Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
This is a semi-detailed lesson log intended for my Classroom Observation Tool (COT) demonstration teaching through Learning Action Cell where my colleague and I share thoughts and practices on making classroom instruction delivery effective even in times of pandemic.
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.
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Fact and Opinion in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
This is a semi-detailed lesson log intended for my Classroom Observation Tool (COT) demonstration teaching through Learning Action Cell where my colleague and I share thoughts and practices on making classroom instruction delivery effective even in times of pandemic.
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.
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Fact and Opinion in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
http://www.slideshare.net/ToninaMarwin/the-lesson-plan link to the semi-detailed Lesson plan in English for 4th year students exactly for this presentation... The poem is entitled Digging by Seamus Heaney. The lesson plan was executed today and was observed by the critic teacher. This is now the edited version of that lesson plan. You may find the lesson plan uploaded in this site as well...
FIGURATIVE LANGUAGE
Unit 6: Lesson 1
Objectives:
Explain the concept of 'figurative language' as it pertains to elements of literature
Understand and explain the various types of figurative language
Identify the types of figurative language in a reading selection
Directions:
Step 1: Read the lesson on Figurative Language.
Step 2: Complete Lesson 1 Part A, B, & C Assignments below.
Figurative language
is often defined as any language that is not literal. This means, the writer uses words to create meaning that may be hidden. They might be trying to say that the water is beautiful, but instead say the water is ‘as blue as a precious topaz stone’. Doesn’t it sound more interesting than just saying, the water is beautiful? The trick or puzzle here is that the reader is left to “figure” out what the writer is trying to say! Let’s look at some examples of Figurative Language.
There are many types of figurative language, they include, but are not limited to the following:
1.
Alliteration
– The repetition of the same or very similar consonant sounds in words that are close together.
For example
:
a. The slight sloshing sensation of the ocean moves silently.
b. Yesterday Ulysses used a yellow paint pallet.
2.
Analogy
: A comparison between two things. It can be a comparison, a simile, a metaphor, or other type of comparison.
3.
Hyperbole
– When something is over-stated. (*Tip to remember- When someone is hyper, how do they behave? They over-react and are often loud etc.)
For example
:
When dad and I went fishing, we must have caught a million fish!
4.
Imagery
: Suggests a mental picture of sights, sounds, smells, tastes, feelings, or other impressions. May be verbal or visual.
5.
Inference
: What idea can you INFER from the selection? The reader makes a decision based on interpretation, not direct statements.
6.
Metaphor
– A comparison between two completely different things
without
using the words “like” or “as” in the statement.
For example
:
a. The Ocean is a gleaming blue bowl.
b. The river is a mirror.
7.
Simile
– A comparison between two different things
using
the words “like” or “as” in the statement.
For example
:
a. Susan is as pretty as a picture.
b. The leaves on the trees shine like glass.
8.
Tone
– How the author feels about his or her subject. The author's style conveys the tone in literature. Tone may be expressed as the author's attitude.
9.
Personification
– is one type of figurative language where an idea, object or abstract concept (i.e. Father Time or Mother Earth), is given human characteristics. In simpler terms, we take something that is not human, like a tree and give it qualities a person would possess (
person
ifying).
For example
:
a. The tall oak tree salutes every visitor that comes to the park. In this example, the tree isn’t really saluting anyone, but the reader can visualize a tall tree standing straight in the air like a general saluting someone as they pass by.
b ...
Female Version of the Pardoner's Tale
.
Script written by: Ms Cristina Panganoran
.
Based on the original story of Geoffrey Chaucer's "The Canterbury Tales"
1. I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. Unlock the meaning of words through context clues.
b. Demonstrate interest in the listening and reading of the selection through participation.
c. Express appreciation for significant human experiences in the selection.
d. Show understanding of the poem read by relating it to personal experiences.
II. SUBJECT MATTER
Topic: Showing Appreciation for Significant Human experiences in a Selection
“Digging” by: Seamus Heaney
Textbook: English Expressways IV
Virginia F. Bermudez, Ed. D.
pp 304-305
Materials: PowerPoint Presentation
III. PROCEDURE
A. Pre-Lesson Activities
1. Prayer
2. Checking of Attendance
3. Review on what is Literature
Questions:
What comes to your mind when you hear the word “literature”?
Basing from your answers, what is literature then?
4. Tell the students that your lesson is under the literature part of the English subject.
B. Motivation
1. Show pictures of famous people to the students.
2. Ask who are worthy to imitate or try to be like.
3. Ask the students what makes these people admirable.
4. Ask the students who their idols are, during their childhood or current idol.
5. Ask what traits of their idol they look up to.
6. Ask if these traits affect them as they grew up.
C. Unlocking of Difficulties
Ask the students to read the following sentences and then let them determine the
meaning of the underlined words through context clues.
i. The diaper was just the right snug around the baby’s waist.
(fit, dark, fast, comfy)
ii. I was kept awake at night by the rasping sound of a snoring partner
(tough, rough, soft, smooth)
iii. Synthetic turf was installed in the playing field instead of authentic grass.
(territory, meadow, grass, land )
iv. Going to the bog got my shoes all muddy and wet.
(wetland, seabed, lake side, river)
v. Digging sods is very tiring especially if the soil is hard.
(rocks, ground, field, ranch)
vi. The lug of a spade is the part you would rest your foot on.
(a. a projected part of something
b. a shipping container for items
c. an edge to increase balance
d. a metal fitting to connect wires)
2. D. Presentation:
1. Tell the students that they will listen then read a poem by Seamus Heaney
2. Shortly talk about the background of the poet.
3. The teacher asks the students to recall the standards of listening to poetry
reading before she reads the poem to the class.
E. Lesson Proper
1. The teacher reads the poem while the students listen.
2. Let one of the students read the poem aloud.
3. Let the whole class read aloud together.
“Digging”
Seamus Heaney
Between my finger and my thumb By God, the old man could handle a spade,
The squat pen rests; as snug as a gun. Just like his old man.
Under my window a clean rasping sound
When the spade sinks into gravelly ground: My grandfather cut more turf in a day
My father, digging. I look down Than any other man on Toner's bog.
Once I carried him milk in a bottle
Till his straining rump among the flowerbeds Corked sloppily with paper. He straightened up
Bends low, comes up twenty years away To drink it, then fell to right away
Stooping in rhythm through potato drills Nicking and slicing neatly, heaving sods
Where he was digging. Over his shoulder, digging down and down
For the good turf. Digging.
The coarse boot nestled on the lug, the shaft
Against the inside knee was levered firmly. The cold smell of potato mold, the squelch and slap
He rooted out tall tops, buried the bright edge deep Of soggy peat, the curt cuts of an edge
To scatter new potatoes that we picked Through living roots awaken in my head.
Loving their cool hardness in our hands. But I've no spade to follow men like them.
Between my finger and my thumb
The squat pen rests.
I'll dig with it.
F. Discussion
a. Let the students answer the comprehension check questions on page 305 orally.
b. Refresh the students about connotative and denotative meaning before answering
question number 5.
c. Let the students point out the figurative language used in the poem such as simile and
repetition.
IV. Evaluation
Ask the students to draw a symbol that best describes the person who has helped in shaping who they
are today. Below the drawing, let them write a few sentences that explain this comparison between the
symbol and the person they look up to.
V. Assignment
Write a letter of appreciation to your parents. Give the letter to them. Next meeting, share a photo or
video showing the reaction of your parents while reading your letter.