The document provides an observation of a teaching lesson conducted by various resource teachers for Grade 9 and 7 students in English, Science, and Math. It details the teaching methods employed, including starting with prayer, checking attendance, engaging students with group activities and quizzes, and ending with clarifications and assignments to ensure understanding. The document also reflects on lesson development and emphasizes the importance of adapting teaching strategies to meet students' learning needs.

1. OBSERVATION SHEET
Name of the Resource Teachers observed: Mrs. Candelaria Torrevillas
Mrs. Liezel Caermare
Mrs. Ma. Cristina Galgo
School Address: GCCNHS Gingoog City, Misamis Oriental Date: Aug. 3, 2016
Grade/Year Level: Grade 9 and 7 Subject Area: English, Science and Math
1. Describe how the teacher began his/her lesson. Why do you think he/she do that?
Before the teacher began on discussing her new lesson, the teacher first let the
students pray by selecting one of her students to pray a spontaneous prayer then she
had greeted the students, and started to check the attendance. After the checking of
attendance, she asked a few questions about the last topic they had tackled last meeting
as a means of recap she had randomly selected students to share what they had
remembered.
I think the teacher started her lesson that way because of these following reasons;
a. To develop and nurture their faith in God,
b. To feel at ease with the presence of the teacher rather than to be afraid,
c. To let the students know that their presence and attendance is acknowledged and
their absence is monitored,
d. And to make sure that the students remembered the past lessons that they had
tackled.
I believe that this routine helps the student enhance their values and respect towards
other people as well as to improve their behavior.
2. What activity/activities did the Resource Teacher ask the learners to do after he/she
introduced the lesson? Why do you think he/she did such?
After the discussion, the teacher gave, a group activity, and after doing such, she had
given a quiz to the students.
I think the teacher did it because group activities enhances the students’ ability to
interact, also group activities in which they present to the class their output is a good
avenue for experiential learning in which studies show, that students retain the
information if they are active in learning, and she gave a quiz to monitor and assess the
individual students’ comprehension about the subject matter that they are discussing. In
addition I think it is also a good way to test and enhance the cognitive, psychomotor,
and affective skills of the learners.

2. 3. How did he/she end his/her lesson? Why do you think he/she did that?
The teacher ended her lesson by asking his/her students questions related to the
topic that they want to be clear about. If they have some part of it that they don’t
understand they are given chance to speak their thoughts and confusions, the teacher
then clarified the students’ confusions ,she generalized the whole subject matter by
soliciting ideas from students, and after that she gave an assignment to the students.
I think the teacher did that because she wanted to be sure that students really do
understand the lesson that they are tackling, she wanted to clear the confusions because
it will mislead the students’ understanding towards the concept, and by generalizing the
lesson the full concept is being given to the students so that they can relate it and apply
it in their lives, she then gave an assignment because she wanted to let the students
apply the students understanding of the concept and let them apply what they had
learnedby producing an output.
4. Did you notice an assessment of learning in the process of teaching? If yes, how was it
done?
Yes I did notice an assessment of learning in the process of teaching. It was done
through oral recitation/questioning, classroom presentations/reports, quizzes, group
activities and giving of assignments.
5. Did you observe if Resource Teacher checked learning at the end of his/her lesson?
Yes I did observe that the resource teacher checked learning at the end of her lesson
and she did it through questioning, clarification of the students’ confusion, giving a quiz
and an activity .
6. Checklist – Of the following which did you observe? Please check if you observed the
item.
Teaching Behavior Check Here
1.Connecting lesson to past lesson 
2. Introducing the lesson for the day 
3. Sharing the lesson for the day 

3. 4. Motivating the students 
5. Students doing learning activity 
6. Teacher giving lecturette 
7. Teacher checking for understanding 
8. Teacher/students Summarizing 
My Analysis
I will answer the following questions:
1. How should the lesson begin and end?
Before beginning the lesson, it is still good to do the traditional routine like having
a prayer, greetings and checking of attendance. Then after that, I will recap the previous
lesson or give a quiz about the last lesson being tackled, then do some icebreaker or
any motivational activity which will help them to actively participate on the discussion,
followed by the lesson proper then ends with asking your students some questions to
check their comprehension of the subject matter, or give them chance to speak up their
confusions for clarifications, after that generalization of the subject matter should be
given as well as the integrations that you plan include. Having a quiz or giving an
activity at the end of the lesson would be precise and you can also give assignments
either group or individual.
2. Did you observe any part of the lesson development to have been out of place? Explain
your answer.
No I have not observed any part of the lesson development to have been out of
place, because the way I see it, the teacher taught exactly what the lesson should be and
she did a commendable job on the time when she was integrating other disciplines,
some answers and questions of the students seem bizarre but then she was able to
handle and connect it to the lesson, she even inserted some humorous anecdotes which
made the class lively, and it doesn’t affect the lesson development that the teacher is
trying to imply.

4. My Reflections
“Tell them what you want to tell them; tell them, tell them what you told them.” Relate
this statement to lesson development.
During the process of the learning, there are times that students need to depend to
their teachers. That is why the role of being teacher is way too difficult as what we would
expect.
As a teacher, we have to be more knowledgeable, resourceful, confident and
prepared all the time. We should teach students what they have to learn, at the same
time, we should develop them and nourish them in a way that we are not the only one
who’s encouraging them to learn but also they are passionate to learn for the sake of
their own needs and for their improvements and development.
Along with the actions for students’ development and improvement, are the tasks on
the lesson development. We really need to keep abreast and enhance our skills and
strategies as a teacher on in order to satisfy the needs and interests of the learners.
We should be aware that every student has their unique way of learning which we
need to match when we use different kinds of techniques. Learning is a long process.
Sometimes what we had said or taught might be forgotten easily by the students
especially to those who don’t take education seriously. That is why lesson development
is so important because if you think your students have not comprehended the lesson
you had taught, a teacher must remember that it is not the student’s fault rather it is the
teacher’s fault by not understanding the learner that is why you need to “Tell them what
you want to tell them; tell them, tell them what you told them.” Meaning that if you can’t
deliver the lesson to your students in a way that they can understand it, might as well
change or revise the way you communicate to them so that they will really get what you
want them to understand.

5. My Portfolio
1. Reconstruct your Resource Teacher’s lesson plan. Your lesson plan must have the parts of a
lesson plan. A lesson plan outline may do, provided all the parts of a lesson are covered.
LEARNING PLAN IN ENGLISH
For Grade 9
I. LEARNING OBJECTIVES
At the end of the lesson, the students should be able to:
1. Recognize infinitives in texts;
2. Express thoughts on the importance of studying; and,
3. Construct sentences using infinitives.
II. SUBJECT MATTER
Grammar: Infinitives
Literature: Of Studies by Francis Bacon
III. MATERIALS
Worksheet
PowerPoint Presentation
Projector
Laptop
IV. PROCEDURE
a. Preparatory Activities
The teacher greets the students and then asks them to keep away unnecessary things from
their desks.
b. Motivation
The teacher asks the students if they had played charades before. The teacher explains how
to play it.
c. Presentation of Lesson
The teacher asks the class what are the similarities they noticed in the game.
d. Lesson Proper
The teacher discusses the infinitives.

6. Infinitives are one of the three verbals that look like a verb but do not function as a verb.
Instead, infinitives are used as a noun, an adjective or an adverb. They are constructed by adding
“to” before a verb in its base form. Infinitives become infinitivephrases when words are added
to them.
Examples:
To eat on time will prevent ulcer. (Infinitive as noun)
To eat on time will prevent ulcer. (Infinitive phrase as noun)
The person to consult about the book is my publisher. (Infinitive as adjective)
The person to consult about the book is my publisher. (Infinitive phrase as adjective)
It is practical to leave early in the morning. (Infinitive as adverb)
It is practical to leave early in the morning. (Infinitive phrase as adverb)
e. Application
1. The teacher introduces Francis Bacon and his essay “Of Studies.” The teacher provides a
worksheet with a copy of the essay to each pair and instructs them to look for infinitives then to
fill in the table in the worksheet (worksheet attached).
2. Construct a new sentence with the use of the infinitives found in the text. The infinitive in the
new sentence should function differently from the original.
f. Valuing
The teacher asks the students the following questions:
1. Is studying purely for school purposes?
2. Is studying perfected only through attending school and reading?
3. If a person graduated from a reputable university with honors and secured a good career,
does this mean he/she necessarily has a good behavior?
g. Generalization
The teacher asks a volunteer to summarize the lesson.
V. EVALUATION
Compose a short paragraph on your opinion of the essay “Of Studies.” Incorporate at least five
infinitive phrases in the paragraph. Underline the infinitive phrases used.
VI. ASSIGNMENT

7. I. Cut and paste five paragraphs from magazines or newspapers that contain infinitives.
Highlight the infinitive or infinitive phrase used then identify its function in the
sentence.