rosalina G. Luna. Then on August 28, 2006, the authority
to operate the complete secondary course (First year-Fourth year) for S. Y.
2006-2007 was granted. The separation of Diosdado Macapagal High School
from Mexico National High School was granted on September 20, 2006.
On September 7, 2007, Mrs. Amelita V. Ordoez was assigned as the
new principal of DMHS by the DepED. In the S. Y. 2007-2008, it had its first
batch of graduates consisting of 105 graduates. 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 2 nd floor which
was utilized as the Computer Laboratory. A covered court was also
established through the courtesy of Congressman Aurelio Dong Gonzales
Jr.
Then a two-storey building consisting of two classrooms was
constructed. The school front gate was also constructed and the perimeter
fence was initially started through the project Sayaw mo, Bakod ko.
Likewise, the kitchen was constructed. 20 computer units were acquired
from CICT-HDG. Furthermore, the street lights along the pathway were
installed through the support of the PTA.
On May 2, 2011, Mr. Rolando F. Zapanta was assigned as the new
principal of the school. In S. Y. 2011-2012, the students increased to 1, 101.
Then it boosted to 1, 368 this school year. The school had its pathway,
fountain and guard house. Beautification of Math and Science Garden was
made; fencing of the school was continued; grills in the Computer Room,
which is now on the first floor, 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 of Mrs. Lani C. Agajona. At present, there are 28
nationally funded teachers serving the students at their best. The 28
talented and resourceful teachers headed by the hardworking and
responsible principal are working together to cater to 1, 368 students of the
school. The students came from different barangays of the town of Mexico:
Sto. Domingo, San Nicolas, San Pablo, San Roque, San Lorenzo, 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
8

and Santiago. Likewise, there are also some students coming from San Luis
and the City of San Fernando.
In its nine years of operation, it had achieved much improvement in
structures & faculties through the cooperation and unity of the School
Administrator, Faculty, Parents, PTA officers, Brgy. Captain and Councilors,
Municipal Mayor and other Officials and community, the school continuously
aims high in offering quality education.

B. Vision & Mission

C. Various Programs and Activities

November 2012: Acrobatics Show

December 2012:
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Student Teachers perform during Christmas Party

January 2013: Fieldtrip

February 2013: Valentines Day Program

11

February 2013: JS Promenade

February 2013: Edsa Day Program

March 2013: Calendar of activities

12

Toga Fitting and Pictorial (Advisory class of my Coop. Teacher)

IV-St. Anne
D. Organizational Chart

13

III. Summary of Experiences

A. Working with Students
Inclusive Dates: November 2012 March 2013
Year: 4th Year
Teacher: Ms. Milagros B. Montoya
Observations: Taken from the second week of my Practicum
Dates: December 03-06
Lesson: Our Dying Seas
Subject: English
Participation: Administering of Exams

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NARRATION AND EXPERIENCES (2nd Week)

Day 6: December 03, 2012
Where the
students line up
for the Flag
Assembly

On the foggy Monday of our second week in Diosdado, the

usual morning assembly was attended by the whole school
community followed by a morning exercise. We finally got our
schedule. According to this, I must complete six hours of
observation and participation with my critic teacher, Ms.
Milagros B. Montoya and fulfill two hours of office duty every
day. Speaking of office duty, the principal asked
View from the me to send out a memo for the 9am meeting to
all teachers who were in the morning shift.
Lanai of the
foggy
morning.

15

The students start to form

a line for flag assembly
after the bell rings.

I observed Ms. Milagros B. Montoya give out a lecture on

vocabulary words. The following words were found in the
selection entitled Our Dying Seas which was going to be
discussed after the monthly exams. The teacher has executed the
lesson with less distraction because any unwanted behavior was
quickly dealt with authority. After the lesson on vocabulary words
she explained that these were words that will be encountered in
the selection. Lastly before dismissing the class, she announced
some pointers to review and what type of test will be given. This
is important so the students feel less pressure and would know
what is expected of them.
Day 7: December 04, 2012
Today, we cleaned the office of the principal and then I
sorted out the National Competency Based Teacher Standards
(NCBTS) photocopy for filing and distribution.
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 to determine 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 what and what not to do during exams and the
result is properly controlled behavior of students.
First, the teacher gives instruction for everyone to write
their name, year, section and current date. Afterwards the
teacher reads and explains the directions of the test. The teacher
takes part in the listening exam by reading the selection twice
for the students. After the exam, the remaining time was used to
announce incoming activities for the month of December and the
date for the start of classes on 2013.

16

Administering of exam for the IV-St. Therese

Day 8: December 05, 2012

The usual routine of cleaning the area of responsibility as
always has been observed. The main activity today, ofcourse after
the exam, is the checking and recording of test papers. The
teacher primarily asked if anyone needs a special exam and these
particular students were given a chance to take the test. Maam
Miles instructed 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 the students to be
able to answer the questionnaires.

Administering of special
exam for Fourth Year
Students the students
the checking,

For
were called according to
seating arrangement to answer each item one by one. After
checking, the students were given a chance to see if their test
was properly marked and corrections were recorded by the
teacher. To top it off, my critic teacher gave waivers for the
17

incoming field trip and a payment reminder for the trip and NAT
Reviewer.
Day 9: December 06, 2012
This day, the new lesson was the discussion of the selection
entitled Our Dying Seas. The teacher instructs a student to
read while the rest of the class follows the reading with their
eyes. Afterwards the teacher reads the selection once more this
time, paragraph per paragraph while citing some vocabulary
words (which were given in the lecture last December 03, 2012 Monday) for the students to have a better understanding of the
selection. The students then were able answer the
comprehension check orally which was tackled after the
selection.
In the office, I helped cut out pictures of the charitable work
and other activities of the principal together with the teachers. I
also sorted files regarding the PTA meeting attendance sheet and
the monthly test sheet for all subjects and sections.
It has been a busy week for all of us in Diosdado High
School and I am glad to say that we have a long weekend ahead.

18

Office of the principal & table of my Coop. Teacher:

Taken after working in the office

IV. Appendices
1. Picture of school, staff, students, teachers

19

The Front Building of

DMHS

The covered court and fountain of

A place where students rest

during their break

Students during break along with the bulletin board assigned for us
to decorate.

Distribution of JS Prom

The Principal with the Faculty Members of Diosdado Macapagal High School
Other Personnel:

20

My coop records scores

from previous period

Corrections on any
marked paper recorded by
my Coop. Teacher

I dictate answers while the

students correct their papers.
The Principal: Mrs. Lani C.

Teacher
makes
announcemen

Agajona

2. General Schedule of Student Teacher

Monday
6:00am 6:20am = Cleaning of Area of Responsibility
6:20am 7:00am = Flag Assembly
7:00am 7:40am = IV St. Therese
7:40am 8:20am = IV St. Andrew
8:20am 9:00am = IV St. Michael
9:00am 9:30am = Break
9:30am 11:30am =
Office Duty
11:30am 12:15pm =
Lunch Break
12:15pm 12:55pm =
II-Galileo
12:55pm 01:35pm =
Vacant
01:35pm 02:15pm =
II-Aristotle (last period)
Tuesday, Wednesday and Thursday
6:00am 6:20am = Cleaning of Area of Responsibility
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6:20am 7:00am = IV St. Anne

7:00am 7:40am = IV St. Therese
7:40am 8:20am = IV St. Andrew
8:20am 9:00am = IV St. Michael
9:00am 9:30am = Break
9:30am 11:30am =
Office Duty
11:30am 12:15pm =
Lunch Break
12:15pm 12:55pm =
II-Galileo
12:55pm 01:35pm =
Vacant
01:35pm 02:15pm =
II-Aristotle (last period)
Friday
6:00am
6:20am
7:00am
7:40am
8:20am
9:00am
9:30am
Rest of

6:20am = Cleaning of Area of Responsibility

7:00am = IV St. Anne
7:40am = IV St. Therese
8:20am = IV St. Andrew
9:00am = IV St. Michael
9:30am = Break
11:00am =
Office Duty
the day spent in Holy Cross College for meetings with the
supervisor and other club activities.

_____________________
Cooperating Teacher
3. Lesson Plans
Participation Lesson Plan (Taught on all 4 th year sections)
Lesson Plan in English Grammar for Fourth Year Students
I. Objectives
Students 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 Matter
Conjunctions/Connectives of Cause and Effect
Reference: English Book pp. 228-230
Materials: Visual Aids
III. Procedure
A. 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.

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B. Presentation:
1. Introduction
a. Introduce the lesson.
C. Discussion
1. Discuss cause-effect relationship and how to use the
connectives.
Cause-effect relationship is a form of reasoning to reach valid
conclusions. In grammar, we can show this relationship by using
conjunctions/connectives of cause and
effect. 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 bad
grade.
In letter a, 2 independent clauses were joined/combined by the
connective therefore. In
writing this sentence, use a semicolon (;) after
the first clause then add a connective followed
by a comma (,).
In letter b, the 1st sentence was introduced by the connective Since.
In writing this
sentence, we only used a comma to separate the 2nd
sentence.
*The connectives that introduce the cause-clause
If, since, because, thus
* The connectives that introduce the effect-clause
Therefore, so, thus, consequently
*other examples of cause-effect connectives
Hence, for, for this reason, on account of this, it follows, as a
result, arising from
this, so that, etc
2. Ask the students to match the cause-effect relationship of the
examples given.
C. Application
1. Let the class answer the exercises on the board by using
conjunctions to show
cause-effect relationship.
IV. Evaluation:
A. Let the students answer the question using proper conjunctive
adverbs on a piece of paper:
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 using conjunctive adverbs. Write your answer on a sheet of paper.

23

Experience:
The lesson was really easy and the students were able to get
the point of it all. I only noticed that it was too easy for the St.
Anne section but even if that is the case they still participated
well enough. The comment of the cooperating teacher was that I
did not let the students give their own sentences or examples of
cause effect.
My cooperating teacher is very supportive and always gives
me good advice on how I can improve myself. I believe that every
coaching session was an epiphany and a very good learning
experience for me. Nobody is a pro from the start. Everybody
passes the beginner stage and eventually with enough
experiences it will be like a walk in the park.
I noticed that its not easy to fully engage everyone in the
discussion if you havent memorized their names. I am really
trying hard to remember all of their names but I guess I need
more time. For now, I am glad to get through with limited time to
prepare lessons. Since my cooperating teacher is very
accommodating, it wasnt that hard to finish any task.
The welcoming atmosphere is there even though I am shy to
really speak up or start small talks with her. Right now Im hoping
to pass all of her expectations and continuously improve myself in
the process.
A LOCAL DEMO LESSON PLAN IN GRAMMAR FOR FOURTH YEAR
STUDENTS
I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. 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 MATTER
Topic: Active and Passive Voice
Reference: English Expressways pp 247-248
Materials: Visual Aids, Pictures
III. PROCEDURE
A. Pre-Lesson Activities
1. Prayer
2. Checking of Attendance
B. Motivation

24

1. 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 and
object.
C. Presentation
1. Show more examples and then analyze the sentences with the
students.
Active (Present)
She collects stamps.
Dora explores the city.
A mouse eats cheese.
Laura teaches English.
They observe classes.

Passive
Stamps are collected by her.
The city is explored by Dora.
Cheese is eaten by a mouse.
English is taught by Laura.
Classes are observed by them.

Active (Past)
Dawn checked the items.
Batman saved Robin.
They offered drinks.
The chef prepared a meal.
The manager rejected the proposal.

Passive
The items were checked by Dawn.
Robin was saved by Batman.
Drinks were offered by them.
A meal was prepared by the chef.
The proposal was rejected by the
manager.

Active (Future)
The last guest will eat left-overs.

Passive
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 receiver of the action. The Active Voice is used to indicate that
the subject of the sentence is the doer of the action while the Passive Voice
indicates that the subject is the receiver of the action. Why use the passive
voice? (If the doer is unknown, if the doer is not as important as the action
carried out and for the element of surprise.)
3. Ask the students
a. What are the subjects in each sentence?
(These subjects were the ones doing the action in the sentence.)
b. What verbs were used?

25

(Those verbs are transitive verbs with direct objects, thus when
the subject of the
sentence does the action and the verb has a
direct object, we say that the verb is in
the active voice.)
4. To change the sentences from active to passive we just make
the direct object the subject of the sentence. Show S-V-O pattern change.
(The pronoun I is not used.) Notice how the verbs were written. (Be verb +
past participle of the main verb) Do you see the difference from the
previous verbs? In changing a sentence from active to passive, the direct
object becomes the subject and/or the doer is placed with the by-phrase/
by-agent.
D. Application
1. Let the students orally identify the voice of the verb in each
sentence then change
the form.
Items:
They will watch a movie.
She reads the newspaper.
These vases were molded by Chinese
potters.
Alan will teach the children.
A journal was written by Terry.
Vic measures the area.
Houses were destroyed by the
earthquake.
The telescope was invented by Hans
Lippershey.
The fans carried a big banner.
Jim uploads videos every week on
YouTube.

Answer:
Active A movie will be watched by
them.
Active The newspaper is read by
her.
Passive Chinese potters molded
these vases.
Active The children will be taught
by Alan.
Passive Terry wrote a journal.
Active The area is measured by Vic.
Passive The earthquake destroyed
houses.
Passive Hans Lippershey invented
the telescope.
Active A big banner was carried by
the fans.
Active Videos are uploaded by Jim
every week on YouTube.

E. Generalization
1. 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 the passive 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 doer is placed with the by-phrase/ by-agent.
IV. Evaluation
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(Ask the students to get a piece of one half crosswise sheet of paper.
Administer 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
1. Jamie bakes a lot of cookies.
2. Many people admired Ninoy
Aquino.
3. The pretty girl sewed the dress.
4. The doctor examines the patient.
5. She will sponsor the education of
many poor students.

Passive
A lot of cookies are baked by Jamie.
Ninoy Aquino was admired by many
people.
The dress was sewed by the pretty
girl.
The patient is examined by the
doctor.
The education of many poor students
will be sponsored by her.

C. Rewrite each sentence changing the verb from passive to active.

Passive
1. The decision will be made by my
boss.
2. The change was proposed by us
last week.
3. A message is delivered by John.
4. The meeting shall be coordinated
by Dan in Pauls absence.
5. The shells were collected by
James.

Active
My boss will make the decision.
We proposed the change last week.
John delivers the message.
Dan shall coordinate the meeting in
Pauls absence.
James collected the shells.

V. Assignment
A. Using both Active and Passive voice of verbs, write a paragraph
about your favorite TV series. Encircle the verbs in the active voice and
underline the verbs in the passive voice.

Experience:
Date: January 23, 2013
Subject: English
Grammar
Active Voice

Yr. & Sec.: IV-St. Anne

Lesson: Passive and

27

The local demonstration was observed by Mr. Benjie B.

Nolasco and Ms. Milagros B. Montoya. It started 11am till 12pm. I
was a bit nervous because it was my first to be observed by Sir
Benjie. I choked at the start and then regained my composure but
thats what I thought. I totally found myself speeding up and
couldnt slow down the pace of the discussion. It was very obvious
because I ended up administering the quiz earlier than the time
expected. I could have focused more on the emphasis of the
concept or rule of the passive and active but good thing that the
St. Anne are fast paced learners as well and this did not affect the
results of their quiz. Most of them still got high scores.
According to my cooperating teacher, I had a good command
of the language showed mastery and executed the lesson very
well. Aside from the quick discussion, the over-all rating from both
observers is high.

28

This was taken after my local demonstration together with my

cooperating teacher, Ms. Montoya, Sir Benjie and Maam Jinky.
Evaluation Sheet from Mr. Benjie B. Nolasco

29

Evaluation Sheet from Ms. Milagros B. Montoya

30

General Demo Lesson Plan

Semi-detailed Lesson Plan in Literature for Fourth Year Students
I. OBJECTIVES:
At the end of the lesson, the students should be able to:
a. Unlock the meaning of words through context clues.
b. 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
Experiences in a Selection
Digging by: Seamus Heaney
Textbook: English Expressways IV
Virginia F. Bermudez, et.al.
pp 304-305
Materials: PowerPoint Presentation, bond paper
III. PROCEDURE:
31

Human

A. Pre-Lesson Activities
1. Prayer
2. Checking of Attendance
3. Review on what is Literature
Questions:

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. Motivation
1. 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 Difficulties
Ask the students to read the following sentences and then let
them determine the
meaning of the underlined words
through context clues.
a. The diaper was just the right snug around the babys
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)
f. The lug of a spade is the part you would rest your foot
on.
(a. a projected part of something
b. a shipping container for items
c. an edge to increase balance
d. a metal fitting to connect wires)
D. Presentation
1. Tell the students to listen as the teacher reads the poem by
Seamus Heaney.
2. Shortly talk about the background of the poet.

32

3. The teacher asks the students to recall the standards of

listening to poetry
reading before she reads
the poem to the class.
E. Lesson Proper
1. 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 Heaney
Between my finger and my thumb
The squat pen rests; as snug as a
gun.
Under my window a clean rasping
sound
When the spade sinks into gravelly
ground:
My father, digging. I look down.

By God, the old man could handle

a spade,
Just like his old man.
My grandfather cut more turf in a
day
Than any other man on Toner's
bog.
Once I carried him milk in a bottle
Corked sloppily with paper. He
straightened up
To drink it, then fell to right away
Nicking and slicing neatly, heaving
sods
Over his shoulder, digging down
and down
For the good turf. Digging.

Till his straining rump among the

flowerbeds
Bends low, comes up twenty years
away
Stooping in rhythm through potato
drills
Where he was digging.
The coarse boot nestled on the lug,
the shaft
Against the inside knee was
levered firmly.
He rooted out tall tops, buried the
bright edge deep
To scatter new potatoes that we
picked
Loving their cool hardness in our
hands.

The cold smell of potato mold, the

squelch and slap
Of soggy peat, the curt cuts of an
edge
Through living roots awaken in my
head.
But I've no spade to follow men
like them.
Between my finger and my thumb
The squat pen rests.
I'll dig with it.

33

F. Discussion
a. 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 these
memories 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 the
title have denotative and connotative
meanings? Explain your answer.
b. Refresh the students about connotative and denotative
meaning before answering
question number 5.
c. Inform students that it is a free verse poem. Let the students
point out the
figurative language used in the poem
such as simile and lines and rhyme element
such
as
repetition.

Digging is? Is
quatrain?

1. Based on the lines, can you point out what kind of poem
it a sonnet? A free verse? A haiku? Or a
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 shaping who they are today. Below the drawing, let them
write a few sentences that explain this comparison between 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 a photo or video showing the reaction of your parents
while reading your letter.

Experience:
Date: February 11, 2013
Subject: English Literature
Active Voice

Yr. & Sec.: IV-St. Anne

Lesson: Passive and

The general demonstration was honestly the most awaited

demo of all because I get to use a PowerPoint presentation. I was
30

looking forward to the students reaction to the lifelike pictures

instead of the old printed pictures or drawing. Im a bit relaxed
this time less nervous than the last time though I did a dry run on
this very same day due some hectic schedules. The over-all grade
was great for me. Im glad I got through it.
Still my weakness is the naming of the students. I havent
memorized them and I ended up calling only those who raise their
hands which was also noticed by my cooperating teacher. Aside
from that the flow and mastery of the lesson was superb and I
even touched some multiple intelligences because it is rare to
give a drawing task for a literature lesson because it usually
entails reading speaking and writing for most of the time. The
lesson was executed in a timely manner which was an
improvement from the last local demo.
I am very thankful for all the support of my cooperating
teacher and the understanding she gave me due to my busy
schedule in Holy Cross Club Activities.

31

These 2 photos were taken during the General Demonstration

Evaluation Sheet from Mrs. Marites S. Franco

32

Evaluation Sheet from Ms. Milagros B. Montoya

33

4. School Forms
Form 138

Form 137

34

Form 2

35

V. Conclusions, Reflections and Recommendations

The environment from the private school is very different in the public
school. I have experienced culture change, adjustments and new students to
handle. The attitudes of the students are also different compared to the
private schools. Not because of the bad or good classification but the 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 the best of the best and the worst of
the worst. Its not a bad experience because I was able to face the reality of
being a public teacher.
I learned a lot from my experiences and Ive realized that I am lucky
that I came across everyone in Diosdado Macapagal High School. It opened
my eyes to the hardships of being a teacher. The problems that students
faced every day and how we get by with barely enough energy left after
dealing with the students. I still have a lot to learn and the things I need to
learn will be gathered when I apply for a teaching job. To teach is to learn
as they say. The students are not the only ones learning in the process the
good teacher also learns from her students that make her a lifelong learner.
36

Always interested to broaden his/her horizons and already ready to

take on what life has to offer. Whether it is a good or bad experience we
learn from it. We know what to do next time and improve on what we have
to improve on. I am not perfect but I try hard and I hope that it will enough.
I intend to go the extra mile and improve even more as I immerse myself to
the teaching profession.
Though it is not an easy job and anyone who hears about it may think
twice before taking up a course in education but once you get charmed by
teaching theres no getting out of it. I remember one of my teachers from
elementary when she became principal she was still looking forward to
teach again. It only goes to show that it is not just a noble profession but an
addicting one. Its surely a good addiction.
I would like to thank God for getting me through this last semester. I
appreciate all the people Ive encountered especially my cooperating
teacher who was very helpful. I will never forget my experiences and I hope
to fulfill all my plans in the future. I have learned a lot and I am craving for
more wisdom to be bestowed upon me as I enter the world of education as a
full-fledge teacher.

37