BATAANPENINSULASTATEUNIVERSITY

DINALUPIHAN CAMPUS Telefax: (6347) 4811765

SAN RAMON Telephone: (6347) 4814716
DINALUPIHAN2110Bataan Website: www.bpsc.edu.ph
PHILIPPINES E-mail: batpenstateu@yahoo.com.ph

I. PRELIMINARIES

Our Vision
A leading university in the Philippines recognized for its
proactive contribution to Sustainable Development through
equitable and inclusive programs and services by 2030.
1
Our Mission
To develop competitive graduates and empowered community members by providing relevant,
innovative and transformative knowledge, research, extension and production programs and
services through progressive enhancement of its human resource capabilities and institutional
mechanisms.
 A. PRACTICE TEACHING

OBJECTIVES OF PRACTICE TEACHING

The student teaching experience is designed to give the student a full-time internship under
the supervision of a cooperating teacher. The Education Department requires that the student’s
total scholastic effort be devoted to the student teaching experience. There are no other college
course responsibilities during this time. Specifically, the student will:

1. Observe and teach for a minimum period of 14 weeks during the first or second semester of
the senior year. Students may elect to student teach as post-graduates.
2. Create and teach from lesson plans made under the supervision of a licensed public or
private school teacher.
3. Gradually assume responsibility for teaching from three to four classes a day during this
period. (Teaching load may vary in relationship to the subject being taught and the school
schedule.)
4. Be responsible for administrative duties associated with these classes. This should include
attendance reports and other routine duties previously handled by the cooperating teacher.
5. Assume responsibility for the grading of students in assigned classes.
6. Construct, administer, correct, and grade examinations for classes being taught.
7. Visit with administrative personnel and special education teachers about the total
educational system.
8. Assume duties in addition to daily classes. This could include study hall, small group
tutoring, or whatever is deemed necessary to make the schedule and experience as complete
as possible.

2
  FUNCTION OF THE STUDENT TEACHER

Student teaching is often characterized as the most transformative experience in teacher

education. During student teaching, you will enact in the classroom the teaching theories,
strategies, and standards you learned in your core courses. To help you make the transition from
student to teacher, you will share the classroom with an experienced professional who will
impart to you his or her knowledge of best practices and the wisdom acquired from years of
experience.

Respect Diversity and Differentiate Instruction: The same principles of respect that regulate the
ways that citizens relate to each other in the larger society should operate in all classrooms.
Respect for and an open-minded attitude toward your teacher colleagues, school staff, and
students are key to successful student teaching.

Effective teachers demonstrate a belief that all children can learn and set high standards,
meaningfully and appropriately including all students in classroom activities. They provide
individualized support to help students meet such standards, including teaching in ways that are
both culturally responsible and responsive.

Being a student teacher will provide you plenty of opportunities to work with students from
diverse backgrounds who have diverse needs and interests. You should be prepared to recognize
and address the issues that your students and their community, home, school, and classroom
contexts present, whether in learning about other cultures or selecting classroom
materials. Supporting inclusive education and honoring diversity requires purposeful
differentiation, including adaptations for children who learn in different ways, at different rates,
with different supports, and/or who demonstrate their knowledge and skills in different ways.

Connect with Students: Learning is best facilitated through well-structured activities that
challenge learners intellectually, academically, and socially and bridge students’ learning to their
real-world experiences. Effective teachers pose real, substantive problems for learners and set
explicit expectations for learning; they actively engage students in learning and draw on a variety

3
of resources, including innovative technologies and the students’ own lives, communities and
prior knowledge to support these efforts.

In your student teaching, you should strive to relate learning to the real world by making your
lessons applicable to your students’ every day interactions and to real-world events. Creating
maps of their neighborhoods, interviewing relatives and members of the community about their
backgrounds, taking surveys of their peers or members of the school community about school
lunch and its nutritional value, and setting up recycling centers in school or in their communities
are examples of activities that focus on the real world.

Maintain High Expectations and Academic Rigor: Given well-structured activities, all children
can engage difficult material successfully. At all levels of schooling, effective teachers ground
learning in thorough knowledge of subject matter and in the ways of knowing that characterize
academic disciplines. Effective teachers connect subject matter and ways of knowing to
students’ prior knowledge and provide meaningful opportunities for them to engage and
construct new knowledge in the classroom.

As a student teacher you will be challenged by the demands of teaching students who are both
academically under-performing and those who achieving well beyond the level of their
peers. While it’s often easier to plan for and focus lessons on the needs of the students in the
middle, you should work to identify the specific needs of students across the spectrum and
provide instruction that ensures academic rigor and supports for meeting the standards of such
rigor for all your students.

Use Data to Make Decisions: Effective teaching is demonstrated through successful

learning. To ensure that students learn, effective teachers make use of a wide variety of
demonstrably effective teaching strategies and methods of assessments, and they base their
instructional decisions on these data. Effective teachers know, and use differentiated approaches
to instruction, as well as a variety of methods for assessing the needs and progress of all of their
students and communicating that progress to students and their parents as appropriate.
Furthermore, teachers gather, analyze, and use the data from student performance (both informal
and formal) to make instructional and curricular decisions.

4
As a student teacher, you should continue to ask yourself how you are held accountable for the
performance of your students. Set specific goals for what you expect your children to learn and
use available data to monitor progress toward achieving your goals. Engage students in this
process to encourage ownership of their own learning.

Use Technology to Enhance Instruction: Our world is largely driven using technology to garner
information. Effective teachers must make consistent and appropriate use of technology to
support the educational goals they have for themselves and their students. Whether it is using
wikis and blogs to facilitate discussions or using a smart board to locate countries around the
world, teachers and students benefit from the purposeful use of technology for educational
objectives. In their planning and reflective processes, teachers continue to ask themselves if there
are additional available resources, including specific education technologies that can help them
more efficiently or effectively meet the needs of their students, particularly in presenting
information in multiple ways and providing students multiple ways of finding, working with, and
constructing, new knowledge.

In your student teaching experience, you are strongly encouraged to look for opportunities to use
technology in the classroom whether it is to create a web page, to use Skype to chat with an
expert in the field, or to teach and review the alphabet. Technology is a valuable resource for
attending to each of the above themes. It is an important part of education today, and it will play
an increasingly important role in supporting teaching and learning the future.

Reflect on Your Practice: Effective teachers are life-long learners. They connect their day-to-
day activities to coherent social, philosophical, and political frameworks. They research their
own practice. They participate in the professional and academic activities of their academic and
professional communities. This is not only to ensure expertise and understanding of the art of
teaching, but also to help teachers persist during periods of tumult and struggle. Successful
teachers reflect on their daily lessons and their classroom experiences to ensure equity and
excellence for all learners.

In your student teaching experience, take advantage of the professional learning opportunities
afforded you via the school and district, professional associations, and community-based
organizations. Seek specific advice from your cooperating teacher and his/her colleagues; join

5
them in professional conversations, both formal and informal. Engage other student teachers
(and/or practicum students) at your school, as well as their cooperating teachers, in regular
discussions of your progress, the challenges you are facing, and the strategies you have
employed. This discourse about struggles and strategies will not only benefit you, but other
teachers, both novice and experienced, with their own practice.

As a student teacher you will have to find ways to improve what you teach and convey it
successfully to the students. Maintaining a portfolio is one way of assessing your knowledge and
skills as a teacher. You should also keep track of your students’ progress, most importantly,
what they have learned in your class. This will allow you to better understand the different needs
of the children in your class and continuously improve your practice.

FUNCTION OF THE COOPERATING TEACHER

The cooperating teacher plays a critical role as the student teacher’s model and mentor
and has great influence over the student teacher’s learning experience. Student teachers tend to
adopt the practices of their cooperating teachers, sometimes without question, assuming that they
have no choice. We encourage you, however, to engage your student teachers in ongoing
conversations about your practice and to encourage them to ask questions, to think for
themselves, to share what they observe about your classroom and practice with you, and to be
willing to suggest to you and try out strategies and methods they have learned with which you
might not be familiar.

Over time, as student teachers get to know you, your classroom, and your students, we ask that
you increase their classroom and instructional responsibilities until they can become partners
with you in teaching your students. You do not need to surrender your classroom to your student
teacher (nor should you). We expect you to work collaboratively and productively together to
offer enriched instruction and opportunities for individual attention to your students. When the
collaboration between cooperating teacher and student teacher works well, the students benefit
the most.

6
As we’re sure you will recall, this period of student teaching generates both excitement and
anxiety. We ask you not only to instruct your student teachers, but also to support and nurture
them. Cooperating teachers, working closely with university coaches, help student teachers set
short- and long-term goals, analyze what works and what doesn’t and why, and develop their
capacity to reflect on and learn from experience. We ask that cooperating teachers provide
critical feedback but also encourage, recognize, and praise professional growth.

Our goal is to ensure that having a student teacher in your classroom is beneficial to you as well
as to the student teacher. We hope that conversations with our coaches will help you gain insight
into your practice and that our student teachers add capacity in ways that enable you to
accomplish more than you might have achieved by yourself.

FUNCTION OF THE COOPERATING PRINCIPAL

Cooperating Principals are expected to:

 Acquaint student teachers with the local school plant, policies of the local school system,
and rules concerning student and teacher conduct.
 Orient student teachers with respect to the traditional beliefs and mores of the
community served by the school and the uniqueness of the school-community
relationship.
 Encourage the regular school staff and student body to accept and respect student
teachers in the same manner as regular staff.
 Evaluate each student teacher as described in Evaluation of Student Teaching
Performance.
 Conduct conferences with student teachers, cooperating teachers, and university
supervisors as needed.

7
  Recommend qualified outstanding teachers to serve as Cooperating Teachers and uphold
the policies of the student teaching program.
 Participate in Inservice conferences and professional development sessions for
cooperating school personnel held by the University.

FUNCTION OF THE STUDENT TEACHING

SUPERVISOR

The Student Teacher Supervisor-English is responsible for instructing and supervising

student teachers during their practical clinical work in an appropriate school setting and

providing a written evaluation of student teacher’s performances. In addition, the Student

Teacher Supervisor-English regularly counsels student teachers, visits them in their clinical

experience site, observes and evaluates their performance, confers with the cooperating

teacher(s), debriefs after forums and/or seminars, and serves as a liaison between the University

and the area schools. The Student Teacher Supervisor-English oversees the review and approval

of the completion of the professional portfolio.

8
 B. CODE OF ETHICS FOR STUDENT
TEACHERS

The core of the Code of Ethics is the expectation that student teachers will act with integrity,
honesty, fairness and dignity in all their dealings with students, parents, peers, teachers, faculty,
and staff in schools. They are expected to adhere to the following principles in measure sufficient
to teachers at the beginning of their professional careers:

 Teachers promote and support the full development of each individual. They are
responsible for nurturing all students’ intellectual, physical, emotional, cultural, moral,
social, spiritual and civic growth in a climate of affirmation of each individual’s dignity
and worth. They demonstrate respect for human dignity, freedom, justice, democracy,
and the environment.
 Teachers respect the dignity and rights of all. They are responsible for ensuring that their
conduct is always without prejudice as to religious beliefs, cultural values, race, gender,
sexual orientation, physical attributes, age, socio-economic status, ethnicity or national
origin.
 Teachers draw on their professional knowledge to develop and maintain a learning
environment that is challenging and supportive for all. They are responsible for
recognizing and responding to distinct individual needs and abilities in a fair, consistent
and respectful manner that promotes optimal learning opportunities for each student.
 Teachers demonstrate commitment to their professional development and to learning.
They are responsible for acquiring and applying new knowledge to their teaching
practice.
 Teachers work with colleagues and other professionals to create learning environments in
which students feel that they are physically, psychologically, socially and culturally
secure. They are responsible for collaborating to support all aspects of student
development in these secure learning environments.

9
  Teachers work with parents and the community to further the educational development of
students. They are responsible for contributing to an atmosphere of trust, respect and
openness.
 Teachers acknowledge that their relationship with students is based on trust. They are
responsible for maintaining a professional relationship that is characterized by respect,
confidentiality and an absence of exploitation. They will not disclose confidential
information about students and their families, except in cases where law or personal
security requires this.
 Teachers value the professional reputation and abilities of their fellow teachers. They are
responsible for working with them to promote student development and achieve school
goals. They encourage students and colleagues to have confidence in other teachers and
present any criticism in confidence and in good faith.

Teachers adhere to regulations that govern the practice of teaching. They are responsible for
fulfilling the obligations specified in local agreements.

10
 BATAANPENINSULASTATEUNIVERSITY
DINALUPIHAN CAMPUS Telefax: (6347) 4811765
SAN RAMON Telephone: (6347) 4814716
DINALUPIHAN2110Bataan Website: www.bpsc.edu.ph
PHILIPPINES E-mail: batpenstateu@yahoo.com.ph

II. DESCRIPTION OF THE

COOPERATING
SCHOOL

Our Vision Our Mission

A leading university in the Philippines recognized for its To develop competitive graduates and empowered community members by providing relevant,
proactive contribution to Sustainable Development through innovative and transformative knowledge, research, extension and production programs and
equitable and inclusive programs and services by 2030. services through progressive enhancement of its human resource capabilities and institutional
11 mechanisms.
 A. HISTORY

Naparing is blissful to have a high school formerly named Dinalupihan Municipal

High School, which founded year 1983 through the resolution of fifteen, joined Barangay
Chairman of Dinalupihan initiated by the Brgy. Victoriano Arceo of Naparing.

Through the desire of the realization of dream, the institution started with five
classrooms; seven teachers and 270 students 1 section first year and 2 sections second
year.

In the line with is mission and vision several measures have been implemented to
promote quality basic education for the learners, to acquire knowledge and skills
necessary for the development of God-given talents, desired values, concept and
motivations through various learning activities.

In spite of some limitation, the school continuous to excel in different fields in

sports, journalism, poster making and other extra-curricular competition such as street
dancing and cheer dancing.

12
B. MISSION AND VISION

13
 Various Programs and Activities

 ENGLISH CULMINATING ACTIVITY GRADE 10

The English students’ teachers assign in this program so I was I assign as a technical here,
and my co students teacher which is Princess and Zyra was assign in emceeing the program
and Marco and Rica mae was assign doing the narrative report The school creates this
program for the students to showcase their talents and their patriotism on different culture in
the Philippines and also for taking care of the mother earth through speech choir about saving
the mother earth, interpretative dance and pageant to show different cultural dress using
recycled materials.
 SPEECH CHOIR PRESENTATION GRADE 8
Here this program is to showcase the talents and skills of the grade 8 students on interpreting
and showing the love of Filipino. The speech choir presentation is entitled “The Anatomy of
a Filipino” by Prof. Felix Bautista.

 OUT-REACH PROGRAM
The English, AP and Math department planned to do an outreach program at Payangan,
Dinalupihan Bataan, where all of us gather and collect clothes, shoes, books, and foods to
give to the community.
 RECOGNITION
We Students Teacher help in decorating the stage and aligning the chairs and also help to
make the program more peaceful and orderly by making the unattended or people who don’t
have business inside to go in the place allotted for them.
 MOVING-UP OF GRADE 10 STUDENTS
Likewise in recognition we just redecorate the stage because there are only hours apart from
the program and also we just guard the gate for making sure that the only person who enter
the campus is the one who have business inside and for the program to be successful.

14
ORGANIZATIONAL CHART

15
 MY PHILOSOPHY OF EDUCATION

My philosophy is student centered. I believe that every student is different with an individual
way of learning and their own set of needs and gifts that are brought to the classroom. It is my
responsibility as a teacher to expound on their gifts and provide an environment that will foster
maximum learning and meet each child’s individual needs.

Each child is unique and learns differently. As a teacher I believe that it is important
to teach in a way that employs a variety of teaching strategies. The students should learn from
each other and learn to work together through cooperative learning. The students should be
active learners exploring concepts through hands on learning. The students should also learn to
be able to apply the concept at high-order thinking levels. I will do my utmost as their guide to
excite them about learning. Learning needs to be fun!

I believe that to learn the classroom must be a place where the student feels secure and
comfortable. They need to know that the teacher cares about them. It is my responsibility as a
teacher to provide such an atmosphere. An atmosphere where no matter the student they feel at
home and like they have ownership. I believe that the child must have the confidence that they
can succeed. I will believe in each student. I also believe that the standard set for the students
should be reachable, but high. Each child dissevers to be challenged to reach the fullest of
his/her potential.

Teaching is a challenge and a joy. It is also a lifelong process of reflecting and

making necessary adjustments. To be a good teacher you have to love teaching. I love the
uniqueness of every day and every child. I am very excited about the opportunity be a part of the

lives of students as they grow intellectually, socially, physically. It is a great joy and
privilege to impact the lives of children in these ways.

16
 BATAANPENINSULASTATEUNIVERSITY
DINALUPIHAN CAMPUS Telefax: (6347) 4811765
SAN RAMON Telephone: (6347) 4814716
DINALUPIHAN2110Bataan Website: www.bpsc.edu.ph
PHILIPPINES E-mail: batpenstateu@yahoo.com.ph

Summary of
Experiences

Our Vision
Our Mission

A leading university in the Philippines recognized for its

To develop competitive graduates and empowered community members by providing relevant,
proactive contribution to Sustainable Development through
innovative and transformative knowledge, research, extension and production programs and
equitable and inclusive programs and services by 2030.
services through progressive enhancement of its human resource capabilities and institutional
mechanisms.
17
 Working with the Students

For this past three months I’ve been working with the students there’s lot of experience I
encounter there are good and bad like in February 19, when they didn’t want to have a class so
they trying to make me laugh doing some boring magic trick and some not so funny joke but I
appreciate it even though they have purpose doing that and even they do that we still have a class
and let’s talk about the bad stuff like in March 25, when my CT is not present and there’s lot
things to do and my 7-Orange did not clean the room and they playing a music, I told them to
stop it but they don’t listen so that’s why burst out in anger and yell at them and finally they
listen so there’s really lots of experience but that is one of the memorable experience I encounter
when I’m an ST and working with the students.

Working with the Cooperating Teacher

I don’t have hard time working with my CT, she really generous and helpful giving me all the
materials that I need in teaching and in my first week of being an ST she observed me and give
me some suggestion how will I improve and she really helpful giving advice I’m really glad that
she is the one who assign as my CT and I remember before my final demo which is March 11
she help me a lot that time she is the one who final revise my LP and she is the who find the big
screen for my final demo and even in my final demo she the one who giving me some piece of
advice and in my last days in school of JCPJRMHS she gave me her final goodbye, I’m glad
working with her, Thank you Ma’am Dayanara Singca for everything. 

18
 BATAANPENINSULASTATEUNIVERSITY
DINALUPIHAN CAMPUS Telefax: (6347) 4811765
SAN RAMON Telephone: (6347) 4814716
DINALUPIHAN2110Bataan Website: www.bpsc.edu.ph
PHILIPPINES E-mail: batpenstateu@yahoo.com.ph

Appendices

Our Vision
A leading university in the Philippines recognized for its
proactive contribution to Sustainable Development through
equitable and inclusive programs and services by 2030.
Our Mission
To develop competitive graduates and empowered community members by providing relevant,
innovative and transformative knowledge, research, extension and production programs and
services through progressive enhancement of its human resource capabilities and institutional
19 mechanisms.
Picture of the school, staff, students, Teachers

SCHOOL GROUNDS

20
PICTURE OF THE SCHOOL STAFF

PICTURE OF THE TEACHERS

21
PICTURE WITH THE STUDENTS
(7 STE)

22
PICTURE WITH THE STUDENTS
(7-INDIGO)

PICTURE WITH THE COOPERATING

TEACHER

23
PICTURE WITH THE HEAD TEACHER

PICTURE WITH THE PRINCIPAL

24
 SCHEDULE OF THE STUDENT TEACHER

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

7:40- 7-ORANGE 7-ORANGE 7-ORANGE 7-ORANGE 7-ORANGE
8:40
8:40- VACANT VACANT VACANT VACANT VACANT
9:40
9:40- BREAK BREAK BREAK BREAK BREAK
10:00
10:00- 7-STE 7-STE 7-STE 7-STE 7-STE
11:00
11:00- 7-INDIGO 7-INDIGO 7-INDIGO 7-INDIGO 7-INDIGO
12:00
12:00- LUNCH LUNCH LUNCH LUNCH LUNCH
1:00 BREAK BREAK BREAK BREAK BREAK

1:00- VACANT VACANT VACANT VACANT VACANT

2:00
2:00- 10-BANZON 10-BANZON 10-BANZON 10-BANZON 10-BANZON
3:00
3:00- 10-BALTAZAR 10-BALTAZAR 10-BALTAZAR 10-BALTAZAR 10-BALTAZAR
4:00

25
 BATAANPENINSULASTATEUNIVERSITY
DINALUPIHAN CAMPUS Telefax: (6347) 4811765
SAN RAMON Telephone: (6347) 4814716
DINALUPIHAN2110Bataan Website: www.bpsc.edu.ph
PHILIPPINES E-mail: batpenstateu@yahoo.com.ph

Detailed Lesson Plan in English 7

I. Expected Outcomes
At the end of the lesson 100% of the students with 80 % proficiency will be able to:
1. Distinguish significant characteristics of words that are classified as Homonyms,
Homophones and Homographs used in the sentences provided.
2. Construe the meaning of frequently confused homo-words using the context given in
the sample sentences.
3. Use homo-words appropriately in sentence construction.

II. Subject Matter

Topic: Homo-phonetic and Semantic language codes (Homonyms, Homophones and
Homographs)
References: English Learner’s Material 7 (pg. 470-471), Internet
Materials: Visual Aids (Cartolina), Slide Presentation (Powerpoint), Worksheets, Cardboard
with stick, and Chalkboard
Concepts:
a. Homonyms: words that are the same in spelling and pronunciation but different in
meaning. (e.g scale- fish covering scale- measure)
b. Homophones: words with the same sounds but different spelling and meaning (steal- to
snatch steel – metal/iron)
c. Homographs – words that are spelled similarly but differ in pronunciation and meaning
(minute- unit of time minute- tiny)
Values: Awareness
Intelligence
Unity

Skills: Speaking
Listening
Viewing
Readi

26
 III. Procedure
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Daily Class Routine

(Prayer)
Stand up everyone and let’s start our class with
a prayer. Who is our prayer leader for today?
Yes, _______, please lead the prayer. sure
Almighty Father,
Fill our hearts with joy
Fill our minds with learning
Fill our classroom with peace
Fill our lessons with fun
Fill our friendship with kindness
Fill our school with love
Amen.

Good morning, class! Good morning, Sir Merwin!

1. Checking of Attendance
Class, you may now take your seats.
Let us check the attendance.

Secretary, do we have any absentee for today? None,Sir.

It is good to hear that all of you are present

today.

2. Checking of Assignment

Now, bring out your assignments.

Yesterday, I told you to answer the question:
What is your unique characteristic as a person,
and why, right?
Yes, Sir!
Alright, pass your assignments forward.
(Students will pass their assignments)
Now, I will pick two from these papers. When I
call your name, stand here in front and share
your work.

(pick one and call) (The student called will stand up and present his/her
Let us hear from __________. work.)

27
Very good!

Let us have another one.

(pick another paper) (The student called will stand up and present his/her
_________, please present your work. work.)

That was excellent!

B. Review of the past lesson

In connection to your assignment, let us have a
quick review of our previous lesson. Let’s see if
you could still remember it.
Who can tell me what is it all about?
Yes, ___________? Sir, it is about The Parable of the Rainbow.

Very good! What is a parable?

Yes, ___________? Sir, it is a short story that depicts a moral lesson or
religious principle.
That’s right!
Then, what is the story all about?
Yes,_______________ It is a story about how the rainbow begun.

Very good!
And, what is the moral lesson of the story? Sir, all of us have unique features and abilities and all
Yes, _________? of us have a special role in this world.

Very good! How about another answer from Sir, we need each other’s support to overcome
__________? problems.

Excellent!
It seems like you did really remember our lesson
yesterday.

C. Motivation
Before we start with our new lesson for today,
we are going to play a game.
Is everyone here familiar with the game 4 pics
one word? Yes, Sir!

That is great! Today, we are going to play “2

pics 1 word”.
I have here sets of pictures, and you are going to
analyze and guess what common word best
corresponds to each set.

28
I will be giving you jumbled letters which you
are going to arrange to get the appropriate word.

Did you understand the mechanics of the game, Yes, Sir!

class?
(Give the jumbled letters to each group)
Class, I will give you one minute to answer each
set.
If you’re done answering, choose one
representative from your group to show your
answer.

Reminder, it is not only the leader or your

representative who is going to answer. You need
to work together and be united as one group. Is
it clear, class? Yes, Sir.

Here is the first set. You may start now. (Students will answer within 1 minute.)
(after 1 minute)
Alright, time’s up!
Group 1, what is your answer? (They will show their answer.)

How about group 2? (They will show their answer.)

Group 3? (They will show their answer.)

How about the last group? (They will show their answer.)

The answer for number 1 is scale.

Excellent! All of you got the correct answer.

Now, let us have the second set. (Students will answer within 1 minute.)

It’s already time. Everyone should stop

answering.

What is the answer of group 1? (They will show their answer.)

How about the next group? (They will show their answer.)

Alright, group 3? (They will show their answer.)

And, our last group? (They will show their answer.)

The answer for item number 2 is record.

Very good! Once again all of you got the correct

29
answer.
Great! You are really good at this.

So, here’s the last set of picture. (Students will answer within 1 minute.)

Alright, time’s up!

Group 1? (They will show their answer.)

Group 2? (They will show their answer.)

Group 3? (They will show their answer.)

Group 4? (They will show their answer.)

The answer for the last item is waste.

Very nice! All of you did great in that activity.

Class, these pictures are somehow connected

with our topic for today.

D. Lesson Proper
Do you think these pictures are the same
because they have the same name?
Why? No, Sir!
Because having the same name doesn’t mean that they
have the same meaning.
Correct! Well said!
(The teacher will write 2x2=4, 2+2=4 on the
board.)
Let’s relate it in Mathematics. Look at the
examples written on the board. Two times two is
equals to four, two plus two is also equals to
four. Yes, Sir.
Do we have the same answer?
What is that number? Four.
But, did we use the same process or formula? No, Sir.

That’s correct!
You will understand more the relation of this to
our lesson as we go along the discussion.

For today, we are going to look at words that

may confuse us with structure and meanings,
and these are Homonyms, Homographs and

30
Homophones.

But, first, where do you usually hear the word

“homo”?
Yes, __________? Sir, homosexual.

Good! Another answer?

Yes_________? Sir, homogenous.

Alright! So, we have the words homosexual and

homogenous.

Homosexual means being attracted to the same

sex and homogenous is having the same kind.

Based from these definitions, what do you think

is the meaning of the word “homo”?
Yes, __________? Sir, I think homo means having some similarities.

Very good!

In our topic for today, Homonyms, Homographs

and Homophones are words that somehow have
similarities in their structure or form like
spellings and sounds.

First, let us define what a homonym is.

__________, will you please read the meaning Homonym is two or more words having the same
of homonym posted on the board? spelling or pronunciation but different meanings.

Going back to our activity earlier, let us

examine the first set of picture.

What do they have in common? Sir, they have similar names.

Yes, _______________?

That’s right! And, what is that name? Scale, Sir.

So, both of them are called scale, but are they

the same? No, Sir.

Correct! It doesn’t mean that if they have the

same spelling, they are also of the same kind.
And that’s what homonym is.
They have the same spelling and the same

31
pronunciation but they differ in meaning

Alright, let’s have another example.

Please read, ______________.  Let’s play soccer after school.
 The author wrote a new play.
What do you think are the homonym words in
the given example?
Yes, _________? It’s the word play.

Very good!
What is the meaning of the first word? I think the first word is related with sports or physical
Yes, _________? activity.

That’s great! How about the second one? Sir, it is a drama that is meant to be performed on stage.

Very good!
Do you have any questions about homonyms? None, Sir!

Okay, before we proceed to homographs, let us

have a short activity. It will be a pair work. The (Students will do the activity in pairs.)
person sitting beside you will be your partner.

You need to think of a pair of homonym and use

both words appropriately in sentences.

Answer it on a ¼ sheet of paper.

You only have one minute to do this task.
Afterwards, I will be calling some of you to
share your answers.

Time’s up!

Whose pair wants to share their answer?

Yes, _______ and ___________? (The first pair will read the sentences they had written.)
Excellent!

Now, let us hear from __________ and (The next pair will also read the sentences they had
__________. written.)

Great!
Can we have another answer from __________ (The third pair will read the sentences they had
and __________? written.)
Very good!

32
For those who were not able to read their
answers, just pass your papers forward for
checking right after the discussion. (The remaining pairs will pass their papers.)

Is everything clearly understood about Yes, Sir!

homonyms?

Let us now proceed to the next one, which is

Homograph.

Will you read the definition of homograph, Homographs are words that are spelled alike but differ
__________? in meaning and pronunciation.

Class, what do you think is the difference Sir, in homonyms they both have the same spelling and
between homonyms and homograph? pronunciation but in homograph they only have the
Yes, ___________? same spelling, they don’t have the same pronunciation
and meaning.

Correct!

Let us look again at the second set of picture on

the previous activity. As we can see here, they
are different pictures but again they have
something in common, and what is it?
Yes, _________? Sir, they have the same name, and that is record.

Alright, so record on the first picture is REcord

and the second one is record.

What did you observe? Sir, they differ in pronunciation.

Very good! Let’s have an example.

Please read, __________.  I don’t know if I will live or die.

 Last night I saw the band play live in concert.
So, here in this example, what do you think are
the homographic words?

Yes, ____________? Sir, the words lIve and LaIve.

Very good, so the first homographic word is

pronounced as LIve and the second one is
pronounced as LaIve.

33
Then, what is the meaning of LIve in the first
sentence? Sir, it means having a life.

That’s great! How about the second one which

is LaIve? Sir, it is a real time or actual performance.

Very good!
Once again, what did you observe with the
given examples? The words are similar in spelling, but they differ in
Yes, _______? pronunciation and meaning.

Excellent! That is what homograph is.

Alright, before we proceed to the next homo-

word, let us have another short activity again.

This time, you are going to work in two groups.

This side will be Group 1, and this side is Group
2.
I will be flashing pairs of homographic words
on the projector.

Each group needs to use at least one

homographic word in a sentence.
The remaining word will then be assigned to the
other group.

The first one to raise their hand will be given the

opportunity to choose the word that they are
going to use in a sentence.
If the other group will not be able to use the
remaining word appropriately, then the chance
to steal the points will be given to the group
who answered first.
The group with the highest points will be the
winner.

Are you ready, class? Yes, Sir.

(Each pair of homographic words will be
flashed in the projector.)
1. Bow (bauw): to bend your body in a
curve-like position.
Bow(bOw): an arrow

2. Present (PREsent): the subject is here or

34
 gift.
Present (preSENT): giving or showing
something

3. Lead (LEED): to go first

Lead (Led): type of metal

4. Desert (DEsert): to abandon

Desert (deSERT): an excessively dry place

5. Project (PROject): a specific plan or (Groups 1 and 2 will take turns in using the pair of
design words appropriately in a sentence.)
Project (proJECT): to display outwardly to
an audience
(The score of each group will be written on the
board.)
The group who got the highest point is Group
____. Let’s give them a round of applause.

Excellent! You were able to pronounce and use

the words correctly.
Do you have any questions about homograph? None, Sir.

That’s nice to hear. Let us now proceed to the

next homo-word which is homophone.

First, let us define what homophone is. Homophone is one of two or more words that are
Please read the meaning posted on the board, pronounced alike but different in meaning, origin or
__________. spelling.

Let us go back to your activity earlier to further

understand homophone. Take a look again at the
last set of picture. Let us identify what are the
given pictures.

What do we call the first picture? Waste, Sir.

Yes, _______________?

Very good! How about the second one?

Yes, _______________? Waist, Sir.

That is correct! Will you write on the board the

spelling of both words?
Yes, _______________? (The student will write the spelling of both words.)

35
That’s great!
Class, what did you observe? Sir, the words have the same sound when we
Yes, _____________? pronounced them, but they are different in spelling and
meaning.

Excellent!
Can someone differentiate homonyms,
homographs and homophones? Sir, Homonyms are words with similar spelling and
sounds but different in meaning, homographs on the
other hand, are spelled similarly but are pronounced
differently and technically have different meanings.
While homophones are pronounced alike but are
Exactly! Very well said. spelled differently and also convey dissimilar meaning.

Let’s have an example.

Please read the sentences, ________.  The scent of an apple is so nostalgic.
In the given sentences, what are the examples of  I sent a letter to my aunt in Japan.
homophones?
Yes, ___________? Sir, the words scent and sent.

Very good! How did we use the word scent in

the first sentences?
Yes, _________? Sir, as a smell.

That’s right, and how about the second word? The past tense of send, Sir.
Excellent!

Once again class, what is a homophone? Words those are similar in pronunciation but different
in spelling and meaning.
All right, this time you are going to have an
individual activity.
You are going to construct sentences using the
given words and use them in proper context.
You will only choose one pair.
1. Ate: consuming food or something, past
tense of eat
Eight: number (Students will do the activity.)
2. Meet: to see someone
Meat: flesh of an animal

Write your answers on a ¼ sheet of paper.

You have one minute to do this activity.

Time’s up!
Who wants to share his/her answer for number

36
1? (One student will share his/her answer.)
Yes, ___________?

How about another answer from __________? (Another student will share his/her answer.)

Excellent! How about for number 2?

Yes, ___________? (The student will read his/her answer.)
Very good!
Now, let us hear from __________.
For those who were not able to read their
answers, pass your papers forward for checking (The student will read his/her answer.)
right after the lesson.
(Students will pass their papers.)
So, did you understand what homophone is? Yes, Sir.

Do you have any questions about homonym,

homograph, and homophone? None.

E. Enrichment Activity
To check if you really understand our lesson, I
will be giving each group cardboards with sticks
that have the words Homonym, Homograph,
and Homophone written on them.

(Distribute the cardboards with sticks to

each group.)

Once again, class, you need to remember the

value of unity. Everyone should participate in
the activity.

You will raise the cardboard that corresponds to

the underlined words in the given sentences.
The representative of the group to first stand and
raise the cardboard with the correct answer will
be the winner.
1. Eat more food that grown on trees and (Students will perform the activity.)
plants and eat less food that is
manufactured in plants. 1. Homonyms
2. The soldier had to desert his platoon in 2. Homograph
the desert. 3. Homonyms
3. I saw a man with a saw. 4. Homophones
4. the bear like to walk in bare paws 5. Homophones
5. I buy seashell by the seashore

38
Very good, class!
IV. Generalization/Application Sir, I think it is essential for us to know these homo-
Now, before you have your quiz, what do you words to lessen our confusion and to better understand
think is the importance of knowing homonym, words.
homograph, and homophone?
Yes, ____________?
That is right! We will learn to use words appropriately and in proper
context.
May I hear another answer from __________?

Very well said!

You are now ready for the evaluation part.
V. Evaluation
Now, get ¼ sheet of paper and answer your
quiz.
Do not copy the sentences. You are only going
to write your answers.

Instruction: Fill in the missing word in the

sentences, choose (a) or (b)

1. The children are going to_____TV

tonight
a. WATCH: a small clock worn in the
wrist
b. WATCH: look at
2. Please sign this form with a black____.
a. PEN: an enclosed area
b. PEN: a writing instrument which uses
ink
3. Tom has a strange way of holding his
cricket ___.
a. BAT: in baseball or cricket
b. BAT: an animal
4. I hate it when a ___lands in my soup!
a. FLY: move through the air
b. FLY: an insect
5. My ___ hurt when I read. I think I need
a pair of glasses.
a. I: A first person singular subject
pronoun. (Students will answer the quiz.)
b. EYE: The part of your body that you
use to see.
6. There is a ____ named Tinkerbell in the

39
 story “Peter Pan.”
a. FAIRY: Mythical creatures that can
often do magic.
b. FERRY: a boat that moves passengers
and vehicles across water.
7. Jessica is the star ___in her drama class.
a. PUPIL: part of the eye
b. PUPIL: student in a school
8. I am a huge ___ of Anna Sophia Rob
movies.
a. FAN: an admirer
b. FAN: a cooling device
9. In what _____ is the homework in the
book?
a. PAGE: side of a printed or written, as a
book, manuscript, or letter
b. PAGE: to call someone on an electronic
pager
10. The____ is protecting the villagers in
the castle.
a. NIGHT: The period of time when it’s
dark and most people sleep.
b. KNIGHT: A man given a special honor
(or rank) by a king or queen.

Okay, let us check your quiz. Exchange paper

with your seatmate and right corrected by.
Answer:
1. b
2. b
3. a
4. b
5. b
6. a
7. b
8. a
9. a
10. b
(Students will exchange papers and will check their
(After Checking) quiz.)
Return the papers to the owner.

Okay, who got perfect score?

40
9?
8? (Students will raise their hands to the corresponding
7? scores they got.)
6?

Alright, it seems that we have a good result.

Pass your papers sideward and then forward. (The students will pass their papers properly.)
Make sure to pass them properly.

VI. Assignment
Now, get your notebooks and copy your
assignment.

Search for a tongue twister that uses homonym,

homophone, or homographic words. Write it on Yes, Sir.
your notebook, and you are going to recite it
tomorrow.

Are you done copying your assignment?

Goodbye, Sir Merwin! Thank you for teaching us
Okay, that’s all for today. today.
Goodbye, class!

SCHOOL FORMS

40
41
 Photographs of Activities

SPEECH CHOIR GRADE 10

INTERPRETATIVE DANCE

42
 PAGEANT

SPEECH CHOIR GRADE 8

EARTHQUAKE DRILL
43

OUTREACH PROGRAM
 RECOGNITION
44

MOVING-UP CEREMONY
\
 COPY OF CLASSROOM
EVALUATION DURING FINAL DEMO
45
46
COPY OF STUDENT TEACHING
PERFORMANCE

47
48
 BATAANPENINSULASTATEUNIVERSITY
DINALUPIHAN CAMPUS Telefax: (6347) 4811765
SAN RAMON Telephone: (6347) 4814716
DINALUPIHAN2110Bataan Website: www.bpsc.edu.ph
PHILIPPINES E-mail: batpenstateu@yahoo.com.ph

V. CONCLUSIONS, REFLECTIVE,
49
RECOMMENDATION

My conclusion in the days, weeks, months we spend our time in practice is there are lots

of new things we acquired when we are in the field of practice teaching, the skills of innovative

way of teaching, the confident in speaking in front and facing different people and how you will

maximize your patience when you are teaching and making good relationship with your students,

the practice teaching really improve us in different ways.

My reflection in practice teaching is there are happy moment in teaching and some is your

emotion is out of control but it really improve us not only as a teacher but as a human in how you

will treat other human, how you will express your emotion in every situation and in every

situation how you will handle it, also the practice teaching is able to release us in our full

potential and show how great we are.

My recommendation in practice teaching is I think weekly observation in every school in how’s

the student teacher are in the school because I observed some of the ST did not follow the rules

given by the supervisor.


Our Vision
A leading university in the Philippines recognized for its
proactive contribution to Sustainable Development through
equitable and inclusive programs and services by 2030.
50
Our Mission
To develop competitive graduates and empowered community members by providing relevant,
innovative and transformative knowledge, research, extension and production programs and
services through progressive enhancement of its human resource capabilities and institutional
mechanisms.