PRACTICE TEACHING

A NARRATIVE REPORT

Student Teacher: Jojo M. Lucion

Course: Bachelor of Secondary Education
English Major
Cooperating School: Concepcion Integrated School
Address:

TABLE OF CONTENTS
I.

Prayer of student teacher

I.

What is teaching in my opinion?

II. Brief description of the site of practice

teaching
III. Examples of lesson plans
IV. Observation of evaluation forms
V. Samples of learners work and feedback

VI. Title and brief synopsis of professional

readings and references with reflections
VII. A professional development plan or career
plan

A Teacher's Prayer
Help me to be a fine teacher, to keep peace in
the classroom, peace between my students and
myself, to be kind and gentle to each and every
one of my students.
Help me to be merciful to my students, to
balance mercy and discipline in the right
measure for each student, to give genuine
praise as much as possible, to give
constructive criticism in a manner that is
palatable to my students.

Help me remain conscientious enough to keep

my lessons always interesting, to recognize
what motivates each of my students, to accept
my student's limitations and not hold it against
them.
Help me not to judge my students too harshly,
to be fair to all, to be a good role model, but
most of all Lord, help me to show your love to
all of my students.
Amen.

About Concepcion Integrated School

The Concepcion Integrated School Secondary Level (commonly known as

CISSL)is a public high school in Marikina City which offers basic secondary
education for Grade 7 (under the K-12 Curriculum) to Year 4 students in
Marikina. Mostly from Tumana barangay and partly from nearby towns like San
Mateo and Montalban. Majority of the students belong to the economically
challenged level of society.
Its students excel in different academic and extra curricular activities. On the
other hand, the administration, faculty, staff and parent-teachers association are
committed to the pursuit of quality education.
With more than 80 faculty members serving more than 2,000 students, the
Concepcion Integrated School has become a fast-growing school in terms of
population. Its current Officer-in-Charge is ------------------------.

Objective
By the end of 2017, the school shall have installed system and procedures for full
implementation of K-12 Curriculum with approved performance indicators within the
division targets.

Philosophy
A better life for the city and its people through quality education.

BRIEF LESSON PLAN

I. Objectives
At the end of the lesson, 75 % of the students should be able to

explain the meaning of word through structural analysis (prefix, root, suffix).
figure out the meaning of unfamiliar words by breaking down the parts.
apply your knowledge to make new words which contain prefixes and suffixes.
II. Subject matter
Vocabulary: Prefixes, Roots, Suffixes

Materials: Visual aids of prefixes, roots, and suffixes

III. Procedures
A. Classroom management
Arrangement of chairs
Observing cleanliness
Prayer
Checking of attendance
Checking of homework

B. Unlocking of Difficulties
Roots/stem/ base part of the word that conveys the basic meaning of the word.
Prefixes and Suffixes are the beginning and the end.
Prefix is a letter-combination attached to the beginning of a word. It carries a meaning
independent of the word to which it attached.
e.g.

Semi means half (semi-circle)

Suffix is a combination of letters attached to the end of a word and usually possessing a
meaning separate from the word to which it is affixed.
e.g

-less means without (hopeless)

IV. Motivation

Post on the board the word uncomfortable

Let them realize that the prefix and suffix can change the part of speech of the word.

C. Activity 1
Ask the students to bring out their colored paper. Instruct them to fold the paper to make 1/8 sizes.
Advice them to cut the square equally.
Using the marker, write the prefixes and suffixes words in front of the paper while the definition is
at the back.
Challenge them to think of root words and write them on the 1/8 sizes of the paper.
The base/ root words do not have definitions as their main purpose is to promote word building.
Have the students try to use a prefix, base or root and a suffix.
See how many words can be made.

V. Evaluation
A. Make five words by using the suffix ty.
1. State of being free from danger. S _ F _ T _
2.Readiness to cause suffering. C R _ E _ T _
3. State of being higher in rank. S U P E R _ _ _ _ T Y
4.Not being available in sufficient quantity. S C _ R _ I T Y
5. Being able to do things. C _ P _ C _T Y

B. In the sentences below, complete each word with a prefix chosen from the following list.

re

post over pre super

1.We hope the bus wont be ____crowded.

2.Do you think the Mayor will be ____elected for a second time?
3.He took ____cautions against burglary by installing an alarm.
4.He added a ____script at the end of the letter.
5.The ____sonic plane flies from New York to Paris in two hours and forty minutes.
C. Distinguish the root word used in the sentence.

1.The scientist did more tests after dinner.

2.During the assembly, Johns performance was very enjoyable.
3.A responsible bicyclist will always wear a helmet.

4.Jack announced his engagement to Jill over family dinner.

5.Gina couldnt want to remove out of the neighbourhood and into the country.

V. Assignment
Cut an article that you can find in the newspaper and magazines. Cut the words that contain prefixes
and suffixes.

St. Matthew College

Miguel Cristi Street, Ampid II San Mateo 1850 Rizal
Lesson Plan in Literature 8

Subject: English 8
Time: 2:40p.m - 3:40p.m

Section: Primrose
Room: 105

I. OBJECTIVES
At the end of the lesson, 75 % of the students should be able to:
a. analyze the elements that make up reality and fantasy based on a material read (magical realism).
b. distinguish the magical realism through group differentiated activities.
II. SUBJECT MATTER
Topic:

24 Restless Hours (An Excerpt)

Samad Behrangi

Reference:

Language in Literature II, 3rd Edition

Afro-Asian Literature, pages 267-272

Authors:

Lourdes M. Ribo , Sr. Bernadette Racadio, SPC

Remedios F. Nery

Materials:

Netbook/ Over-head Projector / Television/ Coloring materials/cartolina

III. PROCEDURE
A. Learning Tasks

Teachers Activities

Students Activities

1.

Daily routine

a.

Stand and let us pray.

Student A will lead the prayer.

a.

Good afternoon Primrose.

Good afternoon Sir Lucion, Good afternoon

visitors. Mabuhay!

a.

Before you sit down, kindly pick up the (Students shall do what the teacher said.)
pieces of paper and align your chairs.
(Student shall take their seats)
Okay, You may now take your seats.
Student B: I am glad to report that
Attendance checker, Please report our everybody is present today.
attendance today.

a.

b.

Thats good to know. Thank you!

B. Unlocking of Difficulties (Search for Correct Meaning)

Teacher: Let us first unlock the difficulties through context clues to clearly understand our text.
The teacher will present the words and students shall choose the correct answer from the choices.
Students will be exposed in using technology by allowing them to point and click the right answer
from the given choices.
rice and kabab shop
completely baffled

stop your blabbering

full of filth
Pre-reading (Start with Prior Knowledge)
Most members of poor families, particularly the head of the family, go to places which can
offer better opportunities to improve their lives. These members who try to seek a greener
pasture should be equipped, if not with educational qualities, at least with special skills to meet
the demands of a certain work.
D. Motivation
Do you believe in magic? Or have you seen
something magical in your lives?

(Student answers may vary )

(Direct the students attention to

illustration and the title of the story.)

(Student answers may vary )

the

What do you think the excerpt is about?

(Encourage students to discuss their view
points.)
E. Lesson Proper

Have you read the story 24 Restless Hours

that I assigned to you to read?
Did you understand it?

Yes
Yes

Set a Goal for Reading

Do the father and the son find a better life
in Irans capital, Tehran?
What do you initially understand about the
legend?

(In class, Have the students share their initial

understanding about the legend.)

(Student answers may vary )

Spotlight on the Author

Semad Behrangi, the author, wrote for children. He is best known Iranian writer of childrens stories.
The Little Black Fish (1968) is his most well-known work. Behrangi believed that children should be
confronted with realities of their own life.
F. Sharing Insights
In groups, have the students answer the comprehension questions.
Group 1
1. Why did the father and son go to Tehran? What are some of the reasons why people leave
their hometown and work in another place?
2. How did the father and son manage to live in Tehran? Cite instances to show the kind of
situation they were in.
Group 2
3. What was the boys source of happiness when hes not working?
4.Can you site instances that prove that the story is a blend of fantasy and reality?
Group 3
5.Do you think the boys love and concern for the camel is a way of escaping reality?
6.What did the boy and his father finally decide to do? Why?
Group 4
7.Do you think that was the best thing for them to do? Support your answer.
8.What group of people could you relate very well to be the experiences of the father and son?
Why do you say so?
IV. GENERALIZATION
Pose Essential Question:
What makes stories interesting to read?
Do you find the story interesting? Why?

(Student answers may vary )

V. EVALUATION
The teacher will divide the class into four (4). Let the students present the different situations below:
Group 1 (The Singers)
Sing a song that you can relate to the theme of the story.

Group 2 (The Artists)

Draw a picture about a certain adage from the selection.
Group 3 (The Actors)
Prepare a short skit about a particular event in the story that caught your attention.
Group 4 (The Writers)
In 10-15 sentences. Write a brief summary of the story.

VI. ASSIGNMENT
Draw/ sketch a comic strip base on your perspective. Use long bond paper to do this task and
put a catchy caption on your strip.

Presented by:
Jojo M. Lucion
IV- BSED (English)

Mrs. Irene B. Barcelon

Cooperating Teacher

Mrs. Lorenza S. Mabini

Department Head/ English

LESSON PLAN
I. Objectives
At the end of the lesson, 75 % of the students should be able to:
a. recognize modals and their function.
b. compose sentences using Modals.
c. participate actively in class through a game.
II. Subject matter
Grammar: Modals

Materials: a big dice, modal handouts, questions for the game.

III. Procedures
A. Classroom management
Arrangement of chairs
Observing cleanliness
Prayer
Checking of attendance
Checking of homework
B. Unlocking of Difficulties
Read the following:

can
could
may
might

will
would
might

ought to
must
should

hope
should
able to

IV. Motivation
Look at this English nursery rhyme.
Star light, star bright
The first star I see tonight;
I wish I may, I wish I might,
Have the wish, I wish tonight.
Let the student identify the modals in the song. Tell them that Modals modify the statement in
a certain way.
C. Lesson Proper
A. modal is a type of auxiliary (helping) verb that is used to express ability, possibility,
permission, or obligation.
Distribute the handouts of Modals.
Discuss each modal.
Let them give their simple sentences.

B. Game Activity
Divide the class into 3 groups (rows). Let them choose their representative to be the human
pamato
.
Set up the classroom floor as the board game.
Game instructions: (Snake and ladder principles)
Each group will roll the dice to start the game. To determine who will go first.
They need to answer correctly the question to have a chance to move on the tiles.(Advisable one
question per student.)
Encourage each student should answer each question.
The human pamato will be the last person to answer the final question before reaching the finish
line.

V. Evaluation
Choose/ write the right modal (s).
1.

I _________ like to buy the same television for my house.

1.

_________ I have a coffee please?

2.

The passengers _________ wear their seatbelts at all time.

3.

You _________ smoke near children.

4.

You _________ should eat more vegetables.

5.

I _________ ice skate very well.

6.

_________ I have more cheese on my sandwich.

7.

If you like, you _________ have a cookie now.

8.

Since you hit your head so hard, we _________ get an X-ray.

9.

The rock band _________ play very well last year. Now they are much better.

Assignment
Make a small conversation using the different modals.
Please be ready to present it to the class.

Samples of Learners Work

Professional Readings and

References