DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

MID-LA UNION CAMPUS

City of San Fernando, La Union
College of Education
Bachelor of Secondary Education

EXPERIENTIAL LEARNING: A NARRATIVE REPORT ON BECOMING A TEACHER

AT PAGUDPUD INTEGRATED SCHOOL

LHEALYN R. DELALINGCO

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

MID LA UNION CAMPUS
COLLEGE OF EDUCATION
CATBANGEN, CITY OF SAN FERNANDO, LA UNION

BACHELOR OF SECONDARY EDUCATION

Major in English

MAY 2024
 ACKNOWLEDGEMENT

I wish to convey my heartfelt gratitude to the people who have been so helpful
and very supportive to me in the success of my off-campus practice teaching.

To the ever-dynamic DEAN of the College of Education, Dr. Cedric Anthony E.

Ochoco, English Program Head, Dr. Vanessa P. Cayabyab, and ST Supervisors for
their invaluable efforts in making everything easy for us Student teachers especially
during our Pinning, Orientation, and final observation.

To Ma’am Taryn Kay Tabing, for appreciating my efforts during my final

teaching demonstration your words are forever craved inside my heart.

I also could not have undertaken this journey without my Cooperating Teacher,
Ms. Everleen Marie I. Callanta, who never hesitated to extend her hands just to
provide for my needs. Thank you ma'am for being generous, especially in imparting
knowledge. Your feedback meant a lot to my holistic growth.

I would be remiss in not mentioning my family, for their support in me in

uplifting my spirit in many ways. Their moral support impacted and inspired me to
strive hard, especially in my teaching internship. Without them, I could not possibly
fathom what my future would be.

To my co-student teachers with whom I knew we had a memorable time

together.

Lastly, to our almighty Father, Jesus Christ for guiding me throughout my

internship.
 DEDICATION

This dedication is a testament to your unwavering support, encouragement,

and belief in me throughout my practice teaching journey. Your love has been the
cornerstone of my strength, guiding me through the challenges and celebrating with
me in moments of triumph. Every lesson I taught, every hurdle I overcame, and every
success I achieved, I owe this to your boundless faith in me.

You have been my motivation, my comfort, my inspiration, and my rock. Your

sacrifices and understanding have enabled me to pursue my passion for teaching
wholeheartedly. As I embark on this fulfilling path, I dedicate my practice teaching
experience to you, my beloved family. Your love fuels my determination, and your
unwavering support propels me forward.

This dedication is also to the incredible students who made my teaching

internship an unforgettable journey. Each and every one of you who walked through
the doors of my classroom, bringing with you curiosity, enthusiasm, and a hunger for
knowledge. Your presence illuminated every lesson, and your eagerness to learn
ignited a passion within me for teaching like never before. Your trust in me and your
willingness to learn alongside me have left an indelible mark on my heart.
TABLE OF CONTENTS
 VISION, MISSION, GOALS OF THE SCHOOL

VISION

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.
Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
LISTS OF ADMINISTRATORS AND FACULTY
SCHOOL FACILITIES
 INTRODUCTION

Touching the hearts of people and opening the minds of children can give you
joy and contentment which money could not buy. This is a best thing a teacher can
treasure for life.

I am Lhealyn R. Delalingco, a student of Don Mariano Marcos Memorial State

University Mid-La Union Campus, under the program Bachelor of Secondary Education
major in English.

I choose to become a teacher because I want to be a positive role model and

mentor to students. I want to guide and impart my knowledge to them so they would
develop essential skills such as creativity, empathy and effective communication that
will help to further develop and contribute their progress in the classroom or in the
society they belong.
 Teaching is said to be the noblest profession of all. It requires great effort,
time and energy. With the diversity of the learners which is the most concern among
teachers in a classroom setting, future educators should fully equipped themselves
with knowledge , skills and strategies that can make the teaching and learning
process effectively. As a future educator, I will try my best to influence the life of
learners. Additionally, my experiences in the off-campus teaching internship made me
realize that teaching children requires patience, understanding and compassion.
Therefore, I believe that teaching is a profession that cannot be taken for granted,
sometimes it frustrating and exhausting, but these are taken away as you intended to
make the learners learn and grow. This will be the greatest reward you can receive as
a teacher.

Thus, I present this narrative report for you to read about the brief history of
the school I deployed at, my actual teaching experiences, insights gained from all the
Phase of Teaching Internship, and problems I encountered during my teaching
internship.

OBSERVATION AND ACTIVITIES

During my internship at Pagudpud Integrated School, I had the opportunity to

immerse myself in the educational environment and gain invaluable insights into
various aspects of school operations. I actively engaged in observing classroom
dynamics, participating in school events, and collaborating with educators.

Throughout my internship, I observed diverse teaching methodologies employed

by educators. I noted that interactive and participatory approaches were most
effective in engaging students. Additionally, I observed the importance of
incorporating multimedia resources to cater to different learning styles. The teachers'
dedication and creativity in fostering a conducive learning environment left a
profound impression on me. Additionally, witnessing students' enthusiasm and
eagerness to learn was both inspiring and gratifying. I observed that extracurricular
activities played a pivotal role in enhancing students' holistic development. Whether
it was sports competitions, cultural events, or academic contests, students actively
participated, showcasing their talents and skills.

The school's emphasis on promoting inclusivity, respect, and diversity

contributed significantly to fostering a positive school culture. Through various
initiatives such as awareness campaigns and community service projects, students
were encouraged to embody these values, thus nurturing a sense of responsibility and
empathy. Thus, I actively assisted teachers in preparing instructional materials,
grading assignments, and facilitating classroom activities. Collaborating with
educators provided me with firsthand experience in classroom management and
pedagogical techniques.

My internship experience at Pagudpud Integrated School has been profoundly

rewarding and transformative. It has reinforced my passion for education and
deepened my understanding of the complexities inherent in the teaching-learning
process. I am grateful for the mentorship and guidance provided by the faculty and
staff, which have undoubtedly shaped my professional growth.

In conclusion, my internship at Pagudpud Integrated School has been a journey

of discovery, learning, and personal growth. The insights gained and experiences
garnered will undoubtedly serve as a solid foundation as I embark on my career in
education. I am immensely grateful for the opportunity to contribute to the school
community and look forward to applying the lessons learned in my future endeavors.
 ACTUAL TEACHING ACTIVITIES

Embarking on the journey of teaching was a fulfilling and enriching experience,

marked by moments of discovery, growth, and collaboration. As an future educator,
my aim was not only to impart knowledge but also to inspire curiosity, foster critical
thinking, and cultivate a passion for lifelong learning among my students.

The journey began with meticulous planning and preparation, where I crafted lesson
plans, created learning materials, and tailored teaching strategies to suit the diverse
needs of my students. Drawing from pedagogical principles and best practices, I
endeavored to create an inclusive and dynamic learning environment conducive to
active engagement and meaningful interaction. Additionally, incorporating various
techniques such as multimedia presentations, group discussions, and hands-on
activities, I sought to captivate students' interest and stimulate their intellectual
curiosity. Thus, the central of my teaching philosophy was the belief in the power of
collaborative learning. By fostering a supportive and inclusive classroom culture, I
encouraged students to exchange ideas, challenge assumptions, and learn from one
another's perspectives. Group projects, peer reviews, and collaborative problem-
solving tasks provided opportunities for students to develop essential teamwork and
communication skills while deepening their understanding of course material.

Throughout the teaching journey, I encountered various challenges ranging from

technological unforeseen disruptions. However, these challenges presented valuable
opportunities for adaptation and innovation. By embracing flexibility and resilience, I
navigated through obstacles and created alternative teaching modalities to ensure
continuity of learning experiences for my students. Most importantly, regular self-
assessment, feedback from students, and peer evaluations facilitated introspection
and refinement of teaching strategies. By critically examining successes and areas for
improvement, I remained committed to enhancing the quality and efficacy of my
teaching endeavors.

In conclusion, the experience of teaching activities was a profoundly rewarding

journey characterized by passion, dedication, and continuous learning. As I reflect on
the myriad moments shared with my students, I am reminded of the transformative
power of education in shaping minds, inspiring hearts, and empowering individuals to
realize their full potential. Moving forward, I remain committed to fostering a culture
of excellence and innovation in education, guided by the belief that every student
deserves the opportunity to thrive and succeed.
 ANCILLARY SERVICES AND OTHER SCHOOL ACTIVITIES

The holistic development of students extends beyond traditional classroom

instruction, encompassing a diverse array of ancillary services and extracurricular
activities. This narrative report provides an overview of the ancillary services and
school activities offered, highlighting their role in enriching the educational
experience and nurturing well-rounded individuals.

Ancillary Services:

Counseling Services: The counseling department played a pivotal role in providing

socio-emotional support and guidance to students. Qualified counselors offered
individualized counseling sessions, group workshops, and outreach programs aimed at
addressing various academic, personal, and career-related concerns. Through
confidential and empathetic counseling, students were empowered to navigate
challenges, make informed decisions, and maximize their potential.

Health Services: The school's health services department prioritized the well-being of
students by promoting physical health and wellness. Qualified nurses conducted
regular health screenings, provided first aid assistance, and offered health education
sessions on topics such as nutrition, hygiene, and mental health awareness. By
fostering a culture of preventive care and health promotion, the health services team
contributed to creating a safe and supportive learning environment.

Library Services: The school library served as a hub of intellectual exploration and
academic resources. Staffed by knowledgeable librarians, the library provided access
to a vast collection of books, periodicals, and digital resources to support research,
inquiry, and recreational reading. In addition to traditional library services, the library
offered information literacy workshops, book clubs, and author events, fostering a
love for reading and lifelong learning among students.

Extracurricular Activities:

Sports and Athletics: The school's sports program offered a wide range of athletic
opportunities, catering to students' diverse interests and abilities. From competitive
team sports to recreational activities, students had the chance to participate in sports
such as basketball, soccer, swimming, and track and field. Through regular practices,
inter-school competitions, and sportsmanship training, students developed physical
fitness, teamwork, and leadership skills while forging lifelong friendships.

Clubs and Organizations: A variety of clubs and student organizations provided

platforms for students to pursue their passions, explore new interests, and develop
leadership skills. Whether it was academic clubs, cultural organizations, or service-
oriented groups, students found opportunities for personal growth and community
engagement. Club activities included guest speakers, workshops, community service
projects, and fundraising initiatives, fostering camaraderie, creativity, and social
responsibility.

Arts and Creative Expression: The arts program celebrated creativity and self-
expression through visual arts, performing arts, and creative writing activities.
Students had the opportunity to participate in art exhibitions, theatrical productions,
musical performances, and poetry slams, showcasing their talents and fostering
appreciation for the arts. Through collaboration with local artists, cultural
institutions, and arts educators, students were inspired to explore their artistic
potential and contribute to a vibrant arts community.

Conclusion:
In conclusion, ancillary services and school activities played a vital role in enhancing
the educational experience and fostering holistic development among students. By
providing support services, extracurricular opportunities, and avenues for self-
expression, the school nurtured well-rounded individuals equipped with the skills,
knowledge, and values needed to thrive in an ever-changing world. As we look to the
future, continued investment in ancillary services and school activities remains
essential to cultivating a vibrant and inclusive learning community.
INSIGHTS GAINED
FROM ALL THE
PHASE OF TEACHING
INTERNSHIP

PHASE 1

ORIENTATION SESSIONS

In Phase 1 of my journey as a student teacher, I have experienced a profound

shift from being a passive learner to an active educator. This initial phase was filled
with a range of emotions, from excitement to nervousness, but it has been an
invaluable learning experience. First, I had the opportunity to observe my cooperating
teacher in action, gaining insights into their teaching techniques, classroom
management strategies, and the dynamics of student-teacher interactions. This
observation allowed me to appreciate the complexities of teaching and the
importance of effective communication with students.

I also had the chance to take on some responsibilities in the classroom,

assisting in various activities, and occasionally leading small group sessions. This
hands-on experience was both rewarding and challenging, as I learned to adapt to the
unique needs of different students. One significant takeaway from Phase 1 is the
realization that teaching is not just about conveying knowledge; it's about building
relationships, understanding individual learning styles, and fostering a positive and
inclusive learning environment. I've discovered the power of patience, flexibility, and
empathy in the teaching process.

As I move forward in my journey, I'm eager to apply the knowledge and skills
I've gained in Phase 1 to become a more effective and compassionate educator. I
understand that this is just the beginning, and there's much more to learn and
experience. I'm excited about the opportunities and challenges that lie ahead in the
next phases of my student teaching adventure.

PHASE 2
OBSERVATION AND BUILDING RELATIONSHIP

Reflecting on phase 2 observation and building relationships as a student

teacher deployed to a school has been invaluable. Observing experienced educators in
action provided insights into effective teaching strategies, classroom management
techniques, and student engagement methods. Building relationships with both
students and colleagues has been a cornerstone of this experience, fostering a sense
of trust and cooperation essential for a positive learning environment.

In the future, I can apply these observations and relationship-building skills by

incorporating the effective teaching strategies I've witnessed into my own practice.
Additionally, I'll prioritize building strong relationships with students, colleagues, and
parents to create a supportive community within the classroom and school. These
experiences have equipped me with the tools and knowledge necessary to continue
growing as an educator and making a positive impact on students' lives.

PHASE 3
ON SITE TASKS

During Phase 3 on-site task as a student teacher, I had the opportunity to

immerse myself in the daily life of a school. I took an active role in various aspects of
teaching and learning, including leading small group discussions, assisting with lesson
planning, and providing individualized support to students.

One of the key tasks I undertook was collaborating with my cooperating

teacher to plan and execute lessons. This collaboration involved brainstorming ideas,
aligning lesson objectives with curriculum standards, and creating engaging activities
to cater to diverse learning styles. Through this process, I learned the importance of
flexibility and adaptation in response to the needs and interests of the students. In
addition to lesson planning, I also spent time observing classroom dynamics and
implementing strategies for effective classroom management. I learned how to
establish clear expectations, maintain a positive learning environment, and address
behavioral issues in a constructive manner. These skills are essential for creating an
atmosphere where students feel safe, respected, and motivated to learn.
Furthermore, I had the opportunity to work closely with individual students who
needed extra support. Whether it was helping them with assignments, providing
guidance on study skills, or simply offering encouragement, I learned the importance
of personalized attention in fostering student growth and success.

Looking ahead, the experiences and skills gained during Phase 3 will undoubtedly
shape my future as an educator. I will carry forward the lessons learned about
collaboration, adaptability, and student-centered teaching into my own classroom. By
applying these principles, I aim to create an inclusive learning environment where
every student has the opportunity to thrive academically and personally. Additionally,
the relationships built with both students and teachers during this phase will serve as
a foundation for building a supportive and collaborative educational community in the
future

PHASE 4
FINAL DEMONSTRATIONS ACCOMPLISHING EXIT FORMS

As a student teacher, the Phase 4 final demonstration was a crucial milestone

in my journey. Deploying to the school allowed me to apply theory into practice,
taking on full responsibility for lesson planning, delivery, and assessment. In the
school, I implemented various teaching strategies, tailored to meet the diverse needs
of students, while also fostering a positive learning environment.

Throughout this experience, I honed my classroom management skills, adapted

my teaching style to engage different learning styles, and developed a deeper
understanding of the curriculum. Additionally, collaborating with my cooperating
teacher provided invaluable insights and feedback, which further enriched my growth
as a teacher.

Looking ahead, I will carry the lessons learned from this experience into my
future teaching endeavors. I will continue to prioritize student-centered learning,
embrace innovation in pedagogy, and remain reflective in my practice to continuously
improve as an educator.

PHASE 5
EVALUATION OF TEACHING INTERNSHIP
 During the Phase 5, as a student teacher, I recognize the significance of
thoroughly assessing every aspect of the experience to drive continuous improvement.
Firstly, examining the effectiveness of lesson planning ensures alignment with
curriculum objectives and student needs, fostering a conducive learning environment.
Secondly, evaluating classroom management techniques helps identify strategies that
promote a positive and orderly atmosphere for optimal student engagement and
participation. Thirdly, assessing student engagement provides insights into the
effectiveness of instructional methods and the ability to cater to diverse learning
styles. Moreover, incorporating feedback mechanisms, both formal and informal,
facilitates ongoing reflection and refinement of teaching practices. Additionally,
soliciting feedback from cooperating teacher, peers, and students offers different
perspectives, enriching the evaluation process.

PROBLEMS ENCOUNTERED IN TEACHING INTERNSHIP

There are a lot of challenges that may encounter during teaching internship
such as lack of resources , lack of experiences and background knowledge, and
classroom management. During my teaching internship, I also experience these
challenges and to overcome these I have to learn, adapt and change to make
improvements.

Lack of Resources

Learning resources plays a significant role in providing information that

students can gain knowledge. It also enable teachers and teaching assistants to
provide tailored support to individual students. During my teaching internship, I
encountered this problem since it is hard for me to find relevant or additional
information about my topics. At first, I was really struggling but with the help of
online resources it expands my knowledge base to design a lesson that provides
support to students varying their learning styles, abilities and interests. Most
importantly, it helps me to capture students interest and keep them engaged in the
learning process.

Lack of Experiences and Background Knowledge

Teachers quality is an important factor in determining gains in student

achievement. Thus, as a teacher being able to understand the subject matter deeply
and flexibly is very important as it help students to relate one idea to another which
can improve their understanding. During my teaching internship, I experience this
problem as my students struggle sometimes to identify meanings of new terminology
which did not I explain very well. Additionally, some students struggling to grasp how
one idea relate to one another and some of them have a little knowledge about our
topic so they did not actively participate with our discussion. To solve this problem, I
must figure out the possible solutions that can improve my ability to explain ideas
effectively so that students can fully understand the topic.

Classroom Management

Classroom management is essential because it can help you to create a positive

learning environment, prevent disruptive behavior, and set clear expectations for
student behavior. During my teaching internship, experiencing this kind of problem is
quite difficult to handle. Students have different personalities and we cannot avoid
that in one classroom we can see a lot of situation such as students being noisy while
creating activities and even in discussion. To solve this, creating classroom rules is a
great solution that lessen the disruptive behavior of the students. If there are
classroom rules the students will be able to manage their classroom behavior and will
make them to stay focused on their learning process.

SUGGESTIONS, REACTIONS AND RECOMMENDATIONS

 As regard to my experiences in my off-campus teaching internship, I would like
to make some suggestions and recommendations with the hope that the program of
student teaching will be effective not only for the teachers but also to students.

1. The student teacher should be properly observed by his/her cooperating teacher to

know her strengths and weaknesses in teaching.
2. The student teachers should come to school early at all times.
3. Motivates the student very well.
4. Require the student teachers to participate or attend school activities to improve
their personality and socialization.
5. The cooperating teacher should give their intensive supervision and full support
over student teachers so that they will be guided to the tasks that they are going to
do.

REFERENCES
APPENDICES

PICTURE OF THE SCHOOL

ORGANIZATIONAL CHART
DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY
Mid La Union Campus
 City of San Fernando, La Union, Philippines
College of Education
BACHELOR OF SECONDARY EDUCATION

Student Teacher’s Name: LHEALYN R.DELALINGCO

School: PAGUDPUD INTEGRATED SCHOOL

Cooperating Teacher: MS. EVERLEEN MARIE I. CALLANTA

JHS Coordinator/SHS Coordinator/Subject Coordinator: REEMA L. RIVERA

SCHEDULE

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
From To

English 8 English 8 English 8

7:30 8:30
Gratitude Gratitude Gratitude

English 8 English 8 English 8

8:30 9:30
Humility Humility Humility

9:30 10:00
10:30 11:00
11:00 11:30
11:30 12:00
12:00 12:30
12:30 1:00
2:00 2:30
2:30 3:00
3:00 3:30
3:30 4:00
4:00 4:30
4:30 5:00
LESSON PLANS CHECKED
AND REVISED
 Republic of the Philippines
Department of Education
Region I – Ilocos Region
Schools Division Office - City of San Fernando (LU)
Pagudpud Integrated School
Pagudpud, City of San Fernando, La Union

School PAGUDPUD INTEGRATED SCHOOL Grade Level 8

Teacher LHEALYN R. DELALINGCO Learning Area ENGLISH
Time and 7:30-8:30 March 7, 2024 Quarter Third
Date 8:30-9:30 March 7, 2024

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: Southeast Asian
literature as mirror to a shared heritage; coping strategies in
processing textual information; strategies in examining
features of a listening and viewing material; structural
analysis of words and propaganda techniques; and
grammatical signals for opinion-making, persuasion, and
emphasis.
B. Performance The learner transfers learning by composing and delivering a
Standards persuasive speech based on an informative essay featuring
use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance, and
behavior.
C. Learning Most Essential Learning Competency:
Competencies/Objectives Determine various social, moral, and economic issues
discussed in the text listened to.
(EN8LC-IIIh-7.4)

Objectives:
a. Name the various social, moral and economic issues;
b. Classify the different issues according to their category;
c. Determine the issue in the texts listened to; and
d. Judge in a certain issue and offer a possible solution.

II. CONTENT MORAL, SOCIAL, AND ECONOMIC ISSUE

III. LEARNING RESOURCES

A. References English 8 (Quarter 3 – Module 3/Week 8 ) Module

B. Other Learning PowerPoint Presentation

Resources
IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing previous
lesson/Presenting the Good morning, class!
New Lesson Good morning, ma’am!
Please remain standing. Let
us begin this day with a
short prayer. Any volunteer
who wants to lead a prayer?

(The student will go in front to

lead the prayer.)

“Let us pray”
(All students will stand and
pray.)

Before you take your seat,

kindly arrange your chairs
properly and pick up pieces
of paper under your chair
and throw them in the “Yes, ma’am”
trash. (All students will pick up all
the trash and will arrange their
chairs.)

Look at your seatmates. Is

anybody absent today? May
I ask our class secretary to (The secretary will check the
check our attendance? attendance)
“None, ma’am)

Alright, that’s great! I guess

everybody is present today.

Before we formally proceed

to our lesson, I will
introduce myself first, my
name is Lhealyn R.
Delalingco you can call me
ma’am or teacher Lhea and
I will be your teacher for
today.

Class, I would like to

impose some classroom
rules. I want everybody to
listen attentively, raise your
hand if you want to say
something, respect whoever
talking in front and
surrender your phones in
front before our lesson
begins.
“Yes, ma’am”
Is that clear?

Alright!

Based on what you have

discussed last meeting with
ma’am Everleen, what are
the three issues presented?

“Ma’am, social, moral and

economic issues.
Very good!

Differentiate the three

issues.

What is the first issue you

have discussed.
(Student’s will raise their
hands)
Moral issues talks about
values, judgment, behavior,
custom and habit.
Very good!

How about the second

issue?
Anyone from the class? (The student will raise his/her
hand)
“Ma’am, social issues talks
about the relationship of
people or situation which has
direct effect to the people
among the community or
organization.
Very good!

How about the third issue?

Anyone from the class?
(The student will raise his/her
hand)
Economic issues talks about
the resources, finances, and
 wealth or poverty.
Alright, very good!

B. Establishing the Before we formally start, let

Purpose for the Lesson us have an ice breaker. This
is called “REARRANGE
ME”.

Instruction: I will flash five

jumbled letters or words on
the screen, all you need to
do is to arrange the letters
to get the correct answer or
exact word. To give you a
clue, the definition of the
word is included.
Are you ready class?
“Yes, ma’am”

That’s good to hear. Let us

now begin.

1. AOBRTOIN
It is a procedure to end
pregnancy.
“Ma’am, the answer is
Abortion.”
Very good!

2. PVOERTY
It is a state or condition in
which a person or
community lacks financial
resources and essentials for
a minimum standard of
living.
“Ma’am, the answer is
Poverty.”
You got it right!

3. UNMEPOLYMETN
It refers to individuals who
are capable of working,
actively seeking work, but
unable to find any work.

“Ma’am, the answer is

 Unemployment.”
Very good!

4. CIHLD LBARO
It is a exploitation of “Ma’am, the answer is Child
children through any form Labor.”
of work.

Very good!

5. BULLINGY “Ma’am, the answer is

It is an abuse or Bullying.”
mistreatment of someone.

Alright, very good!

Now, let me present to you

our learning objectives:

a. Name the various social,

moral and economic issues;

b. Classify the different

issues according to their
category;

c. Determine the issue in

the texts listened to; and

d. Judge in a certain issue

and offer a possible solution

C. Presenting
examples/instances of
the New Lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing Mastery (After the discussion)

Are you ready class for your

first activity?
“Yes, ma’am”
That’s great!
Instruction: I want you to
bring out 1/4 sheet of
paper and identify the
following statements. Write
FACT if the statement is
correct and write BLUFF if
the statement is incorrect.

Do you understand, class?

“Yes, ma’am”

Alright! Let us now start.

(Student’s will start to answer)
1. Social issues talks about
values, judgment, behavior,
custom or habit.

2. Moral issues talks about

the relationship of people or
a situation which has a
direct effect to the people
among the community or
organizations.

3. Economic issues talks

about the resources,
finances, and wealth or
poverty.

4. Issue is not an important

topic or problem for debate
or discussion.

5. Unemployment is an
example of economic issue.

6. Moral is the principles of

right and wrong behavior
and the goodness or
badness of human
character.

7. Bullying is an example of
social issue.

8. Economics is related to
the wealth and resources of
a country or region.
 9. Cutting classes is an
example of moral issue.

10. Social is related to the

community of people living
in a particular country or
region and having shared
customs, laws, and
organizations.

(The teacher will ask the

students to exchange their
papers for checking.) (Student’s will exchange their
papers with their seatmates)

Let us check your papers. (The students will give their

answers)

ANSWERS:
1. BLUFF
2. BLUFF
3. FACT
4. BLUFF
5. FACT
6. FACT
7. BLUFF
8. FACT
9. FACT
10.FACT

How do you find our first

activity?
Anyone from the class? (Student will raise his/her
hand)

Ma’am, I find the activity very

helpful mainly because it helps
me to apply my learning about
the topic.
Very good!

G. Finding Practical
Applications of concepts For your second activity, in
and skills in daily living a 1 whole sheet of paper
 write a short essay about
poverty (social issue) in the
Philippines. I will give you
20 minutes to finish your
work. Is that clear, class?
“Yes, ma’am”
That’s good to hear. But
before that, let me present
to you our criteria for essay
writing.

( The teacher will present

the criteria)

CRITERIA FOR ESSAY WRITING

Content -15%
Organization -10%
Grammar -5 %
Vocabulary - 5%
Total 35 %

(After presenting the criteria

for essay writing.)

You may now start doing

your activity.

“Yes, ma’am”
(Student’s will start doing their
activity)
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning I hope you learn something
about the lesson. So, for
your final activity, in a ½
sheet of paper, create a
poem with 1 stanza and 4
lines of your chosen issue
(social, moral, or economic).

Possible topics for creating

poem are the following:

A. Bullying (Moral Issue)

B. Poverty (Social Issue)
C. Corruption (Economic
Issue)
Is that clear?
“Yes, ma’am”
Alright, before you start
your activity let me present
to you our criteria for
writing a poem.

(The teacher will present

the criteria)

CRITERIA FOR WRITING A POEM

Relevance to the theme -15 %

Originality -10 %
Grammar -5 %
Total 30 %

You may now start doing

your activity. I will give you
10 minutes to finish your
work. Afterwards, submit
your paper to me.
Are we clear class?
“Yes, ma’am”

( After finishing their work,

the students will ask to
submit their papers.)

Class, pass your papers in

front
“Yes, ma’am”
(The students will submit their
papers.)

Very good everyone! I am

very blessed and thankful
for your participation
 For your assignment, have
an advance reading or
research on our next lesson
about literature.
J. Additional Activities
for Application or
Remediation
(Assignment/Agreement)

V. REMARKS

VI. REFLECTION

Prepared by:

LHEALYN R. DELALINGCO
Student Intern

Checked & Reviewed by:

EVERLEEN MARIE I. CALLANTA

Teacher I

Approved:

MIRIAM O. AURELIO
Principal II
 CURRICULUM VITAE

I. PERSONAL DATA
 Name Lhealyn R. Delalingco
Address Upper Bimmotobot, Naguilian, La Union
Age 22
Gender Female
Civil Status Single
Birth date March 06, 2002
Religion Roman Catholic
Email Address [email protected]
Parents Name Elleo E. Delalingco
Jemalyn R. Delalingco
II. EDUCATIONAL
BACKGROUND
Tertiary Bachelor of Secondary Education
Major in English
Don Mariano Marcos Memorial State University
Mid-La Union Campus
Secondary Technical Vocational Livelihood (TVL)
Cambaly National High School
Primary Cambaly Elementary School

CERTIFICATE OF COMPLETION
 APPROVAL SHEET
This narrative report entitled EXPERIENTIAL LEARNING: A NARRATIVE REPORT ON
BECOMING A TEACHER at PAGUDPUD INTEGRATED SCHOOL, prepared and submitted
by RACHEL T. VILLA, in partial fulfillment of the requirements for the degree Bachelor
of Secondary Education was examined and recommended for acceptance and
approval.

EVERLEEN MARIE I. CALLANTA TARYN KAY S. TABING

Cooperating Teacher Practice Teaching Supervisor
 ________________________ ________________________
Date Signed Date Signed

MIRIAM O. AURELIO
Principal II, Pagudpud Integrated School

___________________________________
Date Signed

Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Secondary Education Major in English

VANESSA P. CAYABYAB, Ph.D.

Program Chair, Bachelor of Secondary Education

___________________________________
Date Signed

CEDRIC ANTHONY E. OCHOCO, Ph. D.

Dean, College of Education

___________________________________
Date Signed

CERTIFICATION

This is to certify that Lhealyn R. Delalingco, a student teacher intern of

Don Mariano Marcos Memorial State University-Mid La Union Campus, College of
Education, rendered her services and has successfully completed her training at
Pagudpud Integrated School during the
 Academic Year 2023-2024.

EVERLEEN MARIE I. CALLANTA TARYN KAY S. TABING

Cooperating Teacher Practice Teaching Supervisor

______________________________ _______________________________
Date Signed Date Signed

MIRIAM O. AURELIO
Principal II, Pagudpud Integrated School

___________________________________
Date Signed