My

Portfolio

Prepared by:

Shamin P. Loraez

BBTE IT 4-1

ACKNOWLEDGEMENT

First and foremost, I want to thank my parents for their

invaluable support morally, emotionally and financially. My family is

my own blessing, and the love I have for my parents is the love I bring

to this study.

I would like to give special thanks and acknowledgement to the

following people:

To our Subject Professor, Professor Sheryl Morales for guiding

us along the way and being dedicated to answer all our inquiries

about practice teaching.

To our Subject Adviser, Professor Marilyn Isip for her advice,

and assistance about the Teaching Practicum and for enlightening our

minds for the proper things to take and follow.

To my Cooperating Teacher, Mrs. Leticia Mercader for her

guidance in the preparation of my Final Demonstration and for

sharing some of her experiences and some tips.

And above all, to our Almighty God who is the true source of all

knowledge and wisdom, who gives us the strength to face all

challenges and hardships even with this practicum.

Table of Contents

Acknowledgment

Table of Contents

I. Statement of Purpose of the Practicum

II. Prayer of Pre-service teachers

a. Teacher's creed

b. Personal Education Philosophy

III. Involvement and Personal Data

a. Community Involvement Evidences

IV.Personal Insights on the pre-service training experience

V. Brief Description of the Site of Practice Teaching

a. Mission and Vision

b. Values

c. Organizational chart

VI. Sample lesson plan/learning guide/plan book/activity log

a. semi-detailed lesson plan

VII. Lesson plan used during final demonstration

a. pictures of teaching materials used

b. pictures during the final demo

c. sample of students' output

Appendix

a. Daily Time Record Cards

b. Pictures

c.

I. Purpose of the Teaching Practicum

Since the student teaching experience is to be of high quality, it is

important that the team members share common overall goals and

objectives. Specific objectives for the course “Student Teaching” are

listed below.

The student teacher will be able to . . .

1. Integrate pedagogical studies with knowledge of specific

disciplines and national professional organization standards to

create meaningful learning experiences.

2. Design active learning opportunities that are appropriately

adapted for various developmental levels, and for learners with

disabilities.

3. Strengthen skills required for creating, selecting, and using

formal and informal assessment strategies to evaluate student

progress and to improve teaching and learning.

4. Establish and maintain a positive, purposeful, and God-centered

learning environment that promotes positive social interaction,

active engagement in learning, and self-motivation.

5. Communicate, collaborate, and consult with teachers, students,

administrators, and parents clearly and effectively in the

educational process.

6. Develop and articulate an understanding of educational

philosophy, history of education, and current trends and issues.

7. Demonstrate competence in all job responsibilities in the

student teaching setting.

8. Develop strategies for enhancing personal areas of strength and

weakness identified during field experiences and seek

opportunities for professional growth and development.

9. Integrate technology appropriately and effectively for

communication and instruction.

II. Prayer of Pre-service teachers

Student Teacher’s Prayer

Eternal God, We are truly grateful of the blessing that you have

showered upon us. Thank you for the gift of life, for the loving

students, for the loving and caring family, for the understanding and

compassionate teachers, for the supportive principal and for this

wonderful day that we are about to share together with your guidance

and protection.

Bless us all as we are about to deal a new lesson, new knowledge to

inculcate, new experiences to embrace, new ideas to share, new

values to feed our morale, new output of our painstaking labor to

fulfill our satisfaction, new opinions to open up with others, new

camaraderie to develop and a lot more that we are humbly asking

from your most benevolent heart that grant simple requests into a

sure reality.

Lord, Bless all schools that it may dynamically and competitively

become a center for sound learning, new discovery, and the pursuit of

wisdom; and grant that those who teach and those learn may find you

to be the source of all truth and wisdom.

Lord, we ask forgiveness for all the sins that we have committed and

we are sincerely accepting your Holy Spirit to rule our hearts and

minds so that we can avoid the temptations and some forms of evil as

we continue fulfilling our roles in this beautiful world as children of

God. We ask this through our Lord Jesus Christ, your son, who lives

and reigns with you and the Holy Spirit, one God, forever and ever

Amen.

Code of Ethics for Student Teachers

A. Preamble – A student-centered perspective

Mandate:

A joint subcommittee consisting of members from two standing

committees of the Faculty of Education (Faculty of Education Ethical

Review Board and Student Standing) was created to develop a Code

of Ethics for Student Teachers and to examine the ways in which this

Code will be communicated to students, faculty members and

educational partners.

Goals and rationale:

The interests of the two Standing Committees of the Faculty of

Education in promoting appropriate ethical and professional conduct

have led us to develop the following Code of Ethics for Student

Teachers. This code seeks to respond to, and address the following

needs:

1. The Code addresses the interdependent duties, rights and

responsibilities of student teachers, faculty members and

educational partners.

2. By addressing common issues and needs, the Code seeks to

articulate and make explicit ethical principles that transcend

disciplinary boundaries. These principles reflect the

fundamental values that are expressed in the duties, rights and

responsibilities of all involved in Teacher Education.

3. The Code requires a reasonable flexibility in the implementation

of common principles. It is designed to help those involved in

Teacher Education, as a matter of sound ethical reasoning, to

understand and respect the contexts in which they work and

accommodate the needs of others.

4. The Code seeks to encourage continued reflection and

thoughtful response to ethical issues. It does not seek definitive

answers to all ethical questions or situations. Rather, it seeks to

outline the guiding principles to ethical conduct and to identify

major issues which are essential to the development and

implementation of this Code.

Context of an ethics framework for student teachers

The principles and norms guiding ethical conduct are developed

within an ever evolving complex societal context, elements of which

include the need for reflective action and ethical principles.

Education is premised on a fundamental moral commi tment to

advance and construct knowledge and to ensure human

understanding and respect for individual and collective well-being and

integrity.

The moral imperative of respect translates into the following

ethical principlesthat assume a student-centered perspective as

articulated in the Quebec Curriculum Reform and Competencies

outlined for Teacher Education.

B. Academic freedom and responsibilities

Teachers enjoy, and should continue to enjoy important

freedoms and privileges. However, with freedoms come

responsibilities and ethical challenges. This Code of Ethics is in

keeping with the philosophy and spirit of the New Directions that are

embedded in the document Teacher Training: Orientations,

Professional Competencies (Ministère de l‟Éducation 2001) and the

reflective practice literature.

The role of the teacher and the contexts of teaching have

changed. Thus, new resources (knowledge, skills, and attitudes) are

required to practice the profession and meet the challenges of

teaching and learning in whatever contexts student teachers may find

themselves and to engage in professional development individually

and with others.

C. Ethics and law

“Teaching is governed by a legal and regulatory framework”.

The law affects and regulates the standards and norms of teaching

behaviors in a variety of ways such as respecting privacy,

confidentiality, intellectual property, competence. Human rights

legislation prohibits discrimination and recognizes equal treatment as

fundamental to human dignity and well-being.

Teachers should respect the spirit of the Canadian Charter of

Rights and Freedoms particularly the sections dealing with life, liberty

and the security of the person as well as those involving equality and

discrimination and the Education Act that sets out the obligations and

rights of teacher.

D. Guiding ethical principles

Ethical student teachers should respect the following guiding ethical

principles:

1. Respect for human dignity

a. Speaks and acts towards all students with respect and dignity;

and deals judiciously with them at all times, always mindful of

their individual rights and personal sensibilities.

b. Respects the dignity and responsibilities of cooperating

teachers, peers, principals, parents and other professionals or

para-professionals within the school, school board and

community.

2. Respect for vulnerable persons

a. Respects and recognizes ethical obligations towards vulnerable

persons. This principle recognizes that students are in a

vulnerable position and that student teachers are in a privileged

relationship with students and their families and will always

refrain from exploiting that relationship in any form or manner.

3. Respect for confidentiality and privacy

a. Respects the confidential nature of all information related to

students and their families and will share such information in an

appropriate manner only with those directly concerned with

their welfare.

b. Respects the confidential nature of all information related to all

school personnel and will share such information in an

appropriate manner.

4. Respect for justice

a. Respects and recognizes the right of individuals to be treated

with fairness and equity and the importance of avoiding

conflicts of interest.

5. Respect for safety of students

a. Respects the right of individuals to expect that student teachers

will engage in practices that aim to ensure the physical,

psychological and emotional safety of students.

6. Respect for existing ethical codes and professional standards

a. Respects the authority, roles and responsibilities of the

cooperating teacher and agrees to adhere to the responsibilities

and obligations for teachers as outlined in the Education Act,

Faculty and University handbooks as well as all local

agreements by host school boards and schools.

7. Balancing harm and benefits

a. Acknowledged that any potentially harmful practices (eg.

Science Labs and Physical Education Activities) must be

balanced with anticipated benefits and conducted in a prudent

informed manner.

III. Involvement and Personal Data

Resume

Shamin P. Loraez

Blk. 7 Lot 9 Soldiers Home Batasan Hills, Quezon City(0926)-199-2937madrigalheaven@gmail.com

Personal Information

Age : 20 y/o

Gender : Female

Place of Birth : Quezon City

Date of Birth : July 31, 1994

Height : 4’11’’

Weight : 50 kilos

Civil Status : Single

Nationality : Filipino

Religion : Roman Catholic

Language Spoken : English and Filipino

Educational Background

Tertiary: Polytechnic University of the Philippines, Quezon City Campus

Bachelor in Business Teacher Education, Major in Information Technology

2011-Present (3rd year)

Secondary: Batasan National High School (2010-2011)

Primary: Libmanan North Central School (2001-2007)

IV. Personal Insights on the pre-service training

experience

My Weekly OJT Report

Week One

I had a good idea of what to expect during my first week as a student teacher. I would also like to say how extremely helpful the staff at Lagro High School has been to me.

At the same time, I kept an open mind as to what to expect during this initial week and this served me well. I was teaching segments of my mentors class by the second day, and was the lead teacher all day on Friday. This was something that I did not expect to be doing so soon, but I grasped the opportunity with both hands. Reflecting about this as a student teacher, I think it is a good idea to be teaching in the first week instead of observing for the initial period of the student teaching internship. I don’t think it is a ‘sink or swim’ scenario, but it is a good idea to get into teaching directly with the kids and enables the student teacher to interact as soon as possible with the kids. This approach by my mentor teacher has certainly helped to build my confidence with regards to my teaching ability. I am grateful for this.

On Friday, my mentor teacher was at a conference all day. This was a good opportunity for me to get to know the kids, and even more importantly for them to get to know me. With their regular teacher out of the classroom all day on Friday they had to interact with me. They took the opportunity to ask me questions about my background while I was helping them with individual or group work they were involved in. I did not mind this. I took this as an opportunity to engage with them. They obviously want to know more about this student teacher, and I am happy to build a relationship with them.

Aside from the actual teaching, I was involved with taking attendance, grading papers and entering them into the computer/grade book. I feel this first week has given me a full introduction in to the roles of a teacher. I’m really happy about this. It was a lot to do in the first couple of days, but by Friday I could do

exactly everything that my mentor teacher had shown me during the week.

There are some areas I need to work on that I have identified at this early stage. I should not be nervous about making clear rules to the kids. If we are all on the same page then there will be no confusion. By this I mean having a uniform policy about cell phones for example. I should not also be timid to speak up about inappropriate behavior. As the day wore on during Friday I became more comfortable in this role. I’m glad that even at this early stage I can reflect on and identify areas I can improve on.

I am looking forward to the coming weeks. I feel this first week is helping me to lay a good foundation for the weeks to come.

Week Two

Week one was definitely the whirlwind for me. So many students, teachers and support staff to meet. Learning students’ names and the layout of the school. Week two for me has been all about establishing a routine for myself and the students. They are still getting to know me, and I am getting to know them. I can put most faces to names in the classroom, and I’m working with the less vocal members of my classes to make sure that I am involving them more in class activity, and therefore I will get to know their names. I am making connections with students as well.

With regards to my teaching in the classroom, I am gaining in confidence. I know this is early days yet with regards to my internship, but I am happy in how it is developing and how my mentor teacher continues to give me tips, ideas, and more duties. I am not afraid to dive right in. I believe this total immersion approach from my mentor teacher works well for me in particular. This way, the students get more direct instruction time from me. My mentor teacher and I are following a team teacher approach right now. I think the students like this, as they have two teachers with different backgrounds teaching them and I think at this early stage that they are learning more as a consequence. The students have welcomed me into the classroom.

Week Three

Christmas vacation.

Week Four

Now we get down to business. I have been pretty much teaching solo all week, and I’m very grateful for the trust my mentor teacher has in me. This has helped me to build my confidence. The more contact time I am having with my students the more they get to know me, and the more I get to know them. The two-week honeymoon period that teachers talk about with students is over. I wondered what my students would ‘try on’ with me as I was new. I’m happy to report that I am forming a great student/teacher relationship, being mindful to be friendly with the students but at the same time maintaining that professional distance between teacher and student. I know the students who need attention during class, and I know those who are self-directed learners. This is working out very well, and I’m glad these roles are being more and more defined as I take on additional teaching responsibilities.

I also feel as if I’m getting into a routine with my classroom activities. This is good for me and for the students. It was difficult for me to come into the classroom when the students were in the middle of a unit and to take on teaching responsibilities. This coming week I have been preparing lesson plans and copying material for the week to come.

This has helped me to gain more ownership of the class, and I can explain and describe to the class my expectations. The students are being really helpful as I take on more activities, and are taking the transition of me as the lead teacher in their stride. I feel I am becoming more comfortable with the students.

Week Five

This week I was solo all week. My mentor teacher gave me privilege to handle the class on my own. When I get to school I set up the agendas for the day, make copies and have them ready for the students. During class time the kids are listening to me or working individually/in groups on assignments. If they are working on

assignments individually I can stand at the front of the class and prepare for the next class in the appropriate way. I stand in the corridor in between classes as a ‘presence’ and have a quick chat with one of the teacher’s whose classroom is next to mine. I’ll greet students as they enter my classroom, or say hi to those I know who are passing by. Some are even saying hi to me, and I like to think this is because they are becoming more familiar and comfortable with me. Anyway, I mention this as I’m refining my routine and I think it is working. I’m not getting complacent. I’m striving to maintain the high expectations I place on myself. I hope I’m doing service to the students. This is my main goal.

Week Six

One word for this week: solo.

I have been in the classroom by myself this week. It actually felt good and helped me grow in confidence in my classroom management and planning activities. I planned all lessons, agendas, test and homework activities for the week. I got to know the students a lot better and they are definitely becoming more at ease with me. I know who to look out for, and those students who are self-motivated. I am being careful to cultivate the correct student/teacher relationship. I feel I’m being strict but fair with them and I think this is helping to provide the correct instructional environment in the classroom. This week was by far the most concentrated and busy I have had.

Pilots have a saying called ‘being ahead of the airplane.’ By this they mean they know the airplane so well that they anticipate the movements the aircraft will make in any given situation. I feel that I have started on this road. I no longer  ask myself the question ‘will I be able to stand up in front of a classroom and teach without looking like an idiot’ to ‘how can I ensure that I am holding the attention of students at all times with a compelling lesson without leaving voids.’ My mentor teacher has told me I have presence and authority in the classroom. I don’t always feel this, but it is something I am constantly aware of and strive to improve.

Week Seven

I feel that I turned a corner this week.

I can’t exactly put my finger on when it exactly happened. I know that I’m starting to be more proactive in my day-to-day classroom duties instead of being reactive. I’m getting used to juggling lots of different teacher roles throughout the day and am becoming more at ease with this. I think that this comes from a variety of areas. I’m becoming more familiar with the kids – in as much as I mean I know now which class periods are challenging than others and to as to why this is the case. I know the students who need extra attention, the students who are floundering in class because they have to work nights, or in the case of one student work Monday, Tuesday and Wednesday in order to support her family financially. I know those kids who to cut a break to when they talk to me about being concerned that they will miss a homework deadline or a test. Perhaps the reason that I feel I have turned a corner this week is because of all of the above reasons.

Week Eight

I have just re-read my Week One posting. I sound very naive. My mentor told me this week how she has seen me develop in the classroom in leaps and bounds. I was glad to hear it, as I have to admit that I don’t always feel this way. I try to analyze this to find out exactly why I don’t always feel I am developing. I think it is a mix of not feeling 100% on top of the subject matter and not having a longer relationship with the kids. My mentor keeps reminding me that familiarity with the subject matter comes with experience, and that I should not forget that it is difficult to take over in a classroom when the students have already gotten used to their teacher. I hope one day I can become a mentor teacher and pass on a lot of my experiences and more importantly information and experience my mentor has shared with me. Over the past seven weeks.

Week Nine

I am paying more attention to the dynamics in each of my classes. I have noticed that I can expect mixed behavior from my students. For example periods one, three and six are attentive, ask questions and work well with each other. Periods four and five are

different. There are different dynamics in these periods as there are different groups of students in these classes. There are a couple of chatty students and a couple of students who have no interest in being in the class and therefore will not interact with each other or the teacher. This makes it a challenge for me to be an effective teacher with these two classes. I spoke to my mentor teacher about this.

He told me to make sure that I don’t change my teaching style to cater for these different groups within the class. The students are looking to me for a regular and familiar routine in class. I well believe him. For the last week covering one unit I did a mixture of small lecture, clips from a documentary followed up by quiet reading with questions for the students. One day when I deviated from this routine the kids were thrown. We didn’t have time to get to the quiet reading, and they wanted to know why – all the different groups of students that made up the class. That was a great example to me of how the students need routine, no matter whether they are the chatty kids, or those who don’t do as well as they can. It is hard to know about the kids who don’t appear to have any interest (and I have a student is mind as I write) as to how they feel about routine in the classroom, and that can be frustrating.

Week Ten

I have been soloing in the classroom now for a month. When I compare my situation now to nine weeks ago, I can really see how much I have learned and how far I have come. I’m not always aware of this to see the overall picture of my progress. Sometimes it is difficult for me to see the overall picture when I am involved in everyday classroom activities, planning lessons, and assisting individual students on a daily basis. I really feel that I have made good connections with most of the students. Some of those who I have asked to apply themselves more, pay attention and not be disruptive in the classroom have responded well to me. I’m pleased about this. I have told my classes how I think they are all talented students and I want them all to succeed in the remaining brief time that we have together. I started my student teaching by being a complete stranger to my students. Now they are talking to me after class, saying hi to me in the corridors or waving to me as I am teaching (I always keep my

classroom door open). This gives me great confidence. I feel like I have made a breakthrough by this stage of my internship. I have gone from being a complete stranger in the classroom to someone who the students have confidence in to teach them and lead them through the course material.

Week Eleven

I’d like to make something clear. I’ve found it hard to maintain focus and high levels of expectation upon myself when I know student teaching is almost done. I also want to make it clear that this is just the start of my teaching journey. After student teaching there will be bumps in the road. Looking back over my period of student teaching I know I will be prepared for these situations, and have met a group of dedicated teachers who can offer support and assistance along the way.

Because of this I have decided to get feedback from all my students after I have completed student teaching. My mentor teacher said this is a good idea provided that the students are given deliberate questions from me to answer.

This information will be anonymous. I really want feedback on what my students thought about my teaching style, delivery, content and approachability in the classroom. Did they feel confident in my abilities as a teacher as we spent more time together? Did I provide adequate information and materials during class? Was I boring? How did students perceive me as a teacher – did they think I showed a genuine interest in students? This does not mean that I want them to be my friends, but rather was I friendly towards them. Could I have done anything differently to enhance the learning environment and make it more welcoming? I invite criticism. I am under no illusion that I still have a lot to learn both in and outside of the classroom.

Week Twelve

I have been really paying attention this week to how my students receive my lessons. I’m coming towards the end of my internship, so I’ve been asking them for feedback on my teaching. What better way to get feedback? I realize that I may have been asking for a lot of negative comments,  but this was not the case. The

students were pleasantly surprised to have a teacher asking them for feedback. They really appreciated this. I’m wondering if this is something I should have done earlier in my internship. Perhaps after eight weeks it would have been a good idea to ask for feedback so I could have revised my lesson planning and delivery based on some of their feedback. I realize that as a student teacher my internship is giving me a taste of what a full-time teacher deals with every day.

It is hard to maintain focus as things are coming to an end. I’ve been struggling with this, but I’m absolutely determined to maintain focus and professionalism. The teacher sets the tone in the classroom and I will remain professional. From informal feedback from my students it is clear that I have an informal teaching style. I was told my some students that my lectures are more like conversations and that the students like this. They like this as they told me that it feels like I am talking with them, instead of at them. They feel part of the lesson, and they appreciate this. Now this is something I had never thought about as it is my natural delivery style when teaching/public speaking.

Week Thirteen

This is the last week of my student teaching. My mentor teacher took over full-time in the classroom and I was observing her. During these observations I’ve noticed things that I didn’t before as a student teacher – the little nuances to keep students on track, how to effortlessly switch from one task to another. I realize now that a lot of this comes from experience as a teacher – a component of my teaching that obviously will be developed in the years to come.

I have enjoyed my student teaching experience. It has been difficult, frustrating, rewarding and fun. I think my philosophy of being flexible, going with the flow and learning as much as I can has reaped dividends. I let things wash over me during the start of my internship. This helped me to find my feet, establish a good classroom routine and get to know the students as people first and then as students second.

Brief Description of the Site of Practice

Teaching

HISTORY OF LAGRO HIGH SCHOOL

In the early seventies, the growing number of people in the

GSIS La Mesa Homeowners Association (GLAMEHA) triggered the

need for a high school in Lagro Subdivision. The officers of GLAMEHA

requested fervently for an establishment of a high school next to

Lagro elementary School. With the aid of the city government and the

education bureau, Novaliches High School with Mr. Florencio Dumlao

as principal started accepting students. This high school annex

started on June 13, 1974 with 87 students and a facility, which were

humbly two housing units in Block 59 and chairs the students

provided themselves.

On August 26 of the same year, Lagro Annex was transferred to

the Lagro Elementary School compound and occupied the sawali-

walled makeshift building. The high school was then headed by Mr.

Crispulo A. Pilar with Mr. Narciso M. Caingat, Mrs. Nilfa C. Caingat

and Mrs. Greta Manlapig as pioneer teachers.

Two years after, the enrolment rose to 249 from the former 87

with three sections in first year, two in second year, and one in third

year. They were all managed to stay in just four classrooms guided by

nine teachers of Lagro.

The first graduation from this high school happened two years

after with an increased enrolment of 461 with Mrs. Josefa Q.

Maglipon, head of the Home Economics Department in Novaliches

High School, who replaced Mr. Pilar(who left for the United States).

The School Year 1977-1978 reached 774 with 15 sections occupying

seven classrooms. With this problem on accommodation, Mr.

Florencio Dumlao appealed to the national government for a Lagro

Annex Building. Through the unrelenting efforts of the department

head-in-charge and with the PTA lobbying behind, the 1.3 hectare

present school site, and building became a reality.

At the opening of classes on June 11, 1978, 923 students flocked

the newly constructed building which was a two-story 18-room

structure standing proudly with Mrs. Maglipon as head of the school.

She was replaced with Mr. Silverio Reinoso. Mr. Reinoso had to

continue with the challenge to manage 19 sections of students with

just 32 teachers. It is really a challenge but he overcome with it. It

was the significant day of September 1, 1978 that Lagro High School

was inaugurated by Mrs. Commemoration M. Concepcion, the former

schools division superintendent. Thus, it has become its foundation

day.

Hand in hand with the influx of residents in Lagro Subdivision is

the continuous increase of student population. And to accommodate

this increasing population,a six-room building on the southern site of

the campus was constructed. Theschool then also improved with the

completion of concrete fences surroundingthe campus, construction of

the stage and the new steel flagpole, all to house and educate the

community for them to have a better education.

Mr. Reinoso was replaced by Mrs. Virginia H. Cerrudo on

September of 1981. Mrs. Cerrudo was replaced with Ms. Felicidad C.

Gutierrez in 1987 bringing another building funded by the city

government. The same year created the Lagro High School-Payatas

Annex with 257 students. This annex was assigned to Mrs. Sheridan

Evangelista, who was then the Social Studies Department Head of the

main school. Promoted as Principal IV, Ms. Gutierres was transferred

to E. Rodriguez Jr. High School. Mr. William S. Barcena took her place

as the principal of Lagro High School on June 1991.

Three years after, Mr. Barcena was replaced by Mrs. Cristina C.

Monis, the General Education Supervisor I-English, as Officer-In-

Charge on January 8, 1993.Mr. Gil T. Magbanua replaced Mrs. Monis

on June 13, 1993 To accommodate the continuous increasing

enrollees, the three-story building funded by the Quezon City

Government was constructed.

The third Annex in Fairview was finally opened with Mrs. Justina

A. Farolan as the Teacher-In-Charge.Dr. Consolacion C. Montano

replaced Dr. Gil Magbanua later on with moreimprovements.Mrs.

Sheridan Evangelista made her comeback as the principal of Lagro

High School in 1998 with improved facilities and technology

advancements for the school. The dawn of more improvements was

realized when Dr. Fernando C. Javier became the principal in April

2003. The construction of the new building previously applied by Mrs.

Sheridan Evangelista was built and inaugurated by the successor, Dr.

Javier.

Lagro High School now boasts of not only its talents but it’s conducive

learning ambience sure to provide every learner more motivation to

pursue his dreams. Lagro High School reaped achievements in the

district, division, regional and national competition under Dr. Javier.

The Bureau of Alternative Learning System was established and soon

after the Open High School. The Special Education Program was

established accepting deaf and blind students. The Guidance

Program was also enhanced and improved with the administration of

Dr. Javier.

International competitions, speech and debate contests

sponsored by the government and private companies, Palarong

Pambansa, National Schools Press Conference and the creation of the

Special Program in the Arts which annually showcases talents in its

culminating activities. Today, as we speak, Lagro High School does

not only have a growing number of enrollees but also consistently

develops as a community that consists of highly competitive and

productive members under the supervision of the new principal Dr.

Maria Noemi Moncada.

Philosophy

The development of the young into an intelligent, morally

upright, responsible and productive member of the society is the main

focus of education. For this reason, Lagro High School believes that

every Filipino High School age youth must be given the right to

quality instruction in a compassionate and caring environment.

Vision

Lagro High School is an educational institution that produces

academically competent, morally upright and vocationally prepared

citizens of the society.

Mission

To ensure the maximum intellectual, social, emotional and physical

growth of the child and strengthen moral foundations through

relevant and adequate learning experiences in a nurturing and caring

school environment.

V. Sample lesson plan

Lesson Plan

Grade 8Information and Communication Technology (ICT)

I. Objectives

After this lesson, the students will be able to:

1. Elaborate the use of bookmarking and hyperlink;2. State the steps in creating bookmarks and hyperlinks;

and3. Create, navigate, and delete bookmarks and hyperlinks.

II. ContentTopic: Creating Bookmarks and HyperlinkMaterials: Computer (Demonstration), Video

Presentation (Projector) White board, MarkerReferences:

Book:Show Me! Microsoft Fronntpage 2003, Steve Johnson Perspectin Inc. (Creating Bookmarks, Pages 56-57, Creating Hyperlinks to File, Web Pages, and E-mail Addresses, Pages 58-59.)Websites: Creating Bookmarks Using Frontpage - http://www.developingwebs.net/frontpage/bookmarks.phpBookmark (World Wide Web) - http://en.wikipedia.org/wiki/Bookmark_%28World_Wide_Web%29Hyperlink -http://en.wikipedia.org/wiki/Hyperlink

Video Reference:Bookmark in FrontPage - https://www.youtube.com/watch?v=J9yH70m9vmQ

III. Procedure/StrategiesA. Preparation

1. Daily Routine Activities1.1 Checking of attendance1.2 Prayer1.3 Greetings

2. Review2.1 Questions and answers about the past lesson

(Working with Layers in Microsoft Frontpage)2.2 Scan the last activity

3. Motivation3.1 Show a bookmark and explain its use and how

it is related to the topic/lesson.4. Unlocking Difficulties

4.1 Definition of Terms:

Bookmark – use to denote a link that helps the reader/user to navigate a long web age quicklyHyperlink – helps you navigate data in a long web page and connect you to information in other document

B. Presentation

Learning Task Activity Evaluation

Describe Bookmarking and Hyperlink

DemonstrationDiscussion

Hands on Activity

Steps in Creating, Navigating and Deleting Bookmark

DemonstrationDiscussion

Hands on Activity

Steps in Creating Hyperlink

DemonstrationDiscussion

Hands on Activity

C. Generalization:Summary

Bookmark – use to denote a link that helps the reader/user to navigate a long web age quickly.Hyperlink – helps you navigate data in a long web page and connect you to information in other document/s.

CREATE A BOOKMARK1. Select the text or graphic element that you want to

bookmark.2. Click the Insert menu, and then bookmark.3. Type the bookmark name then click OK.

NAVIGATE TO BOOKMARKS1. Click the Insert menu, and then click Bookmark.2. Click the Bookmark in which you want to navigate.3. Click Go to, and then click OK.

DELETE BOOKMARKS1. Click the Insert menu, and then click Bookmark.2. Click the Bookmark in which you want to delete.3. Click Go to, and then click clear.

D. Values Integration:Attentive ListeningClass Interaction during recitation and discussionRespect for the Lecturer

IV. EvaluationHands on Activity:

1. Create Bookmarks in Microsoft FrontPage following the steps demonstrated. Use the last activities for this hands-on application.

2. Creating Hyperlinks in Microsoft FrontPage following the steps demonstrated. Use the last activities for this hands-on application.

V. AssignmentExplore Microsoft FrontPage

Prepared by:

Shamin P. LoraezStudent Teacher

Submitted to:

Leticia DS. MercaderExploratory Teacher, Cooperating Teacher

Noted by:

Carina Ortiz Luis, Ph.D.HT VI, TLE Department

Attachements:

DTR