Observation Sheet 3: Microteaching Planning Guide:

Remedial Teaching
PST: Lovely Jane R. Jarap School: Santa Cruz Elementary School

Date: March 02, 2024 Building/Room:

Time: 1:00 -3:00pm

Name of student: “Princess” Subject: English

My Analysis:

LESSON TITLE: Words with initial and final consonant blends

DATE OF MICROTEACHING DEMO: March 02,2024

TIME DURATION: 15 minutes

LEARNING OBJECTIVES (List 1-2 specific objectives):

At the end of the lesson, the learners should be able to:

a. read words with initial and final consonant blends

TIME:

PRE-ASSESSMENT:

Showing of flashcards 1 min.

TIME:

OPENING YOUR LESSON:

The teacher asks the following questions in relation to the first activity 2 mins.

1.What have you noticed with the first two letters in the first picture?

2. How about in the second picture? ( and so on )

3. What is the sound if we combine the two consonants? ex. Br , Cr, Pr, Gr,

LEARNER ENGAGEMET AND PARTICIPATION: TIME:

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 Read the following words and let the pupil master the pronounciation

4mins.

TIME:

SUPPORTING MATERIALS/RESOURCES: 2 mins.

Chart, flashcards , visual aids and pilot pen

TIME:

POST-ASSESSMENT: 5 mins.

Identify the initial and final consonant blend for the word.

CLOSURE: TIME:

We can find a consonant blend at the beginning or end of a word. 1 min.

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 My Reflection:
Questions for Reflection:

1. How did you feel after your second microteaching experience?

2. What realizations came into your mind?

3. Did the instructional aids you employed in your microteaching

help you in successfully delivering the lesson? How?

4. What do you think are the strengths from your second

microteaching experience?

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 5. What other aspects in your demonstration teaching you would
like to improve and how?

Rubric for Reflection/Journal Entries

Marking Guide for Reflection/Journal Entries

Performance 5 4 3 2 1
Level

Excellent Proficient Satisfactory Developing Needs

Improvement
Criteria

Reflection Presents a Presents a Presents some Presents a Presents no

journal entry comprehensi very clear description of few description of
includes PST ve description of worthwhile descriptions worthwhile
learning description of worthwhile experiences, of worthwhile experiences,
experiences, worthwhile experiences, and explains experiences, does not
judgments, experiences, and explains sound explains explain
performance and explains sound judgment on sound sound
and other sound judgment on personal judgment on judgment on
insights judgment on personal strengths and personal personal
gained in the personal strengths and weaknesses strengths and strengths and
course. strengths and weaknesses anchored on a weaknesses weaknesses
weaknesses anchored on few theories
anchored on some learned.
many theories
theories learned.
learned.

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 Microteaching Plan:

Semi-detailed Lesson Plan

In Remedial

Class Description: Class of Grade 4

Class Time/Time Frame: 1 to 3 hours session
Date: March 02, 2024

Objectives
At the end of the session, the students should be able to:
a. read words with initial and final consonant blends.

Subject Matter
Topic: words with initial and final consonant blends.
Competency: Produce the proper pronounciation of words with initial
and final consonant blends.
Values: : Proper pronounciation ( initial and final consonant blends)

Reference:
Materials: Chart, flashcards , visual aids and pilot pen
Teaching-learning Process
A. Preliminary Activities
a. Prayer
b. Checking of attendance
c. Classroom management

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 Pre-Activity
B. Activity Proper
The teacher will ask the following questions:

C. Analysis
The teacher asks the following questions:
1.What have you noticed with the first two letters in the first picture?

2. How about in the second picture? ( and so on )

3. What is the sound if we combine the two consonants? ex. Br , Cr, Pr,
Gr,

During Reading Activity

D. Abstraction
The teacher present and discuss the topic.
A consonant blends is when two or more consonants and blended
together, but each sound may be heard in the blend. We can find a
consonant blend at tge beginning or end of a word.

Ex. Initial blend

Prize tray snap

Plane smell spring

Crab swab strong

Ex. Final blend

Cold belt camp

Build salt lamp

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 Post-Activity
E. Application
Read the following words and let the pupil master the
pronounciation.

Evaluation
Direct: Identify the initial and final consonant blend for the word.
1. __ab 2. __ain

3. Be__ 4. te__

5. pai__

Assignment:

Practice reading words with initial and final consonant blends at home.

Prepared by
Lovely Jane R. Jarap
Pre-Service Teacher

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 Remedial IMs

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 Photographs taken during the Microteaching
Lesson (Remedial)

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 Evaluation Results of the Tutees

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 DAY 4

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 Observation Sheet 4: Microteaching Planning Guide:
Enhancement Teaching

Tutorial
PST: School:

Date: Building/Room: Time:

Name of student: Subject:

Objectives:
1. Plan and implement a microteaching learning guide.
2. Develop microteaching skills under controlled conditions.
3.

My Analysis:

LESSON TITLE:

DATE OF MICROTEACHING DEMO:

TIME DURATION:

LEARNING OBJECTIVES (List 1-2 specific objectives):(What will the learners know or be
able to do after your lesson?)

At the end of the lesson, the learners should be able to:

TIME:

PRE-ASSESSMENT: (If you plan to find out what learners already know
about your topic, how will you do it?)

TIME:

OPENING YOUR LESSON: (How will you get learner’s attention and
motivate them?)

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 TIME:

LEARNER ENGAGEMET AND PARTICIPATION: (How will you engage your

audience with your topic and encourage their participation in the lesson?)

TIME:

SUPPORTING MATERIALS/RESOURCES: (What teaching aids do you plan

to use?)

TIME:

POST-ASSESSMENT: (If you plan to assess whether you met your learning
objective, how would you do it?)

TIME:

CLOSURE: (How will you end your lesson?)

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 My Reflection:
Questions for Reflection:

1. How did you feel after your third microteaching experience?

2. What realizations about the teaching profession came into your mind
after all the microteaching experiences were done?

3. After all your microteaching experiences, what do you think are the
factors that bring about effective teaching? Elaborate.

PED 112 FIELD STUDY 2 - Micro-Teaching and Alternative Mode of Learning 14

 Rubric for Reflection/Journal Entries
Marking Guide for Reflection/Journal Entries

Performanc 5 4 3 2 1
e e Level

Excellent Proficient Satisfactory Developing Needs

Improvem
Criteria ent

Reflection Presents Presents very Presents some Presents Presents

journal entry comprehens clear description of few no
includes ive description of worthwhile description descriptio
PSTs description worthwhile experiences, of n of
learning of experiences, explains sound worthwhile worthwhile
experiences worthwhile explains judgment on experiences experienc
, experiences sound personal , explains es, does
judgments, , explains judgment on strengths and sound not
performanc sound personal weaknesses judgment on explain
e and other judgment on strengths and anchored on personal sound
insights personal weaknesses few theories strengths judgment
gained in strengths anchored on learned. and on
the course. and some theories weaknesses personal
weaknesses learned. strengths
anchored on and
many weakness
theories es
learned.

PED 112 FIELD STUDY 2 - Micro-Teaching and Alternative Mode of Learning 15

 Microteaching Plan:

Semi-detailed Lesson Plan

In

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 Photographs of the IM’s used in the Microteaching
Lesson 3

Enhancement IMs

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 Photographs taken during the Microteaching
Lesson 3

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 Evaluation Results of the Tutees

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 Appendices

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 FS 3 DTR

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 CERTIFICATE OF COMPLETION

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 DOCUMENTATION

Orientation/Deployment

Students and school

Demo and/or IMs

Culmination Activity

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 RUBRIC FOR FIELD STUDY PORTFOLIO
Rubric for Student Teaching Portfolio

5 3 1
Performance
(Good) (Fair) (Poor)
Criteria

1. Components include All components are Some of the preliminary Many of the
cover page (with name, included and clearly components are missing. components are
title of unit, dates marked. missing.
taught) table of
contents, reference, list
of appendices.

2. Organization follows Organization follows the Organization slightly follows Organization does
the instructions for the instructions for the the instructions for the not follow the
portfolio. portfolio correctly and portfolio. instructions for the
completely. portfolio.

3. Word processed; Words processed, edited Words processed with few Words processed
grammatically and and obviously proofread. grammatical and mechanical but with many
mechanically correct errors. grammatical and
mechanical errors.

4. Neatness and Presentation Presentation slightly Presentation is

creativity demonstrates neatness demonstrates neatness and neither neat nor
and creativity in all areas creativity to some extent. creative.
and pages of the portfolio

5. Completeness of Contents are all Some contents are missing Most of the
contents completely filed and and are disarranged. contents are
submitted. missing and/or
disarranged.

6. Promptness Student portfolio is Student portfolio submitted no Student portfolio

(Working Days) submitted on time. more than one day after the submitted a week
deadline. or more after the
deadline of
submission.

Rated by:

Rating:

Designation:

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