PRACTICE TEACHING A NARRATIVE REPORT

Student Teacher: Jojo M. Lucion

Course: Bachelor of Secondary Education

English Major

Cooperating School: Concepcion Integrated School

Address:

TABLE OF CONTENTS

I. Prayer of student teacher

I. What is teaching in my opinion?

II. Brief description of the site of practiceteaching

III. Examples of lesson plans

IV. Observation of evaluation forms

V. Samples of learner’s work and feedback

VI. Title and brief synopsis of professionalreadings and references with reflections

VII. A professional development plan or careerplan

A Teacher's Prayer

Help me to be a fine teacher, to keep peace inthe classroom, peace between my students andmyself, to be kind and gentle to each and everyone of my students.

Help me to be merciful to my students, tobalance mercy and discipline in the rightmeasure for each student, to give genuinepraise as much as possible, to giveconstructive criticism in a manner that ispalatable to my students.

Help me remain conscientious enough to keepmy lessons always interesting, to recognizewhat motivates each of my students, to acceptmy student's limitations and not hold it againstthem.

Help me not to judge my students too harshly,to be fair to all, to be a good role model, butmost of all Lord, help me to show your love toall of my students.

Amen.

About Concepcion Integrated School

The Concepcion Integrated School Secondary Level (commonly known as

CISSL)is a public high school in Marikina City which offers basic secondary

education for Grade 7 (under the K-12 Curriculum) to Year 4 students in

Marikina. Mostly from Tumana barangay and partly from nearby towns like San

Mateo and Montalban. Majority of the students belong to the economically

challenged level of society.

Its students excel in different academic and extra –curricular activities. On the

other hand, the administration, faculty, staff and parent-teachers association are

committed to the pursuit of quality education.

With more than 80 faculty members serving more than 2,000 students, the

Concepcion Integrated School has become a fast-growing school in terms of

population. Its current Officer-in-Charge is ------------------------.

Objective

By the end of 2017, the school shall have installed system and procedures for full

implementation of K-12 Curriculum with approved performance indicators within the

division targets.

Philosophy

A better life for the city and its people through quality education.

BRIEF LESSON PLAN

I. Objectives

At the end of the lesson, 75 % of the students should be able to

•explain the meaning of word through structural analysis (prefix, root, suffix).

•figure out the meaning of unfamiliar words by breaking down the parts.

•apply your knowledge to make new words which contain prefixes and suffixes.

II. Subject matter

Vocabulary: Prefixes, Roots, Suffixes

Materials: Visual aids of prefixes, roots, and suffixes

III. Procedures

A. Classroom management

•Arrangement of chairs

•Observing cleanliness

•Prayer

•Checking of attendance

•Checking of homework

B. Unlocking of Difficulties

Roots/stem/ base – part of the word that conveys the basic meaning of the word.

“Prefixes and Suffixes are the beginning and the end.”

Prefix is a letter-combination attached to the beginning of a word. It carries a meaning

independent of the word to which it attached.

e.g. Semi means half (semi-circle)

Suffix is a combination of letters attached to the end of a word and usually possessing a

meaning separate from the word to which it is affixed.

e.g -less means without (hopeless)

IV. Motivation

•Post on the board the word “uncomfortable”

•Let them realize that the prefix and suffix can change the part of speech of the word.

C. Activity 1

•Ask the students to bring out their colored paper. Instruct them to fold the paper to make 1/8 sizes.

Advice them to cut the square equally.

•Using the marker, write the prefixes and suffixes words in front of the paper while the definition is

at the back.

•Challenge them to think of root words and write them on the 1/8 sizes of the paper.

•The base/ root words do not have definitions as their main purpose is to promote word building.

•Have the students try to use a prefix, base or root and a suffix.

•See how many words can be made.

V. Evaluation

A. Make five words by using the suffix –ty.

1. State of being free from danger. S _ F _ T _

2.Readiness to cause suffering. C R _ E _ T _

3. State of being higher in rank. S U P E R _ _ _ _ T Y

4.Not being available in sufficient quantity. S C _ R _ I T Y

5. Being able to do things. C _ P _ C _T Y

B. In the sentences below, complete each word with a prefix chosen from the following list.

re post over pre super

1.We hope the bus won’t be ____crowded.

2.Do you think the Mayor will be ____elected for a second time?

3.He took ____cautions against burglary by installing an alarm.

4.He added a ____script at the end of the letter.

5.The ____sonic plane flies from New York to Paris in two hours and forty minutes.

C. Distinguish the root word used in the sentence.

1.The scientist did more tests after dinner.

2.During the assembly, John’s performance was very enjoyable.

3.A responsible bicyclist will always wear a helmet.

4.Jack announced his engagement to Jill over family dinner.

5.Gina couldn’t want to remove out of the neighbourhood and into the country.

V. Assignment

Cut an article that you can find in the newspaper and magazines. Cut the words that contain prefixes

and suffixes.

St. Matthew College

Miguel Cristi Street, Ampid II San Mateo 1850 Rizal

Lesson Plan in Literature 8

Subject: English 8 Section: Primrose

Time: 2:40p.m - 3:40p.m Room: 105

I. OBJECTIVES

At the end of the lesson, 75 % of the students should be able to:

a. analyze the elements that make up reality and fantasy based on a material read (magical realism).

b. distinguish the magical realism through group differentiated activities.

II. SUBJECT MATTER

Topic: 24 Restless Hours (An Excerpt)

Samad Behrangi

Reference: Language in Literature II, 3rd Edition

Afro-Asian Literature, pages 267-272

Authors: Lourdes M. Ribo , Sr. Bernadette Racadio, SPC

Remedios F. Nery

Materials: Netbook/ Over-head Projector / Television/ Coloring materials/cartolina

III. PROCEDURE

A. Learning Tasks

Teacher’s Activities Student’s Activities

1. Daily routine

a. Stand and let us pray.

a. Good afternoon Primrose.

a. Before you sit down, kindly pick up the

pieces of paper and align your chairs.

Okay, You may now take your seats.

a. Attendance checker, Please report our

attendance today.

b. That’s good to know. Thank you!

Student A will lead the prayer.

Good afternoon Sir Lucion, Good afternoon

visitors. Mabuhay!

(Students shall do what the teacher said.)

(Student shall take their seats)

Student B: I am glad to report that

everybody is present today.

B. Unlocking of Difficulties (Search for Correct Meaning)

Teacher: Let us first unlock the difficulties through context clues to clearly understand our text.

The teacher will present the words and students shall choose the correct answer from the choices.

Students will be exposed in using technology by allowing them to point and click the right answer

from the given choices.

rice and kabab shop

completely baffled

stop your blabbering

full of filth

Pre-reading (Start with Prior Knowledge)

Most members of poor families, particularly the head of the family, go to places which can

offer better opportunities to improve their lives. These members who try to seek a greener

pasture should be equipped, if not with educational qualities, at least with special skills to meet

the demands of a certain work.

D. Motivation

Do you believe in magic? Or have you seen

something magical in your lives?

(Direct the student’s attention to the

illustration and the title of the story.)

What do you think the excerpt is about?

(Encourage students to discuss their view

points.)

(Student answers may vary )

(Student answers may vary )

E. Lesson Proper

Have you read the story 24 Restless Hours

that I assigned to you to read?

Did you understand it?

Set a Goal for Reading

Do the father and the son find a better life

in Iran’s capital, Tehran?

What do you initially understand about the

legend?

(In class, Have the students’ share their initial

understanding about the legend.)

Yes

Yes

(Student answers may vary )

Spotlight on the Author

Semad Behrangi, the author, wrote for children. He is best known Iranian writer of children’s stories.

The Little Black Fish (1968) is his most well-known work. Behrangi believed that children should be

confronted with realities of their own life.

F. Sharing Insights

In groups, have the students answer the comprehension questions.

Group 1

1. Why did the father and son go to Tehran? What are some of the reasons why people leave

their hometown and work in another place?

2. How did the father and son manage to live in Tehran? Cite instances to show the kind of

situation they were in.

Group 2

3. What was the boy’s source of happiness when he’s not working?

4.Can you site instances that prove that the story is a blend of fantasy and reality?

Group 3

5.Do you think the boy’s love and concern for the camel is a way of escaping reality?

6.What did the boy and his father finally decide to do? Why?

Group 4

7.Do you think that was the best thing for them to do? Support your answer.

8.What group of people could you relate very well to be the experiences of the father and son?

Why do you say so?

IV. GENERALIZATION

Pose Essential Question:

What makes stories interesting to read?

Do you find the story interesting? Why?

(Student answers may vary )

V. EVALUATION

The teacher will divide the class into four (4). Let the students present the different situations below:

Group 1 (The Singers)

Sing a song that you can relate to the theme of the story.

Group 2 (The Artists)

Draw a picture about a certain adage from the selection.

Group 3 (The Actors)

Prepare a short skit about a particular event in the story that caught your attention.

Group 4 (The Writers)

In 10-15 sentences. Write a brief summary of the story.

VI. ASSIGNMENT

Draw/ sketch a comic strip base on your perspective. Use long bond paper to do this task and

put a catchy caption on your strip.

Presented by:

Jojo M. Lucion

IV- BSED (English)

Mrs. Irene B. Barcelon

Cooperating Teacher

Mrs. Lorenza S. Mabini

Department Head/ English

LESSON PLAN

I. Objectives

At the end of the lesson, 75 % of the students should be able to:

a. recognize modals and their function.

b. compose sentences using Modals.

c. participate actively in class through a game.

II. Subject matter

Grammar: Modals

Materials: a big dice, modal handouts, questions for the game.

III. Procedures

A. Classroom management

Arrangement of chairs

Observing cleanliness

Prayer

Checking of attendance

Checking of homework

B. Unlocking of Difficulties

Read the following:

can will ought to hope

could would must should

may might should able to

might

IV. Motivation

Look at this English nursery rhyme.

Star light, star bright

The first star I see tonight;

I wish I may, I wish I might,

Have the wish, I wish tonight.

Let the student identify the modals in the song. Tell them that Modals modify the statement in

a certain way.

C. Lesson Proper

A. modal is a type of auxiliary (helping) verb that is used to express ability, possibility,

permission, or obligation.

•Distribute the handouts of Modals.

•Discuss each modal.

•Let them give their simple sentences.

B. Game Activity

Divide the class into 3 groups (rows). Let them choose their representative to be the human

pamato

.

Set up the classroom floor as the board game.

Game instructions: (Snake and ladder principles)

Each group will roll the dice to start the game. To determine who will go first.

They need to answer correctly the question to have a chance to move on the tiles.(Advisable one

question per student.)

Encourage each student should answer each question.

The human pamato will be the last person to answer the final question before reaching the finish

line.

V. Evaluation

Choose/ write the right modal (s).

1. I _________ like to buy the same television for my house.

1. _________ I have a coffee please?

2. The passengers’ _________ wear their seatbelts at all time.

3. You _________ smoke near children.

4. You _________ should eat more vegetables.

5. I _________ ice skate very well.

6. _________ I have more cheese on my sandwich.

7. If you like, you _________ have a cookie now.

8. Since you hit your head so hard, we _________ get an X-ray.

9. The rock band _________ play very well last year. Now they are much better.

Assignment

•Make a small conversation using the different modals.

•Please be ready to present it to the class.

Samples of Learner’s Work

Professional Readings and

References