Portfolio

South East Asian Institute of Technology, Inc.
NATIONAL HIGHWAY, BRGY. CROSSING RUBBER, TUPI, SOUTH COTABATO

Tel. No. (083) 226-1202 EMAIL ADDRESS: [email protected]
My practice teaching portfolio
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DREGREE OF BACHELOR OF SECONDARY

EDUCATION - MAJOR IN ENGLISH
S.Y. 2023-2024
Prepared by:
Practice Teacher Student
Submitted to:
JEFF LLOYD O. SANTILLAN, LPT, MAEd.

Program Head
TABLE OF CONTENTS
Title Page
Table of Contents
I. Introduction
Acknowledgement
Practice Teacher’s Curriculum Vitae
Certificate of Completion
Lesson plans and Rating Sheets
II. Professional Reading
III. Weekly Journals
IV. Experiences and Refection on the Philippines Professional

Standards for Teachers (PPST)
Domain 1: Content Knowledge and Pedagogy

Domain 2: Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum and Planning
Domain 5: Assessment and Reporting
Domain 6: Community and Linkages
Domain 7: Personal Growth and Professional Development
V. Teaching Philosophy as Beginning Teacher
VI. Appendix
VII. Others (Pictorials)

INTRODUCTION
Welcome to my portfolio. I am Jan Fhurt M. Arreglado, a fourth-year student

at South East Asian Institute of Technology Inc. taking up a Bachelor of Secondary
Education major in English.
When I was around my 10th grade that I appreciate education, and this taught me
to really study smart in order for me to be the best version of myself. And this helps
me to have a strong mind that I can achieve anything through what my mind sets to.
Now that I am a practice teacher, I can truly say that I am one step closer to my
dream to become a teacher. A future educator who pursues to achieve knowledge
and wisdom from the people who surrounds him.
Tupi National High School was my alma mater because I graduated here last
S.Y. 2019-2020 from Arts and Design track. This institution has instilled me the value
of taking education into the next level. Through them, I graduated with flying colors
and hailed as With Highest Honors of my batch. This really showed how they mould
me as an individual
Learning is a process that never ends. My experience at Tupi National High
School was unique; it was a great way to begin my dream of teaching and passing
on knowledge. The experiences I've had have opened my eyes to the noble nature
of the teaching profession. Seeing a teacher in action gave me a better
understanding of how a teacher could impact every student's life within the four walls
of the classroom. I was honored to complete my practice teaching journey there.
My 360 hours in the institution helped me become a person who values diversity
in the classroom, boundaries, and conflict because it allows both the students and
me, as their practice teacher, to grow and learn from it. For me, those 360 hours
were an unforgettable experience. Together with my students, I also developed
positive relationships with my cooperating teacher, other teachers, school
administrators, and fellow interns.
As I reflect on my experience, I can say that everything was worthwhile
because it allowed me to fully immerse myself and develop my skills in order to
become a successful teacher in the future. In order to pass the licensure
examination and become a professional teacher, this would be a great place to start.
ACKNOWLEDGEMENT
I would like to express my wholeheartedly thanks to the Almighty who have given
me the wisdom, courage, and heart to pursue what I have been dreaming since
young. I also want to express my immense gratitude to the following people for their
unwavering and undying support, encouragement, and precious time for the
accomplishment of my teaching internship.
To Engr. John Paul S. Tamayo, South East Asian Institute of Technology Inc.
president and the entire Tamayo Family, for their vision and mission of attaining
quality and relevant education. I also would like to deeply thank the Tamayo family
for giving me and the thousands of SEAIT students an opportunity of free education.
To Dr. Fidel N. Braga, Dean – College of Teacher Education, as well as the
entire CTE department teachers and staff, for allowing us to experience and
participate in this unforgettable practice teaching journey.
To Sir Benigno M. Toribio, Tupi National High School Principal II, for allowing us
to have our practice teaching internship at TNHS which helped us widen our horizon
in teaching field.
To Ma’am Jenilyn Solinap., 7 STE - A Adviser and my cooperating teacher, for
his patience, trust, and untiring support throughout my practice teaching journey. His
tips and ideas will always be part of my foundation in pursuing this career.
To my Family, especially to my father, siblings, and grandmother, for their
unconditional love and support both emotionally and financially. To always have my
back to push me whenever I feel like giving up.
PRACTICE
TEACHER’S
CURRICULUM
VITAE
Francis M. Elchico
Purok 3-A, Barangay Palian, Tupi, South Cotabato
Email address: [email protected]
Cellphone No: 09216041843
OBJECTIVE
To obtain a position where I can maximize my multilayer of teaching skills, quality

assurance and training skills; to provide leadership in the classroom; and to keep
abreast of new teaching techniques and always be the best teacher I can be.
EDUCATIONAL BACKGROUND
TERTIARY: 2019-2023 South East Asian Institute of Technology, Inc.,

Crossing Rubber, Tupi, South Cotabato
Bachelor of Secondary Education Major
in English
SECONDARY: 2007 -2010 Dilangalen National Highschool

Midsayap, North Cotabato
ELEMENTARY: 2006 -2007 Dado Elementary School

Barangay Dado, Alamada, North Cotabato
SKILLS
 Quick to embrace challenge and changes in priority, providing significant

result and high levels of accuracy.
 Able to work well in team, contributing ideas and cooperating with others to
reach common goals.
 An effective written and verbal communicator, with the ability to convey
information clearly and concisely
 Meticulous and detail oriented professional with an eye or accuracy.

SEMINARS/ WORKSHOP ATTENDED
 Essence of Good Teaching

Barangay Poblacion Gym, Tupi, South Cotabato, October 12, 2022
 Becoming a Professional Teacher, PD 1006 and RA 7836

Barangay Poblacion Gym, Tupi, South Cotabato, September 8, 2022
 Developing Critical Minds Amidst Critical Times

1st International Webinar in Trends and Issues on Research, April 10, 2022
 Culture Sensitivity and Self Awareness

Municipal Gymnasium Tupi, South Cotabato, August 4, 2019
 1st LPU-Davao Aristotle Cup: National Inter-School Debate Competition
April 26-31, 2021
CERTIFICATE
OF
COMPLETION
AND DTR
CERTIFICATE OF COMPLETION
Lesson Plan for Grade 7 STE A and BEP A
April 16, 2023
I. Objectives
At the end of the lesson, the students should be able to:
a. define what is assertion and reaction;

b. analyze the assertions expressed by the author in the text; and,
c. write a reaction based on the author’s assertion.
II. Subject Matter

Topic: Assertion and Reaction
References: English 7 Quarter 3 Module 6
Materials: PowerPoint presentation and Laptop
III. Procedures
A. Preliminaries
a. Prayer
b. Greeting
c. Checking of Attendance
d. Motivation
The teacher will present a word puzzle along with its definition.
Then, the students are to complete the word puzzle that represents
the definition given.
1.An emotional state or action.

F_E_ _ NG
2. Something that is accepted, considered to be true, or held as

an opinion.
B_L _ _F
B. Lesson Proper
A. Activity
The teacher will divide the class into two teams and will present a
statement. Each group will choose a representative to do the “Rock,
Paper, & Scissor” game. The winning team will be the first to answer
whether the statement given is a Fact or Opinion and will give their
reaction about the statement presented.
1. English is our second language.

2. Reading is very easy.
3. I received a 98% grade on reading test.
4. Rich people are dishonest.
B. Analysis
After the activity, the teacher will ask the following questions:
1. Did you enjoy our activity?

2. What do you think about the statements given?
3. What do you think is the connection of our activity to our lesson
today?
C. Abstraction
The teacher will ask the students to read the lesson objectives and
will introduce the lesson to the class.
 Assertion is one of the best ways for the author to express
his/her feelings, beliefs, and ideas in a direct way. Assertion
is to let the readers feel that they should agree to what they
read or hear. It is very common is various fields of life like
literature, politics, and advertisements.
 Reaction is made when as the readers, response to what is
asserted in a text. Reaction is an action taken in response to
something. Reacting to assertion is an essential skill in
language learning. Making reactions will allow readers to
express their thoughts and feelings about the text or situation
resented. One can decide to agree or disagree on the given
text.
Some words in giving reactions
Here are sample statements

of assertion and reaction:
A. Assertion: Drinking a glass
of milk can make our bones
and teeth healthy and
strong.
Reaction: Yes, I drink a
glass of milk every day and it
makes my bones and
teeth healthy and strong.
B. Assertion: My friend
Sheila invites me to eat at
Jollibee since it is the best
fast food in town
Reaction: No, I will not go
with her because my mother
said that it is not safe
in there. Besides, it is not the
best fast food in town.
Here are sample statements of
assertion and reaction:
A. Assertion: Drinking a glass
of milk can make our bones
and teeth healthy and
strong.
Reaction: Yes, I drink a
glass of milk every day and it
makes my bones and
teeth healthy and strong.
B. Assertion: My friend
Sheila invites me to eat at
Jollibee since it is the best
fast food in town
Reaction: No, I will not go
with her because my mother
said that it is not safe
in there. Besides, it is not the
best fast food in tow
Things to remember in reacting to assertions made by the author.
1. Read and understand the text.
2. Analyze the assertion made by the author.
3. State your reaction clearly.
4. Support your ideas and opinions clearly by explaining your stand.
Different Types of Assertion
Basic Assertion – is a statement used to express the writers
feeling, beliefs, or opinions directly. Usually used in writing
formal papers like thesis.
 Empathic Assertion – is a statement used to express empathy or
on how a person understands the feelings and emotions of a
literary author.
 I-Language Assertion – is the statement use to express the
feelings and preference of the writer. This type of assertion
focuses on the writer and is using the pronoun “I”. It is
recommended that if the author is expressing negative feelings
or opinion. This is best use in writing a review or reflection
paper.
D. Application
Group Activity
The teacher will divide the class into 5 groups via count off.
Each group will be assigned to one assertion. Each group will perform
a role play using the assertion given and should give at least 1 positive
and 1 negative reaction to the assertion.
Group 1: Assertion: Students have a big role in saving the

environment.
Group 2: Assertion: Students should avoid using gadgets for too long
and focus on their studies.
Group 3: Assertion: Students should apply their knowledge in trash
segregation.
Group 4: Assertion: School guards must check student’s temperature
at the school gate.
Group 5: Assertion: Students should still wear a face mask even when
COVID 19 cases decreases.
IV. Evaluation
A. Identify the term defined in each item. Choose your answer from the
words inside the box and write it on the space before each number.
Assertion Reaction
___1. It used to let the readers feel that they should agree to what
they read or hear.
___2. It is an action taken in response to something. Reacting to
assertion is an essential skill to language learning.
B. Direction: Analyze the type of assertion expressed by the author in the

text. Write BASIC, EMPATHIC, or I-LANGUAGE on the space before
the number.
___3. I wish I could have expressed this idea earlier, because now
someone else has taken the credit.”
___4. When I don’t get enough sleep, I feel irritated. Therefore, I try to
go to bed earlier.
___5. “Please stop talking! You interrupt me.”
___6. “I feel sorry for my countrymen who have been affected by the
series of lockdown. They must be in hardship to survive every day.”
___7. “When you shout, the effect is I am unable to work with you and I
feel angry. Therefore, I would like for you to stop shouting and tell me
what you want.”
C. Identify the reaction given in each item. Write Yes if positive and No I
negative.
___8. Absolutely! So that social distancing is observed.
___9. Rarely, sharks like to play with humans.
___10. Certainly, it is not advisable to swim when your stomach is full.
V. Assignment
Directions: React to what is asserted by completing the statements. Write
your answer on a ½ sheet of paper.
Assertion: It is advised that we must stay home and keep ourselves
healthy.
Your Reaction: Exactly, we must
______________________________________________or not
necessarily since __________________________________________.
Prepared by:
FRANCIS M. ELCHICO
Practice Teacher
Approved by:
GENALYN C. SOLINAP, LPT.
Cooperating Teacher

May 8, 2023
I. Objectives
d. describe what is academic writing;
e. identify the features or characteristics of academic writing; and,
f. compose an essay following the features of academic writing.
II. Subject Matter

Topic: Features of Academic Writing
References: Quarter 4 - Week 1 Leaner’s Activity Sheet (LAS)
MELC: EN7WC-I-c-4.2
Materials: PowerPoint Presentation and Laptop
III. Procedure
A. Preliminaries
e. Prayer
f. Greetings
g. Checking of Attendance
h. Review
B. Lesson proper
A. Activity
The teacher will present two paragraphs to the class and will ask the
students to read paragraphs A and B silently. The students are to compare
which paragraph is more clear, formal, concise, focused, structured, and
backed up by evidence.
A B
B. Analysis
After the students have read and understand the given paragraphs,
the teacher will ask the following questions:
1. Which paragraph is clear, formal, concise, focused, structured, and
backed up by evidence?
2. Do you have any hint of what could be our lesson today?
C. Abstraction
The teacher will read the objectives. After which, the teacher will
present the definition of academic writing and its features.
Academic Writing
It is any type of structured written work generated in an
academic environment, typically in a form of a paragraph. This can
be seen as persuasive and insightful essays and academic articles.
It is brief, concentrated, well-structured, and evidence based. Its
aim is to help the readers comprehension.
Features of Academic Writing

 Formality – uses formal language instead of daily popular
language it’s accomplished by using the most used words in
academic writing.
a. Choosing expanded forms over contracted forms.
Poor examples Improved
word/phrase can’t cannot
doesn’t does not
b. Choosing one verb form over two-word verbs.

Word/phrase mess up damage
brought up raise
c. Avoiding colloquial/trite/idiomatic expressions

Examples of colloquial/trite/idiomatic expressions
“stuff” “a lot of” “kind of like” “It’s raining cats and dogs” “a piece of cake”
d. Choosing expanded terms over their abbreviated equivalent.

Word/phrase ASAP As soon as possible
Lab Laboratory
Example: Study the table below and examine how the statements
features Formality
Sentences with Informal Sentences with Formal
language language
We can’t deny the fact that We cannot deny the fact that
wearing facemask will stop the wearing facemask will stop the
spread of virus. spread of virus.
A lot of people died due to Many people die due to COVID
COVID 19. 19.
 Explicitness – is the writers’ duty to make the readers

understand how the different section of the text are
connected.
a. Using different signaling words

Comparison/Similar Contrast/Opposite Cause and
ideas sides effect
Similarly, in the same But, however, on the Consequently, as
way contrary a result, because
b. Citing/acknowledging sources of ideas
Example: Study the table below and examine how the statements
features Explicitness
We must follow health protocols. In the same way, we can keep
ourselves free from the virus.
Suicide is a serious public health issue (Mann et al, 2005).
 Objectivity – implies that the writing should be impersonal.
Rather than what you think about the topic, the focus should
be on the presented facts and/or arguments. It is achieved
through:
a. Avoiding the use of personal pronouns such as you, I, and
we.
b. Avoiding rhetorical questions; and,
c. Avoiding “emotive language” that shows biases.
Example:
Poor example Improved
Avoiding the use of personal pronouns such as you, I, and we
We need to conduct the The researchers need to
experiment. conduct the experiment.
You can easily forget how life It is easy to forget how life
differs 50 years ago. differs 50 years ago.
Avoiding rhetorical questions
How can these problems be Certain measures must be
solved? discovered to solve problems.
Avoiding “emotive language” that shows biases
The investigators were very The investigators did not
shocked to see the test. expect the result.
The italicized words/phrase in the first column were changed and
improved in the column second statement.
 Cautions – The principle of careful language, also known as

“’hedging” or “vague language,” is a key aspect of academic
literature. It is important to avoid making broad
generalizations. It is achieved through:
a. Using devices such as modal verbs, adverbs, or
verbs.
Modal verbs would, may, can, might, should
Adverbs of frequency Often, sometimes, usually
Verbs Tend, suggest, think, believe, doubt
Other Modal verbs:

Modal adverbs e.g., certainly, definitely, clearly, probably,
possibly, perhaps
Modal adjectives e.g., certain, definite, clear, probable, possible
Modal nouns e.g., assumption, possibility, probability
That clause e.g., It could be the case that …, It might be
suggested that…, There is hope that…
To- e.g., It may be possible to get…, It is vital to
clause+adjective develop…, It is useful to study…
Example:
Sentences NOT OBSERVING Sentences OBSERVING
caution caution
The commitment to some of the It may be said that the
social and economic concepts was commitment to some of the
less strong that it is now. social and economic concepts
was less strong than it is now.
As seen in the second column, the italicized used as to distinguish
between facts and claims. This means that the statement will be
less generalize and this provide strengths to the claims you are
making.
D. Application
The teacher will ask the students to compose a three (3)
paragraph informative essay about COVID 19 following the various
features of academic writing. Use the criteria as a guide.
Criteria: Organization of ideas: 5 points
Writing conventions: 5 points
Neatness: 5 points.
IV. Evaluation
A. Read and identify whether the given statement is FORMALITY,

EXPLICITNESS, OBJECTIVITY, or CAUTIONS
1. It is making use of formal language than everyday common
language.
2. It avoids colloquial/trite/idiomatic expressions.
3.It uses different signaling words.
4. It means that the writing should be impersonal.
5. It is an important feature of academic writing which is the concept of
cautious language.
6. It uses devices such as verbs, modal verbs, adverbs.
7.It avoids rhetorical questions.
8. It is needed to avoid sweeping generalizations.
9. It chooses one verb over two-word verbs.
10. It cites. Acknowledges sources of ideas.
11. It chooses expanding terms over abbreviated equivalents.
12. The evidence needs to be rush to the laboratory.
13. We shouldn’t tolerate bullying in our class.
14. Staying at home this pandemic probably stops the spreading of
COVID 19.
15. The President did not expect about the fast spreading of the virus.
V. Assignment
The teacher will assign the students to look for an example of an
interview, dialogue, and a conversation. The students will write their
assignment in their English notebooks.
Prepared by:
FRANCIS M. ELCHICO
Practice Teacher
Checked by:
GENALYN C. SOLINAP
Cooperating Teacher

May 9, 2023
I. Objectives
g. define interview and interpersonal communication;
h. familiarize the guidelines in conducting an effective interview; and,
i. engage in an effective interview.
II. Subject Matter

Topic: Strategies in Conducting Interview
MELC: EN7OL-I-b1.14
III. Procedure
A. Preliminaries
i. Prayer
j. Greetings
k. Checking of Attendance
l. Review
B. Lesson Proper
A. Activity
The teacher will show a short video to the class. The students will
listen carefully and jot down the process of the interview from the short
video.
B. Analysis
After watching the short video, the teacher will ask the following
questions:
1.What have you observed in the video?
2. Does the interviewer has a pattern in asking questions?
3. What do you think is the connection of our lesson to the video you
have watched?
C. Abstraction
The teacher will introduce the topic to the class by defining interpersonal
communication and interview.
Interpersonal communication – it is a verbal and non-verbal
communication of facts, ideas, and feelings between two or more people.
Speech, facial expressions, body language, and gestures are often used in face-
to—face communication. The efficiency in which one transfers messages to
others is used to measure one’s interpersonal communication skills.
Example of Interpersonal Communication

 Interview – a formal discussion in which one party asks questions
and the other responds. To put it another way, an interview is a
one-on-one conversation between and interviewer and an
interviewee. An interview is also a structured and purposeful
consultation. The interviewers’ aim in this contact situation is to
obtain clear pieces of information from the interviewee.
Guidelines in Conducting an Effective Interview

1. Plan and prepare.
2. Explain the purpose of an interview.
3. Ask them if they have any questions before you both get started with
the interview.
4. Ask one question at a time.
5. Encourage responses.
6. Take down notes.
7. Provide transition between major topics.
8. Don’t lose control of the interview.
9. Don’t forget to say, “Thank you”.
Example: Listed below are scenarios of instances where interview is

applicable.
A. Screening for a job -there is an interviewer who asks the

interviewee if he/she is qualified or a job.
B. Making up stories – the interviewer asks his/her respondent/s for
certain details for the stories to be created.
C. Counselling – the counsellor asks his/her client of his/her thoughts
in order to address the problem.
D. Receiving complaints – the complainant gives the details based on
the questions to be asked by the interviewer.
E. Writing articles – for example when making sports news, the
reporter will ask the player on how they win the game. The article
will rely on the answers given by the player.
Program Interpersonal Explanation
Communication
Magandang Buhay Interview The program is an
example of an
interview since there
are hosts asking the
guests about certain
matters.
D. Application
The teacher will ask the students to find a partner. Each pair will
conduct an interview following the guidelines in conducting an interview
with his/her partner interchangeably using the guide questions given.
The students will write their answers in a ½ sheet of paper and will
present their interview questions and answer to the class.
1. What is/are your hobby/hobbies?
2. What is your favorite subject?
3. What is your comfort food?
4. What do you usually do first thing in the morning?
5. If you can wish one thing from the genie, what would it be?
Why?
IV. Evaluation
A. The teacher will present five (5) statements to the class. The
students will tell whether the statements state fact about the Guidelines
in Conducting Interview. Write TRUE if the statement is true and
FALSE if not on the space provided.
___1. It is necessary to plan and prepare in conducting and interview.
___2. You must provide the purpose of the interview.
___3. Asking question one at a time is not ideal.
___4. Do lose control of the interview.
___5. You must encourage responses in conducting an interview.
B. Examine the scenario in each item. Write YES, if it is an
example of an interview and write NO if not.
___6. A teacher talking to a student about the exams.
___7. A lawyer interrogating a witness.
___8. An applicant answering the panel’s question in an employment
screening.
___9. A foreign asking the local for directions.
___10. The hosts of Magandang Buhay Show gathering data from the
responses of the
guests.
V. Assignment
The teacher will ask the students to look for example/s of a
dialog and a conversation, and then differentiate dialog from a
conversation. Write your assignment in a ½ sheet paper.

May 9, 2023
I. Objectives
a. describe an effective dialogue and conversation;
b. identify the guidelines in an affective dialog and conversation; and,
c. participate in a dialog and a conversation.
II. Subject Matter

Topic: Engaging an Effective Dialog
MELC: EN7OL-I-b1.14
III. Procedure
A. Preliminaries
a. Prayer
b. Greetings
d. Review
B. Lesson Proper
A. Activity
The teacher will divide the class into groups with five to seven
members each. Each group will be assigned a situation where they will
have to create their own script and engage in a dialogue. The situations
are:
Group 1: A student asking his/her classmate about the quiz
tomorrow.
Group 2: A group of friends buying a snack at the canteen.
Group 3: A group of friends ordering coffee at Starbucks.
Group 4: A teacher and his/her students talking about their project.
Group 5: A passenger asking another passenger in a bus about the
destination of the
vehicle.
Group 6: A family in a family reunion.
Group 7: A person asking about the best tourist spot in the
Philippines.
B. Analysis
The teacher will ask the students the following questions:
1. What have you observed in our activity?
2. Is it easy to engage in a dialogue/conversation?
3. What do you do to have an enjoyable dialogue/conversation?
4. Based on our activity, what do you think is our topic today?
C. Abstraction
The teacher will introduce the definition of a dialogue and conversation
and the guidelines in engaging in an effective dialogue and conversation.
Dialogue – is the most personal and intimate form of dyadic
communication. In some ways, it’s similar to a chat, except it’s more
intimate and concentrated. It may be written or spoken conversation
between two or more people.
Guidelines in Engaging an Effective Dialogue
1. Share your perspectives or ideas.

2. Listen to a perspectives or ideas of others.
3. Respect differences and understand them.
4. Show interest.
Example:
A. Listed below are scenarios or instances where DIALOGUE is
acceptable.
- A student and his/her parent talking about school matter.
- Chatting on the phone with a classmate talking about a project
- Spouses talking about family finances
- Comforting a friend who has just lost his mother
B. Study the illustration below.

Situation: A student
Tomorrow for the enrollment? asking for the
enrollment process
No? I’m going to do it online. through SMS.
Do you have a link?
This situation is an
Just go to your school’s FB example of a DIALOG
page and you will see it. since the talk of two
classmates about
enrollment process is
I see. I think I will do it online. more intimate and
Thank you. purposive.
Conversation – is the most widely used form of dyadic communication. It

can be described as a pleasant and casual conversation between two
people in which they share their perspectives and ideas. It’s a one-on-one
relationship between two people. It’s casual in nature, with no fixed
agenda or intent, and it’s widely used or therapeutic purposes. To have a
better conversation, let us be guided with this.
Guidelines in Engaging an Effective Conversation
1. Do not does not interrupt when the person is speaking.

2. Do not do all the talking.
3. Be a good listener.
4. Do not exaggerate.
5. Do not misquote.
6. Be polite.
Example:
A. Listed below are scenarios or instances where CONVERSATION is
applicable.
-friends discussing different topics.
-tourists conversing in bus stations and waiting sheds
-children on the playground
-siblings reminiscing
-families shopping in malls
B. Study the illustration below.

Situation: A woman asking
for the next bus stop.
This situation is an example off

conversation since it depicts a
woman just asking another
woman beside her for the next
D. Application
The teacher will ask the students to find a partner and the
teacher will assign half of the class to engage in dialogue while the
other half in conversation. Each pair will engage in a
dialog/conversation about how high the temperature during noontime
and what do they usually do to alleviate the heat. The students will
write the script of their dialog and conversation in a ½ sheet paper.
IV. Evaluation
A. Tell whether the statements state fact about the Guidelines in
Engaging an Effective Dialog and Conversation. Write TRUE if the
statement is true or FALSE if not on the space provided.
___1. Share your perspectives and ideas.
___2. Listening may not be observed.
___3. Understand differences from your point of view and to the person
you are talking with.
___4. Show interest.
___5. You must learn to respect other’s perspectives and ideas.
___6. When someone is speaking interrupt them.
___7. Don’t be the one to do all the talking.
___8. Exaggeration is not advised.
___9. Listen attentively.
___10. Make sure you don’t quote anyone incorrectly.
B. Supply the missing responses to employ an effective interpersonal
communication in a DIALOG. Consider the words in the parentheses
as your guide.
Situation: A talk show staff is looking for possible guest for their next
show…
Staff 1: Hey, Joe! Can you help me look for someone who can share
about summer
destinations?
Staff 2: __Of course_. (agree)
Staff 1: Great! Do you know anybody?
Staff 2: ___, (agree). I will give you the details tomorrow.
Staff 1: Please accompany me there, Joey.
Staff 2: _________________________. (refuse)
Staff 1: I see. Thanks anyway.
C. Complete the conversation by filling in the blank with the appropriate

line from the box. Consider the words in the parenthesis as your guide.
Use item number 1 as your guide.
It is just 50 pesos. I hope you’ll enjoy your stay here. Oh! Are you a tourist?
Definitely! Because I’m from T’boli. There is only one stop.
Lia: Hello! I’m Lia and I am new to this place.

Kia: (1) Oh! Are you a tourist? (Inquiry)
Lia: Yes! In fact, I am going to Lake Holon In lake T’boli. Do you know the
place?
Kia: (2) __________________ (confirmation)
Lia: What a relief! Please tell me how many stops this van will take before
reaching the place?
Kia: (3) __________________ (figures)
Lia: Really? How much will be the fare?
Kia: (3) __________________ (figures)
Lia: I see. I am really excited to see the place.
Kia: (5) __________________ (hopeful)
V. Assignment
The teacher will ask the students to look for five (5) situations where
conversation is applicable. The students will write their answer in a ¼
sheet paper
Prepared by:
FRANCIS M. ELCHICO
Practice Teacher
May 22, 2023
I. Objectives
a. define the truthfulness and accuracy in determining the validity of
material;
b. examine the truthfulness and accuracy of material viewed; and,
c. express an opinion about a material viewed based on its truthfulness
and accuracy.
II. Subject Matter

Topic: Truthfulness of Material Viewed
MELC: EN7VC-I-h-10
2017. English Learner’s Material. Makati City: Philippines.
pp. 88-92
III. Procedure
A. Preliminaries
a. Prayer
b. Greetings
d. Motivation
The teacher will show a picture to the class. The students will
enumerate the common traits of the mother and daughter and ask
them to share the traits they inherited from their parents.
B. Lesson Proper
A. Activity
The teacher will group the class into three (3) groups. Each group will be
assigned to watch a video and will report the information gathered through
a graphic organizer.
B. Analysis
After watching the video, the teacher will ask the following questions:
What is the material about?
What is the genre of the material viewed?
What information did you get from the material?
Is the information essential? Why?
Is the information truthful? What made you say so?
C. Abstraction
The teacher will introduce the topic and read the objectives to the class.
What is Truth?
Truth is the quality of being honest and not containing or telling any lie.
The word “truth” is often used to mean “in accordance with act or reality”.
Truth is factual-based rather than opinion-oriented. If you lie about
something, then what you are saying is False.
Example of Truthful Material Viewed
A news flash
A weather report
An internet-based program
Movie trailer
Documentary
Accuracy is describe as being accurate, but it also includes the

characteristics that makes someone famous for being right, precise, or
exact. It is a condition or quality of being True, correct, or exact. However,
still welcomes small mistakes.
In writing News report, you start by providing simple information in just a
few sentences, which is known as a news headline. The key idea of a
news story is stated in a news headline, which is a word or a sentence.
In the lead or opening of each story, the reporter tells the readers the most
important facts first – the who, what, when, and where of the matter.
The paragraphs that follow the lead, which contains specific information
are called the supporting details or body of the story.
D. Application
The teacher will play an audio (2 articles) to the class. The students will
listen carefully, examine, fill out the checklist, and evaluate the two
articles. After which, the students will answer the question:
Based on your answer in your checklist, does the article1 and article 2
observed truthfulness and accuracy? Explain your answer.
Evaluation
True or False.
Directions: Read the statement below carefully. Write True if the
statement is correct and False if it is incorrect. Write your answer on the
space before each number.
__1. Determining truthfulness and accuracy of idea presented in material
viewed is one practice which one can improve his/her viewing skills.
__2. Determining truthfulness in material viewed is not relating to everyday
application.
__3. Documentary is a truthful and accurate material.
__4. Truthfulness suggests that ideas are coherent with you already know.
__5. Truthfulness is not useful in organizing thoughts.
__6. Knowledge must be truthful to gain validity and acceptance.
__7. Facts are generally established truth, easily verified and do not easily
change.
__8. Opinions are aware of bias or personal views of the person
presenting it.
__9. Weather report is not a truthful material.
__10. Essential information is needed in a truthful information.
IV. Assignment
The teacher will ask the students to look for the definition of internal and
external conflict along with their examples.
Prepared by:
FRANCIS M. ELCHICO
Practice Teacher
May 22, 2023
I. Objectives
d. define external and internal conflicts in literature;
e. identify the types of external conflicts in literary selection; and,
f. give the types of conflict present in a given situation.
II. Subject Matter

Topic: External and Internal Conflict
MELC: EN7 LT IIa4.
Fermin, E., Papango, M.,2017. Grade 7 English Learner’s
Material. Makati City: EP Printing Press Corporation, pp.
165, 207, and 343
Materials: Paper strips, PowerPoint Presentation and Laptop
III. Procedure
A. Preliminaries
a. Prayer
b. Greetings
d. Motivation
Find the secret word: CONFLICT
The teacher will show an illustration to the class. After which, the
students will observe the given illustration. The teacher will call
random students to name each animal and find the secret word by
combining the initials of the different animal’s name.
B. Lesson Proper
A. Activity
The teacher will show two pictures to the class. The students will analyze
and identify the conflicts or problems in each picture.
A B
B. Analysis
After the students have observed the two pictures, the teacher will ask the
following questions:
1. What have you noticed in the two pictures presented?
2. What is the problem of the girl reflected in picture A? Is it a
psychological problem? Why?
3. What is the problem in the picture B?
4. Are you experiencing this kind of conflict/problem in your daily life?
5. What do you think is the connection of our activity to our lesson today?
C. Abstraction
The teacher will ask the students to read the objectives and will introduce
the lesson by showing the definition of conflict, external conflict, and
internal conflict.
Conflict – the central struggle between opposing individuals and
forces. It is a problem or disagreement that the characters are dealing
with. In a literary selection is essential in keeping the interest of the
readers. It creates tension and suspense the plot, making it more
interesting. It is a fire that drives the story. Without conflict, there would
be no interesting points in the story for the readers to follow.
There are two types of conflict – external and internal.
External conflict refers to the conflict that arises between a person

and an external force, such as between characters, between character
and a society, or between a character and an uncontrollable event.
Internal conflict – within a single character – may include Man vs. Self
(psychological). It depicts the main characters personality as well as
the problem he or she creates.
Examples:
External Conflict Internal Conflict
1. Demonstrations against the 1. An individual’s decisions
police. challenged by his conscience.
2. A person struggling against the 2. Having a hard time to choose
heavy rain. between what is right and what is
wrong
3. Juan gets in a lot of fights. Most 3. Juan gets in a lot of fights. Most
of the time he starts them, and he of the time he starts them, and he
knows it’s his fault, but he cannot knows it’s his fault, but he cannot
control himself when he is angry. control himself when he is angry.
4. Karen is walking to the bathroom 4. Karen is walking to the bathroom
in the middle of the night. All the in the middle of the night. All the
lights are off, and it is completely lights are off, and it is completely
dark. She is almost too afraid to dark. She is almost too afraid to
continue walking. Suddenly, continue walking.
lightning strikes her house, and she
smells fire.
EXTERNAL CONFLICT IN A LITERARY SELECTION
Man vs man, man vs. nature, man vs society, man vs technology, and
man vs supernatural are the five primary form of external conflict.
Man vs Man - occurs when two characters ague or disagree with each
other.
Example:
 Man vs man is presented in the short story by Rony Diaz “The
Centipede”. The story is about between the two siblings, Eddie
and Delia, who grew up hating each other. Delia beat Eddie’s
pet dog Biryuk. As his revenge, he threw a centipede to his
sister’s lap which scared her so much.
Man vs Nature- is a form of conflict in which a character is troubled by

a natural occurrence. Characters are threatened or tormented by
natural forces such as storms and animals.
Examples:
 Victims of typhoons or earthquakes.
 People fighting wild animals.
 The struggle of a character with the cold on a stormy weather.
Man vs society- refers to the conflict between the main character and
the main society where he/she lives.
Examples:
 The criminals resisting law enforcement officers.
 The thief fleeing from the cops.
 The main characters in the story Romeo and Juliet were
forbidden to marry because they came from two rival families.
Their families are enraged by the possibility of their marriage.
Man vs Technology – a literary term that describes the struggle
between a fictional character and some kind of man-made invention.
Example:
A great example of man vs technology conflict is Philip K. Dick’s Do
Androids Dream of Electric Sheep? Here’s a quote from it:
 ‘Do you have an information that there’s an android in the cast?
I’d be glad to help you, and if I were an android would I be glad
to help you?’ ‘An Android,’ he said, ‘doesn’t care what happens
to another android. That’s one of the indications we look for.’
‘Then,’ Miss Luft said, ‘you must be an android.’
Man vs Supernatural – A conflict occurs when find himself or herself

pitted against a vengeful god or powerful supernatural force.
Example:
A scene from “Ibong Adarna” is a great example:
 Don Juan’s fight against 7- headed serpent to save Leonora, the
sister of Donya Juana.
D. Application
The teacher will display six boxes in front of the class with types of conflict
written on it. Each student will be given a strip of paper with a situation
written on it. The students will be called one by one to come in front to
read the situation in the paper strip and drop it inside the box where
he/she thinks it belong.
IV. Evaluation
A. TRUE or FALSE. Write the word TRUE if the statement is correct and
write FALSE if otherwise. Write your answers on the space before each
number in a ½ sheet of paper.
__1. Conflict is known as the struggle or the problem that the characters in
a story encounter.
__2. Internal Conflict happens between a character and an outside force.
__3. External conflict occurs within the character’s self.
__4. Man vs society happens when a character has a struggle between
laws or beliefs of the people in the place which they live in.
__5. Fighting against a harmful animal is one example of man vs himself.
B. IDENTIFICATION. Identify the types of conflict present in the given
situation.
1. On a desert island, a character was stranded for a week.
2. The protagonist is determined to defeat the antagonist.
3. Kristine was once teased for being heavy, but then she lost a lot of
weight. Now Kristine is very skinny, but she still sees herself as an
overweight girl.
4. The company here Miss Jane works had a new policy where only male
employees can get a promotion. She disagrees with the new policy and
tries to seek equality.
5. In the Ghostbusters movie, a group of three scientists/parapsychologists
hire out their services as experts in catching and disposing of supernatural
creatures, such as ghosts and poltergeists.
V. Assignment
The teacher will ask the students to search for possible ways to resolve
a conflict and give an example of an act in resolving conflict in a non-
violent way and write it on a ½ sheet of paper.
Prepared by:
FRANCIS M. ELCHICO
Practice Teacher
PROFESSIONAL
READING
Title: Ways to Increase a Student’s Attention Span
Author: David Reeves
One of the most challenging parts of becoming a teacher especially in

lower year level is the short attention span of the learners. They cannot last
long seating in a chair to accomplish their assigned tasks. From the article of
David Reeves, a Marketing Director of Grounds for Play, he proposed some
strategies that might help increase the attention on span of the learners and
help them become focus on doing their tasks at school.
 Include Physical Activity-give the learners a break for active play like
bouncing a ball, quick stretching or jumping jacks before giving them
another task.
 Adjust time Frames- break content into smaller time intervals, avoid
discussing the whole content simultaneously. For instance, 15 minutes
discussion, 5 minutes break then proceed to another 15 minutes
of discussion and break for a little and so on.
 Play Memory Games- memory games help one to hone that focus for
kids in a fun way, examples of memory games are red-light-green-light,
I-spy or Simon Says, this game forces a child to concentrate
and increase attention.
 Rate (and change) Task- sometimes learners do not pay
attention because the task is too hard, by that allow students to rate the
task from 1-10 and when they give 8 out of 10, ask them what they
wanted to change to make the task bearable.
 Remove Visual Distractions- the environment of the classroom should
not be overwhelmed with visuals. If there are visuals that distracts the
learners focus and attention, try decluttering them.
The abovementioned strategies are some ways to help our learners to be

attentive. However, I highly believe that there is no such potion or magical
formula to change our learners overnight, from being inattentive to being
focus and engage. I still highly believe that this kind of attitude of them are
innate at their age. Therefore, as teacher an immense patience and
understanding is highly needed. It takes an extra thought, time and effort in
our part to bring significant change for our learners.
Reference: Reeves, D. (2015, July 10). Ways to Increase a Student’s Attention
Span.https://www.edutopia.org/discussion/7-ways-increase-students-
attention-span
Title: 2 Ways to Bring Games into Your Classroom
Author: Hubert Ham
I might say that one of the challenges that teachers frequently encountered is
the problem with students’ engagement and interaction and today it worsens
the fact that our mode of teaching has shifted from face-to-face into online
learning. From the article written by Hubert Ham, he suggested the use of
games as a new tool and techniques to engage learners and at the same time
assess them. In his work, he elaborated the difference of the two terms,
gamification, and game-based learning.
Gamification- it is where some elements of the games are added into a non-
game activity. Example for this is alternating the instruction of the non-game
activities into the mechanics of the chosen game.
Advantages of Gamification can engage both intrinsic (pleasure and fulfilment)
and extrinsic (recognition and rewards) motivation.
Teacher can take control of the activity because he/she is the one who created
it.
In the part of the teacher, it can also engage their creativity in new ways and
allow them to explore more exciting approaches for learning.
Game-based Learning- it uses games such as existing boards, social or video
games to teach the content in an engaging way.
You leverage the content of a game to accomplish your desired learning
outcomes. Advantages of Game-based Learning Can access a various ed-tech
tools that will fit the content of the lesson. Costs are relatively low, plenty of
video games in YouTube are easily accessible. There are plenty of specialized
games to choose from, such as video, card game or board game etc.
Reference: Ham, H. (2021, March 31). 2 Ways to Bring Games into Your
Classroom. https://www.edutopia.org/article/two-ways-bring-games-your-
classroom
WEEKLY
JOURNALS
Week 1: March 21-23
On my first day being a practice teacher, we were briefed first by the

Department Head of what to do and to expect during out teaching internship.
My partner and I was specifically informed by the Head Teacher that we will
immediately be handling and conduct a lesson for our cooperating teacher.
We immediately went to our cooperating teacher’s advisory class and

was given all the topics we will be teaching. Sinc our cooperating teacher was
chosen as a Regional Schools Press Conference (RSPC) coach, she would not
be able to go with us in conducting our classes. Nonetheless, she gave us the
needed materials, information and things we needed for our first day as a
practice teacher.
On the second day, we have our cooperating teacher check the lesson
plan we have prepared for that day. There are some corrections ad revisions
needed but I am glad that the second day went well. On the third and last day
of class or the week, we prepared lesson plan, have it check by our CT, and
teach as usual.
The first week was an adjustment phase. I wasn’t able to have a good
night sleep because I keep on worrying how to teach properly and how to
improve myself. I am a little intimidated by the students specially in 7 STE A
since I knew that the cream off the crop of the whole grade 7 students is in that
section. Nonetheless, the first week went well.
Week 2: March 27-31
The second week was a bit different than what happen in the first week.
On first week, focus on preparing our lesson, teaching and guiding grade 7
students. On one hand, the second week was different because we were
assigned temporarily to different CT’s and handle different grades and
subjects.
I was assigned to handle STEM and HUMMS classes for the whole week.
At first, I am worried that the classes were hard to handle since they are
different in terms of age, grade and behavior compared to the grade 7 students
I am usually handling. However, when I entered their rooms, it was different. I
did not feel out of place at all. The students welcomed me and converse with
me from time to time. Although there are still differences compared to grade 7
when it comes to their more matured behavior and height.
The good thing is that I don’t have to teach and prepare a lesson plan for
them since their teacher already gave them an activity to finish by the end of
the week. I only must make sure that the students are not going out place. I
was also assigned to supervised them while they are competing the activities
assigned to them the entire time I am inside their classroom.
For the entire week of interacting with the students of STEM 11 and
HUMMS 11, we were able to form a bond where whenever we bum each other
on the hallway we greeted each other. Over all, the week was fulfilling and
enjoyable
.
Week 3: April 03-04
This week, I was back to teaching my usual grade 7 students. I prepared

lesson plans, and PowerPoint presentation to make sure that I utilizes
technology and since they have television inside their classroom it was more
convenient for me and the students since I don’t have to write my lesson on a
manila paper or on the board.
I realize that having a TV inside a classroom is more convenient for the

teacher. We can present presentation, play a vide, and make the lesson more
interactive with the students. I can really see that the students are well focus
with the lesson whenever I use PowerPoint in presenting my lesson. I guess it
was because technology pique their interests more than using the traditional
way of presenting the lesson. I decided to always present my lesson through
PowerPoint presentation as it is more convenient for me as well and I could
save time instead of writing the topic on the whiteboard or blackboard.
We only have two school days for this week since the Holy Week is
approaching. I have to make sure to teach all the things I needed to teach and
make sure that the students understood the topic fully. This is also where I
was able to enhance my time management skills and be more resourceful.
I can say that this week was fruitful and enjoyable. I learned to manage my
time, use all the resources available, and interact with the students as well.
Week 4: April 11 – 14
We only have four school days this week. I started the week reviewing the
last weeks lesson with the students as their third quarter exam would be next
week. I was told by my CT to review all the past lessons for third quarter.
To make the review lesson with the students easier, I made a PowerPoint
presentation of all the past lessons to make it convenient during the
discussion as I only have to click for the next slide to appear with the lesson to
discuss. Since I started being a practice teacher in the middle of the third
quarter, I had to study their previous lessons to have an effective review
discussion with the students. Good was that my CT gave me a printed copy of
their previous lessons.
After the reviewing the past lessons with the students, we had a
summative test for me to gauge their understanding and knowledge of the
lessons which would be included in their third quarter exam. I notice that
students from higher section did a good job with their results, on one hand,
the lower sections needed more attention and careful reviewing to make sure
they would be able to remember the past lessons and give a good result
during third quarter examination.
This week might be tiring yet fulfilling at the same time as I am seeing
students improving and giving me good results so far.
Week 5: April 18-20
This week the atmosphere inside the classrooms is a bit chaotic as it was
the exam week and passing of projects for the third quarter. As usual, on the
18th off April, I had the students review their previews lesson as the start of
their exam would April 19 and I have to make sure that the students are in
good condition both mentally and physically.
My cooperating teacher informed me if I want to be a proctor for their

exam and as I wanted to experience being a proctor, I agreed without scruples.
My cooperating teacher then gave me instructions about what to do during the
exam and how to make sure that there would be no trouble during the
examination. I was glad that my cooperating teacher have me the chance to
experience being a proctor.
During the examination day, I assisted my cooperating teacher in handing

out the examination papers to the students and answer questions that the
students could not understand. I also helped my cooperating teacher make
sure to monitor the students while they are answering their answer sheets to
avoid unnecessary noise and cheating.
Since the advisory class of my cooperating teacher in 7 STE A, I noticed

that the students were well behaved during the examination. Ater collecting
the student’s answer sheets, we usually give them time to at least browse their
notebooks or books for their next subject’s examination.
Overall, this week was fruitful and full of new experiences being a practice
teacher.
Week 6: 24-28
On the first day of the week, we checked the student’s examination paper
and recorded their results. A new experience was also introduced to me by my
cooperating teacher. It was to get the ratio of the students who got the wrong
answer in each item of the exam to determine if the teacher have to re-exam
the students.
Experiencing new things for me is like opening a new world’s door. I get
to learn new things and earn new knowledge. It is the same with what I have
just experience on the first paragraph. It’s like sailing in dee ocean and seeing
new marine species for the first time. It’s overwhelming but one you get use it;
it’s going to be like a normal day in the park.
After two days of checking and recording the student’s exams, I was
tasked to continue teaching for the fourth quarter for a day since my
cooperating teacher will be practicing the students for their speech choir
competition on Friday. At first, I only focus on teaching, but on the later art of
the week I was assigned to teach and practice the students for the speech
choir competition.
Practicing with them was really fun, we get to know each other more, we
laugh whenever we commit mistakes with our formation. Though I am not an
artistic person, I was able to still create steps and formations for the students.
It’ a whole new experience again.
I remember our late dean Sir Lorenzo keep on saying that teachers are
resourceful. I experienced and can attest to that as I have proven that being a
teacher, you are not just teaching lesson, you are touching lives and imparting
knowledge in different ways using different medium.
Although we did not win, the closeness of our relationship built during
practice will forever be part of my life.
Week 7: May 02 – 05
On this week, there are no other extra-curricular activities, so I focus only

in making lesson plan, instructional materials, and teaching. I feel like I am
improving every day and being more confident in presenting my lesson in
front of the students while my cooperating teacher is at the back supervising
us.
For the week, my routine is almost the same. Entering the school,
preparing my lesson for the day, teach and check the student’s quizzes or
activities. I was also able to form a good relationship with my cooperating
teacher as we discussed the next lesson and where to get more references.
She also taught me how to make it easier and less time consuming whenever
you are teaching using manila paper or cartolina by using double sided tape.
Aside from that, my cooperating teacher also taught me how to use notes
in my PowerPoint presentation to make sure that I will not forget any ideas I
want to ass to my explanation. It was an eye opener for me. This week has
been productive as I have learned a lot from my cooperating teacher.
I would use those tips and ideas to make my teaching career easier yet
productive.
Week 8: May 02-12
This week, as usual I teach the three sections I am handling. My daily

routine is like this: on the first period, I am teaching grade 7 STE A. Teaching
is very easy and enjoyable with them, though sometimes they tend to be so
serious but once I cracked a joke in the middle of the discussion they will
burst into laughter and will make the learning session lighter and more
interactive.
After my first period with the STE A, I will then process to my next class
which is the grade 7 BEP D. This is the challenging part as most of the
students are having trouble reading and comprehending a single syllable
word, what more if it is a sentence. This is where most of my strength was
spent as I must teach them individually with their reading, writing, and
comprehension. Although it was hard, but it also gave me a feeling of
fulfillment whenever a student improved.
My next period would start after one hour of rest after BEP D. It gives me
time to breath and reflect on how I should improve the students learning and
knowledge. It’s challenging but I like challenges as it lit the fire within me to
strive and conquer those challenges.
My third period for the day would BEP B. They are easier to teach than
BEP D as the students are mixed. Some are having trouble reading while most
are already good and bright students. Nonetheless, whatever section I am
teaching, I always felt that responsibility in my shoulder to hep and change the
lives of my students.
Week 9: May 15 – 19
This week was a bit different as the students only have to spend three
days at school and two days having Alternative Delivery Modality (ADM)
starting this week. As usual I teach from Monday to Tuesday, the only
difference is that I make sure to utilize each time spent with them so I could
explain the lesson more and for the students to fully understand it.
Before the end of Thursday, I make sure to give the students the activities
and topics they have to read and answer during ADM (Thursday and Friday).
My cooperating teacher even added me to the group chat of 7 STE A so I could
just sent the activities that students have to do during ADM. For BEP D, I
usually just let them copy a story or poem in their notebooks and give some
questions for them to answer during Thursday and Friday. The BEP B created
a group chat where I could also send their activities and for them to ask
questions if there are some things they don’t understand.
Again, it’s a new experience for me.

Week 10: May 22-26
Since Alternative Delivery Modality (ADM) started last week, my

cooperating teacher and I made some adjustments when it comes to the length
and number of activities, we should provide to the students for us to utilize all
the available time possible.
What we did is send the topic to the student on Thursday and Friday and
have them coy it in their notebooks and have to be checked the next Monday.
This way we can just proceed with the discussion since the students have a
copy of the topic in their notebooks. It also helped us managed our time better.
I also inform my cooperating teacher that I only have one week left as a
practice teacher. This way, my cooperating teacher can give me an instruction
on what to finish and what to submit to make sure that the transition of work is
as smooth as butter.
My cooperating teacher told me that we won’t have a final demonstration

with the master teachers and head teacher, but we can still have our final
demonstration with her as our evaluator.
Week 11: May 29 – 31
This week would be my last week being practice teacher at Tupi National
High School. I am rearing for my final demonstration as well as for out retrieval
program. My co – practice teachers are discussion and planning about the
retrieval program, and we also discussed about the foods and certificates for
our beloved cooperating teachers.
The day of my final demonstration arrived. I am a bit nervous since this is

my first time being in my teaching demonstration at Tupi National High School.
My cooperating teacher told me to just think and act like this is just a normal
day teaching the students. It’s just funny that while I am having my final
demonstration some students from other grades ask if they could solicit for
one of their classmates. I just let them in as advised by my cooperating
teacher. This interruption had loosened up my nerves and was able conduct
my final demonstration splendidly.
The next day, we had our retrieval program. My co – practice teachers

invited our respected CTs to receive their certificated and our token of
appreciation for accommodating and guiding us during our time as their
practice teachers.
After the retrieval program, I thought that was it and the day will pass but,
on the afternoon, the grade 7 STE A surprised me with song, cake, balloons,
and lots of messages as I am saying goodbye to them. It brought me to tears
since I was not expecting it.
This is the day I will end my practice teaching journey and as the Sir
Francis of my grades 7-STE A, BEP B, and BEP D students. I learned a lot and I
will bring these learning until I became a full pledge professional teacher.
PHLIPPINES
PROFESSIONAL
STANDARDS
FOR TEACHERS
DOMAINS
PPST DOMAIN
ONE:
CONTENT
KNOWLEDGE
AND PEDAGOGY
DOMAIN ONE: CONTENT
KNOWLEDGE AND PEDAGOGY
A screenshot of the LPs

and PPTs I used during
my practice teaching.
A screenshot of the lesson

plan I used during my
final demonstration and
my picture teaching it to
the students.
DOMAIN ONE: CONTENT
KNOWLEDGE AND PEDAGOGY
DOMAIN REFLECTION
Every lesson plan I used during my teaching internship was carefully

created. I made sure that the lesson plan I created would help me exhibit
different strategies and techniques to make my discussion fun and effective. I
integrated technology into the teaching process, and I specifically used
PowerPoint as the main visual material, but I also used other traditional
materials such as manila paper especially to those classrooms that does not
have television or projector.
As future educators, we are expected to have mastery of the subjects we
are handling and the topics we are teaching to the students. Reading the
lessons and understand them is a must and should never be neglected. Aside
from studying and mastering the lessons, we, as a future teacher, should
expect unexpected questions and know how to handle it.
It is our role and responsibility to make sure every student inside the
classroom understands the topic. We can use creative and catchy title for our
activities, one that can relate and catch the attention of the learners. Used
creative visuals especially if you are using PowerPoint to make the lesson fun
and interactive. Using the game-based learning approach is also very helpful
in engaging your students in your discussion and activities.
Make learning fun and innovative!
GENALYN C. SOLINAP
Cooperating Teacher
PPST DOMAIN
TWO:
THE LEARNING
ENVIRONMENT
DOMAIN TWO: THE LEARNING
ENVIRONMENT
TUPI NATIONAL HIGH SCHOOL
Tupi National High School (TNHS) is a public secondary school in Tupi,

South Cotabato. It was founded in 1966 as Tupi Barangay High School.
At present, Tupi NHS provides DepEd-recognized High School program to
students from Grades 7 to 12. The Senior High School (SHS) tracks offered by
the school are Academic, Arts and Design, Sports, and Technical-Vocational-
Livelihood (TVL).
As a practice teacher at Tupi National High School, I can say that this
school promoted inclusivity, equality, and gender-sensitive environment. This
school exhibits a great learning ground for learners to have a better future.
ENVIRONMENT
Grade 7 - Classrooms
The Library
ENVIRONMENT
DOMAIN REFLECTION
The school has been the second home for the students. It is where they
develop their potentials, behavior, and how they interact with others. As a
teacher, it is our responsibility to ensure that the school is physically and
psychologically conducive to learners. As I immersed myself in the teaching
world, I realized how essential the condition of the learning environment is to
the student’s welfare.
It always amazes me how the school I was deployed to give all the best
conditions for the learners both physically and psychologically. The
classrooms, the facilities, and the environment makes it conducive to the
learners to learn. Rooms which are well lit, well-ventilated classrooms.
The school may not as big as other schools out there, but the quality and
importance they gave to the student’s well-being and learning was tantamount
to some of the prestigious schools out there. Facilities such as the library,
dance room, clinics, speech lab, and many more catered everything that the
students needed to discover and unleash their potentials.
The canteens can be seen everywhere, and it showed how the school
gives importance to the student’s diet. Almost all the classrooms have its own
television to make the teaching and learning more interactive and engaging to
the students. The building was study with fire extinguishers in every corner.
Over all, the school, the teachers, and non-teaching school personnel at Tupi
National High School deserve all the praises and salary raise.
GENALYN C. SOLINAP
Cooperating Teacher
PPST DOMAIN
THREE:
DIVERSITY
OF
LEARNERS
DOMAIN THREE: DIVERSITY OF
LEARNERS
This is grade 7-STE A students. They are almost

good with everything, a well-rounded students.
There are times where they can be too active but
controllable. This is where discussions are alive as
everyone has something to say or ideas. You do
not have to worry calling random students and not
be able to get something during discussion or even
quizzes.
This is grade 7- BEP A. This classroom has

learners with varied learning capabilities. Some
can catch up with the lesson and be able to
participate actively during discussion, while some
needs further instruction and attention to be able
to comprehend the lesson.
This is grade 7- BEP D. This class also consists of

learners with different learning capability.
Reading and writing have been a challenge for the
most number off students in this class. Behavior is
a bit uncontrollable but sometimes they are easy
to be coaxed into behaving.
DOMAIN THREE: DIVERSITY OF
LEARNERS
DOMAIN REFLECTION
Each person was born unique. With the schools adapting to the
heterogeneous sectioning where students are grouped regardless of gender,
age, and background, some might find it difficult to blend in. Learners are
diverse in their own ways, some are advance learners, some are slow learners,
and some might have deficiencies or special needs, nonetheless they are all
learners and have been accepted and included.
Teaching in Tupi National High School and handling grade 7 learners, I
encountered learners of different genders, intelligence, backgrounds, and
capabilities. It was a challenge for me in choosing what approach and style of
teaching I should use to cater the learner’s needs. I handled three grade 7
sections. My first period in the morning was Grade 7 – STE A where learners
learning capability is high and can follow with the lesson and discussion with
just a single instruction. It was where I can fully unleash my teaching skills
and showcase different teaching approaches, however the next period was
challenging as the learners are a bit uncontrollable when it comes to their
behavior and some of them can be categorized as slow learners where you
have be extra in giving instructions and explaining the lesson. My third period
was easier to handle than the second period as the learners are active through
with varied learning capability.
As a pre-service teacher, I learned how essential inclusivity is to the
learners. It’s also best to use scaffolding approach when handling students
with varied learning capabilities. By using scaffolding approach during activity
session, we can group slow learners with advance learners or students who
are more knowledgeable whom can guide and understand them.
GENALYN C. SOLINAP
Cooperating Teacher
PPST DOMAIN
FOUR:
CURRICULUM
AND
PLANNING
DOMAIN FOUR: CURRICULUM
AND PLANNING
One – on – one reading

activity with the
students during of my
remedial classes with
them.
A photo of the lesson

plan I used during my
teaching
DOMAIN FOUR: internship.
CURRICULUM
AND PLANNING
DOMAIN REFLECTION
The pandemic which lasted for two years, has a significant impact on our
daily lives, particularly on the student’s academic and behavioral
development. This affected a lot of aspects on their learning development
which resulted in some serious problem with their performance academically.
In my practice teaching journey, I encountered some students who are
still having trouble reading and writing specially in English. Which was why
the DepEd and the school has developed a curriculum to help solve this issue.
The remedial classes program is one of those, instead having their vacant
time, the teachers have to still enter the class and conduct a remedial class.
During remedial session, the teacher will teach either numeracy, reading, or
writing to the class.
Planning the curriculum is a challenging task as the teacher and school
personnel have to collaborate and consider different angles to make sure that
of would cover or target the problem holistically as learners have different
levels off learning capabilities.
GENALYN C. SOLINAP
Cooperating Teacher
PPST DOMAIN
FIVE:
ASSESSMENT
AND
REPORTING
DOMAIN FIVE: ASSESSMENT AND
REPORTING
The students during

activity and checking of
their paper after the
quiz.
DOMAIN FIVE: ASSESSMENT AND
REPORTING
DOMAIN REFLECTION
As a pre-service teacher, I’ve been immersed in some of the teachers

work. From checking the attendance, recording the result of student’s quizzes
and performances to the preparation of some school forms such as SF2.
Reviewing the student’s records and spotting the missing activity of the
student is easy. What made it hard is when you are reviewing tons of records,
it’s drying to the eyes and confusing. I have not tried being in the classroom
while my CT is awarding the certificate of honors for the quarter but based on
what I have observed, from some of pre-service teacher I had a conversation
with, it feels good awarding the certificate knowing that you heled some of
these students and taught them.
Nonetheless, the experience I had with preparing the lesson plan,
facilitating the student’s quizzes to recording their result gave me some
insights and realization on how the teachers are doing it. My CT showed me
some school forms and taught me how to prepare them and their purpose
gave me an idea on how many paper-works a teacher should complete to make
sure that everything the students does was recorded.
My CT also showed me how they usually handle students with attendance
issues because at the end of the day, it will always be the teachers who
shoulders all the responsibility of their students learning. The school is the
second home, and the teachers are the second parents.
GENALYN C. SOLINAP
Cooperating Teacher
PPST DOMAIN
SIX:
COMMUNITY
AND
LINKAGES
DOMAIN SIX: COMMUNITY AND
LINKAGES
A seminar organized by Tupi National High School

in partnership with Provincial Health Office. This
was attended by the teachers, school personnel, and
practice teachers. Its aim was to educate and give
awareness to teenage pregnancy and sexually
transmitted diseases (STD).
DOMAIN SIX: COMMUNITY AND
LINKAGES
DOMAIN REFLECTION
As a practice teacher, being able to understand the connection between

the community and student’s activity inside the classroom is essential. By
having the knowledge and understanding about how the community
influenced the students, we would be able to guide them better to be a
responsible, sensible, and good citizen of our country.
Community linkage provides a better experiential learning for the students.
As they say, learning is catalyzed when learners see and experience them on
their own. Also, as students and teachers share the same community, they
become sensitive with each other’s situation and upbringing. The community
allows the teaching-learning process to be more contextualized and bring the
learning content close to the student’s heart. On the other hand, for
professional engagements, there are already online webinars, symposiums,
and international activities a pre-service/ teacher can join. Also, it is important
for teachers to understand and fulfill their obligations in upholding
professional ethics, accountability and transparency to promote professional
and harmonious relationships with learners, parents, schools and the wider
community. In summary, the teaching-learning cycle is too big for a one-man
job. Linkage with others allows teachers to establish roles with stakeholders
and heighten student learning and success.
Joining and listening to the seminar gave me a new understanding on how
to educate the students and advised them to be more proactive in their
community.
GENALYN C. SOLINAP
Cooperating Teacher
PPST DOMAIN
SEVEN:
PERSONAL
GROWTH AND
PROFESSIONAL
DEVELOMENT
DOMAIN SEVEN: PERSONAL
GROWTH AND PROFESSIONAL
DEVELOMENT
Immersing myself in different seminars,

and activities as well as interacting with
different people gave me valuable
lessons for my personal growth and
professional development.
DOMAIN SEVEN: PERSONAL
GROWTH AND PROFESSIONAL
DEVELOMENT
DOMAIN REFLECTION
For my personal growth and professional development, let me share that
despite being a digital native, there are a lot of things I need to learn and
relearn. The influx of advancements and updates on applications and
programs might be on a different scale of what I have learned back then. Also,
the way we are going to utilize and employ ICT will be very different now.
Before, I was using the computer’s interface as a student, but now, I am going
to use it as a teacher. They are different in a sense that in the shoes of a
teacher, I will make use of online applications and webpages to show and
facilitate the teaching and learning process. The quote, you cannot teach what
you do not know, somehow apply to this. I cannot employ and use online
applications which I am not familiar with, it might happen that I am using an
application in the teaching and learning process that both I and the students
are not aware of. It would then be a waste of time and effort. Hence, as I go
near to the teaching profession and professionally develop myself, I would
dedicate some of my time studying and updating my pool of applications and
resources. I would engage in curating resources and applications that would
someday help me in the teaching and learning process that I would engage in.
As I am still in the process of becoming professional, I try to meet what is
expected of me, it includes written standards, expectations, and even personal
or professional qualities or competencies. As I am doing right now, I try to
develop most of these because I do believe that one day, these traits and
qualities would help me better my provision and facilitation of the teaching
and learning cycle. Hence, I can say, upon doing some reflection and
realization, I have acquired some traits and have met a few competencies
already. But, in a scale, I am yet to achieve the very top of the scale in terms of
manifesting its attribution both internally and externally. So, I dedicate to
continue learning both as a person- for personal growth and as a teacher- for
professional development.
GENALYN C. SOLINAP
Cooperating Teacher
MY TEACHING
PHILOSOPHY
AS BEGINNING
TEACHER
TEACHING PHILOSOPHY AS
BEGINNING TEACHER
Roy T. Bennett reminds us that we are all different and we conquer our own
style and we shine on our own time, he quoted “You Were born to stand out,
stop trying to fit in”. In education, this implies the multitude diversity
among the students. The idea that no shoe fits all; is something that a teacher
should always remember and apply in his or her journey in teaching.
As a student training to be a teacher, I strongly adhere to this philosophy:

“The very purpose of teaching is facilitating self-teaching at the students’ own
pace”. I started to think and revisit as to what really is my philosophy as a
professional in the future? Upon encountering multiple reflections, analysis
and field observations, I started to have doubts as to what and where should I
anchor my philosophy? Either as a student, son, family member, a community
member, or just an individual who cares for himself. And then I realize, I’m in
my fourth year and later I will become a teacher in training, and it should be
right that I should establish (re-establish) my philosophy as a teacher in the
future! And then I come to think of it, what is really my philosophy as a student
training to be a teacher? And then the fundamental reason why I joined
teacher education came into my mind. My teachers taught me to be who I am,
develop my skills and potential on my own time, and be the best version of
myself whenever I can, and not to be influenced by the pressure the society
dictates. That really touched me and inspired me to become one of them! And
now, here I am! Journeying the field of wrinkles.
Let me give a backgrounder on the very essence of why I choose to journey

through the field of wrinkles and stress myself over countless lesson plans
with very little sleep. It’s simple, I was able to see and witness from my
previous and current teachers the happiness or joy of seeing every student
succeed whilst undermining personal and professional growth. If my memory
serves me right, my teacher once told us that we should not compare
ourselves. Instead, bloom whenever we are to bloom and don’t be pressured
by others' success, because we all have our own time. Now here comes the
reiteration, my teacher reminded us that this journey and field we embarked on
will not require us to be perfectionist to the extent that our school uniform is
super tidy that when you bump into it, you might bounce off. Now, we laughed
a little during the discussion and stared at each other because- this sounds
familiar! Now why am I telling you this as a part of my philosophy? It’s simple,
during that time, I got to assess and evaluate what kind of teacher I will
become in the future? Because my teacher really made a point that we are
teachers to be and not perfectionists or intellectual monsters to be. And then I
got to think of my philosophy again. I should live, act, and perform to the best
of my ability to wisdom out and channel a good facilitator or ignitor of a
psyche who can also encourage self-teaching at the students’ own pace!
APPENDIX
What is the Philippine Professional Standards for Teachers (PPST)?
The Philippine Professional Standards for Teachers defines teacher

quality in the Philippines. The standards describe the expectations of
teachers’ increasing levels of knowledge, practice, and professional
engagement. At the same time, the standards allow for teachers’ growing
understanding, applied with increasing sophistication across a broader and
more complex range of teaching/learning situations.
The 7 Domains collectively comprise 37 strands that refer to more specific
dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
1.Content knowledge and its application within and across curriculum areas.
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT.
4. Strategies for promoting literacy and numeracy.
5. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills.
6.Mother Tongue, Filipino and English in teaching and learning.
7. Classroom communication strategies.
Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security.
2. Fair learning environment.
3. Management of classroom structure and activities.
4. Support for learner participation.
5. Promotion of purposive learning.
6. Management of learner behavior.
APPENDIX
Domain 3, Diversity of Learners, consists of five strands:
1. Learners’ gender, needs, strengths, interests and experiences

2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and
Programs
APPENDIX
Domain 6, Community Linkages and Professional Engagement, consists of

four strands:
1. Establishment of learning environments that are responsive to community
contexts
2. Engagement of parents and the wider school community in the educative
process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five

strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
PICTORIALS
WITH OUR KIND AND
BEAUTIFUL
COOPERATING
TEACHER, MA’AM
GENALYN SOLINAP
and her gift with an
inspirational message.
Pictures full of smiles during retrieval program with

co-practice teachers(above) and with Tupi National
High School’s Department Heads and
Teachers(below).
Oals
With the lovely and
sweet students of Grade
7 - STE A, BEP A, and
BEP D.

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South East Asian Institute of Technology, Inc.

NATIONAL HIGHWAY, BRGY. CROSSING RUBBER, TUPI, SOUTH COTABATO

My practice teaching portfolio

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DREGREE OF BACHELOR OF SECONDARY

Practice Teacher Student

JEFF LLOYD O. SANTILLAN, LPT, MAEd.

Practice Teacher’s Curriculum Vitae

Lesson plans and Rating Sheets

II. Professional Reading

III. Weekly Journals

IV. Experiences and Refection on the Philippines Professional

Domain 1: Content Knowledge and Pedagogy

V. Teaching Philosophy as Beginning Teacher

VII. Others (Pictorials)

Welcome to my portfolio. I am Jan Fhurt M. Arreglado, a fourth-year student

To obtain a position where I can maximize my multilayer of teaching skills, quality

TERTIARY: 2019-2023 South East Asian Institute of Technology, Inc.,

SECONDARY: 2007 -2010 Dilangalen National Highschool

ELEMENTARY: 2006 -2007 Dado Elementary School

 Quick to embrace challenge and changes in priority, providing significant

 Essence of Good Teaching

 Becoming a Professional Teacher, PD 1006 and RA 7836

 Developing Critical Minds Amidst Critical Times

 Culture Sensitivity and Self Awareness

a. define what is assertion and reaction;

II. Subject Matter

1.An emotional state or action.

2. Something that is accepted, considered to be true, or held as

1. English is our second language.

1. Did you enjoy our activity?

Here are sample statements

Group 1: Assertion: Students have a big role in saving the

B. Direction: Analyze the type of assertion expressed by the author in the

Lesson Plan for Grade 7 STE A and BEP A

II. Subject Matter

Features of Academic Writing

b. Choosing one verb form over two-word verbs.

c. Avoiding colloquial/trite/idiomatic expressions

d. Choosing expanded terms over their abbreviated equivalent.

 Explicitness – is the writers’ duty to make the readers

a. Using different signaling words

 Cautions – The principle of careful language, also known as

Other Modal verbs:

A. Read and identify whether the given statement is FORMALITY,

Lesson Plan for Grade 7 STE A and BEP A

II. Subject Matter

Example of Interpersonal Communication

Guidelines in Conducting an Effective Interview

Example: Listed below are scenarios of instances where interview is

A. Screening for a job -there is an interviewer who asks the

Lesson Plan for Grade 7 STE A and BEP A

II. Subject Matter

1. Share your perspectives or ideas.

B. Study the illustration below.

Do you have a link?

Conversation – is the most widely used form of dyadic communication. It

Guidelines in Engaging an Effective Conversation

1. Do not does not interrupt when the person is speaking.

B. Study the illustration below.

This situation is an example off