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: Angelita I. Tabale
Course: Bachelor of Secondary Education Year and Section: 401
Cooperating Teacher: Mrs. Veneflor N. Boyoc Signature __________________ Date: June 11,
2021
Cooperating School: San Isidro National High 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

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  Reading Guide  Dicey Operation

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: At the end of the lesson, 85% of the students are
 Make the objectives SMART expected to:
 Use behavioral terms a. define what is a sentence;
 Include the three (3) domains b. give sentences in each of the four kinds of
- cognitive sentences; and
- affective c. identify the kind of sentence used in a
- psychomotor sentence.
What is your content?
(Subject Matter) A. Topic: Sentences (Kinds of Sentences)
Remember:
 Scope of the lesson B. Reference: Houghton Mifflin English, pages 9-10,
 Sequencing the lesson internet
 Time allotment C. Materials: PowerPoint Presentation, Laptop
 Resources needed
What methods/procedures
should you employ?  Independent Reading
Remember:  Essay Writing
 Methods to use  Reflection Log
 Strategies to employ
 Activities for the different types
of learners
What assessment tools shall you
use to measure learning?
Remember:  Evaluation of Instruction
 Traditional assessment
 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.

As I was meeting my cooperating teacher, I asked her what will be the lesson
that I am going to discuss, and the textbook or reference that she’s using which I’ll
be using too with regards to her given topic.
My topic is propaganda and its techniques. I have to achieve the following
objectives: my students are expected to define what propaganda is; actively
participate in a group activity; and identify the propaganda techniques in a given
text.

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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.
Subject Area: English VIII
TOPIC/Learning Content: Propaganda Techniques
Learning Competencies At the end of the lesson, 85% of the students are expected to:
What to attain or realize?
Learning
a. Define what is propaganda;
Outcomes
b. Actively participate in a group activity; and
Content

Standards c. Identify the propaganda technique in a given text

Performance Standards
What to use?
Learning Resources
References: English Arts Textbook for Second Year, Edna M.
Alcober,et’al.pp. 245-247
Materials: Powepoint Presentation, chalk, eraser, visual aid

Procedure: What to do?

Procedures:
Before the A. Preparation
lesson 1. Prayer
2. Greetings
3. Checking of Attendance

B. Motivation
- The teacher will ask the following:
1. Have you already been to Jollibee? How about
McDo?
2. Why do you like to be there?
3. What is your favorite advertisement and why?

C. Presentation
The lesson Proper
- The teacher will present a video presentation
depicting on the propaganda techniques as well as
what propaganda is.
D. The teacher discusses the lesson, then gives and asks examples
from the students.

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 After the lesson E. Generalization
- Thee teacher asks the following:
a. What is propaganda?
b. What are some propaganda techniques used in
advertising?
F. Application
- The students will be divided into six groups. Each
group will be given a product/situation to be
presented using advertisement.
Group 1 will endorse a shampoo using bandwagon
technique.
Group 2 will endorse a soap using testimonial
technique.
Group 3 will present election campaign using
glittering generalities technique.
Group 4 will present election campaign using the
plain folk’s technique.
Group 5 will endorse toothpaste using the name
calling technique.
Group 6 will endorse a kind of seasoning using the
transfer technique.
Quiz
A. Direction: Identify what kind of propaganda technique used in a given
text. Write your answer in a ½ sheet of paper. (NR x 2)
1. Gem Star Toy Company’s challenging game, Vacation
Generation is the board game designed for families just like
yours.
2. Buy two tickets to the annual Father and Daughter Dance, ad
join the hundreds of fathers who have already brightened thei
daughter’s lives.
3. A family feeling is the most powerful and moving book ever
written about family relationships.
4. Film Star Alan Day says that when it comes to buying gifts for
his children, he always chose books from Ladbroke Publishers
catalog of fire publication.
5. People who oppose the funding for a new family creation center
are simply stubborn and narrow minded.
B. Explain the importance of propaganda to us. (10 pts.)

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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
 Prayer
 Greetings
 Checking of attendance
 Asking the following questions:
a. Have you already been to jollibee? How about in
McDo?
b. Why do you like to be there?
c. When you watch teleserye in you television, of
course there are advertisement inserted. What is
your favorite advertisement and why?

DURING
 Present a video presentation depicting on the
propaganda techniques as well as what propaganda is.
 Discussing propaganda and propaganda techniques as
well as giving examples and asking questions to the
students.

AFTER
 Reiterating the current lesson.
 Projecting the topic on the screen for student’s notes.
 Group activity for the students .
 Letting the students answer a quiz activity.
 Giving assignment/homework .
 Dismissed the class.

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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. Hence,
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 demonstrated
in the real classroom environment that I will be teaching in the future with the real

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 secondary students particularly the grade 8 students. All in all my feelings that time
was really unexplainable and indescribable.

B. 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
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 1. What went well in my lesson? Why?
 Presentation and discussion part, because the students actively participated
and answered my questions. Moreover, the quiz also went well because all
of my students participated this activity.

2. What did not go well? Why?

 The group activity did not go well because not all of the students
participated this activity especially the boys. And it took time in the said
activity because there’s a group who don’t want to present their agreed
idea of their role play.

3. What did my students learn?

 My students learned what propaganda is and its techniques. They also
learned purpose and essence of propaganda.

4. What did I learn about planning?

 I learned that in planning, we must not just focus for our own good but for our
students as well, we must not forget that not all situations will happen as what we
had plan especially during teaching-learning process.
5. What did I learn about teaching?
 I learned that teaching not that easy especially if you’re not dedicated one.
Your wholesome personality will be challenge and tested because you will
be dealing different learners with different perspectives and beliefs, and
different learning styles. But if you are passionate in this profession, every
lesson will be easy and you will find it enjoyable because you will experience
different situations not just inside the classroom but outside the campus as
a teacher.
6. What improvements will I make to be more effective in my class?
 I think I need to improve my speaking skills for me to be able to transfer the exact
information to my students on what am I really want them to convey. I also need to
improve my self-confidence.

My Reflections / My Insights

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 In preparing my instructional materials, I realized that:

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. Hence, 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 demonstrated in the real
classroom environment that I will be teaching in the future with the real secondary
students particularly the grade 8 students. All in all my feelings that time was really
unexplainable and indescribable.

After my demonstration, I realized that being a teacher is a passion. I have to be

consistent on using the different strategies in teaching my students diversity. I will always

put in mind that their future relies on my hands, so I must assure that in every lesson that I

am going to discussed they can learn academically and personally which they can apply in

their life.

These are the things that I learned from my learners:

 Fairness

 I must be strict in a proper and situation

 I learned to be considerate and understanding.

How do I rate my demonstration?

My Learning
Outstanding Artifacts
√ Very Satisfactory Satisfactory Fair Needs Improvement
Make a photo collage of the demonstration lesson you have conducted in your
cooperating school. Make a reflective journal too.

Explain your rating:

 For me this is my rating just basing on my evaluation rated by my cooperating teacher and
also I was able to deliver my lesson well. Moreover, with regards to assessment of my
students, for me they were able to understand my discussion on the topic.
My Portfolio (Compilation of Learning Documents, Evidence,

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 Records, etc.)

Reflective Journal

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 This experience allows me to challenge myself in facing the real life in the real world
as regards to my future carrier. This was the first time that I experienced teaching with the
real secondary students, with the real high school classroom, and with the real teaching-
learning process. This was also the first time that I was being evaluated by a DepEd teacher,
my cooperating teacher in particular.
At first, I was so nervous and I felt like I’m trembling because my heart beats fast.
But as my discussion went on, I started to calm and able to fought and surpassed my
nervousness. I wasn’t able to finish until the fifth part of my lesson plan in one session
because it is really true that during teaching-learning process, there will be many
things/situations happen beyond your expected plan, and you can’t prevent it from happening.
There were many factors that can distract our discussion, and can distract student’s attention.
But despite all of those, I was still able to finish my lesson successfully. I was happy of my
evaluation from my CT and her comments.
This experience taught me a lot of things. It made me proud of myself for surpassing
successfully which I considered as one of the challenges in life. Though I am still far from
being a license teacher, this experienced gave me an opportunity to enhanced my knowledge
and skills, helped me to be more motivated to become a teacher, and gave me more reasons to
love teaching and be a teacher someday.

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

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 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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