practicum 2

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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



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



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



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



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.



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;



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.



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.



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



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



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.



SAUYO HIGH SCHOOL



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.



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



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.



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



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



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



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.



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."



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 –



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.



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.



Curriculum Vitae

Personal Profile

Name:


Address:

Pingkian 3 Zone 3 Quezon City

Tel. No.:

935-05-08

Cell No.:

09302382235

Email Address:

[email protected]

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:



Sauyo Novaliches Quezon City

Year of REsidence:

1996-20052



Lesson Plan No. Date:

Learning Components: Electronics

Sub-Learning Component: Electronic Diagram

I. Objectives


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


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.




Learning Components: Metalworks

Sub-Learning Component: Safety Precautions

I. Objectives


1. know what is metalworks

2. write the different safety precautions

3. understand the importance of safety precautions

II. Content

A. Topic: Metalworks




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


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.



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:





Learning Components: Metalworks

Sub-Learning Component: Types of Metalworks

I. Objectives


1. know the types of metals

2. give the properties of metals

3. Identify and classify the metals

II. Content

A. Topic: Metalworks




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


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



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


Prepared by:






Sub-Learning Component:Recitation

I. Objectives


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




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


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

http://en.wikipedia.org/wiki/Electronic_component


http://en.wikipedia.org/wiki/Conductor_%28material%29

http://en.wikipedia.org/wiki/Industrial_etching

http://en.wikipedia.org/wiki/Laminated

http://en.wikipedia.org/wiki/Laminated

http://en.wikipedia.org/wiki/Industrial_etching

http://en.wikipedia.org/wiki/Conductor_%28material%29





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


Prepared by:

Ma. Eliza E.Cagomoc



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


Prepared by:






Sub-Learning Component: Resistor

I. Objectives


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




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


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



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


Prepared by:






Sub-Learning Component: VOM

I. Objectives


1. define the Volt-Ohm-Milliammeter (VOM)

2. solve the formulas of VOM

3. improve their mathematical ability

I. Content

A. Topic: Electronics




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.



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


Prepared by:

___________________



Learning Components: Entrepreneurship

Sub-Learning Component: Personal Entrepreneurial Competencies

I. Objectives




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



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


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



C. GUIDE QUESTION

What are the risks faced by the entrepreneurs

D. REFERENCE


Prepared by:

___________________






Sub-Learning Component: Risk faced by an Entrepreneur

Objectives


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




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.





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




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


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.



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


Prepared by:

___________________






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





III. Procedure

A. Preparatory

a.1 Daily Routine

a.2 Drill: Puzzle

a.3 Review: Managerial Functions

a.4 Unlocking Difficulties: scientific, systematic



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.



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


Prepared by:

___________________






Sub-Learning Component: Four Basic Business Ownership

Objectives


1. know the four basic business ownership

2. give the factors affects business ownership

3. choose the business they want to start

II. Content





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 .



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


Prepared by:

___________________






Sub-Learning Component: Retailing

Objectives


1. differentiate retailing and retailer

2. give the classification of retail store

3. acknowledge the different retail outlet

II. Content





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


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.



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:

___________________






Sub-Learning Component: Manufacturing as an Entrepreneurial Activity

Objectives


1. define production/ manufacturing

2. give the importance of production planning

3. comprehend the value of production





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.



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


Prepared by:

___________________




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


Prepared by:

Ma. Eliza E.Cagomoc



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


Prepared by:




x

practicum 2

Documents

Transcript of practicum 2