Professional Readings

of

Maricar Joy D. Tipawan

 Planning Lessons

I. Heading

A. Name of Writer: Ester Paunlagui-Gacelo

B. Name of the Book: Principles of Teaching 1

C. Place of Publication: 839 EDSA, South Triangle, Quezon City

D. Name of the Publisher: C & E Publishing Inc.

E. Year of Publication: 2012

II. Concise Summary of Material

A lesson plan serves as the teacher’s blueprint. It indicates the

various achievements to be realized as well as the specific means by

which these achievements should be attained. In the past, teachers

emphasized knowledge as an end in itself. Today lessons have

become a means of acquiring desirable habits, attitudes and skills

that will lead to the social and personal development of an

individual. The learner is the focus, and the teacher is the

background. The learner’s activities- not the subject matter –are

emphasized.
Parts of a Lesson Plan

1. Date

The date gives the teacher a time frame within which he/she

expects to finish teaching lesson. If learning is not satisfied, re-

teaching must be done after, and a date for re-teaching must be

reflected in the lesson plan.

2. Objectives

The lesson plan’s objectives provide specific goals that must

be attained by the class, give a direction to class discussion, and

call for expected outcomes.

Likewise, in a lesson plan, there are general and specific

objectives. The general objectives are broad in scope. Typical

action verbs are found in general objectives are to know,

understand, and learn. Meanwhile, specific objectives

correspond to behavioral or instructional goals for a particular

topic. Examples of specific behavioral objectives are:

 The learner should be able to enumerate the different

types of learning style (cognitive)

 The learner should be able to summarize the causes of

environmental degradation (cognitive).

 The learner should be able to value biodiversity (affective)

  The learner should be able to manipulate the different

toys in the right perspective (psychomotor)

 The learner should be able to draw from memory a

coconut tree (psychomotor).

3. Subject matter

Subject matter or specific topic includes sources of

information, e.g., textbooks and library references.

4. Materials needed

These materials refer to objects or tools that serve as

instructional aids for a particular subject, like maps, graphs,

flash cards, pictures, slides, television, film/movie, and CDs.

The organization of these materials and their effectiveness

to a particular lesson are a must in any teaching-learning

activity.

5. Procedure or strategy

Procedure or strategy includes the teaching-learning

activities in a detailed plan, the definite procedures or steps of

the method being used to show the attainment of the behavioral

objectives.
 6. Generalization of the lesson

Generalization of the lesson can be in the form of a

summary or a conclusion which must be answered by the

learners, through creative questioning.

7. Evaluation

Evaluation can take in the form of formative test consisting

of a 10 item multiple choice questions after the day‘s lesson to

determine the mastery learning, e.g., 95% of the class got 100%

correct answers.

8. Assignment or agreement

This includes questions, exercises, and or a set of practice

specified by the teacher.

III. Critical Evaluation of the Material

Lesson planning is an integral part of the teaching process in

the Philippine basic educational system. It directs the teacher to a

specific teaching objective, without which the teacher, together with

the students, cannot achieve anything in learning.

A well prepared lesson plan has the following uses:

1. It offers optimum results in terms of objectives, activities, and

methods.
2. It serves as a guide to an apprentice teacher.

3. It helps in the organization of lessons.

4. It is useful for the teacher to develop foresight which can

contribute to teaching and can stimulate him/her to become

more creative.

5. It prevents waste of time, haphazard teaching and /or

unorganized activities.

6. It makes the teacher stick to and not deviate from the main

topic

7. It ensures good instruction and prepares the teacher for an

effective teaching.

8. It can be used by substitute teacher who will be frame future

lessons.
 Teaching Basic Comprehension Skills

I. Heading

A. Name of Writer: Erlinda G. Tejero

B. Name of the Book: Teaching Reading in Elementary Grades

C. Place of Publication: 125 Pioneer Street, Mandaluyong City

D. Name of the Publisher: National Bookstore Quad Alpha

Centrum Bldg.

E. Year of Publication: 2004

II. Concise Summary of Material

Recognition of the word is not the ultimate goal in reading.

Without comprehension, reading is mere verbalism. In beginning

reading, the printed word is associated with the spoken word until

the child can make the same physical, emotional, and mental

responses to the written word that he previously made to the

spoken word. A basic word record recognition skill is the ability to

associate the sound (spoken word) with the stimulus (the written

word). This recognition process, is, of course, fundamental to

reading comprehension, but is only a first step.

Yoakam describes comprehension as follows: Comprehending

reading matter involves the correct association of meanings with

word symbols, the evaluation of meanings which are suggested in

context, the selection of the correct meaning, the organization of

ideas as they are read, the retention of these ideas, and their use in

some present or future activity.

Salazar states that comprehension encompasses all the reading

skills. It begins with word perception, recognition, and

understanding and makes use of study or locational/research skills.

Comprehension is the means by which appreciation skills are

gained.

There are four main factors that affect a reader’s

comprehension, says Salazar.

1. Prior knowledge. This is the knowledge or experience the

reader has. It includes what he has read about the subject

and the particular/special vocabulary he knows about that

particular subject.

2. Interest in the subject. When a reader is interested in a

subject, he will give his undivided attention to it while

reading.

3. Purpose in reading. A reader who must study a certain

chapter or unit in his textbook will exert extra effort because

he wants to pass a test.

 4. Ability to decode. A reader who can attack new words with

facility will be better able to concentrate on getting the

meaning of the reading selection.

III. Critical Evaluation of the Material

Comprehension as further explained by Baraceros (2005:34) is

defined as a process of constructing meaning with the use of some

clues in the text and the schemata or background knowledge of the

reader about the text. It then creates an interaction between the

author and the teacher. In order to attain good quality

comprehension skills, the most important and relevant factor is the

teacher. As a matter of fact, it was asserts that the teacher is

considered as the most important variable in the learner’s

educational environment. Every teacher has the responsibility of

teaching all her student how to be successful in school as they can

possibly be.

Reading without comprehension is mere verbalism. So then it

clarifies that reading is a series of a complex process which involves

a variety of activities that differ among themselves. Comprehension

requires the student to go beyond simple recall and demonstrate

the ability to arrange and organize information by putting it in

his/her own words and rephrasing it.

 The Impact of Storytelling in a Classroom Situation

I. Heading

A. Name of Writer: Erlinda G. Tejero

B. Name of the Book: Teaching Reading in Elementary Grades

C. Place of Publication: 125 Pioneer Street, Mandaluyong City

D. Name of the Publisher: National Bookstore Quad Alpha

Centrum Bldg.

E. Year of Publication: 2004

II. Concise Summary of Material

In the early days, the story was a simple account of the events

that took place during the day. Later on, man learned to express his

own feelings, what he observes around him, the behavior of others,

his dreams, his beliefs. Telling stories was a form of sharing

experiences, real or imaginary.

Parayno explains the values of storytelling to children:

1. Storytelling introduces children to the world of written

language. They hear new words and varied language structures

from which they can model their own language.

2. It gives children an opportunity to become acquainted with the

best of children’s literature.

3. It increases the children’s knowledge and experiences.

4. It creates in children a desire to know about the lives of other

people and their own culture.

5. It develops the ability to be good listeners and it stirs their

imagination and become creative.

6. It gives pleasure and enjoyment to children.

7. When telling a story himself, the child learns to organize and

express himself clearly, at the same time, building confidence in

his ability to face an audience.

The steps in storytelling are:

1. Selection of a story to tell. The story must have a good plot, a

well-defined conflict, a good beginning, middle, and ending. The

choice of the story should be governed by its appeal to the

storyteller.

2. Preparation of the story. After the story had been selected,

read the story very well. Then try to picture the story in your

mind and see if you can tell the story in the proper sequence.
 Try to imagine the setting and the scenes in the story as if it has

happened to you.

3. Practice telling the story aloud to yourself. Take note of

the proper pauses, the places of suspense, the climax.

4. Announce the story informally. This can be done in many

ways.

5. Show pictures of certain characters in the story you are

going to tell. Describe each of the characters.

6. At the end of the story, do not give a check-up test nor

ask the question “Did you like the story?” The children may

not have enjoyed the story because of the way you told it.

7. Aesthetic Activities. The children may like to draw a

character of the story that they liked best.

III. Critical Evaluation of the Material

Storytelling is a teaching technique that has been with us for

thousands of years. Storytelling is a way of transmitting values for

it fosters imagination, it encourages everybody, it enlightens the

mind, and it kindles curiosity. In general, it is a way towards

building better individuals.

As Confucius says, “Tell me and I will forget, show me and I

may remember, involve me and I will understand forever.”

Kinesthetic learners learn best when physically involved; tactual

learners work best when feeling through touch and personal

relationships; auditory learners when speaking, hearing, discussing

and thinking aloud, and visual learners when seeing, reading and

observing. Storytelling appeals to all. Using stories allows teachers

to communicate to senses that students prefer when learning new

information. In addition stories engage the imagination and

enhance the ability to visualize the events and rely on personal

emotions to connect with a story.

 The Concept of Teaching

I. Heading

A. Name of Writer: Gloria G. Salandanan

B. Name of the Book: Teaching and the Teacher

C. Place of Publication: 776 Aurora Blvd.,Cubao, Quezon City

D. Name of the Publisher: Lorimar Publishing Co., Inc

E. Year of Publication: 2005

II. Concise Summary of Material

Teaching is commonly understood to mean instructing, tutoring

and educating. It could stand for training, tutelage and pedagogy.

 Teaching as an Art

Teaching is acknowledged as an art. It signifies the way a

teacher expresses her emotions and communicates her feelings

through her teaching chores. In this light, teaching is

conglomeration of ones talent, skill and expertise in reaching out

and enriching the children’s lives. It aims to achieve an enjoyable

and fruitful learning depending on the teacher’s attributes, craft

and finesse in developing their knowledge base, simultaneous with

positive attitudes and values. A skillful teacher exudes a caring,

compassionate and creative approach that makes teaching a

masterful act of touching the children’s hearts and minds.

 Teaching as a Science

Teaching is likewise recognized as a science. While science aims

at the discovery of the nature and orderliness of our world around,

teaching as a science seeks the application of a scientific attitude

and methodology in deciding about strategies to employ,

instructional materials to use and other “best teaching practices,”

to adopt. Guided by scientific procedure, teaching is regarded as a

“practical as a consistent way of modeling how a virtuous,

trustworthy and humble scientist works in raising the ethical

standards of the profession.”

 Teaching as a Profession

Teaching is universally accepted as a profession. The term

profession commonly refers to ones occupation, job or specialty. It

has defined goals and from its performance one derives self-

fulfillment. Educators and others in the field of education view

profession as ones vocation, employment or lifework. A teacher

considers it as his career or field of lifelong endeavor.

 Teaching is considered a profession if its choice is motivated by

any or all of the following:

a. Pursued to achieve a goal, objective or purpose

b. Involves direction borne by proper planning

c. Provides opportunities for self-fulfillment and enhance self-

esteem

d. Allows expression of love, care and compassion for children

III. Critical Evaluation of the Material

Based on a great number of studies on how children learn,

educators came to define teaching as “an aggregate of organize

strategic methodologies” aimed to produce a desired learning

outcome. It consists of well-planned task which connect the

teacher’s entire act to learning. Learning is the definitive goal.

Teaching then, is a personal venture. Only one who is willing to

shoulder the enormous responsibilities of shaping the lives of the

young through their own learning can truly say, it is an honest

lifework.

Teaching is described as a moral activity and the teacher who is

looked up to as a paragon of virtues teach values by the very way

they relate to their students. Such is the staying quality they

possess and they reap love and respect in return.

Teaching is a time-honored career, aimed at awakening and

nurturing the children’s spirit of inquiry, at the same time catering

to their learning abilities and interest and aspirations.

To many, it is lifelong mission, characterized by a culture of

committed service to children, adults and the community. Hence

teachers are labeled nation-builders.

 Creative Learning

I. Heading

A. Name of Writer: Roblito V. Agra

B. Name of the Book: The Modern Teacher No. 9

C. Place of Publication: Araneta Avenue, Quezon City, Metro

Manila

D. Name of the Publisher: Hiyas Press, Inc.

E. Year of Publication: 2010

II. Concise Summary of Material

Creative learning constitutes an essential phase of every worth

with classroom activity, although the teacher and pupils may not

always be aware of it. All the learning which involves in any sense

the creation of new ideas, processes, or thing is creative.

Creative learning employs inventiveness and imagination, it is

purposeful and constructive. Greater emphasis on creative learning

would lead to the development of originality of thought and the

greater enjoyment on the part of the learner for creative activity is

a necessary aspect of the part of a happy life. In education creative

learning has gone on chiefly in language, composition, industrial

arts, music, art. To a lesser extent, in other activities, whenever

teachers and children use creative imagination, creative learning

and thinking are being promoted. The essential thing is that to the
 learner, thorough exercise of his imagination and reasoning ability

is learning to put things together in a new way. He may create a

new idea, a new process, or a new product. Simply recreate what

has already been created.

Creative learning is engaged in for its own sake. If in the process

of learning, children discover the need for better tools and

equipment, well and good. However, this type of learning may not

be regarded by the teacher merely as a means to success in the

development of the skills of various kinds, but rather as a type of

experience essential to healthy and happy living. In brief, when a

child undertakes an activity, plans, organizes, and completes it, he

is doing what is creative work for him regardless of whether it is a

purposeful activity of the work or one of pure relaxation and

enjoyment.

III. Critical Evaluation of the Material

It is not necessarily true that creative thinkers shall be creators

in the sense that nobody has done the same thing before. The child

is creative when he makes the model of a dog out of a piece of clay,

if in the process e is not simply copying someone else’s dog. He is

creative when he makes an original poem, when he invents a

phrase, when he makes a doll’s house out of pasteboard carton.

Creativeness lies in his doing things by himself, prompted by his

own imagination and his own inventiveness.

Creativity is a quality which each human being is capable of

exhibiting in his living. Individuals differ as a result of both nature

in the amount and kind of creativity they display. We believe that

creativity can be enhanced in most individuals if we put into

practice in education what we know about conditions fostering

creativity, and if we continue to study the creative process in

operation in many types of our endeavors.

Creativity is a very fascinating attitude. We often admire a

creative person and we wonder how he or she came up with a

brilliant idea or concept that we have not imagined to be possible.

Creativity can be manifested in different aspects such as writing,

performing arts, painting, sculpture, and other forms of art where

human expressions can be observed.

Developing creativity among our learners can be done. As

teachers we can unleash the hidden talents and skills of our

learners if we try to help them discover and nurture their

potentials. Next to home environment, the school is a good training

ground for the learner to be creative.

 CURRICULUM VITAE

PERSONAL DATA

Name : Maricar Joy D. Tipawan

Address : #196 Muzon, San Luis, Batangas

Age : 20 y/o

Date of Birth : March 20 1996

Place of Birth : Bago City Negros Occ.

Sex : Female

Civil Status : Single

Religion : Roman Catholic

Citizenship : Filipino

Father’s Name : Teodoro Ditaonon

Occupation : Laborer

Mother’s Name : Valentina De Chavez

Occupation : Housekeeper

EDUCATIONAL BACKGROUND

Primary : Tala Elementary School S.Y. 2007- 2008

Secondary : Tala National High School S.Y. 2011-2012

Tertiary : Alitagtag College, Inc. S.Y. 2016 up to present

Course : Bachelor of Secondary Education Major in English

ORGANIZATION/POSITION

Auditor : College Student Council S.Y. 2014-2015

Vice-President : College Student Council S.Y. 2015-2016

Asst. Vice President : College Student Council S.Y. 2016-2017

Member : Association of Teacher Education Students

2013 – up to present

English and Math Club

2013 – up to present

Sports Club

2013 – 2015

ACHIEVEMENTS

Elementary
 Academic Excellence
Most Active Student Award (S.Y. 2004- 2005)
Best in Arts (S.Y. 2005-2006)
Science Quiz Bee (School Level- Champion)
S.Y. 2005- 2006
Hekasi Quiz Bee (School Level- Champion)
S.Y. 2006- 2007
Honor Student 2005-2008
 Sports
Chess (School Level- Champion)
S.Y 2006- 2007
(School Level- Champion)
S.Y. 2007- 2008
 (District Level Champion)
S.Y. 2007-2008
Volleyball (School Level-Champion)
Secondary
 Academic Excellence

First Year (2nd Honors) S.Y. 2008- 2009

Second Year (2nd Honors) S.Y. 2009- 2010

Third Year (4th Honors) S.Y. 2010- 2011

Fourth Year (1st Honorable Mentioned) S.Y. 2011- 2012

 Special Awards

Leadership Award S.Y. 2010- 2011

Most Active Student S.Y. 2010- 2011
Most Responsible Student S.Y. 2010- 2011
S.Y. 2011-2012
Community Service Award S.Y. 2011-2012
STI Academic Excellence Award S.Y. 2011-2012

 Clubs

MAPEH Club (Vice President) S.Y. 2010- 2011

English Club (President) S.Y. 2010-2011

MAPEH club (Auditor) S.Y. 2011-2012

Science Club (President) S.Y. 2011-2012

 Campus Journalism (SINAGTALA)

Contributor S.Y. 2008- 2009

Feature Writer (Filipino) S.Y. 2009- 2010
 S.Y. 2010-2011
News Writer (Filipino) (Area Level-Participants)
S.Y. 2011-2012
 Quiz Bee

Science Quiz Bee (School Level- 2nd place)

Math Challenge Quiz Bee
Rizal Quiz Bee
Batangas Quiz Bee
PopEd Quiz Bee
Techno Quiz Bee
S.Y. 2009- 2010
(School Level- 3rd place)
S.Y. 2011-2012
(School Level- 2nd place)
S.Y. 2011-2012
(School Level- 3rd place)
S.Y. 2011-2012
(School Level- 5th place)
(District Level- 4th place)
S.Y. 2011-2012

 Sports

Chess (School Level- Champion)

S.Y 2008-2009/ S.Y. 2009-2010
(District Level- Champion)
S.Y 2008-2009/ S.Y. 2009-2010
(Area Level- Champion)
S.Y 2008-2009
(Provincial Level – 3rd Place)
S.Y 2008-2009
Arnis (School Level- Champion)
S.Y. 2010- 2011
(District Level- 2nd Place)
S.Y. 2010- 2011
Tertiary

 Freshmen Day Competition

Declamation Contest (English) : Champion
S.Y. 2013-2014
Essay Writing (English) : 1st runner up
S.Y. 2013-2014
 Sports
Table Tennis : Champion
S.Y 2014-2015
S.Y 2015-2016
Chess : Champion
S.Y 2014-2015
S.Y 2015-2016
Perdigana : Champion
S.Y 2014-2015
S.Y 2015-2016
Dama : Champion
S. Y. 2016-2017
Volleyball : 1st Runner up
Mythical 6
S.Y 2015-2016
: Champion
S.Y 2016-2017
Basketball : 2nd Runner up
S.Y 2015-2016
: Champion
S.Y 2016-2017
PRISAA Badminton Tournament : Champion
S.Y. 2015-2016
 PRISAA Regional Badminton Tournament : Participant
S.Y. 2015-2016
PRISAA Badminton Tournament : Champion
S.Y. 2016-2017
 NSTP Commencement Exercise
Leadership Award 2013-2014
Service Award 2013-2014
Best Emcee 2013-2014

 Seminar and Training Attended

Philippine Association for Teachers and Educators

PAFTE Batangas Cluster
2nd Student Teacher’s Congress
Batangas City Convention Center
February 18, 2015

Philippine Association for Teachers and Educators

PAFTE Batangas Cluster
3rd Student Teacher’s Congress
Batangas City Convention Center
November 2016