Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY

JUDGE GUILLERMO ELEAZAR
Tagkawayan, Quezon

A NARRATIVE REPORT OF OFF-CAMPUS EXPERIENCE IN

MAGSAYSAY ELEMENTARY SCHOOL

A Report Submitted to:

VICENTE S. ESMALDE, Ed.D

Student Teacher Supervisor

In Partial Fulfillment of The Requirements in

Ped 11 (Practice Teaching Off-Campus)

By:

JULIUS N. OMBLERO
Student Teacher

AUGUST 2025
 Introduction
Beginning a teaching internship is a pivotal point in the career path of
individuals who aspire to become educators; it is where the theoretical underpinnings
of pedagogy collide with the practical realities of the classroom setting. This life-
changing experience functions as an essential link between the knowledge gained in
coursework and the practical skills needed to effectively engage and educate students.
Over the course of the internship, educators-in-training immerse themselves in the
complexities of instructional design, classroom management strategies, and the
subtleties of student-centered learning. It's a time of exploration, experimentation, and
development as interns take part in lesson planning, curriculum development, and the
application of instructional strategies customized to meet the diverse learning needs of
students.

Interns engage in active participation in lesson preparation, curriculum

creation, and the implementation of educational practices customized to fit the
different needs of learners throughout this period of inquiry, experimentation, and
growth. In addition to imparting technical knowledge, the internship fosters soft skills
like empathy, resilience, and adaptability qualities that are critical to good instruction
and student assistance. Interns improve their capacity to establish inclusive learning
environments, hone their teaching techniques, and get a profound grasp of the ethical
obligations that come with being an educator via reflective practice and ongoing
feedback. In the end, the teaching internship prepares potential teachers for a fulfilling
profession committed to facilitating learning by giving them the information, abilities,
and self-assurance they need to inspire, empower, and positively touch the lives of
their students.

ACKNOWLEDGEMENT
 This narrative report would not have been possible without the invaluable
support of individuals who have extended their assistance to me. I would like to
express my deepest gratitude, indebtedness, and profound appreciation to the
following individuals:

Dr. Vicente S. Esmaalde, Supervising Instructor of Student Teachers, for his

meticulous supervision, invaluable guidance in all activities, and for imparting
wisdom, compassion, and nurturing guidance and to parental support.

Mr. Rey Delos Santos, Principal of Magsaysay Elementary School, for

graciously accommodating me as a Student Teacher.

Ms. Nemesia G. Lagua, my cooperating teacher, for her invaluable help,

unwavering support, effective supervision, insightful suggestions for enhancing my
teaching strategies, and most importantly, for generously sharing her wealth of
knowledge and experiences.

All Teachers of Magsaysay Elementary School, whose unwavering support

and cooperation greatly facilitated my practice teaching.

All Grade 6 Daisy students of Magsaysay Elementary School, particularly

Pearl, Garnet, and Jade, for their enthusiastic cooperation and active participation
during both my practice teaching sessions and final demonstration.

My family, especially my father, for their unwavering support, both

emotionally and financially, and for their understanding, love, encouragement, and
continuous inspiration throughout this journey. And of course to my one and only
beloved mother in heaven.

My friends, for their steadfast support, encouragement, and assistance during

my teaching demonstrations.

Above all, I offer my heartfelt thanks to the Almighty God, for bestowing
upon me wisdom, strength, and abundant blessings throughout this enriching
experience.

Curriculum Vitae
JULIUS N. OMBLERO

Tagkawayan, Quezon

Cell no. 09664313741

Email Address: juliusnomblero414@[Link]

PERSONALINFORMATION______________________

NICKNAME: Uyung
BIRTHDAY: August 16, 2002
BIRTHPLACE: Tagkawayan Quezon
AGE: 22
NATIONALITY: Fillipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’s NAME: Jose Marie I. Omblero
MOTHER’s NAME: Anabelle N. Omblero

EDUCATIONAL
BACKGROUND:_______________________________________
TERTIARY: SLSU-JGE

Tagkawayan, Quezon (2021-2025)

SECONDARY: TAGKAWAYAN NATIONAL

HIGH SCHOOL

Tagkawayan, Quezon (2015-2021)

PRIMARY: ALIJI ELEMENTARY SCHOOL

Tagkawayan, Quezon (2009-2015)

Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY

JUDGE GUILLERMO ELEAZAR
 Tagkawayan, Quezon

COLLEGE OF TEACHER EDUCATION

This

CERTIFICATION OF COMPLETION
AND PROFICIENCY
is awarded to

Julius N. Omblero
for satisfactorily completing the required number of hours for Experiential Learning
Course: Practice Teaching (360 hours) during the period December 12, 2024 – March
, 2025.

Given this ______ day of __________ in the year of our Lord Two Thousand
and twenty.

VICENTE S. ESMALDE, Ed.D.

Supervising Instructor, BEED Program Chair

MELANIE D. SALUMBIDES, Ed.D

Department Head, Academic Affairs

REY DELOS SANTOS

Principal I, MES

Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY
JUDGE GUILLERMO ELEAZAR
Tagkawayan, Quezon
 COLLEGE OF TEACHER EDUCATION
This

CERTIFICATE OF COMPLETION
is awarded to

Julius N. Omblero
of Bachelor of Elementary Education, Major in General Education, for satisfactorily
completing the required number of hours for teaching (6 units/360hours) on PED 11 –
Practice Teaching (Off-Campus) held at Magsaysay Elementary School starting from
December 12, 2024 – April, 2025.

Given this ______ day of __________ in the year of our Lord Two Thousand
and Nineteen.

NEMESIA G. LAGUA REY DELOS SANTOS

Cooperating Teacher Principal I, MES

VICENTE S. ESMALDE, Ed.D.

Supervising Instructor, BEED Program Chair

MELANIE D. SALUMBIDES, Ed.D.

Department Head, Academic Affairs

Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY
JUDGE GUILLERMO ELEAZAR
Tagkawayan, Quezon
 APPROVAL SHEET
In partial fulfillment of the requirements for the subject PED 11, this report
entitled “A NARRATIVE REPORT OF OFF-CAMPUS EXPERIENCE IN
MAGSAYSAY ELEMENTARY SCHOOL” has been prepared and submitted by
JULIUS N. OMBLERO, is hereby recommended for approval.

NEMESIA G LAGUA
Cooperating Teacher

Accepted and approved in partial fulfillment of the requirements in the course

PED 11 with the rating of _______.

VICENTE S. ESMALDE, Ed. D

Student-Teacher Supervisor
BEED Program Chair, CTE

MELANIE D. SALUMBIDES, Ed. D

Assistant Director, Academic Affairs

TABLE OF CONTENTS

I PRELIMINARIES
 Title page

Introduction

Acknowledgement

Curiculum Vitae

Certification Sheet

Certification

Approval Sheet

Table of Contents

II TEXT OF THE REPORT

A. DESCRIPTION OF COOPERATING SCHOOL

History of Tagkawayan
History of SLSU-JGE
SLSU-JGE Mission and Vision
MES Mission and Vision
Brief Description of MES
Location Map of MES
The SLSU-JGE College of Teacher Education Internship Program

B. OTHER PHRASES OF STUDENT TEACHING

Importance of Off-Campus Teaching
Major Objective of the internship Program
Specific Objectives of the Leadership Program
The Cooperating Teacher
Duties and responsibilities of CT
Student Teacher’s Code of Ethics
Professional Readings

III •Narration of Experience

• Reflection on the Philippine Professional Standards for Teachers
(PPST) Domain 1 to Domain 7
• Sample Lesson Plans (at least 2)
• Lesson Plan for Final Demonstration Teaching
• Sample Test Papers (at least 2)
• Sample Rubrics
• Sample of School Forms
• Rating Sheets (20)
• Certificates of Attendance (Seminar/Training/Workshop)
• Teaching Philosophy as Beginning Teacher

APPENDICES
• Lupang Hinirang
• Panatang Makabayan
• Panunumpa sa Watawat
• Pilipinas Kong Mahal
• CALABARZON March
• Lalawigan ng Quezon
• Tagkawayan March
• Awit ng Paaralan (SLSU)
• SLSU MARCH

DESCRIPTION
OF THE
 COOPERATING
SCHOOL
THE MUNICIPALITY OF TAGKAWAYAN

Historical Background

The name of Tagkawayan was a said to have been derived from the phrase
“taga-kawayan” which during the early Spanish period was the name given to the
people living in Tagkawayan. The early settlers of Tagkawayan were the “aetas” or
“agtas” in the native Visayan or Bicol tongue. It is the practice of these early settlers
to hold their merry- making in an open field along the seashore where they drinking
native wine while dancing and singing around the bonfire. To make this event more
festive and spirited, they invite other tribes that abound along the settlements
bordering the Ragay Gulf. To do this, they will tie a piece of cloth in a bamboo pole,
climb the “MataasnaBato” and make signals to invite other groups to join in the
merry-making which they locally called “Lungkusan”. The place where they usually
make signal for an invitation is called “Kawayan” and the people living there were
called “Taga-kawayan”, which ultimately became Tagkawayan.

Before the year 1942, the Municipal was only a barrio of Guinyangan,
Tayabas and now Quezon. The place consisted principally of four (4) sitios called a.)
Aggrupacion, now the Poblacion where the seat of the Local government is located,
b.)Tagkawayan-Bato, now barrios MuntingParang and Rizal, c.)Tagkawayan-Sabang
now barrio Sabang and d.)Tagkawayan-Ilaya, which are now barrios Sta. Cecilia,
Aliji, ColongColong and Mahinta.

During early Spanish period, the place was predominantly inhibited by the
aborigines called “aetas” who roamed along the Cadig Mountain which from part of
the Sierra Mountain Ranges extending from the north to the southeast part of Quezon
Province. However, people from Ambos, Camarines Sur and from Bondoc Peninsula
migrated to the place where was abundant with forest and other minor forest products.

During the turn of the century until the period it was created, Tagkawayan
thrives well on lumber and minerals so that it becomes the melting port of almost all
groups of people with Tagalogs and Bicolanos predominant. Ilocanos, Pampagenous
and even Visayans migrated to the place to seek greener pastures which they have
found abundance in the place. Logging and lumbering and later plywood
manufacturing, mining, fishing and agriculture became the chief source of livelihood.

Don Tomas B. Morato, owner of the Sta Cecilia Sawmills, Inc, appointed first
Mayor of Quezon City and the first Congressman of the Tayabas, now the Quezon in
the first Congress of the Republic of the Philippines in 1946 and Don Guillermo
Eleazar, former Justice of the Peace of Guinyangan were with other leading persons,
the principal sponsors in creating barrio Tagkawayan of Guinyangan, Tayabas now
Quezon into a Municipality.

On December 31, 1940 the late President Manuel L. Quezon issued Executive
Order No.316 whereby certain barrios of Guinyangan was separated into a
municipality with sat of the local government located at Tagkawayan, thus the former
barrios was formed into a town. Due to certain deficiencies noted three (3) months
later a supplementary Executive Order No. 330 dated March 4, 1941 was issued also
by President Quezon. However it seemed that certain barrios particularly Aloneros
need to be returned to the mother municipality and to correct such deficiencies after
liberation in 1947, President Manuel A. Roxas issued Executive Order No. 78 date
August 12, 1947 making the Cabibihan River as the natural boundary between the
daughter municipality and the mother municipality. Guinyangan now under renamed
Quezon Province

Physical Features

Extending on the left side border of Ragay Gulf towards the south, from the
mouth of the Cabibihan River, the municipality of Tagkawayan is bounded on the
North by the Municipality of Calauag, Quezon and Labo, CamarinesNorte, on the
West by the Municipality of Del Gallego, Camarines Sur, on the South and the West
by the Ragay Gulf and the Cabibihan River from its watershed on the Gumihan
Creek.

Tagkawayan has a total land area of 65, 945 hectares comprising of forty-five
(45) barangays and sixty-four (64) sitios. Like the region on the southeast of Luzon,
the place has two principal climatic seasons, namely the dry season during the months
of January to June and the wet season commencing from July to early December of
every year. Along the seaside is a level strip of land and on the north and northeast are
mountains with plateaus conducive to farming.

A. Location and Land Area- The total development of Tagkawayan is much

important to the growth of the province and the nation as a whole. Its plays a
determining factor in its total development not in terms of longitude or
latitude, but rather in terms of accessibility to the national market and
commercial center. The vastness of its land presents an apple eye to investors
and businessman and a challenge to planners and implements alike.
Tagkawayan being at the southernmost portion of the Southern
Tagalog Region will serve as a gateway to the Bicol Region and the last breath
of Quezon in going to the Bicol River Basin. With the completion of Quirino
Highway Project, Tagkawayan will play a pivotal role in the trade and
commerce between the Southern Tagalog and Bicol region.
Approach to Tagkawayan by sea craft could be made the Ragay Gulf
which provides an excellent harbor protected by the Bundok Peninsula from
worst waves during bad weather condition.

B. Topography, Drainage and Water System- Tagkawayan is a gift of nature.

Its fishing ground is the Ragay Gulf, which thrives on all kinds of marine life.
Almost two-third of its land lies in the Mountainside. A strip level of the land
extends from the mouth of the Cabibihan River to Del Gallego. Camarines Sur
facing the Ragay Gulf the highest mountain is Mt. Bayabas, which is 1048 ft,
Mt Cadis is 726 ft, SusongDalaga, MtTubo is 189ft above sea level.
Bamban, Sakang, Katakian and Lingatong River emptyits sediment at
the mouth of Kilbay River at Del Gallego, Camarines Sur. Kinatakutan River
has its mouth at SitioSabang of Barangay Kinatakutan, just like the
Tagkawayan River, which drains and deposits its minerals at Barangay Sabang
 of Tagkawayan. Another major floodgate is the mouth of Cabibihan River at
Barangay Alonerosof Guinyangan, Quezon and Manato Station and Katimo of
Tagkawayan, Quezon. Bosigon and Bayabas River discharges its sediments at
the mouth of Bosigon River at Labo, CamarinesNorte.
Because of its natural drainage system, Tagkawayan has not and do not
expect to suffer serious floods in the near future.
Groundwater and surface water in Tagkawayan is the major source of
domestic and industrial water supply. The traditional gravity irrigation,
artesian wells, force pumps and dug wells are still much in use in the outlying
barrios, but still much of service even in the town proper. At present,
Tagkawayan is serviced by the Tagkawayan Water District under the
supervision of the Local Water Utilities Administration.

C. Climate and Rainfall- Rainfall is two types for Southern Quezon area where
Tagkawayan lies. The northern portion has no dry season with a very
pronounced maximum rainfall from November and January.
The southern portion has very pronounced rainfall but evenly distributed
throughout the year.

College of Teacher Education

SOUTHERN LUZON STATE UNIVERSITY
JUDGE GUILLERMO ELEAZAR
Tagkawayan, Quezon

THE HISTORY OF SLSU-JGE

R.A. 4290 created the school as Tagkawayan School of Fisheries through the
effort of the Congressman of Quezon, HonorableEladioCaliwara. The school formally
opened on June 04 4, 1973 offering Secondary fishery curriculum. After four years of
operation, a post-secondary course, the Diploma in Fishery Technology (DFT)
admitted the first batch of students on June 13, 1977.
House bill 6624 sponsored by then Congressman Wigberto “Bobby” Tañada
started the conversion of Judge Guillermo Eleazar Memorial School of Fisheries
(JGEMSOF) to Judge Guillermo Eleazar Polytechnic College (JGEPC). This was
enacted into law known as R.A. 8728 on August 06, 1998.
 Being a CHED institution, Bachelor of Secondary Education was initially
offered with (3) areas of specialization namely: Science, Mathematics and English.
Simultaneously offered was the Bachelor of Science in Fisheries with 3 major field of
specialization, namely: Marine Fisheries, Aquaculture and Fish Processing
Technology.
CHED Memorandum No. 27 s. 2002 served as the legal basis of the
integration of JGEPC to SLPC and on January 25, 2002, a formal integration
ceremony made this institution as branch of SLPC-Lucban, Quezon. The Board of
Trustees in its 70th Regular Board meeting passed Board Resolution No. 354 s. 2002
conforming the memorandum of agreement between SLPC-JGEPC Tagkawayan,
Quezon dated February 08, 2002.
The joint efforts of Dr. Cecilia N. Gascon, the first woman president of the
college and then Congressman Hon. Rafael P. Nantes of the 1st District of Quezon
made the College into a university. Her Excellency, President Gloria Macapagal-
Arroyo approved R.A. 9395 on March 17, 2007 converting the Southern Luzon
Polytechnic College in the municipality of Lucban, Province of Quezon, its units and
satellite campuses in the municipalities of Sampaloc, Infanta, Polilio, Tagkawayan,
Alabat and Tiaong and the Lucena Dual Tech-Livelihood and Training Center in the
City of Lucena, all in the province of Quezon into a State University to be known as
the Southern Luzon State University (SLSU).

College of Teacher Education

SOUTHERN LUZON STATE UNIVERSITY
JUDGE GUILLERMO ELEAZAR
Tagkawayan, Quezon

Southern Luzon State University – Judge Guillermo Eleazar

VISION STATEMENT:

Southern Luzon state university as an academic hub of excellence curricular

programs, transdisciplinary researches, and responsive extension services that
contributes to knowledge production, social development, and economic advancement
of Quezon Province and the CALABARZON Region.

MISSION STATEMENT:

The university commits to develop a sustained culture of delivering quality

services and undertaking continuous innovations in instruction, research, and
extension in the fields of agriculture, science, engineering, technology, medicine,
business, and the arts anchored to the development needs of Quezon Province and the
CALABARZON Region and national and global development.

CORE VALUES:

GO – God Loving

S – Service-oriented

L – Leadership by Example

S – Sustained Passion forExcellence

U – Undiminished Commitment to Peace and Environment Advocacy

College of Teacher Education

SOUTHERN LUZON STATE UNIVERSITY
JUDGE GUILLERMO ELEAZAR
Tagkawayan, Quezon

HISTORICAL BACKGROUND AT A GLANCE

Tagkawayan Municipal High School was conceptualized through concerted

efforts of the Local Government Units, Judge Guillermo Eleazar Memorial School of
Fisheries and the community. Turn the events that made history: April 16, 1999- The
Local Municipal Council made a Resolution No. 84 stating that there should be a
Municipal High School to take the number of students, displaced by the limitations
enforced by Commission on Higher Education (CHED) Order No. 48. 1996 of
Republic Act 8728 making the aforementioned JGEMSOP a JGE Polytechnic
College. May 8, 2000- A resolution no. 58 enacting an Ordinance No. 6 sppropriating
the amount of P230, 705.40 to Non-office stated as Aid to Educational Institutions.
May 24, 2000- The donation of 13 127 square meter lot by Guillermo leazar to TMHS
with CTC No. 03107934. May 30, 2000- Submission of certification of compliance to
the equirements in Secondary School establishment by the Local Executive, HON.
ICENTE E SALUMBIDES III. June 7, 2000 Forwarding of the required documents of
TMHS stablishment with further certification by the acting Local Executive that the
nancial support of the said school will continue such time that the school is bsorbed
by the national budget Signing of MOA, by and between the Municipal Tagkawayan
led by acting Municipal Mayor, HON. VICENTE E. ALUMBIDES III and JGEPC by
its vocational Administrator, Mr. CESAR L. AZARENO, stating that the letter will
provide facilities equipments and anpower for TNHS successful operation. June 22,
2000. Request for Ocular Inspection by the District Supervisor, MRS. VENER A.
REYES. June 23, 2000- First endorsement by the school District Superintendent,
MRS. AZUCENA O. ROMULO, to Tagkawayan stating that the requirements needed
in Secondary School establishment. July 5, 2000- Second endorsement by the District
Supervisor to the Division Office stating the compliance to the needed requirements
in processing of the permit for the opening of TNHS. July 17, 2000- Third
endorsement by the Division Superintendent to the Regional Office stating the
recommendation for the approval of permits for its first year of operation S.Y. 2000-
2001. August 31, 2000- Fourth endorsement by the Regional Direction IV, DR
BELEN MAGSINO, to the office of the Secretary of DECS stating the
recommendations for favourable action for having submitted the required documents
filed and numbered 005297. September 29, 2000- The granting of permit from the
Secretary of DECS, BRO. ANDREW GONZALES, with condition that all the
financial requirements of the school shall continue to be supported by the LGU until
such time that it shall be absorbed by the National Budget Filed and Numbered 0111.
October 17, 2000- Sixth endorsement of the RD IV, respectfully returning the
attached permit to operate to the local executive.

College of Teacher Education

SOUTHERN LUZON STATE UNIVERSITY
JUDGE GUILLERMO ELEAZAR
Tagkawayan, Quezon

Tagkawayan National High School

VISION

We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation. As a learner-centered public institution, the
Department of Education continuously improves itself to better serve its stakeholders.
MISSION

To protect and promote the right of every Filipino to quality, equitable,

culture-based, and complete basic education where: Students learn in a child-friendly,
gender-sensitive, safe, and motivating environment. Teachers facilitate learning and
constantly nurture every learner. Administrators and staff, as stewards of the
institution, ensure an enabling and supportive environment for effective learning to
happen. Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

CORE VALUES

Maka-Diyos

Maka-tao

Makakalikasan

Makabansa

Location Map of MES

 The SLSU-JGE College of
Teacher Education Internship
Program

THE SLSU-JGE INTERNSHIP PROGRAM

The SLSU-JGE Program consists of the two phases, the Observation and
Participation (PED-21 Practice Teaching In-Campus) and Actual Practice Teaching
(PED-22 Practice Teaching Off-Campus). This are the requirements to all Education
students in their Fourth Year). The course exposes the prospective teachers to actual
classroom work activities in the different year levels.
Observation and Participation is offered during the first semester of the fourth
year. The course includes orientation, actual classroom observation and participation
in classroom, school and community activities relevant to the course. All of these
experiences will serve as initiation as future teacher.
The second phase called Practice Teaching is offered during the last semester
of the Education students. It is the application of what they learned in the first phase
and serves as the culmination of the Internship Program. In this phase, Education
students will be called Student Teachers (ST). They will be trained to become real and
effective teacher.

IMPORTANCE OF OFF-CAMPUS TRAINING

1. It enables the student teachers to become aware with the conditions

requirements and responsibilities in teaching both school and community.
2. In working with the children the program provides student teacher with
experiences in selecting suitable techniques for studying the individual
differences of the pupils.
3. In working with the community, it develops an effective classroom teacher
who can assume the role of leader in community development.
4. In working with the school personnel, it gives functional training in
administrative and supervisory activity.
5. Internship as one of the most remarkable period of a student teacher’s life
gives the best preparation as a future teacher, because it involves not only the
theoretical aspects but also the manipulative ability to adjust, which means
experiences that help in the development of desirable personality
characteristics.

MAJOR OBJECTIVES OF INTERNSHIP PROGRAM

1. To provide the prospective teacher with an overview of the total educational

scene.
2. Give an opportunity to experience a wide range of activities involved in
teaching.
3. Broadens one’s knowledge of the total program of a school and the
relationship that exist among its various components.
 SPECIFIC OBJECTIVES OF THE INTERNSHIP PROGRAM

1. To provide opportunities for student teachers to apply in actual situations the

theories, principles and techniques learned in the professional education
courses.
2. To provide the prospective teachers with experiences that will equip him with
different competencies is needed to be effective teachers.
3. To develop the student teacher’s personality as prospective professional
teacher.
4. To deepen and enrich the insights of future teachers in the teaching-learning
situations and evaluative measures for these situations.
5. To provide the student teacher with the opportunity to get oriented with the
total school environment and to get adjusted to school life.
6. To provide the student teacher experiences for promoting school-opportunity
relationship.
7. To give the future teachers experiences to be in direct contact with pupils and
to learn first-hand experiences in dealing with children.
8. To enable the prospective teacher to form his philosophy relevant to the
teaching profession and to develop professional ideas and sound attitude.
9. To help student teacher gain perspective of the full role of the teacher.
10. To provide experiences for student teacher to discover new ways of working
on new needs new principles and new information.
THE COOPERATING TEACHER

She is the teacher assigned by the school to guide student teachers in applying their
previously acquired knowledge. This cooperating teacher, designated by her
immediate supervisor, also applies her skills in specialized subjects and serves as a
primary mentor. The CT introduces the student teacher's role to her class, outlining
responsibilities inside and outside the classroom, including preferred lesson plan
formats and deadlines for plan revisions. Throughout the internship, she observes the
student teacher, offering informal feedback, which may be oral or written, and
conducts a formal evaluation at the end of the term.
The cooperating teacher undertakes this role without additional compensation,
viewing it as a professional commitment to support future educators. Simultaneously,
she enhances her own teaching competence. Ideally, the cooperating teacher holds a
master's degree in education or a related field and has experience teaching at the grade
or year level she oversees.
DUTIES AND RESPONSIBILITIES OF THE COOPERATING
TEACHER

1. Prepares the children for the student teacher’s arrival.

2. Provides opportunities for student teacher to meet the principal and other
school personnel.
3. Learn about the student teacher’s work, background and legal status.
4. Reads the student book and observes its provisions wherever applicable.
5. Makes himself aware of policies concerning student teaching and student
teacher.
6. Uses appropriate materials in evaluating teachers.
7. Develops a written plan for the student teacher’s entry into teaching; and
responsibilities.
8. Makes necessary agreements for the student teacher in the activities.

STUDENT-TEACHER’S CODE OF ETHICS

1. All information which the student-teacher’s received about pupils in his class or
school is to keep confidential.
2. A student-teacher should be more concerned with what is being achieved with the
pupils than with impression being made on the supervising teacher of college
supervisor.
3. The teacher should maintain the dignity necessary to gain the respect of his pupils.
4. The student-teachers should how enthusiasm concerning the learning the
experiences being developed with pupils.
5. The student-teacher should be sympathetic and courteous towards the pupils.
6. The student-teacher should consider himself a member of the community in which
his teaching should act accordingly.
7. Disciplinary measures used by the teacher should conform to instruction of the
supervising teacher.
8. The student-teacher should be an example to his pupils in every way, physically,
mentally and ethically.
9. The student-teacher should be just interested in and be as ready to assist with the
improvement of the class as if it was his own.
10. The student-teacher must be completely impartial in dealing with pupils and must
constantly strive to be fair while judging pupil’s actions.
11. The student-teacher from imposing his religious or political views upon his
pupils’ and should exhibit his broad-minded, tolerant attitude towards other
groups and individual.
 PROFESSIONAL
READINGS

7 Ways to Increase a Student's Attention Span By David Reeves

July 10, 2015

1. Include Physical Activity

Kids often do better with brief breaks for active play. Breaking up learning
into chunks, incorporating outdoor play, or providing quick stretching breaks can help
children stay focused. Starting with 15 minutes of active play before a challenging
task can also increase engagement.

2. Have "Attention Breaks"

Teach children what "paying attention" looks like and practice attentive
behavior during non-crucial times. Use a timer to signal periodic attention breaks,
where the child marks if they are paying attention. This helps train their brain to
recognize and maintain focus.

3. Adjust Time Frames

 Break content into smaller time intervals. Children can concentrate on one task
for two to five minutes per year of age. For instance, 6-year-olds can stay focused for
12 to 30 minutes. Use timers and short check-ins to help maintain focus without
overwhelming them.

4. Remove Visual Distractions

Clear unnecessary clutter from the workspace. A tidy environment can reduce
distractions and help children focus on challenging tasks.

5. Play Memory Games

Memory games can improve focus in a fun way. Regularly include games like
red-light- green-light, I-Spy, Simon Says, memory matching cards, or Concentration.
These activities enhance concentration and attention skills.

6. Rate (and Change) Tasks

Ask children to rate the difficulty of tasks on a scale of 1 to 10. If a task rates as
highly challenging, ask what could be done to make it easier.

7. Break Tasks into Pieces

Divide tasks into smaller, manageable chunks. Have children complete part of
the task, take a break, and then return to finish. This can help children with attention
struggles complete tasks more efficiently.

Reference:[Link]
span

NARRATION
OF
EXPERIENCES
Starting my internship as a student-teacher was a key moment in my journey to
becoming a knowledge giver or simply educator. In this story, I will share the
important experiences and lessons I gained. This program helped me understand how
ready I was and improved my teaching skills. Join me as I describe the challenges and
successes that shaped my growth as a future teacher.

December 12, 2024

December 16, 2024
 Reflection on the
Philippine
Professional
Standards for
Teachers (PPST)
 Reflection on the Philippine Professional Standards for Teachers (PPST)
Domain 1 to Domain 7
My reflection about the discussion is that the relevance of professional
standards in the continued professional growth and improvement of teachers is
recognized in the Philippine Professional Standards for Teachers (PPST) lecture,
which is founded on the notion of lifelong learning. It is dedicated to assisting
teachers and acknowledging the overwhelming evidence that effective teachers are
critical to improving student achievement. Quality teaching is a prerequisite for
quality learning. As a result, improving teacher quality becomes critical for long-term
and sustainable nation building. Furthermore, the PPST will serve as the foundation
for all teacher learning and development programs, ensuring that instructors are fully
prepared to administer all curriculum initiatives. It can also be utilized for teacher
recruitment and advancement. This set of standards must be used in all teacher
performance evaluations.
It also addressed the Seven (7) Domains, which are made up of 37 strands that refer to
more particular aspects of teacher practices. Teachers in the Philippines need these to
be effective in the twenty-first century. The following qualities are required of good
instructors in the Philippines:
•Acknowledge the value of mastery of topic knowledge and its interconnection within
and across curriculum areas, as well as a solid and critical understanding of the
application of teaching and learning theories and concepts.
•Promote learner responsibility and achievement, provide learning settings that are
safe, secure, fair, and supportive.
• Create learning environments that are sensitive to the diversity of learners. They
take into account learners' various traits and experiences while planning and designing
learning opportunities.
•Engage with the requirements of the national and local curricula. They translate
curricular knowledge into learner-relevant learning activities that are based on
effective teaching and learning methods.
• Monitor, evaluate, document, and report learners' needs, progress, and
accomplishment using a variety of assessment instruments and strategies.
• Forming school-community connections with the goal of enhancing the learning
environment and including the community in the educational process.
•Maintain attributes that sustain the dignity of teaching, such as caring attitude,
respect, and honesty, through valuing personal growth and professional development
and demonstrating a high personal regard for the profession.
 SAMPLE LESSON
PLAN

Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY
JUDGE GUILLERMO ELEAZAR
Tagkawayan, Quezon

Magsaysay Elementary
School Grade Level 6
DAILY School
LESSON Teacher Julius N. Omblero Learning Area ENGLISH
PLAN Date and February 19, 2025 Quarter Fourth Quarter
Time ( 8:15am - 9:00am )

I. DAILY OBJECTIVES
1. Content Standards The learner demonstrates understanding how adverbs of
frequency modify verbs to indicate how often an action
occurs.
2. Performance Standards Engage in conversation or written tasks where they
 incorporate adverbs of frequency to describe personal routine
or habits.
3. Learning Competencies At the end of the discussion, the students are expected to:
/ Objectives  Identify and classify adverbs of adverbs of frequency.
 Compose clear and coherent sentences using adverbs
of frequency.
 Appreciate the importance of providing greater
description to a verb, adjective, or another adverb.
II. CONTENT ADVERBS OF FREQUENCY

INTEGRATION
WITHIN
ENGLISH - EN4G-IIIE-16
ACROSS
HEALTH - H1PH-IIC-D-2

III. LEARNING
RESOURCES
A. References
D. Teacher’s Guide
pages
E. Learner’s Materials EN6G-ig-4.4.1
pages
[Link] pages
G. Additional
Materials from
LRMDS
B. Other Learning Laptop Television, instructional materials.
Resources
[Link]

PRELIMINARY PRAYER
ACTIVITIES Let’s all stand for a prayer.
GREETINGS.
6. Reviewing yesterday’s Good morning children
lesson or Presenting the -Good morning Teacher.
new lesson
How are you today?
-We are fine Teacher

That’s good to hear.

Before you sit down, kindly pick up the pieces of papers
on the floor and arrange your chairs.

CHECKING OF ATTENDANCE/ASSIGNMENT
Look at to your left and right. Are your seatmates present
today?
-Yes, Teacher.

Very good. I am glad that you are all here to with us to

explore and new things.
 CLASSROM RULES
But before we start let us first read and understand our
classroom rules.
Let’s read it together.

“CLASSROOM RULES”
1. Listen carefully
2. Keep your hands and feet to your self.
3. Follow directions
4. Raise your hand if you have something to say
5. Show respect and kindness to your classmates
6. Do your best

REVIEW
7. Establishing a purpose MOTIVATION
for the lesson Guess the frequency
The teacher prepares a set of actions (brushing teeth,
taking a bath, washing your face, reading books, eating,
and washing your hand.

One student comes to the front picks an action and silently

acts it out.

The class guesses the action and then responds with the an
adverb of frequency.
8. Presenting examples/ Engage
instances of the new An adverb is a word that modifies or describes a verb, (He
lesson sings loudly), an adjective (very tall), or another adverb
(ended too quickly), or even a whole sentence (Fortunately, I
had brought an umbrella)

There are six (6) types of adverbs, namely:

Adverbs of Time
Adverbs of Place
Adverbs of Frequency
Adverbs of Manner
Adverbs of Degree
Adverbs of Affirmation

What do you think the adverd that we use earlier

- adverbs of frequency sir!
Very good

Today we are tackling the adverbs of frequency

9. Discussing new Adverb of Frequency
concepts and practicing - An adverb of frequency is used to express time or how often
new skills #1 something occurs/takes place
(Leads to Formative
Assessment 1) There are two kinds of Adverbs of Frequency:
- Adverb of Definite Frequency
- Adverb of Indefinite Frequency

Adverb of Definite Frequency

It describes the exact frequency of something happening or an

action taking place.

Examples: I go to school thrice a week.

(How many times is that? It means three times a week.)

Gerald visits Genaro every Friday.

(in a month, how many times does Gerald visits Genaro? He
visits his cousin 4 times a month.)

Now using the chat box, can the class give me examples of
“Adverb of Definite Frequency”?

-She goes to school three times a week.

-He trains his dog every morning.

Thank you so much, Class!

10. Discussing new Adverb of Indefinite Frequency
concepts and practicing While, on the other hand, adverb of indefinite frequency
new skills #2 doesn’t describe the exact frequency of something
(Leads to Formative happening or an action taking place. So, what are these
Assessment 2) words? There is also an equivalent percentage as to how
often certain thing happens

Let’s use them in sentences:

Penny always finishes her work at 5 o’clock.

I normally walk home from school.
We frequently send our responses through email.
They seldom eat junk food.
Beth was never late for work.

Now, it’s your turn to give examples.

Who would like to try?

-She usually enjoys with her friends every holiday.

-Jeri often jogs around the park.
-I sometimes talk to the chef.
-Tim occasionally hosts the Valentine party dinner.
-The lady rarely visits the shopping center.

Very good! You are all fantastic

11. Develop Adverb Frequency chart
ing mastery (Leads to Divide the students into 4 groups, provide with a set of
Formative Assessment sentence strips.
3) Each group will arrange the sentences based on the frequency
adverbs given (from always to never)

Each group will present their arranged sentences.

12. Finding practical Survey your classmates
applications of Each student will find a partner and ask two question each
concepts and skills in about their habits using adverbs of frequency
daily living
Example questions
How often to you exercise?
How often do you watch tv?
How often do you exercise during the week?
 How often do you brush your teeth
How ofthen do you read books?

13. Making What did we learn today?

generalizations and
abstractions about the -about adverbs of frequency
lesson
What are the two types of adverb of frequency?

- Adverb of Definite Frequency

- Adverb of Indefinite Frequency

Can you give me example of adverbs of frequency

14. Evaluating learning Write five sentences using different adverbs of frequency.

Underline the adverb in the sentences.

15. Additional activities Write a short paragraph about your daily routine using at least
for application or five adverbs of frequency.
remediation
V. REMARKS
[Link]
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: Checked by:

Julius N. Omblero NEMESIA G. LAGUA

Student Teach Instructor

Magsaysay Elementary
School Grade Level 6
DAILY School
LESSON Teacher Julius N. Omblero Learning Area SCIENCE
PLAN Date and February 18, 2025 Quarter Fourth Quarter
Time ( 1:30pm - 2:15pm )

VII. DAILY
OBJECTIVES
4. Content Standards The learners demonstrate understanding of… of the earth’s
rotation and revolution
5. Performance Standards The learners should … design an emergency and preparedness
plan and kit
6. Learning Competencies At the end of the discussion, the students are expected to:
/ Objectives  demonstrate rotation and revolution of the Earth using
a globe to explain day and night and the sequence of
seasons;
 Differentiate between the rotation and revolution of
the Earth.
 Describe the effects of Earth’s rotation (day and
night) and Earth’s revolution (seasons).
Illustrate Earth’s movements through a demonstration or a
model.

VIII. CONTENT ROTATION AND REVOLUTION OF THE EARTH

INTEGRATION
WITHIN
SCIENCE - S6ES-IVE-F-5
ACROSS
MATH - M2NS-IIIE-77.1

[Link]
RESOURCES
C. References
H. Teacher’s Guide
pages
I. Learner’s Materials S6ESIVe-f-5
 pages
J. Textbook pages
K. Additional
Materials from
LRMDS
D. Other Learning Laptop Television,
Resources
X. PROCEDURES

PRELIMINARY PRAYER
ACTIVITIES Let’s all stand for a prayer.
GREETINGS.
16. Reviewing Good morning children
yesterday’s lesson or -Good morning Teacher.
Presenting the new
lesson How are you today?
-We are fine Teacher

That’s good to hear.

Before you sitdown, kindly pick up the pieces of papers
on the floor and arrange your chairs.

CHECKING OF ATTENDANCE/ASSIGNMENT
Look at to your left and right. Are your seatmates present
today?
-Yes, Teacher.

Very good. I am glad that you are all here to with us to

explore and new things.

CLASSROM RULES
But before we start let us first read and understand our
classroom rules.
Let’s read it together.

“CLASSROOM RULES”
7. Listen carefully
8. Keep your hands and feet to your self.
9. Follow directions
10. Raise your hand if you have something to say
11. Show respect and kindness to your classmates
12. Do your best

REVIEW
17. Establishing a MOTIVATION
purpose for the lesson CROSSWORD PUZZLE
Find the words related to the movement of the earth
in the given cross word puzzle. (8 words)
D F D G J K B F R S R T H
E A S T B A D E I P F G Z
 I I Y J G D A X C L I K M
U L P R O T A T I O N W T
J N J T R H W I C V I X G
V I R N G E R L W S G Q B
E N I N H N R T Q I H A H
Y P E B N T V W E S T F E
S U V I I P I V B G S K N

Answer:
1. Rotation
2. Spin
3. day
4. Night
5. Tilt
6. West
7. East
8. axis
18. Presenting Engage
examples/ instances of Describe what the people are doing in the pictures.
the new lesson DAY ACTIVITIES

NIGHT ACTIVITIES

Why are people more active during day time than night
time? What makes day and night?
What makes our activities vary or change during day
 time and night time?
19. Discussing new ROTATION AND REVOLUTION
concepts and practicing
new skills #1 Rotation is when object spins on it’s axis.
(Leads to Formative Revolution is when an object orbits another object
Assessment 1) Axis - imaginary line around which an object rotates.
Orbit - is the path an object takes as it moves around another
object due to gravity.

Earth’s rotation
The Earth rotates on its axis, taking 24 hours to complete one full
turn.

And we call that rotation what?

-a day sir
Very good

Demonstration

Use a globe and a flashlight (Sun model).

Shine the flashlight on the globe while slowly spinning it.

“What happens to the part facing the flashlight?” (Daytime)

-it becomes day time
“What happens to the other side?” (Nighttime)
-it becomes night time
“What would happen if the Earth stopped rotating?”
-one side of the earth will be in constant daylight while the
other side are always at dark night.

20. Discussing new Earth’s Revolution

concepts and practicing
new skills #2 The Earth revolves around the Sun, completing one orbit in 365
(Leads to Formative ¼ days.
Assessment 2) And we call that what?
-a year Sir!

What if we only reach about 1/2 of our revolution to the sun?

How many days would that be
-182 and a half days sir!

The combination of Earth’s revolution and its tilt causes the

seasons.

Use a globe and a lamp (Sun model).

Move the globe around the lamp while keeping it tilted.

Show how different parts of the Earth receive more or less

sunlight during different parts of the year.

“If the Earth wasn’t tilted, would we still have seasons?”

21. Develop ROLEPLAY
ing mastery (Leads to Divide the class into two groups, one group will roleplay
Formative Assessment earth’s rotation and revolution while the other groups will
3) roleplay activities at day and night time.
 What have you learned in our activities?
22. Finding practical Think-Pair-Share
applications of Answer the following with the help of your partner.
concepts and skills in
daily living “How does Earth’s movement affect people’s daily activities?”

“Why do we have different time zones on Earth?”

23. Making Again

generalizations and
abstractions about the “What is the difference between rotation and revolution?
lesson “How do these movements affect life on Earth?

24. Evaluating learning Answer the following question

1. What movement of Earth causes day and night?

2. How long does one revolution take?

3. What causes the seasons?

25. Additional activities Assignment

for application or
remediation Draw a diagram that show the earth rotation and revolution

Please be guided with rubrics below

Criteria 5 Excellent 3 Fair 1 Needs
imporvemen
t
accuracy Clearly Mostly Incorrect or
represent accurate unclear
Earth’s with minor representatio
movement mistakes n
with
accurate
labels
neatness Very neat Mostly neat Very messy,
and well- with a few difficult to
organized smudge or understand
unclear parts
creativity Shows Some Little to no
creativity creative effort shown
with colors, elements,
labels, and but could be
design improved
[Link]
XII. REFLECTION
H. No. of learners who
earned 80% on the
formative
assessment
I. No. of learners who
require additional
activities for
 remediation.
J. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
K. No. of learners who
continue to require
remediation
L. Which of my
teaching strategies
worked well? Why
did these work?
[Link] difficulties
did I encounter
which my principal
or supervisor can
help me solve?
N. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by: Checked by:

Julius N. Omblero NEMESIA G. LAGUA

Student Teach Instructor
Lesson Plan for
Final
Demonstration
Teaching
 Magsaysay Elementary
School Grade Level 6
DAILY School
LESSON Teacher Julius N. Omblero Learning Area SCIENCE
PLAN Date and March 17, 2025 Quarter Fourth Quarter
Time ( 10:30am - 11:30am )

XIII. DAILY
OBJECTIVES
7. Content Standards The learners demonstrate understanding of the characteristics
of planets in the solar system.
8. Performance Standards The learners are expected to create a model or presentation to
explain the components of the Solar System, their order,
characteristics, and interactions.
9. Learning Competencies At the end of the discussion, the students are expected to:
/ Objectives  Identified the four terrestrial planets and describe
their key characteristics.
 Show appreciation for Earth’s uniqueness in
supporting life.
 Creates a model of the terrestrial planets.
XIV. CONTENT SOLAR SYSTEM
TERRESTRIAL PLANETS

XV. LEARNING
RESOURCES
E. References
L. Teacher’s Guide Science Grade 6 Teacher’s Guide, DepEd
pages
M. Learner’s Materials Science Grade 6 Learner’s Module
pages
N. Textbook pages Science Beyond Borders, pp. 214-216
O. Additional Printable fact sheets, worksheets
Materials from
LRMDS
F. Other Learning Instructional Materials, laptop, TV, HDMI.
Resources
Within
S3MT-Ia-b-1, S6ES-IVa-b-1
G. Integration
Across
EN3G-IIIa-3
AP1KPK-Ia-1

Traditional and inquiry based

H. Strategies
XVI. PROCEDURES

PRELIMINARY PRAYER
ACTIVITIES Let’s all stand for a prayer.
GREETINGS.
26. Reviewing Good morning children
yesterday’s lesson or -Good morning Teacher.
Presenting the new
lesson How are you today?
-We are fine Teacher

That’s good to hear.

Before you sit down, kindly pick up the pieces of papers
on the floor and arrange your chairs.

CHECKING OF ATTENDANCE/ASSIGNMENT
Look at to your left and right. Are your seatmates present
today?
-Yes, Teacher.

Very good. I am glad that you are all here to with us to

explore new things.

CLASSROM RULES
But before we start let us first read and understand our
classroom rules.
Let’s read it together.

“CLASSROOM RULES”
13. Respect Everyone
14. Follow Instructions
15. Raise Your Hand
16. Keep Hands and Feet to Self
17. Do Your Best
REVIEW
Do still remember about our topic last time class?
Yes Sir!
About the Earth’s rotation and revolution

What causes the day and night cycle?

Rotation Sir!
 What about the season?
Revolution Sir!

And we have how many season?

4!

How long is the rotation of the Earth?

24 hours

We also call it?

A day

How about its revolution?

365 days

And is called?
A year
27. Establishing a MOTIVATION
purpose for the lesson Fuel the rocket of knowledge

Every question that the student answer will fuel our rocket
and slowly reached its destination the outer space where
the solar system can be found.
28. Presenting Show pictures of Mercury, Venus, Earth, and Mars,
examples/ instances of
the new lesson

From your previous grade what do you notice among these

four planets that I show?

Correct!
These planets are the innermost part of our solar system and
this planets are called the Terrestrial Planets

Now let us enjoy the exploration!

29. Discussing new What is a Terrestrail Planet

concepts and practicing
new skills #1 The word Terrestrial means “Earth like”
(Leads to Formative
Assessment 1) They are called terrestrial planets because, like Earth, these
planets have a rocky surface.
Our terrestrial planets are the first four planets next to the Sun.
(Mercury, Venus, Earth, Mars)

Characteristics of Terrestrial Planets:

Discuss the size, atmosphere, surface, temperature, and

unique features of each planet.

What is our first planet?

Yes Akira!
Planet Mercury Sir!
Correct

Our first terrestrial planet is the mercury.

What is Mercury known for?

Yes Miggy!
Mercury is the nearest planet to the sun.

What word tells about the planet in the sentence?

Correct nearest

What part of speech is nearest?

Correct nearest is an adjective

what is an adjective?
(Across Intergation - EN3G-IIIa-3)

An adjective is a word that describes or modifies a noun or

pronoun.

And what is being describe in that sentence?

Mercury?
Correct!

Mercury is the nearest planet to the sun, it has an average

distance of 58 million km from the sun and an equatorial
diameter of 4880 km. Mercury has a very thin atmosphere and
has a surface temperature of up to 430°C during daytime and -
180°C during nighttime. Its surface is full of craters, much
like the Earth's moon. Mercury has no moon or ring around it.

Do you know the boiling point of water?

100°C

How about it’s freezing point?

0°C

Its means the temperature during day time is boiling hot while
freezing cold in the night time.

Mercury takes 88 Earth days to complete its revolution and 59

Earth days to complete its rotation.

Lets find out how many hours does mercury rotates

If we have 24 hour a day how many hours does 59 days have?
who want to solve?
Yes Lyan!

24×59=1416
Very good!

So Mercury rotates for 1416 hours

What is our next planet?

Yes Fiona!

Planet Venus sir!

Correct!

What do you think planet venus is known for?

Yes Althea?

Venus is the hottest planet in the solar system.

Correct!

What adjective did we use?

Hottest

What is being described?

Venus!

Very good!

Venus Is the hottest planet in the solar system,Venus has

almost the same size and density as the Earth and thus called
earth’s twin planet. It has an average distance of 108 million
km from the sun. And an equatorial diameter of 12 104 km.

It has mountains, craters, and volcanoes on its surface. Its

atmosphere is made up mostly of carbon dioxide which has a
surface temperature that arises to more than 470°C.

The thick layer of clouds in Venus' atmosphere reflect

sunlight very well, making Venus the brightest object in the
sky next to the Moon, as seen from Earth. It is often called
Evening Star or Morning Star.

Venus rotate once every 243 Earth days and revolves around
the Sun for 225 Earth days. Like Mercury, it has no moon and
ring around it.

What did you notice?

Its rotation is faster than its revolution

Correct!

So if we compare it’s rotation and revolution to find the

difference?

What operation should we use?

Subtraction

243-225=18

Its means that Venus’s rotation is faster than its revolution by

18 Earth days.

Now what is our next planets?

Yes Zroid?

Planet Earth Sir!

Correct!

What is earth know for?

Yes Jealou!

Earth is the only planet in the solar system that can sustain
life.
Earth is the blue planet.

What is the adjective in the sentence?

Blue

What is being described?

Earth

Very good!

Earth is the only planet in the Solar System that can sustain
life. It is known as the blue planet because it looks blue as
seen from the outer space. Earth has an average distance of
149 million km from the Sun.

Earth's atmosphere is made up mostly of 77% nitrogen gas

and 21% oxygen with traces of argon, carbon dioxide, and
water. Its average surface temperature is 15°C.
not to hot nor cold keeping the water in its liquid state.

(Within Integration - S3MT-Ia-b-1)

What is a liquid state?

Its mean that the molecules are less slightly packed than solid
thus we call as water.

What about solid?

The molecules are closely packed together.

And lastly,what about the gas?

Having no shape or volume, with its particles having lots of
kinetic energy and little attraction to each other.(example air)

So water in its liquid state is water?

What about its solid state?
Ice
What about its gas state?
steam

About 29% of the Earth's surface is land while 71% is water.

The land part is divided into continents with various land
forms like mountains and hills. The water part consists of
various bodies of water like oceans and rivers.

Other than ocean and rivers what other bodies of water do

Earth have?

Waterfalls, lake, sea, ponds and many others.

It takes 365 days for the Earth to complete its revolution and
24 hours to complete its rotation. The Earth has only one
moon that revolves around it every 27.3 days.

And what is our last terrestrial planet?

Yes jackie!

Planet Mars sir!

Correct!

What is Mars known for?

Mars is the red planet.

What is the adjective in the sentence?
Red

What is being described?

Mars
Correct!

Mars is called the red planet. It looks red because of the

presence of iron on its surface. Mars has an equatorial
distance of 6788 km. Its average distance from the Sun is 227
million km.

Mars has a very thin atmosphere which consists largely of

carbon dioxide and a small percentage of other gases. It has an
average surface temperature of -63°C.

Meaning despite of its red appearance the planet Mars is

actually cold.

It is also known for its volcanoes. It has one of the largest

volcano in the solar system, the Olympus Mons.

Mars takes 687 Earth days to complete its revolution. Like

Earth, it takes 24 hours to complete its rotation. Mars has two
moons.

It is almost two times slower than Earth

30. Discussing new Play a childern music video about planet Earth.
concepts and practicing
new skills #2 Ask question regarding the video that they watch.
(Leads to Formative
Assessment 2)
31. Develop Group Activity
ing mastery (Leads to
Formative Assessment Divide the class into three groups for an activity:
3)
Group 1: Give the right description on the four terrestrial
planets.

Group 2: Arrange the order of the planets based on the speed

of their rotation from fastest to slowest.

Group 3: Arrange the order of the planets based on the speed

of their revolution from fastest to slowest.

Be guided by the rubrics

5 points 4 points 3 points 2 points 1 point
Catego s
ry
Partici Every m Most m Some m Few me Little t
pation ember ac embers embers mbers p o no p
tively en contribu particip articipat articip
gages an te consis ate acti e; most ation f
d compl tently w vely, bu rely on rom th
etes assi ith mino t others others t e grou
gned tas r lapses. contribu o compl p.
ks. te mini ete task
mally. s.
Timeli Finished Submitt Submitt Submitt Submi
ness and sub ed on ti ed late ed late tted lat
mitted i me with with a 1 with a 3 e with
mmediat minimal minute minute l a 5 mi
ely withi delay(fe delay. ate. nute d
n the giv w secon elay
en time. ds late
Quality Work is Work is Work m Work is Work i
of Wor thorough mostly c eets bas incompl s most
k , accurat omplete ic requi ete or h ly mis
e, and w with mi rements as sever sing, d
ell- nor erro but lack al errors isorga
organize rs. s depth . nized,
d. or orga or inco
nization rrect.
.
Present Ideas are Presenta Present Presenta No cle
ation/ clearly p tion is cl ation is tion is u ar pres
resented, ear but underst nclear o entatio
Comm well- may hav andable r poorly n or in
unicati structure e minor but lack organiz effecti
on d, and en issues. s enthus ed. ve co
gaging. iasm or mmun
 clarity. ication
.
32. Finding practical Why is it important to understand our planet compared to
applications of others?
concepts and skills in
daily living If humans wanted to live on another planet, which one would
be most suitable? Why?" Relate to current events, such as
Mars exploration.

Given a chance if you where able live to any of the four

terrestrial planets, which planet would it be and why?
33. Making Generalization
generalizations and
abstractions about the What are the four terrestrial planets?
lesson
How are they similar and different?

Which planet revolves the fastest?

Which planet rotates the fastest?

Why is Earth unique?

34. Evaluating learning Encircle the letter of the correct answer.

1. What does the word "terrestrial" mean?

A. Gas-like B. Earth-like C. Moon-like D.
Sun-like
(Correct answer: B. Earth-like)
2. Which of the following is NOT a terrestrial planet?
A. Mercury B. Venus C. Jupiter D.
Mars
(Correct answer: C. Jupiter)
3. What is the first terrestrial planet closest to the Sun?
A. Mars B. Earth C.
Venus D. Mercury
(Correct answer: D. Mercury)
4. What is Mercury known for?
A. Being the largest planet B. Being the
farthest planet from the Sun
C. Being the nearest planet to the Sun D. Having
the most moons
(Correct answer: C. Being the nearest planet to the Sun)
5. Why is Venus called the hottest planet?
A. It is the closest to the Sun
B. Its atmosphere traps heat due to carbon dioxide
C. It has a surface covered in lava
D. It rotates quickly, generating heat
(Correct answer: B. Its atmosphere traps heat due to carbon
dioxide)
6. Why is Earth called the "blue planet"?
A. Because of its large oceans B. Because of its
 blue atmosphere
C. Because of its cold temperature D. Because it has
blue-colored rocks
(Correct answer: A. Because of its large oceans)
7. What is the main gas in Earth's atmosphere?
A. Oxygen B. Carbon dioxide C. Nitrogen
D. Hydrogen
(Correct answer: C. Nitrogen)
8. What is Mars known for?
A. Being the biggest planet B. Being the red
planet
C. Having no atmosphere D. Being the hottest
planet
(Correct answer: B. Being the red planet)
9. What is the name of the largest volcano on Mars?
A. Mauna Loa B. Olympus Mons C.
Mount Everest D. Vesuvius
(Correct answer: B. Olympus Mons)
10. Which terrestrial planet has the longest rotation period?
A. Mercury B. Venus C. Earth
D. Mars
(Correct answer: B. Venus)

35. Additional activities Write a short paragraph describing at least one characteristic
for application or of each planet and explain why Earth can support life while
remediation others cannot.
XVII. REMARKS
XVIII. REFLECTION
O. No. of learners who
earned 80% on the
formative
assessment
P. No. of learners who
require additional
activities for
remediation.
Q. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
R. No. of learners who
continue to require
remediation
S. Which of my
teaching strategies
worked well? Why
did these work?
 T. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
U. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by: Checked by:

Julius N. Omblero Nemesia G. Lagua

Student Teach Instructor
 SAMPLE TEST
PAPER

FOURTH PERIODICAL TEST IN MATHEMATICS 6

S.Y. 2024-2025

NAME: GRADE: SCORE:

Directions: Read and analyze each situation. Encircle the letter of the correct answer.

1. A bakery sells 245 loaves of bread daily. How many loaves are sold in a week?
A. 1,470 B. 1,715 C. 1,645 D. 1,820

2. What is the greatest common factor (GCF) of 36 and 48?

A. 6 B. 12 C. 18 D. 24

3. Liza bought 3 ¾ kg of rice and her mother bought 2 ½ kg more. How many kilograms of
rice did they buy in total?
A. 6 ¼ kg B. 6 ½ kg C. 5 ½ kg D. 5 ¾ kg
4. A cellphone is sold at ₱9,800 after a 20% discount. What was the original price?
A. ₱10,500 B. ₱11,750 C. ₱12,250 D. ₱12,000

5. A farmer divided his 3-hectare land among his 4 children equally. How many hectares does
each child get?
A. 0.50 ha B. 0.75 ha C. 0.80 ha D. 1 ha

6. A juice bottle contains 1.25 liters. If Karen drinks 0.75 liters, how much is left?
A. 0.50 L B. 0.60 L C. 0.75 L D. 1 L

7. If a dress costs ₱1,250 and is on sale for 25% off, how much is the discount?
A. ₱312.50 B. ₱315.00 C. ₱320.00 D. ₱325.00

8. A 12-meter ribbon is cut into pieces of 1.5 meters each. How many pieces are there?
A. 6 B. 7 C. 8 D. 9

9. The ratio of boys to girls in a class is 5:7. If there are 35 boys, how many girls are there?
A. 42 B. 45 C. 49 D. 50

10. A bag of sugar weighs 2.75 kg. If you buy 3 bags, how much do they weigh in total?
A. 6.75 kg B. 7.25 kg C. 8.25 kg D. 8.75 kg

11. What is the perimeter of a rectangular garden with a length of 12 m and width of 8 m?
A. 40 m B. 44 m C. 48 m D. 50 m

12. A square room has a side length of 5 meters. What is its area?
A. 10 sq. M B. 15 sq. M C. 20 sq. M D. 25 sq. m

13. A swimming pool is 10 meters long, 5 meters wide, and 2 meters deep. What is its
volume?
A. 50 m³ B. 75 m³ C. 100 m³ D. 150 m³

14. A clock shows 10:45 AM. What time will it be after 2 hours and 30 minutes?
A. 12:45 PM B. 1:15 PM C. 1:45 PM D. 2:15 PM

15. A book costs ₱250. If you buy 4 books, how much will you pay?
A. ₱800 B. ₱900 C. ₱1,000 D. ₱1,200

16. The test scores of students are 85, 90, 95, 85, and 100. What is the mode?
A. 85 B. 90 C. 95 D. 100

17. If the mean of five numbers is 50, what is their total sum?
A. 200 B. 225 C. 250 D. 275

18. A die is rolled. What is the probability of getting a 3?

A. ⅙ B. ⅓ C. ½ D. ⅔

19. What is the median of the numbers 12, 18, 24, 30, and 36?
A. 18 B. 24 C. 30 D. 36

20. In a class of 40 students, 25 like basketball and 15 like volleyball. What fraction prefers
volleyball?
A. ¼ B. ⅓ C. ⅜ D. ½
21. Find the next number in the pattern: 5, 10, 15, 20, __?
A. 22 B. 25 C. 30 D. 35

22. If x = 7, what is the value of 3x + 2?

A. 21 B. 22 C. 23 D. 24

23. Simplify: (-8) + (+5) = ?

A. -3 B. -5 C. 3 D. 5

24. What is the missing number in the equation 4x = 24?

A. 4 B. 5 C. 6 D. 8

25. A store sells candies at ₱5 each. If Marco has ₱75, how many candies can he buy?
A. 10 B. 12 C. 15 D. 20

26. What is the least common multiple (LCM) of 6 and 8?

A. 12 B. 18 C. 24 D. 30

27. A school has 120 students. If ⅗ of them are girls, how many boys are there?
A. 36 B. 42 C. 48 D. 72

28. A baker uses ⅔ cup of sugar for one cake. How much sugar is needed for 4 cakes?
A. 1 cup B. 2 cups C. 2 ⅔ cups D. 3 cups

29. A book originally costs ₱480. If it is sold at a 15% discount, how much is the discount?
A. ₱60 B. ₱72 C. ₱84 D. ₱96

30. A car travels 360 km in 6 hours. What is its speed per hour?
A. 40 km/h B. 50 km/h C. 60 km/h D. 70 km/h

31. A triangle has angles measuring 45° and 90°. What is the measure of the third angle?
A. 35° B. 45° C. 55° D. 60°

32. A farmer has a rectangular farm that is 20 meters long and 15 meters wide. What is its
area?
A. 200 m² B. 250 m² C. 300 m² D. 350 m²

33. What is the volume of a cube with a side length of 4 meters?

A. 16 m³ B. 32 m³ C. 48 m³ D. 64 m³

34. A rope is 3.5 meters long. If it is cut into 5 equal parts, how long is each part?
A. 0.5 m B. 0.6 m C. 0.7 m D. 0.8 m

35. How many minutes are there in 3 hours and 45 minutes?

A. 180 B. 210 C. 225 D. 245

36. The test scores of five students are 78, 85, 90, 85, and 95. What is the mean score?
A. 86.5 B. 87 C. 87.5 D. 88

37. What is the probability of drawing a red card from a standard deck of playing cards?
A. ¼ B. ½ C. ⅓ D. ¾
38. The heights of students (in cm) are 140, 145, 150, 145, and 155. What is the mode?
A. 140 cm B. 145 cm C. 150 cm D. 155 cm

39. If a die is rolled, what is the probability of getting an even number?

A. ⅙ B. ⅓ C. ½ D. ⅔

40. A class of 50 students was surveyed about their favorite subject. If 20 students chose
Mathematics, what fraction of the class prefers Mathematics?
A. ⅖ B. ⅗ C. ⅔ D. ¾

41. What is the next number in the pattern: 2, 6, 12, 20, __?
A. 24 B. 30 C. 32 D. 42

42. If y = 9, what is the value of 2y + 5?

A. 14 B. 16 C. 18 D. 23

43. Solve for x: 3x - 7 = 11

A. 4 B. 5 C. 6 D. 7

44. What is the result of (-12) + (+8)?

A. -4 B. -2 C. 2 D. 4

45. A pen costs ₱18. If you buy 6 pens, how much do you need to pay?
A. ₱96 B. ₱108 C. ₱112 D. ₱120

46. Find the value of x if 5x = 45.

A. 7 B. 8 C. 9 D. 10

47. A boy saves ₱35 each week. How much will he save in 6 weeks?
A. ₱180 B. ₱190 C. ₱200 D. ₱210

48. A school sells raffle tickets for ₱50 each. If they sold 120 tickets, how much money was
collected?
A. ₱5,000 B. ₱6,000 C. ₱7,000 D. ₱8,000

49. If 3x + 2 = 17, what is the value of x?

A. 3 B. 4 C. 5 D. 6

50. A farmer harvested 3,250 kilos of mangoes. If he sells them in sacks containing 50 kilos
each, how many sacks does he need?
A. 60 B. 65 C. 70 D. 75

GOODLUCK!!!
 FOURTH PERIODICAL TEST IN SCIENCE 6

S.Y. 2024-2025

NAME: GRADE: SCORE:

Directions: Read and analyze each situation. Encircle the letter of the correct answer.

1. Which state of matter has a definite shape and volume?

a. Solid b. Liquid c. Gas d. Plasma

2. What happens to most materials when heated?

a. Contract b. Expand c. Freeze d. Dissolve

3. Which process turns a liquid into gas?

a. Freezing b. Melting c. Evaporation d. Condensation

4. What property of matter allows it to return to its original shape after being stretched?
a. Hardness b. Elasticity c. Malleability d. Solubility

5. What is an example of a physical change?

a. Burning paper b. Rusting of iron c. Melting ice d. Cooking rice

6. Which mixture can be easily separated by picking out components?

a. Solution b. Suspension c. Colloid d. Heterogeneous mixture

7. What happens when sugar dissolves in water?

a. It disappears b. It changes chemically c. It becomes invisible d. It forms a
solution

8. Which method is used to separate sand and iron filings?

a. Filtration b. Sieving c. Evaporation d. Magnetism

9. Which of the following is a chemical change?

a. Boiling water b. Cutting paper
c. Burning wood d. Melting ice

10. Why do some metals rust?

a. Exposure to sunlight b. Exposure to water and oxygen
c. Mixing with other metals d. Being painted

11. What force pulls objects toward the center of the Earth?
a. Friction b. Gravity c. Magnetism d. Buoyancy

12. What type of force slows down a moving object?

a. Magnetic b. Gravitational c. Frictional d. Elastic

13. Which simple machine is a ramp?

a. Lever b. Pulley c. Wedge d. Inclined plane

14. What is an example of a lever?

a. Door knob b. Scissors c. Ramp d. Wheel
15. What happens when like poles of a magnet are placed together?
a. Attract b. Repel c. Combine d. Disappear

16. Which material is a good conductor of electricity?

a. Plastic b. Rubber c. Copper d. Wood

17. What is the source of energy for most living things?

a. Wind b. Sun c. Fire d. Water

18. What type of energy is stored in batteries?

a. Electrical b. Chemical c. Thermal d. Mechanical

19. Which form of energy is used in cooking?

a. Sound b. Heat c. Light d. Nuclear

20. What type of circuit allows electricity to flow?

a. Open b. Closed c. Broken d. Shorted

21. What do we call the movement of Earth around the sun?

a. Rotation b. Revolution c. Orbit d. Spinning

22. How long does the Earth take to complete one revolution?
a. 24 hours b. 30 days c. 365 days d. 6 months

23. What causes day and night?

a. Earth’s revolution
b. Earth’s rotation
c. The moon’s movement
d. The sun’s rotation

24. Which celestial body produces its own light?

a. Moon b. Earth c. Sun d. Jupiter

25. What is the hottest layer of the Earth?

a. Crust b. Mantle c. Outer core d. Inner core

26. What is the main cause of tides?

a. Wind b. Sun’s heat c. Moon’s gravity d. Earth’s movement

27. What natural disaster is caused by sudden movement of Earth's crust?

a. Typhoon b. Earthquake c. Tornado d. Landslide

28. Which layer of the atmosphere protects us from UV rays?

a. Troposphere b. Stratosphere c. Mesosphere d. Thermosphere

29. What kind of rock is formed from cooled lava?

a. Sedimentary b. Metamorphic c. Igneous d. Fossilized

30. What is the main cause of soil erosion?

a. Planting trees b. Heavy rain c. Paving roads d. Digging holes

31. What do we call organisms that make their own food?

a. Consumers b. Decomposers c. Producers d. Scavengers
32. What gas do plants release during photosynthesis?
a. Carbon dioxide b. Oxygen c. Nitrogen d. Hydrogen

33. What part of the plant absorbs water and nutrients?

a. Leaves b. Stems c. Roots d. Flowers

34. What type of reproduction involves only one parent?

a. Sexual b. Asexual c. Internal d. External

35. Which is an example of a vertebrate?

a. Jellyfish b. Earthworm c. Frog d. Spider

36. What process breaks down food to release energy?

a. Photosynthesis b. Respiration c. Digestion d. Circulation

37. What is the role of decomposers in an ecosystem?

a. Produce food b. Break down waste c. Eat plants d. Store energy

38. How do fish breathe underwater?

a. Lungs b. Gills c. Skin d. Nostrils

39. Which human organ filters blood?

a. Lungs b. Stomach c. Kidney d. Liver

40. What is the largest organ in the human body?

a. Heart b. Brain c. Skin d. Liver

41. What type of pollution is caused by loud noise?

a. Water b. Air c. Land d. Noise

42. Why are trees important for the environment?

a. Absorb CO2 b. Block the wind c. Provide shelter d. Make soil
hard

43. What is the main cause of global warming?

a. Volcanoes b. Deforestation c. Sunspots d. Ocean waves

44. Which ecosystem has the most biodiversity?

a. Desert b. Rainforest c. Tundra d. Grassland

45. What do you call animals that eat only plants?

a. Carnivores b. Herbivores c. Omnivores d. Decomposers

46. Which blood component carries oxygen throughout the body?

a. White blood cells b. Platelets c. Red blood cells d. Plasma

47. What is the process by which plants lose water through their leaves?
a. Photosynthesis b. Transpiration c. Respiration d. Germination

48. What type of energy is stored in food?

a. Electrical b. Chemical c. Mechanical d. Thermal
49. Which body system is responsible for transporting nutrients and oxygen?
a. Digestive system b. Circulatory system c. Respiratory system d. Nervous
system

50. What should be done to reduce plastic waste in the environment?

a. Burn plastic b. Bury plastic c. Use more plastic d. Recycle and reuse plastic

GOODLUCK!!!

RATING SHEETS
 Republic of the Philippines
SOUTHERN LUZON STATE UNIVERSITY
JUDGE GUILLERMO ELEAZAR
Tagkawayan, Quezon

CLASSROOM OBSERVATION TOOL FOR PRACTICE TEACHERS (COT-PT)

Practice Teacher: Julius N. Omblero Date: _

Cooperating teacher: Nemesia G. Lagua Time:__________________
Subject & Grade Level Taught:_____________________ Quarter:_______________

Rating
Performance Indicator 5 4 3 2 1
Applying Developing Organizing Building Not
Evident
Domain 1: Content Knowledge and Pedagogy
1, Apply knowledge of content within and across curriculum teaching
areas. (D1-I1)
2, Use a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills. (D1-I3)
3, Apply a range of strategies to develop critical and creative thinking, as
well as other higher-order thinking skills. (D1-I4)
4, Display proficient use of Mother Tongue, Filipino and English to
facilitate teaching and learning. (D1-I5)
Domain 2: Learning Environment
5, Establishing safe and secure learning environment to enhance learning
through the consistent implementation of policies, guidelines and
procedures. (D2-I7)
6, Maintain learning environments that promote fairness respect and care
to encourage learning. (D2-I8)
Domain 3: Diversity of Learners
7, Use differentiated, developmentally appropriate learning experiences to
address learners` gender, needs, strengths, interests and experiences. (D3-
I13
Domain 4: Curriculum and Planning
8. Select, develop, organize and use appropriate teaching and learning
resources, including ICT, to address learning goals. (D4-I19)
Domain 5: Assessment and Reporting
9, Use strategies for providing timely, accurate and constructive feedback
to improve learner performance. (D5-I21)
Total
Source: DepEd Order No. 42, Series 2017: National Adoption And Implementation of the Philippines Professional Standards For Teacher

Comments/Suggestions:

_________

Rated by:

_ _
Sigature over Printed Name

CERTIFICATE
OF
ATTENDANCE
 SAMPLE
RUBRICS

SAMPLE OF
DIFFERENT
SCHOOL FORMS
 TEACHING PHILOSOPHY AS BEGINNING TEACHER

In my teaching philosophy, I prioritize creating a nurturing and inclusive

learning environment where every student feels valued, supported, and capable of
achieving their full potential. Central to my approach is the cultivation of meaningful
connections with my students. By taking the time to understand their unique
backgrounds, experiences, and aspirations, I aim to build trust and rapport that forms
the foundation for effective teaching and learning. As a facilitator of learning, I see
my role not only as imparting knowledge but also as inspiring curiosity and fostering
critical thinking skills. I encourage students to explore concepts deeply, ask questions,
and challenge assumptions. By promoting active engagement and independent
inquiry, I aim to empower students to take ownership of their learning journey.
Creating a safe and inclusive classroom environment is essential to me. I believe in
cultivating a space where students feel comfortable expressing their thoughts, ideas,
and concerns. Open communication, active listening, and respectful dialogue are
encouraged to ensure that every voice is heard and respected. I value diversity and
celebrate the richness it brings to our learning community. By embracing and learning
from different perspectives, backgrounds, and experiences, we create a more
enriching and comprehensive educational experience for all.

Beyond academic achievement, I am passionate about inspiring lifelong

learning. I strive to connect course material to real-world contexts and relevance,
showing students how their learning can impact and connect to broader societal
issues. I encourage a growth mindset, where challenges are seen as opportunities for
learning and development. By instilling a curiosity-driven approach to learning, I aim
to cultivate a thirst for knowledge that extends beyond the classroom and into
students' everyday [Link] growth and reflection are fundamental to my
teaching practice. I actively seek feedback from students, colleagues, and professional
development opportunities to refine my teaching methods and incorporate innovative
educational strategies. By staying informed about emerging trends and best practices
in education, I strive to adapt and evolve as an educator to meet the changing needs of
my students and society.

APPENDICES

LUPANG HINIRANG
 Bayang magiliw
Perlasng sinilangan
Alab ng puso
Sa dibdib mo’y buhay

Lupang Hinirang
Duyan kang magiting
Sa manlulupig
Di kapasisiil

Sadagat at bundok
Sasimo’y at sa langit mong bughaw
May dilag at tula
At awit sa paglayang minamahal

Angkislap ng Watawat mo’y

Tagumpay nanagniningning
Angbituin at araw niya’y
Kalian pa ma’y di magdidilim

Lupa ng araw ng luwalhati’t pagsinta

Buhay ay langitsa piling mo
Aming ligaya nang pag may mang-aapi
Ang mamatay ng dahil sayo

PANATANG MAKABAYAN

Iniibig ko ang Pilipinas

Aking lupang sinilangan
 Tahanan ng aking lahi.
Kinukupkop ako at tinutulungang
Maging malakas, masipag at marangal.
Dahil mahal ko ang Pilipinas
Diringgin koang payo ng aking magulang,
Susundin koang tuntunin ng paaralan
Tutuparin ko ang tungkulin ng mamayang makabayan:
naglilingkod, nag-aaral at nagdarasal
ng buong katapatan
Iaalay ko ang aking buhay, pangarap,
Pagsisikap sa bansang Pilipinas

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 ipinakikilos ng sambayanang
Maka-Diyos, makatao,
Makakalikasan at
Makabansa
"PILIPINAS KONG MAHAL"

Ang bayan ko’y tanging ikaw

Pilipinas kong mahal
Ang puso ko at buhay man
Sa iyo’y ibibigay

Tungkulin ko'y gagampanan

Na lagi kang paglingkuran
Ang laya mo’y babantayan
Pilipinas kong hirang

Ang bayan ko’y tanging ikaw

Pilipinas kong mahal
Ang puso ko at buhay man
Sa iyo’y ibibigay

Tungkulin ko'y gagampanan

Na lagi kang paglingkuran
Ang laya mo’y babantayan
Pilipinas kong hirang

Ang laya mo’y babantayan

Pilipinas kong hirang.
 LALAWIGAN NG QUEZON

Lalawigan, lalawigan ng Quezon

Ang bayan kong sinilangan

ay tunay kong minamahal
ang bayan kong tinubuan
dapat nating ikarangal

Tahimik at maligaya
mahirap man o dukha
sagana sa lahat ng bagay
sa dagat at kabundukan

Ito ang aming lalawigan

pinagpala ng maykapal
ang buhay ay mapayapa

Sa lahat ng dako
Sa lahat ng nayon
Lalawigan ng Quezon

Lalawigan ng Quezon ay aming tinatanghal

Lalawigan ng Quezon ay aming minamahal

Sulong Quezon! Mabuhay ka!

 CALABARZON

Dito sa Timog Katagalugan

Sumibol ang ang bagong pangalan
Ang kaunlaraan kay bilis at masagana
Lahat kami’y may pagkakaisa
Samithiin ay sama-sama

Mabuhay ang Calabarzon

Calabarzon sa habang panahon

Interlude:

alawigang Rizal, Cavite Laguna, Batangas, Quezon at mga lungsod pa

Antipolo, San Pablo Cavite, Lucena Batangas, Calamba Sta. Rosa, Dasmariñas
Tayabas, Imus, Bacoor, Biñan, Cabuyao, General Trias, San Pedro,
Santo Tomas, Tanauan, at Lipa
Hey, Hey!
Mgakawani ay tanging-tangi
Maglingkod ay lagging gawi
Kailanpamansa Diyos an gaming lahi
Kabataan ay paunlarin
Ito ang unang layunin

Mabuhay ang Calabarzon

Calabarzon sahabang panahon (2x)

Mabuhay!
 TAGKAWAYAN MARCH

(2x)
Bayan kong kinamahal,
dapat ikaw ay pangalagaan
Pagyamanin at paunlarin
Dahil sa taglay mo't likas na kayamanan
Ang ginahawa'y nakamtan nitong bayan.

(2x)
Tagkawayan!
O Tagkawayan!
O bayan kong sintang minamahal
Dahil sa likas na yaman mong taglay
Sa bundok gubat mo't karagatan
Magiliw ang halik ng 'yong hanging amihan
Ibayong ginhawa't lakas, dulot sayo ng May kapal
Kaya naman kami'y handang magpakasakit
Yaring buhay at kalul'wa namin ay laan
Ng dahil sa iyo O bayan kong minamahal
Maging ito sa buhay ay katapusan.

Sukdulan mang ito'y maging

Kamatayan.
 AWIT NG PAARALAN SLSU MARCH

(Alma Mater Song) I

Katha at Titikni G. Rustico B. Babat
(SLN) Building a better nation, making our
country grand
Showing the way for one’s dream, serves
Anghimignaiuto as your guiding light
That is my Alma Mater, shaping your
Alay naming saiyo future bright
Giving you inspiration, making your
Mahalnapaaralan dreams come true

Sa iyongkadakilaan Chorus:

Hail SLSU! Beloved SLSU!

We live in your spirit, our bodies and
Angaralmo’yiingatan mind
We sing our praise together
Ang ‘yonhdangalbabantayan To you and my Alma Mater
Cheer up, say –
Sisikapinkongmagingtapat Hep, Hep, Hooray – SLSU

Saan man sabawatoras II

Fountain of truth and wisdom, source of

hope and strength
Living to expectations, striving for
Amingitatangahalnamatatag aexcellence
That is my Alma Mater, Pointing the
Angiyongdiwa at sagisag road so clear
Makes you a better person, bring out the
best in you
(Repeat Chorus)
 PROFESSIONAL
READINGS
FUNDAMENTAL OBJECTIVES OF EDUCATION
(Article XIV, Section 3, Paragraph 2, 1986 Constitution)
1. They shall inculcate patriotism and nationalism
2. Poster love of humanity
3. Respect of human right
4. Teacher the rights and duties of citizenship
5. Strengthen ethical and spiritual values
6. Develop moral character and personal discipline
7. Encourage critical and creative thinking
8. Broaden scientific and technological knowledge
9. Promote vocational efficiency.

NATIONAL EDUCATION AIMS

(P.D. 6A, 1927)
1. Elementary Education is addressed to the first aim below. It is expected to
provide the foundation for achieving the three other aims.
2. Provide for a broad general education that will assist individual, in the peculiar
ecology of own society to:
3. Attains his potential as a human;
4. Enhance the range and equity of individual and group participation in ten basic
functions of society an;
5. Acquire the essential educational foundation for his development into a
productive, and a versatile citizen.
 6. Train the nation’s manpower in the middle level profession that will provide
leadership for the nation, advance knowledge through research, and apply new
knowledge for improving the quality of human life.

NATIONAL DEVELOPMENT GOALS

(P.D. 6A, 1972)
1. To achieve and maintain an accelerating rate of economic development and
social progress.
2. To assure the maximum participation of all people on the attainment and
enjoyment of the benefits of such growth.
3. To strengthen national consciousness and promote desirable cultural values in
changing world.

PHILOSOPHY OF HIGHER EDUCATION

UNITY, EQUITY, and PROGRESS of the Filipino people as a nation.

Such as, higher education must also serve as a vehicle in eradicating the twin
evils of poverty and injustice in the Philippines society.
Towards these ends, higher education shall endeavor to:
10. Inculcate to the try values education and attitudes for nation building.
11. Promote appropriate humanistic, scientific and practical knowledge.
12. Develop the profession and the technology for national development.
13. Attain high standards of excellent and efficiency.
14. Strengthen academic freedom.
 OBJECTIVES OF SECONDARY EDUCATION

The Secondary School shall continue the unifying of elementary education by

providing general and shall seek to discover the varying abilities, interest, and
aptitudes of the youth, and offer courses in the different fields of productive endeavor
according to the talents of the youth and light community needs.
It shall also initiate a program designed to develop community leadership.

OBJECTIVES OF ELEMENTARY EDUCATION

Elementary Education aim to develop the spiritual, moral, mental and physical
capabilities of the child, provide him with experiences in a democratic way of life and
inculcate ideas and attitudes necessary for enlightened, patriotic upright and useful
citizenship. To achieve these objectives, elementary education shall provide for:

XIX. The inculcation of spiritual and civic values and development of a

good Filipino based on an abiding faith in God and genuine love of country.
XX. The training of the young citizen in his rights and duties and
responsibilities in a democratic society for active participation in a progressive
and productive home and community life.
XXI. The development of basic understanding about Philippine Culture, the
desirable tradition and virtues of our people as essential requisites in attaining
national consciousness and solidarity.
XXII. The teaching of basic health knowledge and the formation of desirable
health habits and practices.
XXIII. The development of functional literacy in the vernacular in Filipino
and English as basic tools for further learning.