Final Narra

OFF CAMPUS RELATED LEARNING EXPERIENCES
Sipocot North Central School

Sipocot, Camarines Sur
NARRATIVE REPORT
Presented to the
Faculty of Instruction
Felix O. Alfelor Sr. Foundation College Inc.
In Partial Fulfilment
Of the requirements for the Degree of
BACHELOR OF ELEMENTARY EDUCATION
By:
KARLA JANE ROLDAN ENO
March 2018
Table of Contents
Chapter I: PRELIMINARIES
A. Certification
B. Approval Sheet
C. Preface
D. Acknowledgment
Chapter II: DESCRIPTION OF THE SUPERVISING SCHOOL
A. History (picture)
B. Philosophy, Objectives and Policies
C. Various Programs and Activities
Chapter III: NARRATION OF EXPERIENCES
A. Off-Campus Training
B. Working with pupils/ students; class analysis
1. Socio-economic Profile of students
2. Summarized statement Regarding the entire class for the improvement of
teaching (narrative) report/ narrative experience/ expanded
C. Working with the school
1. With the supervising teacher
2. With the Principal
3. With the Students(summary)
4. With fellow student teacher
D. Working with the Community

1. Conducting a community survey
2. Analyzing the result of the survey
3. Recommending activities for community improvement
4. Participation in the community affairs
Chapter IV: PROFESSIONAL READINGS

1. AP Goals… Looking Back at the Past and Connecting Life to the
Present
2. Good Team Player, Valuable to Human Resource Management
3. Coping with Challenging Times as Human Resource Management
Officer
4. Appreciating Music, Arts, PE and Health with a Heart
5. Recognizing MAPEH as Important Component of K to 12 Curriculum
6. #The Sacrificial Lass
7. Enhancing the Curriculum with Localized and Culture-Based
Instructional Materials
8. What Keeps Good Teachers in the Classroom? Understanding and
Reducing Teacher Turnover
9. “World Class Learner: Educating Creative and Entrepreneurial
Students”
10. “Creating Innovators: The Making of young People Who Will Change
the World” by Tony Wagner
Chapter V: APPENDICES
A. Final Demonstration Lesson Plan

B. Different Dep.Ed. Forms
C. Documentation
D. FAFC Vision, Mission, Goal and Core Values
E. Opening/ Closing Prayer
F. Pambansang Awit
G. Panunumpa sa Watawat
H. Autobiogaphy
I. Curriculum Vitae
Chapter I:
PRELIMINARIES
A. Certification
B. Approval Sheet
C. Preface
D. Acknowledgment
PREFACE
Practice Teaching is an experiential activity of every student teacher. For

almost four years of college life it is the finale, the theories being learned in the
classroom will now be applied.
Along this culminating activity, a lot of things will come in the way. These
determine the student teacher’s adaptability. Practice teaching in more concrete view
functions as a real examination, the students, the teachers and other people are
important factors in practice teaching that help shaping the whole individual of a
student teacher.
In this culminating activity, lesson planning is one of the crucial experiences
of a student teacher- the behavior of students is worse than it. In this scenario,
he/she will learn to have a good bonding with the faculty members, with his/her
cooperating teacher and most of all he/she will experience the real feeling of a
teacher for his/her students/pupils.
Theories are useless without practical experience like this, it is bitter at first
but the fruits are sweet.
This Narrative Report will give a realistic overview of the nature and condition
of experiences during practice teaching.
ACKNOWLEDGMENT
I wish to express my deep gratitude and earnest appreciation

for the following individuals for unselfishly sharing time, effort, and
expertise which led to the realization of this narrative:
Mrs. Cynthia A. Arganda, my very kind off-campus

cooperating teacher, for generously helping me during my stay in
the laboratory school;
Mrs. Brigitte O. Broqueza, for her very dedication as our
practice teaching coordinator and also for all her advices and
guidance;
Mr. Santos Lanzon, SNCS Principal for all his help and
guidance during my stay in his school;
Dr. Nelia S. Fajardo, our very hardworking College Dean, for
her help, guidance and words of encouragement althroughout my
off-campus practice teaching;
To my classmates, friends, best friends and acquaintances

who cheered up for me and supported me with strong moral care;
To my very loving parents who really helped me morally and

who extended their help in terms of financial matter;
Above all, to Almighty God, the eternal source of Love,

Hope, and Wisdom for giving us the physical, mental, and spiritual
health and strength, for giving us a blessing of wonderful people
around, for always inspiring us to stand and walk the trials of life.
Karla
Chapter II: DESCRIPTION
OF THE SUPERVISING
SCHOOL
A.History (picture)
B.Philosophy,
Objectives and
Policies
C. Various
Programs and
Activities
History
Of
Sipocot North
Central School
Philosophy
Objectives
and
Policies
Various
Programs
and
Activities
Chapter III: NARRATION OF
EXPERIENCES
A. Off-Campus Training
B. Working with pupils/ students; class
analysis
1. Socio-economic Profile of students
2. Summarized statement Regarding
the entire class for the improvement
of teaching (narrative) report/
narrative experience/ expanded
C. Working with the school
1. With the supervising teacher
2. With the Principal
3. With the Students(summary)
4. With fellow student teacher
D. Working with the Community

1. Conducting a community survey
2. Analyzing the result of the survey
3. Recommending activities for
community improvement
4. Participation in the community
affairs
SIPOCOT NORTH CENTRAL SCHOOL
SIPOCOT, CAMARINES SUR
SOCIO-ECONOMIC PROFILE OF STUDENTS
PERSONAL INFORMATION
LAST NAME: NOLASCO
FIRST NAME: KEILA FAITH
MIDDLE NAME: MARTE
GRADE AND SECTION: III-A
RESIDENTIAL ADDRESS: IMPIG, SIPOCOT, CAMARINES SUR
MOBILE PHONE NUMBER: 09210033472
DATE OF BIRTH: NOVEMBER 17, 2008
PLACE OF BIRTH: SIPOCOT DISTRICT HOSPITAL
SEX: FEMALE
CITIZENSHIP: FILIPINO
RELIGION: BORN AGAIN
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: MARK BASIL U. NOLASCO
FATHER’S OCCUPATION: DRIVER
PLACE OF BIRTH: BAHAY, LIBMANAN, CAMARINES SUR
AGE: 29
NAME OF MOTHER: MARY JANE MARTE
MOTHER’S OCCUPATION: VENDOR
PLACE OF BIRTH: IMPIG, SIPOCOT, CAMARINES SUR
AGE: 30
NAME/S OF SIBLINGS: FEIRAH KATRINE M. NOLASCO
LAST NAME: DOMAGSANG
FIRST NAME: ZEDRICK
MIDDLE NAME: SAN ANTONIO
RESIDENTIAL ADDRESS: ZONE 2, IMPIG, SIPOCOT, CAMARINES UR
PLACE OF BIRTH: SIPOCOT, CAMARINES SUR
SEX: MALE
RELIGION: ROMAN CATHOLIC
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: RODERICK L. DOMAGSANG
FATHER’S OCCUPATION: OFW
PLACE OF BIRTH: NABUA, CAMARINES SUR
AGE: 40
NAME OF MOTHER: MARY GRACE SAN ANTONIO
MOTHER’S OCCUPATION: BUSINESS WOMAN
AGE: 33
NAME/S OF SIBLINGS: KRISTINE MAY S. DOMAGSANG
LAST NAME: REPONTE
FIRST NAME: HANN IRA
MIDDLE NAME: REONAL
RESIDENTIAL ADDRESS: MALUBAGO, SIPOCOT, CAMARINES SUR
DATE OF BIRTH: FEBRUARY 12, 2009
PLACE OF BIRTH: NAGA CITY
SEX: MALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: ANGELO REPONTE
FATHER’S OCCUPATION: VETERENARIAN
PLACE OF BIRTH: DAVAO CITY
AGE: 38
NAME OF MOTHER: CRISTINA REONAL
PLACE OF BIRTH: LIPA CITY
AGE: 36
NAME/S OF SIBLINGS: LEAD, USHER, TRAVIS AND ERA
LAST NAME: REPONTE
FIRST NAME: HANN ERA
MIDDLE NAME: REONAL
DATE OF BIRTH: FEBRUARY 12, 2009
SEX: MALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: ANGELO REPONTE
FATHER’S OCCUPATION: VETERENARIAN
AGE: 38
NAME OF MOTHER: CRISTINA REONAL
PLACE OF BIRTH: LIPA CITY
AGE: 36
NAME/S OF SIBLINGS: LEAD, USHER, TRAVIS AND IRA
LAST NAME: BASCO
FIRST NAME: ANGEL
MIDDLE NAME: BUBAN
RESIDENTIAL ADDRESS: TULA-TULA, SIPOCOT, CAMARINES SUR
DATE OF BIRTH: MARCH 8, 2009
PLACE OF BIRTH: TULA-TULA, SIPOCOT, CAMARINES SUR
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: LIBERATO P. BASCO
FATHER’S OCCUPATION: FARMER
AGE: 46
NAME OF MOTHER: CATHERINE BUBAN
MOTHER’S OCCUPATION: HOUSEWIFE
AGE: 29
NAME/S OF SIBLINGS: NINO B. BASCO
LAST NAME: BORAGAY
FIRST NAME: JAIROSH
MIDDLE NAME: LEDESMA
RESIDENTIAL ADDRESS: SIPOCOT, CAMARINES SUR
DATE OF BIRTH: DECEMBER 29, 2008
PLACE OF BIRTH: PATAG, LIBMANAN, CAMARINES SUR
SEX: MALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: ROMEO A. BORAGAY
FATHER’S OCCUPATION: UTILITY STAFF
PLACE OF BIRTH: BIONG, CABUSAO, CAMARINES SUR
AGE: 41
NAME OF MOTHER: CHERRY LEDESMA
PLACE OF BIRTH: BAGUMBAYAN, LIBMANAN, CAMARINES SUR
AGE: 39
NAME/S OF SIBLINGS: JOHN LLOYD, JENNY MAE, JEFF JUSTIN
LAST NAME: POSILLO
FIRST NAME: ALESHENEE
MIDDLE NAME: GASPAR
RESIDENTIAL ADDRESS: MALAGUICO, SIPOCOT, CAMARINES SUR
DATE OF BIRTH: SEPTEMBER 16, 2008
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: JEFFREY POSILLO
FATHER’S OCCUPATION: CONSTRUCTION WORKER
PLACE OF BIRTH: SIPOCOT, CAMARINES UR
AGE: 33
NAME OF MOTHER: ANGELIKA GASPAR
PLACE OF BIRTH: LUPI, CAMARINES SUR
AGE: 27
NAME/S OF SIBLINGS: AZEN ZETH
LAST NAME: GABOG
FIRST NAME: MYCA JOY
MIDDLE NAME: SISON
RESIDENTIAL ADDRESS: NORTH AURORA, SIPOCOT, CAMARINES SUR
MOBILE PHONE NUMBER:
PLACE OF BIRTH:
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: BONIFACIO L. GABOG
AGE: 36
NAME OF MOTHER: MARICEL SISON
AGE: 31
NAME/S OF SIBLINGS: MACKY
LAST NAME: PALENZUELA
FIRST NAME: JOHN RAYNE
MIDDLE NAME: MOSCOSO
SEX: MALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: RICHIE D. PALENZUELA
FATHER’S OCCUPATION: AFP
AGE: 34
NAME OF MOTHER: KARIE JAYNE MOSCOSO
PLACE OF BIRTH: LIBMANAN
AGE: 33
NAME/S OF SIBLINGS: JEI RIEYNE, JOHN, RICHIE PALENZUELA JR.
LAST NAME: NAPUCAO
FIRST NAME: DANREL
MIDDLE NAME: PANESA
RESIDENTIAL ADDRESS: ZONE 2, AZUCENA, SIPOCOT, CAMARINES SUR
DATE OF BIRTH: JANUARY 9, 2009
PLACE OF BIRTH: AZUCENA, SIPOCOT, CAMARINES SUR
SEX: MALE
RELIGION: ROMMAN CATHOLIC
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: DANTE NAPUCAO
FATHER’S OCCUPATION: LABORER
PLACE OF BIRTH: LIBON, ALBAY
AGE: 43
NAME OF MOTHER: MARGIE PANESA
PLACE OF BIRTH: MALUBAGO, SIPOCOT, CAMARINES SUR
AGE: 36
NAME/S OF SIBLINGS: CATHLINE, DANCEL, DANIEL JADE, GEDAN
LAST NAME: ESTEBAN
FIRST NAME: CATHY LEE
MIDDLE NAME: BAJAMUNDI
RESIDENTIAL ADDRESS: HAPPY HOMES SUBDIVISION, MALUBAGO,
PLACE OF BIRTH: LIBMANAN DISTRICT HOSPITAL
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: LEO A. ESTEBAN
FATHER’S OCCUPATION: RETIRED ARMY
PLACE OF BIRTH: CABUSAO, CAMARINES SUR
AGE: 69
NAME OF MOTHER: CATHERINE BAJAMUNDI
MOTHER’S OCCUPATION: CASHIER
PLACE OF BIRTH: LEGAZPI CITY
AGE: 28
NAME/S OF SIBLINGS: LEO, IVY, ANGELO, ARLENE, ARLETH, IRENE,
LYN
LAST NAME: MARCAIDA
FIRST NAME: ARIANNE
MIDDLE NAME: CAPE
RESIDENTIAL ADDRESS: NORTH CENTRO, SIPOCOT, CAMARINES SUR
PLACE OF BIRTH: RAGAY DISTRICT HOSPITAL
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: ORLANDO S. MARCAIDA
FATHER’S OCCUPATION: TEACHER
PLACE OF BIRTH: CAMALIGAN, CAMARINES SUR
AGE: 51
NAME OF MOTHER: JOCELYN CAPE
MOTHER’S OCCUPATION: DRESS MAKER
PLACE OF BIRTH: MILAOR, CAMARINES SUR
AGE: 49
NAME/S OF SIBLINGS: ANTHONY, AARON, ANNE, AIRO, AYESSA,
ALJUN, ALDRIN, ANJEY
LAST NAME: HUFANCIA
FIRST NAME: AIRIS
MIDDLE NAME: OLILI
RESIDENTIAL ADDRESS: AZUCENA, SIPOCOT, CAMARINES SUR
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: FRANCIS D. HUFANCIA
FATHER’S OCCUPATION: CARPENTER
AGE: 38
NAME OF MOTHER: AIREEN M. OLILI
AGE: 40
NAME/S OF SIBLINGS: FRAJANE O. HUFANCIA
LAST NAME: MENDARO
FIRST NAME: DAVE
MIDDLE NAME: GABRIEL
RESIDENTIAL ADDRESS: NORTH CENTRO, SIPOCOT, CAMARINES SUR
DATE OF BIRTH: JULY 29, 2009
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER:
FATHER’S OCCUPATION:
PLACE OF BIRTH:
AGE:
NAME OF MOTHER: MYRA G. MENDARO
AGE: 36
NAME/S OF SIBLINGS: HAROLD
LAST NAME: SEGUNDO
FIRST NAME: NICOLLE
MIDDLE NAME: CANCHILA
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: EDWIN SEGUNDO
FATHER’S OCCUPATION: PAINTER
PLACE OF BIRTH: VINZON, CAMARINES NORTE
AGE: 52
NAME OF MOTHER: MARILYN CANCHILA
PLACE OF BIRTH: BULAN, SIPOCOT, CAMARINES SUR
AGE: 39
NAME/S OF SIBLINGS: NIKKA
LAST NAME: PORRAS
FIRST NAME: JAMILA ROSE
MIDDLE NAME: ALFANTE
DATE OF BIRTH:
PLACE OF BIRTH:
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: ALAN PORRAS
FATHER’S OCCUPATION: ELECTRICIAN
AGE: 34
NAME OF MOTHER: ROSELLE ALFANTE
MOTHER’S OCCUPATION: HOUSEMAID
AGE: 32
NAME/S OF SIBLINGS: ZANDRA KAYE
LAST NAME: AZANAN
FIRST NAME: LEEMARS THOMAS
MIDDLE NAME: JOMONG
RESIDENTIAL ADDRESS: COLOY-COLOY, SIPOCOT, CAMARINES SUR
PLACE OF BIRTH: COLOY-COLOY, SIPOCOT, CAMARINES SUR
SEX: MALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: RAEL Z. AZANAN
FATHER’S OCCUPATION: BUSINESS
PLACE OF BIRTH: ISABELA
AGE: 34
NAME OF MOTHER: ZEZABETH C. AZANAN
MOTHER’S OCCUPATION: SCHOOL COORDINATOR
PLACE OF BIRTH: LEYTE
AGE: 34
NAME/S OF SIBLINGS: TRISHA, DAVE
LAST NAME: CONTAPAY
FIRST NAME: RAINNE
MIDDLE NAME: DELOS REYES
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: RONALD CONTAPAY
FATHER’S OCCUPATION: SECURITY OFFICER
PLACE OF BIRTH: SAN JOSE, ORIENTAL MINDORO
AGE: 35
NAME OF MOTHER: MARIE DELOS REYES
MOTHER’S OCCUPATION: CASHIER
PLACE OF BIRTH: ZAMBOANGA CITY
AGE: 33
NAME/S OF SIBLINGS: MARIA, ELIJAH, ROMAR
LAST NAME: ANTONIO
FIRST NAME: LEINNE EBRYLLE
MIDDLE NAME: MESINAS
SEX: FEMALE
RELIGION: ROMANN CATHOLIC
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: NEIL B. ANTONIO
AGE: 33
NAME OF MOTHER: EDNA MESINAS
MOTHER’S OCCUPATION: HOUSE WIFE
AGE: 33
NAME/S OF SIBLINGS:
LAST NAME: JARME
FIRST NAME: JARED
MIDDLE NAME: REJE
DATE OF BIRTH: JUNE 1, 2009
SEX: MALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: JOSEPH JARME
AGE: 37
NAME OF MOTHER: AIREEN REJE
PLACE OF BIRTH: BOLO NORTE, SIPOCOT, CAMARINES SUR
AGE: 34
NAME/S OF SIBLINGS:
LAST NAME: GUPO
FIRST NAME: DANLEN
MIDDLE NAME: BADAY
RESIDENTIAL ADDRESS: NORTH AURORA, SIPOCOT, CAMARINES SUR
SEX: MALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: LYNARD N. GUPO
FATHER’S OCCUPATION: TRUCK HELPER
PLACE OF BIRTH: SERRANZANA, SIPOCOT, CAMARINES SUR
AGE: 35
NAME OF MOTHER: MA. NERISSA BADAY
PLACE OF BIRTH: NAVOTAS, METRO MANILA
AGE: 36
NAME/S OF SIBLINGS: DANICA, SHANE, JADE, JATRINE, SEAN
LAST NAME: REYES
FIRST NAME: SHARMEN
MIDDLE NAME: BORBE
RESIDENTIAL ADDRESS: ALTEZA, SIPOCOT, CAMARINES SUR
DATE OF BIRTH: AUGUST 1, 2009
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: CHRISTOPHER B. REYES
FATHER’S OCCUPATION: AFP
AGE: 28
NAME OF MOTHER: MARILYN B. REYES
MOTHER’S OCCUPATION: SALES LADY
AGE: 21
NAME/S OF SIBLINGS: ALIJAH
LAST NAME: CHAVEZ
FIRST NAME: ADRIAN
MIDDLE NAME: BORROMEO
DATE OF BIRTH: APRIL 16, 2009
PLACE OF BIRTH: PILI, CAMARINES SUR
SEX: MALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: RICHARD B. CHAVEZ
PLACE OF BIRTH: PALESTINA, PILI, CAMARINES SUR
AGE: 30
NAME OF MOTHER: ALMA BORROMEO
AGE: 29
NAME/S OF SIBLINGS: ANDREA NICOLE
LAST NAME: ALCALA
FIRST NAME: JHONE ERVIN
MIDDLE NAME: PANES
RESIDENTIAL ADDRESS: MALAGUICO, SIPOCOT, CAMARINES SUR
PLACE OF BIRTH: MALAGUICO, SIPOCOT, CAMARINES SUR
SEX: MALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: JONATHAN L. ALCALA
PLACE OF BIRTH: MALAGUICO, SIPOCOT, CAMARINES SUR
AGE: 37
NAME OF MOTHER: EMALY PANES
PLACE OF BIRTH: LUPI, CAMARINES SUR
AGE: 29
NAME/S OF SIBLINGS: JAYLA
LAST NAME: BRIZUELA
FIRST NAME: SEAN ADRIAN
MIDDLE NAME: ZALDUA
RESIDENTIAL ADDRESS: CALAGBANGAN, SIPOCOT, CAMARINES SUR
SEX: MALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: ROMEO P. BRIZUELA
FATHER’S OCCUPATION: FIREMAN
PLACE OF BIRTH: TIGAON, CAMARINES SUR
AGE: 38
NAME OF MOTHER: TERESA ZALDUA
MOTHER’S OCCUPATION: TEACHER
AGE: 36
NAME/S OF SIBLINGS: SEANNA ATISHA
LAST NAME: MAGLAYA
FIRST NAME: NATHANIEL
MIDDLE NAME: BONAVENTE
DATE OF BIRTH: APRIL 7, 2009
SEX: MALE
RELIGION: PROTESTANT
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: CIPRINO B. MAGLAYA, JR.
FATHER’S OCCUPATION: PAINTER
PLACE OF BIRTH: LA UNION
AGE: 48
NAME OF MOTHER: ELIZABETH BONAVENTE
AGE: 35
NAME/S OF SIBLINGS: CHARMYN
LAST NAME: FERNANDO
FIRST NAME: IAN JEFF
MIDDLE NAME: MARCINA
RESIDENTIAL ADDRESS: ALTEZA, SIPOCOT, CAMARINES SUR
DATE OF BIRTH: OCTOBER 6, 2009
SEX: MALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: ISIDRO M. FERNANDO
AGE: 43
NAME OF MOTHER: JACKILYN MARCINA
AGE: 37
NAME/S OF SIBLINGS: IRUAN, JAY
LAST NAME: PAGILISON
FIRST NAME: MARIE BELLE ANGELA
MIDDLE NAME: CALAYO
DATE OF BIRTH: SEPTEMBER
PLACE OF BIRTH: NAGA CITTY
SEX: FEMALE
DIALECT: BICOL
FAMILY BACKGROUND
NAME OF FATHER: RAYMOND P. PAGILISON
FATHER’S OCCUPATION: SECURITY GUARD
AGE:
NAME OF MOTHER: MARIBEL CALAYO
AGE: 35
NAME/S OF SIBLINGS: MARION ANGELO
NARRATIVE
REPORT
Chapter IV: PROFESSIONAL
READINGS
1. AP Goals… Looking Back at the Past
and Connecting Life to the Present
2. Good Team Player, Valuable to
Human Resource Management
3. Coping with Challenging Times as
Human Resource Management
Officer
4. Appreciating Music, Arts, PE and
Health with a Heart
5. Recognizing MAPEH as Important
Component of K to 12 Curriculum
6. #The Sacrificial Lass
7. Enhancing the Curriculum with
Localized and Culture-Based
8. What Keeps Good Teachers in the
Classroom? Understanding and
Reducing Teacher Turnover
9. “World Class Learner: Educating
Creative and Entrepreneurial
Students”
10. “Creating Innovators: The Making of
young People Who Will Change the
World” by Tony Wagner
AP Goals… Looking Back at the Past and Connecting Life to
the Present
by: Rowena C. Zamora
Teacher III, Milaor NHS
Date posted: November 20, 2017
If there is one thing that an AP teacher could do, it is nothing but the
creation of memory from the past events and connecting them to present life.
Sounds odd but people today has come to appreciate traveling and has
learned to love acquiring new learnings from the varied cultures anywhere in
the world. History can never be ignored for social growth and human culture
are two inseparable entities.
As an Araling Panlipunan teacher, my mission is not only to provide
facts of events, people and places wherein history took place or how
economics could affect decision making skills but more importantly on how my
students can better learn significantly based on social norms. The
complications may run as to how they should be motivated to pursue it. The
challenge to AP teachers is how to make each learning engagement exciting
and interesting inspite of the loads of information that students seemed not to
care. Choosing the appropriate strategy just to make them fully appreciate the
past people and events is never easy especially in this modern world when
technology proliferates the attention of the learners. In making connections to
the past, one must understand how the present exists and in what way the
future can with stand the change of time. Whether Lapu-lapu is a real hero, no
one can really say, but the fact remains that he has fought for us against the
colonizers; if the world today is being powered by the Americans and being
tried to be conquered by the Chinese because they dominated its economy, is
still rooted on how these two wanted to make history more one-sided. There
are still a lot more to see in Asia for even Africa is also making waves just to
be recognized internationally when it comes to their culture and arts.
Technology they said makes the world smaller for connection was never this
easy with loads of information to learn, so historians have to be more precise.
Araling Panlipunan class can be more enhanced by the use of this
information in just a click of a hand. Students can learn more when they are
properly guided for they may be confused if teachers would not prepare them
of the more factual history and not opinionated story. With this at hand, AP
Teachers should never stop learning new stories for themselves. One should
continue to upgrade his teaching competencies for the sake of his students
and not just to box himself based on what the textbook said or else students
would know better than them. The idea of merely providing them with facts
would not work effectively with the kind of learners today. He must know how
to make connections of the past to the present and the future seemingly
hopeful because man has to pick lessons from the previous acts and events.
If the people who lived in the Marcos era could not move on with his human
rights violation and corruption, it is because they know exactly how hell that
life was and they never wanted it to happen again.
There are a lot more to learn from the past and the present that must
be guarded with utmost care so as not to sacrifice the future. For even on how
we wanted to find solution to the global warming and increase the level of
awareness for the next generation is still a history to watch. In the end, we are
all contributors of history and making it a worthwhile event for the coming
years would depend on our decision, contribution and determination to pursue
a moment worth remembering.
Good Team Player, Valuable to Human Resource Management

by: Gina A. Valenciano
HRMO - DepEd Camarines Sur
Teams are created for several reasons. At a human resource

environment, teams may need to deliver a one-time project, or work together
on an ongoing or continuous concern. Either way, through the group's
collective energy and creativity, the team can accomplish much more in less
time and with only minimal stress.
If you are someone who can be depended upon, can share information,
produce an output in order to beat a deadline or deliver the goods or services
wanted, flexible, can easily work with in any situation, works hard but does not
ask question and able to objectively give and get feedback, has focus on the
given task even if the ambiance a bit unruly, that someone is called a Team
Player.
Well, teams are probably an integral part of how things are done in an
organization. If the ability to work well with others is shown, this could have a
major impact on your career or thrust and confidence vested upon you. Being
a valuable team member can open new career opportunities, because leaders
may see firsthand what a great job you're doing. You may even be invited to
bring your strengths into play in another team setting – and in higher profile,
organization-critical projects. This is why learning to be a good team player is
so important. If you make a good impression, you never know what
possibilities might open for you.
Attitude is important, more particularly positive attitude as it will result
to positive change. People used to assume that trust among team members
had to be built over a long period. Successful team members begin by
assuming that their coworkers are capable, dependable and engaged.
It is not just easy to be a good team player because the team’s purpose
is to address a problem, to facilitate preparation of difficult reports with tight
deadlines or strict budget that involves the intelligent contribution of the
members of the team. Just look at the team as an opportunity not a
burdensome task or assignment.
Coping with Challenging Times as Human Resource

Management Officer
by: Gina A. Valenciano
HRMO - DepEd Camarines Sur
We live in a challenging times where perplexities of life are encamped

against the greatest array of depravity and wantonness. If we are weak, we
can be ruled by many discouraging situations that impede our march towards
success. Time changed, year passed, however; the demand of working place
to serve better the constituents is still a big challenge for a leader to uphold.
Gaining the skills, convictions, courage, wisdom and confidence embedded to
a leader are wanting.
Inspirational and motivational leaderships are of equal worth in the
delivery of services accorded with our changing decision coupled with our
attention to our education, careers and family. We are making decisions as
our transition from being dependent on goals set by others to being
independent and self-reliant in setting goals. Many of those decisions are not
as clear or as easy to make as we want to be. Trying to fix everything is a
challenge.
There are lessons in life that help us find ways to set standard making
us strong amidst the challenges. Setting destinations, Act on Plans and
Preparation for life are the trifocal points in coping the challenging times.
Persistence, Resilience and Discipline are the major key points in achieving
aspirations and in combating the challenging times.
In a workplace, challenges are just around the corner. But how you cope with
it is the measure of innate passion to serve. Adding the experiential and
ministerial service to mankind, somehow serve as predictors of quality service
offered to the clients.
No matter how young or old and how experienced the person is, what
matters is what makes you instrumentality of everyone’s successes is the
measure of an effective leader.
Appreciating Music, Arts, PE and Health with a Heart
by: Sherryl A. Borja
Teacher-I, Milaor National High School
Date posted: August 22, 2017
The artistic sides and sporty minds of learners posed great challenge
for any teacher to develop in the context of measuring objectively the set
competencies in the light of Kto12 Program. Individualities have to be hurdled
despite the commonalities in the set goals... Expressions have to be
examined with impetuous mind for acceptability... Creations have to matter as
when appreciation is least expected. That satisfaction of witnessing how the
students have grown from being timid to someone expressive can uplift the
spirit of teacher in MAPEH class who has been desperate enough to make
each of them realize just how interesting an art, physical education, music or
health class can be.
Putting them into proper perspective on how things can be executed
with precision, art and musicality without sacrificing the wellness hamper
dedication and commitment. When students were used to having just a
MAPEH class for years, it is quite hard to establish that reputation that it is a
subject worth to be taken seriously. The strategies when inside or outside the
classroom has to tickle the learners’ interests for that willingness to take part
are still hidden and just need to be uncovered. No amount of salary increase
can ever compensate a teacher whose heart lies in making these youngsters
realize how MAPEH learning can take place in real life. That when someone
knows how to save life during emergency cases applying the first aid skills,
that precious breath once neglected for its existence would be treasured...
That when artistic movements through dances and voices with music come up
in live action, that talents that was not seen as yet could exude energy... That
when a simple running through sports becomes a possible career, that tricky
balls and poles could be gems to treasure.
There a lot more innovations that any MAPEH teacher can do to make
a class a moment to be looked forward to. The enthusiasm shall come from
himself and must transcend it to the students. The heart of commitment and
dedication shall be seen in the day to day routines not just during the
observation process. Interventions showing good practices can just be the
beginning for the real essence of music is not just from the voice but in the
conveyed emotion... For the vitality of arts is not just in its aesthetic value but
in the appreciation of life itself...for the sports value is not just in the possible
career path but in making the body and soul coordinate to have a meaningful
life..for health value is not just to live life but to maintain positive disposition
despite the challenging world around us. In the end, any teacher can only say
that he was once an architect of the future because he molds the youth into
responsible individuals who can transform for themselves the world for he has
provided them that necessary skills, knowledge and values that no other
profession can do. So let us all sing, draw, run and be healthy, anyway we are
all existing because our PEHM, PE, MAPEH teachers or however we may call
them has made a big sacrifice just for us to appreciate life itself.
Recognizing MAPEH as Important Component of K to 12

Curriculum
By: Sherryl A. Borja-Milaor National High School
Date posted: August 22, 2017
Molding holistic individual is never an easy task, in fact it poses

challenge to every educator who has been trusted with a responsibility for
such gigantic role. Education in its noble aim to contribute for the betterment
of the world is continuously innovating and initiating worthwhile curriculum
centered on the learners' well-being. As it is, the subjects are carefully chosen
to fit the demands of time and interests of students for they are not only to
learn the basics of reading, writing and calculating, but more so on the
physical, mental and emotional fitness as well.
With consideration on the unique traits of each individual learner,
MAPEH or Music, Arts, Physical Education and Health has been purposely
designed to maintain their creative and artistic side not to mention good
physique which can keep them going. However, perception as to its degree of
importance as compared to other core subjects, as they call them, implicates
less prioritization especially so when some teachers do not practice that
diligence it demands. Needless to say, sports, culture and arts are
components that merely exist but are not given much desired attention
particularly in the school level. Sentiments of MAPEH teachers on the other
hand are transformed into that enthusiasm to take part in making it a
worthwhile subject. Daily classroom can be more exciting when students
themselves have seen the benefits from moving with cultural perspective and
not just dancing and singing, creating with sensible outcome and not mere
drawing and cutting or learning health facts with awareness and not only
enumerating and listing. The implication lies on its practical sides of learning
that are useful in order to survive any ordeal on the daily routines requiring
tactful dealing especially in today's stressful environment. The fast phased
way of living of the millennial tends to neglect the vital importance of being
physically fit because of the gadget era which redounds to the sprouts of
illnesses when foods taken are loaded with fats, sugar and salt not to mention
the pollution around. The creativity that was once made manually is done in
the computer.
These and more are just slices of realizing that we as human does not
survive by taking that expertise only in language, number and science but
more so on living with music that appease the soul, arts that creates the
unexpected, physical education that strengthen the body and health that
maintains the well-being.
Teachers are the directors on the stage of learning and once they
conduct rightfully the tasks, MAPEH would no longer be considered a mere
component in the K to 12 curriculum, but a significant part that no learner can
ever live a satisfying life without the mastery of Music, Physical Education and
Health. Appreciation should start from the teachers who must showcase that
enthusiasm for in the end successful athletes and players are products of
education. They give pride to the country and who knows, their interest could
have been triggered by their teachers in MAPEH. So move on, head high and
be proud of your subject for they are significantly important as English, Math,
and Science subjects.
#The Sacrificial Lass

(The Inspiring Story of Noralyn I. Perico)
Annalyn A. Nesortado
School Head
Date posted: June 16, 2017
“Do not let yourself fall under the feet of trials. Instead, you need to rise
above them” - Ms. Perico
This personal quote makes Noralyn I. Perico, an 18-year old Balik-
Eskwela student of Bitaogan National High School a fighter, despite countless
challenges that tried to knock her determination off, especially in pursuing her
quest for education.
She was born last October 29, 1998 in a coastal Barangay
Bitaogan, set in the foot of the mountain range of Presentacion. She is the
fifth among seven children of Mr. Domingo Perico Sr. and Mrs. Leonora
Perico, whose only means of living is planting vegetables, root crops and
other crops for food and for family income.
“Actually, I’m blessed to have my family whom despite of poor
economic condition, my parents instill in us the virtues in life especially
perseverance and industry and imbibe us the significance of education”.
Noralyn said during the interview.
“Lyn” as fondly called by her family, had seen and experienced the
scarcity of life at an early age. As early as six years old, she used to wake up
early to sell the native foods prepared by her mother like “balisongsong,”
camote cue, Bibingka, etc and vegetables harvested by her father from the
mountain. This became her morning habit even when she entered her formal
education in Bitaogan Elementary school last 2005.
“Lyn is really an industrious daughter. I didn't hear even a single complain
from her whenever I told her to sell this and that before she goes to school. I
am so blessed to have a daughter like her who at an early age,undesratnd
and sympathize with the family situation.” Mrs. Perico said.
Noralyn, despite helping the family earn a living, was able to
manage her time well. Infact she was a constant honor student and ended up
as Grade six salutatorian. When her father got sick, it worsen the living
condition of the family. Noralyn’s mother had to work in the mountain to plant
root crops and vegetables. As the eldest daughter, her young siblings were
under Noralyn’s care whenever her mother worked. Some responsibilities of
her mother in household chores were also given to her. Year 2011, Ms. Perico
entered secondary school in Bitaogan National High School. “I experienced to
go to school without even a single peso for baon. But with Gd’s guidance, I
managed to be included in the top of the class. The funny thing is, im always
the last to pay school dues and other fees” Noralyn recalled.
Came Graduation 2015, Noralyn was given academic excellence
medallion for being the First honorable mention of her batch.
“In cloud nine! That’s how I can describe my graduation day, not
because of the award I received, but because of the idea that I am another
step closer to my dream. I am really determined to pursue my tertiary
education no matter what. I dream to become a teacher ever since and being
a mentor is I think my planned way of supporting my family. I don’t know, but I
think, our life is becoming harder day by day and my dream makes me
hopeful to alleviate this condition”.
Noralyn’s happiness lasted only for days. Her bright disposition
dimmed when her parents announced that somebody from the family needed
to stop schooling in order for the other children to continue. The parents
couldn't afford to send them all in school especially that two of Noralyn’s older
brother who hadn't gone to college decided to continue schooling. Noralyn
knowe by then, that it was her turn to defer her dream and give way for the
dreams of her siblings. Despite feeling somber for herself. She send this for
her family to support the studies of her older brothers who were taking up
education courses. While at work, her determination to achieve her dream
continued to live. It crept like a sunset to lighten her world especially at times
when her body almost surrendered due to heavy chores at work.
After, one year, when Noralyn’s father got better, her parents who
valued education that much, decided to let her go home to continue her
studies. But, due to meager family income, Noralyn didn't want to be a burden
to her family since her older brothers were still in college. She convinced her
parents that instead of studying in college outside the town, which is costly,
she wanted to try the benefits of the Senior High School offered by the
government under the K to 12 Basic Education Program. Last year, 2016, she
enrolled in the senior high school program of Bitaogan National High School
which offered General Academic Strand (GAS). She did not loss the
determination and perseverance taught by her parents. She had proven this
from the certificates of academic recognition she received every semester of
the School Year 2016-2017. Las vacation, Noralyn found a summer job, to
earn something for her school needs like school supplies. She even managed
to buy things for her siblings. Now, she is a Grade 12 student of BNHS who is
determined to complete the two-year SHS program.
I am satisfied with the turn-out of my decision to enroll in SHS here in
BNHS. I learned so many things last year and hopefully, the knowledge and
skills I have will double this year. Many blessings have poured. One of my
brothers has graduated already. The other one is still in college, and thanks
God because my father’s health has gone better. ”
When asked about her views on education, Noralyn said, “ Education is like
falling in love, at first, you are excited, active and enthusiastic about it. But,
time will come, it will be somehow draggy and bland. Then, many challenges
will try to destroy your commitment but your love for education will always put
you on the right track. I am a girl from a mountainous area… I’ve passed
forest of obstacles in life and I’m sure I still need to pass hilly road but none
can stop me pursue my journey to success. I always carry with me my
gigantic rock of dream and few years from now, I’m gonna let this rock roll to
pave the road of my success.”.
pictures on the right: Noraylyn Perico during her graduation
Enhancing the Curriculum with Localized and Culture-Based

(Gemma S. Muceros- Master Teacher II, Gainza Central School, Gainza District)
Date posted: May 15, 2017
Series of Seminar-workshops have been conducted and fervently

participated by writing enthusiasts in relation to development of localized
stories, culture-based reading and instructional materials in the Division of
Camarines Sur. This is in response to RA 10533, Enhanced Basic Education
Act of 2013 of the Department of Education, Sec. 10.2h which states that the
curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the curriculum based on their respective educational
and social contexts. Innovation like this provides opportunity to everyone who
cares and has the heart to write or compose varied forms of literature
originally derived from writer’s true experiences and actual incidents around
his/her locality which includes true-to-life, success stories, literary such as
poems, essays, and tigsik that may be written in the three languages.
For one to come up with culture-based instructional materials, a writer
must first attend the seminar-workshop to be well-versed with the Guidelines
and Processes for LRMDS Development and Production. Evaluation Tools
are used in assessing the materials prepared by every writer to assure quality
reading resources. Materials must pass the content and technical validation to
ensure worth and excellence for the use of the learners who are but the end-
users of the culture-based IM’s developed for the utilization in their own
school since the teacher-made literature originate from their own locality.
These localized, culture-based instructional materials made by the
teachers themselves will greatly contribute in enriching and cultivating the
culture, beliefs, and moral values of the children because they are familiar
with the characters involved in the stories. They can relate to the actual
setting because they themselves can be directly involved in the situation.
Learners can derive inspiration from the localized reading materials urging
them to strive and demonstrate the best of what they have that can also serve
as their stepping stone towards achieving their bright future.
The development of localized IM’s also provides an avenue for the
teacher-writers to discover and enrich their talent in writing. Having done, they
could produce their own localized reading materials that will augment the
need of their own school when it comes to learning resources. Since they may
come in three languages, the bridging process in the K-12 Curriculum can be
achieved.
Production of the mentioned IM’s also enhance teacher’s professional
growth. Through this, they can craft their action research utilizing the culture-
based story books as an intervention.
What Keeps Good Teachers in the Classroom? Understanding

and Reducing Teacher Turnover
By: Alliance for Excellent Education
Working conditions play a much larger role than retirement in

explaining why teachers transfer, leave a class, or leave the profession. This
brief looks at the research about teacher turnover, and finds that while
teachers' decisions to stay or leave a particular school is contingent on a
variety of factors, in all cases the key seems to lie in the level of success
teachers encounter in raising their students' academic performances.
Teachers are crucial to the success of our students. Yet many of them
are leaving their schools and the profession every year, particularly in poorer,
lower-performing schools. Several studies have attempted to identify why
teachers leave and how to stem their turnover, but few have identified the
quality of teachers who are departing. As in any profession, not all attrition is
bad, but whether bad or good, it has financial ramifications. This brief explores
the costs associated with teachers leaving the profession and their schools,
the characteristics of those likely to leave, and what can be done to prevent
unnecessary and costly turnover.
“World Class Learner: Educating Creative and Entrepreneurial
Students”
Zhao advocates that to succeed in the global economy, students
need to think like entrepreneurs. The author unlocks the secrets to
cultivating independent thinkers who can create jobs and contribute
positively to the globalized society.
“Creating Innovators: The Making of young People Who Will

Change the World” by Tony Wagner
Education expert Tony Wagner provides a powerful rationale in this
ground-breaking book for developing an innovation-driven economy.
The author explores what parents, teachers and employers must do to
develop the capacities of young people to become innovators. Wagner
profiles young American innovators such as Kirk Phelps, product
manager for Apple’s first iPhone, and Jodie Wu, who founded a
company that builds bicycle-powered maize shellers in Tanzania.
Through these profiles, , Wagner explores how adults nurtured these
young innovators sparking creativity and imaginations while
encouraging them to learn and persevere from their failures.
Chapter V:
APPENDICES
A. Local Demonstration
Lesson PLan
B. Final Demonstration Lesson
Plan
C. Different Dep.Ed. Forms
D. Documentation
E. FAFC Vision, Mission, Goal
and Core Values
F. Opening/ Closing Prayer
G. Pambansang Awit
H. Panunumpa sa Watawat
I. Autobiogaphy
J. Curriculum Vitae
Local
Demonstration
Lesson
Plan
SCHOOL: FELIX O. ALFELOR SR. FOUNDATION COLLEGE GRADE:II
NAME OF TEACHER:KARLA JANE R. ENO SUBJECT: Mathematics
DATE&TIME: GRADING:1st Grading
I.OBJECTIVE
The learner demonstrates understanding of whole numbers up

A. Content to 1000, ordinal numbers up to 20th, and money up to PhP100.
Standards
B. Performance The learner is able to recognize, represent, compare, and
Standards order whole numbers up to 1000, ordinal numbers up to 20th,
and money up to PhP100 in various forms and contexts.
C. Learning Visualizes and represents numbers from 0-1000 with emphasis
Competencies/Objectives on numbers 101 – 1 000 using a variety of materials.
Write the LC code for M2NS-Ia-1.2
each
Visualization and Identification of Numbers from 101 - 500
II. CONTENT
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide TG in Mathematics pages 1-5 (softcopy)
pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional Counters- such as drinking straws, play money
Materials from Learning Cutouts of mangoes, Drawings/illustration of a tree
Resource (LR) portal
B. Other Learning laptop
Resources
Preparatory Activities
IV. PROCEDURE 1. Drill
A. Using flash cards complete each item. Write your
A. Reviewing answer on the board
previous lesson or Example:
presenting the new
lesson
B. Let the pupils give the correct number.

3. 7 tens + 3 ones =
4. 9 tens + 9 ones = _______
5. 8 tens + 6 ones = _______
B. Establishing a
purpose for the
Motivation:
lesson Show a mango tree with numbered fruits in
it. Call the pupils to pick the fruit from
the mango tree and read the number written
on it.
Can you eat the number of fruits shown at the back?
Is it too many? Or is it few?
Can you explain how many is the number you are holding?
C. Presenting a. Group the pupils by five depending on the number of

examples/instances pupils in a class. Make sure that each pupil has
objects bundled or grouped into 100s in trays or bags.
for Using the straws, the teacher will show groupings by
the new lesson 1s, 10s, and 100s. Let the pupils count the number of
straws.
b. Using the play money- ask the pupils to count the
value of the following:
Example:
Let the pupils write the number symbols that represent the
value of money.
D. Discussing new How many hundreds are there?

concepts and How many tens? How many ones?
What is the total value of the money?
practicing new Ask- What if P 5 added to P100?
skills #1 How will you describe the value?
What is the number?
Ask them to write the number symbols.
Give another illustrative example such as 145, 356, 275 and
452.
Ask the pupils to describe and write the number symbols.
E. Discussing new Bilangin ang mga nakalarawang bagay at isulat ang katumbas
concepts and na bilang nito sa iyong kuwaderno.
practicing new
skills #2
F. Developing Bilangin ang mga nakalarawang bagay at isulat ang katumbas

mastery na bilang nito sa iyong kuwaderno.
(Leads to
Formative
Assessment
G. Finding Bilangin ang mga nakalarawang bagay at isulat ang katumbas

practical na bilang nito sa iyong kuwaderno.
applications of
concepts and skills
in daily
living
H. Making What have you learned today?
generalizations and How do you identify the number of each set of objects from
101 to 500?
abstractions How do drawings of objects in bundles or packs help you
about the lesson count numbers from 101- 500?
I. Evaluating Directions: Give the correct number for each set.

learning
B. Let the pupils give the

correct number.
1.) 2 hundreds + 7 tens + 8 ones =
2. )3 hundreds + 4 tens + 9 0nes =
D. Fill in the blanks with the correct number.
3. 398 = _____hundreds _____tens _____ones
4. 307 = _____hundreds _____tens _____ ones
5. 250 = _____hundreds _____tens _____ ones
J. Additional Gumuhit ng mga bagay ayon sa nakasaad na bilang sa iyong
activities for kuwaderno.
Halimbawa:
application or
remediation
V. REMARKS
VI.REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Final
Demonstration
Lesson
Plan
DAILY School SIPOCOT NORTH CENTRAL SCHOOL Grade: III-A
LESSON Teacher Karla Jane R. Eno Quarter: 4th
PLAN Date/ March 14, 2018 / 8:30-9:30 Subject: Mathematics
Time:
I. OBJECTIVES
Content Standard Demonstrates understanding of conversion of
time, linear, mass and capacity measures and
area of square and rectangle.
Performance Standard Able to apply knowledge of conversion of time

,linear, mass and capacity measures and area
of rectangle.
Learning Competency 1. Convert common units of measure from
larger unit to smaller unit and vice
versa: kilogram to grams
Code
II CONTENT Converting Common Units of Mass Measure

III. LEARNING RESOURCES
A. References
1. Teachers Guide pp. 294-295
2. Learners Materials pp. 295-298
3. Text book pages
4. Additional Materials from Learning Resources Weighing scales, real objects, pictures,
illustrations and chart
B. Values: Cooperation and Teamwork, Accuracy
IV. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson Preliminary Activities:
 Prayer
 Checking of Attendance
 Assignment Check-up
Drill
Ipaskil sa pisara. Simbagan an minasunod:
1000 x 3=___
1000 x 2=___
1000 x 5=___
1000 ÷ 2=___
1000 ÷ 10=___
Review
Pagtambalon an minasunod sa equivalent
kaini.
 6000 ml -5 000 ml
 8000 ml -4 000 ml
 4L -6L
 5L -2 L
 2000 ml -8 L
Motivation
Ipakanta sa mga aki an “Bahay Kubo”
Bahay kubo, kahit munti

Ang halaman doon ay sari-sari.
Singkamas at talong, sigarilyas at mani
Sitaw, bataw, patani.
Kundol, patola, upo’t kalabasa
At saka mayroon pang labanos, mustasa,
Sibuyas, kamatis, bawang at luya sa paligid-
ligid ay puro linga.
 Ano-anong mga gulay an nasambitan sa

kanta?
 Nag kakakan man po kamo nin gulay?
 Arin sa mga nasambitan na gulay sa
kanta an kinakakan nindo?
 Tano po ta kaipuhan ta magkakan nin
gulay?
 Ano pong mga benepisyo an makukua
ta sa pagkakan nin gulay?
B. Establishing a purpose for the lesson

Sa mga nasambitan na mga gulay sa kanta, sain
ini kalimitang nahihiling o nababakal?
Maliban po sa gulay, ano pa po an mababakal

sa saod?
Kun kita nagbakal nin klase nin barakalon,

halimbawa nin karne, sira, gulay o prutas, ano
man po ginigibo muna kan tindera bago ini itao
satuya?
May mga paninda sa saod na ipinapabakal sa

paagi nin bugkos, tumpok, asin kilo. Gamit an
timbangan, naitatao an tamang timbang na
boot bakalon kan kunsumidor na may
koneksyon sa aadalan ta ngunyan. An pag
convert nin kilograms sa grams asin vice-versa.
 Anong instrumento an kaipuhan tang

gamiton para maaraman an kilo o gabat
kan sarong produkto o bagay?
Siisay na nakahiling kilohan o weighing scale?

Ano an mga nahihiling ta sa kilohan?
C. Presenting Examples/instances of new Hilingon ta po an kilohan.

lesson  Ano-ano po ngani an nahihiling ta sa
kilohan?
 Pira po ang numero na nahihiling ta sa
kilohan?
An buot sabihon po kang mga numero na iyan

iyo an kilogram.
 Nahihiling man po nindo iyang mga

gurit?
An pigrerepresentar man po kan mga gurit na

iyan iyo an grams.
Magpa skip count sa mga aki sa saradit na guhit

na nag rerepresentar kan grams hanggang sa
maabot ninda an 1000.
(hal. 100,200,300,400…)
 Sa hiling nindo mga aki pirang grams an

yaon sa sarong kilo?
Correct! An katumbas po nin 1000 grams ay 1

kilogram.
Timbangon ta daw po ngunyan an asin.
 Pirang kilo po an asin?

 Sa hiling nindo pirang gramo ini?
Timbangon ta man daw po an harina.
 An harina pirang kilo? Pira man kaya ini

sa gramo?
Ano an saindong napansin?
1 kg = 1000 grams
 Anong operation po kaya an gagamiton

ta para maconvert ta an kg pasiring sa
grams?
Tama po, an gagamiton ta po iyo an

multiplication.
 Sain ta po imumultiply ?
 Pano man po kung maconvert naman

kita nin grams pasiring sa kilograms,
anong operation an gagamiton ta?
 Tama po, an gagamiton ta po iyo an
division o ma-divide po kita.
 Sain ta po ididivide?
 Anong numero an idinidivide o

iminumultiply sa pag convert?
 Tano po kaya ta sa 1000 sa hiling nindo
mga aki?
D. Discussing new concepts and practicing Simbagan an mga minasunod , ipahiling sa mga
new skills #1 aki kung pano ini i-convert.
1. 2000 grams=2 kg 2.
8000 grams= 8 kg
3. 7 kg= 7000 grams 4.
11 kg= 11 000 grams
E. Discussing new concepts and Ipaskil sa pisara dangan ipabasa an mga
practicing new skills #2 Standards to Follow para sa saindang group
activity.
I-grupo an mga aki sa apat(4). Tawan sinda nin
mga activity sheet para sa saindang gibohon.
Tawan an kada grupo nin 5 minuto para

magibo an gibohon.
Group 1
Itimbang an mga minasunod na bagay/
produkto asin isurat an timbang sa kilogram.
Group 2
Itimbang an mga minasunod na bagay/
produkto asin isurat an timbang sa grams.
Group 3
Timbangon an minasunod na mga produkto
base sa nakalaag o hinahagad na timbang.
3 kgs 5 kgs. 4 kgs.

Group 4
Timbangon an minasunod na mga produkto

base sa nakalaag o hinahagad na timbang.
3000 grams 5000 grams 4000 grams

Pag presentar kan lambang grupo.
Processing the activity:

Base po sa ginibo ta, ikomparar ta ang mass
kan mga bagay na satong pigtimbang.
Hilingon ta daw po ang timbang kan
produktong ginamit kan group 1 and 2.
 Ano an nariparo nindo sa mga bagay na

saindong tinimbang gamit an grams
saka kilogram?
 Mag kapareho daw o magkaiba an
timbang kaini?

Tama po, si timbang po kan produkto kan
group 1 kapareho kan timbang kan produkto sa
group 2 maski magkaiba an unit na ginamit nin
huli po mga aki ta sa pagtimbang o pagkua nin
mass pwede ta pong gamiton an grams o
kilograms.
Hilingon ta man daw po si gibo kan group 3

saka group 4.
 Ano po sa hiling nindo tama o sakto si
timbang kan mga produkto ninda?
Riparohun ta man daw po kun pareho an

timbang kan mga produkto kan group 3 sa
group 4.
 Sa hiling po nindo ano an kahalagahan

kan tamang pag timbang?
 Kun ika po sinugo na magbakal sa saod,

asin nariparo mo na an timbang kulang,
ano an gigibuhon mo?
F. Developing mastery Pasimbagan an gibohon sa pisara. Mag apod

nin nagkapirang aki para magsimbag.
(Leads to Formative Assessment)
I-convert sa nakalaag na unit nin measure.
1. 4 kg=_______grams
2. 5 kg=_______ grams
3. 3 000 grams=_____kg
4. 8 000 grams =______kg
5. Nagbakal akong 10 kilo nin bagas. Pira
ini sa grams?
G. Finding Practical applications of Timbangon an mga minasunod dangan isurat

concepts and skills kun pira an kilo asin grams kan mga produkto.
Produkto Timbang sa Timbang sa

Kilo Grams
Asin
Batag
Harina
Asukar
H. Making generalizations and Pano ta ikino-convert an kilo pasiring sa grams?
abstractions about the lesson
Kun grams pasiring kilograms?
I. Evaluating Learning Tawan nin 5 minuto para masimbagan an

saindang quiz.
Instruction: Isurat an letra nin tamang simbag.
1. Anong operation an ginagamit kun kita

ma convert pasiring kg to grams and
vice versa?
a. Multiplication asin Division
b. Subtraction asin Addition
c. Multiplication asin Subtraction
2. Para mai-convert an kg pasiring sa
grams and vice versa, anong numero an
satuyang ginagamit?
a. 10
b. 100
c. 1000
3. Ano an katumbas kan 1000 grams?
a. 10 kilo
b. 1 kilo
c. 100 kilo
4. Pirang grams an yaon sa 12 kilo?
a. 12 000 grams
b. 120 grams
c. 12 grams
5. Pirang kilograms an yaon sa 2000
grams?
a. 2 kg
b. 20 kg
c. 200 kg
Checkan an saindang gibo.
J. Additional activities for application or Assignment:

remediation Kuahon an saindong notebook dangan
kupyahon an saindong gibohon.
Simbagan an minasunod sa saindong notebook.

Ipahiling an mga solusyon.
1. Nag pipisar si Tiya Ria nin supot nin

asukar. An pisada 2 000 grams. Ano iyan
sa kilogram?
2. Napagdesisyonan niya na kulang idto,
nagdagdag siya nin 5000 grams. Ano ini
sa kilograms?
3. Pirang grams nin asukar an saiyang
kaipuhan para magka igwa nin 10 kg
supot nin asukar?
4. An ina nag bakal nin 1 kg na sibulyas.
Pirang grams an saiyang nabakal?
5. 10 kilograms an limit kan bagahe sa
eroplano. 11 000 grams an bagahe ni
Elsa. Pira an sobra kan bagahe niya?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on

the formative assessment
B. No. of Learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
KARLA JANE R. ENO

Student Teacher
Checked and Reviewed by:
CYNTHIA A. ARGANDA, MT I
Cooperating Teacher
Noted:
BRIGETTE O. BROQUEZA, MT II
Student Teachers School Coordinator
Approved:
SANTOS M. LANZON, JR.

School Principal II
DepEd
Forms
Documentation
My Final Demo Teaching
ME AND MY GRADE III-A PUPILS
FOUNDATION DAY CELEBRATION OF SNCS
DAY 1: PARADE
DAY 2: SEARCH FOR MR & MS FOUNDATION
PREPARATION FOR THE
CO-STUDENT TEACHERS
Ang
Pambansang Awit ng Pilipinas
(Philippine National Anthem)
Bayang magiliw
Perlas ng Silanganan
Alab ng puso
Sa dibdib mo'y buhay
Lupang hinirang
Duyan ka ng magiting
Sa manlulupig
Di ka pasisiil
Sa dagat at bundok
Sa simoy at sa langit mong bughaw;
May dilag ang tula
At awit sa paglayang minamahal.
Ang kislap ng watawat mo'y

Tagumpay na nagniningning,
Ang bituin at araw niya
Kailan pa ma'y di magdidilim.
Lupa ng araw, ng luwalhati't pagsinta,

Buhay at langit sa piling mo;
Aming ligaya na pag may mang-aapi
Ang mamatay ng dahil sa iyo.
Panunumpa Sa Watawat Ng Pilipinas
Ako ay Pilipino,
Buong katapatang nanunumpa sa
watawat
ng Pilipinas,
At sa bansang kanyang sinasagisag,
Na may dangal, katarungan at kalayaan,
Na pinakikilos ng sambayanang
Maka-Diyos, Maka-kalikasan, Maka tao at
Maka bansa.
Opening Prayer
Loving heavenly Father, we come to

You this hour asking for Your blessing
and help as we are gathered together.
We pray for guidance in the matters at
hand and ask that You would clearly
show us how to conduct our work with
a spirit of joy and enthusiasm. Give us
the desire to find ways to excel in our
work. Help us to work together and
encourage each other to excellence.
We ask that we would challenge each
other to reach higher and farther to be
the best we can be. We ask this in the
name of the Lord Jesus Christ. Amen
Closing Prayer
Heavenly Father as we come to the

end of our time together we thank You
for what has been accomplished here
today. May the matters discussed
serve as a catalyst to move us forward
and cause us to advance and see
growth in all areas of our lives. May we
leave here recognizing You are the
God of all wisdom and You are willing
to lead us forward. This we pray in the
name of the Lord Jesus.
Amen
Curriculum Vitae
ENO, KARLA JANE R.
Udoc, Libmanan, Camarines Sur
Email Add.: jane_eno@yahoo.com
Cp. No.: 09307763673
I. PERSONAL DATA
Date of Birth: January 22, 1994
Place of Birth: Udoc, Libmanan, Camariness Sur
Age: 24
Sex: Female
Civil Status: Single
Religion: Church of Christ
II. EDUCATIONAL BACKGROUND
Tertiary: FELIX O. ALFELOR SR. FOUNDATION COLLEGE, INC.,

BACHELOR OF ELEMENTARY EDUCATION
Secondary: DON MARIANO C. SAN JUAN HIGH SCHOOL
Elementary: ODOC ELEMENTARY SCHOOL
III. WORKING EXPERIENCE
 Customer Service Representative

Sutherland Global Services
IV. SPECIAL SKILLS

 Computer Literate
 Teaching
V. CHARACTER REFERENCES
 MA. NEDDIE E. IGANO
Teacher 1
Don Mariano C. San Juan High School
 JOSE S. EVASCO
School Head
Northern Plain High School
I hereby certify that the above information is true and correct.
KARLA JANE R. ENO

Applicant

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OFF CAMPUS RELATED LEARNING EXPERIENCES

Sipocot North Central School

Chapter II: DESCRIPTION OF THE SUPERVISING SCHOOL

Chapter III: NARRATION OF EXPERIENCES

D. Working with the Community

Chapter IV: PROFESSIONAL READINGS

A. Final Demonstration Lesson Plan

Practice Teaching is an experiential activity of every student teacher. For

I wish to express my deep gratitude and earnest appreciation

Mrs. Cynthia A. Arganda, my very kind off-campus

To my classmates, friends, best friends and acquaintances

To my very loving parents who really helped me morally and

Above all, to Almighty God, the eternal source of Love,

D. Working with the Community

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

SOCIO-ECONOMIC PROFILE OF STUDENTS

Good Team Player, Valuable to Human Resource Management

Teams are created for several reasons. At a human resource

Coping with Challenging Times as Human Resource

We live in a challenging times where perplexities of life are encamped

Recognizing MAPEH as Important Component of K to 12

Molding holistic individual is never an easy task, in fact it poses

#The Sacrificial Lass

Enhancing the Curriculum with Localized and Culture-Based

Series of Seminar-workshops have been conducted and fervently

What Keeps Good Teachers in the Classroom? Understanding

Working conditions play a much larger role than retirement in

“Creating Innovators: The Making of young People Who Will

The learner demonstrates understanding of whole numbers up

III. LEARNING RESOURCES

B. Let the pupils give the correct number.

C. Presenting a. Group the pupils by five depending on the number of

D. Discussing new How many hundreds are there?

F. Developing Bilangin ang mga nakalarawang bagay at isulat ang katumbas

G. Finding Bilangin ang mga nakalarawang bagay at isulat ang katumbas

I. Evaluating Directions: Give the correct number for each set.

B. Let the pupils give the

Performance Standard Able to apply knowledge of conversion of time