The story tells of a poor farmer who lives with his aged mother at the foot of a mountain in a village governed by a despotic leader. The leader issues a cruel decree that all aged people must be put to death. To obey this law but spare his mother, the farmer carries her up the mountain to abandon her. However, his mother drops twigs along the path as they climb so they can find their way back. Moved by her kindness, the farmer decides to hide his mother instead of abandoning her. Later, the governor demands the villagers make a rope from ashes, which the mother helps the farmer create to impress the governor and get the cruel law abolished.
Let me share my presentation about the story entitled "The Soul of the Great Bell"
Contents:
The Soul of the Great Bell
The Author Background
Elements of the story
Story Analysis
It is a powerpoint presentation that discusses about the lesson or topic: Making Connections. It also talks about the definition and different characteristics and types about Making Connections.
Let me share my presentation about the story entitled "The Soul of the Great Bell"
Contents:
The Soul of the Great Bell
The Author Background
Elements of the story
Story Analysis
It is a powerpoint presentation that discusses about the lesson or topic: Making Connections. It also talks about the definition and different characteristics and types about Making Connections.
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.
Ito ay isang handout o learner's module na katatagpuan ng aralin o paksa tungkol sa mga kababaihan sa Kuwait. Dito din matatagpuan ang mga iba't-ibang kalagayang panlipunan ng mga babae sa Kuwait.
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.
Ito ay isang handout o learner's module na katatagpuan ng aralin o paksa tungkol sa mga kababaihan sa Kuwait. Dito din matatagpuan ang mga iba't-ibang kalagayang panlipunan ng mga babae sa Kuwait.
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
Polar molecules are those that possess regions of positive and negative charge.LieLanieNavarro
Polar molecules are those that possess regions of positive and negative charge. Water is an example of a polar material. The type of bonds it has, when coupled with its shape, gives one end of the molecule a slight positive charge (the hydrogen end) and the other a slight negative charge (the oxygen end).
Excerpt from Olaudah Equiano, The Interesting Narrative of th.docxelbanglis
Excerpt from: Olaudah Equiano, The Interesting Narrative of the Life of
Olaudah Equiano, Or Gustavus Vassa, The African. Written By Himself.
Vol. I. (published 1789)
CHAPTER II
~The author's birth and parentage--His being kidnapped with his sister--Their separation--
Surprise at meeting again--Are finally separated--Account of the different places and incidents
the author met with till his arrival on the coast--The effect the sight of a slave ship had on him--
He sails for the West Indies--Horrors of a slave ship--Arrives at Barbadoes, where the cargo is
sold and dispersed.~
I hope the reader will not think I have trespassed on his patience in introducing myself to him
with some account of the manners and customs of my country. They had been implanted in me
with great care, and made an impression on my mind, which time could not erase, and which all
the adversity and variety of fortune I have since experienced served only to rivet and record;
for, whether the love of one's country be real or imaginary, or a lesson of reason, or an instinct
of nature, I still look back with pleasure on the first scenes of my life, though that pleasure has
been for the most part mingled with sorrow.
I have already acquainted the reader with the time and place of my birth. My father, besides
many slaves, had a numerous family, of which seven lived to grow up, including myself and a
sister, who was the only daughter. As I was the youngest of the sons, I became, of course, the
greatest favourite with my mother, and was always with her; and she used to take particular
pains to form my mind. I was trained up from my earliest years in the art of war; my daily
exercise was shooting and throwing javelins; and my mother adorned me with emblems, after
the manner of our greatest warriors. In this way I grew up till I was turned the age of eleven,
when an end was put to my happiness in the following manner:--Generally when the grown
people in the neighbourhood were gone far in the fields to labour, the children assembled
together in some of the neighbours' premises to play; and commonly some of us used to get up
a tree to look out for any assailant, or kidnapper, that might come upon us; for they sometimes
took those opportunities of our parents' absence to attack and carry off as many as they could
seize. One day, as I was watching at the top of a tree in our yard, I saw one of those people
come into the yard of our next neighbour but one, to kidnap, there being many stout young
people in it. Immediately on this I gave the alarm of the rogue, and he was surrounded by the
stoutest of them, who entangled him with cords, so that he could not escape till some of the
grown people came and secured him. But alas! ere long it was my fate to be thus attacked, and
to be carried off, when none of the grown people were nigh. One day, when all our people
were gone out to their works as usual, and only I and my dear sister were left to mi ...
The Life of Olaudah Equiano, or Gustavus Vassa the African.docxcherry686017
The Life of Olaudah Equiano, or Gustavus
Vassa the African
Olaudah Equiano
Chapter Two
I hope the reader will not think I have
trespassed on his patience in introducing myself to him with some account of the manners and
customs of my country. They had been implanted
in me with great care, and made an impression on
my mind, which time could not erase, and which
all the adversity and variety of fortune I have since experienced served only to rivet and record; for, whether the love of one's country be real or
imaginary, or a lesson of reason, or an instinct of
nature, I still look back with pleasure on the first
scenes of my life, though that pleasure has been
for the most part mingled with sorrow.
I have already acquainted the reader with the
time and place of my birth. My father, besides
many slaves, had a numerous family, of which
seven lived to grow up, including myself and a
sister, who was the only daughter. As I was the
youngest of the sons, I became, of course, the
greatest favourite with my mother, and was
always with her; and she used to take particular
pains to form my mind. I was trained up from my
earliest years in the art of war; my daily exercise
was shooting and throwing. javelins; and my
mother adorned me with emblems, after the
manner of our greatest warriors. In this way I
grew up till I was turned the age of eleven, when
an end was put to my happiness in the following
manner:-Generally when the grown people in
the neighbourhood were gone far in the fields to
labour, thechildren assembled together in some of the neighbours' premises to play; and commonly some of us used to get up a tree to look out for any assailant, or kidnapper, that might come upon us; for they sometimes took those opportunities of our parents' absence to attack and carry off as many as they could seize. One day, as I was watching at the top of a tree in our yard, I saw one of those people come into the yard of ournext neighbour but one, to kidnap, there being many stout young people in it. Immediately on this I gave the alarm of the rogue, and he was surrounded by the stoutest of them, who entangled him with cords, so that he could not escape till some of the grown people came and secured him. But alas! ere long it was my fate to be thus attacked, and to be carried off, when none of the grown people were nigh. One day, when all our people were gone out to their works as usual, and only I and my dear sister were left to mind the house, two men and a woman got over our walls, and in a moment seized us both, and, without giving us time to cry out, or make resistance, they stopped our mouths, and ran off
with us into the nearest wood. Here they tied our
hands, and continued to carry us as far as they
could, till night came on, when we reached a small house, where the robbers halted for refreshment, and spent the night. We were then unbound, but were unable to take any food; and, being quite overpowered by fatigue and grief ...
A man comes to his old house on his father's annual ceremony.A yearly ritual.He has a younger brother and there are a few issues between them. His mother is more like a partial member than a witness.Continue reading the first segment of this interesting tale.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. STORY OF THE AGED MOTHER; JAPANESE FOLTALE BY MATSOU BASHO
Long, long ago there lived at the foot ofthe mountain a poor farmer and his aged, widowed mother. They owned a
bit of land which supplied them with food, and their humble were peaceful andhappy.Shining was governed by a
despotic leader who though a warrior, had a great and cowardly shrinking from anything suggestive of failing
health and strength. This caused him to send out a cruel proclamation. The entire province was given strict orders
to immediately put to death all aged people. Those were barbarous days, and the custom of abandoning old people
to die was not common. The poor farmer loved his aged mother with tender reverence, and the order filled his
heart with sorrow. But no one ever thought a second time about obeying the mandate of the governor, so with
many deep hopeless sighs,the youth prepared for what at that time was considered the kindest mode ofdeath. Just
at sundown, when his day’s work was ended, he took a quantity of unwhitened rice which is principal food for
poor, cooked and dried it, and tying it in a square cloth, swung and bundle around his neck along with a gourd
filled with cool, sweet water. Then he lifted his helpless old mother to his back and stated on his painful journey up
the mountain. The road was long and steep; then arrowed road was crossed and recrossed by many paths made by
the hunters and woodcutters. In some place, they mingled in a confused puzzled, but he gave no heed. One path or
another, it mattered not. On he went, climbing blindly upward – ever upward towards the high bare summit of
what is known as Obatsuyama, the mountain ofthe “abandoning of aged”. The eyes ofthe old mother were not so
dim but that they noted the reckless hastening from one path to another, and her loving heart grew anxious. Her
son did not know the mountain’s many paths and his return might be one of danger, so she stretched forth her
hand and snapping the twigs from brushes as they passed, she quietly dropped a handful every fewsteps ofthe way
so that they climbed, the narrow path behind them was dotted at frequently intervals with tiny piles of twigs. At
last the summit was reached. Weary and heart sick, the youth gently released his burden and silently prepared a
place ofcomfort as his last duty to the loved one. Gathering fallen pine needle,he made a soft cushion and tenderly
lifting his old mother therein, he wrapped her padded coat more closely about the stooping shoulders and with
tearful eyes and an aching heart said farewell. The trembling mother’s voice was full of unselfish love as she gave
her last injunction. “Let notthine eyes be blinded, my son. A” She said. “The mountain road is full of dangers.
LOOK carefully and follow the path which holds the piles of twigs. They will guide you to the familiar way
fartherdown”. The son’s surprised eyes looked back over the path, then at the poor old, shriveled hands all
scratched and soiled by their work of love. His heart smote him and bowing to the grounds, he cried aloud: “oh,
Honorable mother, thy kindness thrusts my heart! I will not leave thee. Together we will follow the path of twigs,
and together we will die!”Once more he shouldered his burden (how light it seemed no) and hastened down the
path,through the shadows and the moonlight, to the little hut in the valley. Beneath the kitchen floor was a walled
closet for food, which was covered and hidden from view. There the son his mother,supplying her with everything
needful and continually watching and fearing. Time passed, and he was beginning to feel safe when again the
governor sent forth heralds bearing an unreasonable order, seemingly as a boast of his power. His demand was
that his subject should present him with a rope ofashes. The entire province trembled with dread. The order must
be obeyed yet who in all shining could make a rope of ashes?One night, in great distress, the son whispered the
news to his hidden mother. “Wait!” she said. “Iwill think. I will think” On the second day she told him what to do.
“Make rope twisted straw,” she said. “Then stretch it upon a row of flat stones and burn it there on the windless
night. ” He called the people together and did as she said and when the blaze and died, behold upon the stones with
every twist and fiber showing perfectly. Lay a rope ofwhithead ashes. The governor was pleased at the wit of the
youth and praised greatly, but he demanded to know where he had obtained his wisdom. “Alas! Alas!” cried the
farmer, “the truth must be told!” andwith deep bows he related his story. The governor listened and then
meditated in silence. Finally he lifted his head. “Shining needs more than strength ofyouth, ” he said gravely. “Ah,
that I should have forgotten the well-know saying, “with the crown of snow, there cometh a wisdom!” That very
hour the cruel law was abolished, and custom drifted into as far a past that only legends remain.
2. REACTION
Our elders have gone through a lot in their lifetime.
I think it is important to respect our elders because they have experienced life and gone through a lot more
than we have. I think history has shown that we are a successful, rich country. I don’t think we would have the
freedom and the respect from other countries ifit weren’t for our elders and their sacrifice to get us where we are
today.
I respect my grandfather because he was captured and taken to a concentration camp during World War II.
My grandfather escaped from a camp, ran into the woods and went into hiding for a year. My grandfather is one
of the lucky Jews that survived because he had the will to live. Why shouldn’t he be respected?
I respect my parents because they are the ones that brought me in this world and have taken care ofme until
I was able to take care of myself. I personally have a lot of respect for my parents because they did a lot for me
over the years. I wouldn’t have the education without them. They got me where I am today and I am sure it wasn’t
easy for them. I believe they deserve thanks for everything they have done for me and thus deserve my respect.
The idea of the importance of respecting our elders raised many questions in my mind.
Do most even know what respect is?
Wikipedia defines respectas taking into consideration the views and desires of others and incorporating it
into your decisions and being truthful to people.
Why shouldn’t we respect anyone?
I think everyone should be respected unlessgiven a reason not to be. When you meet someone for the first
time are you disrespectful? No.Why should you be? I think everyone deserves a chance and once you get to know
the person you can decide based on your own values whether or not you should respect them.
I have a lot of younger cousins that respect me because I am older and know more about life than they do.
I don’t think elders should be singled out and immediately respected because they are older. Why shouldn’t
respect go both ways? I think my friends respect me because I respect them.
I think it is important to understand what respect is and understand what your elders have gone through to
get where we are today. I think everyone deserves the same amount of respect unless given a reason to be
disrespected.