A narrative report on teaching experiences

Holy Cross College
Sta. Ana, Pampanga
Philippines
2nd
Semester
Practice Teaching
Experiences
S.Y. 2012-2013
Student Teacher: Ma. Cristina D. Panganoran
Course: Bachelor of Secondary Education
Cooperating School: DIOSDADO MACAPAGAL HIGH SCHOOL
Address: Sto. Domingo, Mexico, Pampanga
Approved by:
___________________ ___________________
Cooperating Teacher Principal
Ms. Milagros . Montoya Mrs. Lani C. Agajona
Date Submitted: March 19, 2013
Submitted to:
______________________
Student Teacher Supervisor
Mrs. Marites S. Franco

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Table of Contents
I. Preliminaries
A. Practice Teaching
B. Student Teacher's Code of Ethics...
C. My Philosophy of Education as a Secondary Teacher
II. Description of the Cooperating School
A. History
B. Vision & Mission
C. Various Programs and Activities
D. Organizational Chart
III. Summary of Experiences
A. Working with Students
Inclusive Dates
Year
Teacher
Observations:
Date, Lesson, Subject, Remarks, Insights
Participations
Evaluation Sheets
IV. Appendices
1. Picture of school, staff, students, teachers
2. General Schedule of Student teacher
3. Lesson Plans
4. School Forms
5. Photographs of Activities
V. Conclusions, Reflections and Recommendations

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I. Preliminaries
A. Practice Teaching
What is Practice Teaching?
The practical implementation of the information and strategies that students
have learned in Holy Cross College is what we know as practice teaching. In and
outside of school classrooms the student teachers practice what they have learned and
are supervised by teachers from the college, cooperating teachers, and school
principals.
Practice Teaching is a crucial part of every student teacher‟s life during college.
Student teachers or pre-service teachers are college students teaching under the
supervision of a certified teacher in order to qualify for a degree in education.
These certified teachers are called cooperating teachers and the school where
this teacher is working is called the cooperating school.
Why do we have to undergo Practice Teaching?
The Purpose of Practice Teaching is to provide qualified teachers that are
prepared and trained by following one of the practical educational theories in one of
the three levels: Elementary, Intermediate, High School. In my case then it is High
School level. Another reason is to prepare student teachers for their career as teachers
by incorporating them completely into the school atmosphere so that they feel as if
they are part of the school. Next is to think and meditate on the practical reality of
teaching. It also pushes to encourage student teachers to be creative and to develop
their abilities as a professional teacher.
B. Student Teacher's Code of Ethics
The Standards of Practice for the Teaching Profession provide a framework of
principles that describes the knowledge, skills, and values inherent in Philippines‟
teaching profession. These standards articulate the goals and aspirations of the
profession. These standards convey a collective vision of professionalism that guides
the daily practices of Student Teachers of the Institute of Teacher Education.
The Purposes of the Ethics of Practice Teaching are:
to inspire a shared vision for the teaching profession
to identify the values, knowledge and skills that are distinctive to the teaching
profession
to guide the professional judgment and actions of the teaching profession
to promote a common language that fosters an understanding of what it means
to be a member of the teaching profession.

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The Standards of Practice Teaching are:
Commitment to Students and Student Learning
Student Teachers are dedicated in their care and commitment to students. They
treat students equitably and with respect and are sensitive to factors that influence
individual student learning. Student Teachers facilitate the development of students as
contributing citizens of the Filipino society.
Professional Knowledge
Student Teachers strive to be current in their professional knowledge and
recognize its relationship to practice. They understand and reflect on student
development, learning theory, pedagogy, curriculum, ethics, educational research and
related policies and legislation to inform professional judgment in practice.
Professional Practice
Student Teachers apply professional knowledge and experience to promote
student learning. They use appropriate pedagogy, assessment and evaluation,
resources and technology in planning for and responding to the needs of individual
students and learning communities. Student Teachers refine their professional practice
through ongoing inquiry, dialogue and reflection.
Leadership in Learning Communities
Student Teachers promote and participate in the creation of collaborative, safe
and supportive learning communities. They recognize their shared responsibilities and
their leadership roles in order to facilitate student success. Student Teachers maintain
and uphold the principles of the ethical standards in these learning communities.
Ongoing Professional Learning
Student Teachers recognize that a commitment to ongoing professional
learning is integral to effective practice and to student learning. Professional practice
and self-directed learning are informed by experience, research, collaboration and
knowledge.

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Code of Ethics for Student Teachers
The Code addresses the interdependent duties, rights and responsibilities of
student teachers, faculty members and educational partners.
By addressing common issues and needs, the Code seeks to articulate and make
explicit ethical principles that transcend disciplinary boundaries. These
principles reflect the fundamental values that are expressed in the duties, rights
and responsibilities of all involved in Teacher Education.
The Code requires a reasonable flexibility in the implementation of common
principles. It is designed to help those involved in Teacher Education, as a
matter of sound ethical reasoning, to understand and respect the contexts in
which they work and accommodate the needs of others.
The Code seeks to encourage continued reflection and thoughtful response to
ethical issues. It does not seek definitive answers to all ethical questions or
situations. Rather, it seeks to outline the guiding principles to ethical conduct
and to identify major issues which are essential to the development and
implementation of this Code.
Context of an ethics framework for student teachers
The principles and norms guiding ethical conduct are developed within an
ever-evolving complex societal context, elements of which include the need for
reflective action and ethical principles. Education is premised on a fundamental
moral commitment to advance and construct knowledge and to ensure human
understanding and respect for individual and collective well being and integrity.
The moral imperative of respect translates into the following ethical principles
that assume a student-centered perspective as outlined for Teacher Education.
Ethics and law
“Teaching is governed by a legal and regulatory framework” . The law affects
and regulates the standards and norms of teaching behaviors in a variety of
ways such as respecting privacy, confidentiality, intellectual property,
competence. Human rights legislation prohibits discrimination and recognizes
equal treatment as fundamental to human dignity and well being. Teachers
should respect the spirit of the Rights and Freedoms particularly the sections
dealing with life, liberty and the security of the person as well as those involving
equality and discrimination and the Article 11, of R.A. No. 7836 that sets out
the obligations and rights of teachers.

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Guiding ethical principles
Ethical student teachers should respect the following guiding ethical principles:
Respect for human dignity
Speaks and acts towards all students with respect and dignity; and deals
judiciously with them at all times, always mindful of their individual rights and
personal sensibilities.
Respects the dignity and responsibilities of cooperating teachers, peers,
principals, parents and other professionals or para-professionals within the
school, school board and community.
Respect for vulnerable persons
Respects and recognizes ethical obligations towards vulnerable persons. This
principle recognizes that students are in a vulnerable position and that student
teachers are in a privileged relationship with students and their families and will
always refrain from exploiting that relationship in any form or manner.
Respect for confidentiality and privacy
Respects the confidential nature of all information related to students and their
families and will share such information in an appropriate manner only with
those directly concerned with their welfare.
Respects the confidential nature of all information related to all school
personnel and will share such information in an appropriate manner.
Respect for justice
Respects and recognizes the right of individuals to be treated with fairness and
equity and the importance of avoiding conflicts of interest.
Respect for safety of students
Respects the right of individuals to expect that student teachers will engage in
practices that aim to ensure the physical, psychological and emotional safety of
students.
Respect for existing ethical codes and professional standards
Respects the authority, roles and responsibilities of the cooperating teacher and
agrees to adhere to the responsibilities and obligations for teachers as outlined
in the Education Act, Faculty and University handbooks as well as all local
agreements by host school boards and schools.
Balancing harm and benefits
Acknowledges that any potentially harmful practices (e.g. Science Labs and
Physical Education Activities) must be balanced with anticipated benefits and
conducted in a prudent informed manner.

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C. My Philosophy of Education as a Secondary Teacher
The one exclusive sign of thorough knowledge is the power of teaching.
~ Aristotle
Do you know why we are here today? What is our purpose in life? Isn‟t it we always look for
ways to find our calling? Looking back over my four years in college, I have become a passionate
believer in the teaching profession and its power and ability to empower all those that come into
contact with it. Whether you are someone that possesses natural talent or not, everyone has relevant
experiences that they can bring to the table when they are approaching and interacting with teaching.
Unquestionably, for me, teaching has been a lifesaver. It enables me to express my innermost
thoughts and feelings: happiness, fear, frustration, anger, sadness, pain and love. No matter the
medium, teaching manages to surge through my soul and become something tangible for all to see.
That is the power of teaching that is a part of my belief as future teacher.
Intelligence plus character - that is the goal of true education.
~ Dr. Martin Luther King, Jr.
If you think you are intelligent that‟s good but without character it is useless. Number one
misconception about education is “Teachers are the ones who impose ideas and form a student‟s
habit.” Wrong! We are only facilitators not dictators. Everyone is different therefore we cannot force
our own beliefs into the mind of the child. What does a teacher do then? Teachers only select the
best influences to make the students infer into doing the right things in life. These influences or
stimuli chosen by the teachers affect the students and assist them into becoming better individuals
with intelligence. We cater to different personalities and social background that‟s why psychology is
a subject taken by education students. This helps us in guiding the students to the right path by
understanding how the mind works. So for me, the goal of true education is to make someone an
individual filled with wisdom and right attitude towards life.
Education is not a preparation for life; education is life itself.
~ John Dewey
The moment a student enters the gates of the school, many doors open for the individual.
Education still happens even after the student gets home. Education is left after schooling. We are
not just teaching for the sake of the present situations. We teach for a future generation of lifelong
learners. My philosophy as a secondary teacher is influenced by these quotes of famous people. Not
because they are famous but because what these words convey cut through me and stay within me.
This is what school looks like at Diosdado Macapagal High School. This is what teaching
looks like. It's nothing special really; it's just life itself.

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II. Description of the Cooperating School
A. History
History of Diosdado Macapagal High School
DMHS is situated in Sto. Domingo, Mexico, Pampanga. It is 2.5 km. away from the town
proper. The school was jointly conceptualized in the year 2003 by the love & concern of the officials
of the Municipality of Mexico headed by the Municipal Mayor Ernesto Punzalan. The municipality
acquired 10, 759 sq. meter lot thru a deed sale on April 2003 from the Inocencio Family.
School year 2004-2005 was its first year operation with 97 students and 3 teachers. Mrs. Irma
C. Tengco acted as teacher in charge & Mrs. Remedios P. Asuncion, the principal of San Juan High
School was appointed as officer in charge. 1st
set of officers were elected headed by the president,
Mrs. Lerna D. Panganoran. The baby school started to grow gradually with the help of the PTA
Officers & the ever active busy councilors of Sto. Domingo Angel David and Mrs. Tengco. Mayor
Teddy Tumang has been very supportive to extend help to the school.
On its 2nd
year of operation, the Division office has been given the school new head in the
person of Mrs. Dolores I. Pelayo, head teacher deployed from San Isidro High School in Sta. Ana
and additional 3 teachers who were deployed from other schools. The student population increased
to 181. The following school year then had 307 students and in S. Y. 2007-2008 the population
increased to 443. During the administration of Mrs. Dolores I. Pelayo, physical development of the
school was accomplished such as, beautification and painting of the office, faculty room &
classrooms; putting up plant boxes and planting of ornamental plants; planting of mahogany trees;
purchasing of cabinet for laboratory apparatus & bookshelves in the science room; acquisition of
computers with tables and printers; installation of grills and construction of the comfort room for
female teachers.

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It was June 13, 2006 when the Sangguniang Bayan headed by the Vice Mayor Roy D.
Manalastas made Resolution no. 046-2006 authorizing Municipal Mayor, Teddy C. Tumang to cause
the donation and transfer of the land title of DMHS issued in the name of the Municipality of
Mexico in favor of the Department of Education. It was August 3, 2006, when the Deed of
Donation, Transfer and Acceptance was executed by and between the Municipal Mayor Teddy C.
Tumang and our school‟s Division Superintendent, Rosalina G. Luna. Then on August 28, 2006, the
authority to operate the complete secondary course (First year-Fourth year) for S. Y. 2006-2007 was
granted. The separation of Diosdado Macapagal High School from Mexico National High School
was granted on September 20, 2006.
On September 7, 2007, Mrs. Amelita V. Ordoñez was assigned as the new principal of
DMHS by the DepED. In the S. Y. 2007-2008, it had its first batch of graduates consisting of 105
graduates. The following year has increased its population to 533 until it reached 856 in the S. Y.
2010-2011. In the year 2009, an additional room was constructed in the 2nd
floor which was utilized
as the Computer Laboratory. A covered court was also established through the courtesy of
Congressman Aurelio “Dong” Gonzales Jr.
Then a two-storey building consisting of two classrooms was constructed. The school front
gate was also constructed and the perimeter fence was initially started through the project “Sayaw
mo, Bakod ko”. Likewise, the kitchen was constructed. 20 computer units were acquired from
CICT-HDG. Furthermore, the street lights along the pathway were installed through the support of
the PTA.
On May 2, 2011, Mr. Rolando F. Zapanta was assigned as the new principal of the school. In
S. Y. 2011-2012, the students increased to 1, 101. Then it boosted to 1, 368 this school year. The
school had its pathway, fountain and guard house. Beautification of Math and Science Garden was
made; fencing of the school was continued; grills in the Computer Room, which is now on the first
floor, were constructed with the courtesy of Gov. Lilia G. Pineda.
On January 8, 2013, a new principal was assigned to supervise the school, in the person of
Mrs. Lani C. Agajona. At present, there are 28 nationally funded teachers serving the students at
their best. The 28 talented and resourceful teachers headed by the hardworking and responsible
principal are working together to cater to 1, 368 students of the school. The students came from
different barangays of the town of Mexico: Sto. Domingo, San Nicolas, San Pablo, San Roque, San
Lorenzo, Sto. Cristo, Lagundi, Sto. Rosario, San Antonio and Parian. Even the nearly town Sta. Ana,
benefits from the school for there are also students coming from San Pedro, San Juan, San Joaquin,
Sta. Maria, San Jose, Sta. Lucia, San Nicolas and Santiago. Likewise, there are also some students
coming from San Luis and the City of San Fernando.
In its nine years of operation, it had achieved much improvement in structures & faculties
through the cooperation and unity of the School Administrator, Faculty, Parents, PTA officers,
Brgy. Captain and Councilors, Municipal Mayor and other Officials and community, the school
continuously aims high in offering quality education.

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C. Various Programs and Activities
November 2012: Acrobatics Show
December 2012:
Student Teachers perform during Christmas Party

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January 2013: Fieldtrip
February 2013: Valentine’s Day Program
February 2013: JS Promenade

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February 2013: Edsa Day Program
March 2013: Calendar of activities
Toga Fitting and Pictorial (Advisory class of my Coop. Teacher)
IV-St. Anne

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View from
the Lanai of
the foggy
morning.
III. Summary of Experiences
A. Working with Students
Inclusive Dates: November 2012 – March 2013
Year: 4th
Year
Teacher: Ms. Milagros B. Montoya
Observations: Taken from the second week of my Practicum
Dates: December 03-06
Lesson: Our Dying Seas
Subject: English
Participation: Administering of Exams
NARRATION AND EXPERIENCES (2nd
Week)
Day 6: December 03, 2012
On the foggy Monday of our second week in Diosdado, the usual morning
assembly was attended by the whole school community followed by a morning
exercise. We finally got our schedule. According to this, I must complete six hours of
observation and participation with my critic teacher, Ms. Milagros B. Montoya and
fulfill two hours of office duty every day. Speaking of office duty, the principal asked
me to send out a memo for the 9am meeting to all teachers who were in the morning
shift.

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Where the
students line
up for the Flag
Assembly
I observed Ms. Milagros B. Montoya give out a lecture on vocabulary words.
The following words were found in the selection entitled “Our Dying Seas” which
was going to be discussed after the monthly exams. The teacher has executed the
lesson with less distraction because any unwanted behavior was quickly dealt with
authority. After the lesson on vocabulary words she explained that these were words
that will be encountered in the selection. Lastly before dismissing the class, she
announced some pointers to review and what type of test will be given. This is
important so the students feel less pressure and would know what is expected of
them.
Today, we cleaned the office of the principal and then I sorted out the National
Competency Based Teacher Standards (NCBTS) photocopy for filing and
distribution.
The main activity for all classes this day is the administering of monthly exams.
Administering exams is one of the most important aspects of evaluation. This is to
determine if the students have reached the desired objectives of the lessons taken up.
The teacher has established a routine so the students already know the drill of what
and what not to do during exams and the result is properly controlled behavior of
students.
First, the teacher gives instruction for everyone to write their name, year,
section and current date. Afterwards the teacher reads and explains the directions of
The students start to form a line for
flag assembly after the bell rings.

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the test. The teacher takes part in the listening exam by reading the selection twice for
the students. After the exam, the remaining time was used to announce incoming
activities for the month of December and the date for the start of classes on 2013.
The usual routine of cleaning the area of responsibility as always has been
observed. The main activity today, ofcourse after the exam, is the checking and
recording of test papers. The teacher primarily asked if anyone needs a special exam
and these particular students were given a chance to take the test. Ma‟am Miles
instructed me to oversee the exam of 3 boys and 2 girls from the St. Therese section.
As part of the administering of the test, I also read the selection the twice for the
students to be able to answer the questionnaires.
For the checking, the students were called according to seating arrangement to
answer each item one by one. After checking, the students were given a chance to see
if their test was properly marked and corrections were recorded by the teacher. To top
Administering of exam for the IV-St. Therese Students
Administering of special exam
for Fourth Year Students

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it off, my critic teacher gave waivers for the incoming field trip and a payment
reminder for the trip and NAT Reviewer.
This day, the new lesson was the discussion of the selection entitled “Our
Dying Seas”. The teacher instructs a student to read while the rest of the class follows
the reading with their eyes. Afterwards the teacher reads the selection once more this
time, paragraph per paragraph while citing some vocabulary words (which were given
in the lecture last December 03, 2012 - Monday) for the students to have a better
understanding of the selection. The students then were able answer the
comprehension check orally which was tackled after the selection.
In the office, I helped cut out pictures of the charitable work and other
activities of the principal together with the teachers. I also sorted files regarding the
PTA meeting attendance sheet and the monthly test sheet for all subjects and
sections.
It has been a busy week for all of us in Diosdado High School and I am glad to
say that we have a long weekend ahead.
Office of the principal & table of my Coop. Teacher:
Taken after working in the office

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IV. Appendices
1. Picture of school, staff, students, teachers
Students during break along with the bulletin board assigned for us to decorate.
The Front Building of DMHS
The covered court and fountain of DMHS
A place where students rest during
their break
Distribution of JS Prom Photos

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The Principal with the Faculty Members of Diosdado Macapagal High School
Other Personnel:
2. General Schedule of Student Teacher
Corrections on any marked
paper recorded by my Coop.
Teacher
I dictate answers while the students
correct their papers.
My coop records scores
from previous period
Teacher makes
announcements.
The Principal: Mrs. Lani C. Agajona

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Monday
6:00am – 6:20am = Cleaning of Area of Responsibility
6:20am – 7:00am = Flag Assembly
7:00am – 7:40am = IV – St. Therese
7:40am – 8:20am = IV – St. Andrew
8:20am – 9:00am = IV – St. Michael
9:00am – 9:30am = Break
9:30am – 11:30am = Office Duty
11:30am – 12:15pm = Lunch Break
12:15pm – 12:55pm = II-Galileo
12:55pm – 01:35pm = Vacant
01:35pm – 02:15pm = II-Aristotle (last period)
Tuesday, Wednesday and Thursday
6:20am – 7:00am = IV – St. Anne
9:00am – 9:30am = Break
11:30am – 12:15pm = Lunch Break
12:15pm – 12:55pm = II-Galileo
12:55pm – 01:35pm = Vacant
01:35pm – 02:15pm = II-Aristotle (last period)
Friday
6:20am – 7:00am = IV – St. Anne
9:00am – 9:30am = Break
Rest of the day spent in Holy Cross College for meetings with the
supervisor and other club activities.
_____________________
Cooperating Teacher
3. Lesson Plans

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Participation Lesson Plan (Taught on all 4th
year sections)
Lesson Plan in English Grammar for Fourth Year Students
I. Objectives
Students must be able to do the following at the end of the activities with at least 85%
proficiency:
• Match cause-effect relationship.
• Use conjunctions to show cause-effect relationship.
• Compose a paragraph using conjunctive adverbs.
II. Subject Matter
Conjunctions/Connectives of Cause and Effect
Reference: English Book pp. 228-230
Materials: Visual Aids
III. Procedure
A. Motivation:
1. Ask the class the following questions:
a. Have you ever done something that did not have an outcome?
2. Introduce the cause-effect topic.
A cause is WHY something happens.
An effect is WHAT happens.
B. Presentation:
1. Introduction
a. Introduce the lesson.
C. Discussion
1. Discuss cause-effect relationship and how to use the connectives.
Cause-effect relationship is a form of reasoning to reach valid conclusions. In
grammar, we can show this relationship by using conjunctions/connectives of cause and
effect. These connectives may introduce the cause-clause or the effect-clause.
Example: 1. Ken did not do his homework.
2. He got a bad grade.
a. Ken did not do his homework; (therefore/so/thus/consequently),
he got a bad grade.
b. (Because/Since) Ken did not do his homework, he got a bad
grade.
In letter a, 2 independent clauses were joined/combined by the connective „therefore‟. In
writing this sentence, use a semicolon (;) after the first clause then add a connective followed
by a comma (,).
In letter b, the 1st sentence was introduced by the connective “Since”. In writing this
sentence, we only used a comma to separate the 2nd sentence.
*The connectives that introduce the cause-clause
If, since, because, thus
* The connectives that introduce the effect-clause
Therefore, so, thus, consequently

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*other examples of cause-effect connectives
Hence, for, for this reason, on account of this, it follows, as a result, arising from
this, so that, etc
2. Ask the students to match the cause-effect relationship of the examples given.
C. Application
1. Let the class answer the exercises on the board by using conjunctions to show
cause-effect relationship.
IV. Evaluation:
A. Let the students answer the question using proper conjunctive adverbs on a piece of
paper:
1. Why are trees important in the ecological system?
V. Assignment:
A. Describe the scenario in a world where all trees and forests are destroyed using
conjunctive adverbs. Write your answer on a sheet of paper.
Experience:
The lesson was really easy and the students were able to get the
point of it all. I only noticed that it was too easy for the St. Anne section but
even if that is the case they still participated well enough. The comment of
the cooperating teacher was that I did not let the students give their own
sentences or examples of cause effect.
My cooperating teacher is very supportive and always gives me good
advice on how I can improve myself. I believe that every coaching session
was an epiphany and a very good learning experience for me. Nobody is a
pro from the start. Everybody passes the beginner stage and eventually
with enough experiences it will be like a walk in the park.
I noticed that it’s not easy to fully engage everyone in the discussion
if you haven’t memorized their names. I am really trying hard to remember
all of their names but I guess I need more time. For now, I am glad to get
through with limited time to prepare lessons. Since my cooperating teacher
is very accommodating, it wasn’t that hard to finish any task.
The welcoming atmosphere is there even though I am shy to really
speak up or start small talks with her. Right now I’m hoping to pass all of
her expectations and continuously improve myself in the process.
A LOCAL DEMO LESSON PLAN IN GRAMMAR FOR FOURTH YEAR STUDENTS
I. OBJECTIVES
At the end of the lesson, the students should be able to:

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a. Differentiate active and passive voice;
b. Identify the voice of the verb in each sentence;
c. Rewrite the sentence changing the voice from active to passive voice & vice versa;
d. Appreciate the lesson by showing active participation towards the lesson.
II. SUBJECT MATTER
Topic: Active and Passive Voice
Reference: English Expressways pp 247-248
Materials: Visual Aids, Pictures
III. PROCEDURE
A. Pre-Lesson Activities
1. Prayer
2. Checking of Attendance
B. Motivation
1. Let the students see the pictures on the board & then ask them these questions:
a. What is the boy doing?
b. What happened to the ball?
c. What is the girl doing?
d. What happened to the book?
2. Write their answer on the board and then let them point out the subject, verb and
object.
C. Presentation
1. Show more examples and then analyze the sentences with the students.
Active (Present) Passive
She collects stamps. Stamps are collected by her.
Dora explores the city. The city is explored by Dora.
A mouse eats cheese. Cheese is eaten by a mouse.
Laura teaches English. English is taught by Laura.
They observe classes. Classes are observed by them.
Active (Past) Passive
Dawn checked the items. The items were checked by Dawn.
Batman saved Robin. Robin was saved by Batman.
They offered drinks. Drinks were offered by them.
The chef prepared a meal. A meal was prepared by the chef.
The manager rejected the proposal. The proposal was rejected by the manager.
Active (Future) Passive
The last guest will eat left-overs. Left-overs will be eaten by the last guest.
Frank shall buy the tickets. The tickets shall be bought by Frank.
Mr. Smith will attend the premiere. The premiere will be attended by Mr. Smith.
Barbie will use the room below. The room below will be used by Barbie.
Ken shall drive a used car. A used car shall be driven by Ken.
2. Voice is the quality of a verb that shows whether the subject is the doer or receiver
of the action. The Active Voice is used to indicate that the subject of the sentence is the doer of the
action while the Passive Voice indicates that the subject is the receiver of the action. Why use the

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passive voice? (If the doer is unknown, if the doer is not as important as the action carried out and
for the element of surprise.)
3. Ask the students
a. What are the subjects in each sentence?
(These subjects were the ones doing the action in the sentence.)
b. What verbs were used?
(Those verbs are transitive verbs with direct objects, thus when the subject of the
sentence does the action and the verb has a direct object, we say that the verb is in
the active voice.)
4. To change the sentences from active to passive we just make the direct object the
subject of the sentence. Show S-V-O pattern change. (The pronoun I is not used.) Notice how the
verbs were written. (Be verb + past participle of the main verb) Do you see the difference from the
previous verbs? In changing a sentence from active to passive, the direct object becomes the subject
and/or the doer is placed with the “by-phrase”/ “by-agent”.
D. Application
1. Let the students orally identify the voice of the verb in each sentence then change
the form.
Items: Answer:
They will watch a movie. Active – A movie will be watched by them.
She reads the newspaper. Active – The newspaper is read by her.
These vases were molded by Chinese potters. Passive – Chinese potters molded these vases.
Alan will teach the children. Active – The children will be taught by Alan.
A journal was written by Terry. Passive – Terry wrote a journal.
Vic measures the area. Active – The area is measured by Vic.
Houses were destroyed by the earthquake. Passive – The earthquake destroyed houses.
The telescope was invented by Hans Lippershey. Passive – Hans Lippershey invented the
telescope.
The fans carried a big banner. Active – A big banner was carried by the fans.
Jim uploads videos every week on YouTube. Active – Videos are uploaded by Jim every week
on YouTube.
E. Generalization
1. Therefore when can you say that a sentence is in the active or in passive voice?
A verb that has direct objects is in the active voice. If the subject is acted upon, the verb is in the
passive voice.
2. How will you change the passive from active to passive voice?
In changing a sentence from active to passive, the direct object becomes the subject and/or the doer
is placed with the “by-phrase”/ “by-agent”.
IV. Evaluation
(Ask the students to get a piece of one half crosswise sheet of paper.

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Administer the quiz below for the students.)
A. Write A in the blanks before the number if the sentence is active and P if passive.
__A____1.Rommel presents an interesting report.
__A____2.He will submit the annual report.
__P____3.The town was destroyed by fire.
__P____4.That building will be finished in 2014.
__P____5.The project was passed by team A.
B. Rewrite each sentence changing the verb from active to passive.
Active Passive
1. Jamie bakes a lot of cookies. A lot of cookies are baked by Jamie.
2. Many people admired Ninoy Aquino. Ninoy Aquino was admired by many people.
3. The pretty girl sewed the dress. The dress was sewed by the pretty girl.
4. The doctor examines the patient. The patient is examined by the doctor.
5. She will sponsor the education of many poor
students.
The education of many poor students will be
sponsored by her.
C. Rewrite each sentence changing the verb from passive to active.
Passive Active
1. The decision will be made by my boss. My boss will make the decision.
2. The change was proposed by us last week. We proposed the change last week.
3. A message is delivered by John. John delivers the message.
4. The meeting shall be coordinated by Dan in
Paul‟s absence.
Dan shall coordinate the meeting in Paul‟s
absence.
5. The shells were collected by James. James collected the shells.
V. Assignment
A. Using both Active and Passive voice of verbs, write a paragraph about your favorite TV
series. Encircle the verbs in the active voice and underline the verbs in the passive voice.
Experience:
Date: January 23, 2013 Yr. & Sec.: IV-St. Anne
Subject: English Grammar Lesson: Passive and Active Voice
The local demonstration was observed by Mr. Benjie B. Nolasco and
Ms. Milagros B. Montoya. It started 11am till 12pm. I was a bit nervous
because it was my first to be observed by Sir Benjie. I choked at the start
and then regained my composure but that’s what I thought. I totally found
myself speeding up and couldn’t slow down the pace of the discussion. It
was very obvious because I ended up administering the quiz earlier than
the time expected. I could have focused more on the emphasis of the
concept or rule of the passive and active but good thing that the St. Anne
are fast paced learners as well and this did not affect the results of their
quiz. Most of them still got high scores.

25
According to my cooperating teacher, I had a good command of the
language showed mastery and executed the lesson very well. Aside from
the quick discussion, the over-all rating from both observers is high.
This was taken after my local demonstration together with my cooperating
teacher, Ms. Montoya, Sir Benjie and Ma’am Jinky.
Evaluation Sheet from Mr. Benjie B. Nolasco

26
Evaluation Sheet from Ms. Milagros B. Montoya

27
General Demo Lesson Plan
Semi-detailed Lesson Plan in Literature for Fourth Year Students
I. OBJECTIVES:
At the end of the lesson, the students should be able to:
a. Unlock the meaning of words through context clues.

28
b. Demonstrate interest in the listening and reading of the selection through participation.
c. Express appreciation for significant human experiences in the selection.
d. Relate the poem to personal experiences through drawing and comparing.
II. SUBJECT MATTER:
Topic: Showing Appreciation for Significant Human Experiences in a Selection
“Digging” by: Seamus Heaney
Textbook: English Expressways IV
Virginia F. Bermudez, et.al.
pp 304-305
Materials: PowerPoint Presentation, bond paper
III. PROCEDURE:
A. Pre-Lesson Activities
1. Prayer
2. Checking of Attendance
3. Review on what is Literature
Questions:
• What comes to your mind when you hear the word “literature”?
• Based from your answers, what is literature then?
4. Tell the students that the lesson is under the literature part of the English subject.
B. Motivation
1. Show pictures of famous people to the students.
2. Ask who are worthy to imitate or try to be like.
3. Ask the students what makes these people admirable.
4. Ask the students who their idols are, during their childhood or their current idol.
5. Ask what traits of their idol they look up to.
6. Ask if these traits affect them as they grew up.
C. Unlocking of Difficulties
Ask the students to read the following sentences and then let them determine the
meaning of the underlined words through context clues.
a. The diaper was just the right snug around the baby‟s waist.
(fit, dark, fast, comfy)
b. I was kept awake at night by the rasping sound of a snoring partner.
(tough, rough, soft, smooth)
c. Synthetic turf was installed in the playing field instead of authentic grass.
(territory, meadow, grass, land )
d. Going to the bog got my shoes all muddy and wet.
(wetland, seabed, lake side, river)
e. Digging sods is very tiring especially if the soil is hard.
(rocks, ground, field, ranch)

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f. The lug of a spade is the part you would rest your foot on.
(a. a projected part of something
b. a shipping container for items
c. an edge to increase balance
d. a metal fitting to connect wires)
D. Presentation
1. Tell the students to listen as the teacher reads the poem by Seamus Heaney.
2. Shortly talk about the background of the poet.
3. The teacher asks the students to recall the standards of listening to poetry
reading before she reads the poem to the class.
E. Lesson Proper
1. The teacher reads the poem while the students listen.
2. Let one of the students read the poem aloud.
3. Let the whole class read aloud together.
“Digging”
Seamus Heaney
Between my finger and my thumb
The squat pen rests; as snug as a gun.
Under my window a clean rasping sound
When the spade sinks into gravelly ground:
My father, digging. I look down.
Till his straining rump among the flowerbeds
Bends low, comes up twenty years away
Stooping in rhythm through potato drills
Where he was digging.
The coarse boot nestled on the lug, the shaft
Against the inside knee was levered firmly.
He rooted out tall tops, buried the bright edge
deep
To scatter new potatoes that we picked
Loving their cool hardness in our hands.
By God, the old man could handle a spade,
Just like his old man.
My grandfather cut more turf in a day
Than any other man on Toner's bog.
Once I carried him milk in a bottle
Corked sloppily with paper. He straightened
up
To drink it, then fell to right away
Nicking and slicing neatly, heaving sods
Over his shoulder, digging down and down
For the good turf. Digging.
The cold smell of potato mold, the squelch
and slap
Of soggy peat, the curt cuts of an edge
Through living roots awaken in my head.
But I've no spade to follow men like them.
Between my finger and my thumb
The squat pen rests.
I'll dig with it.

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F. Discussion
a. Let the students answer the comprehension check questions on page 305 orally.
1. Read the first stanza. What is the speaker doing?
2. What does he observe about his father and his grandfather?
3. What memories come to the speaker in the poem? How do these
memories become a part of his experiences?
4. What does the speaker say he lacks? What did the speaker decide to do?
5. Why is the title enclosed in quotation marks? Based on the poem, does the
title have denotative and connotative meanings? Explain your answer.
b. Refresh the students about connotative and denotative meaning before answering
question number 5.
c. Inform students that it is a free verse poem. Let the students point out the
figurative language used in the poem such as simile and lines and rhyme element
such as repetition.
1. Based on the lines, can you point out what kind of poem “Digging” is? Is
it a sonnet? A free verse? A haiku? Or a quatrain?
2. Is there repetition in the poem?
3. What figurative language was used in this poem?
IV. EVALUATION:
Ask the students to draw a symbol that best describes the person who has helped in shaping
who they are today. Below the drawing, let them write a few sentences that explain this comparison
between the symbol and the person they look up to.
V. ASSIGNMENT:
Write a letter of appreciation to your parents. Give the letter to them. Next meeting, share a
photo or video showing the reaction of your parents while reading your letter.
Experience:
Date: February 11, 2013 Yr. & Sec.: IV-St. Anne
Subject: English Literature Lesson: Passive and Active Voice
The general demonstration was honestly the most awaited demo of
all because I get to use a PowerPoint presentation. I was looking forward
to the students’ reaction to the lifelike pictures instead of the old printed
pictures or drawing. I’m a bit relaxed this time less nervous than the last
time though I did a dry run on this very same day due some hectic
schedules. The over-all grade was great for me. I’m glad I got through it.
Still my weakness is the naming of the students. I haven’t memorized
them and I ended up calling only those who raise their hands which was
also noticed by my cooperating teacher. Aside from that the flow and

31
mastery of the lesson was superb and I even touched some multiple
intelligences because it is rare to give a drawing task for a literature lesson
because it usually entails reading speaking and writing for most of the time.
The lesson was executed in a timely manner which was an improvement
from the last local demo.
I am very thankful for all the support of my cooperating teacher and
the understanding she gave me due to my busy schedule in Holy Cross
Club Activities.
These 2 photos were taken during the General Demonstration
Evaluation Sheet from Mrs. Marites S. Franco

32
Evaluation Sheet from Ms. Milagros B. Montoya

36
V. Conclusions, Reflections and Recommendations
The environment from the private school is very different in the public school. I have
experienced culture change, adjustments and new students to handle. The attitudes of the students
are also different compared to the private schools. Not because of the bad or good classification but
the wide variety of individual differences is present due to the high number of students per class.
The students I encountered students which ranged from extreme to extremes. Meaning I found the
best of the best and the worst of the worst. It‟s not a bad experience because I was able to face the
reality of being a public teacher.

37
I learned a lot from my experiences and I‟ve realized that I am lucky that I came across
everyone in Diosdado Macapagal High School. It opened my eyes to the hardships of being a
teacher. The problems that students faced every day and how we get by with barely enough energy
left after dealing with the students. I still have a lot to learn and the things I need to learn will be
gathered when I apply for a teaching job. To teach is to learn as they say. The students are not the
only ones learning in the process the good teacher also learns from her students that make her a
lifelong learner.
Always interested to broaden his/her horizons and already ready to take on what life has to
offer. Whether it is a good or bad experience we learn from it. We know what to do next time and
improve on what we have to improve on. I am not perfect but I try hard and I hope that it will
enough. I intend to go the extra mile and improve even more as I immerse myself to the teaching
profession.
Though it is not an easy job and anyone who hears about it may think twice before taking up
a course in education but once you get charmed by teaching there‟s no getting out of it. I remember
one of my teachers from elementary when she became principal she was still looking forward to
teach again. It only goes to show that it is not just a noble profession but an addicting one. It‟s surely
a good addiction.
I would like to thank God for getting me through this last semester. I appreciate all the
people I‟ve encountered especially my cooperating teacher who was very helpful. I will never forget
my experiences and I hope to fulfill all my plans in the future. I have learned a lot and I am craving
for more wisdom to be bestowed upon me as I enter the world of education as a full-fledge teacher.

A narrative report on teaching experiences

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