Dan Portfolio

EDUCATION 11 RATIONALE
Practicum is a key component of an extended school experience of the

teacher education curriculum which a pre-service teacher undertakes as part of
his/ her elementary or secondary education course. It is viewed by many
educators as the most important experience in the professional education of a
pre-service teacher.
This six-unit practicum could be treated as practice teaching in two

different field exposures. This could be conducted in a number of ways. For
example, the pre-service teacher may be fielded first in urban schools, and then
in rural schools for their second fielding. Please note, re-locating PSTs mid
semester can cause difficulties for teaching and for supervision.
This school-based teaching experience will provide focus and flexible

linkage by crossing three learning domains. First, the teacher preparation
programs or the content knowledge, colloquially known as the “what to teach”.
Second, the professional knowledge which includes the “whom to teach,” what to
know about schooling, schools and the people in them. Third, where much of the
activity in the practicum relates is knowledge and skills needed to function as
capable and caring professionals, called “how to teach” .
This course concentrates on helping the pre-service teachers develop as

capable and committed teachers who will bring practical life to learners so they
manage and thrive in school or community settings. It provides clear and
progressive stages for the development of the acquired knowledge, skills,
attributes and disposition of the beginning teachers. Practice teaching can have a
powerful influence on the future success and direction of prospective teachers.
The teacher education institution will strive to develop close partnerships with
schools, administrators and cooperating teachers. By working together, they
nurture the professional growth of teacher candidates, contribute to the continued
professional development of cooperating teachers, and provide for quality
learning experiences for children and young adults in the schools.
It is envisioned that during practice teaching these prospective teachers

will be exposed in all aspects of teaching such as delivery of instruction,
management of a class, and dealing with various types of learners, assisting the
cooperating teacher, and doing numerous teaching tasks.
EDUCATION 11 COURSE DESCRIPTION
Practice Teaching is a six-unit course which is considered as the climax of

professional preparation of teachers. It is the culminating internship that
engages the pre-service teachers in an intensive and extensive practicum in the
laboratory (on-campus) and in cooperating schools (off-campus teaching or
public-school teaching) that will prepare them for the actualization of the
teaching-learning process equipped with ethical standards and professional
competencies. This course serves also as an avenue for further developing
student teacher’s effective human relations and communication as two significant
factors in the field of teaching.
This course requires the pre-service teacher to prepare lesson plans and
teach them during regular classes under the supervision of a cooperating teacher
and/or practicum supervisors. The students are expected to progress from half
day teaching to whole day teaching. They will also write weekly reflections as
part of their student teaching journal. They should act according to their roles
and responsibilities and guidelines for student teaching.
COURSE OBJECTIVES
At the end of the course, the pre-service teachers will:
1. Articulate a coherent personal teaching style appropriate to the learners

and the learning situations;
2. Apply knowledge and skills in teaching in a variety of settings;
3. Demonstrate talents and potentials for participating as a multi-disciplinary
individual working in the school community;
4. Collaborate with peers and other professionals;
5. Design a teaching portfolio for their context and roles, drawing upon the
educational philosophies, methods and principles of teaching.
6. Teach effectively for an extended period of time.
SPECIFIC OBJECTIVES/ EXPECTED OUTCOMES
1. Demonstrate increasing confidence in integrating professional knowledge

and insights and pedagogical skills;
2. Plan, teach, manage and evaluate sequences of lessons for small groups
and whole classes for five full days in a week;
3. Implement a range of appropriate teaching and assessment strategies
across the curriculum;
4. Teach inclusively with appropriate understanding of social justice and
equity issues which impact on the curriculum and the profession
5. Select, produce, use and evaluate appropriate information and
communication technologies and other resources;
6. Exhibit classroom management practices that contribute to the children’s
self-esteem and a positive learning environment;
7. Reflect on experiences in learning and teaching, and analyze and apply
emerging beliefs in the creation of a professional teaching style;
8. Work autonomously and collaboratively with peers and teacher educators
in the collection and analysis of data that contribute to their professional
development.
COURSE REQUIREMENTS
1. Daily classroom teaching by PST observed and evaluated by cooperating
teacher. Final demonstration teaching observed by cooperating teacher
and practicum supervisor.
2. Detailed lesson plans, checked and approved by cooperating teachers.
Student Teachers must prepare at least 2 lesson plans daily to be taught
in at least 2-3 sections.
3. Preparation of instructional materials appropriate to the lessons taught.
4. Accomplished journal reflection sheets.
5. Completed and correctly filled -in daily time records or attendance log
books.
6. Attendance in classes, school function, assemblies, co-curricular activities
and post conferences.
7. Presentation of a student portfolio.
8. Accomplished school forms completely and accurately filled –in.
9. *Classroom-Based Research/ Professional Reading.
DEPEd’s NATIONAL COMPETENCY-BASED TEACHER
STANDARDS (NCBTS)
Domain 1- Social Regard for Learning
Domain 2- The Learning Environment
Domain 3- Diversity of Learners
Domain 4- Curriculum
Domain 5- Planning, Assessing and Reporting
Domain 6- Community Linkages
Domain 7- Personal Growth and Professional Development

SCHEDULE OF ACTIVITIES
REPUBLIC OF THE PHILIPPINES
University of Southeastern Philippines
College of Teacher Education and Technology (CTET)
Tagum-Mabini Campus, Apokon, Tagum City
(2017-2018)
Approved New Scheme for Practicum: 2nd Sem start of class: Jan. 15, 2018
SITE OF
VENUE ACTIVITY TIMEFRAME
PRACTICUM
TEI Conference Room/ Orientation Seminar Sending Nov. 20-24
School Designated Off/ Orientation on CS,
Classroom Meeting with School
Personnel/Induction/Transition
Period
TEI Conference Room/ Capacity Building for Action Jan. 12-13
School Designated Research Jan. 16-17
Classroom Cooperating School
Deployment/Orientation
CS Designated Cooperating School Jan. 18 or 19
Conference Room Deployment/Orientation
First Fielding
CS Designated Induction/Transition Period – Jan. 22-26
Week 1 Classroom Half-Day Teaching (3 hours
per day)
CS Designated Half-Day Teaching (3 hours Jan. 29 – Feb. 2
Week 2 Classroom per day)
Week 3- CS Designated Whole Day Teaching (6 hours Feb. 5-9
Classroom per day) Feb. 12-16
5 Feb. 19-23
Second Fielding
CS Designated Induction/Transition Period – Feb. 26 - Mar. 2
Week 6 Classroom Whole-Day Teaching (3 hours
per day)
CS Designated Whole Day Teaching (6 hours Mar. 5-9
Classroom per day) Mar. 12-16
Week 7-
Filling up of School
8 Forms/Securing Clearance or
Completion Certificates
CS CS Conference Exit Conference Mar. 19-23
Week 9 Room
Week TEI/CS Conference Room/ Job Placement Programs Mar. 26-30
Designated
10 Classroom
Week TEI Conference Room/ LET Enhancement Program Apr. 2-6
Designated Action Research
11 Classroom
TEI Conference Room/ LET Enhancement Program Apr. 9-13
Week Designated Action Research
12 Classroom
Week TEI Conference Room/ LET Enhancement Program Apr. 16-20

Designated Action Research
13 Classroom
TEI Conference Room/ Post Conference/Portfolio April 23-27
Week Designated Completion/Submission/Final
14 Classroom Evaluation
Week TEI Conference Room/ LET Enhancement Program April 30-May 4
Designated (Gen.Ed.)
15 Classroom
Week TEI Conference Room/ LET Enhancement Program May 7-11
Designated (Prof.Ed.)
16 Classroom
Week TEI Conference Room/ LET Enhancement Program May 14-18
Designated (Specialization and Mock
17 Classroom Board)
Week TEI Conference Room/ Fellowship May 23
Designated
18 Classroom
Prepared by: Approved by:

Prof. Mary Jane C. Ningas Ms. Ritchel P. Albite
Practicum Supervisor FS/ Practicum Coordinator
COOPERATING SCHOOL
APOKON ELEMENTARY SCHOOL

Apokon Elementary School is committed to provide quality basic
education through the concerted effort of the teachers, parents and other
stakeholders. Our mission is for every student to reach their full potential through
rigorous teaching and learning in a child-friendly school.
This is the only public elementary school which situated in barangay

Apokon. It caters educational services to its locality with an immensely diverse
culture including bisaya, mandaya, mansaka and muslim students. It was
established in June 1946 with simple beginning with multi grades classes with
fourthy (40) pupils in grade I and II and twenty-six (26) pupils in grade III and IV
as the first enrollees.
Apokon Elementary School is one of the five public elementary school in

Tagum central cluster. It is three (3) kilometers away from the heart of the city of
Tagum. It has a total lot area of 8650 sq. meters. It is situated at a strategic
location because as its nearby existing public and private high schools and
college whereby majority of its graduates pursue secondary education and higher
learning namely: University of South-eastern Philippines located in the eastern
part, ST. Lorenzo Ruiz Academy in the western part, Tagum National Trade
School in the South-eastern part and North Davao College Foundation Inc.
In terms of school performance, Apokon elementary school does not lay

behind from other school of Tagum City division. The fact, some of its pupils
have garnered several awards in the local, school, division, regional and national
competition both academic and non-academic aspects. This truly indicates that
the school has nurtured its pupils a well-rounded individual.
At present, Apokon elementary school has a total 2040 pupils from grades
I to VI and 234 pre-schoolers. Its goals, programs and projects consistent to the
need of pupils and community as well. Likewise, the schools set out tap and
mobilize human resources, parents and other stakeholders to attain its vision and
mission to produce quality graduates by providing quality education.
COOPERATING SCHOOL’s VISION, MISSION, GOALS and
OBJECTIVES
Republic of the Philippines

Department of Education
Region XI
Tagum City Division
APOKON ELEMENTARY
SCHOOL
VISION
We dream of Filipinos who

passionately love their country
and whose competencies and
values enable them to realize
their full potential and contribute
meaningfully to building the
nation.
We are a learner centered public
institution; the department of
education continuously improves
itself to better serve its stake
holders.
MISSION
To protect and promote the right of

every Filipino to quality, equitable,
culture-based, and complete basic
education where:
 Students learn in a child-
friendly, gender-sensitive, safe
and motivating environment.
 Teachers facilitate learning and
constantly nurture every learner
 Administrator and staff, as
stewards of institution ensure
and enabling and supportive
environment for effective
learning to happen.
 Family, community and other
stakeholders are actively
engaged and share
responsibility for developing
lifelong learners.
CORE
VALUES
MAKA-DIYOS
MAKA-TAO
MAKAKALIKASAN
MAKABANSA
PRE-SERVICE TEACHER’S CURRICULUM VITAE
I. PERSONAL DATA
Name: Dan Michael Dabalos Pabilona

Age: 20 years old
Address: RTU Grand Village Apokon, Tagum City
Date of Birth: January 04, 1998
Civil Status: Single
Religion: Iglesia Ni Cristo
II. FAMILY BACKGROUND
Father: Daniel S. Pabilona Occupation: Personal Driver

Mother: Letecia D. Pabilona Occupation: Housewife
Ordinal position in the family: Youngest
Number of Siblings: 3
Siblings: Cherry Mae D. Pabilona
Downey Mark D. Pabilona
III. EDUCATIONAL BACKGROUND
Level School Year
Elementary Magugpo Pilot Central Elementary School 2004 - 2010
Secondary Tagum National Trade School 2010 – 2014
2014 – up to
College University of Southeastern Philippines present
COOPERATING
TEACHERS’
PROFILE
COOPERATING TEACHERS’ PROFILE
I. PERSONAL DATA
Name: Arlene T. Falcon

Birthdate: August 29, 1977 Age: 40 years’ old
Birthplace: Pandapa, Tagum City
Civil Status: Married Religion: Roman Catholic
Address: P6, Dumlan, Maco Comval
Father: Alejandro Tandawa Occupation: Deceased

Mother: Elena Doquilla Tandawa Occupation: Housewife
Ordinal position in the family: 7 th Number of Siblings: 8
Name of Spouse: Mr. Blanco Nino Falcon Occupation: Ad. Aide III
Number of Children: 2

Level School Year
Elementary Dumlan Maco Elementary School 1990
Secondary Pio Del Pilar Education 1994
College University of Southeastern Philippines 1999
IV. TEACHING BACKGROUND
Year Started Teaching: June 21, 2012

Position: Teacher III
No. of Years in Service: 15 years
Major/Subject Mastered: General Education
ARLENE T. FALCON
Cooperating Teacher
COOPERATING TEACHERS’ PROFILE
I. PERSONAL DATA
Name: Rosalie E. Takeda

Birthdate: September 20, 1975 Age: 42 years’ old
Birthplace: Tagum, Davao Del Norte
Civil Status: Married Religion: Roman Catholic
Address: Prk. Jalandoni Visayan Village, Tagum City
Father: Aurelio V. Espiritu Occupation: Self Employed

Mother: Arceli N. Espiritu Occupation: Self Employed
Ordinal position in the family: 1 st Number of Siblings: 2
Name of Spouse: Mr. Reynante M. Takeda Occupation: Employee
Number of Children: 2

Level School Year
Elementary Magugpo Pilot Central Elementary School 1988
Secondary University of Mindanao (Tagum) 1992
College University of Mindanao (Tagum) 1996
IV. TEACHING BACKGROUND
Year Started Teaching: December 10, 2012

Position: Teacher I
No. of Years in Service: 5 years
Major/Subject Mastered: General Education
ROSALIE E. TAKEDA
Cooperating Teacher
CLASS
PROGRAM
CLASS PROGRAM

Region XI
Tagum City Division
CLASS PROGRAM
S.Y 2017-2018
GRADE V - JADE
Name: ARLENE T. FALCON Educ’l Qual.: BEED, ED. D CAR
C.S. Eligibility: LET Teaching Experience: 15 years
TIME NO. OF SUBJECT TEACHER

MINUTES
7:30 – 7:45 15 FLAG
CEREMONY
7:45 – 8:15 30 ESP MRS. ARLENE T. FALCON
8:15 – 8:55 40 MAPEH MRS. ARLENE T. FALCON
8:55 – 9:15 20 RECESS
9:15 – 10:15 50 SCIENCE AND MRS. CHERRYLYN S.

HEALTH AMPOLOQUIO
10:15 – 10:55 50 ENGLISH MRS. NORA J. REYLA
10:55 –11:35 40 ARAL. PAN. MRS. JANDDY RUTT G. LA

TORRE
L-U-N-C-H B-R-E-A-K
1:00 – 1:50 50 MATHEMATICS MS. REBECCA TAGAOD
1:50 – 2:40 50 FILIPINO MRS. ALI T. BERMUDEZ
2:40 – 3:30 50 EPP MRS. NORA J. REYLA
3:30 – 4:00 10 HRG
Approved: Prepared by:
NESTOR C. SATINITIGAN, ED. D ARLENE T. FALCON

PSDS/ OIC School Principal Teacher III
CLASS PROGRAM
Region XI
Tagum City Division
CLASS PROGRAM
S.Y 2017-2018
GRADE II - AQUINO
Name: ROSALIE E. TAKEDA Educ’l Qual.: BEED
TIME NO. OF LEARNING TEACHER

MINUTES AREAS
7:30 – 7:45 15 FLAG
CEREMONY
7:45 – 7:55 10 HR GUIDANCE MRS. ROSALIE E. TAKEDA
7:45 – 8:25 30 ESP MRS. ROSALIE E. TAKEDA
8:25 – 9:15 50 MTB MRS. ROSALIE E. TAKEDA
9:15 – 9:35 20 RECESS MRS. ROSALIE E. TAKEDA
9:35 – 10:25 50 MATHEMATICS MRS. ROSALIE E. TAKEDA
10:25 –11:05 40 ARAL. PAN. MRS. ROSALIE E. TAKEDA
L-U-N-C-H B-R-E-A-K
1:00 – 1:50 50 FILIPINO MRS. ROSALIE E. TAKEDA
1:50 – 2:40 50 ENGLISH MRS. ROSALIE E. TAKEDA
2:40 – 3:30 40 MAPEH MRS. ROSALIE E. TAKEDA
3:20 – 4:00 40 REMEDIATION MRS. ROSALIE E. TAKEDA
NESTOR C. SATINITIGAN, ED. D ROSALIE E. TAKEDA

PSDS/ OIC School Principal Teacher I
ADVISER’S
SCHEDULE
ADVISER’S SCHEDULE

Region XI
Tagum City Division
TEACHER’S PROGRAM
S.Y 2017-2018
Name: ARLENE T. FALCON Educ’l Qual. BEED, ED. D CAR

TIME NO. OF SUBJECT SECTION

MINUTES
7:45 – 8:15 30 ESP JADE
8:15 – 8:55 40 MAPEH JADE
9:15 – 9:55 40 MAPEH EMERALD
10:15 – 10:55 40 MAPEH AMBER
10:55 – 11:35 40 MAPEH PEARL
1:50 – 2:30 40 MAPEH DIAMOND
2:40 – 3:20 40 MAPEH RUBY
3:30 – 4:10 40 MAPEH SAPPHIRE
310
NESTOR C. SATINITIGAN, ED. D ARLENE T. FALCON

PSDS/ OIC School Principal Teacher III
ADVISER’S SCHEDULE

Region XI
Tagum City Division
TEACHER’S PROGRAM
S.Y 2017-2018
Name: ROSALIE E. TAKEDA Educ’l Qual. BEED

TIME NO. OF SUBJECT SECTION

MINUTES
7:45 – 8:25 30 ESP AQUINO
8:25 – 9:15 50 MTB AQUINO
9:15 – 9:35 20 RECESS AQUINO
9:35 – 10:25 50 MATHEMATICS AQUINO
10:25 –11:05 40 ARAL. PAN. AQUINO
1:00 – 1:50 50 FILIPINO AQUINO
1:50 – 2:40 50 ENGLISH AQUINO
2:40 – 3:30 40 MAPEH AQUINO
3:20 – 4:00 40 REMEDIATION AQUINO
350
NESTOR C. SATINITIGAN, ED. D ROSALIE E. TAKEDA

PSDS/ OIC School Principal Teacher I
CLASS LIST
CLASS LIST

Region XI
Division of Tagum City
GRADE V- JADE
S.Y 2017 – 2018
MALE FEMALE
1. Barusa, Louie Jay 1. Alcalde, Rea Joy
2. Bergantin, Syrshan 2. Arellano, Leonila Anne
3. Bermudez, Timothy 3. Avisado, Rose Mary Angel
4. Bolo, Jen Mark 4. Bacor, Lucita
5. Cabal, Marne 5. Baid, Elnika
6. Cabutad, Adrian 6. Canwe, Joana Faith
7. Cadorna, Raymond 7. Cardeno, Kristy Vanessa
8. Calago, Bench Zhaimonn 8. Culangan, Joylyn
9. Calsa, Jhaylorr 9. Dabalos, Jessa
10. Camilo, Kenth John 10. Dancel, April Rose
11. Corpuz, John Paul 11. De Leon, Antonio
12. Dela Pena, Jethro 12. Dizon, Michaela
13. Denorag, Sean Henry 13. Gapol, Ledygin
14. Escobar, Hadjir Jr. 14. Hingosa, Merciditha Ceniza
15. Lapating, Jaypar 15. Malazarte, Jee Anne
16. Llabres, Ej 16. Manatad, Judith
17. Lumantas, Vincent 17. Martos, Kyle Jane
18. Mejares, Cleiford 18. Ochavo, Jowelyn
19. Pablo, David 19. Omelan, Princess Leah
20. Pantaleon, Earl John 20. Pagola, Jerry Ann
21. Pitao, Romeo 21. Raquiza, Reyna Marie

22. Rabia, Marco Philipe 22. Recto, Shantelle
23. Saavedra, John Mark 23. Samon, Xendee Claire
24. Solano, Lord Samuel 24. Tizon, Aiza
25. Yu, John Leenard
Prepared by:
ARLENE T. FALCON
Teacher III
CLASS LIST

Region XI
Division of Tagum City
GRADE II- AQUINO

S.Y 2017 – 2018
MALE FEMALE
1. Bagalanon, Jobert T. 1. Acot, Monica Faye M.
2. Casis, Anthony 2. Alon, Diane B.
3. Custodio, Jay Mark L. 3. Aroy, Yuan L.
4. Jumamoy, Matthew John C. 4. Asis, Lynette Jazz A.
5. Maito, Al-Nasher B. 5. Bactong, Angel Rica
6. Nacario, Vernel P. 6. Bangon, Tezza Amor Q.
7. Nocos, Jonil R. 7. Cagutom, Alrheana Joy N.
8. Orias, Philip Clarence I. 8. Calapis, Jay Ann M.
9. Pelle, Jan Matthew B. 9. Cano-og, DorieJay Mea
10. Piangco, Cyryl Jay L. 10. Casumpong, Airah Jeil M.
11. Poralan, Mark Francis L. 11. Corbo, Kristine Lee L.
12. Sanchez, Riche L. 12. Delos Santos, Althea Nicole F.
13. Tala, Geevy A. 13. Espra, Crystal G.
14. Yuson, John Carlo T. 14. Fuerzas, Akiesha Gersha M.
15. Laguna, Jojayne M.
16. Lapena, Ruby Jane R.
17. Leal, Ervan Mae W.
18. Luminding, Nicole E.
19. Macarayan, Trixie L.
20. Martos, Hanna Faye D.
21. Namayan, Eurika Vianne G.

22. Opciar, Micha S.
23. Oppura, Elheijane B.
24. Patrimonio, Mechaella Nicole C.
25. Payao, Mayumi Blaze
26. Pepe, Jherelyn
27. Potestades, Stella Candace C.
28. Roluna, Candace Dorothy
29. Romanillos, Charlyn M.
30 Sarmiento, Maria Theresa D.
31. Yahta, Grissa Mae L.
Prepared by:
ROSALIE E. TAKEDA
Teacher I
SEAT
PLANS
SEAT PLAN
GRADE V- JADE
ARLENE T. FALCON
YU SOLANO SAAVEDRA RABIA PITAO TIZON SAMON RECTO RAQUIZA
Class Adviser
PANTALEON PABLO MEJARES LUMANTAS LLABRES PAGOLA OMELAN OCHAVO MARTOS MANATAD
LAPATING ESCOBAR DENOROG DELA PENA CORPUZ MALAZARTE HINGOSA GAPOL DIZON DE LEON
CAMILO CALSA CALAGO CADORNA CABUTAD DANCEL DABALOS CULUNGAN CARDANO CANWE
CABAL BOLO BERMUDEZ BERGANTIN BARUSA BAID BACOR AVISADO ARELLANO ALCALDE
SEAT PLAN
GRADE II- AQUINO
ROSALIE E. TAKEDA
YU PITAO Class Adviser RAQUIZA
GRISSA THERESA CHARLY RICHE NICOLE MARK VERNEL DORIEJAY AL-NASH

PANTALEON PABLO MEJARES N LLABRES OMELAN
BARUSA OCHAVO MARTOS
BARUSA BARUSA
CANDICE STELLA JHERELYN ERVAN RUBY JOJAYNE JAY ANN ALRHEANA TEZZA
LAPATING ESCOBAR DENOROG DELA PENA CORPUZ MALAZARTE HINGOSA DIZON DE LEON
MAYUMI MECHAELLA ELHEIJANE CYRIL AKIESHA JAN MATTHEW ANGEL JAY MARK
CAMILO CALSA CALAGO CADORNA CABUTAD DANCEL DABALOS CULUNGAN CARDANO CANWE
MICAH EURIKA HANNAH CRYSTAL ALTHEA KRISTINE LYNETTE YUAN DIANE

CABAL BOLO BERMUDEZ BARUSA BAID BACOR AVISADO ARELLANO ALCALDE
CARLO TRIXIE GEEVY PHILIP AIRAH JONIL ANTHONY MONICA JOBERT

BARUSA
REFLECTIVE
JOURNALS
Reflective Journal 1:
Planning and Implementation of Learning Programs
Name: Dan Michael D. Pabilona Date: February 12, 2018

Course/Major Field: BEED-Generalist CT: Arlene T. Falcon
1. To what extent are your learning lesson outcomes achieved? How do

you know? What are the indicators?
I can determine that my learning outcomes are achieved when the rate
of passing students in the evaluation is 75% and up. The other indicator
is when the students have recalled the lesson until the review.
2. How do you ensure that your learning activities are relevant to the
topic? What factors do you consider? Do you implement these
effectively? How?
In First fielding, I’ve conducted relevant activities that can help to attain
my SMART objectives. I make sure in choosing the relevant learning
activities, I consider the appropriateness, degree of complexity and the
availability of materials. By giving clear and simple instructions with
effective facilitating body the implementation of my learning activities is
efficiently effective.
3. Do your lesson plans contain all essential elements? What are these
elements? What do you do to consider the learners’ needs and
capacity, available resources and your teaching skills?
The lesson plans I’ve made contains the following essential elements:
objectives, subject matter, instructional procedure, evaluation and
assignment. To be able to response with the different needs and abilities
of my students, I provide HOTS questions, appropriate learning activities
and attractive and creative instructional materials. Lastly, I always
master my lesson to be taught for accurate information.
4. What verbal and non-verbal communication skills do you apply to

make your teaching effective? What evidences will show that you are
effective in what you do?
For my verbal communication skills, I tend to speak and pronounce words

correctly with an average speed and I use the appropriate language for my
assigned grade level (grade 5). For example, for MAPEH subject ( I use
Tagalog/Filipino language).
For my non-verbal communication, I use to raise my hand for my rules
inside the classroom. For example, hand signals like punch hand (close
hand) for them to keep silent. I also use to incorporate it with angry and
irritated facial expression when I get mad.
5. To what extent do you participate in and/or cooperate with your

cooperating teacher in the planning and implementing of the
classroom activities that contribute to the development of your
learners? Provide two examples.
In general, I always assist my cooperating teacher in facilitating the

students and giving the clear instructions. For example, every morning, after
recess and in the afternoon, I usually remind the class to sweep the floor,
water the plants, picking up the pieces of papers to start the class. In
disciplining the class, my cooperating teacher allow me to give rewards like
points to those behave and participative while I scold and punish the noisy
and naughty students.
6. How often do you make use of available instructional materials in

teaching? What evidences would show that these materials contribute
to the attainment of your lessons’ objectives?
Before the day of teaching, I plan and prepare my instructional materials. I

make sure that the appropriateness, availability and cost of my instructional
materials are suitable for attaining my SMART objectives. For example, I
present cut-out pictures, printed materials, drawings, charts and illustrations
to the class while discussing any topic. It serves as concrete examples to
grasp the information very well.
7. Comments/Other Learning Insights
I realized that actual teaching in the field is like an application level of

Bloom’s taxonomy. It emphasizes on applying what theory you’ve
understood to the work place your into but in a trial and error form.
TEI Practicum Supervisor’s Feedback________________________________

Strengths________________________________________________________
________________________________________________________________
Areas for Improvement_____________________________________________
Signature of the TEI Practicum Supervisor____________________________
Rubric for Reflection/Journal Entries
Performance 5 4 3 2 1
(Excellent) (Proficient) (Satisfactory) (Developing) (Needs
Criteria Improvement)
Reflection journal  Presents  Presents very  Presents some  Presents few  Presents no
includes PSTs’ comprehensive clear description description of description of description of
learning description of of worthwhile worthwhile worthwhile worthwhile
experiences, worthwhile experiences, experiences, experiences, experiences,
judgments, experiences, explains sound explains sound explains sound does not explain
performance and explains sound judgment on judgment on judgment on sound judgment
other insights judgment on personal personal personal on personal
gained in the personal strengths and strengths and strengths and strengths and
course strengths and weaknesses weaknesses weaknesses. weaknesses.
weaknesses anchored on anchored on few
anchored on some theories theories learned.
theories learned. learned.
1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)
Using Instructional Materials

1. What instructional materials have you used in your actual teaching?

Have you used them effectively? How?
The instructional materials I have used for 1st fielding is those
available, convenient and inexpensive but durable. Most of them are
cut-out pictures, printed photographs, drawings, flashcards, illustrations,
charts, MS PowerPoint and realia’s. Based on the passing rate of
assessment results of the class, I can say that I have effectively
maximize the use of my instructional materials because those are aids
to instruction that enhance the effectiveness of my teaching strategy. As
much as possible, I’ve use variety of tools that best suits my
instructional objectives.
2. At what point in the lesson did you present instructional materials?

Why is there a need to use them in those instances?
In general, demonstration teaching, I usually present my Instructional
Materials during instructional procedures because they are aids to
instruction and to supply direct example and experience which is limited
in verbal instruction. Thus, I used visual aids and presentation especially
for those who are visual learners.
3. Are your instructional materials interesting enough to arouse and

sustain the interest of the learners? What evidences would show that
you have been successful in ensuring their effectiveness?
Yes, because I have motivated them to learn and discovered their
interest in learning, I used various pictures, illustrations and drawings to
my Grade 5 students because most of them are visual learners.
4. What two insights have you gained regarding the use of

instructional materials?
First, it should aid for learning that linked for the students learning.
Second, it should cater the multiple intelligences in the class that
establish strong rapport.
Strengths________________________________________________________
________________________________________________________________

Actual Teaching

1. Describe 2 measures you took to make your test items clear?

In general, content validity, test type and instructions are the measures
I’ve took to make my test items clear. I assure that I made a test with
questions that are already tackled. I also make use of multiple choice
tests and matching type because these tests are rote of memorization.
To make the test more comprehensive to answer, I construct clear and
simple to understand instructions.
2. Explain how you overcame two of the problems you encountered

during test preparation.
The test construction of valid and reliable test question and content
validity test are the problems I’ve encountered during test preparation.
However, I’ve overcame these problems by asking help from
knowledgeable person about it, just like my cooperating teacher and
often searching in the Google, the right planning and procedure in
making test questions of my tests.
3. What did you do to cater for the testing of slow learners, and of
advanced learners?
For fairness and impartially, I often give extension of time for both slow
and advanced learners while answering the test before passing the test
questionnaire.
Signature of the Pre-service Teacher_________________________________

Strengths________________________________________________________
________________________________________________________________

Test Preparation

1. What measures have you taken to assure yourself that your test
items were clear and simple?
According to Morris Dees cited by BrainyQoute (2015) states that,
“The focus of tolerance education is to deal with concept of equality and
fairness.” On the other hand, fairness exists in assessment when the
composition of the test is personalized, natural and flexible. In addition,
I’ve indulge to the most basic principle of assessment which is fairness.
Moreover, I’ve apply this to assure myself that my test items were clear
and simple indeed. Furthermore, I’ve learned that, failing to establish
fairness in test preparation is to failing to promote clear and simple
instructions.
2. What problems have you encountered? How can you respond to

them?
“Difficulties strengthen the mind, as labor does the body”, (Seneca, 4
BC-65 AD). I’ve encountered a problem in how to formulate valid and
reliable test blueprint, test development, and item format for grade 5
students under any subject matter because complexity and appeal must
be considered. On the contrary, I’ve respond positively because just
review the appropriate way of preparing a test, find worksheet test, and
asking help to my cooperating teacher about my difficulties in preparing
it. Furthermore, I’ve learned that, the test preparation is not easy but it is
worth it.
3. Do your test items provide for a wide range of differences in

ability? Describe how this has been catered for.
According to Gardner (1943), “Well, if storytelling is important, then
your narrative ability, or your ability to put into words effectively, is
important too”. I’ve establish two types of assessment-the traditional and
the authentic assessment. This simply explicit the importance of
student’s multiple intelligences. In my traditional assessment, I’ve
designed uniformity in directions which is simple and clear but it best
suited for measuring particular objectives while in my authentic
assessment whether process-based or product-base, I’ve designed
specific instructions with standardized administration of desired test and
scoring procedures. This is best suited for measuring broader curriculum
objectives. In addition, for the reason that I’ve designed to establish
these two types of assessment, my test items are absolutely providing a
wide range of difference in ability.

Strengths________________________________________________________
________________________________________________________________

Checking, Marking and Interpretation of Test Results

1. What types of information about your pupil’s /student’ progresses

have you obtained? How have you recycled this?
“Without continual growth and progress, such words as improvement,
achievement, and success have no meaning,” (Franklin, 1706-1790).
For my formative assessment, the type of information I’ve got, is how
the student understands the material taught during my discussion. While
in the summative assessment the type of information I’ve got is how the
student master the concept that already taught to them. Furthermore,
I’ve learned that in education, information is taught and caught while
knowledge is power but with mastery it shows progress that leads to
success.
2. If there were learners who did poorly in one subject area, what did
you do to address this?
In teaching, all actions result from teachers taught for what is taught
that matters. If there were learners who did poorly in one subject area it
implies that another teaching with different strategies and methods but
similar lesson should be taught to them. For I believe this statement
convey, “If you focus on results, you will never change but if you focus
on change you will get results,” (Dixon, 2011)
3. What have you learned about assessing learners?

I’ve learned about assessing learners are the following:
1. Accept students’ good or bad grade.
If Bad;
1.1. Don’t get panic.
1.2. Be realistic.
1.3. Establish how student/s got that grad.
1.4. Use this chance to learn from their mistakes.
2. Make an Action plan.
2.1. Talk to your student/s.
2.2. Decide how to deal with it.
2.3. Ask help form expert.
2.4. Work with them to be knowledgeable.
3. Next time, get good test results.
3.1. Identify student’s learning style.
3.2. Study student’s learning style effectively.
3.3. Make sure you understand it.

Strengths________________________________________________________
________________________________________________________________

Self-Evaluation

1. What major problems did you encounter during your Practice

Teaching?
The major problems I have encountered during my 1st fielding is
disciplining my students, time management, planning and making the lesson
plans and appropriate Instructional Materials with Integration of various
teaching strategies and methods.
2. What immediate actions or solutions did you make to solve these

problems?
The immediate action I did to solve these problems is to review my book
in Educ 1. But the most convenient solution I’ve made is to ask advice with
my cooperating teacher.
3. What risks did you take during your practice teaching? Why? What
happened?
In my first fielding, the risk I did during my practice teaching was the
lesson plan I used for my demonstration which to be rated by my
Practicum Supervisor. That time when my cooperating teacher changes
some of the parts of the lesson plan to be taught and I already did my
Instructional Materials based on my lesson plan I did. Luckily, I am, my
Practicum Supervisor did not attend on that day.
4. What questions have arisen and major issues and /or concerns have
encountered? How did you resolve these matters?
In first fielding, I have one major concern that is about the laziness to
study and make project of the students. It is because they tend not to
answer their assignments and review their notes and sometimes did not
pass on time their projects. So, I ask permission to their adviser to allow
me to scold, threaten and punish them for their misbehavior.
5. Did you consult with and/or ask advice from your cooperating
teacher, TEI practicum supervisors and other practicum mentors?
What did you ask? How did they respond?
Yes, I ask advice from my cooperating teacher and other teachers about
how to handle this kind of class and what effective strategies to be done.
In return, they give me very helpful information about the students in a
certain class.
6. What is the most important learning insight did you have about
teaching that will surely inspire you in your chosen profession?
I’ve learned that exposure from the scenario makes a teacher develop
his/her way of tracing. Training molds the good characteristics of a
teacher. As time goes by, it is easier for me now to communicate
effectively with my students and other people that I encounter inside the
Cooperating School. Thus, the key love of my chosen profession is to see
the beauty of teaching, embrace it and stay on the right track as much as
possible.
7. Comments/Other Learning Insights

Being a teacher is not enough; you need to have a good heart. It is
because teacher poses good characteristics to be a role model. This makes
a teacher inspire a student.

Strengths________________________________________________________
________________________________________________________________

DEMONSTRATION
TEACHINGS
Mababang Paaralan ng Apokon
Tagum City
Banghay-aralin sa MAPEH V
Grade V- Jade
Enero 22, 2018
I. Layunin:
Sa pagtatapos ng aralin, ang mga mag-aaral ay inaasahang:
a. natutukoy ang antas ng Dynamics;
b. nakasusunod at nakakaawit ng may damdamin gamit ang antas
ng musika; at
c. napahahalagahan ang pagmamahal sa Bansang Pilipinas.
II. Nilalaman
Paksang-aralin: Pagtukoy sa Antas ng Dynamics
Sanggunian: K to 12 Curriculum Guide, Umawit at Gumuhit V
Kagamitan: Mga Larawan, Tsart ng mga awit, Audio tape
Konsepto: Ang Dynamics ay tumutukoy sa paglakas at paghina ng
pag-awit at pagtugtog. May angkop na antas ang
dynamics upang maunawaan ang nais ipahiwatig ng
isang awit o tugtugin.
May tatlong antas ang Dynamics

1. Mahinang Pag-awit (p) – ginagamit sa
malulungkot na himig o sa mga awit sa
pagpapatulog.
2. Katamtamang Lakas sa pag-awit (mf)—
pamamaraan ng pag-awit na hindi gaanong mahina
at ddi-gaanong malakas.
3. Malakas na Pag-awit (f)—Ito ay
nangangahulugan nang malakas na pag-awit o
pagtugtog. Ang paglakas ay ginagawa sa mga
bahaging nais bigyan ng diin.
III. Pamamaraan
A. Panimulang Gawain
1. Pag-aatendans
Pagtawag sa pangalan ng mga estudyante at pagtatala ng mga
pangalan ng mga mag-aaral na lumiban sa klase.
2. Pagpasa ng takdang-aralin
Ito ay nakabatay sa nakaraang pagtalakay o pagkikita.
3. Balik-aral
Pagbabalik-tanaw na napagusapan sa nakaraang pagkikita.
4. Pagsasanay
a. Rhythmic- Clapping/Pagpalakpa
B. Paglinang na Gawain
1. Pagganyak
Panoorin ang video ng awit “Ang Bayan ko”. Pakinggan ang pyesa
ng awit Ang Bayan ko.
2. Paglalahad
Isulat sa sagutang papel salitang nasa iskor ng awit na kung
saan narinig ang paglakas ng tinig habang nakikinig ng awit Ang
Bayan ko gamit ang inihandang kolum sa ibaba.
Salitang may papalakas ng Salitang may papahinang
tinig mula sa iskor ng awit tinig sa iskor ng awit
Anong lyrics o parte sa Iskor ng awit ang may papahina o

papalakas na boses habang ito ay inyong pinakikinggan?
Ang bawat komposisyong musical ay may ipinahihiwatig na
damdamin. Ang bawat awit at tugtugin ay ipinaaabot na mensahe.
Ito ay isa sa mga elemento ng musika na makapagbibigay
kahulugan sa nais ipahiwatig ng komposisyong musical.
3. Pagtalakay
A. Pakinggang muli ang awit ng Ang Bayan ko habang
sumusunod sa Iskor ng awit na nakasulat sa Manila Paper.
B. Sagutin ang mga tanong
a. Anu-anong antas o simbolo ng dynamics na
nakalagay sa Iskor ng Awit?
b. Paano nakatutulong ang pagsunod sa antas ng
simbolong pandynamics sa pag-awit ng Ang Bayan
ko?
4. Paglalapat
Gawin ang Pangkatang Gawain
Hatiin sa dalawang pangkat ang klase at awitin ang Bayan ko
a. Pangkat 1- awitin ang Ang Bayan kong may wastong paghina
at paglakas.
b. Pangkat 2- awitin ang Ang Bayan ko ng may wastong
damdamin gamit ang antas at simbolo ng dynamics na
nakasulat sa Iskor ng pyesa nito.
C. Pangwakas na Gawain
Umawit ng lalala na may lakas pahina kung tama ang
sinasabi ng pangungusap at rarara na may hina papalakas kung
mali ang sinasabi ng pangungusap.
a. Ang Dynamics ay may antas o simbolo na sinusunod

upang magkaroon ng kaukulang lakas o hina ang
pag-awit.
b. May angkop na antas ang dynamics upang
maunawaan ang nais ipahiwatig ng isang awit o
tugtugin.
c. May tatlong antas ang Dynamics ito ay ang Mahinang
Pag-awit (p), Katamtamang Lakas sa pag-awit (mf),
Malakas na Pag-awit (f)
IV. Pagtataya
Isulat ang simbolo ng bawat antas ng dynamics
i. Mahinang Pag-awit __________

ii. Katamtamang lakas sa pag-awit__________
iii. Malakas na Pag-awit___________
V. Takdang-aralin:
Ihanda ang sarili sa pag-awit ng “Ang Bayan” ko sa susunod na
pagkikita.
Inihanda ni:
DAN MICHAEL D. PABILONA

Nagpapakitang-turo
Iniwasto ni:
ARLENE T. FALCON
Cooperating Teacher
DEMO TEACHING
Photo Credits to: Minerva G. Perez
On January 24, 2018, I’ve conducted a Demo Teaching in Grade V Emerald.

The students were enjoying singing “Bayan ko”
INSTRUCTIONAL MATERIALS
Photo Credits to: Dan Michael D. Pabilona
Instructional Materials used during mt actual teaching last January 24, 2018.
I made it colorful to be attracted.
Tagum City
Grade V-Jade
Enero 31, 2018
I. Layunin:
a. natutukoy at naiisa-isa ang mga kagamitan sa paglikha ng 3
Dimensyonal craft na Paper Beads;
b. naipapakita ang batayan at kasanayan sa paggawa at pagbuo
ng 3 dimensyonal craft na Paper Beads; at
c. nauunawaan na mainam ang lokasyon ng Pilipinas sa
pakikipagkalakalan sa ibang bansa.
II. Nilalaman
Paksang-aralin: Mga Paraan sa Paggawa ng 3-D Crafts
(Paper Beads)
Kagamitan: Paper (magazine pages, wrapping, wallpaper,
colored and art paper), Pencil, ruler, scissors, thin
wooden dowel, 2 soft paint brush, glue, wooden sticks,
varnish
Konsepto: Ang paper beads ay isang gawang sining na nagmula
sa bansang Inglatera na ginagawang libangan ng
mga kababaihan kung saan ang mga paper beads ay
tinutuhog upang gawing palamuti o kurtina na
inilalagay sa mga bintana.
Ito ay pwedeng gawing pulseras, kwintas, palawit sa
hikaw at iba pang palamuti sa katawan at bahay ang
nagawang tinuhog na beads.
III. Pamamaraan
B. Panimulang Gawain
1. Pag-aatendans
3. Balik-aral
C. Paglinang na Gawain
1. Pagganyak
Pagpapakita ng larawan ng PAPER BEADS
Itanong:
1. Ano ang nasa larawan?
2. Ano ang pangalan ng likhang–sining na ito?
3. Ano-ano ang mga kagamitan ginamit sa paglikha nito?
2. Paglalahad
Ang paggawa ng paper bead ay isang gawaing
nakakalibang na maaring pagkakitaan kung gagamitan ng
kaalaman sa paglikha ng mga palamuti. Ito ay nagmula pa sa
bansang Inglatera na kung saan ang mga kababaihan ay
matiyagang nagbibilot ng maliliit na papel upang makulayan at
matuhog para gawing palamuti sa katawan gayundin upang
maging palamuti sa bahay tulad kurtinang gawa sa tinuhog na
beads.
Nangangailangan ng masusing at matiyagang pagbibilot o
pagrorolyo ng maliliit na papel upang makalikha ng beads na
kukulayan ng pintura at didisenyuhan base sa nais.
Maaaring tuhugin at gawing pulseras, kwintas, palawit sa
hikaw at iba pang palamuti sa katawan at bahay ang nagawang
tinuhog na beads.
3. Pagtalakay
Mga kagamitan sa paggawa ng PAPER BEADS:
1. Papel – magazine, art paper at coloured ay maaaring

gamitin.
2. Lapis- para sa pagguhit sa korte ng papel.
3. Ruler- para sa pagsusukat.
4. Gunting- para sa paggupit ng mga papel.
5. Mainipis na kahoy na dowel- para sa pagrorolyo ng papel.
6. Malambot na brush ng pinta-para sa pag-aaplay ng glue sa
papel.
7. Glue/ pandikit- para sa pagdidikit ng mga paper beads.
8. Patpat na kahoy-para sa pagpapatuyo ng beads pagkatapos
barnisan.
9. Soft paint brush- sa pagpapahid ng barnis.
10. Barnis- para magkakulay at hindi kumapit ang dumi.
11. Oasis florist block-para sa seguridad ng beads.
4. Paglalapat
GAWAIN
Suriin ang larawan ng mga mga disenyo ng paper beads.
1. Sukatin ang papel na irorolyo, tiyakin na ang may disenyong
harapan ng papel ay nakadapa.
2. Kapag nakapagsukat
nang maraming
tatsulok ay maingat na
gupitin ang mga ito
gamit ang gunting.
3. Gumamit ng dowel o
alambre na may tamang
sukat at may pabilog na
pihitan sa gawing kaliwa
upang mairolyo ng
maayos ang papel at
magkaroon ito ng sapat
na espasyo sa gitna kung
saan isusulot ang tali.
Lagyan ng glue sa sa taas
ng bahagi ng papel.
4. Habang inirorolyo ang papel ay huwag kalilimutan lagyang

ng glue sag awing gitna at sa gawing dulong binibilot na
papel.
5. Mahalaga na
maisara ang
binilot na papel sa
pamamagitan ng
pandikit.
Maaaring
gumawa ng
ibatibang disenyo
ng paper beads
gamit ang mga
patter sa ibaba.
6. Patuyuin ang mga nagawang paper beads.siguraduhin na
maayos at tuyong tuyo ang glue o pandikit bago ito tuhugin
D. Pangwakas na Gawain
Sa paggawa ng paper beads nangangailangan ng
pagkakatulad tulad ng sukat ng mga papel na irorolyo na may
iisang disenyo. At para mas mapatibay pa ang beads maaari itong
pintahan ng barnis na mas lalong magpaptingkad ng kulay nito.
IV. Pagtataya
Punan ang patlang ng wastong sagot.
1. Ang _________ay ginagamit upang mairolyo ng maayos ang papel.

2. Ang __________ay para sa pag-aaplay ng glue sa papel.
3. Ginagamit ang _______sa pagsusukat
4. Ang barnis ay ay para magkaroon ng _____at upang maiwasan ang
pagkapit ng dumi.
5. Ang malambot na Brush ng pinta ay ginagamit para sa pagpapahid
ng______.
V. Takdang-aralin:
Tukuyin ang mga paraan sa paggawa ng paper beads sa
pamamagitan ng pagguhit ng sa linya sa tapat ng bilang.
_______ 1. Ang paper beads ay gawa mula sa bililot o inirolyo na

maliliit na papel na kinulayan at dinisenyuhan.
_______ 2. Ang paggawa ng paper beads ay nagmula pa noong
unang panahon sa bansang Inglatera.
_______3. Isang teknik sa paggawa ng paper beads ay ang pagsukat
ng bibiluting papel upang makagawa ng pare-parehong laki at hugis ng
paper beads.
_______4. Kinakailangan na matiyaga at masusi ang paggawa ng
paper beads.
_______ 5. Sa paggawa ng paper beads hindi na isinasaalang-alang
ang sukat at espasyo para makagawa ng pare-parehong hugis ng nito
Inihanda ni:

Nagpapakitang-turo
Iniwasto ni:
ARLENE T. FALCON
Cooperating Teacher
DEMO TEACHING
Photo Credits to: Ma’am Arlene T. Falcon
These photographs are my actual demo teaching evaluated by my

Cooperating teacher last January 31, 2018. The students do the task on
making a Paper Beads.
These Instructional Materials served as an example on how to make a

Paper Beads 3-D Craft.
Tagum City
Grade V- Jade
Pebrero 12, 2018
I. Layunin:
a. naipapaliwanag ang mga layunin ng mga pangunang lunas(First
Aid);
b. naisasagawa ang tamang pagbibigay ng pangunang lunas para
sa mga karaniwang pinsala at kondisyon ng katawan; at
c. naibabahagi ang kaalaman sa pagbibigay ng pangunang lunas
sa miyembro ng pamilya.
II. Nilalaman
Paksang-aralin: Maging Laging Handa sa mga Karaniwang
Pinsala at Kondisyon ng Katawan
Sanggunian: Red Cross First Aid Manual
Kagamitan: Mga larawan, tsart, meta cards
Konsepto: Ang paunang tulong-panlunas (first aid) ay ang
pagbibigay ng pangunahing magagawang tulong, kalinga, at
pangangalaga sa mga taong napinsala ng sakuna o
karamdaman.
Ito ay isang mabisang paraan upang maagapan ang
paglala pa ng mga karaniwang natatamong pinsala mga ng
tao sa isang aksidente tulad ng mga sugat, pagkabali ng
mga buto, pagdurugo ng ilong, paso, pagkawala ng malay,
at marami pang iba.
Isinasagawa ito ng isang taong pangkaraniwan
hanggang sa panahong maaari nang ibigay ang mas
dalubhasang tulong pang-sagip buhay ng mga
manggagamot.
Maaari ring ibigay ang tulong na ito sa mga hayop,
ngunit ang artikulong ito ay tumutukoy lamang para sa
magagawang paunang-tulong na pantao.
III. Pamamaraan
1. Pag-aatendans
3. Balik-aral
1. Pagganyak
Tingnan ang mga larawan sa kahon.Ano ang nasa larawan?
Mahalaga bang malaman natin ang mga ito?
2. Paglalahad
Ano ang gagawin mo kung…
1. Nabalian ang iyong kaklase sa paa dahil sa kanyang
pagtalon-talon sa hagdan.
2. Nakainom ng lason ang iyong kapatid.
3. Nadulas ang iyong kaklase habang siya ay naglalakad

patungo sa silid aralan at ito ay nasugatan.
Ano-ano ang mga maaaring mangyari sa mga taong ito kung
walang tutulong sa kanila?
3. Pagtalakay
Ang paghahanda sa mga karaniwang pinsala at kondisyon
sa katawan ay kinakailangan ng sinuman. Nararapat na
matutunan ang mga pangunang lunas upang maisakatuparan
nang epektibo, masasagip ang pagkapinsala at kung minsan ay
ang pagkawala ng buhay.
Karaniwang Pinsala at Pangunang Lunas

Kondisyon
1. SUGAT Karaniwang hindi nangangailangan ng daliang

pagdadala sa ospital. Maaaring gawin ang
mga sumusunod na pamamaraan:
a. Hugasan ang mga kamay na nasugatan ng

malinis na tubig at sabon.
b. Pagpapatigil sa pagdurugo gamit ang

malinis na tela o bulak.
c. Linising mabuti ang sugat mas mainam na

patagalin ang sabon sa loob ng sugat upang
maiwasan ang mikrobyo, banlawang mabuti.
d. Lagyan ng gamot o antibiotic.
e. Takpan ang sugat ng bandage.
f. Palagiang palitan ang mga bandage ng

sugat isang beses sa isang araw.
g. Kung malalim ang sugat nangangailangan

itong tahiin sa malapit na health center o
ospital.
h. Suriing mabuti ang sugat at palagiang

tingnan ang mga sintomas o palatandaan ng
impeksiyon. Kung may impeksyon paturukan
ng anti-tetanus ang pasyente.
2. KAGAT NG HAYOP a. Kung ang sugat ay mababaw lamang at

walang rabbies, hugasan ang sugat ng may
sabon at malinis na tubig, lagyan ng antibiotic
at takpan ang sugat.
b. Kung ang sugat naman ay malalim takpan

ang sukat na isang malinis na tela upang
maampat ang dugo, talian ito at daliang dalhin
sa doktor.
c. Kung may mapapansin kang palatandaan

ng may impeksyon, tulan ng pamamaga,
pamumula, nadagdagan ang sakit, dalhin
kaagad sa pinakamalapit na health center o
ospital.
4. Paglalapat
(Pangkatang Gawain)
Pag-aralan ng bawat grupo ang mga nakasulat na mga karaniwang
pinsala at kondisyon sa meta cards na ibibigay ng guro. Ipakikita ang mga
pangunang lunas na kailangan ng bawat pinsala o kondisyon.
Pangkat 1
Nagkita-kita ang magpipinsan sa tabing ilog. Ugali na nilang maligo
dito tuwing walang pasok. Masaya silang lumangoy at naghabulan sa
tubig. Hindi nila napansin ang basag na bote sa tubig kung kaya’t
nasugatan ang isa sa kanila. Medyo malayo ang kanilang lalakarin upang
magamot ang sugat. Ano ang maaari nilang gawin upang malapatan ito
ng agarang lunas?
Pangkat 2
Tapos na ang klase. Masayang umuwi ang magkakaibigan.
Habang daan ay nagkakantahan at nagtatawanan pa sila. Hindi nila
namalayan ang asong gala sa kalye na naapakan ni Andoy. Mabilis ang
mga pangyayari kung kaya’t nakagat siya ng aso. Walang ibang tao sa
daan, ano ang maaari ninyong gawin upang malapatan siya ng
pangunang lunas?
Magtalaga ng tagapagsalita sa bawat pangkat patungkol sa
ginawang dula-dulaan.
IV. Pagtataya
Ilarawan ang maaari mong gawin kung ikaw ang kasama ng nasa
larawan. Isulat ang sagot sa kahon.
V. Takdang-aralin:
Sagutin ang mga tanong . (Magpagabay sa magulang)
1. Anu-anong mga pangunang lunas ang ginagawa sa inyong tahanan

sa mga karaniwang sakuna at kondisyon na nangyayari sa loob ng
inyong tahanan?
2. Anong pangunahing lunas ang iyong naisagawa na?
Inihanda ni:

Nagpapakitang-turo
Iniwasto ni:
ARLENE T. FALCON
Cooperating Teacher
DEMO TEACHING
On the third Demo Teaching, the students performed a group presentation

like role playing on how to give “FIRST AID”.
These Instructional Materials served as an enrichment to nurture the desire

for further learning.
Tagum City
Grade V- Jade
Pebrero 14, 2018
I. Layunin:
a. natutukoy ang mga katawagan para sa mabibilis at mababagal
na tempo;
b. nakakaawit ng mga awitin/tugtugin na may iba’t ibang tempo; at
c. napapahalagahan ang tunay na diwa sa pagdiriwang ng pista.
II. Nilalaman
Paksang-aralin: Tempong Moderato, Ritardando at Accelerando
Sanggunian: Umawit at Gumuhit 5 pp. 73-76
Kagamitan: CD player, Visual aid
Konsepto: Ang bawatawit o tugtugin ay nagpapahiwatig ng
damdamin ayon sa nais ng may likha ng
komposisyon. Ang mga awit ay nagagawang masigla
at mabilis, mabagal at malumanay, malungkot at may
lumbay sa pamamagitan ng pag-aangkop ng
nararapat na tempo.
III. Pamamaraan
1. Pag-aatendans
3. Balik-aral
1. Pagganyak
Ipakita ang mga larawan ng iba’t ibang mga pangyayaring
nagaganap kung may pista.(Marami mga pangyayaring nagaganap
kung may pista. May nagkakasayahan, may nagtutugtugan, nag-
aawitan at nagsasayawan, may prusisyon ding nagaganan).
2. Paglalahad
Pakinggang mabuti ang awiting “Pandangguhan”.
3. Pagtalakay
1. Ano ang masasabi ninyo sa awiting napakinggan?
(Depende sa sagot ng mga bata)
2. Ano ang mga pangyayaring naganap sa awiting
pandangguhan? (May pagdiriwang ng pista, may prusisyon,
may mga tugtugan at awitan)
3. Ano ang kahalagahan ng pagdiriwang ng pista sa mga
Pilipino?
(Ang kahalagahan ng pagdiriwang ng pista sa mga Pilipino
ay napapaunlad ang pagka-makadiyos ng mga Pilipino. Sa
pamamagitan nito, napagbubuklod ang mga Pilipino).
4. Sa inyong palagay, bakit ang mga Pilipino ay nagdaraos ng
kapistahan sakani-kanilang lugar o bayan? Anong
kabutihang dulot nito para sa atin?
 Sa awiting “Pandangguhan”, ano ang inyong napansin sa

tempo nito?
(Mayroong iba’t ibang tempo sa awitin. May bahaging
awitin na katamtaman, mabilis, papabilis, mabagal at
papabagal).
 Aling bahaging awitin ang may mga nakalagay na
panandang pantempo?
(May panandang nakalagay sa unahan, sagitna at
hulihang bahagi ng awitin).
4. Paglalahat
Ano-ano ang mga katawagan para sa mabibilis at mababagal
na tempo?
Ang tempong largo ay mabagal na matatag samantalang

ang presto ay mabilis na nagmamadali. Ang allegro ay mabilis
habang ang moderato ay may katamtamang bilis. Ang andante
ay mabagal at ang vivace ay mas mabilis sa allegro
samantalang ang ritardando ay papabagal at ang accelerando
ay papabilis.
5. Paglalapat
Pagpapakita at pagpapakinig ng awitin gamit ang mga uri ng
tempo. Sa pamamagitan ng audio visual presentation.
 Moderato, Ritardando, Accelerando
Awitin nang wasto at pagsanayang awitin na sinusunod lahat ang
panandang pantempo.
IV. Pagtataya
Isa-isang pagpapakita ng pagganap (song performance) at pagtukoy
ng kinabibilangang tempo.
 Moderato, Ritardando, Accelerando
V. Takdang-aralin:
Sa awiting “PANDANGGUHAN” suriin ang mga uri ng tempo sa bawat
stanza.
Inihanda ni:

Nagpapakitang-turo
Iniwasto ni:
ARLENE T. FALCON
Cooperating Teacher
DEMO TEACHING
Photo Credits to: Minerva G. Perez
I presented examples of the different kinds of Tempo. The students enjoyed

singing together.
Instructional Materials used during my actual teaching last February 14,

2018. I make that my handwriting is clear, vivid and readable.
Tagum City
Grade V- Jade
Pebrero 15, 2018
I. Layunin:
a. natutukoy at nasusuri ang ibat-ibang paraan sa paggawa ng
mobile;
b. nakagagawa ng mobiles na may ibat-ibang kulay at hugis na
nagpapakita ng pagkamalikhain; at
c. napahahalagahan ang sariling gawa at gawa ng iba sa
pamamagitan ng pagtatanghal o eksibisyon ng mga obra,
paggamit o pagbenta nito.
II. Nilalaman
Paksang-aralin: Mga Paraan sa Paggawa ng 3-D Crafts (Mobile)
Kagamitan: Hanger o sabitan ng damit, yarn o taling
panggantsilyo, papel, gunting, pandikit, mga patapong
bagay tulad ng straw at tansan
Konsepto: Ang mobile ay isang gawang sining na nagmula sa
bansang Tsina na ginawa mula sa palamuting bubog na may
pinta na nakasabit sa pinto o bintana na tumurunog kapag
nahahanginan.
. Ang mga Tsino ang nagpasimula ng paggamit ng
mobiles bilang dekorasyon. Gumagamit sila ng salamin
bilang disenyo ng mobile. Ito ay upang makalikha ng
nakakaaliw na tunog kapag nahihipan ng hangin. Sa
paglipas ng panahon, umunlad at nadagdagan ang
katangian ng mobiles. Ginagamit na rin ito upang mabigay-
kaalaman.
III. Pamamaraan
1. Pag-aatendans
3. Balik-aral
1. Pagganyak
Magpakita ng larawan ng mobile na may ibat ibang disenyo.
Itanong:
1. Anu-ano ang mga materyales o kagamitan na ginamit sa
mga mobile na nasa larawan?
2. Paano natin epektibong makagagawa ng mobile gamit
ang ibat-ibang technique?
3. Paano natin mapakikinabangan at mapagkikitaan ang
likhang sining na mobile?
4. Paano nagiging kaakit-akit ang isang likhang-sining tulad
ng mobile?
5. Anong katangian ang maaari natin idagdag upang maging
mas maganda ang ating likha?
2. Paglalahad
Ang simpleng mobile ay maaaring magawa sa pamamagitan
ng mga disenyo na nakatali sa isang tali o lubid. Ang susunod
na madaling gawing mobile ay gawa mula sa dalawang
nakasabit na bagay sa isang patpat o piraso ng alambre na
nakasabit sa isang tali na kung saan ay malayang nkagagalaw
nang may balance.
Ang mobile ay nagsisilbing adorno sa ating mga pinto at
bintana. Kahali-halina itong tingnan dahil sa makukulay nitong
dekorasyon. Idagdag pa dito ang nakakaaliw na tunog na
nalilikha nito sa tuwing mahihipan ng hangin.
Ang isang mobile ay pahirap ng pahirap kung dadagdagan
ang mga bagay na nakasabit na maaaring gumalaw ng malaya
na may balance.
3. Paglalapat
(Gawaing Pansining)
1. Suriin ang larawan ng gagawing lantaga o mobile structure
kung saan isasabit ang mga palamuti. Maaaring magsimula
sa isang simpleng hanger o pinagsamang mga hanger.
2. Gumamit ng alambre, makapal na tali o lubid upang isabit

ang mga palamuti.
3. Gamit ang matibay na pandikit, kunin ang balance ng mga
disenyo o nais na palamuti ng mobile at idikit ito sa
pamamagitan ng pandikit o matibay na glue. Halimbawa ay
isang greeting card mobile.
Gumamit ng makukulay na palamuti upang maging kaaya
aya ang gagawing mobile. Ilagay ang iyong obra sa isang bahagi
ng silid-aralin para sa eksibit
IV. Pagtataya
Suriin ang pansining na gawain ng mga bata gamit ang rubric.
Nakasunod sa
Nakasunod sa
pamantayan subalit Hindi nakasunod
pamantayan nang
PAMANTAYAN may ilang sa pamantayan
higit sa inaasahan
pagkukulang (1)
(3)
(2)
1. Nakagawa ng
ang orihinal na obra
2. Naipakita ang
pagigig malikhain
sa pamamagitan ng
pagsasama-sama
ng kulay at hugis
3. Nasunod nang
tama ang
pamamaraan sa
paggawa.
4. Nakagawa ng
malinis at masinop
5. Naipakita ang
kahusayan sa
paggawa.
V. Takdang-aralin:
Tukuyin ang mga paraan sa paggawa ng mobile sa pamamagitan ng
pagguhit ng sa linya. Sa tapat ng bilang.
_______ 1. Ang mobile ay maaring gamitan ng mabibigat na palamuti

na maaaring isabit sa pamamagitan ng tali.
_______ 2. Ang simpleng mobile ay gawa sa isa o dalawa bagay o
disenyo na nakasabit sa pamamagitan ng tali o lubid.
________ 3. Isang teknik sa paggawa ng mobile ay ang paggamit ng
higit p sa dalawang disenyong bagay na palamuti na isasabit sa
pamamagitan ng tali na gumagalaw ng malaya na may balance.
________ 4. Kinakailangan na ang paggawa ng mobile ay may
balanse upang gumalaw ang mga disenyong palamuti ng malaya.
________ 5. Sa paggawa ng mobile kinakailangan ang tamang
espasyo ng mga palamuting disenyo upang magkaroon ng balance.
Inihanda ni:

Nagpapakitang-turo
Iniwasto ni:
ARLENE T. FALCON
Cooperating Teacher
DEMO TEACHING
On the Fifth Demo Teaching, I give another task to make Mobile a 3-D
craft and I assisted the students on their work.
Photo Credits to:
Dan Michael D. Pabilona
Instructional Materials used

during my actual teaching
last February 15, 2018. the Im’s
enhances my teaching
strategy.
Tagum City
Grade V- Jade
Pebrero 20, 2018
I. Layunin:
a. Naipapaliwanag ang iba't ibang pamamaraan sa pagbibigay ng
paunang lunas (first aid);
b. Naipapakita ang tamang paraan ng pagbibigay ng first aid para
sa mga karaniwang aksidente at pinsala; at
c. Naibabahagi ang kaalaman sa pagbibigay ng pangunang lunas
sa miyembro ng pamilya at sa komunidad.
II. Nilalaman
Paksang-aralin: Maging Laging Handa sa mga Karaniwang
Pinsala
Sanggunian: Science and Health for a better Life 5, pp. 32-34
Kagamitan: Mga larawan, tsart, meta cards
Konsepto: Ang paunang lunas (first aid) ay ang pagbibigay ng
pangunahing magagawang tulong, kalinga, at pangangalaga
sa mga taong napinsala ng sakuna o karamdaman.
Ayon kay Dr. Li-Ann Orencia, isang physician, "Ang
kaalaman sa first aid ay napakahalaga dahil nagbibigay ito
ng pag-iingat sa buhay sa panahon ng aktuwal na aksidente.
Hindi nga naman natin masasabi kung kailan darating ang
pangangailangan sa paunang lunas. Walang masama sa
pagiging handa.
Lahat tayo ay may pananagutan sa isa't isa. Ito ang
tungkulin natin ang maging handa sa pagliligtas sa kapwa
tao, mula sa pakikipaglaban sa buhay at kamatayan. Lagi nating
tandaan na kahit ang kaunting kaalaman sa paunang lunas
ay maaari tayong makapagsalba ng mga buhay ng tao sa
kabila ng isang mabigat na sitwasyon.
III. Pamamaraan
1. Pag-aatendans
3. Balik-aral
1. Pagganyak
Ipasuri ang mga larawan at pag-usapan.

Itanong:
1. Batay sa mga larawan, anu-anong sitwasyon ang inyong nakita?
2. Anu-ano ang mga maaaring mangyari sa mga taong ito kung
walang tutulong sa kanila?
3. Kung ikaw ay nasa paligid ng pinangyarihan ng mga sitwasyon

sa larawan, ano ang iyong gagawin upang makatulong sa mga
taong ito?
2. Paglalahad
Ano ang gagawin mo kung…
1. Nalapnosan ng kumukulong tubig ang iyong kapatid.
2. Nakainom ng lason ang iyong kaklase.

3. Pagtalakay
Karaniwang Pinsala at Pangunang Lunas

Kondisyon
1. PASO Nangangailangan ng agarang pansin ang isang
pasyenteng napaso kung ito ay malubha at
magdudulot sa pasyente ng iritableng
pakiramdam at labis ng sakit.
a. Dagling ibabad ang napasong bahagi sa

malamig na tubig sa loob ng 10 minuto upang
maibsan ang sakit.
b. Kung malaking bahagi ng katawan ang napaso,

dalhin agad ang pasyente sa pinakamalapit na
pagamutan. Huwag gagawa ng anuman sa
pasyente.
c. Kung ang paso ay maliit lamang, ibabad ito sa

tubig na may asin sa loob ng 20 minuto
pagkaraan ng 24 oras. Haluan ng ½ tasang asin
ang isang palanggana ng mainit-init na tubig.
Ibabad ang napasong bahagi minsan isang araw
sa loob ng 3 araw hanggang matuyo ang paso.
d. Kumuha ng Sabila at sabunin at hugasan ito.

Dikdikin ito at katasin. Lagyan ng katas ng sabila
ang bahaging may pinsala pagkatapos na
maibabad sa mainit-init na tubig na may asin,
minsan isang araw.
e. Kung mayroong mga Iintos, huwag itong

tusukin. Panatilihin itong tuyo at malinis. Takpan
ang may pinsalang bahagi ng malinis na damit.
2. PAGKALASON SA Ang pagkalason sa pagkain ay nagmumula o

PAGKAIN sanhi sa mga kagamitang ginamit at sa uri ng
pagkaing kakainin. Narito ang ilang paraan upang
bigyan ng pangunang lunas ang taong nalason.
a. Tiyakin na nakainom ng maraming tubig upang

mapanatili ang iyong katawan na hydrated at
magpahinga.
b. Kumuha ng isang basong mainit-init na tubig,

magdagdag ng ilang patak ng lemon o kalamansi
at lagyan ng kaunting asukal at asin, ipainom ito
sa pasyente.
c. Kumain ng isang kutsarang pulot o honey na

may katas ng luya upang mapigilan ang lason.
d. Kung nagtagal pa ang pagsusuka at pagtatae
ng higit sa isang araw sumangguni na sa doktor.
3. Paglalapat
Iarte Mo!
Pangkatang Gawain. Ipakita sa pamamagitan ng dula-
dulaan ang mga sumusunod na sitwasyon.
PANGKAT 1
Araw ng Sabado, walang klase kung kaya’t masayang naglalaro ng

bato bola ang magkakapatid na sina Mark, Liza, at Alex sa kanilang
bakuran, habang ang kanilang mga magulang ay abala sa pagtatrabaho.
Lumipas pa ang mga oras di napansin ni Liza at Mark ang kanilang kapatid
na si Alex na may pinaglalaruan na palang apoy sa kanilang kusina kung
kaya’t napaso ito. Agad silang nagtutulungan para sa kanilang kapatid, ano
kayang pangunahing lunas ang ibibigay nila kay Alex?
PANGKAT 2
Oras ng pananghalian. Ang magkaklase na sina James, Tina at

Henry ay bumili ng ulam sa labas na tapat lamang ng kanilang paaralan.
Habang sila na ay kumakain, sa di inaasahang pangyayari naging masama
ang pakiramdam nila at sila na ay nagsuka. Nagkagulo ang iyong mga
kamag-aaral dahil wala pa ang inyong guro, Ano ang maaari ninyong
gawin upang malapatan ito ng agarang lunas?
Magtalaga ng tagapagsalita sa bawat pangkat patungkol sa
ginawang dula-dulaan.
IV. Pagtataya
Suriin ang larawan. Sa anong pinsala o kondisyon ginagamit ang
mga sumusunod na mga bagay.
Sagot:
Sagot:
V. Takdang-aralin:
Sagutin ang mga tanong. (Magpagabay sa magulang)
1. Anu-anong mga pangunang lunas ang ginagawa sa inyong tahanan
sa mga karaniwang sakuna at kondisyon na nangyayari sa loob ng
inyong tahanan?
2. Anong pangunahing lunas ang iyong naisagawa na?
Inihanda ni:

Nagpapakitang-turo
Iniwasto ni:
PROF. MARY JANE C. NINGAS

Practicum Supervisor
DEMO TEACHING
Photo Credits to: Maria Thesalonika Ona
These pictures are my actual demo teaching evaluated by my Practicum

Supervisor last February 20, 2018. The students were participative and
cooperative all that time.
These are the Instructional Materials that I used during my sixth demo
teaching. I made it colorful and suitable to the level of the learners.
Apokon Elementary School
Tagum City
Lesson Plan in Mathematics 2

Grade II- Aquino
February 27, 2018
I. Objectives
At the end of the lesson, the students should be able to:
a. identify the unit of mass (in gram or kilogram and their
abbreviations g or kg) in measuring a particular object;
b. use the appropriate of weight and their abbreviations g and kg to
measure a particular object; and
c. show accurateness at all times
II. Subject Matter

Topic: Unit of Mass
Materials: Weighing scale, Pictures objects of different sizes and
masses, Show Me boards
Reference: Mathematics Kagamitan ng Mag-aaral Sinigbuanong
Binisaya, pp. 357-359, TG, pp. 402-405
III. Procedure
A. Preliminary Activities
1. Prayer
2. Checking of Attendance
3. Drill
Using “Show-me-Boards”
Ask: What do we use in measuring objects?
(Weighing scale)
a. Show pairs (one is heavy and the other is light) of objects

tothe class.
b. Call a volunteer. Let him/her feel the weight of the two
objects using his/her hands.
Ask: Which is heavier? Lighter?
4. Motivation
Show to the class a real weighing scale available in the
community. Below are examples of weighing scales. Pictures of
the other weighing scales need to be shown by the teacher (for
the pupils’ familiarity).
Say: Class, this is a weighing scale. Then ask:
1. Have you seen something like this?
2. Where do you often see this instrument?
3. What are the things measured using a weighing scale?
4. When you buy rice, how is it measured? How aboutfish?
B. Activity
Using a weighing scale let the pupils weigh pairs of objects.

Below are examples.
1. A gram of rice and a kilogram of rice
2. A sachet of milk and a bag of milk (about a kilogram or

more)
3. Few grams and a kilogram (or more) of fruits
Give the learners enough time see the difference between 1

g and 1kg, 10 g and 1 kg, 100 g and 1 kg. Tell them that these
weights are masses of the objects.
C. Analysis
The teacher will ask the following questions:

1. What unit of mass is best to use if the object is light?
2. What unit of mass is best to use if the object is heavy?
3. What unit is best to use in getting the mass of a bag of rice?
6 pieces of mangoes? 1 piece of banana?
This time, teach the pupils how to read the weight of an
object. Focus first on 10 g (up to about 300) and 1 kg (up to
about 3). This is to establish only the idea that light masses are
to be measured in grams and heavy ones in kilograms.
D. Abstraction
Ask the pupils to measure the grocery items that are measured in
gram and in kilogram.
What unit is appropriate to the mass in each number?
Grocery Items Mass
1. Pack of Salt
2. Bottle of vinegar
3. Papaya Fruit
4. A bag of rice
5. Baby Powder
E. Application
1. The students will group into four.

2. The teacher will explain the instructions of the activity.
3. Put all the things that can be bought by kilograms or grams in
your basket.
4. The group who can fill their basket first will be the winner.
5. Record the weight of each item on a sheet of paper.
F. Generalization
In measuring mass:
 Use gram (g) in light objects
 Use kilogram (kg) in heavy objects
IV. Evaluation
Isulat sa papel ang insaktong gibug-aton sa mga prutas nga gitimbang.
1. (pakwan)
_______ka kilo o kg
_______kagramos o g
2. (kapayas)
_______ka kilo o kg
_______kagramos o g
3.
(mangga)
_______ka kilo o kg
_______kagramos o g
V. Assignment
Lingini ang insaktong gibug-aton sa gumonhap. Isulat ang tubag sa
kuwaderno.
Si Nena nag palit og mga utanon. 6 ka kilo nga pichay ug 2 ka kilo

nga kalabasa. Pila man ka kilo nga utanon ang iyang napalit?
10 ka kilo 8ka kilo 5ka kilo
Prepared by:

Pre-Service Teacher
Checked by:
ROSALIE E. TAKEDA
Cooperating Teacher
DEMO TEACHING
Photo Credits to: Jasper S. Escaño
On February 27, 2018, I’ve conducted a Demo teaching in Grade II- Aquino.
The students were enjoyed doing the activity which is to weight objects
using a weighing scale.
I presented different kinds of weighing scale in a presentable and colorful

Instructional Materials.
Tagum City
Banghay-aralin sa Filipino II
Grade II- Aquino
Pebrero 27, 2018
I. Layunin:
a. nakikilala at Nalalaman ang kahulugan ng mga di-kilalang salita;
b. nasasagot ang mga tanong tungkol sa tekstong narinig/binasa;
at
c. naipapakita ang pamamalasakit sa kapwa tao o kamag-aral.
II. Nilalaman
Paksang-aralin: Pagkilala sa mga Di Pamilyar na mga Salita
Sanggunian: Ang Bagong Batang Pinoy, pahina 437-440, TG pp.
160-162
Kagamitan: Larawan ng nagmamalasakit sa kapwa, batang
magkaiba ang relihiyon
Konsepto: Upang maunawaang mabuti at makatugon nang wasto
sa isang teksto, kailangan sundin ang sumusunod:
1. Unawaing mabuti and binabasa.
2. Makinig nang mabuti sa nagbabasa ng teksto.
3. Alamin ang kahulugan ng mga mahihirap na salita.
4. Magtanong sa guro o sa kamag-aral o sa nakatatanda
kung may hindi naiintindihan o nauunawaan.
5. Maaari ding tingnan sa diksiyunaryo ang kahulugan ng
mga salitang mahirap unawain.
III. Pamamaraan
5. Pag-aatendans
7. Balik-aral
5. Pagganyak
Magpapakita ng larawan ng pagmamalasakit sa kapwa
(larawan na kaugnay sa tulang babasahin) at magkakaroon dito
ng maikling talakayan at bahaginan ng kanilang karanasan
kaugnay sa larawan.
Itanong:
1. Nakaranas ka na bang tumulong sa kapwa?
2. Ano ang naidulot nito sa iyo?
3. May mabuting maibubunga ba ang paggawa ng
mabuti? Sino kaya sa tula ang gumawa ng mabuti sa
kaniyang kapwa?
6. Paglalahad
Pagbasa ng guro sa tula nang may wastong bigkas,
intonasyon, at
ekspresyon ayon sa ipinahihiwatig ng mga salita habang
nakikinig ang
mga bata (Ang guro ay may mga tanong pagkatapos ng bawat
linya ng tula).
• Pagbasa ng mga mag-aaral nang sabay-sabay sa tula.
Basahin natin ang tula…………...
Ako Ay para sa Iyo
Ako ay batang matalino.

Nag-iisip at gumagawa ng bagay na matino.
Para sa kapwa, para sa iyo,
O! Mahal na kamag-aral ko.
Tanggapin mo ang lapis na ito.

Tulong ko’y maaasahan mo.
Kahit ika’y Muslim, O! Mamerto.
Dapat tandaan, ilagay sa puso
Pag-ibig sa kapwa ay pagmamahal
Sa Dakilang Lumikha at relihiyong totoo.
Ito ang dapat matutuhan ng batang bibo.
Pagsagot sa mga gabay na tanong.

1. Ano ang katangian ng batng nagsasalita sa tulang
binasa?
2. Paano niya ipinakita ang pagmamahal at pagmamalasakit
sa kaibigan?
3. Tama ba ang kaniyang ginawa?
C. Pagtalakay
Bibigyan ng guro ng pagkakataon ang mga mag-aaral na
magtanong at hanapin sa tula ang mga salitang bago sa kanila,
hindi nila alam ang kahulugan, at hindi nila nauunawaan. Sa tulong
ng guro ay kailangang maunawaan ng mga bata ang mga hindi
kilalang salita.
a. Ano-ano ang salitang hindi mo nauunawaan sa binasang teksto?
b. Ano ang kahulugan ng bawat isa?
c. Paano mo nalaman ang kahulugan?
Haimbawa:
bibo- aktibo, matalino bathala- Panginoon, Diyos
D. Paglalapat
(Pangkatang Gawain)
Hatiin sa Dalawang Pangkat ang klase
 Pumili ng ilang mga salita sa binasang teksto.
 Ipalaro ang “Pinoy Henyo” gamit ang mga napiling salita
upang
makapagtanong ang mga bata tungkol sa salitang ito at
masabi sa huli ang kahulugan nito.
PANGKAT 1 PANGKAT 2
Matalino Pag-ibig
Kamag-aral Muslim
Lapis Puso
E. Pangwakas na Gawain
Magtala ng mga bagay na natutuhan sa tula.
IV. Pagtataya
Panuto: Gamitin sa sariling pangungusap ang sumusunod na salita
mula sa tula.
1. bibo
2. matalino
3. bathala
4. matino
5. relihiyon
V. Takdang-aralin:
Ano-ano ang mga dapat gawin upang masagot ang mga tanong sa
binasa o
napakinggan?
Isangguni sa aklat ng Filipino sa pahina 440.
Inihanda ni:

Nagpapakitang-turo
Iniwasto ni:
ROSALIE E. TAKEDA
Cooperating Teacher
DEMO TEACHING
On the eight Demo Teaching, I’ve conducted an activity “Pinoy Henyo”

where the students were excited and enjoyed of having fun playing the
game.
This Instructional Materials served as springboard in connection to the lesson.

I make sure that my handwriting is clear, vivid and readable.
Tagum City
Banghay-aralin sa Filipino II
Grade II- Aquino
Marso 08, 2018
I. Layunin:
a. naipapaliwanag ang wastong paggamit ng pang-ukol na para
sa/para kay/kina;
b. nagagamit nang wasto ang pang-ukol na para sa/para kay/kina;
at
c. naibabahagi ang kaalaman sa pangangalaga ng kapaligiran sa
lipunan
II. Nilalaman
Paksang-aralin: Paggamit ng Pang-ukol na para sa/para kay/kina
Sanggunian: Ang Bagong Batang Pinoy, pahina 443-446, TG pp.
163
Kagamitan: Larawan ng pamilyang nagpapasalamat dahil sa
kanilang magandang kapaligiran
Konsepto: Ang para sa ay ginagamit kapag tumutukoy sa isang
kilos o bagay ng hindi tiyak na pangngalan.
Ang para kay ay ginagamit sa isang tiyak na ngalan ng
tao.
Ang para kina ay ginagamit sa dalawa o higit pang
ngalan ng tao.
III. Pamamaraan
1. Pag-aatendans
3. Balik-aral
1. Pagganyak
Magpapakita ang guro ng larawan ng isang pamilya na
maligaya dahil sa kanilang magandang kapaligiran.
Itanong:
1. Ano sa tingin ninyo ang kanilang ginagawa?
2. Para kanino kaya ang kanilang ginagawa?
2. P
a
g
l
alahad
Pagmasdan ang kapaligiran.
1. Ano-ano ang napansin ninyo sa paligid?
2. Ano ang pakiramdam mo kung malinis/marumi ang iyong
paligid?
Basahin ang “Eco-savers para sa Kalikasan”.
Ecosavers para sa Kalikasan
Ang Ecosavers ay isang programang inilunsad ng

kagawaran ng Edukasyon para sa kapaligiran. Ginawa ito upang
turuan ang mga bata na magmalasakit sa kalikasan para sa
ikagaganda ng paligid, at para sa kaligtasan ng mga mamamayan.
Bahagi ng programang ito ang paglimita sa paggamit ng

plastic, pagre-recycle ng mga bagay-bagay, at pagtatanim ng mga
halaman at puno sa paligid at paaralan.
Ilan lamang ito sa mga ginagawa sa programang Ecosavers

para sa pagpapabuti ng ating kalikasan upang mabuhay tayo nang
masigla at matiwasay.
Para sa kagawaran, isa itong dakilang Gawain. Para sa mga

bata, isa itong nakatutuwang Gawain. Para sa mga magulang, isa
itong paraan upang magturo sa pamamagitan ng halimbawa. Para
sa mga Pilipino, ito ay isang pagkakawanggawa para sa kalikasan.
Pagsagot sa mga gabay na tanong.

1. Bakit inilunsad ang Ecosavers?
2. Ano-ano ang Gawain sa ilalim ng programang ito?
3. Ano ang layunin ng progrmang ito?
4. Paano ka makatutugon sa Ecosavers?
5. Ano ang bunga nito sa iba’t ibang sector ng lipunan?
C. Pagtalakay
Gamitin ang akda bilang lunsaran sa pagtalakay ng pang-ukol na
para sa. Lalagyan ng guro ng salungguhit ang para sa.
1. Ano ang napansin ninyo sa pariralang may salungguhit?
2. Paano at kailan ito ginagamit?
Ang para sa ay ginagamit kapag ipinatutungkol o iniuukol ang isang kilos o

bagay sa mga hindi tiyak na pangngalan.
Halimbawa:
1. Ang regalo na ito ay para sa kaibigan ko.
2. Nag-aaral kami ng mabuti para sa aming magandang kinabukasan.
D. Paglalapat
(Isahang Gawain)
 Pagpapahalaga
Itanong:
o Bakit kailangang sagipin ang mundo sa ginagawang
mali ng tao?”
 Bumuo ng sanaysay base sa binasang akda gamit ang
ibinigay na tanong.
E. Pangwakas na Gawain
Isalaysay ang sagot sa harap ng iyong mga kaklase.
IV. Pagtataya
Panuto: Tukuyin ang angkop na pang-ukol sa pangungusap. Bilugan
ang sagot sa loob ng panaklong.
1. Bumili ako ng bulaklak (para kay, para sa) mga yumao naming
kamag- anak.
2. Nagdala si Itay ng isang kilong manga (para sa, para kay) buong
pamilya.
3. (Para sa, Para kay) sambayanan ang ginagawa naming kabutihan.
4. Ang mga aklat na ito ay (para kay, para sa) mahihirap.
V. Takdang-aralin:
Bumuo ng limang pangungusap na ginamitan ng pang-ukol na para
sa. Isulat sa kwaderno.
Inihanda ni:

Nagpapakitang-turo
Iniwasto ni:
ROSALIE E. TAKEDA
Cooperating Teacher
DEMO TEACHING
Photo Credits to: Ma’am Rosalie E. Takeda
These photographs shows my actual Demo Teaching evaluated by my

Cooperating Teacher last March 08, 2018. The students loves reading that
values their life.
These are the Instructional Materials that I used during my Ninth Demo
Teaching, a springboard in connection to the lesson.
Tagum City
Lesson Plan in English 2

Grade II- Aquino
March 09, 2018
I. Objectives
a. recognize exclamatory sentences;
b. use the exclamation point correctly; and
c. express appropriate feelings on a given situation
II. Subject Matter

Topic: Exclamatory Sentences
Materials: Pictures of smiley, charts, pictures
Reference: English LM, pp. 441-444, English TG, pp. 55-58
III. Procedure
1. Prayer
3. Drill
Daily Language Activity
Let us read the sight words. Read after me.
fry could
Let us read the word FRY. Repeat.

Let us read the word COULD. Repeat.
Now, I will use these words in a sentence:

I wish I could fry chicken as well as my brother.
What do we mean by the word FRY?

What do we mean by the word COULD?
Can you come up with your own sentence?
Now let us spell the word FRY on air. Now, spell it using your
own whiteboards.
Now let us spell the word COULD on air. Now, spell it using
your own whiteboards.
4. Motivation
The teacher will let the students to draw a smiley face.
The teacher will ask for each face or their mood of the day.
B. Activity
Match the situation I am going to say with the most possible words
of the characters in the story “Boatman to the Rescue”.
Teacher’s Part: Choices
1. When it rained hard, what do you think “Oh, no! I have to go

would Fred have said? A. up to the roof.”
2. When Bobby saw the flood, what do

you think would he have said? “Yehey! It’s raining!”
B.
3. When Fred’s mother saw that the water
was rising inside the house,
“Fred! Oh, thank God,
what do you think would she have said? C.
you’re safe.”
4. When Mother saw Fred and Bobby
on a boat, what do you think would “The water is rising
Mother have said? D. now!”
C. Analysis
Say: Let us study each exclamatory sentence.
1. “Yehey! It’s raining.”

2. “The water is rising now!”
3. “Oh no! I have to go up to the roof.”
4. “Fred! Oh, thank God, you’re safe.”
Ask the following questions:

1. What feeling did Fred show when it rained hard?
2. What feeling did Bobby show when he saw that the water on the
streets was rising?
3. What feeling did Mother show when the water in their house was
rising?
4. What feeling did Fred’s mother show when she saw Fred was
safe?
5. Are these feelings strong or weak?
6. What punctuation mark ends each exclamatory sentence?
Everybody,
write an exclamation point in the air.
D. Abstraction
Suggested graphic organizer:
EXCLAMATORY SENTENCES FEELINGS
When it rained hard, what do you think

would Fred have said?
“Yehey! It’s raining!”
When Bobby saw the flood, what do

you think would he have said?
“The water is rising

now!”
When Fred’s mother saw that the water

was rising inside the house,
what do you think would she have said?
“Oh, no! I have to go

up to the roof.”
When Mother saw Fred and Bobby

on a boat, what do you think would
Mother have said?
“Fred! Oh, thank God,

you’re safe.”
E. Application
(Group Activity)
1. The students will group into 3.

Say: Read the sentence inside the thought bubble. Say it in
different ways.
Choose a smiley face and wear it. Then, say the sentence
according to the smiley face. Check if your group mate uses the
exclamatory sentence correctly.
Ouch! My
tooth is aching.
F. Generalization
An exclamatory sentence expresses a strong feeling.

It is used when one feels happy, angry, surprised, or afraid.
It starts with a capital letter and ends with an exclamation point (!).
IV. Evaluation
Instructions:
I. Put an exclamation point (!) at the end of each exclamatory
sentence.
1. We won ___ 4. What a big dog ___

2. Hurray ___ 5. Oh, thank you ___
3. Fire __ Fire __ Fire __
II. Write an exclamatory sentence about each picture.
1.
_________________________
2.
_________________________
V. Assignment
Ask the pupils how they feel when they hear a thunderclap.
1. What do they say when they hear a thunderclap?
Prepared by:

Pre-Service Teacher
Checked by:
ROSALIE E. TAKEDA
Cooperating Teacher
DEMO TEACHING
On the Tenth Demo Teaching, the students were cooperative in the activity
where they will act an emotions given.
I presented colorful Instructional Materials that suited to the level of needs

and interest of the learners. I used big cut out pictures of emotions.
Tagum City

Grade II- Aquino
March 12, 2018
I. Objectives
a. solve simple problems involving addition of mass;
b. use the appropriate of weight in measuring units in g or kg; and
c. show industry and patience at all times
II. Subject Matter

Topic: Solving Simple Word Problems Involving Mass
Materials: Different products with mass labels, strip rolled paper,
pictures
Binisaya, pp. 366-368, TG pp. 412-415
III. Procedure
1. Prayer
3. Drill
- Show real objects or pictures, grocery items.
- Let the pupils raise open hand if the object shown
weighted by gram and raise close hand if it is weighted
by kilogram.
Objects:
Tomatoes Root crop
Rice Charcoal
Palm Oil Detergent Powder

4. Motivation
Show a picture of man vendor selling fish.
Ask the following:

a. What is the vendor selling?
b. How are fishes sold, in grams or in kilograms?
c. What do you think the boy is doing?
B. Activity
Present this problem.
Aling Nora sold 3 kg of bananas, 2 kg of oranges and 2 and ½

kg of mangoes for her son’s allowance. How many kilograms of fruits
in all did she sell?
Processing:
1. What did Aling Nora sell?
2. Why did Aling Nora sell fruits?
3. What do you think their family source of income?
C. Analysis
The teacher will draw/illustrate the word problem to know the
answer of the question.
3 kg 2 kg 2½ kg
3 kg
1. What is asked in the problem?
(How many kilograms of fruits in all did she sell?)
2. Rewrite the question into an answer statement.
(Aling Nora sold ____ in all)
3. What operation is used in our problem?
(Addition)
4. What process/equation will you use to solve the problem?
(3 + 2 + 2 + ½ = 7 ½ kg or the vertical way of adding)
5. What is the answer to the problem?
(Aling Nora sold 7 ½ kg in all)
D. Abstraction
Another example:
Lucio bought 250 g of eggplant and 300 g of ampalaya. What

is the total mass of vegetables did Lucio buy?
1. What is asked?
2. What are given?
3. What operation to be used?
4. What is the number sentence?
5. Write is the complete answer.
E. Application
(Group Activity)
Divide the class into groups of five.
Each group will get a strip rolled paper.
Each group will go in front to report and give the answer.
Problem:
I. Adunay 500 ka gramo nga karneng manok. Aduna usab 200 ka
gramo nga karneng baboy. Pila ka gramo tanan ang karne?
a. Unsay gipangutana?
II. Adunay 500 ka gramo nga karneng manok. Aduna usab 200 ka
b. Unsay gihatag nga mga numero?

III. Adunay 500 ka gramo nga karneng manok. Aduna usab 200 ka
c. Unsay panultol ug paagi nga gamiton?

IV. Adunay 500 ka gramo nga karneng manok. Aduna usab 200 ka
d. Unsa ang hustong numerong pahayag?

V. Adunay 500 ka gramo nga karneng manok. Aduna usab 200 ka
e. Unsa ang hustong tubag?
F. Generalization
To solve problems involving mass:
1. Underline the question,

2. Rewrite the question into answer statement,
3. May restate the problem focusing on the important details for
finding the answer,
4. Decide what process/equation shall be used in finding the
answer, and
5. Solve the problem.
IV. Evaluation
Sulbara ang mga gumonhap sa paagi nga natun-an.
1. Adunay 2 ka sudlanan sa mantika. Kada sudlanan motimbang og

200 ka gramo, Pila ka gramo ang mantika tanan?
c. Unsay panutol ug paagi nga gamiton?
2. Ang usa ka bukag nga manga nagtimbang og 3 ka kilo ug ang usa

ka bukag sa bayabas nagtimbang og 4 ka kilo. Pila ka kilo ang mga
prutas tanan?
c. Unsay panutol ug paagi nga gamiton?
V. Assignment
Basaha og sulabra ang mga gumonhap subay sa paagi nga

nahibalaan.
1. Si tony nagtabang sa iyang tatay sa pagbaligya og isda sa

merkado. Nahalinan sila og 6 ka kilo sa buntag ug 4 ka kilo sa
hapon. Pila tanan ka kilo sa isda ang nahalin?
Prepared by:

Pre-Service Teacher
Checked by:
ROSALIE E. TAKEDA
Cooperating Teacher
DEMO TEACHING
This picture shows my Eleventh Demo Teaching where I did a game

discussion in solving a word problems involving Mass. The students were very
competitive of the activity game.
This Instructional Materials served as presentation of the word problems

which enough to enhance teaching-learning activities.
Tagum City

Grade II- Aquino
March 02, 2018
I. Objectives
a. compare mass in grams or kilograms;
d. use the appropriate of weight in measuring units in g or kg; and
e. show accurateness and hospitality at all times
II. Subject Matter

Topic: Measuring Mass
Materials: Weighing scale with gram and kilogram scales, Objects of
different sizes and masses (like: pack of powdered milk,
pack of sugar, fruits and others), Show me Board
Binisaya, pp. 357-359, TG pp. 405-407
III. Procedure
1. Prayer
3. Drill
a. Show pairs (one is heavy and the other is light) of objects to
the class.
b. Call a volunteer. Let him/her feel the weight of the two
objects using his/her hands.
c. Ask: Which is heavier? Lighter?
4. Motivation
S
h
o
w
to the class real

bananas or any set of fruits, vegetables or root crops available
in the community.
Ask:
1. Do you eat fruits? Vegetables or root crops?
2. Are these foods good to your health?
B. Activity
Present the activity below and explain how to measure the mass of
an object.
a. Divide the class into 3 groups.
b. Provide each group with a weighing scale.
c. Each group will weight 50 kalamansi or any fruit assigned to
them.
d. Each group will record the mass of the objects they weight.
e. Record the results on the grid.
Object Mass
1. 50 kalamansi
2. 35 kalamansi
3. 25 kalamansi
4. 10 kalamansi
C. Analysis
The teacher will ask students the following questions:

1. What is the mass of 50 kalamansi? 35 kalamansi? 25
kalamansi? 10 kalamansi?
2. Which one is heavier, 35 kalamansi or 50 kalamansi? 25
kalamansi or 10 kalamansi?
3. They have the same mass?
4. What happens to the mass as the number of kalamansi
increases?
D. Abstraction
Using Show Me boards, let the pupils tell which one is

greater/heavier in each of the following pairs of masses. Can use
words (greater or less) and symbols (<, >) in comparing the
masses.
1. 10 g _ 15 g
2. 50 kg _ 20 kg
3. 26 g _ 30 g
4. 25 kg _ 24 kg
5. 75 g _ 57 g
E. Application
6. The students will group into four.

8. Put all the things that can be bought by kilograms or grams in
your basket.
9. The group who can fill their basket first will be the winner.
10. Record the weight of each item on a sheet of paper.
F. Generalization
Greater mass is heavier and smaller mass is

lighter.
IV. Evaluation
Isulat ang insaktong bus-ok sa badlis nga gitagana ug itandi ug isulat

ang simbolo >, <, =. Isulat sa papel ang tubag.
1.
______ ka kilo o kg ______ ka gramos o g
2.
______ ka kilo o kg ______ ka kilo o kg
3.
______ ka gramos o g ______ ka gramos o g

V. Assignment
Pili-a ang insaktong tubag sumala sa simbolo nga anaa sa ubos. Isulat
ang tubag sa kuwaderno.
1. 4 ka kilo > _____ (2kg, 10kg, 8kg)

2. 50 ka kilo > _____ (30kg, 80kg, 60kg)
3. 1000 ka gramo = _____ (1000g, 500g, 3kg)
4. 10 ka kilo < _____ (20kg, 100g, 300g)
5. 600 ka gramo < _____ (400g, 500g, 1000g)
Prepared by:

Pre-Service Teacher
Checked by:

DEMO TEACHING
Photo Credits to: Lorie Mae M. Raña
These pictures are my actual demo teaching evaluated by my Practicum

Supervisor last March 2, 2018. I presented real vegetables as an example in
measuring mass they were enjoyed as I assisted them on their activity.
These are the Instructional Materials that I used during my Demo teaching. I
bought vegetables and grocery items served as an example of objects in
measuring mass.
ASSESSMENT
TOOLS
PREPARED
Talaan ng Nilalaman sa MAPEH V (IKATLONG MARKAHAN)
Bahagdan Bilang ng Kinalalagyan

Layunin % item ng item
1. Natutukoy ang disenyo o 10 5 1-5

istruktura ng isang payak na
anyong musikal.
- Unitary
- Strophic
2. Nailalarawan ang iba’t-ibang 10 5 6-10

uri ng timbre ayon sa tinig.
3. Nakikilala ang mga 10 5 11-15

instrumentong bumubuo sa
pangkat ng rondalla, banda,
pangkat kawayan at
instrumentong etniko sa
pamamagitan ng pakikinig at
pagtingin.
4. Natatalakay ang yaman ng 4 2 16-17

Pilipinas sa pamapagitan ng mga
alamat tulad ng Maria
Makiling,Bernardo Carpio,
Diwata.
5. Nasisiyasat ang bagong 6 3 18-20

pamamaraan sa paglilimbag
gamit ang iba’tibang bagay na
halimbawa linoleum, softwood,
rubber (soles of shoes) upang
maiukit ang mga linya at kayarian
sa paglilimbag.
6. Nailalarawan ang mga 2 1 21

katangian ng paglilimbag sa
ginawang likhang sining.
7. Nakasusunod sa proseso o 8 4 22-25

pamamaraan ng bawat hakbang
sa likhang sining sa paglilimbag.
8. Naiisa-isasaFilipino Pyramid 8 4 26-29

Activity Guide
angmgasangkapng Physical
Fitness na nalilinang/na
papaunlad ng mga gawaing
pisikal.
9. Nasusubok ang kaangkupang 6 3 30-32

pisikal sa pamamagitan ng
pagsasagawa ng mga gawaing
nagpapaunlad sa kahutukan
(flexibility) ng katawan.
10. Nakalilikha ng mga 6 3 33-35

kombinasyon ng kilos na
ginagamitan ng dalawa o higit
pang kilos.
11. Nauunawaan ang mga 10 5 36-40

pagbabagong pisikal at
emosyonal sa panahon ng
Puberty.
12. Natutukoy ang mga 10 5 41-45

produktong may caffeine.
13. Naipapaliwanag kung saan 10 5 46-50

nagmula at kung ano ang
caffeine, nikotina at alkohol.
100% 50
THIRD PERIODICAL TEST
MAPEH V
Name: ______________________________________Score: ______________

Grade and Section: ___________________________Date: ______________
MUSIC
A. Pag-aralan ang iskor ng awit na nasa ibaba at sagutan ang mga

sumusunod na tanong.
1. Anong awit ang nasa anyong unitary?

2. Anong awit ang nasa anyong strophic?
3. Ilang verse mayroon ang awitna Amazing Grace”?
4. Ilang phrase o linya mayroon ang awit na “The Farmer in the Dell”?
5. Ilang phrase o linya mayroon ang awit na “Amazing Grace”?
B. Isulat kung ang mga sumusunod na pangungusap ay ALTO, SOPRANO,

BASS at TENOR
6. Si Mrs. Peregrina C. Marquez ay naghahanap ng timbre ng lalaki na may

katangiang magaan, manipis at mataas. Anong uri ng timbre ang hinahanap
niya? ___________
7. Si Regine Velasquez ay tinaguriang ASIA’s Song Bird dahil sa husay nitong

umawit. Ano ang kanyang Timbre? _________
8. Si Jed Madela ang isa sa napakaraming Pilipinong mang-aawit na nanalo sa

mga International competition. Katangi-tangi ang kanyang talent naipinakita sa
mga paligsahan. Ano kayang uri ng timbre mayroon ang mang-aawit na ito?
___________
9. Marami ang humahanga sa kilalang young actor na si Daniel Padilla. Hindi

lamang sa larangan ng pag-arte mahusay ang binata gayun din salarangan ng
musika. Ano ang timbre ng kanyang boses?
10. Si Jaya ay tinaguriag Soul Diva dahil sa kakaibang timbre ng kanyang boses.
Ano kaya ito? _________
C. Tukuyin kung ang mga sumusunod ay instrumentong Rondalla, Banda,
Pangkat Kawayan o instrumentong Etniko.
11. gong
12. bandurya
13. trumpeta
14. palendag
15. pasiyak
ARTS
II. Basahing mabuti ang mga sumusunod na tanong at piliin ang wastong
titik sa bawat bilang.
16. Ang _________ ay kwento tungkol sa pinanggalingan ng isang bagay.
A. Kwentong bayan C. alamat

B. kasabihan D. kwentong pambata
17. Paano mo pahahalagahan ang mga disenyo ng mga Pilipino?
A. ipagmalaki B. walang pakialam C. tumahimik lang D. sirain
18. Ang ____________ ay isa sa mga gawaing pansining na magagawa sa

pamamagitan ng pag-iwan ng bakas ng isang kinulayang bagay.
A. sketching B. paglilimbag C. painting D. drawing
19. Gumagawa kayo ng iyong mga kaklase ng isang likhang-sining ng bigla

mong natabig ng di sinasadya ang water color na ginagamit ninyo. Ano ang
gagawin mo?
A. Pababayaan B. isusumbong sa guro C. pupunasan D. magagalit
20. Siya ang tanyag na pintor na gumagamit ng paglilimbag sa kanyang mga

obra tulad ng Fruit Picker Harvesting. Siya ay si _____________?
A. Fernando C. Amorsolo C. Bernardo Carpio

B. Juan Luna D. Jose Botong Francisco
21. Isa sa magandang katangian ng mga Pilipino ay ang ________________ sa

kultura tulad ng mga nakagisnang sariling mito o alamat na nagmula pa sa ating
mga ninuno.
A. mapagmalaki B. mapagmahal C. matipid D. matiisin
22. Ang _______________ay isang halos magkakabit-kabit na kumpol ng mga

tradisyonal na kuwento o mito, mga kuwento na binubuo ng isang partikular
na tao, relihiyon o paniniwala.
A. alamat B. awiting bayan C. kwento D. mitolohiya
23. Ang mga sumusunod ay mga kilalang alamat sa Pilipinas maliban sa isa.
A. Si Malakas at Maganda C. Sleeping Beauty

B. Bernardo Carpio D. Bundok Makiling
24. Ang mga sumusunod ang mga gamit sa paglilimbag sa papel.
A. papel o karton, limbaga ng plato, disenyo

B. papel, pinta, hulmahan, lapis
C.lapis, papel, rubber, kahoy, pinta, gunting, hulmahan
D. linoleum, rubber (sole of shoes) kahoy nainukit
25. Ano ang gagawin mo pagkatapos mong gamitin ang iyong mga arts materials
pagkatapos ng inyong klase?
A. magliligpit at itatago ang mga gamit

B. Hayaan lang sa sahig
C. Tawagin ang kaklase at ipaligpit ang mga gamit
D. Itapon sa basurahan lahat ng gamit
PHYSICAL EDUCATION
26. Ang _________ ay kakayahang makagawa ng pangmatagalang gawain na

gumagamit ng malakihang mga galaw sa katamtaman hanggang mataas na
antas ng paggawa.
A. body composition
B. flexibility
C. muscular endurance
D. cardiovascular endurance
27. Ang ________ ay kakayahan ng mga kalamnan (muscles) na matagalan ang

paulit-ulit at mahabang paggawa.
A. body composition
B. flexibility
C. muscular endurance
D. cardiovascular endurance
28. Ang _________ ay kakayahan ng kalamnan (muscles) na makapagpalabas

ng puwersa sa isang beses na buhos ng lakas.
A. cardiovascular endurance
B. muscle strength
C. flexibility
D. body composition
29. Ang _________ ay kakayahang makaabot ng isang bagay na ng malaya sa

pamamagitan ng pag-unat ng kalamnan at kasukasuan.
A. cardiovascular endurance
B. muscle strength
C. flexibility
D. body composition
30. Ang _________ ay ang kakayahan ng iba’t ibang bahagi ng katawan na

kumilos nang sabay-sabay na parang iisa na ng walang kalituhan.
A. body composition
B. flexibility
C. coordination
D. physical fitness
31. Ang mga sumusunod ang pag-papaunlad ng koordinasyon ng iyong katawan
maliban sa isa.
A. Paglakad papunta at pabalik sa paaralan

B. Pag-ehersisyo na may tugtog
C. Paggawa ng jumping jacks
D. Paglalaro ng computer games
32. Ang pagpapaunlad ng koordinasyon ng katawan ay

_______________________.
A. Nakatutulong upang mapadali ang pagsasagawa at mapaganda ang isang

gawain.
B. Upang gumanda ang tindig ng ating katawan.
C. Nakakatulong sa paglalaro.
D. Wala sa nabanggit
33. ito ay isahang stunts na kung tawagin

ay ________.
A. tangle foot
B. bear dance
C. pretzel
D. the angel
34. Ang tawag naman saisahang stunts

na ito ay _____________.
A. the angel
B. bear dance
C. tangle foot
D. pretzel
35. Ito ay isinasagawa ng batang na sa itaas sa pamamagitan ng pagtayo ng

tuwid sa tuhod ng kapareha na ang mga kamay ay nakadipa.
A. pretzel
B. the angel
C. bear dance
D. tangle foot
HEALTH
A. Tukuyin kung ang mga sumusunod na pangungusap ay

PAGBABAGONG SOSYAL o PAGBABAGONG EMOSYONAL sa panahon ng
pagbibinata at pagdadalaga
36. Nahihilig sa pakikipagkaibigan. __________

37. Mapili sa damit naisusuot. __________
38. Pagiging maayos sasarili. __________
39. Pagtanggap ng responsibilidad. __________
40. Paghanga sa iba o pag idolo sa isang tao na kanilang nagiging inspirasyon
sapag-abot ng kanilang pangarap. __________
B. Pangkatin ang mga sumusunod na salita o pangungusap kung saang

grupo nabibilang ang mga ito.
CAFFEINE TOBACCO ALCOHOL
41. sigarilyo
42. coke
43. vodka
44. energy drink
45. chocolates
46. ito ay isang urigamot o kemikal naisinasama sa kape o tsaa upang manatiling
gising o masigla ang katawan.
47. ito ay isang parang tubig subalit may kakaibang amoy na hindi maipaliwanag.
48. isang uri ng nakakalasong substans o kemikal na inihahalo sa sigarilyo kung
kaya ang mga taong naninigarilyo ay nahihirapang itigil ang paggamit nito
oras na makatikim sila ito.
49. isang inumin na nakalalasing.
50. pinipigilan nito ang pagtulog ng isang tao.
Third Periodical Test
English II
Table of Specification
No. of Item
Understanding
No. of Days
% of Time
Knowledge
Placement
Objectives
Process
60%
30%
10%
Item
1. Noting Details 4 10% 3 3 1-3
2. Using Demonstrative
Pronoun This/These, 7 18% 5 5 4-8
That/Those
3. Identifying 4 10% 3 3 9-11

Consonant Blends
4. Sequencing Events 5 13% 4 4 12-15
5. Giving the Synonyms 5 12% 3 3 16-18

of a words
6. Consonant Diagraphs 6 15% 5 5 19-23
7. Identify if the
sentences is reality or 5 13% 4 4 24-27
fantasy.
8. Identifying Adjectives
in a sentences 4 9% 3 3 28-30
Total 40 100% 30 18 9 3 1-30

Third Periodical Test
English II
Name: ________________________________________ Score: _________

Grade/Section: _________________________________ Date: __________
Direction: Read and understand the story, then answer the questions that
follow. Write the letter of the correct answer.
Pam and Karen are sisters. Pam is eight years old while Karen is six
years old. They are studying in Jose Rizal Elementary School. Pam has a red
school bag, while Karen has a yellow school bag. They ride a school bus in going
to school.
_____ 1. Who are sisters?

A. Bam and Karen B. Pam and Karen
C. Ken and Karen D. Pam and Tan
_____ 2. Where do they study?

A. Emmanuel Elementary School B. Cuenca Central School
C. Rizal Elementary School D. Jose Rizal Elementary
School
_____ 3. How do they go to school?

A. they ride in a school bus B. they ride in a tricycle
C. they ride in a bicycle D. they ride in a train
Direction: Write This, That, These, Those to complete the sentence.
4. ________ hat is big for me.
5. Look! ________ is a falling star.
6. ______ toys are from my grandmother
7. Are ________ dolls on top of the shelf yours?
8. ______ are my toys.
Direction: Complete the name of each picture with the correct consonant
blend.
9. 10. 11.
___ og ___ ush ___ uck
Direction: Number the sentences 12- 15 to show the correct order of the
event.
Kay Goes Fishing
____ “I've got a fish,” Kay yelled.
____ Dad started the engine and drove the boat to the other side of the
lake.
____ Dad prepared the fishing pole, dropped the line in the water, and handed it
to Kay.
____ Kay and her dad climbed into the small boat
Direction: Choose a synonym from the box to replace each underlined

word
Children kind small
Pebbles giant clean

16. Tommy liked watching the huge elephant at the zoo.
17. I tossed a stone on the lake. Cheese
18. Some kids do not like eating vegetables.
Direction: Choose from the box a correct consonant diagraph to complete

the name of each picture.
Ch Sh Wh Th Ph
19. 20. _____ one

____ eese
21. 22. ___ istle

____ ort
23. ___ umb
Direction: Write R if the sentence is reality and F if it is a fantasy.

______ 24. The cat meowed loudly.
______ 25. The sun winked at me as the day ended.
______ 26. The water froze and turned to diamond.
______ 27. John runs across the football field.
Direction: Circle the adjective in each sentence. Draw an arrow from each
adjective to the word it describe.
28. Molly and Jenny tried to finish a difficult puzzle .

29. Rhey Ghie May cleaned the dirty windows.
30. Have you seen my blue pencil?
CO-CURRICULAR and EXTRA-CURRICULAR
INVOLVEMENT FORM
A. List some of the co-curricular and extra-curricular activities that take

place in your cooperating school.
 Coronation Rites: King and Queen of Hearts 2018

 Apokon Elementary School SSG Election 2018
 MAPEH Day
King and Queen of Hearts 2018
AES SSG Election 2018

MAPEH Day
B. Reflective Questions:
1. Which particular activity will you be involved in? Why?
The three particular activites that I involved in were the Coronation Rites:
King and Queen of hearts 2018, Apokon Elementary School SSG Election
2018 and MAPEH Day of AES. I attented these events because I initiate
myself to attend and to help the cooperating school and my cooperating
teacher. Aside form this reason, we pre-service teachers are oblige ti indulge
with these co-curricular and extra-curricular activites because we are the next
generation of teachers.
2. How often will you involve yourself to this kind of activity? Why?
I often involve myself to these kinds of activities as long as I’m capable of

doing the task. As a pre-service teacher I tend to give public service to the
students, school abd stakeholders. Thus, I am very willing to participate and
cooperate in any event of the school.
3. How does this activity help student learning?
These acitivites help students to acquire confidence, awareness and self-

efficacy. It can help the students learning through giving them concrete
experiences. Thus, life-long learning is practice.
4. As a teacher, which co-curricular or extra-curricular activities would

you like to be involved with? Why?
A a teacher, I like to be involved in DAVRAA as a facilitator of the school’s

athletes because I want to assist them and keep indulging to sports acticites.
Thus, as teacher needs to be physically, mentally, socially and emotionally fit.
DAILY TIME
RECORD
DAILY TIME RECORD
Arlene T. Falcon Rosalie E. Takeda

1st Fielding 2nd Fielding
Cooperating Teacher Cooperating Teacher
SCHOOL
FORMS
April 6, 2018
NESTOR C SATINITIGAN Ed.D.

PSDS/OIC School Principal
Apokon, Tagum City
Dr. Satinitigan,
Greetings!
I have heard from reliable sources that you are looking for a teacher who is
willing to submit a service, have a good character and can easily adjust the
attitude of the students in your school. I would like to take the chance to file my
application in any available position in line with my degree because of my longing
to be of the teaching team.
It is my great desire to pursue my course in an excellent school like yours and I

candidly aim to be part of your workforce. This will surely enhance and amplify
my abilities, as well as prove my worth and be ready for a sensible position
where passion, hard work, and ingenuity are very much needed. I truly
appreciate if you consider me as an applicant.
I am Dan Michael D. Pabilona, 20 years old, with a degree of Bachelor of

Elementary Education (BEEd) at University of Southeastern Philippines, Tagum
City. I am hard working and creative person. Always seek for the best and willing
to be trained.
My training and experience would be of the kind necessary for the proficient
handling of my duties you required. With these attributes plus my willingness and
initiative will help me develop my attitude towards work.
I shall appreciate the opportunity of an interview in order to give you more details
in which I think you may be interested.
Thank you and God bless!
Very sincerely yours,

Applicant
DAN MICHAEL DABALOS PABILONA
Prk. 3-G RTU Grand Village Apokon, Tagum City
09505290328
Khendenver_15@yahoo.com
Khendenver18@gmail.com
CAREER OBJECTIVES
To enhance my teaching skills and share my talents for the development

of the institution; and
To be able to prove my capabilities to the public as an effective teacher.
EDUCATIONAL BACKGROUND

Bachelor of Elementary Education
Major in Generalist
Apokon, Tagum City
(2014-up to present)
Tagum National Trade School

Major in Electronics
NC II Passer
Apokon, Tagum City
2010-2014
Magugpo Pilot Central Elementary School

Meritorious Pupils
Mabini Street, Tagum City
2004-2010
WORK EXPERIENCE
Pre-Service Teaching 11: Student Teaching

Practicum
Second Semester/ 2017-2018
Pre-Service Teaching 6: Becoming a Teacher

Pre-Service Teacher
Mangga Elementary School
First Semester/ 2017-2018
Pre-Service Teaching 5: Assessment for Student Teaching
Pre-Service Teacher
Mangga Elementary School
Pre-Service Teaching 4: Team Teaching: Exploring the Curriculum

Pre-Service Teacher
Magugpo Pilot Central Elementary School
Pre-Service Teaching 3: Micro-Teaching and the Use of Technology

Pre-Service Teacher
Visayan Village Central Elementary School
Pre-Service Teaching 2: Classroom Management Skills in Teaching

Pre-Service Teacher
Pre-Service Teaching 1: Observation of Learner’s Development and

the School Environment
Pre-Service Teacher
Gaisano Gand Mall of Tagum, Apokon Road, Tagum City

SPES Grantee, Sales Assistant
April-June 2013
Gaisano Grand Mall of Tagum, Apokon, Tagum City

SPES Grantee, Sales Utility Clerk
April-June 2015
Jollibee, National High Way, Tagum City

Jollibee Kids Party, Party Assistant
May-August 2016
SEMINARS/TRAINING ATTENDED
Action Research Seminar and Workshop

Provincial Sports and Tourism Complex, Capitol of Davao del Norte
January 2018
21st Century Teachers: Empowered to provide an Inclusive

Classroom
USEP Gym, Tagum City
November 2017
Seminar-Workshop in Teaching Indigenous Learners in Mindanao

USEP PECC Gym, Apokon Tagum City
December 2017
Practice Teahing Pre-Deployment General Orientation, Seminar-

Workshop on Current Trends in DepEd
USEP, Tagum City
November 2017
ADDITIONAL SKILLS
Computer-related skills
 Microsoft Word
 Microsoft PowerPoint
 Microsoft Excel
 Microsoft Publisher
Teaching-related skills
 Lesson Planning
 Facilitating Learners
 Motivating Learners
 Instructional Materials Making
Art-related skills
 Dancing
 Origami
 Letter Cutting
Personality-related Skills
 Creative
 Punctual
 Hardworking
 Responsible
 Honest
 Obedient
 Loyal
 Respectful
AFFILIATION
Member, 2014-up to present

Organization of Future Elementary Education
CHARACTER REFERENCES

University of Southeastern Philippines, Apokon Tagum City
09273569870
MRS. ARLENE T. FALCON

Cooperating Teacher
Apokon Elementary School, Apokon, Tagum City
09758198513
MS. RITCHEL P. ALBITE

FS/ Practicum Coordinator
University of Southeastern Philippines, Apokon Tagum City
09307246641
PERSONAL INFORMATION
Date of Birth : January 04, 1998

Place of Birth : DRH Apokon, Tagum City, Davao Del Norte
Civil Status : Single
Nationality : Filipino
I hereby certify the correctness of the above information to the best of my

knowledge.

Applicant
CERTIFICATE
CERTIFICATE
Learners’ individual outputs.

Learners’ quizzes.
Learners’ individual and group performances.

Learners’ quizzes and individual outputs.

Photo Cred
Learners’ in
ORIENTATION
Photo Credits to: Jessca M. De Veyra
During the program the ff. occurs; (1) Dr. Nestor C. Satinitigan delivers his
speech; (2) Prof. Mary Jane C. Ningas tells the important information about
Practicum teaching and; (3) others play their desired role in the program.
COOPERATING TEACHER
Group Pictorial with my co-pst and our beautiful cooperating teachers Mrs.
Arlene T. Falcon and Mrs. Rosalie E. Takeda.
STUDENTS
Class pictorial with my cool students of Grade V- Pearl and Grade II- Aquino.
CO-CURRICULAR AND EXTRA-CURRICULAR
ACTIVITES
The Pre-Service Teachers were preparing the stage for the Coronation Rites.
Class Pictorial for Mapeh Day and Tallying of Votes for AES SSG Election.
CO-PRE SERVICE TEACHERS
Photo Credits
The Pre-Service Teachers who we

big smi
EXIT CONFERENCE
Photo Credits to:
Jessca M. De Veyra
The School head gave

her inspirational
message. Giving of
certificates to CT’s
and all the person
involved were very
supportive during the
said exit conference.
TEAM APOKON ELEMENTARY SCHOOL
Class pictorial of Team Apokon with the Practicum Supervisor.

GLOSSARY OF TERMS
For a vivid understanding of the terms cited in the manual, a glossary has been
prepared.
Cooperating Teacher - A teacher who is a member of the staff of the

(Mentor) laboratory school or affiliated school in a
teacher education institution and who has as
one of his major responsibilities the
supervision of student teaching done in his
classroom.
Daily Classroom/Actual - Refers to the actual teaching hours of the

Teaching pre-service teachers with checked and
approved lesson plans, complete
instructional materials and taught under the
observation, guidance and supervision of the
cooperating teacher and/or TEI practicum
supervisor.
Department of Education - Serve as the natural laboratory of the

Schools Extended School Experience of the pre-
service teachers.
Elementary Grades - These refer to the six levels of the primary

and elementary under the Basic Education
Curriculum of the DepEd.
Journal - A record of experiences which traces

progress and development of pre-service
teacher’s observations.
Non-Teaching Performance - Refers to other aspects of related

performances of the pre-service teacher
needed to be evaluated by the cooperating
teacher. This includes compliance to school
policies and professional expectations,
attendance to regular classes and other
school activities, relationships with the
cooperating teacher, co-interns and other
school personnel, and values on
professionalism.
Off-Campus Student - Student Teaching activities carried on in an

Teaching affiliated or cooperating school that are not
on the campus of an institution engaged in
preparing teachers.
On-Campus Student - Student Teaching that is done on campus

Teaching laboratory school or in any other school
staged or administered by a college or
university.
Practicum - Also called student teaching or practice

teaching, is the culminating stage where pre-
service teachers put theory into practice the
learning competencies acquired in the
teacher training institution. It would also refer
to the different stages of field exposure the
pre-service teacher experiences in the
different schools.
Pre-service Teachers - A college student enrolled in a college or
university who is acquiring practical teaching
experience and skill under the guidance of a
cooperating teacher or other qualified
persons.
Pre-Conference - Serves as an orientation period specifying
the activities or tasks to be undertaken by the
pre-service teacher undergoing practicum.
Post-Conference - Serves as the post-activity appraisal of pre-
service teachers in the conduct of practicum.
Site Coordinator - He/She is responsible for assigning student
in classrooms and scheduling classes for
observation and participation who is usually
the principal or anybody designated of the
Cooperating School.
Secondary years - These refer to the four-year levels of the

secondary course using the Basic Education
Curriculum of the DepEd.
Summative Evaluation - Refers to the summative evaluation on

personality and teaching performance of the
pre-service teacher. This shall be both
accomplished by the cooperating teacher
and the TEI practicum supervisor based on
their observations and feedback on the
progressive development of the pre-service
teacher as he/she performs designated
teaching responsibilities.
Teacher Education - Any educational institution concerned with

Institutions the conduct of activities regarded as
significant in the professional education of
teachers the program of which is given
appropriate recognition by state agencies
that certify teachers.
TEI Practicum Supervisor - The person immediately responsible for

assisting the teacher in the supervision of the
student teachers.
REFERENCES
BOOKS
Barry, K and Len King (2001). Beginning Teaching and Beyond. Sydney: Social
Science Press
Bullock, A. A. and P.P. Hawk (2001), Developing A Teaching Portfolio. New

Jersey: Upper Saddle River
Corvallis, V. E. (2005). Developing Guidelines for Quality in the Practicum. A

Consultancy Report Prepared for the National Institute for Quatily
Teaching and School Leadership
Danielson, C. and L. Abrutyn (1997). An Introduction to Using Portfolios. Virginia,

U S A. Association for Supervision and Curriculum Development
STUDENT TEACHING HANDBOOKS/MANUAL
Anderson University School of Foundation Student Teaching Handbook
Colorado State University Student Handbook, August 2005, Student Teaching
Teacher Work Sample Scoring Rubrics
Illinois Wesleyan University Student Teaching Handbook
Michigan Technological University, Student Teaching Handbook
Northern Illinois University Student Teaching Handbook
Professional Application and Reflection 1,2,3 and 4 (2004). Practicum Guidelines
and Resources for Schools and Organizations. University of South Australia
Shenandoah University Student Teaching Handbook
Teaching Experience Centre Practicum Handbook, Flinders University, Adelaide,
Australia
University of Wisconsin, Student Teaching Handbook

RUBRIC FOR STUDENT TEACHING PORTFOLIO
Performance Weight 4 3 2 1 Total

Criteria (Very Good) (Good) (Fair) (Poor)
Components X3
include:
cover/title Some of the
All Few of the Many of the
page, table of components
components components components
contents, main are missing.
are present. are missing. are missing.
contents,
references and
appendices.
X2
Follows most Does not
Follows all the Follows
of the follow the
sequence slightly the
sequence sequence
prescribed in sequence
Organization prescribed in prescribed in
organizing the prescribed in
organizing the organizing the
contents of organizing the
contents of contents of
the portfolio. contents of
the portfolio. the portfolio.
the portfolio.
X3 Presentation
demonstrates Presentation Presentation
neatness and demonstrates demonstrates Presentation
Presentation creativity in all neatness and neatness and is neither neat
areas and creativity to creativity to nor creative.
pages of the some areas. few areas.
portfolio.
X1 Submitted Submitted Submitted five
Submitted on
one- two days three-four days and
or before the
Promptness after the days after the beyond after
prescribed
prescribed prescribed the prescribed
deadline.
deadline. deadline. deadline.
Name of Evaluator:
Signature over Printed Name

CLEARANCES
University Of Southeastern Philippines
College of Teacher Education and Technology
Tagum-Mabini Campus
EDUC 11 Clearance
Pre-service Teacher Education Unit
Pre-service Teacher : Dan Michael D. Pabilona

Cooperating School : Apokon Elementary School
Cooperating Teacher : Arlene T. Falcon
Date : March 26, 2018
I, Dan Michael D. Pabilona, declare that I have returned all items

(Pre-service Teacher’s Name)
that have been borrowed from Apokon Elementary School on March 26, 2018.
(Name of Cooperating School) (Date)
Signed: Dan Michael D. Pabilona

(Pre-service Teacher)
I, Arlene T. Falcon agree that Dan Michael D. Pabilona. Has returned all
(Cooperating Teacher) (Pre-service Teacher’s Name)
items that were borrowed during their EDUC 11 Practice Teaching period.
Signed: Arlene T. Falcon

(Cooperating Teacher)
University Of Southeastern Philippines
College of Teacher Education and Technology
Tagum-Mabini Campus
EDUC 11 Clearance
Pre-service Teacher Education Unit
Pre-service Teacher : Dan Michael D. Pabilona

Cooperating School : Apokon Elementary School
Cooperating Teacher : Rosalie E. Takeda
Date : March 26, 2018
I, Dan Michael D. Pabilona, declare that I have returned all items

(Pre-service Teacher’s Name)
that have been borrowed from Apokon Elementary School on March 26, 2018.
(Name of Cooperating School) (Date)
Signed: Dan Michael D. Pabilona

(Pre-service Teacher)
I, Rosalie E. Takeda agree that Dan Michael D. Pabilona. Has returned

(Cooperating Teacher) (Pre-service Teacher’s Name)
all items that were borrowed during their EDUC 11 Practice Teaching period.
Signed: Rosalie E. Takeda

(Cooperating Teacher)

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EDUCATION 11 RATIONALE

Practicum is a key component of an extended school experience of the

This six-unit practicum could be treated as practice teaching in two

This school-based teaching experience will provide focus and flexible

This course concentrates on helping the pre-service teachers develop as

It is envisioned that during practice teaching these prospective teachers

Practice Teaching is a six-unit course which is considered as the climax of

1. Articulate a coherent personal teaching style appropriate to the learners

SPECIFIC OBJECTIVES/ EXPECTED OUTCOMES

1. Demonstrate increasing confidence in integrating professional knowledge

Domain 1- Social Regard for Learning

Domain 2- The Learning Environment

Domain 3- Diversity of Learners

Domain 5- Planning, Assessing and Reporting

Domain 6- Community Linkages

Domain 7- Personal Growth and Professional Development

Week TEI Conference Room/ LET Enhancement Program Apr. 16-20

Prepared by: Approved by:

APOKON ELEMENTARY SCHOOL

This is the only public elementary school which situated in barangay

Apokon Elementary School is one of the five public elementary school in

In terms of school performance, Apokon elementary school does not lay

Republic of the Philippines

We dream of Filipinos who

To protect and promote the right of

Name: Dan Michael Dabalos Pabilona

II. FAMILY BACKGROUND

Father: Daniel S. Pabilona Occupation: Personal Driver

III. EDUCATIONAL BACKGROUND

Level School Year

Elementary Magugpo Pilot Central Elementary School 2004 - 2010

Secondary Tagum National Trade School 2010 – 2014

Name: Arlene T. Falcon

II. FAMILY BACKGROUND

Father: Alejandro Tandawa Occupation: Deceased

III. EDUCATIONAL BACKGROUND

Elementary Dumlan Maco Elementary School 1990

Secondary Pio Del Pilar Education 1994

College University of Southeastern Philippines 1999

IV. TEACHING BACKGROUND

Year Started Teaching: June 21, 2012

Name: Rosalie E. Takeda

II. FAMILY BACKGROUND

Father: Aurelio V. Espiritu Occupation: Self Employed

III. EDUCATIONAL BACKGROUND

Elementary Magugpo Pilot Central Elementary School 1988

Secondary University of Mindanao (Tagum) 1992

College University of Mindanao (Tagum) 1996

IV. TEACHING BACKGROUND

Year Started Teaching: December 10, 2012

Republic of the Philippines

TIME NO. OF SUBJECT TEACHER

7:45 – 8:15 30 ESP MRS. ARLENE T. FALCON

8:15 – 8:55 40 MAPEH MRS. ARLENE T. FALCON

8:55 – 9:15 20 RECESS

9:15 – 10:15 50 SCIENCE AND MRS. CHERRYLYN S.

10:15 – 10:55 50 ENGLISH MRS. NORA J. REYLA

10:55 –11:35 40 ARAL. PAN. MRS. JANDDY RUTT G. LA

1:50 – 2:40 50 FILIPINO MRS. ALI T. BERMUDEZ

2:40 – 3:30 50 EPP MRS. NORA J. REYLA

3:30 – 4:00 10 HRG

Approved: Prepared by:

NESTOR C. SATINITIGAN, ED. D ARLENE T. FALCON