TABLE OF

CONTENTS

My Personal Creed As Teacher Education Student

...................................................... 2

Introduction
...................................................................................................................

Philosophies Of Education

Christian Philosophy
.....................................................................................
Reconstructionism
.....................................................................................
Confucianism
.....................................................................................
Hindu philosophy .....................................................................................
Paulo Freire philosophy .....................................................................................
Socratic Philosophy
....................................................................................
Plato Philosophy ....................................................................................
Rousseaus Philosophy ......................................................................................
Stoic Philosophy ......................................................................................
Egoism

Good Things Start Doing as a Teacher

........................................................................

Evil Things Avoid Doing as Teacher

........................................................................

Stop doing as Teacher ........................................................................

Start doing as Teacher .........................................................................

TEACHER ........................................................................

Lesson Plans

Detailed Lesson Plan

.....................................................................................
Semi-Detailed Lesson Plan
.....................................................................................
Brief .....................................................................................

Form 48 ................................................................................................................

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Form 6
.................................................................................................................

School Form 1
...................................................................................................................

School Form 2
...................................................................................................................

School Form 3
...................................................................................................................

School Form 5
..................................................................................................................

Test Questions
...................................................................................................................

Report Card
....................................................................................................................

Permanent Record
....................................................................................................................
INTRODUCTION
INTRODUCTION

This Portfolio is our requirements to our subject,

Professional education with the subject description,
Teaching Profession. The subject was all about the
Teaching as our profession. Does Teaching really a
profession? How can teaching be a profession? The subject
answers the, why? How? What? Is a Teacher and his
profession?

We have made this portfolio, to serve as the evaluation

of ourselves, if we do really learn from this subject. Our
professor also includes the different school forms for us to be
fill up, so that we are aware and able to know what are the
teachers work.

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 I hope that as you turn every page of this portfolio, you
have learn something and I had share you my learning.
Welcome and Thank you for reading :D

3
 MY PERSONAL
CREED AS A TEACHER

I believe that every child is unique. They have different abilities,

capacities and learning styles. As saying in the psychology said, no
two individuals are alike.

As teachers, I believe that it is our duty to cope up our pupils

differences. They may differ from each other but we need to treat
them fairly. I will teach them all the best I can. I will be resourceful
and creative in order for them to be interested and motivate to
study and learn. I will be flexible enough to understand and answer
their different problems and questions in life.

My profession is noble, and I will not be the one destroy this

standard; I will be a model of kindness, patience, love and
everything that is good.

There is only one thing I know, and that is I do not know

everything. I am not intelligent nor a genius. The only thing I can
surely give to my pupils is encouragement to seek knowledge and
learning.

I am committed to journey with my pupils as we tackle every

lesson, everyday. I will strive to learn and unlearn with them.

I will strive to always live curios and willing to change for the
better.

Einstein said that imagination is more important than

knowledge; my goal is to help my pupils to jumpstart their
imagination. I will help my pupils realize the essence of why learning
and studying is part of our lives.

I will try to enlighten them and let them see the vast community
where they can be part of its progress.

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 PHILOSPHY OF

L EDUCATION

1. Christian Philosophy

A Christian Philosophy is a round square and a misunderstanding. There

is to be sure, a thinking and questioning elaboration of the world of
Christian experiences.

- is a development in philosophy that is characterized by coming from a

Christian.

- It involves the reason for human life, why human life was created and
sustained by God and nourished by his spirit.

PROPONENT: Justin Martyr

The earliest Christian Philosopher

Augustine of Hippo

Why teach?
Christians adopt just an attitude, concluding that their faith is indefensible.
They attempt to avoid whole problem by stating that what they believes is
beyond reason

Encourage the development of students creativity for man.

What to teach?

It requires faith in biblical revelation.

5
 Where Paul write see to it that no one takes you captive through hollow
and deceptive philosophyand from this they draw the conclusion that
God does not want us to meddle in such a vain and deceitful discipline as
philosophy.

How to teach?

People who use verses in the bible as an anti philosophical proof-text

often omit ending.

The Christian educator finds Biblical warrant for the use of wide diversity of
educational methods.

THE ROLE OF THE TEACHER:

To serve the student depends to a great extent upon the students
acceptance of his rule.

2. Reconstructionism
is to be viewed, as a variety of progressivist self-criticism, which seeks to
consolidate and further the achievements of its parents by a widespread
idealization of the goals of education and of the relation of the school to
society.

A philosophical movement within the field of education sometimes

termed as social reconstructionism.

PROPONENT: John Dewey

Theodore Brameld

Why teach?

To develop workable methods of achieving its announced utopian

design.
It seeks to design novel cultural patterns upon the basis of scientific
knowledge.
Directs its attention to the problems of modern society.

What to teach?

Reconstruct the logic, morals, education, and philosophy of the modern

epoch.

Social reconstructionists see experiential learning as having a broad

scope.

How to teach?

By a high flight of the imagination proposes to embarrass the forces of

reaction by the daring boldness of its utopian vision.

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 Reconstructionism claims that its utopianism is counterbalanced by an
adequate pragmatic emphasis upon how to bring its conceptual designs
into existence.
That experience and nature constitute the two poles of experienced
relation and furnish the form and content of the experienced universe.

THE ROLE OF THE TEACHER:

Teacher stimulates learning.
Reconstructionist focuses on a curriculum that highlights social reform as
the aim of education.

3. Confucianism

also known as Ruism is an ethical and philosophical system. also

described as a religion, developed from the techniques of the
philosophers.
Confusionism originated as an ethical-sociopolitical teaching
during the spring and autumn period.

PROPONENT: Confucius (551-479 BCE)

Chinese Philosopher

Why teach?

Developed metaphysical and cosmological elements in the Han dynasty.

To developed aspects on the model of Buddism and Taoism and was
reformulated as Neo-Confucianism.

To stress filial piety, education, as well as relationships.

What to teach?

They searched for new doctrines to replace Confucian teachings; some

of those new ideologies include the three (3) Principles of the people
with the establishment of the republic of china, and then Maoism under
the peoples republic of china.

Believe that the family values are important.

How to teach?

Focuses on the practical order that is given by a this-worldly awareness of

the Tian and the proper respect of the gods.
Particular emphasis on the importance of the family and social harmony,
rather than on another worldly soteriology.
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 Teacher uses the friendly way of open dialogue (conveying wishes) to
enable learners to share with their teacher what is in their hearts, by
revealing their dreams.

THE ROLE OF THE TEACHER:

Teacher should lead their students to sympathize with others.

4. Hindu Philosophy

it is a key, much debated field of study in the Hinduism since

ancient times.

PROPONENT: Hinduism/Pramana

Why teach?

The focus of Pramana is how correct knowledge can be acquired, how

one knows, hoe one doesnt, and to what extent knowledge pertinent
about someone or something can be acquired.

What to teach?

Ancient and medieval Hindu texts identify 6 Pramanas as correct means

of accurate knowledge and truths: (perception, inference, comparison
and analogy,
Postulation, derivation from circumstances, non-perception,
negative/cognitive proof, word, testimony of past and present reliable
experts.

How to teach?

Pramana is Hindu theory of knowledge, and discusses means by which

human beings gain accurate knowledge.

THE ROLE OF THE TEACHER:

Teacher exercised total autonomy in curriculum and organization in
Gurukuls.

The ability to master skills and carry them out practically is referred to
as prashiksha. Like that of the Pacific Island cultures, Hinduism also
depends on the informal ways of teaching to pass on skills and
knowledge from generations to generations.

5. Paulo Freire

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 Philosophy which balanced traditional ethical and spiritual concerns with
contemporary ideas and drew upon Christian and Hegelian-marxist
political thoughts and insights from existentialism and psychoanalysis.

PROPONENT: Paulo Reglus Neves Freire

- (born on: September 19, 1921 died on: may 2, 1997)

- A Portuguese, Brazilian education Philosopher

- Who was a leading advocate of critical pedagogy

Why teach?

A critical exploration of the genealogy of Freires thinking and ways in

which Freires seminal work has influenced philosophical and political
movement.
Offering an analysis of how this work might be developed for the future.

What to teach?

He is best known for his influential work, pedagogy of the oppressed.

This is considered one of the foundational texts of the critical pedagogy
movement.

How to teach?

The impact of Freires work and legacies are considered, drawing from his
emphasis on the need for praxis to bring about real and progressive
change, with impact special reference to his work in Brazil and his
worldliest discourse.

THE ROLE OF THE TEACHER:

A Brazilian committed to the cause of educating the impoverished

peasants of his nation and collaborating with them in the pursuit of their
liberation from what he regarded as "oppression," Freire is best known for
his attack on what he called the "banking concept of education," in
which the student was viewed as an empty account to be filled by the
teacher.

6. Socrates Philosophy
The most interesting and influential thinker in the fifth century was Socrates
, whose dedication to careful reasoning transformed the entire enterprise
Since he sought genuine knowledge rather than mere victory over an
opponent.
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PROPONENT: Socrates (469-399 B.C)

Why teach?

To show that knowledge is the basis of all right action, including the
art of living.
To develop the power of correct thinking upon the individual.
He accepted the fundamental principles of Protagoras that, Man is
the measure of all things.

What to teach?

The Socratic method also known as the dialectic method of the

teaching or conversational Quiz.

Ironic- Destructive element

Socratic Dialectic
Maieautic- Constructive element

How to teach?

As a tactic and approach, Socratic questioning is a highly

disciplined process. The Socratic questioner acts as the
logical equivalent of the inner critical voice which the mind
develops when it develops critical thinking abilities. The
contributions from the members of the class are like so many
thoughts in the mind. All of the thoughts must be dealt with
and they must be dealt with carefully and fairly. By following
up all answers with further questions, and by selecting
questions which advance the discussion, the Socratic
questioner forces the class to think in a disciplined,
intellectually responsible manner, while yet continually aiding
the students by posing facilitating questions.
A Socratic questioner should:
a) keep the discussion focused
b) keep the discussion intellectually responsible
c) stimulate the discussion with probing questions
d) periodically summarize what has and what has not been
dealt with and/or resolved
e) draw as many students as possible into the discussion.

THE ROLE OF TEACHER:

Each of the elements represents a dimension into which one can delve in
questioning a person. We can question goals and purposes. We can probe into
the nature of the question, problem, or issue that is on the floor. We can inquire
into whether or not we have relevant data and information. We can consider
alternative interpretations of the data and information. We can analyze key
concepts and ideas. We can question assumptions being made. We can ask
students to trace out the implications and consequences of what they are

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 saying. We can consider alternative points of view. All of these, and more, are
the proper focus of the Socratic questioner.

7. Platos Philosophy
PROPONENT:

Plato (born 428/427 BCE, Athens, Greece-died 348/347, Athens)

ancient Greek philosopher.

Why teach?

According to Plato, He developed the view that the good life requires not
just a certain kind of knowledge but also habituation to healthy emotional
responses and therefore harmony between the three parts of soul: reason,
spirit and appetite.

What to teach?

Plato regards education as a means to achieve justice, both individual

justice and social justice. According to Plato, individual justice can be
obtained when each individual develops his or her ability to the fullest. In
this sense, justice means excellence. For the Greeks and Plato, excellence
is virtue.

How to teach?

From this Plato concludes that virtue can be obtained through three
stages of development of knowledge: knowledge of one's own job, self-
knowledge, and knowledge of the Idea of the Good. According to Plato,
social justice can be achieved when all social classes in a society,
workers, warriors, and rulers are in a harmonious relationship.

THE ROLE OF THE TEACHER:

Teachers must teach with considering the learners justice that can be
obtained when each individual develops his or her ability to the fullest. In
this sense, justice means excellence.

9. Rousseaus Philosophy

Advanced a view that human nature was essentially good but had
a tendency to become corrupted by society.

PROPONENT: Jean Jacques Rousseau (1712-1778)

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 - was born on: June 12, 1712 in Geneva, Switzerland

- French Philosopher

- Writer of Enlightenment

Why teach?

According to Rousseau, man in his savage state represented the ideal

human condition.
According of his work the social contract of Rousseaus philosophy, its
explored the relationship between the individual and political authority
within the context of republicanism. Man is born free, and everywhere he
is in chains.

What to teach?

He is considered to have invented modern autobiography and his novel

Julie ,ou la nouvelle Heloise, was one of the best selling fiction works of
the 18th century.
He also made important contributions to music, both as a theorist and as
a composer.

How to teach?

The important here is the social contract and discourse on inequality,

which is the teacher has a guided how to socialize to others.

THE ROLE OF THE TEACHER:

He advocated that adults always be truthful with children, and in

particular that they never hide the fact that the basis for their authority in
teaching was purely one of physical coercion: "I'm bigger than you."
Once children reached the age of reason, at about 12, they would be
engaged as free individuals in the ongoing process of their own.

9. Stoic Philosophy

Was one of new philosophical movements of the Hellenistic period. The stoic
taught that destructive emotion resulted from error in judgment, and that a
sage, or personal of moral and intellectual perfection, would not suffer
sachem

PROPONENT: Athens by Zeno of Citium in the early 3rd century B.C

Why teach?

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 Stoicism influenced Christianity in many respects.
Christians converted from Stoicism expressed their new
ideas in Stoic terms.

What to teach?

The stoics pronounced that knowledge can be attained through the use
of reason.

How to teach?

This determinism raised problems concerning the Stoic concept of logos,

however, for logos was believed to be divine, and if it was to preserve its
divinity it must not be dependent upon anything external to itself. Hence
the independence of logos was asserted in Stoic discussions of possibility
of free will

THE ROLE OF THE TEACHER:

The Stoics propounded that knowledge can be attained through the use
of reason. Truth can be distinguished from fallacyeven if, in practice,
only an approximation can be made. According to the Stoics,
the senses constantly receive sensations: pulsations that pass from objects
through the senses to the mind, where they leave an impression in
theimagination (phantasia) (an impression arising from the mind was
called a phantasma).

10. EGOISM

is the theory that one's self is, or should be, the motivation and the
goal of one's own action. Egoism has two variants, descriptive or
normative.

Proponent: James L. Walker

Why teach:

We seek understanding of facts for guidance in action, for avoidance of

mistake and suffering, and even for resignation to the inevitable. This
statement may cover the chief aims of mankind in intellectual discussion,
ignoring now that which is merely a scholastic exercise. I am not in favor
of argument in the style of the debating tarnished by a practice of which

13
 easily generates an evil habit, and there are, at least as yet, too many
occasion in real life on which every person who loves to tell the truth and
expose falsehood must consider time and circumstance lest he impale
himself upon implacable prejudices. Consequently if duplicity have its
uses there need be no fear that it will not be cultivated without concerted
efforts thereto among those who are seeking intellectual light.

What teach:

All forms of egoism require explication of self-interest (or welfare or

well-being). There are two main theories. Preference or desire accounts
identify self-interest with the satisfaction of one's desires. Often, and most
plausibly, these desires are restricted to self-regarding desires. What makes
a desire self-regarding is controversial, but there are clear cases and
counter-cases: a desire for my own pleasure is self-regarding; a desire for
the welfare of others is not. Objective accounts identify self-interest with
the possession of states (such as virtue or knowledge) that are valued
independently of whether they are desired. Hedonism, which identifies
self-interest with pleasure, is either a preference or an objective account,
according to whether what counts as pleasure is determined by one's
desires.

How to teach:

Even if evolutionary arguments can be met, however, psychological

egoism faces the problems noted earlier. In response, the psychological
egoist might move to what Gregory Kavka (1986, 6480) calls
predominant egoism: we act unselfishly only rarely, and then typically
where the sacrifice is small and the gain to others is large or where those
benefiting are friends, family, or favorite causes. Predominant egoism is
not troubled by the soldier counter-example, since it allows exceptions; it
is not trivial; and it seems empirically plausible. (For other weakened
positions, see LaFollette 1988 and Mercer 2001.)

References:

Bahm, Archie, J. The Heart of Confucius. Interpretations of Genuine Living

and Great Wisdom. Berkeley, CA: Asian Humanities Press, 1992.
^ Jump up to:a b Nodding, Nel (1995). Philosophy of Education. Boulder,
CO: West view Press. p. 1.ISBN 0-8133-8429-X

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15
 FIVE GOOD THINGS

TEACHER
L START DOING

A teacher should be prepared.

- Preparation takes a lot of time. Great teachers spend a lot of time

outside of the school day preparing for each day. This often includes
weekends. They also spend countless hours during the summer working to
improve their craft. They prepare detailed lessons, activities, and centres
each designed to maximize student learning opportunities. They create
detailed lesson plans and often plan for more in a day than they typically
can complete.

A teacher should be organized.

- Being organized leads to efficiency. This allows great teachers minimal

distractions and maximizes instructional time. Increasing instructional time
will lead to an increase in academic success for students. Organization is
about creating an efficient system to find resources and other materials
quickly which a teacher needs.

A teacher should communicates.

- Communication is a critical component of a successful teacher. They

must be adept at communicating with several subgroups including
students, parents, administrators, support personnel, and other teachers.
Each of these subgroups must be communicated with differently and
great teachers are terrific at communicating with everyone. They are able
to communicate so that every person understands the message they are
trying to convey. Great teachers keep people informed. They explain
concepts well and make people feel comfortable around them.

A teacher should inspires.

- They are able to pull the best out of every student they teach. They inspire
them to become better students, to maximize their time in the classroom,
and to look towards the future. A great teacher takes an interest a
student has and helps turn it into a passion making educational
connections that will potentially last a life time. They understand that each
student is different, and they embrace those differences. They teach their
students that it is those differences that often make them exceptional.

A teacher should loves what they do.

16
 - They are passionate about their job. They enjoy getting up each morning
and going to their classroom. They are excited about the opportunities
they have. They like the challenges that each day presents. Great
teachers always have a smile on their face. They rarely let their students
know when something is bothering them because they worry it will affect
them negatively. They are natural educators because they were born to
be a teacher.

FIVE EVIL THINGS

TEACHER
L AVOID DOING

Too much contribution

- As teachers, we are not allowed to collect contribution for our personal needs. It
is prohibited that parents contribute high amount for the needs of the teacher.

Humiliate students to try and get them to behave.

- Humiliation is a terrible technique to use as a teacher. Students will either be so

cowed that they will never feel confident in your classroom, so hurt that they will
not trust you ever again, or so upset that they can turn to disruptive methods of
retaliation.

Treat students differently based on personal likes and dislikes.

- Face it. You are human and there will be kids you will like more than others.
However, you must try your hardest never to let this show in class. Call on all
students equally. Do not lessen punishments for students you really like.

Create rules that are essentially unfair.

- Sometimes the rules themselves can put you in bad situations. For example, if a
teacher has a rule that allows for no work to be turned in after the bell rings then
this could set up a difficult situation. What if a student has a valid excuse? What
makes a valid excuse? These are situations it would be best to just avoid.

Yell.

- Once you've yelled you've lost the battle. This doesn't mean you won't have to
raise your voice every once in awhile but teachers who yell all the time are often
those with the worst classes.

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 STOP DOING

LAS TEACHER

1. Complaining about all of the initiatives that have come and gone. Sure,
many of them are similar. Thats because people are resistant to change,
and the same general concept keeps coming back around. It usually means
that at the heart of it, there is something very genuine.
2. Assigning homework and grading it. What exactly are you grading? Chances
are, you are grading the parents ability or willingness to help the student do
the homework, or you are grading the students organization, or you are
grading the students home environment. That is just poor practice. Send it
home for enrichment, practice, or fun, but dont expect it back.

3. Emotional and physical abuse. There is a law today that prohibit the teachers
to touch her pupils. As teachers we need to avoid or we must be careful to
our actions. If we are fond of yelling and pinching our pupils, we must stop
doing it now.

4. Unfair. Being unfair to your other pupils. Favouritism is not acceptable as the
good qualities of a teacher. Practice to treat your pupils equally, even if it is
the son of your husband mistress.

5. Do not deprive your pupils. Instead encourage them to learn and study. If we
are depriving our pupils, theyre self esteem will get low.

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 FIVE THINGS THAT
A
L TEACHER MUST DO

1.Think positive thoughts. You should think of at least one good thing that you
could say about each of your students every day. If you have a challenging
child in your class, it can be easy to get wrapped up in thinking about all of the
bad things about that child. By thinking something positive about them--even if
it's only that they were wearing cute socks or made an interesting artistic choice
by using only red to color their picture--you'll start to change your thoughts about
this child. Additionally, having a constant supply of positive things to say about
your students to their parents makes the parents more receptive when you need
to bring up a problem situation.

2. Give some attention to "kids that don't need attention". We all have students in
our class that scream for attention by acting out and behaving badly. At the
opposite end of the spectrum, we have students who demand attention for the
good things they do, whether it's helping out, knowing the right answer, or
excelling in an art project. Then there are the students in between. They may be
shy or modest, but for whatever reason, they don't demand your attention. Yet,
in my experience, they appreciate it even more when they do get your
attention. A great teacher recognizes these students and pays special attention
to them. The smile that they give as they think "Wow! The teacher noticed me!" is
more than enough reward.

3. Make "mistakes". Throughout the day, make some simple mistakes that the
students will notice and can correct. For example, say that it's raining when it's
really a sunny day, or point to a picture of a dog and say that it's a cat. Feign
surprise when they correct you and let them know that you appreciate their
help. This will help boost your students' confidence in their knowledge and helps
them to speak out. It also shows them that it's OK to make mistakes, and even
the teacher will sometimes make a mistake.

4. Show an interest in their outside lives. Let your students teach you about their
outside interests. Young students, for example, may be interested in a particular
character. Even if you already know about this character, pretend that you
don't, and let the student tell you about them. The student will feel happy that
you care enough to ask and pleased that they were able to teach the teacher
something.

5. Never dislike a child. A child who has just been punished may think that the
teacher doesn't like them. It's important that you let the student know that it's not
them you don't like, it's the bad thing that they did. Since I teach very young
children, I show them this with a hug. Simply saying it is effective for older
students. More importantly, you must internalize this sentiment yourself. You must
never think, "I don't like Johnny." Rather, you should think, "Johnny acts out in
ways that I don't like." Your actions will reflect your internal attitude, so you must
always keep this in mind.
Being a great teacher can take a lot of hard work, but following these
suggestions can put you on the path to success.

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 TEACHER!
WHAT
L IS A TEACHER?

T The one who mold us to be a better person,

E Encourages us to love study, and
A Always ready and willing to sacrifice to for her pupils.
C Caring, Charming and Cheerful in order for the pupils to be comfortable to
learn.

H Humble and Hard working

E Enthusiastic. She must love her proffession and students as well.
R - Responsible, in a way that she must be on time and present in class
everyday.

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 TEACHER!
LESSON
L
LESSON PLANS...
PLANS...

DETAILED LESSON PLAN

Banghay-Aralin sa pagtuturo ng Filipino

Para sa Ikaanim na Baitang.

I. Layunin
Pagkatapos ng punto, inaasahan ang mga mag-aaral na:
a. Baybayin ang kahulugan ng Maikling Kuwento;
b. Isa-isahin ang Sangkap ng Maikling Kuwento; at
c. Isa-isahin ang Uri ng Maikling Kuwento.
Pagpapahalaga: Pangangalaga sa kalikasang
Handog ng May Kapal
II. Paksang Aralin
Maikling Kuwento

21
 Pinagmulan: Wika at Panitikan para sa Mataas na Paaralan nina Ailene
G. Baisa-Julian, Nestor S. Lontoc at Mary Grace G. del
Rosario. Ikalawang Edisyon. (Pahina 43-46)

III. Kagamitan
Cartolina, Pentel Pen

Approach: Deductive

IV. Pamaraan

Gawain ng Guro Gawain ng mag-aara

A. Panimula
Magandang Umaga mga mag-aaral. Maganda Umaga din
po Bb. Alkhima.
Mag dasal muna tayo. Opo Bb. Alkhima.

B. Asignatura
Nag bigay ba ako ng asignatura ninyo? Opo Bb.
Alkhima.
Sige. Ipasa sa unahan.

C. Repasuhin
Ano nga yong tinalakay natin kahapon? Tungkol po sa
element ng tula.
Ok. Anu-ano nga ulit yong mga element ng Tula? Sukat, tugma,
Tayutay, larawang-
diwa at simbolismo.
Magaling!

D. Paglalahad
Ang maikling kuwento ay isang masining
Na anyo ng panitikang may isang kaniktalan.
Ang paglalarawan at paglalahad ditto ay madali,
maikli, at masining kayat sa isang upuan o sa
sandaling panahon lamang ay agad itong
matutunghayan, mababasa at kapupulutan ng pananabik,
aliw, at maging-aral.

May ibat ibang sangkap ang maikling kuwento.

Ilan sa mga ito ay ang sumusunod: Tauhan, Tagpuan,
Banghay, Pananalita at tema.

Ano ang kahulugan ng mga ito? Tauhan ay tumutukoy sa

pangunahing tauhan at
ang iba pang

22
 nasasangkot sa mga
pangyayari sa kuwento.

Tagpuan ito ang

pinangyayarihan ng
kuwento kasama na
ang panahon kung
kalian ito naganap.

Banghay ay mga
pangyayaring
nagaganap o
magaganap sa
kuwento mula sa simula
hanggang s wakas.

Pananalita ito ang

buhay at diwa ng mga
tauhan at ng mga
pangyayari s kuwento.

Tema Tema ito ang

paksa o kaisipang
hangad maibahagi ng
manunulat sa mga
mambabasa.

Dumako naman tayo sa uri nito.

Ano ang unang uri ng maikling kuwento
At ano ang ibig-sabihin nito? Kuwento ng katutubong
Kulay. Binibigyan diin
ang kapaligiran at mga
pananamit ng mga
tauhan at ang uri ng
pamumuhay at
hanapbuhay ng mga
tao sa nasasabing pook.
Ikalawa naman ang Kuwento ng Pakikipag-
Sapalaran. Ano ibig-sabihin nito? Itoy nasa balangkas ng
pangyayari at wala sa
tauhan ang kawilihan o
interes sa kuwentong ito.
Pangatlo ang Kuwento ng Kababalaghan.
Ito ang mga di-kapani-paniwalang pangyayari
bukod pa sa mga katatakutan ang siyang diin
ng kwentong ito.

23
 Ano ang pang-apat na uri ng Maikling Kuwento? Kuwento ng
Tauhan.
Sa kuwentong Tauhan ay ang interes at diin ay nasa
Pangunahing tauhan.

Pang-lima ay ang Kuwento ng Katatawa.

Ano ibig-sabihin nito? Ang diin ng kuwentong
itoy magpatawa at
bigyang-aliw ang
mambabasa.
Pang-anim ang Kuwento ng Pag-ibig.
Ang diwa ng kuwento ay ukol sa pag-iibigan
Ng pangunahing tauhan at ng kanyang katambal
Na katauhan.

Pang pito ang Kuwento ng Kaisipan o Sikolohiko.

Sa kuwentong ito sinisikap pasukin ang kasuluk-
Sulukang pag-iisip ng tauhan at ilahad ito sa mga
mambabasa.

Pang-walo ang kuwento ng Talino. Ang kuwentong

Ito ay punumpuno ng suliraning hahamon sa katalinuhan
Ng babasa.

Pang-siyam ang Kuwento ng Pampagkakataon.

Kuwentong isinulat para sa isang tiyak na pangyayari
Gaya ng pasko, Bagong-Taon, at iba pa.

At ang huli ay Kuwento ng Kapaligiran. Kuwentong

ang paksa ay mga pangyayaring mahalaga sa lipunan.

Naintindihan? Opo Bb. Alkhima.

E. Pangkalahatan

Ano ang kahulugan ng

Maikling Kuwento? Ang maikling kuwento
ay isang masining na
anyo ng panitikang may
isang kaniktalan. Ang
paglalarawan at
paglalahad ditto ay
madali,
maikli, at masining
kayat sa isang upuan o
sa sandaling panahon
lamang ay agad itong
matutunghayan,
mababasa at

24
 kapupulutan ng
pananabik, aliw, at
maging-aral.

Anu-ano ang mga sangkap ng

Maikling Kuwento? Ang mga sangkap ng
maikling kuwento ay
ang sumusunod:
Tauhan, Tagpuan,
Banghay, Pananalita at
tema.

Anu-ano naman ang mga Uri ng Maikling

Kuwento? Kuwento ng katutubong
Kulay, Kuwento ng
Pakikipag-Sapalaran,
Kuwento ng
Kababalaghan,
Kuwento ng Tauhan,
Kuwento ng Katatawa,
Kuwento ng Pag-ibig,
Kuwento ng Kaisipan o
Sikolohiko, kuwento ng
Talino, Kuwento ng
Pampagkakataon at
Kuwento ng Kapaligiran.
Magaling!
V. Ebalwasyon

Pillin sa hanay B kung anong uri ng Maikling Kuwento ang tinutukoy sa

hanay A. Titik lamang ang isulat sa patlang.

A B

______1. Ang balangkas ng pangyayari ang binibigyang a.

kababalaghan
Diin ng kuwentong ito. b. kapaligiran
______2. Ang kuwentong ito ay nakapagpapatawa sa mga c.
katatawanan
Manonood or mambabasa. d. katutubong
kulay
______3. Ang tauhan ang binibigyang-diin ditto. e. pag-ibig
______4. Hilig ito ng mga bata, nakatuon ito sa mga f.
pakikipagsapalaran
bagay na mahirap paniwalaan. g.
pampagkataon

25
 ______5. Ito ay kuwentong nagbibigay-diin sa kultura h. sikolohiko
Ng isang lugar o pangkat. i. talino
______6. Ang kuwentong ito ay tungkol sa mga j. tauhan
Pangyayari sa kapaligiran.
______7. Ito ang kuwentong humahamon sa talino ng mambabasa.
_____8. Ang kuwentong ito ay tungkol sa dalwang taong nagmamahalan.
_____9. Ang kuwentong ito ay nasa isip ng pangunahing tauhan.
_____10. Kuwento naman ito hinggil sa isang partikular na okasyon.

VI. Asignatura

Magbasa ng isang uri ng maikling kuwentong gusting-gusto mo. Gumawa

ng buod hinggil dito saka ipaliwanag sa papel kung bakit ito ang paborito
mong uri ng kuwento.

Semi - DETAILED LESSON PLAN

Banghay-Aralin sa pagtuturo ng Filipino

Para sa ikaanim na Baitang

I. LayuninPagpapahalaga: Pangangala
Pagkatapos ng punto, inaasahan ang mga mag-aaral na:
a. Baybayin ang kahulugan ng Maikling Kuwento;
b. Isa-isahin ang Sangkap ng Maikling Kuwento; at
c. Isa-isahin ang Uri ng Maikling Kuwento.
ga sa kalikasang Handog ng May Kapal
II. Paksang Aralin
Maikling Kuwento

Pinagmulan: Wika at Panitikan para sa Mataas na Paaralan nina Ailene

G. Baisa-Julian, Nestor S. Lontoc at Mary Grace G. del
Rosario. Ikalawang Edisyon. (Pahina 43-46)

III. Kagamitan
Cartolina, Pentel Pen

Approach: Deductive

IV. Pamaraan
A. Panimula

26
 B. Repasuhin
Ano nga yong tinalakay natin kahapon?
Anu-ano nga ulit yong mga element ng Tula?

C. Paglalahad

Ang maikling kuwento ay isang masining na anyo ng panitikang may isang

kaniktalan.. Ang paglalarawan at paglalahad ditto ay madali, maikli, at
masining kayat sa isang upuan o sa sandaling panahon lamang ay agad itong
matutunghayan, mababasa at kapupulutan ng pananabik, aliw, at maging-
aral.

May ibat ibang sangkap ang maikling kuwento. Ilan sa mga ito ay ang
sumusunod: Tauhan, Tagpuan, Banghay, Pananalita at tema.

Tauhan ay tumutukoy sa pangunahing tauhan at ang iba pang nasasangkot sa

mga

pangyayari sa kuwento.

Tagpuan ito ang pinangyayarihan ng kuwento kasama na ang panahon kung

kalian ito naganap.

Banghay ay mga pangyayaring nagaganap o magaganap sa kuwento mula

sa simula hanggang s wakas.

Pananalita ito ang buhay at diwa ng mga tauhan at ng mga pangyayari s

kuwento.

Tema Tema ito ang paksa o kaisipang hangad maibahagi ng manunulat sa

mga mambabasa.

D. Pangkalahatan

Ano ang kahulugan ng Maikling Kuwento?

Anu-ano ang mga sangkap ng Maikling Kuwento?

Anu-ano naman ang mga Uri ng Maikling kwento?

E. Ebalwasyon

Pillin sa hanay B kung anong uri ng Maikling Kuwento ang tinutukoy sa

hanay A. Titik lamang ang isulat sa patlang.

A B

______1. Ang balangkas ng pangyayari ang binibigyang a.

kababalaghan
Diin ng kuwentong ito. b. kapaligiran

27
 ______2. Ang kuwentong ito ay nakapagpapatawa sa mga c.
katatawanan
Manonood or mambabasa. d. katutubong
kulay
______3. Ang tauhan ang binibigyang-diin ditto. e. pag-ibig
______4. Hilig ito ng mga bata, nakatuon ito sa mga f.
pakikipagsapalaran
bagay na mahirap paniwalaan. g.
pampagkataon
______5. Ito ay kuwentong nagbibigay-diin sa kultura h. sikolohiko
Ng isang lugar o pangkat. i. talino
______6. Ang kuwentong ito ay tungkol sa mga j. tauhan
Pangyayari sa kapaligiran.
______7. Ito ang kuwentong humahamon sa talino ng mambabasa.
_____8. Ang kuwentong ito ay tungkol sa dalwang taong nagmamahalan.
_____9. Ang kuwentong ito ay nasa isip ng pangunahing tauhan.
_____10. Kuwento naman ito hinggil sa isang partikular na okasyon.

F. Asignatura

Magbasa ng isang uri ng maikling kuwentong gusting-gusto mo. Gumawa

ng buod hinggil dito saka ipaliwanag sa papel kung bakit ito ang paborito
mong uri ng kuwento.

BRIEF LESSON PLAN

Banghay-Aralin sa pagtuturo ng Filipino

Para sa ikaanim na Baitang

I. LayuninPagpapahalaga: Pangangala
Pagkatapos ng punto, inaasahan ang mga mag-aaral na:
d. Baybayin ang kahulugan ng Maikling Kuwento;
e. Isa-isahin ang Sangkap ng Maikling Kuwento; at
f. Isa-isahin ang Uri ng Maikling Kuwento.
Pag alaga sa kalikasang Handog ng May Kapal
II. Paksang Aralin
Maikling Kuwento

Pinagmulan: Wika at Panitikan para sa Mataas na Paaralan nina Ailene

G. Baisa-Julian, Nestor S. Lontoc at Mary Grace G. del
Rosario. Ikalawang Edisyon. (Pahina 43-46)

III. Kagamitan
Cartolina, Pentel Pen

28
 Approach: Deductive

IV. Pamaraan
A. Panimula
B. Repasuhin
Ano nga yong tinalakay natin kahapon?
Anu-ano nga ulit yong mga element ng Tula?

C. Paglalahad
- Ipaliwanag ang maikling kwento at mga uri nito.

D. Pangkalahatan

Ano ang kahulugan ng Maikling Kuwento?

Anu-ano ang mga sangkap ng Maikling Kuwento?

Anu-ano naman ang mga Uri ng Maikling kwento?

E. Ebalwasyon

Pillin sa hanay B kung anong uri ng Maikling Kuwento ang tinutukoy sa

hanay A. Titik lamang ang isulat sa patlang.
F. Asignatura

Magbasa ng isang uri ng maikling kuwentong gusting-gusto mo. Gumawa

ng buod hinggil dito saka ipaliwanag sa papel kung bakit ito ang paborito
mong uri ng kuwento.

TEACHER!
TEST
L QUESTIONS

MATHEMATICS I
Name _____________________ Date:_____________________

Solve the following problems

1. Which number comes next?

14, 15, 16, 17, ____

29
A. 19 B. 20 C. 18 D. 12

2. One dime is equal to how many cents________

A. 15 cents B. 10 cents C. 12 cents D. 25 cents

3.Look at the clock below. What time is it?___________________

4. Luke had 12 pencils, but gave away 5 to his best friends. How many pencils
does Luke have now? _________

5. Fill in the missing two numbers?

34, 36,____, 40, ____

6. How many cents are there in one quarter. How many nickels?

A. 20 cents and 5 nickels B. 25 cents and 4 nickels C. 25 cents and 5

nickels D. 20 cents and 4 nickels

7. John gave 4 slices of pizza to his friend Anna and ate 5. How many slices did
the pizza have? ________________

8. Look at the figure below. Which rectangle goes on top of 40?

30
A. B. C. D.

9. Perform the following subtraction:

10. Tell if the number on the left is less or greater than the number on the right.
Replace the question mark ( ? ) with < or >

4 ? 2

5 ? 7

11. Color half (1/2) of the shapes on the left and one quarter or one fourth of the
shapes on the right:

Color the triangle with red, rectangles with yellow, the circle with orange, and
other figures with a color of your choice

12. For the number 56, what digit is in the

tens place? ________ ones place?___________

13. Perform the following additions and subtractions

14. What time is it?

31
15. Write the following numbers in words

2 ___________ 7 ___________ 14 _________________ 24 ____________________

16. What is the geometric name for a figure that looks like

a ball?______________ a soda can?_______________

A famous figure that is found in Egypt?_________________ something that you put

your ice cream on top? _________________

17. Fill in the blank for the missing numbers

75, 70, ______________ 60, 55, ____________

18. What is the measure of the length shown in red below?

19. How many dimes are there in fifty cents? ____________________

20. Math Puzzles: Who am I?

6 + 6 is less than I am. 6 + 8 is greater than I am.

I am an odd number and if you subtract 10 from me, you get a number greater
than 7

32
 For almost 5 months of studying the Teaching Profession, I have learned a
lot of things. It all talks about what you will be in the future as teacher? Are you
that teacher whose passion is teaching? Or the one that cares all about only for
the salary. The course describes the qualities of teacher, it also discusses the
different laws and code of ethics concerning teachers and teaching as his
profession. The course also gives us the different educational system of other
country.
Global teachers

In its broadest sense, teaching is a process that facilitates learning.

Teaching is the specialized application of knowledge, skills and attributes
designed to provide unique service to meet the educational needs of the
individual and of society. The choice of learning activities whereby the goals of
education are realized in the school is the responsibility of the teaching
profession.

In addition to providing students with learning opportunities to meet

curriculum outcomes, teaching emphasizes the development of values and
guides students in their social relationships. Teachers employ practices that
develop positive self-concept in students. Although the work of teachers
typically takes place in a classroom setting, the direct interaction between
teacher and student is the single most important element in teaching.

33