BACKGROUND INFORMATION

PAUL JEFFREY R. PENAFLORP2 B16 Lot 9 Marycris Homes Subdivision,

Bucandala 3, Imus City09069764876

pijeyarpi11@yahoo.com

PERSONAL INFORMATION

Birthday: April 11, 1993

Civil Status: Single

Sex: Male

Nationality: Filipino

Languages Spoken: Filipino and English

Religion: Protestant

EDUCATIONAL ATTAINMENT

Tertiary: Polytechnic University of the Philippines – ManilaFourth Year

Bachelor in Secondary Education Major in English

Secondary: St. Odilard School

Imus City

2005-2009

Elementary: St. Odilard School

Imus City

1999-2005

SEMINARS ATTENDED

Test ConstructionPUP Manila Graduate SchoolSeptember 13, 2012

Developing Genuine Love for Reading: Value Motivation in Lesson PlanningBulwagangBalagtasMarch 14, 2012

Updates on k+12BulwagangBalagtasFebruary 22, 2012

WEEKLY JOURNALWeek 1 (November 13-15, 2013)

On my first day in school, my critic teacher, Mrs. Ofelia Bella Fabros, let me introduce myself in front of the class as expected. Mrs. Fabros had given me an idea about the instructional materials to be used in the subject. Since it was Thursday when I had my first meeting with our sections, Mrs. Fabros introduce me the S.R.A (Silent Read Activity). Every Thursday, students will have a booklet with stories or articles to be read silently. There are comprehension questions in each booklet which the students will answer in their English notebooks. Each section is divided into five groups. The leader of the group is the one responsible for choosing the color of S.R.A materials, distributing them to the members, and checking his members’ work with key to correction provided in the S.R.A set. That day, I observed how each section behave during reading activity.

The next day, Friday, Mrs. Fabros introduce me the use of “English Time”. It is a printed material with literary selections and grammar lessons sold to students for only forty-five pesos every grading period. Mrs. Fabros gave me a copy of “English Time” which I used for the whole third grading. That day, Mrs. Fabros facilitated the students to answer a certain page in the “English Time”. Every Friday, students are expected to answer some pages of “English Time”.

Before the week ended, Mrs. Fabros lend me the actual book for English, English Expressways. She also gave me my first lesson to be taught on Monday. She had already assigned to read the story to be discussed on Monday and had given each group an assigned task. I was very excited to have my first teaching experience.

As I have observed, once you get inside of the classrooms for the first time, all your students’ eyes will be on you. They will look at you from head to toe. With the first time I speak, they were all silent. I was a bit nervous on that first day.

This week, I already have an idea about the materials that I will use during my entire Practice Teaching. I observed that my students respond actively with those instructional materials for the subject.

Silent Reading Activity materials, English Time and English Expressways – these instructional materials in English can supplement students in learning the subject. These materials can help teachers too in teaching informative lessons and giving students an output of learning.

I recommend these materials to the other schools. These materials can help the English teachers to save time in preparing lessons to be presented to the students. Having these materials can test students’ productivity in the subject. These materials are highly commendable.

Week 2 (November 18-22, 2013)

My very first lesson was about a story of a school master titled “Ichabod Crane”. I prepared a lesson plan for this day’s lesson. Mrs. Fabros told me that my lesson plan is very nice. I used a lesson plan format that I used to know since I haven’t known the actual formats of lesson plan in the high school. Last week, Mrs. Fabros already gave me an idea on how to use graphic organizers. I included it in my lesson plan.

On my first lesson plan, I included “Announcement of rules” on the procedure because Mrs. Fabros told me last week to have my own classroom management. The announcement of rules includes the new arrangement of seats. I arrange them according to their behaviour. I asked those talkative students at the back to seat in front. The only section that I did not change the arrangement of seats was the III-Honesty because they are well-disciplined. All the girls are seating on the left side and the boys on the right side.

My first actual teaching experience was very fun. I find my activities suitable to their need to learn the value of the lesson and its focus in literature. I was able to use chalk and chalk board to give emphasis not just about my points but the points of my students in recitation.

I was amazed with the section 22 (Loyalty). Of all the sections we are handling, I think that they had the best preparation in doing the visual aids and presenting it in front. The section was very behaved then.

My plan was done in two days including the evaluation and some other activities. Mrs. Fabros told me that it was a very good start for me and she also that the students really learned the lesson. On Wednesday, it was my critic-teacher’s turn to teach. The lesson was bibliography with focus on writing. In section 6 (Dignity), thy just had a very short discussion because Mrs. Fabros announced that they will be competing in the Parade of Stars. The leaders in the section 6 stood up to ask their classmates plan about the competition. I even wanted to suggest some ideas but I think they have better ideas. In section 29, Mrs. Fabros first discussed writing a bibliography. I observed that some of them can recite most especially the two athletes from section 21. I observed also that this section participates actively during writing activities.

On Thursday, I had an opportunity to facilitate S.R.A. At first, I don’t know how to do it but with the help of my students, they told me about the procedure and what should be done during that activity. Once the students were done answering the S.R.A and if there is still time, students can do an additional seatwork presented by the teacher printed in tarpaulin. These additional seatwork aims to improve students’ vocabulary. On Friday, I also had an opportunity to facilitate the students in answering English Time. Mrs. Fabros gave me a copy of English Time with the answer key.

My first lesson’s objectives are to let students describe the main character, define the important elements of a short story and explain these elements according to the story read. The use of graphic organizers is very important in teaching literature. The procedure of the lesson should be systematically presented.

In facilitating an activity, do not hesitate to ask someone who knows well the procedure. This will lead to the success of the day’s lesson and will give you an idea on how to facilitate it effectively.

I can definitely say that on my first lesson, I met my objectives. My students received a high grade from the evaluations. The behaviour of the students does not depend on the rank of their section. Section 29, though the lowest section in third year level, were well-behaved during the writing activity. Section 6, one of the higher sections in third year level, were very noisy everyday. As I teach the subject, I observed each student’s distinct behavior. The styles of managing a section may be or should be different from the other. Each section should have different treatment as well as each student.

This week, I made the following recommendations for teaching English:

1. The use of graphic organizers when presenting a literary lesson2. Establishing of your rules the first regular day in meeting your students3. Lesson plans should be submitted to the observer before the lesson starts4. Do not hesitate to ask someone even the students when something is not clear to you

Week 3 (November 25-29, 2013)

This week is a very busy one for me. I had a lot of activities in the high school and in our university, PUP-Manila. The week started with my second teaching experience. Mrs. Fabros asked me to teach a lesson from the English Time. It was a listening lesson titled “Starry, Starry Night” (a song by Don McLean). I used music player for this lesson. Mrs. Fabros borrowed a chart of the song with incomplete lyrics. Students will be asked to listen to the song while filling in the blanks to complete its lyrics. Next, I was able to present the context of the song, its relation to a painter named Vincent Van Gogh to whom the song is dedicated. After the day’s lesson, Mrs. Fabros gave me some comments regarding the do’s and don’ts while teaching in front and my grammar.

On November 26, 2013, I had to be in school to guide my students in competing the Parade of Stars with the theme “Books turned into Movies”. The assigned theme for them was “Les Miserables”. After the parade, I had to go to our university to compete for the Professional Education Quiz bee which unfortunately, I did not win. Gladly, I was able to return to school for I was assigned to teach in section 22 and 13. It was a very tiring day for me though fulfilling knowing that I handled the pressure.

While the students were doing their S.R.As, Mrs. Fabros taught me the importance of classroom routine and classroom management. She taught me that every after class, all the mess you made during class hours should be cleaned up including the chalk board. Since section 13 is our last period, Mrs. Fabros always ask someone to arrange the chairs, pick up the pieces of paper and turn the lights off. She told me that our department head, Mrs. Vilma Pitogo, regularly checks each room.

Teachers should have the ability to handle pressure. With this week’s experience, I learned to value the importance of Time Management.

Extra-curricular activities in the school help the students to appreciate a certain theme which is important in developing them to become productive in the real world. With this week’s progam in school, I observed that the students appreciate the importance of reading literary books. The quality of team work is also observed in each section when it comes to competition. Section 6 boosted their confidence and creativity in developing their presentation for the contest.

Some rules, though little, are included in your classroom management. Asking students to erase the board, pick up the pieces of paper, arranging he chairs, closing the windows, etc. are forms of classroom management.

This week, I was able to handle the busy schedule. There are things that hinder me to do my responsibilities as a student-teacher but they did not succeed. I learned a lot from my critic-

teacher. To observe her way of managing classroom daily makes me more knowledgeable on how to apply it in the future.

In facilitating classroom routine, I recommend the following:

1. Prayer2. Greetings3. Picking up the pieces of paper4. Arranging of chairs5. Erasing the blackboard once the lesson is done

Week 4 (December 2-6, 2013)

The third lesson or unit of English Time focuses on “Man’s World of the Visual Arts”. Literary lessons in this unit would be exciting since everyone is captivated by music. I had my lessons all about Mona Lisa.

First, I had a lesson about a song titled “Mona Lisa” composed by Nat King Cole. Since this is an old song, I planned to incorporate something that my students can relate to or find fun with. I used the famous TV and online fictional character named “Donya Ina”. Donya Ina is a mother who used to ask criticizing questions about her daughter’s modern lifestyle. I had two jigsaw puzzles, a picture of Mona Lisa and a picture of Donya Ina, to be arranged by my students. My students really had fun doing the puzzle. I asked them “If you are Donya Ina, what are the questions would you ask to Mona Lisa?” then followed by her famous line “pls. explain, Love you!” Students imposed interesting and funny questions. Well, this is one of my objectives, to write interesting questions. Then I told them to find out if these questions could be answered by the song.

The second lesson was an interesting one. It was an article about the painting “Mona Lisa”. I find it so interesting and I really learned a lot of trivia. I learned that not only my students can benefit from the lessons but I also. We had a fun-filled discussion with this. Each group had their own tasks which was pre-assigned the day before the lesson. Students become competitive in doing their visual aids.

It is important that students can discern that art through its many forms depicts aspects of life. We all have a wonderful, fine time when we can leap into miles and miles of imaginative wonderings as we view the beauty of art forms. For indeed, art provides man a rich experience that contemplating it becomes a delight, rather than a strictly critical experience of judging its worth.

One of my reasons why I prefer to be a teacher is because I love literature and arts. I also love music. My classmates even distinguish me as a teacher who always incorporates relevant songs to the lessons I discussed. I find it effective when teachers use music as motivation and an activity.

My students and I as well appreciated visual arts through literature with this week’s theme of the lessons. I learned how to relate the modern world to the classic one. My procedure in the lesson is somehow personalized. I would say that I met my objectives and my students find it

really fun. My creativity as a teacher was tested this week. I hope I could use this creativity for my teaching in the future.

I recommend that teachers should have the personality of being creative. 21st century education advocates the modern style of teaching. Teachers may adopt some modern figures to use for the teaching but be sure that it is needed by the learners and suitable to learning. Students nowadays are motivated when the lesson is started creatively and in modernized way.

Week 5 (December 9-13, 2013)

On my first day in the school, Mrs. Fabros asked me what is my specialization, grammar or literature, and I said that I prefer to teach grammar. This week, I had my first grammar lesson. The lesson is about conditionals. The reference used is the English Expressways book. Honestly, I find it too difficult. The use of if-statements is easy to teach but the proper use of verb tenses and its expressions when used in conditionals are really hard. I researched about this lesson online that made me more confused. The good thing is we have a lot of academic English books which I consulted to get some information.

I used the school’s format in developing a grammar-based lesson plan. I asked Mrs. Fabros regarding some parts of the lesson plan which I do not know what to include. There is a part in the plan called “elicitation” which I think is the motivation part of the grammar-based lesson plan. In the elicitation part, I asked my students to analyze a sentence which I wrote on the board. I used the names of my students to get them motivated.

I always had my first discussion on the section 6 since it is my first period. In this section, I sometimes find myself having difficulty in teaching a lesson most especially if the lesson is new to me. But on the next periods, I find myself develop from the lapses I had from the first period. So the last period which is the section 13 gets the best discussion from me.

The next grammar lesson was about subject-verb agreement. I prepared instructional hand-outs and worksheets for this lesson which were borrowed by other third year teachers in the faculty according to my critic-teacher. I asked Mrs. Fabros first if I can collect for the photocopy of the hand-outs but Mrs. Fabros told me that it is prohibited. We can have the materials photocopied but the students can only write it in their notebooks. It is beneficial too for the students for them to master the lesson while writing it in their notebooks. At the same time, it is less cost for the students.

I also had some paper works this week. I was asked by my critic-teacher to encode the first long test for third year level. With this task, I was able to observe how test papers were prepared. I also had the chance to make my own questions on the part of idioms and subject-verb agreement.

Grammar lesson should have a systematic procedure when taught to students. There are grammar lessons that I need to know. The use of a distinguished lesson plan format for each type of lesson (story, poem, reading, listening, writing and grammar) is recommended.

I always had my difficulty I teaching in the first period most especially if the lesson is unfamiliar to me. If I had a lesson taught for the first time, it should be developed the second time I teach it.

Collection from the students in public high schools is prohibited. I learned that students have their notebooks in which they should write whatever lessons that the teacher taught.

There is always imperfection when you teach a lesson for the first time. I learned to become more sensitive with the responses of my students towards my teaching. Those responses even the negative ones are served as a motivation for me to improve.

Speaking about sensitivity, always be sensitive with the rules of the school even the little ones. I was glad that my critic-teacher regularly informs me about some things in school that I need to learn.

Feedbacks and advices are important in the teaching profession. These little things can help a teacher to improve for the better. Always consider whatever the students and your leader say for it makes you a better teacher.

This week recommends me to be more considerate on the criticisms that I received. Listening should always be a skill for a teacher. Listen to your students’ responses towards your teaching even if it is a negative remark, it will help you to become better. Be aware that students in public high schools came from a family with low income. Collection of money is prohibited. There are a lot of alternatives than collecting a little money from them. Use the resources that are available to them.

Week 6 (December 16-18, 2013)

This week marks the third long test, submission of research papers of the students, submission of lesson plans for grand demonstration teaching, and the start of Christmas vacation.

To motivate my students to answer their exams excellently, I told them a promise. If anyone of them could get a score of 80 and up, I would give a gift. I observed that my students in sections 29 (Peace), 18 (Joy) and 13 (Honesty) really gave their effort to have a higher grade in the test. In section 6 (Dignity), I caught these two seatmates cheating. They were hiding a test paper of their classmate in their lap. I told them to pass their test papers. I did not embarrass them inside their classroom for I, myself, do not want to be embarrassed too. My colleagues told me that I must scold them that moment but I did nothing.

Mrs. Fabros usually let the sections check their own test papers. Afterwards, there will be a frequency of errors to find the items which the students had the most difficult to answer. With this exam, section 13 (Honesty) received the highest number of students with passing scores.

I was rushed to make my lesson plan for my demonstration teaching. I preferred to choose from the English Time for a literary selection. This story that I found seemed interesting to me. The title of the story is “Quality” by John Galsworthy. It is about two shoemakers who showed dedication and excellence in making high quality boots. I developed my lesson plan and presented it to my critic-teacher. I included a grammar lesson in my plan about the order of adjectives. Before the Christmas vacation, Mrs. Fabros gave me the copy of my lesson plan with some revisions which I need to work during vacation. Mrs. Fabros told me to remove the GOLD (Grammar Oral Language Development) because my demonstration teaching might took longer if I would include it in my plan.

One of my professors advised me that I should have given the students who cheated a deduction in their grade. I am new in the field so I am still learning the proper way of punishing misbehaviors of the students. I took the advice and I will do it when the situation happened again.

Of all the sections we are handling, we believe that section 13 has the perfect age of students. Their ages are appropriate for the level. Sections 29, 18 and 22 have the over-aged students. Section 6 has some under-aged students. This time, I believe that age does matter when it comes to the performance of the students responding to the prescribed curriculum.

I used literature-based (lit-based) lesson plan for the first draft of my lesson plan for demo. However, it is not prescribed for an hour class. I will disclude some parts of my lesson plan to make it time-bounded.

Checking of inappropriate behavior promptly should be done at all times most especially during examinations. Disciplinary measures inside the classroom should be maintained by the teacher.

The age of the students is one factor that affects their performance inside the classroom. Thus, the teacher should know how to adjust and adapt to the changes from different classes. A teacher should have a hundred of strategies because an effective strategy in one class may be ineffective in the other.

It is highly recommended for teachers to develop skills in giving the students a proper discipline. Authority should be established in the classroom always.

To read the records of the students is necessary for him to have knowledge about the individual characteristics of the students. Mrs. Fabros recommends me to adjust my teaching style from one section to the other.

Week 7 (January 6-10, 2014)

It is the first week of the year. This week, we just had our Silent Reading Activity, answering of some pages in English Time left unanswered and submission of research papers to those who haven’t passed. Mrs. Fabros asked me to help her record the grades of the students for third grading period.

We ask all our students to record their seatworks, activities, S.R.A scores and English Time scores in a crosswise sheet of paper. I made a careful assessment on my students’ performance. I had a chance to give my students a grade in recitation. Good thing that I have my own record of their previous performance during group presentations and oral recitations. I also had an opportunity to check their research papers. I gave some comments on their work to let them feel that every information that they included are checked. I observed that some of them copied from the internet which is prohibited for a research paper.

On January 7, we had to review our students for third periodic exam on Wednesday and Friday. I was able to give them points to remember when answering Subject-Verb Agreement, Parallelism, Writing Bibliography, Direct to Indirect speech and conditionals.

The assessment of learning of students is very important. This will measure the success and failure of the students. A teacher should have a clear and a careful record of evaluation of student’s performance and measurement of student’s outputs.

Review is important for students. Teachers should help them remember the previous lessons discussed and assess them on which part of the lesson they find difficulties with.

It is too difficult to the part of a teacher to have an assessment for almost 200 and more students. To record the students’ assessment on their own gives them a clear and transparent summation of their grades.

Students cannot help to copy from the internet for research papers due to the modern technology. With just one click, they could get any information that they want.

I recommend all teachers to check their students’ performance regularly. To have a clear record is necessary for assessment of learning.

Students should be properly guided when making projects and some other take home work. Teacher should read every output of the students to avoid unfair assessment and judgment to the students’ grades.

It is recommended also that before a scheduled exam, teachers give pointers to review for the students. Reinforcement is necessary after knowing the difficulties of the students in a certain topic or lesson

Week 8 (January 13-17, 2014)

I continued to accomplish the records of students’ grades to be submitted in the office. I had a lot of important paper works done this week.

This week was the scheduled grand demonstration teaching of the student-teachers from Philippine Normal University and University of Sto. Tomas. Mrs. Fabros gave me the chance to watch the demonstrations. I was amazed with each student-teacher’s performance in teaching. They all did a great job. It is amazing also to see their students really worked for the demo. The enrichment was an exciting part of their demonstrations. I felt very excited with my demonstration which will be held a month from now.

Paper works are part of a work of a teacher. An accurate evaluation should be done to avoid problems with students’ records.

The teaching demonstrations of the other student-teachers were an excellent job. To observe them made me more competitive with my grand demonstration teaching.

I have accomplished all the paper works given to me. I kept all the records for future use.

I conclude that the performance of teachers depend on their relationship with the students. The better the rapport of a teacher to his students, the better the performance can have.

Mrs. Fabros recommended me to keep all the records for future use. There might be students who will complain about their grades so that all forms of evaluation should be kept.

Try to observe other teachers’ performances inside the classroom to have some additional idea to improve your strategies in teaching.

Week 9 (January 20-23, 2014)

I was asked by our department head, Mrs. Vilma A. Pitogo, to handle two sections in Grade 8 because their English teacher, Mrs. Tadioan, would be absent for almost two weeks. My first class in grade 8 was in section 19 (Justice) from 3:00-4:00pm. I had an English teacher to supervise me in facilitating the class, Mrs. Policarpio who just started teaching in the school last year. Students in section 19 were all behaved while I was their teacher. I just asked them to do their Silent Reading Activity. The next class was at section 13 (Honesty). I had another English teacher to supervise me in this section, Mrs. Ingayan who had her teaching career for three years. The section was well-behaved too and maybe because Mrs. Ingayan had a good classroom management. Mrs. Ingayan shared to me some interesting stories about teaching profession. We had a good teamwork then in facilitating the class with the same activities in section 19.

On Tuesday, Mrs. Fabros left to accomplish her scheduled appointment in DFA. I was left alone with section 6. I was upset with this section. They did not change from being too noisy, being disorganized and being ill-mannered at all times. This day, I asked myself if there is something wrong with my strategy in this section.

On Wednesday, I was able to observe the Edukasyong Pagpapakatao class of Mrs. Enoch, in our advisory class, section 29. I have known Mrs. Enoch since she is one of my churchmate in Cavite. The students in section 29 were somehow more behaved than our period in English. The students who always show misbehaviour in my class are the ones who misbehave in this subject too. Today was also the schedule of our movie review activity. Students should have watched a movie to be criticized in class. This is a writing activity and students should have their outputs as 15% of their grade in the period.

On Thursday, an additional student-teacher was given to my critic-teacher. Therefore, we had to divide the sections in which we can focus our teaching. I chose section 6 (as preferred by Mrs. Fabros) and section 18.

Week 10 (January 27-31, 2014)

This week tested my patience and endurance. To handle six sections straight from 1:00pm to 7:00pm is such a difficult task. To start my day with an undisciplined section makes me feel very weak.

It was my first day to handle the section 6 as my priority class since I and Mrs. Fabros planned to use this section for my grand demo. With what they are showing inside the class, I asked myself “Did I choose the right section?”

Since last week, I do not have a break time. After teaching two sections in third year, I have to go to section 19 as I was asked to do. It was a good thing that these additional sections behave well while I was facilitating them with some reading activities.

Once I am done with the two sections, Mrs. Fabros let me not to attend our 4 th period for me to have time for myself. Mrs. Fabros was really considerate then.

On January 27, I had my grammar lesson (coordinating conjunctions) with sections 6 and 18. These two sections really made my days too difficult because of their behavior. The noise of section 6 and students who do nothing in section 18 weaken me as a teacher. I was just glad that I made myself do my part as a student-teacher and just teach. Anyways, Mrs. Fabros and Miss Laurice were there to help me.

On January 29, I had a very fun yet emotional lesson about mothers. The title of text is “Prayer for my Mother”. I observed that my students really enjoyed the activities. I even shared a scripture related to the selection read.

Week 11 (February 3-7, 2014)

We started this week with remedial teaching. We help our students to have refreshment activities in order for them to remember the previous lessons that we had discussed.

We also had a grammar lesson about subordinating conjunctions. My students received high scores in the quiz that I made. This means that my objectives were attained.

Some of my grammar lessons were taken from my English notebook when I was in third year high school. I encourage my students to take down notes whenever a teacher asks to do so. I even shared the story about my seven year old notebook. Some of them told me that they felt inspired.

On Thursday, we used a different material for silent reading. The procedure is a little different from the S.R.A. First, the students will read a page assigned by the teacher in seven minutes. After this, they have to exchange with their seatmates for checking as the teacher dictates the answers.

Week 12 (February 10-14, 2014)

This day, I had a literature lesson about giving high regard for grandparents. The title of the short story was “Respect Old Age”. Though the story was really short, it was really inspiring. I played the music “Grow Old with You” as a motivation and asked them who they remember while listening to the song. Some of them said that they remember their special someone. I am expecting that they remember their grandparents as answer. After discussing the story, I shared a heartfelt letter written by a priest. The letter is addressed to a son/daughter as final words of a grandparent asking for appreciation. This was the most emotional lesson in literature that I had.

The next day, we had our lesson in essay writing. I taught them the basic parts of an essay. I even had to write an essay with the help of my students on the board as a sample. Afterwards, I asked them to write their essay with the theme “my aspirations in life”. I read each student’s output to correct their grammar and correct their content. I wrote some comments at each work.

On Wednesday, we had our grammar lesson about modals. I used my seven year old again as my reference for I find it easy to understand. While I was teaching this lesson in section 18, at around 4:30 in the afternoon, there was a huge fire on the neighbour apartment of our school. That moment, I really do not know what to do since Mrs. Fabros and Miss Laurice left for market to buy foods needed for a conference the next day. When I saw a teacher from the other room asks her students to get downstairs, I asked my students to go downstairs too. I decided to take away all the important credentials from Mrs. Fabros’ desk and get down. It was a traumatic incident for both some teachers and students.

On Valentine’s Day, Friday, we only attended two periods since the classes were cut for a program.

Week 13 (February 17-21, 2014)

“To express emotional reaction to what is explicitly stated and implied in the text” was the objective for this day’s lesson. This objective is coincidentally my focus skill in my lesson plan for Grand Demonstration Teaching. So, I prepared for this lesson.

The title of the text was “Megacities”. It is all about the advancement of technology and its benefits to humans. Before I let my students to read the text, I shared to them the expressions used when expressing opinion and expressions to use for agreement and disagreement. I believe that these expressions could be useful for them when having oral recitation so I asked them to copy the expressions.

On Wednesday, we had a review for fourth long test. This time, I asked each student to stand and answer my question. The questions are based from the pointers to review in the long test. In this way, students can remember the topics that will be included in the long test.

On Friday, we administered the fourth long test. Students were eager to answer the test to receive high scores. We just had an interruption in section 18 because the class hour was cut for flag retreat in the quadrangle. Flag retreat is done every Friday from 4:30 to 5:00pm.

Week 14 (February 24-28, 2014)

On Monday we just checked the students’ long tests and frequency of scores and errors. We also had a short review for pre-final test on Wednesday. Students had more time to review since it was holiday last February 25.

On Thursday, I had an opportunity to have my dry run in section 29. Master teachers, Mrs. Ofelia Solis and Mrs. Carol Noces, observed the dry-run. I was amazed with the participation and cooperation of the section 29. They all did a great job during the dry-run. The master teachers even noticed their cooperation in the discussion. Then, the two master teachers gave some recommendations about my lesson plan and some revisions to be done.

Week 15 (March 3-7, 2014)

My focus this week was my grand demonstration teaching. Mrs. Fabros gave the class hours to use for the rehearsals of presentations of my students in section 6. I was amazed by the presentations of my students during our dry-run.

On March 7, I had my grand demonstration teaching. By God’s grace, it was held successfully. I and my co-student-teachers in PUP had outstanding remarks with our demonstrations. I had a lot of fun-filled activities for my grand demo. I used the advancement of technology as inspired by the 21st century education. The observers congratulated me for an exemplary performance.

Week 16 (March 10-13, 2014)

This week marks my last week in the school. Actually, we were not anymore required to attend but I am willing to do so because I still have unfinished tasks with my critic-teacher. This is just part of my commitment as a student-teacher

On Monday, Mrs. Fabros asked me to help her accomplish the forms, Special form 1, form 1 and form 5. I have accomplished it that day.

Our team will be in the school for some evaluation papers to be accomplished. I am planning for a last lesson to teach to my students. On Thursday, I will bid farewell to my students and thank them for all the quality discussions and moments we had.

SAMPLE DAILY LESSON PLANS

November 18, 2013

“Ichabod Crane”

I. ObjectivesAt the end of the 60-minute session, students should be able to…

1. Describe the main character in the story.2. Define plot, setting and characterization.3. Explain the plot, setting, characterization and author of the story

read.

II. Topic, References and MaterialsII.1. Topic

“Ichabod Crane” – An excerpt from Washington Irving’s short story, “The Legend of Sleepy Hollow”.

II.2. ReferenceGorgon, Eugenia R., Ed.D. (2012). English expressways. Book Media Press, Inc., Quezon City. Pp. 201-204.

II.3. Materials Manila paper for Unlocking of difficulties Chart for the questions

III. Learning ActivitiesIII.1.1. Preliminary Activities

III.1.1.1. Classroom routineIII.1.1.2. Announcement of classroom rulesIII.1.1.3. Motivation

“Setting Imagination”Let the students close their eyes. Narrate the paragraph below.Imagine you are entering in a dark room one night. The only light you see is from outside the windows. The only sound you hear is from the pouring rain and striking thunder outside. There is a rocking chair at the left side of the room. Suddenly, it moves. Now, open your eyes.

Motive question: How did you feel when you imagine yourself entering the dark room?As readers, we have to imagine that we are inside the story. To do that, one must use his imagination on how the author describes the setting of the story.

III.1.1.4. Unlocking of Difficulties

The teacher will give sample sentences of each word then the students will try to give the meaning.

Word/Phrase Meaninga. Idle Lazy; doing nothing

b. direful omen Dreadful sign or warning of future event

c. vocations Occupation; career; workd. schoolmaster Male teachere. specter Ghostf. gazette Newspaperg. topsy-turvy Upside down

III.1.2. Lesson ProperIII.1.2.1. Presentation

Teacher will ask each group to present their assigned tasks. Each presentation will be judged according to its creativity, delivery and teamwork.

III.1.2.2. Discussion1. The teacher will discuss each outputs presented for

some additional information and to make some corrections.

2. The teacher will tell the background of the story of “The Legend of Sleepy Hollow”, from where the excerpt was taken.

III.1.2.3. Questions (Recitation)Through the use of characterization chart, the descriptions of the main character, Ichabod Crane, will be revealed. There will be categories to classify the descriptions of the main character. Students are expected to choose the best answer.

III.1.2.4. Literary Lesson FocusFrom the outputs presented, the teacher will discuss the definition of plot, setting, and characterization.

1. Plot – is how the author arranges events to develop his basic idea; It is the sequence of events in a story or play (Introduction, rising action, climax, falling action, and denouement).

2. Setting – is the time and location in which the story takes place. (place, time, weather conditions, social conditions, mood or atmosphere)

3. Characterization - the person in a work of fiction; Characteristics of a person

IV. Assessment

True or False. Write TRUE if the statement is correct and write FALSE if the statement is wrong. Write your answers on the space provided._________ 1. “Ichabod Crane” was taken from the story “The Legend of Sleepy hollow”._________ 2. Ichabod Crane was a native from Greensburgh._________ 3. Ichabod Crane looks very small and fat._________ 4. Ichabod used to sing psalms.

He looks

lankyfatSmall

He is a native from

Sleepy HollowConnecticutGreensburgh

He works

as

a teachera principaltraveling gazette

He singsrock songsballadpsalms

He spends

listenng to the ghost stories of old Dutch wivesreading Gospelsharing direful omens

Who is ICHABOD CRANE?

_________ 5. Ichabod likes to spend listening to marvellous tales of ghosts and goblins, and some other haunted stories._________ 6. The most famous ghost story in the Sleepy Hollow is the story of the headless horseman._________ 7. Ichabod works as a newspaper writer._________ 8. Ichabod is a strict teacher._________ 9. People of the village believed that Ichabod is the headless horseman._________ 10. Ichabod has read Cotton Mather’s History of New England Witchcraft.

LESSON PLAN FOR GRAND DEMONSTRATION TEACHINGEnglish III

I. Assignment given the day before1. Motivation: What is your idea of the term, “quality”?2. Read the story, “Quality” on pp. 17 – 21 of English Time3. Pre-Assigned Tasks

A. Presentation of Pre-assigned Tasks1. Author Study – Team Converse (Speakers)

Mini Talk Show – To further understand the author’s concept of “quality”, one of the members will portray John Galsworthy interviewed by an assigned host.

2. Characters – Team Skechers (Illustrators)Main Characters Analysis – Make a characterization chart of the main characters in the story.

3. Setting – Team Skechers (Illustrators)Setting Analysis – Using colored chalks, draw the setting of the story on the chalkboard. While drawing on the board, emphasize some lines in the story that show the changes happened in the story to support your illustration.

4. Summary – Team Prada (Actors)Present an “It’s Showtime” version of presenting the summary of the story. The following highlights in the story should be observed:

Beginning Middle Enda. Characters are

introducedb. Setting is describedc. A problem is

establishedd. Readers get

interested in the story

a. Problem gets worseb. Roadblocks towards

the main characterc. More information is

providedd. Readers become

engage with the story and empathize with the characters

a. Problem resolvedb. Loose ends are

tied upc. Readers feel a

release of emotions that were built up in the middle

B. Enrichment

1. Role-play – Team Prada (Actors)Present a role-play about the quality of life as a Filipino. Make a comparison of a dedicated and diligent worker and an irresponsible and mediocre one.

2. Taking a Stand (Quality or Quantity?) – Team Converse (Speakers)In a corporate meeting, board members will propose for the business which idea should they have to consider – quality or quantity? Make a debate about quality vs. quantity. A board director should take a stand before the meeting adjourns.

3. Song – Team Vans (Singers)a. “Cup Song” – With the use of cups as instruments, sing the

song “Price Tag” by Jessie J. b. Song Adaptation – Compose an adapted version of a portion

of the song “Price Tag” and sing it in class. Present the lyrics on the board.

4. Dance – Team Supra (Dancers)Flash Mob – Without introducing the group, present a contemporary dance of the song “Price Tag”.

II. ObjectivesA. Focus Skill: Express emotional reaction to what is explicitly stated and

implied in the text.B. Support Skills:

Respond critically and creatively to the selection Take a stand on the issue of Quality VS. Quantity Generate ideas through M.I. (Multiple Intelligence) Explain the symbolisms found in the reading selection

III. Subject MatterA. Literature

“Quality” – a short story written by John GalsworthyB. Reference

Galsworthy, John. “Quality.” English Time, volume 15 pp. 17 – 21.C. Materials

LCD Projector, Laptop, Speakers and Webcam

Portable whiteboard Chalk and Chalkboard Cartolina for visual aids Vocabulary Pocket Chart Stacks/cups

IV. ProcedureA. Motivation - “Spot the Difference”

Through the LCD Projector, view sets of two pictures (Boxes 1 & 2) of products or services.

On the Box 1 is a picture of an expensive but a high quality product/service and on the Box 2 is a low-quality but a cheap product/service.

Next slide to each set of product/service is a picture of a consumer who is satisfied with the product/service on the Box 1 and a consumer who is dissatisfied with the product/service on the Box 2.

Students will be asked to encircle the parts of the picture in Box 2 different from the other.

Example:

Last slide to be presented:

B. Unlocking of Difficulties Teacher will show sample sentences using the words, cheque,

intergument, inconceivable, feeble, sardonic, stammered, prototypes and decent.

Sample sentences:

1. The feeble old woman finds her work too difficult for her age.2. This old phone is the prototype version of your new phone.3. Have you received the cheque to pay your tuition fee?4. It is inconceivable to think that the dead came to life.5. Leather is the intergument of his black shoes.6. The investigators look sardonic while the suspect is speaking.7. Angela stammered during her first speech in front of the crowd.8. He looks decent with his formal attire. (distracter)

The 8 words are written in a paper and given to the students to insert in each pocket of the pocket chart. Students will be asked to insert the papers to each pocket matching its definition.

Out of these words, the word “quality” in the middle of the pocket chart will be formed.

C. Motive QuestionWhat does the term, “quality” in the story mean?

D. Presentation of Pre-assigned Tasks1. Author Study – Team Converse (Speakers)

Mini Talk Show – To further understand the author’s concept of “quality”, one of the members will portray John Galsworthy interviewed by an assigned host.

2. Characters – Team Skechers (Illustrators)Main Characters Analysis – Make a characterization chart of the main characters in the story.

3. Setting – Team Skechers (Illustrators)Setting Analysis – Using colored chalks, draw the setting of the story on the chalkboard. While drawing on the board, emphasize some lines in the story that show the changes happened in the story to support your illustration.

4. Summary – Team Adidas (Actors)Present an “It’s Showtime” version of presenting the summary of the story. The following highlights in the story should be observed:

Beginning Middle Enda. Characters are

introducedb. Setting is describedc. A problem is

establishedd. Readers get

interested in the story

a. Problem gets worseb. Roadblocks towards

the main characterc. More information is

providedd. Readers become

engage with the story and empathize with the characters

a. Problem resolvedb. Loose ends are tied

upc. Readers feel a

release of emotions that were built up in the middle

E. Comprehension Check1. How long had the narrator known Gessler brothers?2. What were the changes that the narrator observed when he visited the

shoemaker’s shop after two years? Why had he not visited him for such a long time?

3. Why does the narrator compare the atmosphere of the shop to that of a church?

4. What character traits of the brothers impressed the narrator most? Pick out the sentences in the second paragraph which show that the Gesslers were excellent shoemakers.

5. On one occasion the shoemaker offered to take back the narrator’s shoe. Why did he do so?

6. Why did the Gessler brothers lose customers even though they made the best shoes in town?

7. What were the conflicting factors in the story? Externally? Internally?8. What were the reasons that led to the death of the younger Gessler

Brothers?9. Take note one of the last sentences in the story: “Slow starvation, the

doctor called it. You see, he went to work in such a way!… Never gave ‘imself time to eat; never had a penny in the house. All went in rent and leather… He regular let his fire go out…But he made good boots.” What is its relevance to the whole story? Does it explain the meaning of the whole story? Explain.

10.Answering the motive question: What does the term “quality” in the story mean?

F. Valuing1. What are lacking about the quality of our life as a Filipino or you as

students?

2. If the Gessler brothers were in your position as students, do you think they could excel in the academic subjects?

3. What are the lessons you learned and you wanted to apply in your daily lives?

4. What would be the effect of quality for your future?

G. Enrichment1. Role-play – Team Adidas (Actors)

Present a role-play about the quality of life as a Filipino. Make a comparison of a dedicated and diligent worker and an irresponsible and mediocre one.

2. Taking a Stand (Quality or Quantity?) – Team Converse (Speakers)In a corporate meeting, board members will propose for the business which idea should they have to consider – quality or quantity? Make a debate about quality vs. quantity. A board director should take a stand before the meeting adjourns.

3. Song – Team Vans (Singers)a. Cup Song – With the use of cups as instruments, sing the song “Price

Tag” by Jessie J. b. Song Adaptation – Compose an adapted version of a portion of the

song “Price Tag” and sing it in class. Present the lyrics on the board.

4. Dance – Team Supra (Dancers)a. Flash Mob – Without introducing the group, present a contemporary

dance of the song “Price Tag”.

H. Literary Focus“Explaining Symbolisms”

With the help of the students, emphasize some lines in the song and discuss its relation to the symbolisms presented in the story.

Lines in the Song Symbolisms(Questions and Expected Answers)

Relation to the song(Expected Explanations)

“When the sale comes firstand the truth comes secondJust stop for a minute and smile”

In the story, who or what is the symbol that signifies “quality?”

Gessler brothers – they stand for “quality”. In a highly competitive commercial society, the Gessler Brothers maintain the quality of their boots.

Talk about why people choose quantity (sale) over quality (truth). “Sale” deals with cheap but low quality products/services while “Truth” deals availing the quality products/services according to the amount you paid.

“It's not about the money, money, money…Forget about the price tag”

What makes the Gessler brothers’ shoes high in quality and expensive?

Leather – Very spirit of all footgear, are their ideal which stands for a supreme quality of human nature.

Talk about why Gessler brothers do not consider the price of the leather in making high quality boots.

“Can we all slow down and enjoy right nowGuarantee we'll be feelin' alright”

In the story, can you tell me of the place where the Gessler brothers’ enjoy their work and where they can guarantee satisfaction?

Gessler brothers’ shop – The narrator compares the atmosphere of the shop to that of a church to highlight sincerity and the work culture combined with utmost devotion to which Mr. Gessler was wedded as a shoemaker. His shop was the church where he served his customers without any selfish motives.

Talk about Gessler brothers enjoy and love their work in the shop and how they consider shoemaking as an art.

“We’re leaving across this undefeatable odds…”

“Undefeatable odds” means enemies or the antagonists in the story. Who are considered to be the undefeatable odds of the Gessler Brothers?

Big firms –Industrialists make shoes an industry with whom quality and customer satisfaction mattered much less. This stands for industrialization.

Talk about why big firms became the “undefeatable odds” of the Gessler Brothers.

“It's like this man, you can't put a price on lifeWe do this for the love, so we fight and sacrifice every night... Waiting to see a sign of defeat…”

What is the “sign of defeat” of the two brothers?

Gessler brothers’ death - Their death symbolizes the defeat of something larger than themselves. It becomes a blow against the pre-industrial practice of combining making a living with making a life, an attack on the personal responsibility of an artisan for his work.

Talk about how Mr. Gessler dedicated his life to making boots for even in his last few days, he never stopped making boots, and he even finished the narrator’s boots before he died. Their death is the sign of their defeat.

I. Evaluation1. Each group will evaluate each other’s presentation using the rubric

below:

EXCELLENTFive-Star Quality

VERY GOODQuadruple-Star Quality

GOODTriple-Star Quality

FAIRDouble-Star Quality

2. In a big certificate, evaluators will post the stars.

Sample:

3. Representatives will be asked to give a short comment regarding the group’s presentation.

J. ClosureStudents will be encouraged to sing the adapted version of the song “Price Tag” composed by Group 4.

V. AssignmentA. Write an 8-sentence paragraph about the qualities of the Gessler brothers

that you want to apply in your daily living.B. Would it be possible if the body interacts with the soul? What do you think

would the soul be telling to the body? What do you think would be the reply of the body to the soul? Read “A Dialogue between the Soul and Body” on p.23 of English Time.

PICTURES

Subject Matter: “Mona Lisa”

A picture with my colleague and critic-teacher

Grand Demonstration Teaching: Team Prada and Team Skechers

Grand Demonstration Teachng: Team Converse, Team Vans and Team Supra

Sharing a quotation about excellence