TEACHING

INTERNSHIP
PORTFOLIO
A.Y. 2024-2025

PREPARED BY:
JOHN ANGELO D. BACCAY

CHECKED BY:
ANGELICA P. MAGLELONG, MST

ISABELA STATE UNIVERSITY

CITY OF ILAGAN CAMPUS

COOPERATING SCHOOL:
ISABELA NATIONAL HIGH SCHOOL

COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION
MAJOR IN ENGLISH
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PREFACE

This portfolio is a reflection of my journey as a teaching intern and the

experiences that have shaped my growth as an educator. It captures the

practical application of educational theories, the challenges I encountered,

and the strategies I employed to foster a supportive and engaging learning

environment. Throughout this internship, I have had the opportunity to apply

what I have learned in my academic studies, develop meaningful relationships

with students, and continuously reflect on my teaching practices.

My goal in compiling this portfolio is to showcase the knowledge, skills, and

values I have developed during this formative period. It includes lesson plans,

assessment tools, classroom management strategies, and reflective writings

—all of which illustrate my commitment to student learning and professional

development.

This journey has reaffirmed my passion for teaching and strengthened my

belief in the transformative power of education. I hope this portfolio provides

insight into my readiness to contribute to the teaching profession with

dedication, empathy, and a continuous desire to grow.

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HISTORY OF ISABELA NATIONAL HIGH SCHOOL

(D.Z. Cabasal)

The establishment of the Isabela National High School came as a

result of the pressing need to fulfill the growing ambition of many youths in

Isabela to attain higher education.

When Spain ceded the Philippines to America in the Treaty of Paris

for a measly twenty million pesos in 1898, the Americans immediately

occupied the country bent on the alleged aim to train the Filipinos for self-

government American military governance with the Philippine Commission

established a system of Public Education that grew slowly but surely

throughout the archipelago.

In the Cagayan Valley, primary schools were put up as early as 1901.

Cagayan and Isabela compromised on school division with Mr. W.W. Rodwell

as School Superintendent and based in Tuguegarao, Cagayan. He was

assisted by two deputies namely Mr. A.L. Barnell, an American assigned in

Lallo, Cagayan and Mr. H.B. Fernald, another American teacher assigned in

Cauayan, Isabela. Aside from their teaching duties, the deputies helped in the

organization and supervision of schools within their areas. Right American

teachers of 35 were assigned in Isabela. In 1903, Mr. H.E. Bard succeeded

Mr. Rodwell as Division Superintendent.

In September 1902, the provincial high school in Tuguegarao, Cagayan

opened. About 65 students were enrolled and were conducted by Mr. H. E.

Bell, the principal and an assistant. The school closed temporarily on March

1st of the same year due to the ignorance of the people on the nature of the
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school and the unpreparedness of the school children to take advantage of

high school education. It reopened in July 6, 1903 and enrolment steadily

increased from 78 to 245 in just a month’s time. Many students from nearby

towns and provinces attended high school in Tuguegarao. About 40, more or

less came from Isabela during that year. This trend had induced school

authorities that in another year, or as soon as practicable, two junior high

schools had to be built in Ilagan, Isabela and in Aparri, Cagayan.

As expected, a provincial high school was finally established in Ilagan,

capital town of Isabela in June 1904, but formally opened in August, 1904 with

Mr. Seward W. Hulse as School Principal. Four other American teachers were

assigned in the school to handle an enrollment of 186. There were no Filipino

teachers assigned to the school due to the unavailability of qualified ones.

Part of the municipal school building being used in primary classes, were

temporarily used by the high school for instructional purposes.

Not long after, the provincial board secured an admirable site facing

the Cagayan River and adjoining the town of Ilagan, which is now its present

location.

On April 17, 1905, a year after the provincial high school

established, Isabela was made a separate school division upon petition of the

Provincial Governor and other officials. Mr. Henry M. Wagenblass was

appointed Division Superintendent.

Realizing the tremendous efforts the people exerted for the high

school education of their children, the Isabela High School was made a

complete high school about the school year 1917-18. The first graduation rites
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were held about the middle of April 1921, with the late Judge Dominador C.

Mina as class valedictorian.

The high school continued to hold classes in the municipal school

building along with a number of temporary classrooms that were built in its

present lot to accommodate increasing school environment. In 1927, by virtue

of the Gabaldon Act, Isabela High School was allotted a permanent 14-

classroom building with a spacious Library-assembly Hall and an inner

quadrangle. This building still exists and being utilized for instructional

purposes for the last 76 years.

Part of the campus expansion of school included an additional school

lot of more than four hectares southeast of the present location where the

athletic bowl is, made possible by the Presidential Proclamation by then

President Elpidio Quirino. Another one-hectare lot, northwest of the campus

was donated by Mayor Felix Querubin probably after 1946 or so to the school,

making an aggregate school campus of 11.9 hectares. It also received

substantial logistical report from the provincial government to maintain its

programs and educational services until October 1982 when the high school

was converted into a national high school, and renamed Isabela National High

School.

Today, we see the tremendous strides the high school had made the

realm of secondary education. Its vision is to help mold strong, ventable and

effective citizenry for national peace and prosperity. Its mission is to prepare

the youth to meet the demands of higher education as well as skillful enough

to get into the world of work. Part of its curricular offering of general

secondary education, is a science-oriented curriculum for the highly gifted

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youths who would like to pursue courses demanding highly scientific

preparation. Its school population has greatly increased from its measly 186 in

1904 to an average of 5,500 yearly to date, in its main campus in Ilagan. As a

mother school to a number of high schools all over the province, its school

population reached an average of 10,000 more or less.

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TABLE OF CONTENTS

TITLE PAGE

TITLE PAGE ………………………………………………………………...1

PREFACE…………………………………………………………………….2
HISTORY OF SCHOOL……………………………………………….……3
TABLE OF CONTENTS………………………………………………….…7
LEARNING TASK 1…………………………………………………………8
LEARNING TASK 2…………………………………………………………12
LEARNING TASK 3…………………………………………………………14
LEARNING TASK 4…………………………………………………………18
LEARNING TASK 5…………………………………………………………22
LEARNING TASK 6…………………………………………………………34
LEARNING TASK 7…………………………………………………………36
LEARNING TASK 8…………………………………………………………38
LEARNING TASK 9…………………………………………………………56
LEARNING TASK 10………………………………………………………..58
LEARNING TASK 11………………………………………………………..59
APPENDICES………………………………………………………………..62
PRACTICE TEACHER’S CLEARANCE…………………………………..63
EVALUATION FORMS……………………………………………………...64
CERTIFICATE OF COMPLETION…………………………………………69
PHOTOS DURING FINAL DEMONSTRATION………………………..…70
PHOTOS DURING INTERNSHIP………………………………………….71
CURRICULUM VITAE…………………………………………………...….72
DTR………………………………………………………………..………..…73
DLP’s………………………………………………………………..…………76
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LEARNING TASK 1: ATTENDING FACE-TO-FACE OR VIRTUAL

ORIENTATION SESSIONS

Performance Task 1
After attending the face-to-face/virtual orientation sessions, list down
the expectations of the following in the given matrix.

Expectations KNOWLEDGE SKILLS VALUES

What do you What SKILLS do What VALUES

need to KNOW you need to do you need to
in order to acquire to possess to
perform your perform your perform your
tasks efficiently? tasks effectively? tasks well?
College From my Communication A strong moral
Supervisor college, I need to abilities Because code. A
know the I'm a shy person The willingness
fundamental with little time, to work hard
techniques. that I'm not and smart is the
What should I do confident in my most important
as a supervisor thoughts or factor.
in order to responses, and To do my job
complete my that I believe properly, I need
work? This talent could to have certain
task help me be more values. It is also
effectiveness efficient in my crucial.
tasks if I use it. to finish all of
I believe I can my tasks while
give something maintaining a
useful, therefore positive attitude
I'm going to say positive outlook
something.
Cooperating I'd like to know Interpersonal Being open to
Principal/School what their abilities improvement
Head/Master situation is. Interpersonal and change
Teacher Vision Mission abilities are only gives you the
and Goals rules a part of the chance
and regulations equation. to finish the job
of their a sophisticated more
schoolwork and way of assignments
other related expressing how while also
knowledge in you get along, providing
order to relate, and additional
efficiently communicate benefits to the
complete my interact with school and the
chores others community
department or
principal
even to the
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head
myself, as a
practice teacher
Cooperating I'm curious about The ability to Being
Teacher(s) her/his laws and inquire. It's accountable
regulations. because and
In the classroom, is the least well- independent.
she/he known It’s
As a practice The ancient It's critical that I
teacher student, adage holds true: keep my
I have high "If you have a cooperating
expectations for skill, you can teacher (s)
myself. catapult your aware or
in order to career." informed of
perform, what you don't have to scheduling
are her or his ask adjustments
likes and dislikes And it is the or if I'll be late
My task ability I need to for any other
effectiveness develop in order reason.
to perform.
successfully do
my job

Performance Task 2
After reviewing the laws, policies and documents pertinent to Teaching
Internship, choose three (3) and write one (1) important provision for that law
or policy and state its application in your life as a Practice Teacher.

Title of Law/CHED Cite one (1) important How will you apply
Policy/ Department provision this in your
Order profession?
1. RA 7836 The To strengthen the By following this law, I
Philippine regulation and will apply it to my
Teachers supervision of the profession and teach it
Professionalization practice of teaching. to my future students.
Act of 1994. especially in my future
co-teachers, in order to
build the relationship
even more
In the Philippines,
there is regulation and
oversight of the
teaching profession.
2. RA 10627 Anti To protect children I'll use it in a creative
Bullying Act of 2013. enrolled in way.
kindergarten, elementary, prohibiting bullying in
and the institution where I
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secondary schools and will teach, as well as

learning informing my
centers (collectively, community about the
“Schools”) law so that we can
from being bullied. avoid it.
and put an end to
bullying in our schools
not only at school, but
also in our community
3. RA 7877 Anti To protect the value and I'll use this law in my
Sexual dignity of every individual, profession by being
Harassment Act of enhance the attentive and kind.
1995. development of human to my future,
resources and guarantee conservative
full respect of human students and be
rights. attentive in their
actions
Regardless of their
gender or aspirations
as human beings.

Performance Task 3
Form among the five phases of Teaching Internship, which seems to
be difficult? Why?

The phase 2 of the teaching internship, observation and relationship building,

appears to be the hardest of the five phases. Because understanding the
interests, background, culture, and beliefs of the individuals in the school
where you were placed is essential in developing a meaningful and
constructive relationship with them. It is not easy for everyone to make friends
or socially connect with people who have various attitudes and social
statuses, and I must use the correct words in order to communicate effectively
with them and do the appropriate actions to keep the connection moving
forward. Because I'm a shy person, I'll need to devote time and effort to phase
2.

CHECKING FOR MASTERY

1. Why is there a need to conduct orientation sessions for Teaching
Internship?
A. To avoid future problems
B. To make the practice teachers ready
C. This is a requirement of the school
D. To establish a harmonious relationship with the school
2. Which must be the most important aspect to be included in the orientation?
A. School Facilities
B. Graduate attributes
C. Vision, Mission, Goals of the School
D. Do’s and Dont’s in Teaching Internship
3. Why are observations done during the first week of internship?
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A. To comply with the requirements

B. To know your students in class
C. To meet your Cooperating Teacher(s)
D. To allow the practice teacher to be immersed in the class
4. To ensure quality and better orientation sessions, what must you do?
A. Record the orientation sessions
B. Attend all the required orientations sessions
C. Focus on all the things you need to follow and accomplish
D. Take down important notes during the orientation sessions
5. Why is there a need to be familiarized with the school’s facilities?
A. To know where you can work and rest
B. To tell where you can be located during rest periods
C. To enable you to know where to go when instructed
D. To ensure that you know where to get the needed instructional
sources

Writing My Reflection

How can I enjoy my Teaching Internship to the fullest?

I think I’ll gain the most from my teaching internship by learning more about
effective teaching and how to connect with the different personalities I’ll
meet. I want to handle each situation as best as I can while staying positive.
I also plan to just be myself and not put too much pressure on myself, so I
can work comfortably and make a meaningful contribution to the school
where I'm assigned.

Working On My Learning Artifacts

Paste pictures/screenshots of the orientation sessions that you have
attended. Label them.
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LEARNING TASK 2: DOING OBSERVATION OF CLASSES, PRE-

OBSERVATION AND POST-OBSERVATION CONFERENCES

PERFORMANCE TASK 1
Observing the teaching-learning process in Flexible Learning
and different Distance Learning Delivery Modes (online, radio-based
instruction, television-based instruction, and other modalities) focusing on the
development of the MELCs and reflecting on these processes.

Date Subject Time Gr. & Focus of Observati Insights

Sect. Observation
on Notes
February English 12:30- Gr. Learners’ The The learners are
17, 2025 10 1:15 10 - Participation
majority of rendered passive
Sand students due to a
piper are geographical
passive condition.
learners.
February English 10:00– Gr.1 Achievement The The teacher
18, 2025 10 10:45 0- of Learning expected desired mastery
Sparr Goals learning of the topic, which
ow objectives is why he handled
were not a lesson that was
met in a meant to be
single completed in one
day. day in two days.

PERFORMANCE TASK 2
Attending pre-observation and post-observation conferences
with the Cooperating Teacher and the College Supervisor.

Date(s Notes on the Pre- Notes on the Post Plans of Action/

) Observation Observation Action Taken
Conference Conference
March “We should always I need to keep my The following
26, remember that we are lecture time to a session will be
2025 just a facilitator of minimum. Allocate structured to
learning-Cooperating mist of the time in encourage student
Teacher activities participation.

PERFORMANCE TASK 3
Keeping a daily reflection journal

My first day of my teaching internship. Our collaborating teacher and

kids were presented to us by the principal. Students are motivated to learn in
a learning environment that is conducive to learning. I saw two lessons, the
first with Grade 10 and the second with another Grade 10 but different
section. I've learnt how students' conduct varies by year level, and how
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teachers must accommodate various class behaviors. The distribution and

retrieval of modules takes place every Tuesday. There are also diverse
learning styles among the kids in the class. In general, I had a lot of fun with
my pupils, and my cooperating teacher is really nice to me. From the
beginning, I felt supported, and she gave me the confidence I needed.

CHECKING FOR MASTERY

1. Which is a blueprint of the daily instructional activities of the teacher?
A. Learning Plan C. Learning Procedures
B. Learning Content D. Learning Materials
2. Which refers to the materials used to enrich classroom instruction?
A. Learning Plan C. Learning Content
B. Learning Procedures D. Learning Resources
3. Which can be given as an optional activity to reinforce student’s learning?
A. Artwork C. Assignment
B. Activities D. Assessment
4. Why is Learning Plan important?
A. It keeps teachers on cue.
B. It is requirement of the profession.
C. It enables the teachers to do what is next.
D. It guides the teachers in her/his daily activities.
5. Which plan is used by teachers who are new in the service or those who
have less than a year of teaching experience?
A. Daily Lesson Log C. Detailed Lesson Plan
B. Daily Lesson Plan D. Daily Learning Activities
6. Which assessment task is aligned to this competency: “identify classroom
routines”?
A. Is classroom routine necessary for class order and discipline?
B. Give an example of routine.
C. What is meant by classroom routine?
D. What is a disadvantage of classroom routine?

WRITING MY REFLECTION
After observing the classes of your Cooperating Teacher whether in
face-to-face or in distance delivery mode, what aspects in the instructional
cycle, do you think you are now capable of doing and the areas you still need
to improve on?

One of the main things I need to work on is how I assess

students. It's not just about checking their progress at the end—
assessment should happen throughout the learning process. From
the moment we plan and start teaching, all the way to the final
stage, it’s important to keep checking if students are really
understanding and meeting the learning goals. That way, we can
make sure they’re on track and adjust as needed along the way.
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WORKING ON MY LEARNING ARTIFACTS

Paste pictures/screenshots of the orientation sessions that you have
attended. Label them.

LEARNING TASK 3: MANAGING MY CLASSROOM STRUCTURE AND

ROUTINES

Performance task 1
Being oriented on protocols for classes in the learning modality
employed by the school.

Observe/ Assist your Cooperating teacher. List down some routines

that he/she has done for classes in the learning modality employed by your
cooperating school to make sure that the class is managed well. Includes
some notes of improvement which you think will have worked during class.

Cooperating Teacher: NARCISA B. CABALONGA Date: February 19,

2025
Grade/ Year Level: _____Grade 10____ Time: (10:00- 10:45)
Subject: ENGLISH Topic: RESEARCH TERMS AND EXPRESSIONS
Cooperating Activities / Strategies Notes / Points for Improvement
School
Beginning the Review of previous When reviewing a previous lesson,
Class lesson be direct and to the point, taking
Routines: into account the points and
keywords in each topic.
Class Recitation To have an active and participatory
Discussion/ class discussion, the teacher
Participation should not focus on one location or
one student during the
conversation.
Ending the Giving assignment Have a topic-related task because
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Class Routines and Attendance assignments help students focus on

checking the important information rather
than becoming distracted by
details. Transparency about the
particular requirements of work
from the start of the course is a
great way to help your students
manage their time.

Performance task 2
Assisting the Cooperating Teacher in the preparation and
implementation of class guidelines for holding classes through distance
learning modalities.

During asynchronous or modular class sessions, what routines can you

suggest to the parents so that their children will have more effective learning
outcomes? Design an effective class routine outline which parents can use at
home.

The teacher can encourage parents to support their children in completing

learning activities, especially when working through the student module.
They should also help parents find a healthy balance in supporting their
child’s education. Providing tips and information on how to assist with
homework and other school tasks can be helpful. To promote reading at
home, the teacher might suggest a personalized reading list tailored to the
child’s interests, personality, and reading level. Additionally, it's important
to set clear homework guidelines and explain the expected role of
parents, making adjustments as the child develops. Parents can be asked
to create a study schedule and ensure a quiet, distraction-free
environment—free from TVs, computers, or phones—during study time.
Finally, recommending enrichment activities can be beneficial for both
students and their parents.

Performance task 3
Read the different situations below and suggest a positive and non – violent
way to address the student’s behavior.

Case No.1 Discover what Jacob is passionate

about and incorporate it into your
Jacob is a new student in your teaching approach, as children tend to
school. He does not seem to be more open and understanding when
fit well with the other kids who engaged in activities they genuinely
have already established enjoy. Encouraging him to take part in
friendships with other kids. something he loves—whether it’s a
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This results in Jacob being sport, playing a musical instrument, or

aloof and withdrawn. He does joining a club—can be a powerful first
not participate in class step in building social skills. These
discussion and seems activities help place him in a group of
uncomfortable during group peers with similar interests, making it
activities. You know he is easier for him to feel comfortable and
smart because his written connected. Engaging with like-minded
works are almost always done kids can make social interactions more
perfectly. How will you help natural and help those skills grow more
Jacob? quickly.
Case No. 2 To support Mias effectively, the teacher
should begin by avoiding labels, as
Mia is a smart student but is calling her "chatty" might harm her
very talkative. She is always self-esteem. Instead, it's important to
talking out of turn and this accept her personality and appreciate
results in disruptions during that she feels comfortable expressing
class. She usually tells her herself—something that shouldn't be
seatmates stories which are taken for granted. Providing her with
irrelevant from the topic being regular opportunities to speak is key;
discussed. How will you help allowing time each day for her to share
Mia? her thoughts helps validate her voice.
Engaging with her directly, such as by
maintaining eye contact during
conversations, reinforces that it's okay
to speak up. Limiting her
communication could lead to issues
later on, so it's best to guide her
expression rather than suppress it.

Writing My Reflection

Complete the statement:

Effective classroom routines and structure are critical because they allow
instructors to devote more time to meaningful instruction. Routines also assist
students in completing daily activities that are expected of both the instructor
and the students on time. Routines also aid in the construction of smoother
transitions between tasks, reducing the likelihood of interruptions.
Furthermore, when pupils are required to perform routine duties, they are
given the opportunity to develop greater responsibility and self-management
skills. Routines that require interaction between the instructor and the student
serve to promote interpersonal communication and social skills while also
giving teachers a way to assess the quantity and quality of their students'
skills in these areas.

Working on My Learning Artifacts

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Paste pictures/ screenshots of classroom routines that you have

established and implement in face to face or virtual mode. Label them.

DAILY PRAYER BEFORE STARTING THE CLASS

DAILY CHECKING OF ATTENDANCE

CHECKING FOR MASTERY

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Encircle the letter of the correct answer.

1. Which term refers to are established ways of managing a classroom to
ensure an organized and systematic structure?
A. Classroom Discipline
B. Classroom Management
C. Classroom Routines
D. Positive Discipline
2. When is the best time to establish classroom routines?
A. At the start of the school year
B. At the start of each class
C. During class discussion
D. At the end of the year
3. These things can be routinized EXCEPT________.
A. Passing of papers/books
B. Checking of attendance
C. Going in and out of the classroom
D. Designing the bulletin boards
4. Which is the best way to minimize q noisy learner in class?
A. Stop him/her.
B. Ignore him/her.
C. Talk to him/her personally.
D. Request him or her to go to the room.
5. Which is the best way to know why a learner is always absent in class?
A. Call the parent/guardian.
B. Write a letter to the parent.
C. Report to the Guidance Counselor.
D. Look at his/her Facebook account.

Learning Task 4: CREATING INSTRUCTIONAL MATERIALS

Performance Task 1
Assisting the cooperating Teacher in the preparation of presentations
and learning materials to be used in classes.

Observe your Cooperating Teacher for five days (start of the week is
advisable). List down the instructional materials or ICT tools that he/she has
utilized during the week. Identify the advantages and disadvantages of the
said materials.

Observation Log
Cooperating Teacher: Narcisa B. Cabalonga Date: February 19, 2025
Grade/Year Level: Gr.10 Sparrow Time: 10:00-10:45
Subject: English

Instructional Materials/ICT Tools Strength and Weaknesses of

the IM’s/ICT Tools
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Day 1 Television, Laptop, PowerPoint Electronic tools are excellent at

Topic: Presentation, and modules capturing learners' attention and
Research providing a variety of
Terms and capabilities, but they are unable
Expressions to carry out plans when power
is lost
Day 2 Television, Laptop, PowerPoint Electronic tools are excellent at
Topic: Other Presentation, and modules capturing learners' attention and
Research providing a variety of
Terms and capabilities, but they are unable
Expressions to carry out plans when power
is lost
Day 3 Television, Laptop, PowerPoint Electronic tools are excellent at
Topic: Presentation, and modules capturing learners' attention and
Primary and providing a variety of
Secondary capabilities, but they are unable
Sources to carry out plans when power
is lost
Day 4 Television, Laptop, PowerPoint Electronic tools are excellent at
Topic: Presentation, and modules capturing learners' attention and
Technical and providing a variety of
Operational capabilities, but they are unable
Definition to carry out plans when power
is lost

Performance Task 2
Developing contextualized instructional materials appropriate for the
demonstration teaching modality.
Choose a topic from the list of lessons of your Cooperating Teacher
and collaborate with him/her in designing and creating contextualized
instructional materials for the class. You may also surf the net for samples to
better guide you in preparing these materials. Provide photos, paste and label
them on “Working on my Learning Artifacts”

Topic: Research Terms and Expressions Grade/Year;

GRADE 10 Sparrow

Contextualized Instructional Materials How these will be used

The use of videos stimulates the
cognitive processes of thinking,
reasoning, problem-solving,
VIDEO CLIPS
decision-making, and creating.
Videos take the student beyond
recall-and-relate activities.
This is use as representations of
content that are difficult to explain
E-Diagrams in words. Through this will make a
clear model example of what is
trying to exhibit.
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Performance Task 3
 Choose one (1) of the featured online teaching-learning tools and list
down some important take-aways. You may list down some
advantages and disadvantages of your chosen tool.
 Name of the Online Teaching Tool: Google Meet Application
 Short Description: online meeting class.

 Advantages  Disadvantages

• Capacity of 100 people • It requires a high-speed

• Can message while on the internet connection.
phone • When giving a presentation,
• Allows participants to show you won't be able to see the
their work. other presenters, thus you'll
• It has safety features need two devices to see them.
• The entire session can be
recorded

WRITING MY REFLECTION
How do instructional materials and ICT tools help students learn more
effectively and efficiently?
ICTs offer the flexibility to access learning anytime and anywhere, making the
most of both time and space. They enable asynchronous learning, where
there's a delay between when instruction is given and when it's received by
students—such as with online materials available 24/7. This means students
and teachers no longer need to be in the same place for learning to occur.
Additionally, tools like teleconferencing allow students from different locations
to participate in lessons simultaneously. ICTs such as videos, television, and
multimedia software, which combine text, audio, and dynamic visuals, help
present complex and real-world content in an engaging way that supports
student learning.

CHECKING FOR MASTERY

1. What must be the primary consideration in preparing your instructional
material?
a. the learners c. the learning content
b. the cost d. the objectives
2. You prepared PowerPoint presentation on verbs for your English
Class, however there was a power cut-off, which should you do?
 21

a. Go to another lesson
b. Give a seatwork instead
c. Use the available materials in class
d. Borrow learning materials from another teacher.
3. Ms. Rufo is teaching in a multi-grade class. What materials must she
employ?
a. Less-costly materials
b. Electric materials
c. Differentiated materials
d. Commercially-made material
4. What is one of the disadvantages in using ICT in education among
senior teachers?
a. It is costly
b. it is complicated
c. it is very troublesome
d. It is difficult to use due to their limited training and exposure
5. What does research show on the use of ICT?
a. It is costly
b. it is accessible
c. it is easy to use
d. It ensures interactive classes

WORKING ON MY LEARNING ARTIFACTS

Paste pictures/screenshots of the instructional materials and resources that
you have designed and used in your lessons. Label them.

LEARNING TASK 5: DESIGNING DIFFERENTIATED CLASS ACTIVITIES

 22

Performance Task 1
Assist your Cooperating Teacher in planning out activities for
differentiated instruction to address the given diversities. Include some notes
on the strengths and weaknesses of the said activities.

Cooperating Teacher: Narcisa B. Cabalonga Date: February 20,

2025
Grade / Year Level: Grade 10 SPARROW Time: 10:00 – 11:00
Subject: English Topic: Types of Sources

Activities Employed Strengths and Weaknesses

of the Planned Activities
Multiple Choice has the
Multiple Choice advantage of allowing the
student to choose one of four
possibilities from a set of
responses that you define.
They're simple to apply in a
variety of ways, aid in the
production of easy-to-
understand data, and provide
Learning Styles mutually exclusive options,
whereas multiple choice's
drawback is the Guessing
Game. Students may resort
to guessing or the tic tac toe
approach to tick the correct
answer because there are
defined possibilities and one
must be the correct
response, resulting in more
confusion and frustration.
Only a portion of the concept
is put to the test.
Drawing Drawing activity has the
advantage of developing fine
motor abilities, which include
any specific movement of the
hands, wrists, and fingers.
Multiple Visual Analysis is
Intelligences encouraged. Assists with
concentration and
Drawing activity has the
advantage of improving
hand-eye coordination, but it
has the disadvantage of
being slower than most other
 23

mediums. You can't simply

apply a value or color wash
like you can with oils or
watercolors, and you can't
layer colors like you can with
oils or acrylics. It's also tough
to fix mistakes with pencils.
The primary advantage of
matching test questions is
that they allow you to cover a
Matching Type lot of content without having
to spend a lot of time or effort
on the questions themselves.
Furthermore, students find
them simple to read and
Brain-Based comprehend. Keep these
Learning features in mind, and
matching questions will come
in handy. The disadvantage
of matching questions is that
they take time for learners to
complete, and introducing too
many possibilities can cause
the question to assess the
ability to search first, then
relevant knowledge second.
Images can provide more
Pictures detail than words. You can
tell a story with a series of
photographs and reach a
Interests conclusion the audience
understands. It's better not to
have words running across
the bottom of the photograph.
These can distract the
audience from your spoken
words
Identification The advantage of
identification tests is that they
have a low probability of
guessing the answer
because the learner must
Gender
supply it rather than selecting
a predetermined answer. The
disadvantage of identification
tests is that they are usually
limited to short words, so
items tend to measure recall
of specific facts, names,
places, and events rather
 24

than truly measuring complex

outcomes.

Performance Task 2
Surf the internet for some subject-specific strategies that you can use
in facilitating the class activities. Remember to include your sources.

Name of Teacher: Narcisa B. Cabalonga Grade / Year Level: Grade

10

Subject Differentiated References

Activities

(Identifying different SLM’s

ENGLISH 10
terms and
(Terms used in
expressions used in
Research)
research)
ENGLISH 10
(Differentiating SLM’s
(Primary and
Primary from
Secondary Sources)
Secondary Source)

Performance Task 3

Write a lesson plan using contextualized learning activities addressing

the different strengths and needs of your students. Make sure that these
activities are aligned with the Most Essential Learning Competencies (MELC)
prescribed by the Department of Education. You may paste/attach your
encoded lesson plan on the space provided below.

Name of Grade and

DETAILE Teacher Section
D Quarter 4th Quarter Learning Area ENGLISH
LESSON
PLAN Date and Lesson Plan
Time No.
I. OBJECTIVES
The learner demonstrates understanding of how
world
literature and other text types serve as
A. Content
instruments to
Standards
resolve social conflicts, also how to use the
language
of research, campaigns and advocacies.
 25

The learner completely presents a research report

B. Performance
on a
Standards
relevant socio- cultural issue.
C. Most Essential EN10SS-IVa-1.5: Use locational skills to gather
Learning information
Competencies from primary and secondary sources of
information.

EN10SS-IVb-1.7: Get vital information from

various websites
on the internet.
II. CONTENT Other Research Terms and Expressions

III. LEARNING RESOURCES

A. References English 10 – Module
Curriculum Guide – Department of Education
B. Materials LED TV Monitor, Laptop, Quarter 4: Module, Visual
Aids, Instructional Materials
C. Values Develop critical understanding of the different
Integration technical terms used in research

IV. PROCEDURE Teacher’s Activity Students

Activity
A. Preliminary Activities
1. Opening May I request a student to please Our Father, who
Prayer lead us the prayer? art in heaven,
hollowed be thy
name; Thy will be
done on earth as
it is in heaven.
Give us this day
our daily bread;
and forgive us our
trespasses as we
forgive those who
trespass against
2. Greetings Good morning, class! us; and lead us
not into
Before you take your seat, make temptation, but
sure that there are no traces of dirt deliver us from
around you. Arrange your chairs evil. Amen.
and go back to your proper seat.
Please sit properly and listen Good morning,
carefully as the discussion is going sir!
on.

Is everyone present today?

 26

3. Checking That’s good to hear, class.

of
attendance

Yes, sir!
B. Establishing a Before we start class let’s have a
purpose little game! Are you all ready?
for the lesson
Yes, sir!

Okay, try to guess the meaning of

the picture.

Sir!

Yes, Ms. A?
Questionnaire,
sir!

That’s right! Next one.

Sir!

Yes, Mr. B?

Primary, sir!

Correct! Last one.

Sir!
 27

Yes, Ms. C?
Data sir!

Correct! Now class, what do you

think those words are? Sir!

Yes, Mr. D? Those words are

connected to
research!

That’s right, those words you got

when you observed the pictures are
connected to research. To be
specific, those are other terms used
in research.

Lesson Objectives:
a. Identify the technical terms used
in research;
b. Explain the difference of primary
and secondary sources; and
c. Discuss bibliography and
citations.
 28

C. Presenting Now I want you to observe the

examples of the picture.
new lesson

Can anyone from the class share

what they can observe from the
picture?

Sir!

Yes, Ms. E?

There is a thief
Okay, other answers? sir.

Sir!
Yes, Mr. F?

The thief is
Correct! As you can see in the stealing the idea
picture, the bulb symbolizes the of that person sir.
ideas of the person. Wherein we
can see that a thief is stealing the
person’s ideas. What can we
deduce from it?

Yes, Ms. G? Sir!

That’s right! It’s plagiarism. The thief is

Plagiarism is stealing someone’s committing
idea without properly citing them as plagiarism
the author of the idea.
D. Discussing Let’s now proceed with our topic.
 29

new knowledge
and presenting Can anyone recall what is research?
new skills Sir!

Yes, Mr. H?

Research means
to search again.
That’s right. Aside from that
meaning, research also came from
a middle French word
called;"recherche", which means
"to go about seeking".

Now that we defined what is

research, let’s proceed to sources.
Is anyone familiar with the word
sources? Sir!

Yes, Ms. I?
Source/s sir is
where we get the
data/information
That’s right! How about the two that we need.
type of sources?

Sir!
Yes, Mr. J

Primary and
That’s right! The two types of Secondary
sources are the primary and sources sir.
secondary source.

What do we mean by primary

source class?

Sir!
Yes, Ms. K

It is a type of
source that came
That’s right! Primary Sources are directly from the
immediate, first-hand accounts of a data itself.
topic, from people who had a direct
connection with it. Kindly give me
an example of primary source.
Sir!
Yes, Mr. L
 30

Correct! Those are example of

primary sources. How about Books, journals,
secondary source? and biography

Yes, Ms. M Sir!

Good, that’s right! Secondary Secondary source

Sources are one step removed from solely came from
primary sources, though they often primary sources
quote or otherwise use primary
sources. They can cover the same
topic, but add a layer of
interpretation and analysis.

Class, give me examples of

secondary sources.

Yes, Mr. N?
Sir!

That’s right! Books can be Book sir!

considered as secondary source.

E. Developing Now class, let’s continue with our

mastery discussion. What is plagiarism Sir!
again?

Yes, Ms. O? Plagiarism is about

copying someone’s
work without
proper citation.
That’s right, not citing someone’s work
can be considered as stealing which
is called plagiarism.
 31

In light with this, have you ever seen

the back of a book?
Yes, sir!

What is in the back of the book?

Bibliography sir.

Right! Bibliography is a list of all of

the sources you have used (whether
referenced or not) in the process of
researching your work.

In bibliography the list of references

should be in what?

Sir!
Yes, Mr. P?

That’s right. The bibliography contains Alphabetical order

the list of citations the author did for sir!
his book. With that, what do you
think is citation?

Yes, Ms. Q? Sir!

Right! Citation is a reference to the

source of information used in your
research. Citation is giving
credit on
someone’s work.

Now, here is the two types of data

gathering. Interview and
questionnaire. Anyone who wants to
share to us what is interview?

Yes, Mr. R?

Sir!

Correct! Interview is a conversation for

gathering information. How about
the questionnaire? Interview is when
someone ask you
 32

Yes, Ms. S? specific questions

and you answer
them.

Right! Questionnaire is a structured set

of questions on specified subjects
that are used to gather information, Sir!
attitudes, or opinions.

It’s like interview

but are written in
paper sir

F. Finding Activity 1:
practical Classify the materials listed below.
applications of Tell whether the material is a
concepts and
Primary Source or a Secondary
skills in daily
living Source.
__________1. Dissertation
__________2. Letters and Diaries
__________3. Encyclopedia Student answers
__________4. Biography may vary.
__________5. Interview

Activity 2:
Read the following sentences. Write
TRUE if the statement is correct and
FALSE if the statement is incorrect.
_________1. Interviews cannot be
done face-to-face or over the
telephone.
The internet is also emerging as a
tool for interviewing.
_________2. Secondary sources are Student answers
one step removed from primary may vary.
sources,
though they often quote or
otherwise use primary sources.
_________3. Speeches, diaries,
letters and interviews are examples
of
secondary sources.
 33

_________4. The word research came

from the Middle French Word
"recherche", which means "to go
about seeking".
_________5. Citation is a reference to
the source of information used in
your
research.
G. Making
generalizations As a future researcher, what issue
or problem would you like to
research on? In what way will your Student answer
research be beneficial to our may vary.
society?

H. Assignment Assignment:
Have an advance reading on the
topic about technical and
operational definition.

Prepared by: Checked By:

John Angelo Baccay Narcisa B. Cabalonga
Student Intern Cooperating Teacher

Writing My Reflection
Complete the statement given below.

Differentiated instruction benefits our learners because Differentiated

instruction allows students to actively practice what they've learned from
course lecture components. Prompting the application of recently covered
material helps students understand their studies more proficiently. Team-
based learning isn't trivial

As a future teacher, I plan to use several effective strategies in my classroom:

Correcting Errors
Students are often quick to spot mistakes—like a misspelled word on the board
—so I can turn that instinct into a learning opportunity. When introducing a new
concept, I might present an example that includes intentional errors. This allows
students to actively engage by identifying and correcting the mistakes
themselves. Addressing errors within a broader learning context helps students
find the experience more meaningful. Creating a classroom culture where
mistakes are seen as a natural and valuable part of learning can also reduce
anxiety and encourage growth.
 34

Working On My Learning Artifacts

Paste pictures/screenshots of the differentiated activities you employed

to address diversity of learners. Label them.

Learning Task 6: Assisting and Participating in School Programs and

Activities

Performance Task 1
List down the relevant school programs celebrated by your Cooperating
School. Complete the matrix below:

School Learning Outcomes

 35

Programs/Activities
May 3: World Press The theme for this year is “Reporting
Freedom Day in the Brave New World: The Impact of
Artificial Intelligence on Press
Freedom and the Media”.

Performance Task 2
What is the other learning program/s designed by the school to assist
students in their academic success?

Academic Program/s Desired learning Outcome

Poster Making Contest about To be able to persuade students on the

Health Week Isabela National High School about the
benefits of health awareness.

How do these programs impact student learning?

 It fosters their artistic and creative abilities by allowing them to
demonstrate their talents and abilities via the creation of artwork.

WRITING MY REFLECTION

How did I feel

I felt both nervous and excited before taking part in the school programs and
support activities, knowing it would be a valuable experience to engage in off-
campus events. Even though it wasn’t my first time, it still felt incredibly
rewarding. What I enjoyed most was working closely with fellow teachers,
students, and parents.

After the activity, I felt genuinely happy because I had such a positive and
enjoyable experience with everyone involved. I learned the importance of
maintaining a positive outlook, which helped me feel more motivated to
support others, build a strong character, develop healthy mindsets, and
strengthen relationships among students, teachers, the community, and other
groups.

The experience also taught me that community involvement fosters self-

awareness. Without a clear understanding of who you are, it's easy to feel lost
 36

—but with self-empowerment, you begin to discover your purpose and

direction in life.

Learning Task 7: Using Assessment Practices

Performance Task 1
Assisting the Cooperating Teacher to create assessment materials
related to the lessons, applicable to various learning modalities

Complete the matrix by identifying the modes of assessment which are

constructively aligned with the learning outcomes and teaching-learning
activities. Get the learning outcomes from the subjects you are teaching.

Teaching-Learning
Learning Outcomes Modes of Assessment
Activities
Example: With a scoring rubric,
Create a simple play Group work create a presentation
about the lesson for the about the topic.
day
Create an essay related Sit work Formative assessment
to the topic that day
Give the different Recitation Criterion-referenced
research terminologies assessment
and their definitions
Create a sample research Group work Criterion-referenced
title using the different assessment
formula that has been
discussed.

Performance Task 2

Design an original template of a scoring rubric for a simple play

performance using the given template.
Needs
Descriptors/Items/ Excellent Very Satisfactory Fair
Improvement
Criteria 5 Satisfactory 4 3 2
1
Knowledge to Subject Shows Shows Shows basic Doesn’t show Failed to show
 37

matter proficient adequate understanding adequate adequate

understanding understanding of the subject understanding understanding
of the subject of the subject matter of the subject of the subject
matter matter matter matter
Critical thinking Identified Identified Failed to Identified Failed to
various various Identify various various Identify various
scenarios & scenarios & scenarios but scenarios but scenarios &
applied critical applied critical applied critical failed to apply failed to apply
thinking to thinking to thinking to critical thinking critical thinking
provide provide provide
meaningful feedback feedback
feedback
Communication Communicated Communicated Communicated Communicated Communicated
using using excellent using basic using basic using amateur
proficient language & language skills language skills language &
language & displayed but also but failed to failed to
effective knowledge displayed display display
knowledge transfer limited knowledge knowledge
transfer capabilities knowledge transfer transfer
capabilities transfer capabilities capabilities
capabilities
Application of knowledge in Applied Applied Applied related Failed to apply Failed both to
the similar circumstances relevant relevant information but relevant apply relevant
information to information to failed to arrive information but information &
arrive at the arrive at at satisfactory arrived at arrive at the
successful satisfactory result satisfactory satisfactory
result result result results

Performance Task 3
Designing templates for reflection activities on the teaching-learning process

Performance Task 4
Your Cooperating Teacher might request you to assist in checking
some students’ outputs, what do you need to consider and remember?

Things to Consider and Remember When Checking

Students’ Outputs
 38

Teachers must consider feedback that is

educational in character while checking students'
work. Feedback should also refer to an ability or
piece of knowledge. Then provide comments to
keep pupils on track for success.

Paste or screenshots of sample of students’ outputs that you have checked.

Learning Task 8: Conducting Demonstration Lesson(s)

Preparing lessons plans, study guides, modules, and teaching materials

relevant to LDM of the Cooperating School and as required by the
Cooperating Teacher.
A. Lesson Plan Exemplar is an ideal example of a teacher’s “roadmap” for
the lesson. It contains detailed description of the steps a teacher will perform
to teach a particular lesson. It contains the following parts: Learning
Outcomes/ Objectives, Learning Content, Learning Resources, Learning
Procedures, Remarks and Reflection.
This is a lesson exemplar which you can use to guide you in your
teaching and learning. Accomplish this based on the lesson given to you.

Subject: English Grade level/ Section: Grade 10 Sparrow Time: 10:00

– 10:45
1. Learning Outcomes/ Objectives Lesson Objectives:
At the end of a 45-minute lesson, the
Grade 10 students are expected to:
a. determine the rules in observing
correct grammar in making
definitions;
b. correct the grammatically incorrect
definitions; and
c. explain the significance of
 39

observing correct grammar in making

definitions.
2. Learning Content Observing Correct Grammar in
Making Definitions
3. Learning Resources English 10 – Module
Curriculum Guide – Department of
Education
LAS-English-Q4-G10-MELC4-2-1
4. Learning Procedures  Prayer
 Checking of Attendance.

Lesson Objectives:
At the end of a 45-minute lesson, the
Grade 10 students are expected to:
a. determine the rules in observing
correct grammar in making
definitions;
b. correct the grammatically incorrect
definitions; and
c. explain the significance of
observing correct grammar in making
definitions.

BALIK-ARAL:
Activity 1:
Directions: Study the definition given.
Identify its parts (term, class, and
differentiating characteristic) by
supplying the information in the
respective columns.

Activity 2:
Directions: Read the following
definitions carefully.

Write the chosen letter in the space

provided before the
number.

Evaluation:
Directions: Correct the following
definitions with highlighted
grammatical errors. After which,
present your task according to your
field of interests (e.g., acting,
broadcasting, chorus reading, and
 40

singing).
5. Remarks

6. Reflection The Learners understand the lesson

Performance Task 2
Design instructional materials to be used in my daily/final demonstration
teaching.

Topic Proposed Instructional

Materials/Resources
Research Terminologies PPT, pictures
Primary and Secondary Sources PPT, Charts
Technical and Operational PowerPoint presentation, Flash
Definitions Cards, Cut outs materials.
Observe Correct Grammar in Picture, PPT
Makinng Definitions
Giving Expanded Definition of Pictures, PPT
Words

Performance Task 3
Conducting daily and final demonstration teaching using the Learning
Delivery Modality (LDM) of your Cooperating School.

Get a copy of the lesson plan template that you are expected to use
from your Cooperating Teacher.

Samples of the Detailed Lesson Plan (DLP) or Daily Lesson Log (DLL)
may also be downloaded from the internet.

Some schools have their lesson template which they will request you to
use.

Have a Pre-Conference with your CT on the most essentials learning

competencies that you need to discuss.

Make sure that you have alternate provisions to conduct this lesson
face-to-face, virtually or thought video-taped demonstration lesson.

Write your lesson plan and show that to your Cooperating Teacher for
comments, suggestions and revisions.

Prepare your instructional materials based on the Learning Delivery

Modality (LDM) of your Cooperating Schools.
The Department of Education gas issued Department Order 42s 2016,
Policies Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program.
 41

These are the templates for the Detailed Lesson Plan (DLP) and Daily
Lesson Log (DLL).

Name of Grade and

\
Teacher Section
DETAILE
D Quarter 4th Quarter Learning Area ENGLISH
LESSON
PLAN Date and Lesson Plan
Time No.

I. OBJECTIVES
The learner demonstrates understanding of how
world
literature and other text types serve as instruments
D. Content
to
Standards
resolve social conflicts, also how to use the
language
of research, campaigns and advocacies.
The learner completely presents a research report
E. Performance
on a
Standards
relevant socio- cultural issue.
F. Most Essential
Learning EN10G-IIa-29: Observe correct grammar in making
Competencies definitions.

II. CONTENT Observing Correct Grammar in Making

Definitions
III. LEARNING RESOURCES
D. References English 10 – Module
Curriculum Guide – Department of Education
LAS-English-Q4-G10-MELC4-2-1
E. Materials LED TV Monitor, Laptop, Quarter 4: Module, Visual
Aids, Instructional Materials
F. Values Explain the significance of observing correct
Integration grammar in making definitions

IV. PROCEDURE Teacher’s Students Activity

Activity
B. Preliminary Activities
4. Opening Before we Our Father, who art in
Prayer formally start, heaven, hollowed be thy
may I request name; Thy will be done on
someone to lead earth as it is in heaven.
the class in Give us this day our daily
prayer? bread; and forgive us our
trespasses as we forgive
those who trespass
 42

against us; and lead us

not into temptation, but
deliver us from evil.
Amen.
5. Greetings
Good morning, sir!
Good morning,
Grade 10 –
Nightingale

Before taking
your seats,
please arrange
your chairs
and pick up the
pieces of paper.

Okay, you may Yes, sir!

now take your
seats.

For the second Our day is going well, Sir.

time around, this
is Sir Angelo, and
I am
your learning
buddy for today.
Yes, Sir. We are all ready.
Anyway, how’s
your day so far,
my dear Grade
10
students?

Well, I am glad to
hear that. I hope
that everyone is
refreshed, full of
enthusiasm, and
ready for our
new
lesson this
morning.

Yes, Sir.
Now, before we
6. Checking go to our lecture
of proper, let me
 43

attendance present
to you our house Yes, Sir.
rules so you will
be guided
accordingly.

1. A -ppropriate
behavior is
expected.
2. B - e kind.
3. C -ontribute to
the discussion.

Are we on the
same page? Are
we clear?

Class secretary,
please do the
honor in
checking the
attendance of
your classmates.
B. Establishing a Now to give you
purpose a glimpse of our
for the lesson topic this
morning, let’s
have a game. I
am going to
divide the class
into two. Here
are the
mechanics of the
game:

1. Each group
will be given 2
minutes to play
the game.
2. Students will
choose a
category (home
or school)
through “rock-
paper-scissors.”
3. A word under
 44

the chosen
category will be
given to one
student from the
group, and he
will describe and
define the word
to his members
while they try to
guess the word.
Another student
will go next until
their time runs
out.
4. Students can
pass if they
cannot guess the
word.
5. The group that
obtains the
highest number
of guessed words
within 2 minutes
will be the
winner.
We give definition to
LIST OF WORDS PERsome words, Sir.
CATEGORY
HOME SCHOOL
television Classroom
pillow Chalk
father ballpen
bathroom teacher
(The students are trying
sofa library to guess the topic)
bed canteen
comfort researchOur topic is all about
room assignment
Observing Correct
mother blackboardGrammar in
kitchen school Making Definitions.
electric fan uniform

Give yourselves
a hand for a job
well done.

Now, what did

 45

you do in our
game?

That’s correct!
So, based on our
game, what do
you think is our
topic this
morning? Who
can guess?

Nice guess. So,

our topic this
morning is
Observing
Correct Grammar
in Making
Definitions.

Again, what is
our topic all
about?

Lesson
Objectives:
At the end of a
60-minute
lesson, the Grade
10 students are
expected to:
a. determine the
rules in
observing correct
grammar in
making
definitions;
b. correct the
grammatically
incorrect
definitions; and
c. explain the
 46

significance of
observing correct
grammar in
making
definitions.
C. Presenting For us to
examples of the broaden our
new lesson understanding
about our topic
this morning, we
will have a group
activity.

I will divide the

class into four
groups. Choose a
leader
and presenter.
Leaders, please
get your
materials here in
front.

Directions: Study
the definition
given. Identify its
parts (term,
class, and
differentiating
characteristic) by
supplying the
information in
the respective
columns.
You are only
given 5 minutes
to finish your
work.
GROUP 1: (expected
Example: answers)
 47

GROUP 2: (expected
answers)

GROUP 1:

GROUP 2:

GROUP 4: (expected
answers)

GROUP 3:

GROUP 4:

D. Discussing new Now let us check

knowledge and and analyze the
presenting new answers of
skills Groups 1,
2, 3, and 4.
The parts of a definition
are the term, class, and
Now, what are differentiating
the parts of a characteristic.
 48

definition?

The pattern in making

definition is term + class
+ differentiating
characteristic = definition.
How about the
pattern in
making
definitions?

Very good!

Since we have
identified its Is, Sir.
parts and
pattern, let us
discover and
learn the rules to Simple present tense, Sir
follow in making
definition.
Use simple present tense
of the verb in making
Take a look at definition, Sir.
the example in
Group 1. What is
the verb in the (The students will read
definition? the concept)

Rule 1: Use simple

Exactly. What present tense of the verb
tense of the verb after the term.
is “is”?

So, what do you Binoculars, Sir.

think is our rule 1
in making
definition? Plural, Sir.

Are, Sir.
Very good. Our
rule 1, (The
teacher will then Plural, Sir.
paste a cartolina
containing the
 49

concept of rule 1 The subject and the verb

in making must agree with each
definition) other, Sir.

(The students will read

Now, let’s have the concept)
the example in Rule 2: The verb must
Group 2. What is agree in number with the
the subject in the subject or term
sentence? defined.

Is it singular or
plural? Abstract, Sir.

What is the verb Singular, Sir.

in the definition?

Is it singular or A summary of the study,

plural? Sir.

Correct. Since Singular, Sir.

the subject is
plural and the
verb is plural as The class and the term
well, what do you must agree with each
think is our rule 2 other, Sir.
in making
definition?

(The students will read

Very good. Our the concept)
rule 2, (The Rule 3: The class and the
teacher will then term being defined must
paste a cartolina agree in number.
containing the
concept of rule 2
in making The differentiating
definition) characteristic is “carries
out academic or scientific
research.”

This time, let’s

have our
example in Who, Sir.
Group 3. What is
 50

the term
defined?
It functions as a relative
Is it singular or pronoun, Sir.
plural?

What is the class Differentiating

in the definition? characteristic is
introduced by a relative
pronoun, Sir.
Is it singular or
plural?

(The students will read

Correct. Since the concept)
the term is Rule 4: The differentiating
singular and the characteristic may be
class is singular introduced by using
as well, what do relative pronouns such as
you think is our who, that, which, and
rule 3 in making whom.
definition?

Very good. Our None, Sir.

rule 3, (The
teacher will then
paste a
cartolina
containing the
concept of rule 3
in making
definition)

Lastly, let’s have

the example in
Group 4. What is
the
differentiating
characteristic in
the given
definition?

What is the word

that introduced
the
 51

differentiating
characteristic of
the definition?

Correct. How
does the word
“who” function in
the
sentence?

Very good. Now,

what do you
think is our rule
4?

Very good. Our

rule 4, (The
teacher will then
paste a
cartolina
containing the
concept of rule 4
in making
definition)

Any questions or
clarifications
about our topic?
Okay, please
note on that.
E. Developing Directions: Read
mastery the following
definitions
carefully.

Write the chosen

letter in the
space provided
before the 1. A
 52

number. 2. B
___ 1. A 3. B
questionnaire 4. A
_____ a research 5. B
instrument
that consists of a
set of questions.
a. is b. are c. was
d. were
___ 2. Respondents
are those
individuals _____
are
invited to
participate in a
particular study.
a. that b. who c.
which d. whose
___ 3. Applied
research _____
to the study
that helps
solve practical
problems using
scientific
methods.
a. refer b. refers c.
referred d.
referring
___ 4. Qualitative
research is a
_____ that
focuses on
inquiry.
a. process b.
processes c.
processed d.
processing
___ 5. Data _____
characteristics
or information,
that
are collected
through
research
instruments.
a. is b. are c. was
d. were

F. Finding Directions:
practical Correct the
applications of following
concepts and
definitions with
 53

skills in daily highlighted

living grammatical
errors. After
which, present
your task
according to your
(The students will read the
field of interests criteria for their
(e.g., performance task)
acting, Accuracy – 40%
broadcasting, Delivery/Presentation – 30%
chorus reading, Teamwork – 30%
and singing). Total – 100%

1. A case study
are a research
method that
focuses on
the
circumstances,
dynamics, and
complexity of a
single case or a
small number of
cases.
2. Anonymity
refers to a
research
conditions in
which
no one, including
the researcher,
knows the
identities
of research
participants.
3. A conclusion is
a brief summary
who tells how the
results of an
experiment
support or
contradict a
hypothesis.
 54

G. Making Again, what are The parts of a definition

generalizations the parts of a are the term, class, and
definition? differentiating
characteristic.

The pattern in making

How about the definition is term + class
pattern in + differentiating
making characteristic = definition.
definitions?

(The students enumerate

the four rules in making
definitions that were
What are the discussed earlier)
rules in making
definitions?
(Answers may vary)

Who can explain

the significance
of observing
correct grammar
in making
definitions?

H. Assignment Assignment.
Make a definition
of the following
terms. Apply the (Answers may vary)
patterns and
rules in making
definitions that
were
discussed earlier.
1. linguistics
2. physics
3. mathematics
4. speech
5. grammar

WRITING MY REFLECTION

After my daily/ final demonstration lessons,

These are the things I am happy about

 55

After completing my demonstration lessons, I felt relieved, comfortable, and

genuinely happy. I found myself thinking, “I made it!” I had faced my fears and
overcome them. Teaching requires more than just delivering content—it
demands that we connect deeply with ourselves, with our materials, with our
emotions, and most importantly, with our students. It's about making a
meaningful connection with their hearts and minds.

I felt a strong sense of satisfaction knowing that I had done my part—sharing

knowledge, encouraging my students to develop their skills, and doing my
best to create a learning environment where they felt comfortable and
supported. I truly believed in their potential and remained committed to
helping them reach their goals.

What thrilled me most was seeing the joy on their faces. The class was not
only productive but also enjoyable. My students were fully engaged and made
the most of every classroom activity. That sense of shared happiness made
me realize something powerful: When my students are happy, I’m happy too.

This experience also taught me that teaching is a challenging yet deeply

fulfilling profession. It demands full dedication, love, and compassion—for
both the work and the students. Being dedicated means inspiring students not
just through what we say, but through our attitudes, actions, and the
meaningful experiences we create in the classroom. As the saying goes,
“What teachers don't know, they can't teach.” And what we choose to teach
must be excellent, honest, and meaningful.

These are the things I need to improve on

There are still areas in my lesson plan that need to be better organized and
refined. As a teacher, it's important to be quick-thinking and flexible—able to
ad-lib when necessary to keep the discussion engaging. Bringing energy into
the classroom is essential; a lively class helps students become more
interested in the lesson. I also recognize that I need to add more substance
and creativity to my discussions to make the content not just informative, but
also enjoyable and relatable for my students.

These are the things I plan to do

One of the things I intend to do is finish the school's prerequisites.

WORKING ON MY LEARNING ARTIFACTS

Paste/ screenshot the observation forms accomplished by your
observers.
 56

LEARNING TASK 9: Assisting My Cooperating Teacher in

Accomplishing School Forms

Performance Task 1: Assisting the Cooperating Teacher in Accomplishing

School Form 1 Class Register

Performance Task 2: Assisting the Cooperating Teacher in Accomplishing

School Form 2 Learner’s Daily Attendance
 57

WRITNG MY REFLECTION

Read and analyze the salient provisions of RA 10173, otherwise known

as the Data Privacy Act. Cite 3 implications of these in accomplishing school
forms.

The Data Privacy Act, or Republic Act No. 10173, is a law designed to
safeguard all forms of information—whether private, personal, or sensitive. It
applies to both individuals and organizations that handle personal data. To
support and ensure access to quality basic education, the Department of
Education (DepEd) gathers various types of information, including personal
data, from different sources through multiple systems.

Requests for data must follow the guidelines outlined in the DepEd
Freedom of Information Manual (Department Order No. 72, s. 2016), unless
the requested information falls under constitutional or legal exceptions. Only
authorized DepEd staff can access the personal information collected, which
is shared through email and web-based platforms and securely stored in
databases, following government regulations and protocols.

In essence, protecting personal and sensitive information—especially

that of students—is a key priority in today’s digital age. With the growing
threat of cyber fraud, it’s more important than ever to understand and uphold
digital privacy in line with RA 10173.

WORKING ON MY LEARNING ARTIFACTS:

Put your accomplished School Form

 58

LEARNING TASK 10: BUILDING NETWORKING AND LINKAGES

Performance Task 1

Assisting my Cooperating Teacher in Parent-Teacher Conference

Things to Prepare Things to do

Plans to talk about at the Make a list of everything that

conference needs to be discussed during the
conference.

Form for Parents' Attendance All parents who plan to attend the
conference should register at the
front desk.

a summary of the students' work It must be prepared as proof of

the student's work.
 59

Notes for a child's development This thing needs to discuss in

order to improve the weakness
part of a child.

Performance Task 2: Providing support by being volunteer tutors as part of

auxiliary service in partner schools.

Record in the logbook the details of what you have done to assist the students
assigned to you

Name of Student: Christian Buguina Section: ___10-Nightingale __

Subject: English

Date/Time Skills/ Areas of Teaching-

Focus Learning
Activities
March 11, 2025 Expanded Definition of Recitation
10:00 am – 11:00 Words
am
March 16, 2025 Citations Essay
10:00 am – 11:00
am
March 23, 2025 Technical and Multiple choice
10:00 am – 11:00 Operational Definition
am
Learning Task 11: Writing a Classroom-Based Action Research (CBAR)

Performance Task 1

Conducting Classroom-Based Action Research (CBARs) on a specific

teaching-learning area

Using the Action Research-Based Model of the Department of

Education (DO 16) 2017, write action research on your learning area. You
may ask your Cooperating teacher for possible research problems that you
can work on together. You may also want to revisit the action research
proposal that you have done in FS 1 and 2. There might be some areas that
you still need to explore or work on. It is best that you also see samples of
accomplished action research.

Action Research Components MEANING

I. Context and Rationale The justification for your research is
the basis for carrying it out. The
justification should explain why the
aforementioned study was
necessary. It justifies the importance
 60

and novelty of the study, making it

an extremely crucial component of
your paper. Because of this, it is also
known as the study's justification.
Il. Action Research Questions In contrast to reflection, action
research necessitates the creation of
prioritized research questions. The
action research process is then
guided by those questions
throughout the design and execution
of data collecting, analysis and
validation (triangulation) of data, and
report authoring.
III. Proposed Innovation, Intervention An innovation strategy is a plan
and Strategy Learning created by a business to promote
improvements in technology or
services, typically through financial
investments in R&D activities.
Innovation in an organization is
greatly influenced by leadership.
IV. Action Research Methods It refers to a sort of research
methodology which strives for some
kind of change. Research strategies
that address real-world problems in
participatory, collaborative, and
cyclical ways in order to produce
both knowledge and action (whether
social or professional)
[Link] Research Workplan and The action plan is essentially a
Timelines suggested approach for putting your
action research project's findings
into practice. The effectiveness of
the action plan must be continuously
assessed, changed, and monitored
as it is put into action, maintaining
action research's circular nature.

Performance Task 2
Listing references used in the CBARs following TEI prescribed
referencing or citation listing styles.

Allen, Edward David & M. Valette, Rebecca (1997). Classroom

Techniques: Foreign Languages and English as a Second Language.
New York: Hacourt Brace Javanovich.

Anthony, Edward M (1963). Approach Method and Technique English

Language Teaching.

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching.

 61

Longman, San Francisco State University.

Budden, Joanna. (2006). Role Play. UK, London: BBC.

Hong, S. (2005). Teaching English Language Learners. New York: The

Guilford
Press.

Richard, Jack C., Theodore S. Rodgers. 1986. Approaches and Methods in

Language Teaching. A Description and Analysis. Cambridge
University.

WRITING MY REFLECTION

Complete the structured frame.

I need to write an action research project because, as a future teacher, it will

help me reflect on areas I want to improve, explore what others are doing in
those areas, and try out strategies in a supportive environment. Action
research done in the classroom offers practical training that helps improve
both teaching and learning. It allows educators to learn from experience and
become positive role models for their students.

By carefully collecting and analyzing data, teachers can identify problems,

explore solutions, take advantage of opportunities, and evaluate the outcomes
of their decisions. This process benefits both teachers and students by
fostering a culture of problem-solving and continuous improvement. Action
research also generates valuable insights within real educational settings and
promotes learning through hands-on experience, whether for personal or
professional growth. What makes action research especially meaningful is its
collaborative and participatory nature, which sets it apart from other forms of
educational research.

CHECKING FOR MASTERY

Encircle the letter of the correct answer.

1. Why is there a need to do action research?

A. To get promoted
B. To be recognized in the field
C. To improve teaching practice
D. To comply with the requirements
2. What steps must be followed in action research?
A. Reflect, Plan, Observe, Act,
B. Act, Reflect, Plan, Observe
C. Observe, Reflect, Plan, Act
D. Plan, Observe, Reflect, Act
3. What is the first step in doing action research?
A. Read literature on the topic.
 62

B. Search for open online resources.

C. Interview stakeholders on an issue.
D. Look for problematic situations that prevail in the classroom
4. How can you make your action research beneficial to teaching and
learning?
A. Results will lead to your promotion.
B. Results will lead to more researches.
C. Results will give you prestige as a researcher.
D. Results will lead to improvement of instruction.
5. After doing action research, what do you need to do?
A. Publish the research
B. Utilize the research
C. Document the research
D. Create more researches

WORKING ON MY LEARNING ARTIFACTS

Post pieces of evidence of learning in this learning task (pictures,

screenshots and others). Label them.
 63

APPENDICES