Holy Cross CollegeSta. Ana, Pampanga

Philippines2nd Semester

Practice Teaching Experiences

S.Y. 2012-2013

Student Teacher: Ma. Cristina D. PanganoranCourse: Bachelor of Secondary EducationCooperating School: DIOSDADO MACAPAGAL HIGH SCHOOLAddress: Sto. Domingo, Mexico, Pampanga

Approved by:

___________________ ___________________ Cooperating Teacher Principal Ms. Milagros . Montoya Mrs. Lani C. Agajona

Date Submitted: March 19, 2013

Submitted to:

______________________Student Teacher Supervisor Mrs. Marites S. Franco

Table of Contents

I. Preliminaries

A. Practice TeachingB. Student Teacher's Code of Ethics...C. My Philosophy of Education as a Secondary Teacher

II. Description of the Cooperating School

A. HistoryB. Vision & MissionC. Various Programs and ActivitiesD. Organizational Chart

III. Summary of Experiences

A. Working with StudentsInclusive DatesYearTeacher

Observations: Date, Lesson, Subject, Remarks, Insights

ParticipationsEvaluation Sheets

IV. Appendices

1. Picture of school, staff, students, teachers 2. General Schedule of Student teacher3. Lesson Plans4. School Forms5. Photographs of Activities

V. Conclusions, Reflections and Recommendations

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I. Preliminaries

A. Practice Teaching

What is Practice Teaching?The practical implementation of the information and

strategies that students have learned in Holy Cross College is what we know as practice teaching. In and outside of school classrooms the student teachers practice what they have learned and are supervised by teachers from the college, cooperating teachers, and school principals.

Practice Teaching is a crucial part of every student teacher’s life during college. Student teachers or pre-service teachers are college students teaching under the supervision of a certified teacher in order to qualify for a degree in education.

These certified teachers are called cooperating teachers and the school where this teacher is working is called the cooperating school.

Why do we have to undergo Practice Teaching?The Purpose of Practice Teaching is to provide qualified

teachers that are prepared and trained by following one of the practical educational theories in one of the three levels: Elementary, Intermediate, High School. In my case then it is High School level. Another reason is to prepare student teachers for their career as teachers by incorporating them completely into the school atmosphere so that they feel as if they are part of the school. Next is to think and meditate on the practical reality of teaching. It also pushes to encourage student teachers to be creative and to develop their abilities as a professional teacher.

B. Student Teacher's Code of Ethics

The Standards of Practice for the Teaching Profession provide a framework of principles that describes the knowledge, skills, and values inherent in Philippines’ teaching profession. These standards articulate the goals and aspirations of the profession. These standards convey a collective vision of professionalism that guides the daily practices of Student Teachers of the Institute of Teacher Education.

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The Purposes of the Ethics of Practice Teaching are:

to inspire a shared vision for the teaching profession to identify the values, knowledge and skills that are

distinctive to the teaching profession to guide the professional judgment and actions of the

teaching profession to promote a common language that fosters an

understanding of what it means to be a member of the teaching profession.

The Standards of Practice Teaching are:

Commitment to Students and Student Learning

Student Teachers are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Student Teachers facilitate the development of students as contributing citizens of the Filipino society.

Professional Knowledge

Student Teachers strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.

Professional Practice

Student Teachers apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Student Teachers refine their professional practice through ongoing inquiry, dialogue and reflection.

Leadership in Learning Communities

Student Teachers promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Student Teachers maintain

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and uphold the principles of the ethical standards in these learning communities.

Ongoing Professional Learning

Student Teachers recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.

Code of Ethics for Student Teachers

The Code addresses the interdependent duties, rights and responsibilities of student teachers, faculty members and educational partners.

By addressing common issues and needs, the Code seeks to articulate and make explicit ethical principles that transcend disciplinary boundaries. These principles reflect the fundamental values that are expressed in the duties, rights and responsibilities of all involved in Teacher Education.

The Code requires a reasonable flexibility in the implementation of common principles. It is designed to help those involved in Teacher Education, as a matter of sound ethical reasoning, to understand and respect the contexts in which they work and accommodate the needs of others.

The Code seeks to encourage continued reflection and thoughtful response to ethical issues. It does not seek definitive answers to all ethical questions or situations. Rather, it seeks to outline the guiding principles to ethical conduct and to identify major issues which are essential to the development and implementation of this Code.

Context of an ethics framework for student teachers

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The principles and norms guiding ethical conduct are developed within an ever-evolving complex societal context, elements of which include the need for reflective action and ethical principles. Education is premised on a fundamental moral commitment to advance and construct knowledge and to ensure human understanding and respect for individual and collective well being and integrity.

The moral imperative of respect translates into the following ethical principles that assume a student-centered perspective as outlined for Teacher Education.

Ethics and law

“Teaching is governed by a legal and regulatory framework” . The law affects and regulates the standards and norms of teaching behaviors in a variety of ways such as respecting privacy, confidentiality, intellectual property, competence. Human rights legislation prohibits discrimination and recognizes equal treatment as fundamental to human dignity and well being. Teachers should respect the spirit of the Rights and Freedoms particularly the sections dealing with life, liberty and the security of the person as well as those involving equality and discrimination and the Article 11, of R.A. No. 7836 that sets out the obligations and rights of teachers.

Guiding ethical principlesEthical student teachers should respect the following guiding ethical principles:

Respect for human dignity Speaks and acts towards all students with respect and

dignity; and deals judiciously with them at all times, always mindful of their individual rights and personal sensibilities.

Respects the dignity and responsibilities of cooperating teachers, peers, principals, parents and other professionals or para-professionals within the school, school board and community.

Respect for vulnerable persons

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Respects and recognizes ethical obligations towards vulnerable persons. This principle recognizes that students are in a vulnerable position and that student teachers are in a privileged relationship with students and their families and will always refrain from exploiting that relationship in any form or manner.

Respect for confidentiality and privacy Respects the confidential nature of all information related to

students and their families and will share such information in an appropriate manner only with those directly concerned with their welfare.

Respects the confidential nature of all information related to all school personnel and will share such information in an appropriate manner.

Respect for justice Respects and recognizes the right of individuals to be

treated with fairness and equity and the importance of avoiding conflicts of interest.

Respect for safety of students Respects the right of individuals to expect that student

teachers will engage in practices that aim to ensure the physical, psychological and emotional safety of students.

Respect for existing ethical codes and professional standards

Respects the authority, roles and responsibilities of the cooperating teacher and agrees to adhere to the responsibilities and obligations for teachers as outlined in the Education Act, Faculty and University handbooks as well as all local agreements by host school boards and schools.

Balancing harm and benefits Acknowledges that any potentially harmful practices (e.g.

Science Labs and Physical Education Activities) must be balanced with anticipated benefits and conducted in a prudent informed manner.

C. My Philosophy of Education as a Secondary TeacherThe one exclusive sign of thorough knowledge is the power of teaching.

~ Aristotle

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Do you know why we are here today? What is our purpose in life? Isn’t it we always look for ways to find our calling? Looking back over my four years in college, I have become a passionate believer in the teaching profession and its power and ability to empower all those that come into contact with it. Whether you are someone that possesses natural talent or not, everyone has relevant experiences that they can bring to the table when they are approaching and interacting with teaching. Unquestionably, for me, teaching has been a lifesaver. It enables me to express my innermost thoughts and feelings: happiness, fear, frustration, anger, sadness, pain and love. No matter the medium, teaching manages to surge through my soul and become something tangible for all to see. That is the power of teaching that is a part of my belief as future teacher.

Intelligence plus character - that is the goal of true education.~ Dr. Martin Luther King, Jr.

If you think you are intelligent that’s good but without character it is useless. Number one misconception about education is “Teachers are the ones who impose ideas and form a student’s habit.” Wrong! We are only facilitators not dictators. Everyone is different therefore we cannot force our own beliefs into the mind of the child. What does a teacher do then? Teachers only select the best influences to make the students infer into doing the right things in life. These influences or stimuli chosen by the teachers affect the students and assist them into becoming better individuals with intelligence. We cater to different personalities and social background that’s why psychology is a subject taken by education students. This helps us in guiding the students to the right path by understanding how the mind works. So for me, the goal of true education is to make someone an individual filled with wisdom and right attitude towards life.

Education is not a preparation for life; education is life itself.~ John Dewey

The moment a student enters the gates of the school, many doors open for the individual. Education still happens even after the student gets home. Education is left after schooling. We are not just teaching for the sake of the present situations. We teach for a future generation of lifelong learners. My philosophy as a secondary teacher is influenced by these quotes of famous people. Not because they are famous but because what these words convey cut through me and stay within me.

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This is what school looks like at Diosdado Macapagal High School. This is what teaching looks like. It's nothing special really; it's just

life itself.

II. Description of the Cooperating School

A. History

History of Diosdado Macapagal High SchoolDMHS is situated in Sto. Domingo, Mexico, Pampanga. It is 2.5 km.

away from the town proper. The school was jointly conceptualized in the

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year 2003 by the love & concern of the officials of the Municipality of Mexico headed by the Municipal Mayor Ernesto Punzalan. The municipality acquired 10, 759 sq. meter lot thru a deed sale on April 2003 from the Inocencio Family.

School year 2004-2005 was its first year operation with 97 students and 3 teachers. Mrs. Irma C. Tengco acted as teacher in charge & Mrs. Remedios P. Asuncion, the principal of San Juan High School was appointed as officer in charge. 1st set of officers were elected headed by the president, Mrs. Lerna D. Panganoran. The baby school started to grow gradually with the help of the PTA Officers & the ever active busy councilors of Sto. Domingo Angel David and Mrs. Tengco. Mayor Teddy Tumang has been very supportive to extend help to the school.

On its 2nd year of operation, the Division office has been given the school new head in the person of Mrs. Dolores I. Pelayo, head teacher deployed from San Isidro High School in Sta. Ana and additional 3 teachers who were deployed from other schools. The student population increased to 181. The following school year then had 307 students and in S. Y. 2007-2008 the population increased to 443. During the administration of Mrs. Dolores I. Pelayo, physical development of the school was accomplished such as, beautification and painting of the office, faculty room & classrooms; putting up plant boxes and planting of ornamental plants; planting of mahogany trees; purchasing of cabinet for laboratory apparatus & bookshelves in the science room; acquisition of computers with tables and printers; installation of grills and construction of the comfort room for female teachers.

It was June 13, 2006 when the Sangguniang Bayan headed by the Vice Mayor Roy D. Manalastas made Resolution no. 046-2006 authorizing Municipal Mayor, Teddy C. Tumang to cause the donation and transfer of the land title of DMHS issued in the name of the Municipality of Mexico in favor of the Department of Education. It was August 3, 2006, when the Deed of Donation, Transfer and Acceptance was executed by and between the Municipal Mayor Teddy C. Tumang and our school’s Division Superintendent, Rosalina G. Luna. Then on August 28, 2006, the authority to operate the complete secondary course (First year-Fourth year) for S. Y. 2006-2007 was granted. The separation of Diosdado Macapagal High School from Mexico National High School was granted on September 20, 2006.

On September 7, 2007, Mrs. Amelita V. Ordoñez was assigned as the new principal of DMHS by the DepED. In the S. Y. 2007-2008, it had its first batch of graduates consisting of 105 graduates. The following year has increased its population to 533 until it reached 856 in the S. Y. 2010-2011. In the year 2009, an additional room was constructed in the 2nd floor which was utilized as the Computer Laboratory. A covered court was also established through the courtesy of Congressman Aurelio “Dong” Gonzales Jr.

Then a two-storey building consisting of two classrooms was constructed. The school front gate was also constructed and the perimeter

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fence was initially started through the project “Sayaw mo, Bakod ko”. Likewise, the kitchen was constructed. 20 computer units were acquired from CICT-HDG. Furthermore, the street lights along the pathway were installed through the support of the PTA.

On May 2, 2011, Mr. Rolando F. Zapanta was assigned as the new principal of the school. In S. Y. 2011-2012, the students increased to 1, 101. Then it boosted to 1, 368 this school year. The school had its pathway, fountain and guard house. Beautification of Math and Science Garden was made; fencing of the school was continued; grills in the Computer Room, which is now on the first floor, were constructed with the courtesy of Gov. Lilia G. Pineda.

On January 8, 2013, a new principal was assigned to supervise the school, in the person of Mrs. Lani C. Agajona. At present, there are 28 nationally funded teachers serving the students at their best. The 28 talented and resourceful teachers headed by the hardworking and responsible principal are working together to cater to 1, 368 students of the school. The students came from different barangays of the town of Mexico: Sto. Domingo, San Nicolas, San Pablo, San Roque, San Lorenzo, Sto. Cristo, Lagundi, Sto. Rosario, San Antonio and Parian. Even the nearly town Sta. Ana, benefits from the school for there are also students coming from San Pedro, San Juan, San Joaquin, Sta. Maria, San Jose, Sta. Lucia, San Nicolas and Santiago. Likewise, there are also some students coming from San Luis and the City of San Fernando.

In its nine years of operation, it had achieved much improvement in structures & faculties through the cooperation and unity of the School Administrator, Faculty, Parents, PTA officers, Brgy. Captain and Councilors, Municipal Mayor and other Officials and community, the school continuously aims high in offering quality education.

B. Vision & Mission

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C. Various Programs and Activities

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November 2012: Acrobatics Show

December 2012:

Student Teachers perform during Christmas Party

January 2013: Fieldtrip

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February 2013: Valentine’s Day Program

February 2013: JS Promenade

February 2013: Edsa Day Program

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March 2013: Calendar of activities

Toga Fitting and Pictorial (Advisory class of my Coop. Teacher)IV-St. Anne

D. Organizational Chart

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View from the Lanai of the foggy

morning.

III. Summary of Experiences

A. Working with StudentsInclusive Dates: November 2012 – March 2013Year: 4th YearTeacher: Ms. Milagros B. MontoyaObservations: Taken from the second week of my Practicum

Dates: December 03-06Lesson: Our Dying SeasSubject: EnglishParticipation: Administering of Exams

NARRATION AND EXPERIENCES (2nd Week)

Day 6: December 03, 2012

On the foggy Monday of our second week in Diosdado, the usual morning assembly was attended by the whole school community followed by a morning exercise. We finally got our schedule. According to this, I must complete six hours of observation and participation with my critic teacher, Ms. Milagros B. Montoya and fulfill two hours of office duty every day. Speaking of office duty, the principal asked me to send out a memo for the 9am meeting to all teachers who were in the morning shift.

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Where the students line up for the Flag

Assembly

I observed Ms. Milagros B. Montoya give out a lecture on vocabulary words. The following words were found in the selection entitled “Our Dying Seas” which was going to be discussed after the monthly exams. The teacher has executed the lesson with less distraction because any unwanted behavior was quickly dealt with authority. After the lesson on vocabulary words she explained that these were words that will be encountered in the selection. Lastly before dismissing the class, she announced some pointers to review and what type of test will be given. This is important so the students feel less pressure and would know what is expected of them.

Day 7: December 04, 2012

Today, we cleaned the office of the principal and then I sorted out the National Competency Based Teacher Standards (NCBTS) photocopy for filing and distribution.

The main activity for all classes this day is the administering of monthly exams. Administering exams is one of the most important aspects of evaluation. This is to determine if the students have reached the desired objectives of the lessons taken up. The teacher has established a routine so the students already

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The students start to form a line for flag assembly after the bell rings.

know the drill of what and what not to do during exams and the result is properly controlled behavior of students.

First, the teacher gives instruction for everyone to write their name, year, section and current date. Afterwards the teacher reads and explains the directions of the test. The teacher takes part in the listening exam by reading the selection twice for the students. After the exam, the remaining time was used to announce incoming activities for the month of December and the date for the start of classes on 2013.

Day 8: December 05, 2012The usual routine of cleaning the area of responsibility as

always has been observed. The main activity today, ofcourse after the exam, is the checking and recording of test papers. The teacher primarily asked if anyone needs a special exam and these particular students were given a chance to take the test. Ma’am Miles instructed me to oversee the exam of 3 boys and 2 girls from the St. Therese section. As part of the administering of the test, I also read the selection the twice for the students to be able to answer the questionnaires.

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Administering of exam for the IV-St. Therese Students

For the checking, the students were called according to seating arrangement to answer each item one by one. After checking, the students were given a chance to see if their test was properly marked and corrections were recorded by the teacher. To top it off, my critic teacher gave waivers for the incoming field trip and a payment reminder for the trip and NAT Reviewer.

Day 9: December 06, 2012This day, the new lesson was the discussion of the selection

entitled “Our Dying Seas”. The teacher instructs a student to read while the rest of the class follows the reading with their eyes. Afterwards the teacher reads the selection once more this time, paragraph per paragraph while citing some vocabulary words (which were given in the lecture last December 03, 2012 - Monday) for the students to have a better understanding of the selection. The students then were able answer the comprehension check orally which was tackled after the selection.

In the office, I helped cut out pictures of the charitable work and other activities of the principal together with the teachers. I also sorted files regarding the PTA meeting attendance sheet and the monthly test sheet for all subjects and sections.

It has been a busy week for all of us in Diosdado High School and I am glad to say that we have a long weekend ahead.

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Administering of special exam for Fourth Year Students

Office of the principal & table of my Coop. Teacher: Taken after working in the office

IV. Appendices

1. Picture of school, staff, students, teachers

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Students during break along with the bulletin board assigned for us to decorate.

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The Front Building of DMHS

The covered court and fountain of DMHS

A place where students rest during their break

Distribution of JS Prom Photos

The Principal with the Faculty Members of Diosdado Macapagal High School

Other Personnel:

2. General Schedule of Student Teacher

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Corrections on any marked paper recorded by my Coop.

TeacherI dictate answers while the students

correct their papers.

My coop records scoresfrom previous period

Teacher makes announcements.

The Principal: Mrs. Lani C. Agajona

Monday6:00am – 6:20am = Cleaning of Area of Responsibility6:20am – 7:00am = Flag Assembly7:00am – 7:40am = IV – St. Therese7:40am – 8:20am = IV – St. Andrew8:20am – 9:00am = IV – St. Michael9:00am – 9:30am = Break9:30am – 11:30am = Office Duty11:30am – 12:15pm = Lunch Break12:15pm – 12:55pm = II-Galileo12:55pm – 01:35pm = Vacant01:35pm – 02:15pm = II-Aristotle (last period)

Tuesday, Wednesday and Thursday6:00am – 6:20am = Cleaning of Area of Responsibility6:20am – 7:00am = IV – St. Anne7:00am – 7:40am = IV – St. Therese7:40am – 8:20am = IV – St. Andrew8:20am – 9:00am = IV – St. Michael9:00am – 9:30am = Break9:30am – 11:30am = Office Duty11:30am – 12:15pm = Lunch Break12:15pm – 12:55pm = II-Galileo12:55pm – 01:35pm = Vacant01:35pm – 02:15pm = II-Aristotle (last period)

Friday6:00am – 6:20am = Cleaning of Area of Responsibility6:20am – 7:00am = IV – St. Anne7:00am – 7:40am = IV – St. Therese7:40am – 8:20am = IV – St. Andrew8:20am – 9:00am = IV – St. Michael9:00am – 9:30am = Break9:30am – 11:00am = Office DutyRest of the day spent in Holy Cross College for meetings with the

supervisor and other club activities.

_____________________ Cooperating Teacher3. Lesson Plans

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Participation Lesson Plan (Taught on all 4th year sections)

Lesson Plan in English Grammar for Fourth Year StudentsI. Objectives

Students must be able to do the following at the end of the activities with at least 85% proficiency:• Match cause-effect relationship.• Use conjunctions to show cause-effect relationship.• Compose a paragraph using conjunctive adverbs.

II. Subject MatterConjunctions/Connectives of Cause and EffectReference: English Book pp. 228-230Materials: Visual Aids

III. ProcedureA. Motivation:

1. Ask the class the following questions:a. Have you ever done something that did not have an

outcome?

2. Introduce the cause-effect topic.A cause is WHY something happens. An effect is WHAT happens.

B. Presentation:1. Introduction

a. Introduce the lesson.

C. Discussion1. Discuss cause-effect relationship and how to use the

connectives.Cause-effect relationship is a form of reasoning to reach valid

conclusions. In grammar, we can show this relationship by using conjunctions/connectives of cause and effect. These connectives may introduce the cause-clause or the effect-clause.

Example: 1. Ken did not do his homework.2. He got a bad grade.

a. Ken did not do his homework; (therefore/so/thus/consequently), he got a bad grade.

b. (Because/Since) Ken did not do his homework, he got a bad grade.

In letter a, 2 independent clauses were joined/combined by the connective ‘therefore’. In writing this sentence, use a semicolon (;) after the first clause then add a connective followed by a comma (,).

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In letter b, the 1st sentence was introduced by the connective “Since”. In writing this sentence, we only used a comma to separate the 2nd sentence.

*The connectives that introduce the cause-clause If, since, because, thus* The connectives that introduce the effect-clause

Therefore, so, thus, consequently*other examples of cause-effect connectives

Hence, for, for this reason, on account of this, it follows, as a result, arising from this, so that, etc

2. Ask the students to match the cause-effect relationship of the examples given.

C. Application 1. Let the class answer the exercises on the board by using

conjunctions to show cause-effect relationship.

IV. Evaluation:A. Let the students answer the question using proper conjunctive

adverbs on a piece of paper:1. Why are trees important in the ecological system?

V. Assignment:A. Describe the scenario in a world where all trees and forests are

destroyed using conjunctive adverbs. Write your answer on a sheet of paper.

Experience:The lesson was really easy and the students were able to get

the point of it all. I only noticed that it was too easy for the St. Anne section but even if that is the case they still participated well enough. The comment of the cooperating teacher was that I did not let the students give their own sentences or examples of cause effect.

My cooperating teacher is very supportive and always gives me good advice on how I can improve myself. I believe that every coaching session was an epiphany and a very good learning experience for me. Nobody is a pro from the start. Everybody passes the beginner stage and eventually with enough experiences it will be like a walk in the park.

I noticed that it’s not easy to fully engage everyone in the discussion if you haven’t memorized their names. I am really

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trying hard to remember all of their names but I guess I need more time. For now, I am glad to get through with limited time to prepare lessons. Since my cooperating teacher is very accommodating, it wasn’t that hard to finish any task.

The welcoming atmosphere is there even though I am shy to really speak up or start small talks with her. Right now I’m hoping to pass all of her expectations and continuously improve myself in the process.

A LOCAL DEMO LESSON PLAN IN GRAMMAR FOR FOURTH YEAR STUDENTS

I. OBJECTIVES At the end of the lesson, the students should be able to:

a. Differentiate active and passive voice;b. Identify the voice of the verb in each sentence;c. Rewrite the sentence changing the voice from active to passive

voice & vice versa;d. Appreciate the lesson by showing active participation towards the

lesson.

II. SUBJECT MATTER Topic: Active and Passive VoiceReference: English Expressways pp 247-248Materials: Visual Aids, Pictures

III. PROCEDUREA. Pre-Lesson Activities

1. Prayer2. Checking of Attendance

B. Motivation1. Let the students see the pictures on the board & then ask

them these questions:a. What is the boy doing?b. What happened to the ball?c. What is the girl doing?d. What happened to the book?

2. Write their answer on the board and then let them point out the subject, verb and object.

C. Presentation1. Show more examples and then analyze the sentences with the

students.

Active (Present) Passive

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She collects stamps. Stamps are collected by her.Dora explores the city. The city is explored by Dora.A mouse eats cheese. Cheese is eaten by a mouse.Laura teaches English. English is taught by Laura.They observe classes. Classes are observed by them.

Active (Past) PassiveDawn checked the items. The items were checked by Dawn.Batman saved Robin. Robin was saved by Batman.They offered drinks. Drinks were offered by them.The chef prepared a meal. A meal was prepared by the chef.The manager rejected the proposal. The proposal was rejected by the

manager.

Active (Future) PassiveThe last guest will eat left-overs. Left-overs will be eaten by the last

guest.Frank shall buy the tickets. The tickets shall be bought by Frank.Mr. Smith will attend the premiere. The premiere will be attended by Mr.

Smith.Barbie will use the room below. The room below will be used by

Barbie.Ken shall drive a used car. A used car shall be driven by Ken.

2. Voice is the quality of a verb that shows whether the subject is the doer or receiver of the action. The Active Voice is used to indicate that the subject of the sentence is the doer of the action while the Passive Voice indicates that the subject is the receiver of the action. Why use the passive voice? (If the doer is unknown, if the doer is not as important as the action carried out and for the element of surprise.)

3. Ask the students a. What are the subjects in each sentence?

(These subjects were the ones doing the action in the sentence.)b. What verbs were used?

(Those verbs are transitive verbs with direct objects, thus when the subject of the sentence does the action and the verb has a direct object, we say that the verb is in the active voice.)

4. To change the sentences from active to passive we just make the direct object the subject of the sentence. Show S-V-O pattern change. (The pronoun I is not used.) Notice how the verbs were written. (Be verb + past participle of the main verb) Do you see the difference from the previous verbs? In changing a sentence from active to passive, the direct object becomes the subject and/or the doer is placed with the “by-phrase”/ “by-agent”.

D. Application

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1. Let the students orally identify the voice of the verb in each sentence then change the form.

Items: Answer:They will watch a movie. Active – A movie will be watched by

them.She reads the newspaper. Active – The newspaper is read by

her.These vases were molded by Chinese potters.

Passive – Chinese potters molded these vases.

Alan will teach the children. Active – The children will be taught by Alan.

A journal was written by Terry. Passive – Terry wrote a journal. Vic measures the area. Active – The area is measured by Vic.Houses were destroyed by the earthquake.

Passive – The earthquake destroyed houses.

The telescope was invented by Hans Lippershey.

Passive – Hans Lippershey invented the telescope.

The fans carried a big banner. Active – A big banner was carried by the fans.

Jim uploads videos every week on YouTube.

Active – Videos are uploaded by Jim every week on YouTube.

E. Generalization

1. Therefore when can you say that a sentence is in the active or in passive voice? A verb that has direct objects is in the active voice. If the subject is acted upon, the verb is in the passive voice.

2. How will you change the passive from active to passive voice? In changing a sentence from active to passive, the direct object becomes the subject and/or the doer is placed with the “by-phrase”/ “by-agent”.

IV. Evaluation

(Ask the students to get a piece of one half crosswise sheet of paper. Administer the quiz below for the students.)

A. Write A in the blanks before the number if the sentence is active and P if passive.

__A____1.Rommel presents an interesting report.__A____2.He will submit the annual report.__P____3.The town was destroyed by fire.__P____4.That building will be finished in 2014.__P____5.The project was passed by team A.

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B. Rewrite each sentence changing the verb from active to passive.

Active Passive1. Jamie bakes a lot of cookies. A lot of cookies are baked by Jamie.2. Many people admired Ninoy Aquino.

Ninoy Aquino was admired by many people.

3. The pretty girl sewed the dress. The dress was sewed by the pretty girl.

4. The doctor examines the patient. The patient is examined by the doctor.

5. She will sponsor the education of many poor students.

The education of many poor students will be sponsored by her.

C. Rewrite each sentence changing the verb from passive to active.

Passive Active1. The decision will be made by my boss.

My boss will make the decision.

2. The change was proposed by us last week.

We proposed the change last week.

3. A message is delivered by John. John delivers the message.4. The meeting shall be coordinated by Dan in Paul’s absence.

Dan shall coordinate the meeting in Paul’s absence.

5. The shells were collected by James.

James collected the shells.

V. Assignment

A. Using both Active and Passive voice of verbs, write a paragraph about your favorite TV series. Encircle the verbs in the active voice and underline the verbs in the passive voice.

Experience: Date: January 23, 2013 Yr. & Sec.: IV-St. AnneSubject: English Grammar Lesson: Passive and Active Voice

The local demonstration was observed by Mr. Benjie B. Nolasco and Ms. Milagros B. Montoya. It started 11am till 12pm. I was a bit nervous because it was my first to be observed by Sir Benjie. I choked at the start and then regained my composure but that’s what I thought. I totally found myself speeding up and couldn’t slow down the pace of the discussion. It was very obvious because I ended up administering the quiz earlier than the time expected. I could have focused more on the emphasis of the concept or rule of the passive and active but good thing that the

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St. Anne are fast paced learners as well and this did not affect the results of their quiz. Most of them still got high scores.

According to my cooperating teacher, I had a good command of the language showed mastery and executed the lesson very well. Aside from the quick discussion, the over-all rating from both observers is high.

This was taken after my local demonstration together with my cooperating teacher, Ms. Montoya, Sir Benjie and Ma’am Jinky.

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Evaluation Sheet from Mr. Benjie B. Nolasco

Evaluation Sheet from Ms. Milagros B. Montoya

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General Demo Lesson PlanSemi-detailed Lesson Plan in Literature for Fourth Year Students

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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. Relate the poem to personal experiences through drawing and

comparing.

II. SUBJECT MATTER:

Topic: Showing Appreciation for Significant Human Experiences in a Selection

“Digging” by: Seamus HeaneyTextbook: English Expressways IV

Virginia F. Bermudez, et.al. pp 304-305

Materials: PowerPoint Presentation, bond paper

III. PROCEDURE:

A. Pre-Lesson Activities

1. Prayer2. Checking of Attendance3. Review on what is Literature

Questions:• What comes to your mind when you hear the word

“literature”?• Based from your answers, what is literature then?

4. Tell the students that the 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 their 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

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Ask the students to read the following sentences and then let them determine the meaning of the underlined words through context clues.

a. The diaper was just the right snug around the baby’s waist.

(fit, dark, fast, comfy)b. I was kept awake at night by the rasping sound of a

snoring partner. (tough, rough, soft, smooth)

c. Synthetic turf was installed in the playing field instead of authentic grass.

(territory, meadow, grass, land )d. Going to the bog got my shoes all muddy and wet.

(wetland, seabed, lake side, river)e. Digging sods is very tiring especially if the soil is hard.

(rocks, ground, field, ranch)f. The lug of a spade is the part you would rest your foot

on.(a. a projected part of somethingb. a shipping container for itemsc. an edge to increase balance d. a metal fitting to connect wires)

D. Presentation1. Tell the students to listen as the teacher reads the 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 Proper1. 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 thumbThe squat pen rests; as snug as a gun.

Under my window a clean rasping soundWhen the spade sinks into gravelly ground:

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My father, digging. I look down.

Till his straining rump among the flowerbedsBends low, comes up twenty years awayStooping in rhythm through potato drillsWhere he was digging.

The coarse boot nestled on the lug, the shaftAgainst the inside knee was levered firmly.He rooted out tall tops, buried the bright edge deepTo scatter new potatoes that we pickedLoving their cool hardness in our hands.

By God, the old man could handle a spade,Just like his old man.My grandfather cut more turf in a day

Than any other man on Toner's bog.Once I carried him milk in a bottleCorked sloppily with paper. He straightened upTo drink it, then fell to right awayNicking and slicing neatly, heaving sodsOver his shoulder, digging down and downFor the good turf. Digging.

The cold smell of potato mold, the squelch and slapOf soggy peat, the curt cuts of an edgeThrough living roots awaken in my head.But I've no spade to follow men like them.

Between my finger and my thumbThe squat pen rests.I'll dig with it.

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F. Discussion

a. Let the students answer the comprehension check questions on page 305 orally.

1. Read the first stanza. What is the speaker doing?2. What does he observe about his father and his

grandfather?3. What memories come to the speaker in the poem? How

do these memories become a part of his experiences?

4. What does the speaker say he lacks? What did the speaker decide to do?

5. Why is the title enclosed in quotation marks? Based on the poem, does the title have denotative and connotative meanings? Explain your answer.

b. Refresh the students about connotative and denotative meaning before answering question number 5.

c. Inform students that it is a free verse poem. Let the students point out the figurative language used in the poem such as simile and lines and rhyme element such as repetition.

1. Based on the lines, can you point out what kind of poem “Digging” is? Is it a sonnet? A free verse? A haiku? Or a quatrain?

2. Is there repetition in the poem?3. What figurative language was used in this poem?

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.

Experience:Date: February 11, 2013 Yr. & Sec.: IV-St. AnneSubject: English Literature Lesson: Passive and Active Voice

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The general demonstration was honestly the most awaited demo of all because I get to use a PowerPoint presentation. I was looking forward to the students’ reaction to the lifelike pictures instead of the old printed pictures or drawing. I’m a bit relaxed this time less nervous than the last time though I did a dry run on this very same day due some hectic schedules. The over-all grade was great for me. I’m glad I got through it.

Still my weakness is the naming of the students. I haven’t memorized them and I ended up calling only those who raise their hands which was also noticed by my cooperating teacher. Aside from that the flow and mastery of the lesson was superb and I even touched some multiple intelligences because it is rare to give a drawing task for a literature lesson because it usually entails reading speaking and writing for most of the time. The lesson was executed in a timely manner which was an improvement from the last local demo.

I am very thankful for all the support of my cooperating teacher and the understanding she gave me due to my busy schedule in Holy Cross Club Activities.

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These 2 photos were taken during the General Demonstration

Evaluation Sheet from Mrs. Marites S. Franco

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Evaluation Sheet from Ms. Milagros B. Montoya

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4. School Forms

Form 138

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Form 137

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Form 2

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V. Conclusions, Reflections and RecommendationsThe environment from the private school is very different in the public

school. I have experienced culture change, adjustments and new students to handle. The attitudes of the students are also different compared to the private schools. Not because of the bad or good classification but the wide variety of individual differences is present due to the high number of students per class. The students I encountered students which ranged from extreme to extremes. Meaning I found the best of the best and the worst of the worst. It’s not a bad experience because I was able to face the reality of being a public teacher.

I learned a lot from my experiences and I’ve realized that I am lucky that I came across everyone in Diosdado Macapagal High School. It opened my eyes to the hardships of being a teacher. The problems that students faced every day and how we get by with barely enough energy left after dealing with the students. I still have a lot to learn and the things I need to learn will be gathered when I apply for a teaching job. To teach is to learn as they say. The students are not the only ones learning in the process the good teacher also learns from her students that make her a lifelong learner.

Always interested to broaden his/her horizons and already ready to take on what life has to offer. Whether it is a good or bad experience we learn from it. We know what to do next time and improve on what we have to improve on. I am not perfect but I try hard and I hope that it will enough. I intend to go the extra mile and improve even more as I immerse myself to the teaching profession.

Though it is not an easy job and anyone who hears about it may think twice before taking up a course in education but once you get charmed by teaching there’s no getting out of it. I remember one of my teachers from elementary when she became principal she was still looking forward to teach again. It only goes to show that it is not just a noble profession but an addicting one. It’s surely a good addiction.

I would like to thank God for getting me through this last semester. I appreciate all the people I’ve encountered especially my cooperating teacher who was very helpful. I will never forget my experiences and I hope to fulfill all my plans in the future. I have learned a lot and I am craving for more wisdom to be bestowed upon me as I enter the world of education as a full-fledge teacher.

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