Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

TOMAS OPPUS CAMPUS
Educ 421 – Student teaching
2nd Semester, A.Y. 2020 – 2021

MY PRACTICE TEACHING HANDBOOK AND PORTFOLIO

Learning Task No. 8

Classroom Demonstration Teaching

Name of Student Teacher Cristyline C Llano
Course BSEd- FILIPINO Year and Section 4TH -01
Cooperating Teacher _____________________________ Signature ______________________ Date ________________
Cooperating School _______________________________________________________________________________________

8 LEARNING TASK

CLASSROOM DEMONSTRATION TEACHING

LITERACY SKILLS & NUMERACY SKILLS

Literacy Skills are those gained through reading as well as using media and technology.
The new ways to read and write have also introduced new skills:
- Consuming information
- Producing information

Numeracy Skills – using numbers to perform calculating and estimating tasks such as
handling cash, budgeting, measuring, and analyzing.

Some Strategies to Promote Literacy and Numeracy Skills

Literacy Numeracy
 Entry pass  Independent reading  Using number line
 Exit pass  Think Aloud Time  Looking for patterns
 First liner  Writing Reading  My Think Board
 Jigsaw  Challenge Log  A Hundred Plus Chart
 Inquiry chart  Matching Books to Phonics  Using reflection sheets
 Listen Read Discuss (LRD)  Alphabet Matching  Using conversion tables
 Partner Reading  Anticipation Guides  Assessment Checklist
 Reading Guide  Concept Sort  Using Cards
 Reciprocal Teaching  Concept Maps  Using Numerical Charts and
 Story Maps  Directed Reading Thinking Diagrams
 Story Sequence Activity (DRTA)  Strike it out
 Visual Imaging  Question the Author  12 Pointed star game
 Reading Guide  Dicey Operation

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 Teachers employ varied strategies to cater to diverse types of learners. Some learners
work best when working alone, while others find joy working with other. These are the
advantages of individual and group work for students.

Individual Work Group Work

 Gain independence to think through their  Listening to and respecting other ideas
own

 Improve confidence in working through  Thinking about one’s problem in variety of

problem, even when they don’t feel certain ways
about every step

 Work at their own level rather than having  Getting to a deeper level understanding
to adapt to suit their group members through having to explain a perspective and
discuss it with others with different
perspective

 Practice self-control both in staying focused  Sharing knowledge/abilities to get a better

on tasks at hand to avoid turning to a hold on a problem that they could do
classmate or asking teacher for the answer. individually

 Get more comfortable taking actions on  Holding group members accountable and
their own being held accountable in return.

 Gain creativity and effective thinking

processes that can apply to problem solving
across a range of subjects and types of
issues

The following teaching strategies may be used for group activities:

 Think Pair Share  Stir the teams
 Group Mapping Activities  Circle the sage
 Team Games Tournament (TGT)  Numbered Heads Together (NHT)
 Simple Round Robin Brainstorming Session  Round Table
 Simultaneous Round Robin Brainstorming  Milling Around
Session  Jigsaw
 Agreement Circle  Tea Party
 Round Robin

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These are some strategies which shall be best for individual activities.
 Monologue  Letter writing
 Story telling  Reflection Log
 Puppetry  Diary
 Newscast  Poetry writing
 Sketch to Sketch  Essay writing

Hands-on activities – provide the learners to explore and discover learning and keep
them actively engaged in the activities. Through these activities they retain the information
longer and accurately remember the things they learned. They also find the activities more
meaningful, enjoyable, and rewarding.

Some hands-on activities are: number maker, play the bag game, algebra tic-tac-toe,
human knot game, verbs relay race, toss and blend, compare fractions, card game, cause and
effect cards, consonant blend, scavenger hunt, multiplication table games, sight words memory
game and the like.

TIPS FOR YOUR DEMONSTRATION LESSON

 Make sure that your lesson plan has been approved by your cooperating teacher.
 Ask your cooperating teacher if there are some guidelines you need to follow.
 Prepare all the needed materials days before your scheduled demonstration.
 Provide copies of your lesson plan preferably with a cover sheet or folder.
 Rehearse your lesson. Take note of the time and the way you have to move.
 Learning your students’ names is very important.
 Prepare for some unexpected incidents – discipline problems, technical difficulties and
the like.
 Make certain that your activities are varied so as to have an engaged and lively
classroom discussion.

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 My Tasks (Activities)
A. Complete the episode matrix to help you n preparing your lesson pan.
What are your objectives?
Remember:  Natutukoy ang mga mahahalagang detalye o
 Make the objectives SMART pangyayari sa akdang napakinggan
 Use behavioral terms  Nakapagbibigay ng sariling opinion o pananaw
 Include the three (3) domains batay sa naging pagpapasya ng pangunahing
- cognitive tauhan
- affective  Nakasusulat ng isang mabisang wakas na
- psychomotor nagpapakita sa aral ng akda

What is your content?

(Subject Matter) “Hashnu, ang manlililok ng bato”
Remember:
 Scope of the lesson Pluma 9
 Sequencing the lesson 1-20mins
 Time allotment Powerpoint presentation, Audio recorder, Laptop, at
 Resources needed speaker.

What methods/procedures
should you employ? Methods/Strategies
Remember:
 Methods to use Quiz bee
 Strategies to employ
 Activities for the different types
of learners
What assessment tools shall you
use to measure learning?
Remember: Pangkatang Gawain
 Traditional assessment Written activity
 Non-traditional assessment
 Other modes of assessment

B. Go to the library and research on your topic. Have a pre-conference with your
cooperating teacher. Write your outline and ideas here.

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 My Performance Task
PERFORMANCE TASK 1: Write your Learning Plan for your demonstration lesson using
theDaily Lesson Plan format prescribed by DepEd. Make sure to incorporate the strategies that
will promote literacy and numeracy skills. Employ individual and group activities to ensure
learner engagement. Provide hands-on activities to make the class more enjoyable.

Masusing Banghay Aralin sa Pakikinig Grade 9

Pangkalahatang Layunin:
Naipamamalas nhg mag-aaral ang pag-unawa sa impormasyong pananaw, opinion, batay sa
iba’t ibang tekstong/seleksyonlakdang napakinggan: maikling kwento at saling akdang
asyano.
I.Layunin:
 Natutukoy ang mga mahahalagang detalye o pangyayari sa akdang napakinggan
 Nakapagbibigay ng sariling opinion o pananaw batay sa naging pagpapasya ng
pangunahing tauhan
 Nakasusulat ng isang mabisang wakas na nagpapakita sa aral ng akda
II.Paksang Aralin: “Hashnu, ang manlililok ng bato”
Sanggunian: Pluma 9
III.Kagamitan: Powerpoint presentation, Audio recorder, Laptop, at
speaker.

IV.Pamaraan

Gawaing Guro Gawaing Mag-aaral

A.Bago Makining (Motibasyon)

 Klase, bago tayo dumako sa ating

aralin magkakaroon tayo ng isang
Gawain.  Ma’am, si Genie po sa Aladin.
 Sino ang nakakakilala sa larawang
ito?  Isa po siyang kakaibang nilalang na
 Tama, Ano ang masasabi ninyo kay tumutupad at nagbibigay ng mga
Genie? kahilingan.

 Magaling. Ngayon klase kung

bibigyan kayong pagkakataon na  Ma’am ako po hihilingin ko sakanya

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 Makita siya, Ano ang inyong namagkaroon ng maraming pera
hihilingin sa kanya? At bakit? upang makuha at mabili lahat ng
gusto ko.
 Maraming salamat chelsie. Sige  Ako po ma’am nais ko pong maging
Ellaine maari ko bang marinig ang president upang magkaroon ng
iyong sagot. kapangyarihan at sundin ng
mamayan.

 Ma’am gusto ko pong hilingin na

 Maraming salamat Ellaine.Sige ikae pagalingin niya ang aking Ina na may
Ronald ibahagi mo naman ang iyong malubhang karamdaman, dahil siya
sagot. na lamang po ang natitirang kasama
ko sa buhay.
 Isang napaka gandang kahilingan
Ronald batidko naito ay matupad.

B.Habang Nakikinig (Pagtalakay sa Aralin)

 Batay sa mga sagot ng inyong mga

kaklase, may kanya-kanyang
kahilingan kayong nais na matupad.
Ang ating gawain kanina ay may
kinalaman sa akdang ating tatalakayin
na pinamagatang "Hashnu, ang
manlililok ng bato" isang akdang
nagmula sa bansang Tsina.

 Ngunit bago tayo dumako sa

talakayan, hahatiin natin ang klase sa
tatlong grupo. Habang pinakikinggan
ang pagsasalaysay sa akda kailangang
makinig at bawat grupo dahil may
pagkakataon n ihihinto ko ang
pinakinggan ninyo. At may isang
grupo akong tatawagib upang  Opo ma’am.
sumagot sa akibg katanungan.
Malinaw ba?

 Manahimik na ang lahat at ipokus ang

mga tenga sa pakikinig sa
nagsasalaysay ng akda.

 Klase, batay sa napakinggan niyo

anong lugar o bansa ang tinukoy ng  Maam sa Jiangsu sa bayan ng Nanjing
tagapagsalaysay? Sige pangakat 2, sa Tsina.
kayo ang sumagot.

 Mahusay! Pangkat 3 sino naman ang  Maam ang ating pangunahibg tauhan
ating pangunahing tauhan? At sabihin ay si Hashnu, siya po ay isang

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 kung ano ang kanyang trabaho. manlililok ng bato.

 Maam ito po yung mga nag-uukit ng

 Tama. Anong klaseng trabaho ang mga imahe gamit ang bato minsan po
nanlililok ng bato? kahoy ang ginagamit nila.

 Mahusay. Ngayon ipagpatuloy na

natin ang pakikinig .
 Maam ninais niya pong maging isang
 Ano ang unang ninais na maging ni hari.
Hashnu? Pangkat 1 maari ng
sumagot.  Dahil po napagod na po siya sa
kanyang trabaho, hindi katulad ng
 Tama. Ano ang dahilan ng pagnanais isang hari na nakaupo lamang at
niya na maging isang hari? maraming sundalo at mga alalay.

 Magaling. Ngayon alamin natin kung

ano ang sumunod na pangyayari.  Maam isang araw po.

 Pagkatapos maging hari ni Hashnu,

ano ang sumunod na ninais niyang
maging?  Napagtanto po niya na may mas
mataas sa kanya.
 Tama, bakit niya ninais na maging
isang araw? Ano ang kanyang
napagtanto? Pangkat 1?  Maam naisip niya na kahit isa n
siyang hari at mataas sa lahat ng
nasasakupan ay merob parin isang
 Maari, nais kong magbigay kayo ng bagay na mas higit sa kanya at ito ang
patunay na mula sa napakinggan araw.
ninyo.

 Tama!  Maam maging isang ulap dahil nakita

niyang kayang takpan ng ulap ang
 Pagkatapos maging hari at araw ni liwanag ng araw.
Hashnu, ano ang sumunod na hiling
niya? At ipliwanag pangkat 3.
 Maam maging isang bato.
 Tama. Ngunit hindi pa doon nagtapos
ang lahat. Pagkatapos maging isang
ulap ni Hashnu ano ang sumunod na  Napagtanto po niya na sa kabila ng
ninais niyang maging? mga sakuna at malalakas na hangin at
ulan ay nanatiling buo ang mga bato
 Pangkat 1 ano ang dahilan kung bakit at sila lamang ang bukod tanging
ninais niyang maging isang bato? natira.

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  Mahusay pangkat 1!

 Maam napagtanto oo niya na oo,

 Klase, pagkatapos ng hiniling ni hindi nga siya natinag sa malalakas na
Hashnu na maging isang bato, Ano hangin at ulan bilang isang bato
ang kanyang napagtanto sa buhay? ngunit nasasaktan naman siya sa
bawat pagpukpok sa kanya gamit ang
maso.

 Tama. Pagkatapos niyang napagtanto

na hindi rin maganda ang maging  Maam muli niya pong hiniling na
isang bato, ano ang sumunod na maging isang tao. Hiniling niya sa
hiniling niya? Sige pangkat 2. bumalik na lamang sa dating
kaanyuan at bumalik bilang isang
manlililok.

C.Pagkatapos Makinig (Paglalapat)

 Anong katangian ang masasalamin  Maam ang hindi po pagkakuntento sa

niyo sa buhay ni hashnu? kung anong meron niya sa buhay.

 Mahusay! Sa inyong palagay bakit

kaya ninais niyang mamuhay sa iba't  Maam para po sa akin dahil sa
ibang kalagayan o katauhan? nagsawa na siya sa kanyang buhay at
trabaho bilang isang manlililok.
 Maam sibubukan po niyang mamuhay
 Tama! Ano pa? sa iba't ibang katauhan dahil nais
niyang maging higit sa lahat.

 Tama. Dito natin masasalamin ang

hindi pagkakuntento ni Hashnu sa
kanyang buhay.

 Para sa inyo, tama ba ang mga

pagpapasyang ginawa ni hashnu?
Tama ba na ninanis niyang mabuhay  Para po sakin hindi po. Dahil minsan
sa ibang katauhan? nagdudulot lamang ito ng
kapahamakan sa atin.
 Maam para po sa akin, tama po ang
 Maraming salamat. Ano pa? ginawang desisyon ni hashnu dahil
dito naranasan niyang mabuhay sa
iba't ibang katauhan at kanyang
napagtanto na hindi sa lahat ng
pagkakataon ay magiging masaya ka.

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  Klase palaging tandaan na hindi
naman masama ang maghangand ng
isang bagay basta alam natin dapat
ang ating limitasyon at tignan natin
kung magdudulot ba ito ng kabutihan
sayo.

(Paglalahat)

 Ngayon klase upang lubos na tumatak

sa inyong isipan ang akdang ating
tinalakay, ilalahad ninyo ang mga
mahahalagang pangyayari batay sa
pagkakasunod nito. Bawat grupo pag-
usapan na ang mga mahahalagang
pangyayari at pumili ng isang
representante upang pumunta sa
harapan.  Opo maam.

 Malinaw ba klase?

 Ngayon maari na ninyong simulan

ang pag-uusqo. Pagkatapos ng 5
minuto tatawag ako ng pangkat na
pupunta sa harapan.

 Ngayon sino ang representante ng  Maam sa pangkat po namin

pangalawang pangkat pumunta na sa napagusapan po namin na una yung
harapan at ilahad ang mga dahilan ng kagustuhan ni hashnu na
pangyayari. magkaroon ng ibang katauha. Ang
dahilan po ay dahil pagod na siya
bilang isang manlililok kaya naisip
niya ba maganda ang maging hari,
hindi naman siya nabigo sa kanyang
kagustuhan at siya ay naging hari.
Hindu siya nakuntento sa pagiging
harivkaya hiniling nitong maging
araw atcmuki ito ay natupad, hiniling
din niya na maging isang ulap at bato
at natupad naman ang nga ito. Sa
bandang huli napagtanto nito na
maganda parin ang isang manlililok
mula noon ay buong puso niyang
pinaghusayan ang paglililok.

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  Mahusay, palakpakan ang
pangalawang pangkat. Tama ang
pagkakalahad ng mga pangyayari.
 Maam, s pangkay po namin
 Pumunta na sa harapan ang napagusapan namin na kahit gaano pa
repeesentante ng unang pangkat karami ang katauhang ninais ni
upang magbahagi. Hashnu sa bandang huli ay ninais
parin niyang bumalik sa dati at
manatiki sa dati. Una hiniling niya na
maging hari at natupad naman,
pangalawa ay maging araw dahik
nakita niya na mas higit na
makapangyarihan ang araw kaysa sa
hari, at nang mga sumunod huniling
nito na maging ulap at bato na
natupad din. Ngunit sa huli pinili pa
rin niya na maging isang manlililok at
mahusay na nagtrabaho.

 Maraming salamat, palakpakan ang

unang pangkat. Batay sa mga
pagbabahagi ng inyong mga
kasagutan talagang malinaw at
nauunawaan na ninyo ang kwento.

IV.Ebalwasyon

Sa isang buong papel sumulat ng sariling

wakas ng akdang tinalakay na nagpapakita ng
aral at mensahe ng kwento.

PAMANTAYA:

 Ngayon klase maari na ninyong

simulamn ang inyong Gawain,
bibigyan ko lamang kayo ng sampung
minute upang ito’y inyong matapos.

V. Takdang Aralin

Basahin ang isang akdang saling Asyano na

pinamagatang “Mabuhay ka Anak ko” ni Pin
Yathay salin ni Ruth Elynia S. Mabanglo..

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PERFORMANCE TASK 2: Write your BEFORE, DURING, and AFTER teaching strategies that
you will do in your demonstration lesson.

Teaching Strategies
BEFORE
 Activating - simply recall relevant prior knowledge and
experiences.
-example before reading ask the student about their prior
knowledge and experiences in relevant to the text or story they
are about to read.
 Inferring - making conclusions or connections.
Ex: recall the previous knowledge let them also connect it
their new knowledge to make conclusions out of it.

DURING
 Monitor student their understanding
 Generate question
 Stay focused

AFTER
 Opportunity to summarize.reflect, discuss,and connection
 Respond

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PERFORMANCE TASK 3: Execute your Lesson Plan. You will be rated by your Cooperating
Teacher, College Supervisor.

Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet

(For use of College Supervisor, Cooperating Teacher, Peer, and the Student Intern)

Name of Mentee: _______________________________________ Name of Mentor:

_______________________________
Subject Taught: ________________________________________ Date: __________________ Time:
___________________
School: _____________________________________________________________________________________________________
Legend: 5 – Outstanding 4 – Very Satisfactory 3 - Satisfactory 2 – Fair 1 – Needs Improvement

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PERFORMANCE TASK 4: Answer the following questions briefly.
A. After the demonstration lesson, I felt effusive in the sense that there’s a part in me felt
happy because I was able to discussed the topic simply and understandable. I also felt
content especially in the delivery of my lesson. At the same time, I also felt relieved
because at first I was so nervous cause that was the first time I demonstrate .

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B.

C. Complete the matrix by checking the areas you need to improve on:
Improve  Learning Outcomes
 Learning Environment
 Strategies
 Instructional Materials
 Modes of Assessment
 Others, please specify _______________________

Enrich  Knowledge
 Skills
 Others, please specify _______________________

Experiment  New Strategies

 Instructional materials
 Differentiated activities
 Others, please specify _______________________

Modify  Attitudes
 Expectations
 Others, please specify _______________________

Learn  New subject matter

 Varied learning styles
 New innovations
 Current issues
 Others, please specify _______________________

My Analysis
1. What went well in my lesson? Why?

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They were able to gain knowlegde about the story “Hashnu, ang manlililok ng bato”. they
enjoyed the group activity for answering my question very well.

2. What did not go well? Why?

So far everything fell into place, though there were some misbehaved students, I still
managed and it did not worry me a lot.

3. What did my students learn?

They learned all about the story of “Hashnu, ang manlililok ng bato”.

4. What did I learn about planning?

Planning your lesson and working it, Thinking the enjoyable and meaningful activities
you will apply to your students. I learned that to plan is indeed a necessity in everything
you do because you will be certain on the direction you are thinking.

5. What did I learn about teaching?

Teaching is the noblest profession. I was able to justify it myself after having been
through this challenging and exciting course of mine.

6. What improvements will I make to be more effective in my class?

I need to make improvements on being a classroom manager, culture--sensitive
individual, gender-sensitive mentor, open minded teacher, patient teacher. If time will
come that I will come that I will possess all these, probably, I could call myself as an
effective teacher.

My Reflections / My Insights
In preparing my instructional materials, I realized that:

After the demonstration lesson, maybe if I will done my demonstration, I felt so happy

because finally I’m done. Especially my demonstrations is perfect, but for now were

hoping that we can make better.

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After my demonstration, I realized that good teachers teach how to learn. I realized how

weight is on the shoulders of the teachers since they should teach all aspect of life

especially in academics and morals. The future of this countries lies on their hands, I

believe so.

These are the things that I learned from my learners:

 Sensitive on students feelings;
 Be firm on what I say and just in weighing things and judging issues; and
 Be a teacher who does not easily get angry and just be patient.

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 My Learning Artifacts
Make a photo collage of the demonstration lesson you have conducted in your
cooperating school. Make a reflective journal too.

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 My Portfolio (Compilation of Learning Documents, Evidence,
Records, etc.)

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 My Scoring Rubric
INDICATORS Meets Approaching Meets Does Not Meet
Standard of Standard of Acceptable Acceptable

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 Excellence Excellence Standards Standard

CRITERIA 4 3 2 1
Performance  has all the  has some aspects  has minimal  no aspect of
Tasks aspects of work of work that aspects of work work meets level
that exceed level exceed level of that meet level of of expectation.
of expectation expectation. expectation.  has errors,
 Shows  Demonstrates  with some errors omissions, and
exemplary solid and MASTERY is misconceptions
performance performance and not thorough
understanding
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/ are learning is/ are learning is/ are
aligned with aligned with SOME aligned with ONE NOT aligned with
learning of the learning of the learning the learning
outcomes. outcomes. outcomes. outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulnes are done very are done are done quite are poorly done
s creatively and creatively and creatively and and need
resourcefully. resourcefully. resourcefully. improvement.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted on a submitted 2 days submitted 3 days
before the day after the after the deadline. or more after the
deadline. deadline. deadline.
MY TOTAL SCORE

________________________________________
Signature of Practicum Supervisor

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Name: Cristyline C Llano
Year and Section: 4th year 401
Course and Specialization: BSED – FILIPINO

Constructing my Assessment Tools

Assessment tools is a tool used in the classroom every day. It is used to

measure a student’s what they learned about what topic of the teachers was given.
Because we as a student- teacher we use information to determine if they need to
re-teach to a specific student,group or the entire class. Assessment are important
because, as teachers, we need to know what difficulties our students have and what
needs to be refined for them.I believe in assessment and feel that it is one of the key
components of teaching. These assessment will vary in form such as quizzes, tests,
essays and growth portfolios. This is one thing that you can demonstrate what they
know as a result of the lesson. If someone doesn’t good at tests they might be good
at presentations and vice versa. As a teacher, I have some control over types of
assessments. Assessment will be a huge part of my classroom, I will hold more
importance for a student’s performance and progress rather than a factual test.

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