Post on 08-Apr-2018
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Polytechnic University of the Philippines
Com m on w ealt h Cam p u s
Quezon City
Student Teaching Portfolio
of
Ma. Eliza E. Cagomo cBachelor in Business Teacher Education
Assigned to
Sauyo High SchoolNovaliches, Quezon City
Subm itted to
Marilyn IsipCoordinator
March 2011
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Table of Contents
Dedication.
Acknowledgement
Prayers of Teachers
Introduction
PUP Philosophy
Goals
Vison/Mission
School Context (Profile, Location, Plans, and Programs)
History
Map
Ogranizational Chart
Final Demo Plan (Learning Module)
Brief Synopsis
Professional Development Plan/ Career Plan
Narrative Report (weekly)
Current Issues in Education (Foreign and Local)
Curriculum Vitae
Attachment
• Photos
• Lesson Plan
• Certificate / DTR
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DEDICATION I want to dedicate this to my parents who always support me financially and also
emotionally. One who always encourage me to continue and not to give in. For
the Professors who always their to guide us in our works and make us feel goodeverytime we feel bad. Lastly is to our God who always there to support me and
guide me on my path. Thank you so much!!!!!!
ACKNOWLEDGEMENT
First of all, I would like to say thanks God, for giving me the strength and health to do
this project work until it done Not forgotten to my family for providing everything,
such as money, to buy anything that are related to this project work and their advise,
which is the most needed for this project. Internet, books, computers and all that as
my source to complete this project. They also supported me and encouraged me to
complete this task so that I will not procrastinate in doing it.
Then I would like to thank my cooperating teacher, Ms. Ailyn Gaspar for guiding me
and teaching me the right things to do as a teacher. I had some difficulties in doing
this task, but she taught me patiently until I knew what to do. She tried and tried to
teach me until we understand what we supposed to do with my class.
Last but not least, my friends who help me in doing this kind of works and of course,to our loving advicer of Practicum II Professor Sheryl Morales and Professor Marilyn
Isip for giving this opportunities to have this kind of activities. Supporting us
especially for the major things in our practicum.
Prayer of a Teacher
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I want to teach my students how
To live this life on earth
To face its struggles and its strife
And to improve their worth
Not just the lesson in a book
Or how the rivers flowBut how to choose the proper path
Wherever they may go
To understand eternal truth And know
The right from wrong
And gather all the beauty of a Flower
And a song for if
I help the world to grow In wisdom
And in grace
Then I shall feel that I have won
And I have filled my place
And so I ask Your guidance, God
That I may do my part
For character and confidenceAnd happiness of Heart
INTRODUCTION
On the job training or OJT is one method by which students is given a chance
to apply the theories and computations that they have learned from the school. It also
helps the students to acquire relevant knowledge and skills by performing in actual
work setting. Colleges and universities require their students to undergo such training
within a specific number of hours as part of the curriculum.
For the students, practicum or internship program provides opportunities to go
through the actual methodologies of a specific job using the real tools, equipments
and documents. In effect, the workplace becomes a development venue for a student
trainee to learn more about his chosen field and practice what he has learn from
academy.
On the other hand, an effective student teaching program also benefits the
schools who accept student teachers. First they provides additional manpower for a
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lesser labor cost than a regular teacher. Most of them are all eager to learn the ropes
so chances are high that they will cooperate.
Practicum can bring fresh ideas into the organization. Given the opportunity to
speak their minds freely and without fear, they maybe able to contribute significantly in
brainstorming sessions or research and eventually help improve the organizations
productivity. While training the interns, teachers are in fact also teaching their
practicumers to process of guiding the trainees stretches their patience, develops
teaching skills and makes them more sensitive to the needs and mind set of the younger
generation. The course of supervision also teaches them how to share what they know
and be receptive to questions. Hence, the internship also becomes an avenue in training
for future teachers.
Pup Vision
Towards a Total University
Mission
The mission of PUP in the 21st Century is to provide the highest quality of
comprehensive and global education and community services accessible to all
students, Filipinos and foreigners alike.
It shall offer high quality undergraduate and graduate programs that are responsive to
the changing needs of the students to enable them to lead productive and meaningful
lives.
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PUP commits itself to:
1. Democratize access to educational opportunities;
2. Promote science and technology consciousness and develop relevant expertise
and competence among all members of the academe, stressing their
importance in building a truly independent and sovereign Philippines;
3. Emphasize the unrestrained and unremitting search for truth and its defense, as
well as the advancement of moral and spiritual values;
4. Promote awareness of our beneficial and relevant cultural heritage;
5. Develop in the students and faculty the values of self-discipline, love of
country and social consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essential to
a broader understanding and appreciation of life and to the total development
of the individual;
7. Make the students and faculty aware of technological, social as well as
political and economic problems and encourage them to contribute to the
realization of nationalist industrialization and economic development of the
country;
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8. Use and propagate the national language and other Philippine languages and
develop proficiency in English and other foreign languages required by the
students’ fields of specialization;
9. Promote intellectual leadership and sustain a humane and technologically
advanced academic community where people of diverse ideologies work and
learn together to attain academic, research and service excellence in a
continually changing world; and
10. Build a learning community in touch with the main currents of political,
economic and cultural life throughout the world; a community enriched by the
presence of a significant number of international students; and a community
supported by new technologies that facilitate active participation in the
creation and use of information and knowledge on a global scale.
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Sauyo High School
Mission
The school exists to provide quality education through
competent teachers with
supportive community in a conductive learning
environment.
Vision
The Sauyo High School envision to produce quality students who are
Maka-
Diyos, Maka-tao, Maka-kalikasan at Makabayan.
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History
Looking back at the history of Sauyo High School, one could not imagine that it
would metamorphose into a beautiful school as it is now, far from the Pasong Tamo
High School (its former name) which was regarded then as a “deprived, depressed,
and under served” school in the Division of Quezon City.
Sauyo High School formerly Pasong Tamo High School started as an Annex of
Novaliches High School in 1969, with one section of thirty students in the first year
level on a pre-fab building at the back of Pasong Tamo Elementary School. This was
in answer to a felt need in Barangay Pasong Tamo (where it got its name) through
representations by barangay leaders led by Mr. Conrado Panlaque, Sr., to the City
Mayor and City Superintendent of Schools. In 1972 to August 1978, it was made an
Annex of Culiat High School. It became independent on September 1, 1978. Yet it
had to live with a small campus that got muddy during rainy season inadequate
classrooms and school facilities and a number of squatters that dwelt in the vicinity.
After twenty-one years at the back of Pasong Tamo Elementary School, the school
moved to its new campus On October 26, 1989. This is on a 4,747 sq. meters lot
donated by the National Irrigation Administration at the NIA Village, a middle-class
subdivision in Sauyo , Novaliches. At present, the school has two sites. Site 1 situates
the two-storey 12 classroom Gavaldon building built in school year 1988 – 1989
which was funded by the City Government, the two storey 4-classroom NCR building
constructed in 1989 and rehabilitated last school year, and the two-room DPWH
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building. This site houses the Principal’s and Administrative Office, the school clinic,
the Reading Center, a computer room and a mini-library.
Site 2 situates the three-storey 12 room Mathay Building, the two-storey 9
room SEDP building which houses the Technology & Livelihood building, the school
library, the Registrar’s Office, and two-storey Liban building.
Both sites have guidance offices, airconditioned faculty rooms, and school
canteens operated by the Sauyo High School Multi-Purpose Cooperative.
Classes are held in morning and afternoon shifts. The third year and fourth
year students hold classes in Site 1; the first year and second year students in site 2.
The school caters to students from its catchment areas – Bagbag and Sauyo – as well
as those coming from adjoining subdivisions.
Since its establishment, the school had been headed by the following
administrators, namely: Mr. Jose Aguilar (1969 – 1971); Mr. Ricardo Reyes (1971 –
1972, one month); Mrs. Basilia Jimenez (1972 – one month); Mrs. Elizabeth Olbina
(Oct. 1972 – 1975); Mrs. Virginia Cerrudo (1975 – 1976); Mrs. Perla Verso (1976 –
1978); Mrs. Purificacion Cruz (1978 – August 14, 1984); Mrs. Elisa Lorenzana
(August 15, 1984 – August 30 1989); Ms. Flor Sandoval (September 1, 1989 – June
18, 1990); Mr. Exequiel Calixtro (June 19, 1990 – January 1993); Mrs. Sheridan
Evangelista (January 1993 – May 1993); Mr. Stevenson Damo (June 1993 – April
1994); Mr. Alfredo Dela Cruz (may 1994 – 1998); and Ms. Ofelia Millete (November
1998 – October 16, 2002); Dr. Josefina M. Pamplina (October 17, 2002 – August 10,
2004); Mrs. Erlinda M. Barreras (August 11, 2004 – October 28, 2005); Mrs.
ANGELITA G. REGIS (November 8, 2005 – December 11, 2006); The present
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school head is Dr. MODESTO G. VILLARIN (December 12, 2006 to 2008) and DR.
CORAZON LOMIBAO at the present.
The new principal is much concerned on the improvement of the school
buildings and its facilities to make the school conducive to learning. He also zeroes in
on instructional competence among teachers and academic achievement among
students. He hopes that with the concerted efforts of the school, the teachers and the
students. Sauyo High School will become a better performing school in the Division
of Quezon City. His vision is to make Sauyo High School become the most improved
school in terms of school achievement mean and special program for the arts, such as
creative writing, choral group, dance troupe, theater arts, visual arts and drums and
lyre.
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SAUYO HIGH SCHOOL
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Lesson Plan No. Date: Learning Component: Entrepreneurship
Sub-Learning Component: Mark up and Mark down Price
I. Objectives
At the end of the lesson, the students are expected to:
1. define what is mark up and mark down
2. give the formula of mark up and mark down
3. solve the mark up and mark down problems
4. appreciate the importance of knowing the mark up and mark down in their life.
II. Content
A. Topic: Mark up and Mark down
B. Materials: Visual aids
C. Reference: Effective Technology and Home Economics II textbook, Luz
Villanueva-Rojo et.al, pp. 201-202
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Word Hunt
a.3 Review: Service Type Business
a.4 Unlocking Difficulties: mark down, discounts, mark up, profita.5 Motivation: solving mathematical equation
B. Development/ Presentation of the lesson
1. Discuss mark up and mark down
2. Tell the formula of finding mark up and mark down
3. Show how to solve for the mark up and mark down
4. Ask the students the importance of mark up and mark down
C. Closing Activity
Generalization
Mark up is amount added to cost price to arrive at retail price. It is also called asdifference between cost price and retail price. Mark down is reduction in original
price, or previous retail price of an item.
Valuing
The students will able to answer mathematical equation Application
The students will solve the given problems.
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IV. Evaluation
Solve the following problems
1) Mark up % = 40%
Purchase Price = 850What is the selling price?
2) Purchase Price = 400
Selling Price = 450
What is the mark up percentage?
3) Mark up % = 40%
Selling Price = 630
What is purchase price?
4) Purchase Price = 550
Mark down % = 20%
What is selling price?
5) Purchase Price = 425Selling Price = 318
What is the mark down%?
V. Assignment
A. CONTENT
Sales Promotion
B. WORD STUDY
Promotion
Posters
Advertising
C. GUIDE QUESTION
What is promotion?
What is price tag? What is Posters?
What are ways of sales promotion?
Give the importance of sale promotion?
D. REFERENCE
Effective Technology and Home Economics II textbook, Luz Villanueva-Rojo et.al,
pp. 201-202
Prepared by:
Ma. Eliza E. Cagomoc
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Let me add an ideological note to the educational debate : Liberalsare often accused of standing in the way of reforms that help overcomesocial inequalities. While, indeed, liberals value personal freedomhigher than social equality, they actively promote equality ofopportunities in two distinct policy areas: education and basic heathcare.
For this reason, educational reform tends to have a high ranking on theagenda of most liberal political parties in many parts of the world.
Although I live to this country for over 30 years now, I am stillastonished again and again by the frankness and directness with whichpeople here address problems in public debates. “The quality ofPhilippine education has been declining continuously for roughly 25years,” said the Undersecretary — and no one in the audiencedisagreed. This, I may add, is a devastating report card for thepoliticians who governed this nation in the said period. From a liberaland democratic angle, it is particularly depressing as this has been theperiod that coincides with democratic rule that was so triumphantly andimpressively reinstalled after the dark years of dictatorship in 1986!Describing the quality of Philippine school education today, the seniorDepEd official stated the following: “Our schools are failing to teach thecompetence the average citizen needs to become responsible,productive and self-fulfilling. We are graduating people who are learningless and less.”
Let me highlight two figures: Reportedly, at last count more than 17million students are enrolled in this country’s public schools.
At an annual population growth rate of 2.3 per cent, some 1.7 millionbabies are born every year. In a short time, these individuals will claimtheir share of the limited educational provisions.
“We can’t build classrooms fast enough to accommodate” statementfrom a DepEd Undersecretary, who also recalled the much lamented
lack of teachers, furniture and teaching materials.
In short, there are too little resources for too many students.
Two alternatives. In this situation, logically, there exist only twostrategic alternatives: either, one increases the resources, which iseasier said than done considering the dramatic state of public finances,or one reduces the number of students.
This second alternative presupposes a systematic population policy,
aimed at reducing the number of births considerably.
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But this, too, is easier said than done, considering the politics in thiscountry — or to quote Congressman Reyes: “Given the very aggressiveand active intervention of the Church addressing the population problemis very hard to tackle.”
t a time when a college education is vital to an individual's futureand our nation's economic standing in the world, "Declining ByDegrees: Higher Education at Risk," a two-hour documentaryairing on PBS, explores the simple yet significant question: Whathappens between admission and graduation? The answer: oftennot enough.
With more than 14 million students at 4,200 colleges, seriousquestions are being raised about the quality of teaching andlearning, retention and graduation rates and the skills of thosestudents who earn their diploma. As Lara Couturier, a highereducation consultant explains, "There's been report after reportand commission after commission formed of business leaders whoare calling out to higher education and saying 'We need to changethe system. We are not satisfied with the level of skills that ouremployees are showing up with.'"
"Declining by Degrees" takes viewers to college campuses aroundthe country to hear firsthand from students, teachers andadministrators who provide candid insights of the nationalproblems and challenges facing higher education in America. It's atopic too important to ignore. As Richard Hersh, former presidentof Trinity College and Hobart and William Smith College says,"Higher education is about the future. And it is about the way inwhich we travel to the future in terms of being prepared, or it's theway in which we fail the future."
Being prepared is one of the first and biggest challenges freshmancollege students encounter. As Matt Morris, a freshman at aregional university in Kentucky, was moving in he was alreadyaware he was not ready for the academic demands of college. "Icould have been a straight 'A' student in high school," says Matt, "Iwas 'A-B', without bringing a book home, so I don't have very goodstudy skills."
Hersh says Matt represents an increasing problem. "I think we'retaking many, many more students who are not prepared for
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college. I think that's true. I think we have to ask questions aboutwho should we be admitting, and how should they be betterprepared before."
Another obstacle to learning has to do with size. Across thecountry, students and professors cited large lectures on largecampuses as an easy way to get lost. As Keith Caywood, astudent at a public research university with more than 37,000students, put it, "I got swallowed up. I didn't know where any of myclasses were. It was such a large campus." He says he hadclasses of 200 people and, "no one knew if I was there or not."Caywood dropped out after his freshman year, as did 22% of theother freshman students that year.
Other students felt college was not demanding enough. RobinBhalla, a senior at the same large university, recalls his years ofgetting by without much effort, "Teachers always say, you know,'read this and this and this'," says Robin. "'For every class, youshould have a certain amount of readings done.' I never did that.At the beginning of each class, I just start scanning the reading orlooking at my notes to see what the teacher said was important,and I usually do fine." Despite frequent nights of drinking, Robinmade the Dean's List and ultimately graduated.
George Kuh, the director of a national survey for college students,estimates about 20% of college students drift through their collegeyears. "A sizable number of students are enrolled, stay enrolledand graduate from college having been required to put forth littleeffort into their studies. A substantial number of people kind ofsleepwalk, if you will, through college."
Teachers have different challenges that can compromise the
quality of teaching and learning. One problem often reported is thatrewards aren't given out based on teaching.
Brian Strow, an economics professor who hopes to get tenure,says there is a lot of pressure from his college administration toengage in more research. "Clearly if I want a raise, it's going to bethrough research," he says. "I'm not going to get raises based onquality of teaching, no matter how good that teaching is."
"Declining by Degrees" also highlights the impact of market forcesin higher education today. The reality of the college experience
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today often depends on the bottom line: money. As one universitypresident described it, "The state taxpayer support for publicuniversities is eroding. That creates financial stress that we allunderstand and we just manage it. We just deal with it the best we
can."
The two-hour documentary examines the public and government'sdecreasing financial commitment to higher education. Sixty yearsago our country entered into what amounted to a social contract toensure access to college for all despite family income. Statessupported public colleges and the federal government helped withmoney for the poor. Today, the funds and the support for the socialcontract are diminishing.
As Pat Callan, President of the National Center for Public Policyand Higher Education, explains, "The federal Pell Grant program isthe nation's largest program that focuses on the lowest incomestudents who actually get to go to college. In the early 80's, thatprogram had about 3 or 4 billion dollars in it, and it covered over 95percent of the average tuition at a 4-year public college oruniversity." Today it's about 57%.
The impact on students is a decrease in access to higher
education. Ceylon Hollis, a student at a midwest regional college,illustrates the reality of how hard it is for many to afford college. Byday, Ceylon is a full-time student. At night, she is a full-time factoryworker on an assembly line. "When I first started college, I used tohave credit cards, and that's what I used to pay my classes offwith... classes and books," says Ceylon. "I thought that I was goingto be able to get those credit cards paid off, but the ... it just gotbigger and bigger and, the next thing you know, that card wasmaxed out and I got another one in the mail." Ceylon expects to
owe about $26,000 when she graduates.
Ceylon is not alone. One in five college students works full-timewhile pursuing a full-time degree plan.
In an effort to balance budgets, colleges and universities areincreasingly depending on part-time teachers. Bob Gibson, aphilosophy professor, teaches 280 students in nine classes atthree colleges in the Denver area. "I wish I could tailor-make my
delivery and my tools for each class for each student," Gibsonsays, "Can't do it. Too many kids. Too many students. Too many
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classes."
Nationally, nearly half of all college faculty are part-timers, up fromonly 22% in 1970.
Other market influences impacting higher education today that areexplored in the program include the "arms race" in building andcreating campus amenities to attract students, increasingimportance of college rankings by the media, and big-time collegesports.
The news is not all grim. In our reporting, we encountered peopleand programs aimed at making higher education in America better.
We met dedicated teachers using technology to more effectivelyengage and educate students in large lecture classes. Weobserved learning communities where students are grouped tofacilitate learning as well as students who illustrate the power ofhigher education in opening doors of opportunity and deepeninglearning.
Educators and experts across the country say the time for reformis now. "The system is at great risk. And we don't have the libertyof waiting to see what happens," says Couturier. "We have to stop
now. We have to have this conversation now... about what doessociety need from higher education? We're going to look back in10 years and see how much we've lost."
Learning Matters Inc., a New York City based non-profit company,spent two years on college campuses around the country. Wevisited an elite private school in Massachusetts, a large publicresearch university in Arizona, a community college in Coloradoand a midsize regional university in Kentucky. The challenges
facing teaching and learning at our country's institutions came alivethrough the students, teachers and administrators we met.
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Context: As explained in the "Editorial Foreword," the Executive Council of Kappa
Delta Pi asked Dewey to discuss questions "that divide American education into two
camps and thereby weaken it at a time when its full strength is needed in guiding a
bewildered nation through the hazards of social change." Dewey’s response,
according to the editor, is intended to help "the many educators and teachers who are
earnestly seeking reliable guidance at this time."
In his "Preface" to this booklet, Dewey states that his purpose is not to add to the
perceived conflict between traditional and progressive education, but that such debate
is to be expected:
"It would not be a sign of health if such an important social interest as education were not also
an arena of struggles, practical and theoretical." However, Dewey seems concerned that the discussion about issues of education
should not degenerate into a battle of warring camps:"It is the business of an intelligent theory of education to ascertain the causes for the conflicts
that exist and then, instead of taking one side or the other, to indicate a plan of operationsproceeding from a level deeper and more inclusive than is represented by the practices and
ideas of the contending parties." Although Dewey says that the debate should not be settled by attempting "to bring
about a compromise between opposed schools of thought, to find a via media, nor yet
make an eclectic combination of points picked out hither and yon from all schools,"
he decries the slavish adherence to either "traditionalism" or "progressivism":"For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so
involved in reaction against other ‘isms that it is unwittingly controlled by them. For it then
forms its principles by reaction against them instead of by a comprehensive, constructivesurvey of actual needs, problems, and possibilities. Whatever value is possessed by the essay
presented in this little volume resides in its attempt to call attention to the larger and deeper
issues of Education so as to suggest their proper frame of reference."
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John Dewey, Experience and Education (1938)
Chapter 1 – Traditional vs. Progressive Education
Summary: Traditional education has been criticized as one that imposes on
students from the outside and from above (by teachers, etc.). Students’ limited
experiences make the adult nature of the imposed material irrelevant and hard
to understand. Progressive education has arisen, in part, because of
dissatisfaction with traditional education. It offers freedom from the static
nature of traditional education and growth through students’ present
experience.
Chapter 2 – The Need of a Theory of Experience
Summary: All experience is not educative. Experiences, as in the traditional
schools, can be mis-educative if they are static, don’t contribute to students’
growth, or don’t lead students to understand or appreciate later experience.
The primary justification of progressive schools is that, by providing better
experience, they provide students with better preparation for lifetime
appreciation, independence, and development. However, progressive
education, when it is done right, is not simple.
Chapter 3 – Criteria of Experience
Summary: If we believe in the democratic ideal, why wouldn’t we want
children to have experience with democratic social arrangements and positive
interactions, as in progressive schools? The manner in which students learn is
as important as what subject-matter they learn; they should be taught in a
manner consistent with their becoming positively interactive, democratic, and
dynamic learners.
Chapter 4 – Social Control
Summary: Everyone experiences social control in life, but this does not have
to represent autocratic rule. Social control of individual actions, by agreement
and by the members of a group for the benefit of the members of the group,
are common and accepted. Teachers should act or speak firmly, when (rarely)
needed, in behalf of the group. Students should be participants in group
planning as well as activities. The teacher should be a member of the group –
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the most mature and experienced member. Children should learn manners and
should use them when participating, planning, and interacting with others. Chapter 5 – The Nature of Freedom
Summary: The most important freedom is freedom of intelligence.
Freedom of movement does not automatically create freedom of
intelligence, but it can be a means to that end, since it can allow theteacher to know the child better and the child to know himself better.
Freedom should be of a type that helps students learn to control their
impulses and desires. The ideal aim of education is to create intelligent
self-control.
Chapter 6 – The Meaning of Purpose
Summary: Individual freedom is achieved with the ability to identify
desires and create a plan that makes those desires or ideas into realities.
It is a teacher’s obligation to provide students with the opportunity to
participate actively in the process of creating such a plan of action.
Chapter 7 – Progressive Organization of Subject Matter
Summary: Traditional education has been criticized as failing to teachcritical discrimination and the ability to reason. The scientific method
should be used to derive the significance of everyday experience and
subject matter as well as discovery of the potentialities inherent in
experience. Any study must fall within the scope of ordinary, everyday
experience.
Chapter 8 – The Means and Goal of Education
Summary: Progressive education, to accomplish its goals, must be
based on intelligently directed development of the possibilities inherent
in ordinary experience. Those who think progressive education is not
successful or valuable are doing it wrong. Progressive education can
only succeed when certain conditions apply: Primarily, this involves
use of sound standards and methods to achieving its goals, which are
based on providing the best educational experience possible to create
confident, self-controlled, and capable citizens. Experience is the
means as well as the goal.
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Narrative Report
1st week
On my first week I really don’t know what to do and I am really shy and can’t talk
with anybody. first my cooperating teacher introduce me with her class and as my
first impression they are good and can help me enough to improve myself.
But as the days goes by they become wild and cannot control anymore.
2nd week
On my second week I am become strict and does not joke anymore and I really
enjoy the 3rd quarter because of the lesson about the electricity. and I feel good that
they listen to me unlike before. and we ask the student to make their own electric
circuit and have their grades and more creative in doing their works.
3rd week
In my third week I enjoy also because of the electronics I’ve learned a lot about theelectronics and its component and of course I become more comfortable to work
with my cooperating teachers. But still I’m still afraid on her.
4th week
Our lesson was about the Metal works and honestly it is hard to me because I cannot
express myself on that topic. but thanks god I have my cooperating teacher who
help me to explain the lesson well. and of course we ask the student to make their
own dustpan by the use of the metal as their activity
5th week
Its about the Christmas Party and honestly I just get inside the room and sleep all
day long. I really don’t know but I don’t enjoy the christmas party of the class.
6th week
It is the comeback on the school and of course as usual the student doesnt listen and
they are more prepared on having laughs and jokes with their friends. but of course
as part of my obligation I still try to communicate on them and teach them.
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Curriculum Vitae
Personal Profile
Name:
Ma. Eliza E. Cagomoc
Address:
Pingkian 3 Zone 3 Quezon City
Tel. No.:
935-05-08
Cell No.:
09302382235
Email Address:
eriza_cagomoc@yahoo.com
Nationality:
Filipino
Civil Status:
Single
Date of Birth:
July 28, 1989
Place of Birth:
Manila
Religion:
Baptist
Father’s Name:Renato Cagomoc
Mother’s Name :
Elisa Cagomoc
Language:
English / Filipino
Educational Background
Collegiate/University :Polytechnic University of the Philippines Quezon City Campus
Address:
Quezon CityCourse:Bachelor of Business Teacher Education
Years of Residence :2007 - Present
Secondary/ High School :Sauyo High School
Address :
2nd Laguna St. NIA Village, Sauyo Novaliches Quezon City
Years of Residence:2006 - 2002
Primary/ Elementary:
Sauyo Elementary SchoolAddress:
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Sauyo Novaliches Quezon City
Year of REsidence:
1996-20052
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Lesson Plan No. Date:
Learning Components: Electronics
Sub-Learning Component: Electronic Diagram
I. Objectives
At the end of the lesson, the students are expected to:
1. differentiate the Schematic Diagram from Pictorial Diagram
2. give the different electronic symbols use in electricity
3. appreciate the importance of electronic symbols
II. Content
A. Topic: Electonic Diagram
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Games
a.3 Review: Ohms Law
a.4 Unlocking Difficulties: schematic, symbols, pictorial, actual
a.5 Motivation: Show an examples of electric symbols
B. Development/ Presentation of the lesson
1. Discuss the Schematic and Pictorial Diagram2. Give the different electrical symbols
3. Give the importance of electrical symbols
C. Closing Activity
Generalization
Electronic Diagram plays an important role in an electrical circuit. It can be
schematic or pictorial diagram.
Valuing
The students will make an essay of the importance of electronic symbols
Application
Ask the student to make an illustration of different electronic symbols
IV. Evaluation
Direction: Identify the following symbols.
1. 2. 3. 4.
5.
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Lesson Plan No. Date:
Learning Components: Metalworks
Sub-Learning Component: Safety Precautions
I. Objectives
At the end of the lesson, the students are expected to:
1. know what is metalworks
2. write the different safety precautions
3. understand the importance of safety precautions
II. Content
A. Topic: Metalworks
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Games
a.3 Review: Electronic Symbols
a.4 Unlocking Difficulties: prevent, cure
a.5 Motivation: Show a picture of safety precautions
B. Development/ Presentation of the lesson
1. Discuss Metal Works2. Give the safety precautions of metal works
3. Ask the students to make an act to prevent metal accident
C. Closing Activity
Generalization
Metalwoks is one of the popular industries in the country today. To avoid an
accident we should know and apply the safety precautions while working.
Valuing
The students will explain the importance of safety precautions
Application
Ask the student to make a presentation about the safety precaution
IV. Evaluation
Write true, if the statement is true. If false identify the word or phrase which makes
the statement false and write the correct answer.
1. Working clothes should be long sleeved shirts to protect your skin.
2. Handtools such as scribers, screwdrivers, files and dividers may be kept in your
pockets, while hammers, and steel rules should kept in the cabinet.
3. Remove all jewelry before starting to work.4. Keep flammable materials away from the working area.
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5. Pick up immediately tools and materials dropped on the floor to prevent accidents.
V. Assignment
A. CONTENT
Metalworks
B. WORD STUDY
Ferrous metal
Non-Ferrous metal
C. GUIDE QUESTION
1. What is Ferrous metal? Non-Ferrous Metal?
2. What are examples of Non-Ferrous Metal, Ferrous Metal?
3. What are the properties of Metals?
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
Ma. Eliza E. Cagomoc
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Lesson Plan No. Date:
Learning Components: Metalworks
Sub-Learning Component: Types of Metalworks
I. Objectives
At the end of the lesson, the students are expected to:
1. know the types of metals
2. give the properties of metals
3. Identify and classify the metals
II. Content
A. Topic: Metalworks
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Puzzle
a.3 Review: Metalworks Safety Precaution
a.4 Unlocking Difficulties: ferrous, iron, non-ferrous, without iron
a.5 Motivation: Show the pictures of metals
B. Development/ Presentation of the lesson
1. Discuss the types of metalworks2. Give the properties of metals
3. Ask to classify the metals
C. Closing Activity
Generalization
Metal has two types the ferrous and non-ferrous metals. It has its own properties.
Valuing
The students will able to classify the examples metals
Application
Ask the student to cite examples of metals and its properties
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IV. Evaluation
Direction: Match the descriptions under column A with the correct answer under
column B. Write the letter of the correct answers.
A. B.
1. It is a type of metal which does not contain iron a. hardness
2. A property of metal which causes it to break easily b. non-ferrous
3. It is considered as the best conductor of heat and c. silver
electricity d. ferrous
4. A quality of metal which enables it to resist force e. gold
without changing its shape f. brittleness
5. A type of metal which contain iron
V. Assignment
A. CONTENTMetalworks
B. WORD STUDY
Cold chisel
Hot chisel
Metal gauge
C. GUIDE QUESTION
1. What are the different metal equipment and tools?
2. Draw the different metal tools
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
Ma. Eliza E. Cagomoc
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Lesson Plan No. Date:
Learning Components: Electronics
Sub-Learning Component:Recitation
I. Objectives
At the end of the lesson, the students are expected to:
1. list the parts of printed circuit board
2. give the functions of every parts of printed circuit board
3. realize the importance of every components of electronics
II. Content
A. Topic: Electronics
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Review: Electronic Symbols
a.3 Unlocking Difficulties: component, part
a.4 Motivation: show a PCB
B. Development/ Presentation of the lesson
1. Discuss the components of printed circuit board
2. Give the functions of every component
3. Ask the student to make an essay about the importance of electronic
components
C. Closing Activity
Generalization
PCB is used to mechanically support and electrically connect electronic
components using conductive pathways, tracks or signal traces etched from
copper sheets laminated onto a non-conductive substrate.
Valuing
The students will know the different components of electronics Application
Ask the students to describe the different components of electronics
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IV. Assignment
A. CONTENT
Metal Works
B. WORD STUDY
MetalFerrous Metal
Non-Ferrous Metal
C. GUIDE QUESTION
What are the kinds of metals and their descriptions?
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
Ma. Eliza E.Cagomoc
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IV. Evaluation
Enumeration
1.Give the uses of a divider?
2.Give the types of chisels?
3.Give the parts of a drill press and its uses?4.Give the use of tools and equipments in soldering?
5.Give the uses of the metal fasteners?
V. Assignment
A. CONTENT
Entrepreneurship
B. WORD STUDY
Entrepreneur
Entrepreneurship
Business
C. GUIDE QUESTION
Give the behaviors of good entrepreneurs and explain each?
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
Ma. Eliza E. Cagomoc
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Lesson Plan No. Date:
Learning Components: Electronics
Sub-Learning Component: Resistor
I. Objectives
At the end of the lesson, the students are expected to:
1. know what is resistor
2. solve for the value of resistance
3. give the purpose of the resistor in electronics
II. Content
A. Topic: electronics
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Electronic Components
a.3 Review: Types of Metals
a.4 Unlocking Difficulties: Rain Drops cold chisels, for cold metals, and hot
chisels for metals on fire
a.5 Motivation: Show the picture of tools and equipments in metal works
B. Development/ Presentation of the lesson
1. Discuss the different tools and equipment in metal works
2. Give the use of the different tools and equipments
3. Ask the importance of tools and equipments in their lives
C. Closing Activity
Generalization
Knowing the basic tools and equipment will enable one to make quality projects.
Valuing
The students will know the used of the different tools and equipments in metalworks. Application
Ask the student to used the different tools and equipments in metal works
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IV. Evaluation
Solve the following
1st
stripe 2nd
stripe 3rd
stripe 4th
stripe
1. Red yellow green silver2. Green Blue Black yellow
3. Violet Black Silver Gold
4. Blue Brown Yellow Orange
5. Brown Red Brown Black
V. Assignment
A. CONTENT
VOM
B. WORD STUDY
VoltmeterOhmmeter
Milliameter
C. GUIDE QUESTION
What is the formula for VOM, and what are the steps of knowing the value of
resistance, current voltage?
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
Ma. Eliza E. Cagomoc
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Lesson Plan No. Date:
Learning Components: Electronics
Sub-Learning Component: VOM
I. Objectives
At the end of the lesson, the students are expected to:
1. define the Volt-Ohm-Milliammeter (VOM)
2. solve the formulas of VOM
3. improve their mathematical ability
I. Content
A. Topic: Electronics
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Puzzle
a.3 Review: Resistor
a.4 Unlocking Difficulties: current, AC and DC
a.5 Motivation: Show the picture of VOM
B. Development/ Presentation of the lesson 1. Discuss the VOM
2. Give the formulas of Ohmeter scale
3. Solve the formulas of Ohmeter scale
C. Closing Activity
Generalization
VOM is commonly known as multi-tester.
Valuing
The students will solve for the formula using Ohmeter scale.Application
Ask the student to solve for the value in the Ohmeter scale.
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IV. Evaluation
Compute for the value of the following using the Ohmeter scale
1. 0-5 =
2. 50-100=
3. 200-500=4. 2-5=
5. 10-20=
V. Assignment
A. CONTENT
Metal Works
B. WORD STUDY
Ferrous Metal
Non Ferrous Metal
C. GUIDE QUESTION
What are the safety precautions in Metalworks?
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
___________________
Ma. Eliza E. Cagomoc
Lesson Plan No. Date:
Learning Components: Entrepreneurship
Sub-Learning Component: Personal Entrepreneurial Competencies
I. Objectives
At the end of the lesson, the students are expected to:
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1. differentiate entrepreneur and entrepreneurship
2. give the 10 behaviors of an entrepreneurs
3. apply the PEC in their life
II. Content
A. Topic: EntrepreneurshipB. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Question and Answer
a.3 Review: VOMa.4 Unlocking Difficulties: entrepreneur, businessman, entrepreneurship,
business
a.5 Motivation: Picture of an business activities
B. Development/ Presentation of the lesson
1. Discuss entrepreneurship
2. Give the 10 behavior that entrepreneur should possess
3. Ask them to apply the 10 behaviors in their life
C. Closing Activity
Generalization
Entrepreneurship is a business that is establishes to provide the needs of the end
users. And the 10 behavior is important to become successful entrepreneur.
Valuing
The students will able to realize the importance of PEC in their daily life. Application
Ask the students to make an essay on how they will apply the PEC in their life.
IV. Evaluation Essay
• Make an essay on how does the 10 behaviors help the entrepreneurs
V. Assignment
A. CONTENT Entrepreneurship
B. WORD STUDY risk
Innovation
Creativeness
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C. GUIDE QUESTION
What are the risks faced by the entrepreneurs
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
___________________
Ma. Eliza E. Cagomoc
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Lesson Plan No. Date:
Learning Components: Entrepreneurship
Sub-Learning Component: Risk faced by an Entrepreneur
Objectives
At the end of the lesson, the students are expected to:
1. define what is risk
2. give the different risks encountered by an entrepreneur
3. realize the attitude that needed to face the risks
II. Content
A. Topic: Entrepreneurship
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Brainstorming
a.3 Review: PEC
a.4 Unlocking Difficulties: risk, problems
a.5 Motivation: Picture of an business activities
B. Development/ Presentation of the lesson 1. Discuss what is risks
2. Give the risks of an entrepreneur
3. Ask give the attitude towards that risks
C. Closing Activity
Generalization
Entrepreneurs face different business problems and more important is they
know how to handle that kinds of problems.
Valuing
The students will able to realize the importance taking a risks towards the
business. Application
Ask the students to make an essay on how they will manage the business
even in time of risk.
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Lesson Plan No. Date:
Learning Components: Entrepreneurship
Sub-Learning Component: Risk faced by an Entrepreneur
Objectives At the end of the lesson, the students are expected to:
1. define what is management
2. give the four managerial tasks
3. realize the importance of managerial activities in their lives
II. Content A. Topic: Entrepreneurship
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Word Hunt
a.3 Review: Risk of an Entrepreneur
a.4 Unlocking Difficulties: controlling, assessment, evaluation
a.5 Motivation: Question and Answer
B. Development/ Presentation of the lesson
1. Discuss what is management
2. Tell the four basic managerial tasks
3. Ask the students to apply the managerial tasks in their daily routine
C. Closing Activity
Generalization
Management has four basic functions that we can apply in our daily life.
Valuing
The students will able to apply the managerial function in their life. Application
Ask the students to apply the four managerial task in their daily routine.
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IV. Evaluation
Direction: Fill in the blanks with the word or group of words to complete the
statements below.
1. The assigning of tasks and function to individuals, units or department is
called__________.2. _______________ is the evaluation aspect of entrepreneurship
3. The process of Acquiring and using human, fiscal, and material resources
effectively is ___________.
4. The entrepreneur lays out short and long range _______________.
5. objective of the plan should be specific, measurable ___________, results based,
and time bound.
V. Assignment
A. CONTENT
EntrepreneurshipB. WORD STUDY
Management Theories
C. GUIDE QUESTION What are the Management theories in Business?
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
___________________
Ma. Eliza E. Cagomoc
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Lesson Plan No. Date:
Learning Components: Entrepreneurship
Sub-Learning Component: Applied Management Theories
Objectives At the end of the lesson, the students are expected to:
1. list the management theories
2. give the purpose of management theories
3. realize the importance of management theories in business
II. Content A. Topic: Entrepreneurship
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Puzzle
a.3 Review: Managerial Functions
a.4 Unlocking Difficulties: scientific, systematic
a.5 Motivation: Question and Answer
B. Development/ Presentation of the lesson
1. Discuss the Management Theories
2. Give the importance of Management Theories
3. Ask the students the importance of Management theories in their work
C. Closing Activity
Generalization
Management theories helps the business to progress. And solve the problems of
the company.
Valuing
The students will able to know the importance of the management theories
especially in the business. Application
Ask the students to apply the management theories with their problems.
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IV. Evaluation
ESSAY
1. Recall the various management theories which explain the phenomenon of
economic growth
2. Cite examples on how these management theories were applied to practical life
situations.
V. Assignment
A. CONTENT Entrepreneurship
B. WORD STUDY
Four Basic Business Ownership
C. GUIDE QUESTION
What are the four Business Ownership? What are the factors affect the businessownership?
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
___________________
Ma. Eliza E. Cagomoc
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Lesson Plan No. Date:
Learning Components: Entrepreneurship
Sub-Learning Component: Four Basic Business Ownership
Objectives
At the end of the lesson, the students are expected to:
1. know the four basic business ownership
2. give the factors affects business ownership
3. choose the business they want to start
II. Content
A. Topic: Entrepreneurship
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Puzzle
a.3 Review: Management Theories
a.4 Unlocking Difficulties: sole, one, cooperative, united
a.5 Motivation: Show picture of Business Company
B. Development/ Presentation of the lesson 1. Discuss the four Business Ownership
2. Tell factors that may affect the business ownership
3. Ask the students to choose the business they want to start
C. Closing Activity
Generalization
Business Ownership has four types and affects by the different factors; capital,
owners, nature of the business.
Valuing
The students will able to decide what kind of ownership they would like to
start. Application
Ask the students to select the business they desire to raise and the
purpose .
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IV. Evaluation
Direction: Match Column A with Column B. Write the letter of the correct answer.
Column A Column B
1. owned by one individual a. partnership
2. co-owners b. corporation
3. initiated by incorporators c. sole proprietorship4. owned by 24 individual who d. cooperative
buy shares on voluntary basis e. giving proprietorship
5. stockholders f. elect the board of
directors
V. Assignment
A. CONTENT
Entrepreneurship
B. WORD STUDY
Retailing
C. GUIDE QUESTION 1. What is Retailing? Retailer?
2. What are the classification of Retail Store?
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
___________________
Ma. Eliza E. Cagomoc
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Lesson Plan No. Date:
Learning Components: Entrepreneurship
Sub-Learning Component: Retailing
Objectives
At the end of the lesson, the students are expected to:
1. differentiate retailing and retailer
2. give the classification of retail store
3. acknowledge the different retail outlet
II. Content
A. Topic: Entrepreneurship
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Fish Bowl
a.3 Review: Business Ownership
a.4 Unlocking Difficulties: retail, owner, retailing, selling
a.5 Motivation: Question and Answer
B. Development/ Presentation of the lesson 1. Discuss the retailing
2. converse the types of retail outlet
3. Ask the students to opt the type of retail store they are more preferred.
C. Closing Activity
Generalization
Retailing is the selling of goods and services in small quantity. It has different
classification.
Valuing
The students will able to classify the different business stores. Application
Ask the students to select the type of retail store they are like.
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IV. Evaluation
Essay
1. Give the classification of retail stores.
2. Give the functions of retailing.
3. Explain the life cycle of a retail store.
V. Assignment
A. CONTENT
Entrepreneurship
B. WORD STUDY
Manufacturing as an Entrepreneurial Activity
C. GUIDE QUESTION
1. What is Production?
2. Give the importance of production Planning
D. REFERENCE
Technology and Livelihood Education II textbook, Villanueva-Rojo, Luz,
Cruz-Garcia, Julia, Villanueva, Cristina
Prepared by:
___________________
Ma. Eliza E. Cagomoc
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Lesson Plan No. Date:
Learning Components: Entrepreneurship
Sub-Learning Component: Manufacturing as an Entrepreneurial Activity
Objectives
At the end of the lesson, the students are expected to:
1. define production/ manufacturing
2. give the importance of production planning
3. comprehend the value of production
II. Content A. Topic: Entrepreneurship
B. Materials: Visual aids, chalk, board
C. Reference: Technology and Livelihood Education II Workbook, Villaflor,
Padullo, Rocena, Viernes
III. Procedure
A. Preparatory
a.1 Daily Routine
a.2 Drill: Brainstorming
a.3 Review: Retail Outlet
a.4 Unlocking Difficulties: production, manufacturing, layout, design, output,
producta.5 Motivation: Show sample of layout
B. Development/ Presentation of the lesson 1. Discuss the production
2. Explain the importance of Production Planning
3. Draw layout of the business
C. Closing Activity
Generalization
Production is converting the input into output.
Valuing
The students will able to assume the kind of business they want to put up Application
Ask the students to draw the businesss layout.
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IV. Evaluation
Direction: Fill in the blanks with the word or group of words to complete the
statements below.
1. Production is another term for_______________.
2. Machines and equipment performing similar functions are grouped together in a___________ a layout.
3. Machines and equipment are arranged according to the order of use in a
________________.
4. Production planning must be included in the _________________.
5. Manufacturing is the act of _____________ or changing raw materials into goods
or services.
V. Assignment
A. CONTENT
EntrepreneurshipB. WORD STUDY
Production Function and System
C. GUIDE QUESTION 1. What is meant by production System?
2. Characterize the production System.
3. What are the material resources included in a production system?
4. How should operation be treated in order to produce good products and
services
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
___________________
Ma. Eliza E. Cagomoc
8/7/2019 practicum 2
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IV. Assignment
A. CONTENT
Metal Works
B. WORD STUDY
MetalFerrous Metal
Non-Ferrous Metal
C. GUIDE QUESTION
What are the kinds of metals and their descriptions?
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
Ma. Eliza E.Cagomoc
8/7/2019 practicum 2
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8/7/2019 practicum 2
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IV. Evaluation
Enumeration
6.Give the uses of a divider?
7.Give the types of chisels?\ 8.Give the parts of a drill press and its uses?
9.Give the use of tools and equipments in soldering?
10. Give the uses of the metal fasteners?
V. Assignment
A. CONTENT
Entrepreneurship
B. WORD STUDY
Entrepreneur
EntrepreneurshipBusiness
C. GUIDE QUESTION
Give the behaviors of good entrepreneurs and explain each?
D. REFERENCE
Technology and Livelihood Education II textbook, Lee Estifania Gloria
Prepared by:
Ma. Eliza E. Cagomoc
8/7/2019 practicum 2
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