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Name of FS Student Formalejo, Ana Marielle L.
Course, Year & Section BSED-Eng III-1
Resource Teacher Mr. Glen Samudio Signature Date
Cooperating School Saint Francis of Assisi College
My Target
In this Episode, I must be able to:
 observe the teaching of a dominantly cognitive or skill or
affective lesson (cognitive lesson- Sibika; skill- Math;
affective- Values Education)
 trace the development of a cognitive, skill and affective
lesson.
Organizing content for meaningful learning
Episode 3
My Performance (How I Will Be Rated)
Field Study 2, Episode 3– Organizing content for meaningful learning
Focused on: The development of a cognitive or skill or affective lesson
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation
All tasks were done
with outstanding
quality; work
exceeds
expectations.
4
All or nearly all
tasks were done
with high quality
3
Nearly all tasks
were done with
acceptable quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis
Analysis question
were answered
completely; in depth
answers; thoroughly
grounded on
theories
Exemplary grammar
and spelling
4
Analysis questions
were answered
completely
Clear connection
with theories
Grammar and
spelling are
superior.
3
Analysis questions
were not answered
completely.
Vaguely related to
the theories
Grammar and
spelling
acceptable.
2
Analysis
questions were
not answered.
Grammar and
spelling
Unsatisfactory
1
My Reflection
Reflection
statements are
profound and clear,
supported by
experiences from the
episode.
4
Reflection
statements are
clear, but not
clearly supported
by experiences
from the episode.
3
Reflection
statements are
Shallow; supported
by experiences
from the episode.
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
1
My Portfolio
Portfolio is complete,
clear well-organized
and all supporting
documentation are
located in sections
clearly designated
4
Portfolio is
complete, clear
well - organized
and most
supporting
documentation
are available
and/or in logical
and clearly
marked locations.
3
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.
2
Portfolio has
many lacking
components; is
unorganized
and unclear.
1
Submission
Before deadline
4
On the deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating :
(Based on Transmutation)
Dr. Kent Gamboa
Signature of the FS Teacher
Above Printed Name
Date
Transmutation of Score to Grade or Rating
Score Grade Score Grade
20 1.00 (99) 12 – 13 2.50 (81)
18 – 19 1.25 (96) 11 2.75 (78)
17 1.50 (93) 10 3.00 (75)
16 1.75 (90) 8 – 9 4.00 (72)
15 2.00 (87) 7 5.00 (71 and below)
14 2.25 (84)
My Tools
OBSERVATION SHEET
Name of the Resource Teacher Observed: Sir Glen Samudio
Cooperating School: Saint Francis of Assisi College Date: September 10, 2014
Grade/ Year Level: Grade 7 Subject Area: English
A. For the Cognitive Lesson
1. What is the lesson about?
2. What are the examples of facts mentioned in the lesson?
3. Did the lesson end with facts? Or did these facts lead to understanding of
concepts? Prove your answer.
4. Write down instances of treating the topic in depth (giving examples,
examining cause-effect relationships, relating ideas or concepts to one
another.
5. Cite an instance/ instances when studentswereencouraged to ask
questions, to talk about and reflect on what they learned.
B. For the Skill Lesson
1. What was the skill lesson all about? Which skills was/ were target?
Manipulate skill or thinking skill?
2. Write evidenceof the teacher’s encouragement of divergent thinking by
the students.
3. Which are proofs that the Resource Teacher promoted convergent
thinking?
4. If there wasa problemsolving in the lesson, were the pupils taught to solve
problemusing algorithmor heuristic strategy?
5. What are the proofs that the students were encouraged to do critical
thinking?
C. For the Skill Lesson
1. What was the value lesson about?
2. Was the value taught alone or was it integrated with a cognitive or skill
lesson?
3. How was the value lesson developed?
My Analysis
A. For the Cognitive Lesson
How did my Resource Teacher teach the cognitivecontent meaningfully and
interestingly?
B. For the Skill Lesson
How was the skill taught meaningfully and interestingly?
C. For the Affective Lesson
1. Is it possible to teach a value lesson without any cognitivebasis at all?
Explain your answer.
2. A cognitiveor a skill lesson is a vehiclefor the valueeducation. Do you
agree?
My Reflections
1. Someone once said: “There are dull teachers, dull textbooks, dull films but no dull
subjects”. Do you agree? Write down your reflections here!
2. How should you organize subject matter (be it cognitiveskill or value lesson) so
that your teaching will always be fresh and interesting?
My Portfolio
Research on / or come up with a lesson plan (cognitive or skill) that integrates a
value or values. Paste it here! (You may want to refer to “Integrating Values with
Subject Matter”, in Principles of Teaching 2, 2006 by Corpuz B., G. Salandanan and D.
Rigor, pp. 91-92.) An outline of the lesson plan will do.
My Lesson Plan
A Semi- Detailed Lesson Plan in Literature
Grade 7
I. OBJECT IVES
At the end of the period, the students will be able to:
a. decode the meaning ofunfamiliar words from the story;
b. develop sense ofappreciation for friends and;
c. arrange the pictures depending on the sequence ofeventsthat happened in the story.
II.SUBJECT MATTER
Topic:
LITERATURE: “The Greatest Treasure” by Amit Garg
VALUES: Friendship
References:
http://www.youtube.com/watch?v=2iOlM9XdOY o
http://www.scribd.com/doc/118090170/The-Greatest-Treasure
Materials:
Visual Aid, LCD Projector, Pictures, Chalk, Marker
III.PROCEDURE
A. Pre- Reading Activity
1. Daily Routine
 Prayer
 Classroom Management
 Checking of Attendance
2. Unlocking ofDifficulty
Choose the letter ofthe correct meaning ofthe underlined words.
1. “Y ou are strong and courageous,” said Peterto Lion.
a. brave b. coward c. valor
2. The mountains were tall and craggy.
a. rockyb. smooth c. stony
3. Lion slipped, but Peter was swift enough to give him a hand and pull him up.
a. slowly b. quickly c. speedily
4. A cold wind swept across the endless meadow.
a. grassy field b. playground c. river
5. Camel began galloping and everybody cheered with excitement.
a. run fast b. walk slowly c. cheeredup
B. Motivation
The teacherwill post the picturebelow and will ask the following questions:
o What can you say about the picture?
o Who or what are the things that you treasurethe most?
B. While Reading Activity
The teacherwill let the students to watch a 5 minute video about the story entitled, “The Greatest
Treasure”.
Com prehension Check
1. Who are the characters in the story?
2. What is the setting ofthe story?
3. Who were the characters that Peter met along the way to the treasure?
4. How did each and every one ofthem contribute to the success oftheir treasure hunt?
5. Based on the story, what is the greatesttreasure?
6. What do you think is the essence ofhaving friends?
7. Explain the quotation, “The greatest treasures arethoseinvisibleto the eye but found by the
heart.”
8. What is the moral lesson ofthe story?
9. Have you ever experienced searching for a treasure?What is it?
10. Do you have friends?Do you treasure and cherish every moment you have with them?
IV. EVALUATION
The teacherwill group the students into 3 groups.Each group will be given a task.
GROUP 1: SEQUENCING OF EVENT S
The students will arrange the cut out pictures chronologically or based on how
they happened in the story.
GROUP 2: GIVING SYMBOLS
Draw at least two symbols that will represent the theme ofthe story which is
FRIENDSHIP
GROUP 3: Make a slogan in line with the theme ofthe story which is FRIENDSHIP.
IV.ASSIGNMENT
On a sheet ofpaper, write an essay with the title, “What does Friendship mean to me?

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Episode3

  • 1. Name of FS Student Formalejo, Ana Marielle L. Course, Year & Section BSED-Eng III-1 Resource Teacher Mr. Glen Samudio Signature Date Cooperating School Saint Francis of Assisi College My Target In this Episode, I must be able to:  observe the teaching of a dominantly cognitive or skill or affective lesson (cognitive lesson- Sibika; skill- Math; affective- Values Education)  trace the development of a cognitive, skill and affective lesson. Organizing content for meaningful learning Episode 3
  • 2. My Performance (How I Will Be Rated) Field Study 2, Episode 3– Organizing content for meaningful learning Focused on: The development of a cognitive or skill or affective lesson Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation All tasks were done with outstanding quality; work exceeds expectations. 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis question were answered completely; in depth answers; thoroughly grounded on theories Exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior. 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable. 2 Analysis questions were not answered. Grammar and spelling Unsatisfactory 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode. 3 Reflection statements are Shallow; supported by experiences from the episode. 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1
  • 3. My Portfolio Portfolio is complete, clear well-organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear well - organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking. 2 Portfolio has many lacking components; is unorganized and unclear. 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating : (Based on Transmutation) Dr. Kent Gamboa Signature of the FS Teacher Above Printed Name Date Transmutation of Score to Grade or Rating Score Grade Score Grade 20 1.00 (99) 12 – 13 2.50 (81) 18 – 19 1.25 (96) 11 2.75 (78) 17 1.50 (93) 10 3.00 (75) 16 1.75 (90) 8 – 9 4.00 (72) 15 2.00 (87) 7 5.00 (71 and below) 14 2.25 (84)
  • 4. My Tools OBSERVATION SHEET Name of the Resource Teacher Observed: Sir Glen Samudio Cooperating School: Saint Francis of Assisi College Date: September 10, 2014 Grade/ Year Level: Grade 7 Subject Area: English A. For the Cognitive Lesson 1. What is the lesson about? 2. What are the examples of facts mentioned in the lesson? 3. Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove your answer. 4. Write down instances of treating the topic in depth (giving examples, examining cause-effect relationships, relating ideas or concepts to one another. 5. Cite an instance/ instances when studentswereencouraged to ask questions, to talk about and reflect on what they learned.
  • 5. B. For the Skill Lesson 1. What was the skill lesson all about? Which skills was/ were target? Manipulate skill or thinking skill? 2. Write evidenceof the teacher’s encouragement of divergent thinking by the students. 3. Which are proofs that the Resource Teacher promoted convergent thinking? 4. If there wasa problemsolving in the lesson, were the pupils taught to solve problemusing algorithmor heuristic strategy? 5. What are the proofs that the students were encouraged to do critical thinking?
  • 6. C. For the Skill Lesson 1. What was the value lesson about? 2. Was the value taught alone or was it integrated with a cognitive or skill lesson? 3. How was the value lesson developed? My Analysis A. For the Cognitive Lesson How did my Resource Teacher teach the cognitivecontent meaningfully and interestingly?
  • 7. B. For the Skill Lesson How was the skill taught meaningfully and interestingly? C. For the Affective Lesson 1. Is it possible to teach a value lesson without any cognitivebasis at all? Explain your answer. 2. A cognitiveor a skill lesson is a vehiclefor the valueeducation. Do you agree?
  • 8. My Reflections 1. Someone once said: “There are dull teachers, dull textbooks, dull films but no dull subjects”. Do you agree? Write down your reflections here! 2. How should you organize subject matter (be it cognitiveskill or value lesson) so that your teaching will always be fresh and interesting?
  • 9. My Portfolio Research on / or come up with a lesson plan (cognitive or skill) that integrates a value or values. Paste it here! (You may want to refer to “Integrating Values with Subject Matter”, in Principles of Teaching 2, 2006 by Corpuz B., G. Salandanan and D. Rigor, pp. 91-92.) An outline of the lesson plan will do. My Lesson Plan A Semi- Detailed Lesson Plan in Literature Grade 7 I. OBJECT IVES At the end of the period, the students will be able to: a. decode the meaning ofunfamiliar words from the story; b. develop sense ofappreciation for friends and; c. arrange the pictures depending on the sequence ofeventsthat happened in the story. II.SUBJECT MATTER Topic: LITERATURE: “The Greatest Treasure” by Amit Garg VALUES: Friendship References: http://www.youtube.com/watch?v=2iOlM9XdOY o http://www.scribd.com/doc/118090170/The-Greatest-Treasure Materials: Visual Aid, LCD Projector, Pictures, Chalk, Marker III.PROCEDURE A. Pre- Reading Activity 1. Daily Routine  Prayer  Classroom Management  Checking of Attendance 2. Unlocking ofDifficulty Choose the letter ofthe correct meaning ofthe underlined words. 1. “Y ou are strong and courageous,” said Peterto Lion. a. brave b. coward c. valor 2. The mountains were tall and craggy. a. rockyb. smooth c. stony 3. Lion slipped, but Peter was swift enough to give him a hand and pull him up. a. slowly b. quickly c. speedily
  • 10. 4. A cold wind swept across the endless meadow. a. grassy field b. playground c. river 5. Camel began galloping and everybody cheered with excitement. a. run fast b. walk slowly c. cheeredup B. Motivation The teacherwill post the picturebelow and will ask the following questions: o What can you say about the picture? o Who or what are the things that you treasurethe most? B. While Reading Activity The teacherwill let the students to watch a 5 minute video about the story entitled, “The Greatest Treasure”. Com prehension Check 1. Who are the characters in the story? 2. What is the setting ofthe story? 3. Who were the characters that Peter met along the way to the treasure? 4. How did each and every one ofthem contribute to the success oftheir treasure hunt? 5. Based on the story, what is the greatesttreasure? 6. What do you think is the essence ofhaving friends? 7. Explain the quotation, “The greatest treasures arethoseinvisibleto the eye but found by the heart.” 8. What is the moral lesson ofthe story? 9. Have you ever experienced searching for a treasure?What is it? 10. Do you have friends?Do you treasure and cherish every moment you have with them? IV. EVALUATION The teacherwill group the students into 3 groups.Each group will be given a task. GROUP 1: SEQUENCING OF EVENT S The students will arrange the cut out pictures chronologically or based on how they happened in the story. GROUP 2: GIVING SYMBOLS Draw at least two symbols that will represent the theme ofthe story which is FRIENDSHIP GROUP 3: Make a slogan in line with the theme ofthe story which is FRIENDSHIP. IV.ASSIGNMENT On a sheet ofpaper, write an essay with the title, “What does Friendship mean to me?