This lesson plan aims to teach students how to make and interpret tables. The lesson will begin by showing students data in paragraph and table formats to motivate which is easier to understand. Key terms like table, row, column, category and data will be introduced. Students will then be given a handout and examples of tables to discuss their purposes and importance for organizing data. The teacher will ask questions based on the tables to check student understanding. For evaluation, students will study a table showing leisure time by age and answer questions about it. As an assignment, students will make their own table organizing survey data about their college preferences.
Lesson Plan in Reading
Topic: Elements of Narrative
Reference: Joy in Learning English 5
Materials: Visual materials and big book
Values: Teamwork and Contenttedness
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Lesson Plan in Reading
Topic: Elements of Narrative
Reference: Joy in Learning English 5
Materials: Visual materials and big book
Values: Teamwork and Contenttedness
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/jamFeb25
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
This presentation is a helpful material for basic education teachers and teachers-in-training in preparing lessons on how to effectively teach students to understand non-prose texts.
Social History of Sports in the U.S. This course is entirely on.docxpbilly1
Social History of Sports in the U.S.
This course is entirely on-line, so all information can be obtained through the Blackboard site, or by e-mailing Bill Offutt directly at
[email protected]
or
[email protected]
NOTE:
Because this course is extremely condensed into 40 days, I will be posting much of the material ahead of when it is due, for students to work through at their own pace; in other words, you can work ahead as you feel like it. There are certain pieces of material, from Unit Two forward, that will be added to both the
Course Documents
, where the assigned readings are, and
Discussion Board
, where focused questions and material will guide your responses. The materials will be added in time for use by the various intermediate deadlines. However, there are particular deadlines for completion of the discussion writing on the various units of material as well as the two papers that make up the grade, and students must pay close attention to these deadlines in order to complete the course.
Course Goals:
This course will examine the experience of sports and leisure for different groups of Americans (e.g., African-Americans, women, working class), from colonial times to the present but primarily focused on the 20th century. My goal is to introduce students to historical analysis and argument through the examination of the sports and leisure time activities that won increasing popularity among Americans from the late nineteenth to the late twentieth century. This course will incorporate analytical categories from social history (class, race, gender, ethnicity) as well as the frameworks used by cultural, economic, and political history. This course will thus involve students in gaining a better understanding of the relationships that sports and leisure have with the social, economic, cultural and political forces at work in the United States and the world. Students will appreciate the issues that have affected sports participation over the years, including racial and gender discrimination, class economics, and commercialization.
Students are expected to learn not only the basic data of American social history of sports but also to express that knowledge in oral and written argument that employs evidence to prove historical theses. Precise assignments for discussion are given at the end of this syllabus. Students will also be expected to use the Blackboard site for discussion. This course is thus NOT about player statistics, won-loss records, and/or fantasy leagues. It is about understanding the role sports has played in American society over time, and that is a serious historical inquiry.
By the end of the course, you will be able to:
1) Identify and analyze the changing meaning and significance of sports and leisure to American society and culture.
2) Discuss the major developments in sports as they were influenced by major social, economic, cultural and political forces in American history, and (in turn) how sports pa.
Blogging About Holidays Around The World: 3rd GradeColleen
This lesson goes along with the KeyNote presentation, "Raising the Bar: Using Data to Enrich Our High Performing Students". It is an example of how to use technology to enrich 3rd grade students scoring in the advanced level on state reading assessments.
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
The material was created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. Workshop might be used on two - three lessons or a separate activity to raise students’ motivation. It consists of ‘Motivation Workshop Outline’ and 3 attachments – worksheets for students.
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
(Matriculation Programme) Research Writing Report - Leisure Time Among LMC St...ladykathy
This is the example of English Research Writing Report of Matriculation Programme / College. The title of this report is The Leisure Time Among LMC Students.
Definition of Reading, Reading Meaning, Kinds of Reading, Factors Affecting Reading, Types of Reading Strategies, Reading Techniques, Definition of Comprehension, Levels of Comprehension, Types of Comprehension
Definition of Poetry, Sample Anglo American Poem, Shakespeare, The Seven Ages of Man, All the World's a Stage, Grade 9, Learning Material, English, Lesson 1 for Grade 9
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Semi-Detailed Lesson Plan on Making and Interpreting Tables
1. A Semi-Detailed Lesson Plan in English III
Remedial Instruction: Reading
I. Objectives
At the end of the lesson the student is expected to:
access correct information from tables;
answer questions based on the data contained in them; and;
organize data through creating tables.
II. Subject Matter
Focus: Making and Interpreting Tables
Materials: Handout, ppt presentation
III. Procedure
A. Motivation
The teacher will show two identical data, one in a paragraph form and the
other in a table and then the teacher will ask the student which one is
organized and easier to evaluate.
Suppose you are selling two different kinds of magazine for a certain school fund-raiser.
You keep tract of your sales for one week, and at the end of the week you have the
following numbers: Monday: 6 fashion magazines and 2 sports magazines, Tuesday: 6
fashion magazines and 3 sports magazines, Wednesday: 8 fashion magazines and 5 sports
magazines, Thursday: 6 fashion magazines and 3 fashion magazines, Friday: 2 fashion
magazines and 4 sports magazines, Saturday: 3 fashion magazines and 1 sports magazine,
and Sunday: 2 fashion magazines and 1 sports magazine.
Magazine Mon. Tues. Wed. Thurs. Fri. Sat. Sun. Total
Fashion 6 6 8 6 2 3 2 33
Sports 2 3 5 3 4 1 1 19
B. Vocabulary Development
The teacher will introduce the lesson by familiarizing the student with the
following terms:
table
row
column
category
data
A Semi-Detailed Lesson Plan
Prepared by Rona C. Catubig, BSEd 3-2
February, 2013 Lesson#9
2. C. Lesson Proper
The teacher will give a handout to the student about making and interpreting
tables.
The teacher will ask the student the question below to generate discussion of
the topic:
Based on the example earlier, the data in the paragraph form and in
the table, what do you think is the purpose of a table?
The teacher will discuss what a table is, its purposes and importance:
What do you think is the purpose of a table?
What is the importance of putting data on a table?
The teacher will show the student more examples of table and then the teacher
will ask questions based on the table presented.
Example:
How many male participants are engaged in basketball?
How many female participants are engaged in swimming?
Which of the varsity sports has the highest total number of
participants? How about the lowest?
A Semi-Detailed Lesson Plan
Prepared by Rona C. Catubig, BSEd 3-2
February, 2013 Lesson#9
3. IV. Evaluation
Below is a table that shows the hours of leisure time per year in Someland. Study the
table and answer the questions that follow.
1. How much time per year do teens spend watching TV/videos?
2. Which ages spend the most amount of time in group exercise/sport?
3. Which ages spend the lowest least amount of time in cinema?
4. To what leisure does age 50s spend most of their time per year?
5. To what leisure does age 70s are most engaged into?
V. Assignment
Make a table out of the data given:
Suppose you are fourth year high school student and you haven’t decided yet where
to go in college because you’re having a hard time thinking which is the most
prestigious and well known among your choices (Central Luzon State University,
University of the Philippines and Ateneo de Manila University). So you decided to
make a survey considering which university your family wanted you to go to, your
teachers and your friends: Family: 5 CLSU, 2 UP, 1 AdMU, Teachers: 6 CLSU, 4
UP, 2 AdMU, Friends: 12 CLSU, 2 UP, 5 AdMU.
Tabulate your data
Make a title for your table
A Semi-Detailed Lesson Plan
Prepared by Rona C. Catubig, BSEd 3-2
February, 2013 Lesson#9