I. School: General Information and Academic Administration
1.1. School profile
Pangasinan State University is a
government-funded institution of higher education. It is chartered through the
promulgation of Presidential Decree N. 1497 on June 11, 1978. It became
operational only on June 1, 1979. In 1986, the Bachelor in Secondary Education
(BSE) and Bachelor in Elementary Education (BEE) were offered as separate
programs by virtue of BOR Res. No. 13 s. 1986.
To date,
the Campus continues to play the stellar role in producing professionals in
teacher education. It now offers new programs: the Bachelor of Science in Information and
Communications Technology (BSICT) which started in SY 2001-2002 as per BOR
Resolution No. 45 s 1998; Bachelor of Early Childhood Education (BECE) SY 2002-2003
as per BOR Resolution No. 30s 2002; Bachelor of Science in Nursing (BSN) SY 2004-2005
as per BOR Resolution No. 21s 2003; Bachelor in Public Administration (BPA) and
Bachelor of Arts in English (ABE) SY 2005-2006 as per BOR Resolution No. 23s
2003 and BOR Resolution No. 19s 1996 respectively; and Bachelor of Science in
Business Administration (BSBM) SY 2006-2007 as per BOR Resolution No. 25s 2003.
Moreover, since the school year 2002-2003, evening classes have been held or
self-liquidating basis to accommodate working students and those beyond the
quota for regular classes. This is in response for the greater access of affordable
education especially the marginalized sector in our society. Since the first
semester of SY 2006-2007, only the non-licensure degree programs have been
offered in evening.
In December
2006, the BSE and BEE programs of the Campus were awarded Level III Accredited
status by the Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACCUP), the third in Region I and in the Philippines to have
attained such status. The BSE and
BEE programs were also awarded the Center of Excellence and become one of the
best and favourable programs offered by the Pangasinan State University.
The PSU Integrated High School Department was built in
order to be a laboratory school for the BSE students to complete their
student-teacher program. The school was separated to Junior High School (JHS)
and Senior High School (SHS) to accomodate the K-12 curriculum. The JHS is
consist of 4 grades, from grade 7 to grade 10 which has 9 sections in total.
Meanwhile, the SHS is consist of 2 grades, grade 11 and grade 12, which is
according to the interest of students. The SHS is offered mainly to the
low-economy classes which still have the will and potential to study in higher
education.
School Name :
PSU-Integrated High School
Address :
Quezon Blvd, Bayambang,
Pangasinan, Philippines
Principal Name : Suñga, Teresita P.
List name of teachers:
No.
|
Teacher’s Name
|
No.
|
Teacher’s Name
|
1
|
Suñga, Teresita P.
(School Principal)
|
29
|
Austria,
Pamela
|
2
|
Agbuya,
Alberto D
|
30
|
Austria, Jefferson
|
3
|
Cera, Divina
|
31
|
Bala, Jameson
|
4
|
De Vera, Charissa
|
32
|
Bautista, Roel
|
5
|
Dy, Felcris
|
33
|
Bullo, Jovelyn L.
|
6
|
Ferrer, Nina
|
34
|
Capanang, Gloria
|
7
|
Gonzales, Jomar R.
|
35
|
Catabay, Ma. Bernice Glizzle
|
8
|
Luces, Antonio Sr.
|
36
|
Cayabyab, Grace
|
9
|
Macabulos, Susana
|
37
|
Dizon, Roma
|
10
|
Malicdem, Karen Ravila
|
38
|
Ferrer, Irma
|
11
|
Mangsat, Reynante
|
39
|
Flores, Romeoul Karl
|
12
|
Paglingayen, Mae Anne C.
|
40
|
Gamo, Cristina
|
13
|
Ramirez, Hannah Krisan V.
|
41
|
Garcia, Nelda
|
14
|
Gomez, Alex
|
42
|
Alberto, Princess Arjhel
|
15
|
Geslani, Virginia A
|
43
|
Guinto, Vemma Mae
|
16
|
Ignacio, Mary Ann
|
44
|
Martinez, Justine
|
17
|
Inaldo, Kimberly B.
|
45
|
Junio, Melanie
|
18
|
Junio, Joel
|
46
|
Rebong, Naomi
|
19
|
Reyes, Rico
|
47
|
Reloza, Romeo
|
20
|
Kibra, Arturo T.
|
48
|
Quinto, Anna Marie
|
21
|
Lacap, Marjorie
|
49
|
Pineda, Lorraine
|
22
|
Lopez, Bobby
|
50
|
Paragas, Monica L.
|
23
|
Macaraeg, Mary Joy
|
51
|
Pascua, Jessica Ailene
|
24
|
Madriaga, Sara Jean Z.
|
52
|
Oriña, Saniata
|
25
|
Mejia, Cherry Joy
|
53
|
Cerezo, Rona Villa
|
26
|
Montoya, Dennis
|
54
|
Neri, Jordan
|
27
|
Rosario, Jerome G.
|
55
|
Rosario, Wilbert O.
|
28
|
Suratos, Grace
|
56
|
Sapitula, Maddela Rose
|
Total Students:
GRADE LEVEL
|
SECTION
|
MALE
|
FEMALE
|
TOTAL
|
GRADE 7
|
HELIUM
|
14
|
16
|
30
|
HYDROGEN
|
16
|
14
|
30
|
|
60
|
||||
GRADE 8
|
QUARTZ
|
20
|
21
|
41
|
GRANITE
|
23
|
20
|
43
|
|
84
|
||||
GRADE 9
|
MAKABAYAN
|
10
|
20
|
30
|
MAKAKALIKASAN
|
15
|
16
|
31
|
|
61
|
||||
GRADE 10
|
21
|
25
|
46
|
|
GRADE 11
|
181
|
411
|
592
|
|
GRADE 12
|
95
|
169
|
264
|
|
TOTAL
|
395
|
712
|
1107
|
1.2.
Academic
support system
In PSU Integrated High School, some buildings are being repaired but facilities are sufficient. Especially for the SHS section, the students still
need to find the classroom because the classes are still integrated with the
PSU Bayambang Campus builidings. Total amount of the teacher is sufficient to teach
students and have a good teaching system. The school has gymnasium, library, and laboratory, even though it is still integrated with the
university. There are some extra-curriculars and student council.
Teaching
system in PSU Integrated High
School is mainly using the lecture
method, discussion method, and problem solving.
The teachers
already use
the K to 12 Curriculum. Each session
is consist of 1-hour lesson, which is repeated daily from Monday to Friday. The
lesson starts at 8 a.m. and ended at 5 p.m.
Materials
for lessons sources are more
or less sufficient. There are laboratory,
library with many books, TV in RS room which can be connected to laptop using HDMI cable,
DLP projector, white
and black board.
1.5. Measurement and evaluation system
Assessment is a process that is used
to keep track of learner's progress in relation to learning standards and in
the development of 21st century skill; to promote self-reflection and personal
accountability among students about their learning; and to provide bases for
the profiling of student performance on the learning competencies and standard
of the curriculum.
Teacher should employ classroom
assessment methods that are consistent with curriculum standard. It is
important for teachers to always inform
learners about the objectives of the
lesson, so that the latter will aim to meet or even exceed the standard. The
teacher provides immediate feedback to students
about their learning progress. Classroom assessment also measures the achievement
of competencies by the learners. The evaluation
system used in PSU Integrated School are including short quizes, long quizes,
homeworks, discussions, presentations, and also the mid-term and end-term exam.
1.6. Teaching plan of major
The teaching plan used in PSU Integrated High School can be
semi-detailed, detailed lesson plan detailed or lesson plan for literature. I
use lesson plan for literature for grade 7 and detailed lesson plan for grade
10. It has the format as written below:
Lesson Plan for Literature
|
A Detailed
Lesson Plan
|
Content
Standard
Perfomance
Standard
Learning
Competencies
I.
Objectives
II.
Subject Matter
A.
Text:
B.
References:
C.
Materials:
III.
Activity sequence
a.
Pre-reading Activity
1.
Motivation
2.
Speaking Exercises
b.
During Reading Activity
1.
Background of the Author
2.
Discussion Proper
3.
Post-Reading Activity
IV.
Evaluation
V.
Assignment
|
I. Objectives:
II. Subject Matter:
a. Topic
b. Reference
c. Material
III. Discussion Proper:
a. Preliminary Activity
b. Motivation
c. Discussion Proper
d. Enrichment Activity
e. Conclusion/Generalization
IV. Assessment
V. Assignment
|
II. Pedagogical Contents
2.1
Teaching methods
Based on the observation during the 1st week of the program, the teaching methods used by the teacher during the lesson are lecture method and discussion method.
a.
Lecture method
Lecture method
is an oral presentation of information by the instructor. It is the method of
relaying factual information which includes principles, concepts, ideas and all theoretical
knowledge about a given
topic. In lecture method, the
instructor tells, explains, describes or relates whatever information to the
students through listening and understanding. This method is
therefore a
teacher-centered method. The instructor is very active, doing all the talking. The
teacher explained about the topic and give question for students so they can be active in class. The advantages of the lecture method are it saves time, the topic are covered, and permits flexibility. Meanwhile, the disadvantages are including boredom,
passive students, and uneven gain of knowledge among the students.
b.
Discussion
method
Discussion method is a method which
group discussion techniques are used to reach the learning
objectives. Discussion method is used to stimulate thinking, interest and securing the student
participation. Students in class will be more
active and cooperative in the group activity. The discussion
method also can increase students interest, acceptance and commitments.The advantages of the discussion method
are increased student
knowledge and experience, which results in more permanent learning. The
disadvantages are time-consuming, unwillingness of students during
the group activity, and failure in reaching the objectives of lesson.
2.2
Learning
materials and innovation
Based
on the
observation during the 1st
week of the program, the teacher used learning
materials which are
including textbooks, DLP, PowerPoint presentation, short video, and
white/blackboard. In the first lesson,
the teacher gave the motivational activity
using video about the topic. Motivation
activity is proven
effective to increase the students curiosity and activity during the lesson.
2.3
Sources of
learning and technology
a.
References books:
1)
Lapid, Milagros G., Serrano, Josephine B., English
Communication Arts and Skills Through World Literature, Phoenix Publishing
House, 7th Edition, 2010.
2)
LP
Second Quarter Grade 7: Grade 7 English Learning Package.
3)
Courtesy
of Youtube
2.4
Authentic
assessment
Based on the observation during the 1st week of the program, the teacher used the assessment including the students’
participation when teacher explain and ask, group activity, and a long quiz in the
last lesson. Teacher would give additional point to the students who is active in
class, or cooperative in group activity.
2.5
Others
Based on the observation during the 1st week of the program, the teacher sometimes
gave an
assignment for students to
do the advance reading for the next
topics.
III. Teaching Plan
Teaching
plan or lesson plan is a detailed guide for
teaching a lesson. It's a step-by-step guide that outlines the teacher's
objectives for what the students will accomplish that day. Creating a lesson plan involves setting goals, developing activities, and determining the materials that
will be used.
3.1 Curriculum
PSU
Integrated High School uses
the latest K
to 12 Basic Education Curriculum. For
the topic that will be taught by the student-teacher, the
format of curriculum
used is as written below:
Content
|
Content Standard
|
Performance Standard
|
Code
|
Literature :
Story of “The Mats”
|
The learner demonstrates
understanding of: Philippine literature during the Period of Apprenticeship
as a means of examining conflicts; various purposeful listening and viewing
strategies; difference between literal and figurative language; ways to extract
and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.
|
The learner transfers learning
by: resolving conflicts presented in literary selections; using tools and mechanisms
in locating library resources; extracting information and noting details from
texts to write a précis, summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-verbal cues; use
phrases, clauses, and sentences meaningfully and appropriately.
|
EN7LT-II-a-4
:
Discover
the conflicts presented in literary selections and the need to resolve those
conflicts in non-violent ways
EN7LT-II-a-4.1
:
Identify
the distinguishing features of literature during the Period of Apprenticeship
|
3.2 Teaching plan related to major
The first
teaching practice I have to use Indonesian lesson plan format for grade 7 and
grade 10. The lesson plan for philippines format are listed below:
3.2.2 Grade 7 Lesson Plan for Literature
Content
Standard
The learner demonstrates understanding
of: Philippine literature during the Period of Apprenticeship as a means of
examining conflicts; various purposeful listening and viewing strategies;
difference between literal and figurative language; ways to extract and
condense information based on library sources; verbal and non-verbal cues in
oral communication; and types of phrases, clauses, and sentences.
Perfomance
Standard
The learner transfers learning by:
resolving conflicts presented in literary selections; using tools and
mechanisms in locating library resources; extracting information and noting
details from texts to write a précis, summary, or paraphrase; distinguishing
between and using literal and figurative language and verbal and non-verbal
cues; use phrases, clauses, and sentences meaningfully and appropriately.
Learning
Competencies
·
Discover the conflicts presented in the story
·
Identify the distinguishing features of the story
I.
Objectives
At the end of this lesson, the students
should be able to :
a.
Identify and describe the characters of the story, “The Mats”;
b.
Write a summary of the story; and
c.
Discuss the story by relating it to real life scenarios.
II.
Subject Matter
A.
Text: “The Mats” by Fransisco Arcellana
B.
References: Grade 7 English Learning Package
C.
Materials: Laptop, Speaker, Chalk, Activity Sheets
III.
Activity sequence
a.
Pre-reading Activity
1.
Motivation (15 minutes)
“Go and Hurry! Fast but Gently”
The teacher will play a music and
give the students a handkerchief. The music will be stopped and the students
are not allowed to pass the handkerchief. They have to describe the pictures. Hence,
if the student drops the handkerchief he/she will automatically describe the picture
on the board.
Vocabulary Enrichment
The class will be divided into 10
groups. Each group will begiven a part
of the story. Each group will search unfamiliar words or phrases and write it
on a piece of paper. Furthermore, the words written on the paper will be
unlocked with the activity.
The words are :
Periodic Ordinarily
Weave Topmost
Inspection Gigantic Infrequent Spectacle
Occasion Watchers Itinerary Winding
Memorable Nuptial Preserved Exclamation
Marvelous Creases Accomplished Delight
Respectives Intricate Lively Proficient
Birthstones Boundless Disengaged Bewilderingly
Wildfire Pleasantly
Ponderous
Repudiation
Woven Delicate Bundle Reminiscent
Ascribed Consummate
Strained Constriction
Labored Artistry Proceedings Vindictive
“Unlocked Me”
The group will search the meaning
of the word in the blackboard, to unlock the difficult words and continue with
the passage they are reading.
2.
Speaking Exercises (10 minutes)
Following the same group, each
group should determine their representative to read the story using intonation.
b.
During reading activity
The teacher will introduce the story and will
introduce the author of “The Mats”.
1.
Background of the author (5 minutes)
Fransisco Arcellana was a Filipino writer,
poet, essayist, critic, journalist and teacher. He was born on September 6,
1916. Arcellana already had ambitions of becoming a writer early in his
childhood. His actual writing, however, started when he become a member of
Torres Torch Organization during his high school years.
2.
Discussion proper (5 minutes)
The teacher will ask the students
what the story tells about. The teacher choose three or five students. Then the
students will make a summary of each piece of the story in the board.
c.
Post Reading Activity (5 minutes)
Continue and Prove it!
The teacher will ask the students to complete
these statements:
If I were Mr Angeles, I will not...
If I were Mr Angeles, I will...
If I were Emilia, I will not...
If I were Emilia, I will...
IV.
Evaluation
Task 1 Check Point (10 minutes)
Answer this following questions:
1.
What presents did Mr.Angeles bring home for the family?
Answer : Three mats
2.
What made these mats special and unique?
Answer : Because glow and shine
3.
How were the last three mats different from the rest?
Answer : Did not seem to glow or shine
4.
What was the effect of death on the Angeles family?
Answer : Surrounded by sorrow and sadness
Task 2. We are family (10 minutes)
1.
Describe the relationship among the members of the Angeles
family using a sociogram.
2.
Include the following details:
A. Names of the family members
B. Relationship to each other
C. Qualities or Characteristics
D. Attitudes/Reactions towards the members.
E. Family issues
V.
Assignment
1. Write down the similarities and differences among the mats
using the table.
Features
of the mats
|
Nana
Miling
|
Marcelina
|
-----
|
-----
|
a.
Materials
|
||||
b.
Design
|
||||
2.
Make an oral report of their
similarities and differences.
3.2.3 Grade
10 A Detailed Lesson Plan
I.
Objectives:
At the end of the lesson , students should be
able to:
a.
Identify and describe the usage of gerund and participle;
b.
Differentiate gerund and participle according to its usage
using ven diagram, and
c.
Make their own sentences using gerund and participle.
II. Subject Matter
A.
Topic: The Usage of Gerund and Participle
B.
References: Lapid, Milagros G., Serrano, Josephine B.,
English Communication Arts and Skills Through World Literature, Phoenix
Publishing House, 7th Edition, 2010
C.
Materials: Laptop, Projector, Chalk, Flash Cards, activity
sheets
III.
Discussion
Proper
Teacher’s Activity
|
Student’s Activity
|
|||||||||||||||
a. Preliminary
Activity
Praying
May
I ask the mayor to lead the pray?
Checking
of Attendance
May
I ask who is the secretary here, who are absent today?
b. Motivation
The
class will be group into six. The groups will be given flash cards to complete.
Then they will be stick it on the blackboard.
There
are six representative to describe the sentences.
c. Discussion
Proper
In
your activity, what do you think is our topic for today?
Incredible!
What are they? What is Gerund?
Very
Good. Now, what is Participle?
Amazing,
you read a lot.
d. Enrichment Activity
We
can now move on to our next activity. It is called “Fill it out, Bring it on”.
The
group will interact with each other and fill out the spaces provided in the
venn diagram. Then they will bring it into the teacher.
e. Conclusion/Generalization
So
what have you learn today?
|
The
mayor leads the prayer.
None
Ma’am.
Group 1 : gerund
Group 3 : gerund
Group 4 : participle
Group 5 : gerund
Ma’am our topic for
today are gerund and participle.
Gerund is a verbal that ends –ing
and functions as noun.
Participles are verbs that ends in -ing (present participle) or -ed,
-d, -t, -en, -n (past participle).
Thank you Ma’am.
|
II.
Assessment:
Instruction :
-
Do
it by yourself.
-
Open
your textbook page 102 and 103. “Comparing Gerunds and Participles”
-
Write
your answer in a piece of paper.
-
Submit
it today.
Exercise 11
Comparing Gerunds and
Participles
Study the sentences below
and underline the gerund (G) and the participle (P). Then identify each by
writing G or P on the line before the sentence.
______ 1. They are never
tired of listening to classical music. (P)
______ 2. Hunting seems
to be the favorite sport of the men. (G)
______ 3. Mother is
buying a talking doll for Marissa. (G)
______ 4. I’m looking for
gift hidden in this room. (P)
______ 5. George, dressed
in a red suit, looked like Santa Claus. (P)
______ 6. Celebrating
Christmas is getting to be expensive. (G)
______ 7. Bringing up
children taught her to be patient. (G)
______ 8. Will you be
joining the Mass for the Risen Lord? (P)
______ 9. He was awarded
a cash prize for saving the documents. (P)
______ 10. Running down,
Belen stumbled and twisted her ankle. (P)
References : Lapid,
Milagros G., Serrano, Josephine B., English Communication Arts and Skills
Through World Literature, Phoenix Publishing House, 7th Edition, 2010. Page 102
& 103.
III.
Assignment
Instruction :
-
Make
sentences using gerunds and participles.
a. Gerunds : 5 sentences
b. Participles : 5 sentences
-
Submit
it tommorow.
IV. Teaching Practice
Report on
the teaching practice according to topics as follows:
4.1 Procedures of teaching
a.
Students do the greeting and
pray together
b.
Students’ attendance checked by
teacher
c.
The teacher reviews the last topics and
then give to motivational activity
d.
Students discuss about the
task given by teacher
e.
The teacher explains about topics and ask
to students
f.
Students answer the
question
g.
Students do short quiz
in the last lesson
4.2 Time management and organizing activities
a.
5 minutes for preliminary activities
(greetings, pray, motivation activity).
b.
35 minutes for developmental
activities (teacher’s
explanation, discussion, problem solving).
c.
15 minutes for evaluation (assesment, quiz)
d.
5 minutes for conclusion and generalization from the lesson.
4.3 Problem-solving
The
teacher give a problem and students make high thinking to solve it.
4.4 Classroom management
The
teacher needs strategies to manage class, when you used the appropriate teaching method.
V. Summary and
Suggestions
Student
teachers summarize what you had done during your practicum according to topics
as follows:
5.1 Purposes of practicum
The
main objective of the teaching practicum is to provide student teachers with
authentic hands-on experience in teaching. This is required to develop their
teaching skills and to start collecting experiences to enrich their
professional wisdom. It is not enough to read about teaching or to
observe others teach, something students have done for years. Student teachers have to practice
themselves because practical knowledge and wisdom are held by the individual
and cannot easily be transmitted from person to person. Student teachers need know-how,
and by connecting the skills of teaching to knowledge, through reflection, they
will gradually start developing practical wisdom.
5.1 Procedures of practicum
First
procedure, teacher must to know what the topics to teach, and choose teaching
strategies.
Teacher
make lesson plan and prepare lessons and materials, and then teacher teaching
manage class, after teaching, evaluation with supervising instructor.
5.3
Outcomes of
practicum
The teacher
becomes more trained in teaching, or create the right lesson plan, know the
appropriate teaching methods used, can manage the class, manage time.
5.4 The challenges of practicum
The
challenges of teaching this time is how to explain the lessons in English, then
how to control the class when the students are noisy, how to manage time.
5.5
Overall
impression
Understand
exactly what kind of teacher, understand how important teaching method, the
importance of managing class and time. Lack when teaching.
5.6 Suggestions for future improvement
Hope the
teacher improve again English skills, continues practice to be a good teacher,
can manage the class, manage the time and used various teaching methods and
correctly.
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