A STUDENT TEACHER’S PRAYER

Ya Allah, make my students caring and kind

Open their hearts, and open their minds
Make them righteous, respectful and honest
And also pious, loving and modest.

Make them appreciate the chance to educate

And realize that knowledge is the greatest tool
To get what they want in this life, and the next
And to be considered among the Ummah’s best.

Let them see the importance of knowledge

Not just as means to get into college
That it can empower them in this life
To help out their brethren living in strife.

Show her that she can be a doctor and help save life
And not just, instead, strive to be a doctor’s wife
Let her not measure her success on her number of purses
But instead the ability to lead a team of fifty nurses.

Let goal not be the best grade on a test

But that he studied and tried his best
Make them do homework ang turn all of it in
Ang study every night true discipline.

Let him see that nothing is given without trying

And that cheating is the same thing as lying
Guide them to see that success only comes from You
And attaining Jannah is the only success that is true

Show my students that my goal is the same

To help increase the strength of their name
To make them the best students they can be,
Ya Allah, please answer my Dua. Ameen!

Lady Mae B. Samal

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 A STUDENT TEACHER’S PHILOSOPHY OF EDUCATION

As I reflect upon my teaching career, it is evident that my philosophy in the

management system has been greatly by my mentors and colleagues. They have
influenced my teaching philosophy because they have developed strong pedagogies with
the knowledge to support it, they have set high academic standards for students and for
themselves, they have respected intellectual diversity inside and outside the classroom,
and they build trust among their students.
My management system philosophy is created from these ideas which are divided
into six areas: (1) a positive learning environment, (2) clear expectations, standard and
goals, (3) differentiated instruction through modification, (4) ongoing assessment, (5)
self-improvement through lifelong learning, and (6) presenting a variety of learning
materials to all students.
I believe in creating a positive learning environment in which respect for others is
fundamental in promoting intellectual diversity. Respecting and promoting intellectual
diversity requires a deeper understanding of how diversity manifests inside and outside of
the classroom. Because students bring a diverse set of worldviews to the classroom, I
believe that it is the teacher’s responsibility to take neutral stances on controversial
material, political issues, and general societal issues as well. I play the role of moderator
and mentor instead of activist. Taking a neutral stance also acts to challenge students’
intellectual abilities. Consequently, it presents students with a positive learning
environment where they must use logic and reason to develop positions and counter
positions.
I also believe that teachers should set specific and clear expectations, standards
and goals from the very first day of the class. Once they are set they should be adhered to
throughout the remainder of the year. I believe setting high standard for students is an
important way to get students to rise to their potential. Teachers should also set specific
goals for students. Long term goals for students should be set early and should continue
over time, allowing students to use what they are learning later in life.
Along with setting standards for students, I create standards for myself as well.
One important standard that I have set for myself is giving students a clear indication on
how they will be graded. Overall, setting clear standards helps limit grading bias and
instances where students may try to take advantage of a teacher’s generosity. Teachers
should make an extra effort to present class materials in a variety of formats to aid in
differentiated instruction. Students learn at different levels and times so I constantly
modify instruction to meet individual needs. I have used hands on activities,
investigations, labs, lectures, visual learning aids, charts and diagrams to present the
information being learned. Assessment is the backbone to quality education in that it

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gives the teachers a perspective as to where the student is academically and where the
teacher needs to begin instruction. It is critical to give ongoing assessments throughout
the year to track the students’ progress and modify instruction accordingly.
The final area of my teaching philosophy is my view towards self-improvement. I
firmly believe that any good teacher remains a good student throughout life. I have
completed over 280 hours of internship which I believe have strengthened my teaching
abilities. Learn to improve using technologies, it is my belief that technology works as a
powerful tool – especially this time of blended learning that can aid teachers and benefit
students in their learning. I am constantly learning new things and as a teacher I am eager
to use this acquired knowledge to become a better teacher someday, Inshaallah.
In sum, my management system philosophy is one which strives to give all
students an equal opportunity to learn by promoting intellectual diversity in the various
ways. It manifests itself in education. It is through my respect for intellectual diversity
that I conduct myself in a professional manner to create a positive learning environment
where students can develop their critical thinking skills. My philosophy rests on the idea
that I must set high standards for students and for myself to help foster the intellectual
development for all students.

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 COTABATO STATE UNIVERSITY’S VISION, MISSION, AND CORE
VALUES

VISION
The Cotabato State University shall be a world-class education hub for sustainable,
inclusive, and transformative peace and development in Southern Philippines.

MISSION
The Cotabato State University aims to produce science and technology professionals; and
peace and development advocates; promote and undertake research and extension;
generate resources; and provide progressive leadership in the fields of specialization.

CORE VALUES
Leadership
Integrity
Godliness
Humility
Teamwork
Service

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 COLLEGE OF EDUCATION’S CORE VALUES, GOALS, AND OBJECTIVES

CORE VALUES
Truthfulness
Excellence
Adaptability
Compassion
Humility
Enthusiasm
Responsibility
Service

GOALS
• Produce highly competent teachers imbued with high ideas, aspirations, and right
attitudes and value needed to answer the varied teaching needs in its services areas.
• Provide the graduates with opportunities for employment and/or gainful activities.
• Promote the advancement o instruction, research, extension, and production consistent
with regional and national development.
• Provide ample training, for teaching and for school managerial capabilities.
• To enhance the CEd capabilities in instruction, research, extension and production to
meet the accreditation requirements of the college.

OBJECTIVES
• Possess fundamental general education knowledge and skills needed in the practice of
teaching profession.
• Acquire specialized education knowledge in preparation for their teaching service.
• Have a clear understanding of the learning process in their students.
• Adopt a variety of teaching process skills that will make learning and effective for
learning environments.
• Show and apply the professional and ethical standards of the teaching profession
• Gain appropriate training in development in developing their research skills and
competence as well as engage in community outreach services relevant to their
profession.

DEPARTMENT OF EDUCATION’S MISSION, VISION AND CORE VALUES

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 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 lifelong learners.

VISION
We dream of Filipinos
Who passionately love their country
And whose competencies and values
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 service its stakeholders.

CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

BRIEF DESCRIPTION OF THE COOPERATING SCHOOL

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 The Notre Dame Village National High School was conceived in the 1979 by the
Notre Dame Village Elementary School PTCA Officials under the leadership of Mr.
DIAMAR KADON, the association of schools Division Superintendent, Mrs. VIOLETA
TABUGO, and Mr. FLORANTE PASCO it was supported by the petition of the residents
of Notre Dame Village last 1981. This marked the opening of a Barangay High School of
Notre Dame Village.
It is located at Notre Dame Village, Cotabato City and is considered as a quiet
urban community. The campus is occupying an area of eleven thousand six hundred
eighty eight (11,688) square meters land with a location that is advantage of proximity in
the City, its education and cultural opportunities through the support of religion group,
the area was developed and supported by Archbishop Gererd Mogeau.
Several political personalities gave full support on the proposal in likes of former
Vice Mayor ANGKA BIRUAR and Sangguniang Panglunsod member. The approved
budget was one hundred eighty thousand (Php.180,000) for school year 1980-1981 by the
late former Mayor TEODORO V. JULIANO.
The school become the first center of learning for only one hundred eighty nine
(189) secondary students from First Year and Second Year levels. These students came
from the under privileged families of the city under Mrs. CONSOLACION M.
ESTORQUE, the designated principal with four full time teachers namely, Mrs.
MERCEDITA DATU, Mrs. ANGELINA MAMUSAY, Mrs. FE PEÑAFLOR and MR.
AKMAD BALAYMAN and two(2) part time teachers.
School year 2005-2006, the school faced new challenges in the new
administration and management. The new leadership of Mrs. BAI ISRADEAN C.
SINSUAT-DATUKAN, Secondary School Principal I continued the hopes and dreams of
the school in academics and physical facilities. Her mission and vision to produce quality
graduates and globally competitive.
Under her administration, the school already had seventy nine (79) plantilla
teachers, four (4) detailed teachers and non-teaching personnel joined hands in the School
Year 2007-2008 to improves more with the teaching and learning processes of the
students. With great enthusiasm, she continued to implement and achieve more
development for the benefits of the students, teachers and the community as well.
From School Year 2005 up to School Year 2010, Mrs. BAI ISRADEAN C.
SINSUAT-DATUKAN, the Secondary School Principal of this School continued the
renovation and preparation of the academic, non-academic, physical facilities, teaching
and non-teaching personnel. Everything were focused on the vision and mission.
In her own initiative, she was able to solicit as new two (2) four (4) classrooms
building of the first year and the adjacent two (2) stories four (4) classrooms building of

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the First Year. Mrs. BAI ISRADEAN C. SINSUAT-DATUKAN had implemented the
different Programs and Curriculum.
Drop-Out-Reduction Program and Open High School were implemented Home
Study was the primary concern of this program just as to encourage the Balik-Eskwela.
Another program of DepED was the Special Program in the Arts (SPA) whose main
objective is to encourage students who have Extra-ordinary Talent in the Arts of Singing,
Dancing, Theatre Arts, Painting, and Public Speaking, sooner the curriculum in the
Special Program was implemented. This program enable the school to top the potential of
students inclined to the different sports.
Notre Dame Village National High School is now on its new-look. Pathways are
constructed that connected one building to another building to give teacher and students
the comfort and waking without getting wet. Clinic Rooms, New SSG Office, Science
Laboratory, Department Offices, Reading Center are new constructed. We had manage to
solicit twenty (20) units of personal computers from Busari Republic of South Korea
through the initiative Usec.ANTONIO INOCENTE of the Department of Education
Central Office. This scientific computers had added the number of computers that were
directly inside the computer laboratory the school.
BAI ISRADEAN C. SINSUAT-DATUKAN also constructed the ground of the
school. The landscape of the ground court perimeter area of the building added to the new
looks of the new Notre Dame Village National High School added to this, she built a
bigger modern stage of the school’s gymnasium but up two (2) bleachers unable to fence
the entrance and side portion of the gym. With these innovation our school can now
center of formal events of the Notre Dame Village community. Everyday can have the
opportunity to be accommodated. The repainting of the building of the school added the
new atmosphere of the nearby communities to have their education be a member of the
Notre Dame Village National High School family.
School Year 2011-2012, Notre Dame Village National High School initiate to
implement a new curriculum of the senior high school modelling class. This caters
students who graduated but cannot be able to continue to college education. Month after,
a new two (2) stores of classroom building was constructed intended to the office of the
senior high school coordinator. Grade 11 and grade 12 classrooms under immediate
laboratory room.
Now, added to the history of Notre Dame Village National High School, the
school is tremendously gaining awards and prestige from all students’ competitions from
the division, regional and even in the national level. The school has just Second Place Big
School Category Regional Level Evaluation in the Brigada Eskwela.
On the September 19, 2013, Ms. BAIKAN M. USOP was assigned as the new
principal of the institution by the school division superintendent, Mrs. CONCEPSION

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FERRER-BALAWAG, AL-HADJA, the sustained various programs of predecessors.
The legacy of academic excellence continued with the other stakeholders support through
the organization of the school government council. Learners had been continuously sent
learning seminars and conference in preparation for the full implementation of K-12
Basic Education Program.
Every day is indeed a challenging day of Notre Dame Village National High
School and Department of Education with one nation with one mission in common
“Quality Education” is where we are thankful to the backing us and full support of the
School Superintendent, Supervisor, Regional Office Officers, Local Barangay Officials
Stakeholders.
Notre Dame Village National High School Teacher Students, in seventh (7 th)
through tenth (10th) and Senior High School in Cotabato City, SOCCSARGEN (Region
12) the school has forty nine (49) instructional rooms, two (2) instructional rooms and
forty seven (47) new instructional rooms but it is not yet turn over, which is powered by
owner grid with one thousand eight hundred sixty nine (1,869) student class size is
around thirty eight students (38). Mr. VIVENCIO O. ANINON is the in-charge of the
school acting as a School Principal for the School Year 2017-2018.
Notre Dame Village National High School had one thousand eight hundred sixty
nine (1,869) students enrolled. This makes the school a bid school with one thousand six
hundred nineteen (1,619) more than the average school and one thousand one hundred
thirty eight more than the average school in Cotabato City. The School has more Female
Students with the total of nine hundred ninety nine (999), than the Male Students with the
total of eight hundred seventeen (817), for every male students there are 1.1 female
students. This is unlike the average gender breakdown in Cotabato City, which sees an
average one female students per Male Students.

CLASS SCHEDULE

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 Cooperating Time Year and
Student Teacher Teacher Suject Class Schedule Section
7:30 AM- Grade 7 -
Filipino 7 8:30AM DALTON
10:45 AM- GRADE 10-
Lady Mae B. Mrs. Zenaida A. Filipino 10 11:45 AM DIAMOND
Samal Estabillo 12:30 PM- GRADE 10-
Filipino 10 01:30 PM STAR
02:45 PM- GRADE 10-
Filipino 10 03:45 PM JADE

STUDENT TEACHER’S DAILY TIME RECORD

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11
12
CHECKED LESSON PLANS
(PAGSASALING-WIKA)

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14
15
16
 CHECKED LESSON PLANS
(HULI, BILANG SIMBOLO NG KABABAIHAN NOON AT NGAYON)

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RATED STUDENT TEACHER’S TEACHING CHECKLIST

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SAMPLE OF STUDENTS TEACHERS’S INSTRUCTIONAL MATERIALS

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 SAMPLES OF TEST QUESTIONNAIRES
(DEMO TEACHING)
Paksa: Pagsasaling Wika
Panuto: Isaayos ang mga salita upang mabuo ang
angkop na salin ng mga pangungusap sa bawat bilang.
1. Alam ko ang ginawa mo kagabi.

I, did, know, what, you, last night

2. Ang panauhin ay galing sa lalawigan.

The, province, from, came, visitor,

the

3. Ang malaking pinto ay binuksan ko.

I, the, opened, door, big

4. Si Alejandro ay sumulat ng isang Kawili- wiling kwento.

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 Alejandro, an, wrote, interesting, story

5. May magandang bata sa kuwarto.

There, a, is, girl, beautiful, the, in, room

Panuto: Piliin ang higit na tiyak na kahulugan ng mga pangungusap na Ingles sa salin sa
Filipino. Titik lamang ang isulat.
1. Sing softly
A. umawit nang malambot C. umawit nang mahina
B. kumanta nang malambot D. kumanta nang mahina
2. sleep soundly
A. matulog nang mahimbing C. matulog nang maingay
B. matulog nang matulog D. matulog
3. take a bath
A. kumuha ng paliguan C. maligo
B. kuhain ang banyo D. kumuha ng maligo
4. sleep tight
A. matulog nang mabuti C. matulog nang mahigpit
B. matulog sa masikip D. matulog nang maaga
5. fall in line
A. mahulog ka sa linya C. pumila nang maayos
B. hulog sa linya D. pumila nang di mahulog
6. twilight
A. takipsilim C. gabi
B. liwanag D. maaga
7. stubborn
A. bungang- araw C. isinilang
B. matigas ang ulo D. matapang
8. spoiled
A. mahaba ang buntot C. matigas
B. matigas ang ulo D. masungit
9. thick crowd
A. makapal ang mukha C. makapal
B. di- mahulugang karayom D. maraming tao
10. to fool
A. baliw C. nabaliw
B. bilugin ang ulo D. saktan

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Paksa: Huli, Bilang Simbolo ng Kababaihang Pilipino Noon at Ngayon
Panuto: Piliin ang letra ng tamang kasagutan.

1. Inakala ng marami na ginawang guardia civil ang kapatid ni Huli na si Tano.

a. tulisan c. pulis o sundalo
b. katiwala d. tagapaglingkod

2. Ang uldog na tagapangasiwa ng mga pari ay wala raw kasalanan sa mga pangyayari.
a. lider c.kalihim
b. kaibigan d. katiwala

3. Ang mga karanasan sa buhay at pamilya ni Huli ay nagpapatunay na:

a. Ang pagpapakatatag at pananampalataya ang pinakamabisang panlaban sa mga
pagsubok sa buhay.
b. makapangyarihan ang mga kastila at walang makakatalo
c. ang pagpapakita ng kahinaan ay hindi dapat ikahiya
d. ang mga tao sa paligid ay di dapat paniwalaan

4. Ang pagiging mabuting anak ay naipakita ni Huli sa pamamagitan ng:

a. paglapit kay Padre Camorra upang humingi ng tulong
b. pamamasukan niya bilang katulong upang matubos ang kanyang ama sa mga tulisan.
c. pag-aalaga sa kanyang lolo habang wala ang ama
d. ang pakikinig niya kay Hermana Penchang

5. Alin sa mga katangian ni Huli ang nararapat taglayin ng mga kabataan sa

kasalukuyang panahon?
a. mapagmahal na kasintahan b. maingat sa puri at dangal
c. mabuting apo d. maunawaing kaibigan

Samples of Test Questionnaire (Learning Activity Sheets)

FILIPINO 10
IKAAPAT NA MARKAHAN
UNANG LINGGO
GAWAING PAGKATUTO 1
Pangalan: ______________________________ ______________ Seksyon:
______________
Guro: ________________________________________________

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Nobela: EL FILIBUSTERISMO
Kabanata: 1 to 5
Sanggunian: El FILIBUSTERISMO: Dinisenyo batay sa Kurikulum ng k-12
Manunulat: Roselyn T. Salum at Christiana S. Santos Editor:
Robinson K. Cedrre

Kabanata 1 SA KUBYERTA (Buod)

MELC: F10PN-IVd-e-85
Layunin: Naipapahayag ang sariling paniniwala at pagpapahalaga tungkol sa mga
kaisipang namayani sa akda.

Isang umaga ng Disyembre, ang bapor Tabo, na sinasabing “Daong ng

pamahalaan” ay hirap na hirap na sumasalunga sa mabilis na agos ng Ilog Pasig.
Gawa ito sa bakal kaya sobra ang bigat nito. Marami ang sakay nito na ihahatid sa
laguna.Sa kubyerta ng barko nag-uusap sina Donya Victorina, Don Custodio, Ben
Zayb, na isang manunulat, Padre Salvi , Padre Sibyla, Padre Camorra, Padre Irene,
at ang mag-aalahas na si Simoun.
Sa kanilang talakayan ay pinag-usapan nila ang pagtutuwid ng Ilog Pasig at ang
mga gawain ng Obras del Puerto. Iminungkahi ni Simoun na humukay ng malalim
na kanal mula sa bunganga ng Ilog Pasig hanggang sa labasan na maglalagos sa
Maynila, at ang lupang mahuhukay ay itatabon sa dating ilog. Ayon sa kaniya, iikli
ang biyahe at mawawala ang bahaging mababaw na nakapipigil sa daloy ng tubig.
Hindi magiging problema ang gastos sa paggawa sapagkat pagtatrabahuhin ng libre
ang mga bilanggo at presidiyaryo, kung kulang pa ang mga ito, magtatrabaho din
ang mga taumbayan ng sapilitan at libre. Sumabad si Ben Zayb sa ganitong panukala
ni Simoun at sinabing ito ay isang panukalang yankee.
Hindi rin sang-ayon si Don Custudio sa panukala. Ayon sa kaniya kapag ito ay
isinagawa,pagmumulan ito ng pag-aalsa ng mga tao.Mas mainam daw ang kaniyang
panukalang lahat ng mga bayang nasa baybayin ng ilog ay pag-alagain ng mga itik
upang lumalim ang lawa sa pagkuha nila ng mga susong pangunahing kinakain ng
mga ito.
Itinanong ni Ben Zayb kay Don Custodio kung maari niyang ilathala ang
panukala. Ngunit,bago nakasagot ang Don ay sumabad na si Donya Victorina at
walang gatol na tinutulan ang mungkahi sa pagsasabing kung ang lahat ng mga
taong nasa tabi ng ilog ay mag-aalaga ng itik darami ang balot na kaniyang
pinandidirihan.Mas mabuti pa raw na matatabunan na lamang ng buhangin ang lawa.

Gawain:

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Pangkalahatang Panuto:
a. Kopyahin at unawain ang mga katanungan bago tuluyang sagutin.
b. Isulat sa isang buong papel ang sagot.
c. Huwag kalilimutang isulat sa papel ang iyong pangalan at pakilagyan kung
anong kabanata ang iyong sinagutan.
Tanong:
1. Sino-sino at ano-ano ang panukalang kanilang ibinigay para sa mabilis na
paglalakbay ng Bapor Tabo? Kaninong panukala ang iyong sinasang-ayunan?

Tauhang nagbigay ng Panukalang inilahad ng Panukalang sinasang-

panukala tauhan ayunan

PAMANTAYAN PUNTOS
Diwa o kaisipan 10 PUNTOS
Tamang gamit ng mga salita at bantas 10 PUNTOS
Kalinisan 5 PUNTOS
KABUUHAN 25 PUNTOS
Kabanata 2 SA IBABAW NG KUBYERTA (Buod)
MELC: (F10WG-IVd-e-80)
Layunin: Naipapahayag ang sariling paniniwala at pagpapahalaga gamit ang
angkop ng mga salitang hudyat sa paghahayag ng saloobin/damdamin.

Karamihan sa mga pasahero ng barko ay nasa ilalim o silong ng kubyerta. Katabi

nila ang maleta, bakol mga kahon na lalagyan ng kargamento, at malapit sila sa
maingay at mainit na makina. Kaya, nagkakahalo ang singaw ng nasusunog na langis
at ang amoy ng mga taong nakasakay. Ang ganitong tanawin ay karaniwan na sa mga
sasaskyang pantubig.
Pinuntahan ni Don Simoun ang ibaba ng kubyerta. Naroon ang dalawang mag-
aaral, si Basilio na nag-aaral ng medesina at mahusay ng manggamot, at ang isang
katatapos pa lamang sa Ateneo, isang makata, si Isagani. Kausap nila si Kapitan
Basilio. Napag-usapan nila ang hindi bumubuting kalagayan ni Kapitan Tiyago.
Nabaling ang usapan sa paaralang balak ipatayo ng mga mag-aaral tungkol sa
pagtuturo ng wikang Espanyol. Hindi raw iyon magtatagumpay ayon kay Kapitan
Basilio, na sinalungat naman nina Basilio at Isagani. Lumayo na sa dalawa ang

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 matandang Basilio .Napag-usapan rin nila si Paulita Gomez, ang pamangkin ni Donya
Victorina at kasintahan ni Isagani na ubod ng ganda, mayaman at may pinagaralan.
Ipinahahanap ni Donya Victorina kay Isagani ang asawang si Don Tiburcio De
Espadaṅa, na nasa bahay pa ni Padre Florentino,ang amain ng binate. Nagtatago ito
roon.
Lumapit si Don Simoun at kinausap ang magkaibigan. Ipinakilala ni Basilio kay
Simoun si Isagani. Sinabi ni Simoun na di niya nadadalaw ang lalawigan nina Basilio
sapagkat ang lalawigan ito’y mahirap at di makabibili ng alahas. Matigas na tumutol
si Isagani sa pagsabing “Hindi kami namimili ng alahas dahil hindi namin kailangan.”
Napangiti si Simoun. Nasabi raw niyang duhka ang lalawigan, dahil ang mga pari sa
simbahan ay Pilipino.
Inanyayaan ni Simoun ang dalawa na uminom ng serbesa ngunit tumanggi ang
mga ito. Ayon sa Don, sinabi raw ni Padre Camorra na kaya tama dang mga Pilipino
ay dahil palainom ng tubig at hindi serbesa. Sinabi naman ni Isagani rito na ipakasabi
raw nito sa pari na makabubuti kay Camorra na uminom ng tubig upang mawala ang
sanhi ng bulong-bulungan tunkol sa kaniya. Dinagdag pa ni Basilio na “ang tubig ay
lumulunod sa alak at sa serbesa na pumapatay ng apoy; na kapag pinainit ay
sumusulak; nagiging malawak na karagatan at gumugunaw ng santinakpan.”
Nang umalis si Don Simoun, may dumating na utusan. Ipinatatawag raw ni Pari
Florentino ang pamangkin, si Isagani. Ang pari ay anak mayaman, nabibilang sa alta
sosyedad sa Maynila. Naging pari dahil sa panata ng kaniyang ina. Sa gulang na 25 ay
nagging pari na siya. Namuhay siya sa baybayin ng Dagat Pasipiko kung saan inaruga
niya ang pamangking Isagani.

Gawain:
1. Ilahad ang diskriminasyong nangyari sa kabanatang ito. (5 Puntos)
2. May diskriminasyon pa rin bang nagaganap sa ating lipunan? Iugnay ito sa
kasalukuyang pangyayari. (5 puntos)

Kabanata 3 MGA ALAMAT (Buod)

MELC: (F10PB-IVH-i-92)
Layunin: Naisasaad ang pagkamatotohanan ng akda sa pamamagitan ng pag-
uugnay ng ilang panyayari sa kasalukuyan.

Nang umakyat si Pari florentino ay dinatnan niyang nagtatawanan ang mga nasa
itaas ng kubyerta. Kung wala raw alamat ay walang kuwenta sa kaniya ang alinmang
pook, ayon kay Simoun. Isinalaysay ng kapitan ang alamat ng Malapad-na Bato. Ayon
sa kanya ito raw ay banal sa katutubo noong una bilang tahanan ng mga espiritu. Nang

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 panahanan raw ito ng mga tulisan ay nawala ang takot ng katutubo sa espiritu, at
nalipat sa mga tulisan.
Sinabi ng Kapitan na may isa pang alamat natungkol kay Donya Geronima. Si
Padre Florentino ang nahingang magkuwento tungkol dito. May magkasintahan daw
sa espanya. Ngunit naging arsobispo sa Maynila ang lalaki. Sinundan siya ng
kasintahang babae sa Maynila at nagbalatkayo upang makausap ang arsobispo.
Hiniling nito sa orsobispo na sundin nito ang pangako na pakasal sila. Sa halip na
pakasalan gaya ng kaniyang pangako ay itinira ng lalaki ang babae sa isang yungib na
malapit sa Ilog Pasig.
Nagandahan si Ben Zayb sa alamat. Nainggit si Donya Victorina na ibig din
manirahan sa kuweba. Tinanong ni Simoun si Pari Salvi kung hindi ba higit na
mainam na ilagay sa isang beateryo si Donya Geronima tulad ni Maria Clara. Hindi
raw siya makahahatol sa mga ginawa ng isang arsobispo, ayon kay Padre Salvi.
Upang mabago ang paksa ng usapan ay may nagsalaysay naman ng alamat ni San
Nicolas na nagligtas sa isang Tsino sa pagkamatay sa mga buwayang naging bato
nang dasalan ng intsik ang santo.
Nang marating nila ang lawa ay nagtanong si Ben Zayb sa Kapitan kung saan sa
lawa napatay ang isang Guevarra, Navarra o Ibarra. Itinuro ang kapitan. Nakasama
raw ng ama ang bangkay ng anak, ani Pari Sibyla. Iyon daw ang pinakamurang libing,
ayon kay Ben Zayb. Nagtawanan ang iba. Si Simoun ay namutla at walang kibo.
Ipinalagay ng Kapitan na si Simoun ay nahilo dahil sa paglalakbay.
Gawain:
1. Sa mga alamat na nabanggit, pumili ng isa (1) at iugnay sa sariling karanasan at
paniniwala. (5 Puntos)

Kabanata 4 KABESANG TALES (Buod)

MELC: F10PN-IVd-e-85
Layunin: Naipapahayag ang sariling paniniwala at pagpapahalaga tungkol sa mga
kaisipang namayani sa akda.

Si Kabesang Tales o Telesporo ay anak ni Tandang Selo, na siyang nag-aruga

kay Basilio. Dahil sa matanda na si Tandang Selo, ang anak na si Tales na ang
gumagawa ng trabahong pagsasaka. Kasama ang kaniyang asawa ay nagtiis sila ng
hirap,subalit sa kanilang unang pag-aani ay inaangkin ng isang korporasyon ng mga
pari ang lupang kanilang sinasaka. Ang lupang hinawan ni Tales diumano ay pag-aari
ng mga pari. Gayunman, ang lupa ay patuloy niyang masasaka kung siya ay
magbabayad ng buwis na may halagang 20 hanggang 30 piso taon-taon.

32
 Ayaw ni Tales ng maraming usapan kaya’t pumayag na lamang siyang ibigay sa
korporasyon ang hinihingi ng mga ito. Ngunit, napapansin niya na habang tumataas
ang kanyang ani ay tinataasan din siya ng taripa ng mga pari. Sa unang pagkakataon
ay pinayuhan siya ni Tandang Selo na ipalagay na lamang niyang natalo siya sa sugal
o nahulog sa dagat at kinain ng buwaya, kaya nagtiis na naman si Tales.
Ang anak na dalaga ni Tales na si Juliana o Huli ay binalak pag-aralin ng mag-
ama. Hindi ito natupad sapagkat si Tales ay ginawang “Cabesa de Barangay” ng
kanyang mga kanayon dahil sa pag-unlad ng kaniyang pamumuhay. Binabayaran niya
ang buwis ng mga nakatalang pangalan na ang iba ay lumipat na ng tirahan at
namatay na.
Ang kagustuhang papag-aralin ang anak na si Huli ay hanggang pangako na
lamang sapagkat habang tumatagal ay daig pa ng mga buwitre ang pari sa paglaklak
sa laman ng tao. Ang sinisingil nila kay Tales ay umabot n ng P200.00 na lubhang
napakabigat na sa kaniya. At kung hindi raw siya makababayad pa ng ganitong halaga
ay ibang tao na ang gagawa sa lupang kaniyang sinasaka. Dahil dito, ipinaglaban na
ni Tales sa hukuman ang kaniyang kaso. Gumawa siya ng lahat ng paraan at inubos
ang kahuli-hulihang sentimo sa pagtatanggol sa kaso. Subalit, natalo siya sapagkat
ang hukom sa lalawigan ay hindi pumanig sa kaniya dahil nangangamba itong
matanggal sa tungkulin.
Sa pangyayaring ito, kapag nagpupunta si Tales sa bukid ay nagdadala na siya ng
baril. Ang kaniyang namang anak na si Tano ay pinabayaan niyang maging sundalo.
Kinabahan ang mga prayle sa pagdadala niya ng baril. Sinamsam ang kaniyang baril
nang nagpalabas ang kapitan heneral na bawal ang pagdadala ng sandata.
Ang sunod niyang dinala ay gulok ni Tandang Selo. Nasamsam din ng ito kaya’t
palakol naman ang kaniyang dinala. Sa kasamaang palad, si Tales ay binihag ng mga
tulisan at pinatutubos sa halagang P500.00. ang ginawa ni Huli ay ipinagbili niya ang
kanyang alahas sa halagang P300 maliban sa agnos na bigay sa kaniya ni Basilio.
Kulang ng P200 ang kanyang pantubos kaya pumasok siyang alila kay Hermana
Penchang. Nang mabatid ni Tandang Selo ang nangyari, siya ay nag-iiyak na parang
bata, hindi kumain at natulog ng gabing iyon, inisip niyang magbigti o magpakamatay
sa gutom. Malungkot silang maglolo sapagkat kinabukasan ay Pasko na at si Huli ay
magsisimula ng magpapaalila.

Gawain:
1. Kaninong anak si Kabesang Tales? (1 pt.)
2. Magkano ang pinapabayad sa buwis taon-taon kay kabesang Tales? (1 pt.)
3. Bakit hindi pumanig kay Kabesang Tales ang Hukom? (1 Puntos)

33
 4. Nangyayari ba sa kasalukuyan ang tulad ng naging karanasan ni Kabesang Tales?
Ipaliwanag (7)

Kabanata 5 ANG NOCHE BUENA NG ISANG KUTSERO (Buod)

MELC: (F10WG-IVg-h-88)
Layunin: Nagagamit ang angkop na mga salitang naghahambing.

Inililibot ang prusisyong pang-Noche Buena nang dumating si Basilio sa San Diego.
Naantala siya sa daan dahil ang kutserong si Sinong ay kinulata sa nadaanang
kuwartel sapagkat nakalimutan niya ang kanyang sedula.
Ang unang santong dumaan sa kanilang harapan ay kamukha ni Metusalem.
Sumunod ang tatlong Haring Mago, San Jose at ang paghuli ay ang Mahal na Birhen
na nakasuot ng Divina Pastora. Hindi nila namalayan ang pagkamatay ng isang ilaw
ng karomata. Sila noon ay nasa tapat na ng kuwartel.
Si Sinong ay ipipiit at ididiyaryo pa dahil sa paglabag nito sa pinag-uutos. Dahil
ayaw ni Basilio ng basag-ulo, napilitan siyang maglakad. Masasaya ang mga
panauhin sa bahay ni Kapitan Basilio. Nakita niya si Sinang samantalang ang kapitan
ay giliw na giliw na nakikipag-usap sa alpares at kay Simoun.
Nagtuloy si Basilio sa bahay ni Kapitan Tiyago na kanyang tutuluyan. Iba’t-ibang
klase ng balita ang sinalubong sa kanya ng katiwala, at ang isa rito ay ang
pagkakadukot ng mga tulisan kay Kabesang Tales. Nabagot ang binata sapagkat ang
hinihintay niyang balita ay yaong galing sa nayon ng Sagpang. Nang gabing iyon
labis siyang nag-isip at nawalan na ng ganang kumain

Gawain:

Ihambing ang mga batas trapiko noon at ngayon. (10 Puntos)

(Noon) (Ngayon)

Pagkakatulad

PERMORMANCE OUTPUT:
Panuto:

34
 1. Gumawa ng isang poster na nagsasaad ng pagkapantay-pantay na pagtingin ng tao
sa lipunan sa kabila ng pagkakaiba sa antas ng pamumuhay, kulay ng balat,
relihiyon, lahi atbp sa kalahating (1/2 cartolina white).
2. Lagyan ng pangalan ang (1/2 cartolina white) sa kaliwang bahagi sa itaas at
seksyon sa kanang bahagi.
3. Isulat ang “Kwarter 4, Linggo 1 Performance Output”.
4. Huwag kalimutan ang pangalan at lagda ng magulang sa ibaba ng output.

RUBRIC PARA SA POSTER

Pamantayan Indikador Puntos Natatamong
Puntos
Nilalaman ●Naipakita ang maayos na 36-40
ugnayan ng lahat ng
konsept
Kaangkupan ng ●maliwanag at angkop ang 26-35
konsepto mensahe.
Pagkamalikhain ●Gumamit ng tamang 1-25
at Kalinisan kombinasyon ng kulay at
may kalinisan upang
ipahayag ang
nilalaman,konsepto at
mensahe
KABUUAN 100 PUNTOS

FILIPINO 10
IKAAPAT NA MARKAHAN
IKALAWANG LINGGO
GAWAING PAGKATUTO 2
Pangalan: ______________________________ ______________ Seksyon:
______________
Guro: ________________________________________________

Nobela: EL FILIBUSTERISMO
Kabanata: 6 to 10
Sanggunian: El FILIBUSTERISMO: Dinisenyo batay sa Kurikulum ng k-12
Manunulat: Roselyn T. Salum at Christiana S. Santos Editor:
Robinson K. Cedrre

35
 Kabanata 6 SI BASILIO (Buod)
MELC: F10PU-Iva-b85
Layunin: Naitatala ang mahalagang impormasyon mula sa iba’t-ibang
pinagkukunang sanggunian.

Habang tumutunog ang kampana para sa misa de gallo, si Basilio ay palihim na

nagtungo sa kagubatang dati’y pag-aari ng mga Ibarra na ngayon ay pag-aari nan ni
Kapitan Tiyago. Agad niyang hinanap ang isang buntonn ng mga batong malapit sa
puno ng balite, nasg-alis ng sombrero at nagdasal. Sa lugar na iyon ay inilibing ang
kaniyang ina, si Sisa. Kapag siya ay umuuwi, hindi niya nakaligtaang dalawin ang
puntod nito.
Muling bumalik sa kaniyang alala ang kaniyag mga naging karanasan 13 taon na
ang nakalilipas. Dumating sa lugar na iyon ang lalaking sugatan na doon din
namatay,ang pagtulong ng isang di kilalang lalaki sa pagsunog ng bangkay ng lalaking
namatay, ang pagtulon nito paghuhukay ng pinaglilibingan ng kaniyang ina, ang
pagbibigay nito ng pera sa kaniya, at ang pagpapalayo ng lalaking ito sa kaniya sa
pook na iyon.
Nagtungo sa Basilio sa Maynila upang mamasukan at makapag-aral. Gulat-gulanit
ang kaniyang damit nang magtungo sa Maynila. Palakad-lakad siya sa lansangan nang
Makita siya ni Kapitan Tiyago at Tiya Isabel sa isang karuwahe na noon ay galing sa
kumbento na kinaroonan ni Maria Clara. Siya ay naging alila ng kapitan kapalit ang
pag-aral niya sa San Juan de Letran. Sa unang dalawang taon niya sa kolehiyo, siya ay
nilalayuan ng mga kamag-aral at propesor dahil nakabakya at simple lang ang
pananamit niya kung pumasok.
Nang tumuntong sa ikatlong taon ng pag-aaral, unti-unting nabago ang kalagayan
ni Basilio. Siya ay kinagiliwan dahil sa pagiging matiyaga at nakapagtamo siya ng
marking sobresaliente at medalya. Lalo siyang nagsikap sa pag-aaral. Magmula naman
ng magmongha si Maria Clara ay nasuklam na si Kapitan Tiyago sa mga prayle kaya
minabuti niyang ilipat si Basilio sa Ateneo Municipal. Doon ay nag-aaral siya ng
medisina. Kumikita na siya sa panggagamot at sa loob ng dalawang buwan siya ay
magiging ganap ng doctor. Babalik na siya sa bayan at pakakasalan na niya si Huli, na
tunay niyang sinisinta.
Gawain:
Pangkalahatang Panuto:
d. Kopyahin at unawain ang mga katanungan bago tuluyang sagutin.
e. Isulat sa isang buong papel ang sagot

36
 f. Huwag kalimutang isulat sa papel ang iyong pangalan at pakilagyan kung
anong kabanata ang iyong sinagutan.
Tanong:

1. Sino si Basilio? Balikan ang kaniyang nakaraan sa Noli Me Tangere. (10 Puntos)

Kabanata 7 SI SIMOUN (Buod)

MELC: F10PB-IVd-e-89
Layunin: Natatalakay ang kaisipang paninindigan sa sariling prinsipyo.

Pabalik na sa bayan si Basilio nang makita niya si Simoun. Nagulat siya sa

kaniyang natuklasan. Hindi siya nagkakamali, si Simoun at si Ibarra ay iisa. Nakita
ni Basilio na hinihingal na si Simoun sa paghukay nang ito ay huminto. Ikinagulat pa
ni Simoun ang paglapit sa kaniya ni Basilio. Ipinakilala ni Basilio ang kaniyang sarili
sa pamamagitan ng pagpapagunita kay Simoun na siya ang tumulong dito nang
ilibing ang kaniyang ina.
Binalak ni Simoun na patayin si Basilio dahil natuklasan nito ang kaniyang
lihim. Nagbago ang kaniyang isip sapagkat napagtanto niyang kapwa sila may dapat
singilin sa lipunan at mahanap ang katarungan sa kaapihang kanilang dinanas.
Nagpalitan ng paninindigan ang dalawa tungkol sa umiiral na kalagayan ng
bansa. Inilahad ni Basilio ang kanyang nais na gawing lalawigan ng Espanya ang
Pilipinas at magkaroon ng pantay na karapatan ang mga Espanyol at Pilipino.
Ikinatuwiran ni Simoun na hinihiling ng kabataan sa pangunguna ni Basilio ay
magwawasak sa lahing Pilipino at sa lupang tinubuan. Ang pagnanais na maipatayo
ang Akademya sa Wikang Kastila ay makadaragdag pa sa may mahigit na 40 wikang
ginagamit na sa kapuluan. Ito ay magdudulot lamang ng di-pagkakaunawan.
Ang pananaw na ito ni Simoun ay sinansala ni Basilio sapagkat buo ang
kaniyang paniniwala na ang wikang Kastila ang magbubuklod sa mga pulo at
makapaglalapit sa taumbayan sapagkat ito ay hindi magiging karaniwang wika sa
Pilipinas sapagkat ang mga laman ng pag-iisip at tibukin ng puso nito ay walang
kani-kaniyang sariling wika.
Nagkaroon pa sila ng pagtatalo hanggang sa dumating sa puntong inaamuki ni
Simoun si Basilio na makianib sa kaniya sa paghihiganti laban sa pamahalaang
kastila. Pero, hindi sumang-ayon si Basilio sa pagsasabing wala siyang hilig sa
politika at naniniwala siyang ang karunungan ng tao ay walang hanggan na maaaring
magamit sa makabuluhang bagay.
Mag-umaga na nagpaalaman na silang dalawa. May pabaong bilin si Simoun sa

37
 binata, hindi niya pinipigilan ito na ibunyag ang lihim at kung kailangan nito ng
tulong niya ay magpunta lamang sa sa Escolta.

Gawain:
Tanong:
1. Kung ikaw si Simoun, ipagkatiwala mo ba kay Basilio ang iyong maselang lihim
sa sariling buhay at layunin ang nakataya? Ipaliwanag. (Lagyan ng tsek ang
bahaging napili). (10 Puntos)

Oo (____) Hindi (____)

Paliwanag:
______________________________________________________
___________________
_________________________________________________________________
_________________
__________________________________________________________________
_________________
__________________________________________.

Kabanata 8 MALIGAYANG PASKO (Buod)

MELC: F10PB-IVd-e-89
Layunin: Natatalakay ang mga kaisipang pagmamahal sa pamilya.

Nagising si Huli na umaasang maghihimala ang Mahal na Birhen at makakita ng

kapupunang pera upang pantubos sa amang si Kabesang Tales. Subalit hanggang sa
sumikat ang araw at muli niyang tingnan ng ilalim ng imahen ng Mahal na Birhen ay
wala siyang nakitang pera. Dahil dito, nabuo sa kaniyang loob na wala nang ibang
paraan kundi magpunta sa bagong amo. Hindi naman siya malulungkot sapagkat
malapit lamang ang bahay ng kanyang pinaglilikungkuran. Tuwing makalawang
araw ay maaari niyang dalawin ang kaniyang Lolo Selo. Inayos ni Huli ang kaniyang
tampipi at hinalikan ang locket na may brilyante at Esmeralda. Kaagad din niya itong
inilayo sa bibig at tingo sa lukbutan nang maalalang galig iyon sa ketongin.
Binasbasan siya ni Tandang Selo nang walang imik. Nagbilin si Huli sa
kaniyang lolo na pagdating ng kaniyang ama pakisabi nitong siya ay napasok sa
pinakamurang kolehiyo at ang kanyang amo ay marunong ng Espanyol. Sunong ang
kanyang tampepi, mabilis na pumanaog ng bahay si Huli sapagkat napansin niyang

38
 nahihilam na sa luha ang mata ng kaniyang inkong.
Dumating ang araw ng pasko. Hindi iniintindi ni Tandang Selo ang mga
kamag-anak na namasko sa kanilang bahay. Pilit siyang ngumiti ngunit nanginig
lamang ang kaniyang labi at walang lumabas dito kundi impit na tunog.

Gawain:
Tanong:
1. Bilang isang pamilya, paano ninyo hinarap ang mga suliranin o pagsubok na
dumating sa buhay ninyo?(20 Puntos

KABANATA 9 SI PILATO (Buod)

MELC: F10PN-IVd-e-85
Layunin: Nabibigyan ng kaukulang pagpapakahulugan ang mahalagang pahayag
ng awtor/mga tauhan

Ang iba ay naawa at ang iba ay nagkibit-balikat lamang sa nangyari kay Tata
Selo. Sinabi ni Hermana Penchang na yaon ay parusa ng langit sa mga taong
makasalang katulad ni Huli na maaari nang mag-asawa ay hindi pa marunong
magdasal. Upang mailigtas sa kasalanan si Huli, pinabasa niya ito nang pauli-ulit ng
isang aklat na may pamagat na “Tandang Basyong Makunat”, at pinapupuntang lagi
sa kumbento upang makipagkita sa kura. Nangamba ang manang ng mabalitaan
niyang lumuwas ng Maynila si Basilio upang kunin ang perang kanyang naipon at
tubusin si Huli. Ipinalagay ng manang na si Huli ay tuluyang mabubulid sa
pagkakasala sapagkat siya ay kukunin ng diyablong nagbalatkayong mag-aaral.
Naniniwala rin siyang ang nga nag-aaral Sa Maynila ay nangasasawi.

Sa kabilang dako, nagsaya ang mga pari sa kanilang pagkapanalo sa usapin (na
niluto lamang at kinuha sa palakasan). Naipamahagi na sa iba ng ga prayle ang lupang
sinasaka ni Kabesang Tales, wala ang kaniyang anak na si Huli at napipi ang ama
bunga ng pangyayari. Naragdagan pa ang sama ng loob ng tumanggap siya ng utos na
bigay ng tinyente sa nayon na kailangang iwan niya ang sariling pamamahay sa loob
ng tatlong araw. Napaupo na lamang sa tabi ng ama at hindi halos nagsalita sa loob ng
maghapong iyon.

Gawain:

39
Ibigay ang kahulugan ng mga salitang may salungguhit sa sumusunod na
pangungusap.Piliin ang wastong sagot na nasa loob ng kahon at isulat sa patlang.

natakot nagpanggap
binalewala
malulunod nangabigo
nagpakatotoo

1. Sa mga suliraning dumating sa kanyang buhay, nagkibit balikat na lamang si Huli.

___________
2. Nangamba ang manang nang mabalitaan niyang lumuwas ng Maynila si Basilio.
_____________
3. Si Huli ay tuluyang mabubulid sa pagkakasala sapagkat siya ay kukunin ng
diyablong nagbalatkayong mag-aaral.____
4. Si Basilio ang tinutukoy ng manang na isang diyablong nagbalatkayong mag-
aaral. ___________
5. Naniniwala ang manang na ang lahat ng nag-aaral Sa Maynila ay nangasasawi.
______________

KABANATA 10 KAYAMANAN AT KARALITAAN (Buod)

MELC: F10PB-IVb-c-87
Layunin: Natutukoy ang papel na ginampanan ng mga tauhan sa akda sa
pamamagitan ng pagtukoy/pagtunton sa pangyayari.

Kinabukasan, nagdaan ang buong bayan sapagkat ang mag-aalahas na si Simoun

ay sa bahay ni Kabesang Tales tumuloy. Tinanong niya si Tales kung ang kaniyang
baril ay sapat nang panlaban sa mga tulisan.
Dumating si Kapitan Basiliio kasama ang asawa, anak na si Sinang at ang
kanyang manugang na handang gumastos ng P3,000 para s apagbilli ng alahas.
Naroon din si Herman Penchang upang bumili ng singsing na brilyante. Kaagad na
inilabas ni Simoun ang mga dalang alahas.
Tinanong ni Simoun si Tales kung wala itong ipinagbibiling alahas. Sinagot ito
ni Tales na naipagbili na lahat ng kaniyang anak na si Huli ang alahas maliban sa
agnos na handog ni Basilio. Nais ni Simoun ang locket kaya’t tinawaran niya ito,
pero sinabi ni Tales na isasangguni muna nila ito kay Huli.
Lumabas si Tales nang magtatakipsilim na. Pupuntahan niya si Huli sa bahay ni
Hermana Penchang upang tanungin kung nais niyang ipagbili ang locket. Buhat sa

40
 malayo ay natanaw niya ang paring namamahala ng asyenda at ang taong nagsasaka
sa dati niyang lupain. Bigla siyang nakadama ng galit sa kaniyang dibdib. Sinundan
niya ang dalawa.
Samantala maghating gabi ay hindi pa dumarating si Tales. Nainip si Siomun
hanggang sa makatulog. Kinaumagahan, nang magising siya, wala na ang kaniyang
baril. Sa halip isang sulat ang kaniyang natagpuan buhat kay Tales na nagsasabing
kinuha niya ang baril upang gamitin sa panunulisan. Iniwan niya ang locket bilang
kapalit. Tiningnan ito ni Simoun nang buong pagsuyo.
Naibulong sa sarili ni Simoun na natagpuan na niya ang taong kaniyang hinanap.
Iniutos niya sa kanyang mga bataan na dalhin sa Los Baṅos ang kaha ng alahas at
doon siya hintayin. Samantala, may dumating na silbi sa bahay ni Tales upang dakpin
ito. Pero, hindi nila natagpuan kaya si Tandang Selo ang dinala ng apat na sibil.
Tatlo ang pinatay nang gabing iyon. Si Padre Clemente, ang tagapangasiwa sa
asyenda at ang bagong magsasaka sa lupa ni Tales.Basag ang mga bungo ng mga ito
at puno ng lupa ang kanilang bibig. Ang isa pang bangkay ay pugot ang ulo at sa tabi
ay mayroong papel na salitang nakasulat sa sugo na “Tales”.
Gawain:
A. Magtala ng limang (5) tauhan at ibigay ang kanilang pagkakakilanlan. (2
Puntos bawat bilang).
1.
2.
3.
4.
5.
Halimbawa:
1. Si Simoun ay isang mang-aalahas na tumuloy sa bahay ni kabesang Tales.

Performance output:
Panuto:
1. Magbigay ng isang larawan (picture) ng iyong buong pamilya.
2. Idikit sa isang “short bond paper”.
3. Sa ibaba ng larawan isulat ang;
● mga katangian ng bawat miyembro ng pamilya
● Isang pangyayari sa inyong pamilya, na hinding-hindi mo makakalimutan.

Pamantayan Indikador Puntos Natatamong

Puntos

41
Nilalaman ●maliwanag na 36-40
paglalarawan ng
pangyayari at katangian ng
pamilya
Pagkamalikhain ●pagkamalikhain sa 26-35
pagdikit ng larawan o
paglagay ng disenyo
Kalinisan ●kalinisan ng gawa 1-25
KABUUAN 100 PUNTOS

42
SAMPLES OF LEARNERS’ OUTPUTS

43
 LIST OF UTILIZED PROFESSIONAL READING MATERIALS
PROFESSIONAL READING NO. 1
Real-time teacher-student interactions: A Dynamic Systems Approach
(Summary)

The study dealt on teacher-student interactions measured in terms of characteristics of

twoteachers with distinct teacher-student relationships. These teacher-student
relationships developfrom real-time teacher-student interactions and characterized by
interpersonal content, structure,and complementarity. Good teacher-
Student relationships are important for the learner’smotivation, their academic
achievement and for teachers’ well
-being while the poor one are relatedto classroom management issues and commonly the
main reason why teachers leave their profession.Many studies have posted the important
and crucial role of the relationship between theteacher and student in education. These
relationships develop from daily classroom interactions between teacher and students.
Since the knowledge base on the relation between these dailyinteractions and the teacher-
student relationship is limited, thus they want to add to this knowledge base. The study
defined interactions as real-time behavioral exchanges of two or more participantsand
relationships as relatively stable patterns in these behavioral exchanges. It is fruitful to
use anapproach based on Dynamic Systems (DS) theory when studying how daily
classroom interactionsand teacher-student relationships influence each other.
Development is therefore studied byexamining the relation between experiences and
processes on different time levels. Studying thedevelopment of teacher-student
relationships using a DS approach includes three basic tenets (a)real-time interactions
between teachers and students in classrooms are the building blocks ofteacher-student
relationships; (b) these relationships are manifested through the development ofrecurrent,
relatively stable patterns in real-time interactions; and (c) these relationships
constrainreal-time processes and experiences. In various social contexts studies on
relationships have beencarried out using a DS approach. Yet, the knowledge that only
very few studies have been carriedout using this DS approach to empirically study
interpersonal relationships in educational settings.In studies that use the DS approach
real-time interactions are characterized by their content andstructure. The present study
characterized in the context of teacher-student relationships:interpersonal content and
interpersonal structure. According to identifying the interpersonal content and
interpersonal structure in teacher-student interactions may be critical for
understandingteacher-student relationships. They will also add a third distinctive
characteristic of real-timeinteractions that is used in studies building on Interpersonal
theory: interpersonal complementarity.According to interpersonal complementarity, it is

44
probably the most predictive characteristic ofinteractions for studying differences in
relationships. As a first step in studying on the relation between real-time teacher-student
interactions and teacher-student relationships they will exploreif teachers with different
relationships with their students also differ in interpersonal content,structure and
complementarity of the real-time interactions with their students. This
discriminantvalidity of these real-time characteristics is a prerequisite in studying the
relationship between real-time (micro-level) and developmental time (macro-level)
processes and experiences. Insight in therelation between real-time and developmental
time processes and experiences contributes to theunderstanding of the development of
teacher-student relationships, and to interventions to improveteaching practice.The results
were compiled and stated are: for interpersonal content and interpersonalstructure, it
shows that there were differences in interpersonal content of real-time teacher-
studentinteractions between the teachers. Thus, by measuring interpersonal content it was
possible todiscriminate between two teachers who were perceived by their students as
having a relationshipwith students with distinct degrees of Agency and Communion.
From the results of the dispersionmeasure they concluded that variability is rather high in
the teacher-student interactions of bothteachers. Yet, from the results of the Entropy
measure they concluded that in comparison to theresults of variability is small. This
indicates that, although the teacher-student interactiontrajectories move to a large amount
of cells, these are still rather predictable compared tointeractions found in family or peer-
relations studies. Interpersonal structure discriminates between the two teachers for
Communion in the negative situation in terms of dispersion.The present study explored
the discriminant validity of interpersonal content, interpersonalstructure and interpersonal
complementarity in real-time teacher-student interactions for teacherswith different
relationships with students. In order to do this, they compared these characteristicsin real-
time interactions of two teachers with a distinct teacher-student relationship in
theirclassrooms. The results of this study showed some differences in interpersonal
content of real time teacher-student interactions between the teachers. On average the
interactions of Teacher Ashowed more Agency than the interactions of Teacher B
whereas the interactions of Teacher Bshowed more Communion than the interactions of
Teacher A. Thus, measuring interpersonalcontent in only a couple of minutes allowed us
to discriminate between two teachers in a way thatis consistent with student perceptions
of the (general) relationship with these teachers. This is promising for research aiming to
connect the level of relationships with the level of real-timeinteractions. For practice, this
is useful in helping teachers to understand their general relationshipwith students based
on characteristics of their daily interactions with their students.Results on interpersonal
structure of real-time teacher-student interactions showed that ingeneral, the differences
between teachers are relatively small: differences between situations arelarger than

45
differences between teachers. This may imply that variability differentiates more between
situations than between teachers. This would mean that it is important to take the
situationinto account when comparing variability in teacher-student interactions of
different teachers.Regarding differences in interpersonal complementarity they found that
the teacher-studentinteractions were complementary in most situations. Teacher B, with
the higher Communionrelationship, showed consistent correspondence in the real-time
interactions with students in allthree situations. For Teacher A results showed no
correspondence in the positive situation. TeacherA, with the higher Agency relationship,
showed consistent reciprocity in the real-time interactionswith students in all three
situations. For Teacher B results showed no reciprocity in the negativesituation. These
results indicate a connection between the level of Agency or Communion inteacher-
student relationships and complementarity in the corresponding dimension in real-
timeinteractions.They were all aware that their study had some limitations that should be
taken into accountin future studies. First, this was only an exploratory study that
compared two teachers with distinctteacher-student relationships. Yet, within the
population of teachers there is a lot of variation inteacher-student relationships. These
relationships vary in terms of Agency and Communion. Tofully understand the
discriminant validity of interpersonal content, structure and complementarity,we should
compare these characteristics in interactions of teachers with other type of teacher
students relationship than in the present study.

Second, we analyzed teacher and student behavior separately for Agency and
Communion.However, according to interpersonal theory, the relation of both dimensions
can best berepresented within a circular plane: the IPC described a vector-based method
that takes intoaccount the circular nature of the interpersonal construct. Circular statistics
is a promisingtechnique to analyze data with a circular nature. In the future, using circular
statistics will enableus to take behavior as a blend of Agency and Communion into
account.The ultimate goal of the study was to increase understanding of how teacher-
studentrelationships (macro-level) develop from real-time interactional processes (micro-
level). We hopethat such an understanding will help teacher educators create awareness
among their student-teachers of, for example, the effect of teacher behavior on the
interactions with students and howthese interactions will affect the teacher-student
relationship and the classroom climate.Teachers experience difficulties in changing
routines or patterns in their behavior,however, contend that teachers are highly motivated
to learn or change when they see the effect oftheir behavior on students. Video coaching
and video guided training have been used in teacher professional development programs
effectively to create a better understanding of the role ofteacher behavior in teacher-
student interactions. Actively analyzing the role of teacher behavior ininteractions and for

46
instance zooming in on situations where knowledge of the complementarity principle
could help teachers (re)gaining control of a situation, will encourage them to stayfocused,
view their practice from another perspective, and implement change.The results of this
study suggest that interpersonal content, interpersonal structure, andinterpersonal
complementarity indeed discriminate between teachers with distinct teacher-
studentrelationships. Studying interpersonal content, structure and complementarity in
real-timeinteractions helps to increase knowledge about the effect of teacher behavior on
student behavior.This provides clues to intervene and change behavior in the classroom
to improve relationshipsand the classroom climate.

Reference:
Pennings, H. J.M., Tatwiik, J., Luce, T., et al. (2014). Real-time teacher-
studentinteractions: A Dynamic Systems approach retrieved on August 13, 2017
fromhttp://www.sciencedirect.com/science/article/pii/S0742051X13001303

PROFESSIONAL READING NO. 2

Deeper Learning
(Summary)

)Educational techniques also called as student-centered learning is relatively a

newmovement that was based on the current belief and was influenced from the advanced
Americaneducational thought. Most of our educational practices today were developed
more than a centuryago in the purpose of producing highly competitive workers to be
assigned to repetitive mechanicalerrands. The advocates of deeper-learning in this
century argued on the matter that the job industryrequires a very unique set of skills, one
that our present educational practices is not in the situationto help learners develop: the
ability to work cooperatively, to present ideas to a group such brainstorming, to write
effectively, to think deeply and critically about problems, to takeinformation and
techniques learned in one context and adapt them to a new and unfamiliar problemor
situation.Learners must practice them in school in order to develop all the skills but in
most schools
Right now, they don’t get the opportunities to practice the skills. I
T is the reason why the advocatesof deeper learning promote inquiry-based instruction,
project-based learning and performance- based assessments. The students were given
opportunities to engage in the discussions rather than just listening to the lectures of the
teachers through inquiry-based instruction. They can also workin a group activity that
elaborates on making projects that might take weeks or months to completethrough

47
project-based learning. Also, they will experience getting scores not only during exams
but also through making their own outputs such as portfolios, presentations, artwork and
writtenwork because of the performance-based assessments. There is a wide opportunity
to the studentsto learn different skills in many schools that use deeper-learning
principles.Camille Farrington would call academic perseverance as one of the believers
of deeper-learning and what others might call grit or resilience. The disbeliever of
deeper-learning existsalmost everywhere and have issues about it. One of their main
concerns is that, while project-basedlearning is used by highly trained teachers where it is
very effective in the classroom, it is also atechnique that is easy for a beginner teacher to
do quite badly. To make the project useful, it needsto be properly planned and built on
the foundation of accurate and relevant information it doesn’t happen, project -based
learning will be useless to education. Jal Mehta stated on his provoking essay in 2014,
that some worrisome issues were not only about race but of class. Thisessay focuses
mainly on the deeper learning advantages and both inequality across schools andtracking
within schools such supply side inequality. Those disbelievers pointed out that in 1960 ’
sand 1970 ’s, “project -based learning ” was used in some low -income schools as a
euphemism forthe practice of having poor kids build Lego models and doodle in coloring
books while the richkids across town learned how to read and do math. They also
expressed that the students must firstneed to develop that core knowledge before they can
benefit from a collaborative, project-basedapproach.Bob Lenz has made project-based
learning the main educational approach in its fourschools which served mostly low-
income black and Latino students in San Francisco Bay Area. In2015, Lenz wrote in his
book Transforming Schools which addresses people class concerns aboutthe deeper-
learning approach. Lenz disagrees that project-learning is for rich people only and wrote
that “We have yet to encounter a singl e student who was either not ready or somehow
too advancedfor the kind of performance- and project- based education that we
advocate.” Lenz was right, when deeper-learning approach is used well it can produce
benefits for students in poverty.Expeditionary Learning schools have shown significant
academic success with low-incomestudents. And a 2014 study conducted by the
American Institutes for Research of student performance at schools in California and
New York, found that there is a significant positiveimpact in going to deeper-learning
schools.Deeper-learning strategies are often used to correct the no-excuses educational
philosophy but recently, the strong gaps that once existed between no-excuses and
deeper-learning schoolshave begun to break. In the fall of 2015, Elm City Preparatory
Elementary School in New Haven,Connecticut, one of the founding schools of the
Achievement First network, introduced changesof its curriculum that includes an
embrace of many of the beliefs and practices of deeper learning,including an increased
emphasis on experiential learning and student autonomy. The students nowcontrol their

48
schedule and pursue their own personal interests in their learning much more thanwhat
they used to do, and they have more independence in the subjects they study. Elm
Cityteachers lead students on a two- week “expeditionary” project in
In-depth sometimes involving outside school visiting a farm, museum, or historical site
once everytwo months. They emphasized three crucial intrinsic motivators: autonomy,
competence, andrelatedness.Toll said that the hardest one the Achievement First has
always been autonomy, and added
That in the past we think that we know what’s best for students. So letting kids choose w
Hat tofocus on has been a bit of a challenge for us. So far, the experiment had been a
success. Studentswere still getting the rigorous education that Elm City had become
known for, but now they weremore motivated, more enthusiastic, and more engaged

Reference:
Tough, Paul (2016). Helping Children Succeed: 2.2 Deeper Learning retrieved onAugust
13, 2017 from http://paultough.com/helping/pdf/Helping-Children-Succeed-Paul-
Tough.pdf?=hcs=pdf-landing

49
LEARNERS’ IMPRESSIONS AND FEEDBACKS

50
 5 YEAR CAREER PLAN
LADY MAE B. SAMAL

Five years from now, my first goal is to pass the Licensure Examination for
Teachers (LET) and land on a teaching job in the City (Cotabato City)
Five years from now I will take up my Master’s Degree
OBJECTIVES
1. To obtain Bachelor’s Degree in Secondary Education Major in Filipino at the
Cotabato State University
2. To attend review classes.
3. To attend seminars and trainings related to my field of expertise.
4. To obtain high rank and pass the interview.
5. To take Master’s Degree.
OUTCOMES
1. I will graduate with the degree of Bachelor in Secondary Education Major in
Filipino.
2. I will pass the LET with the high rank.
3. To teach in my own City.
4. I will become an effective teacher not only for my future students but also
contribute to the education of the Philippines.
5. I will acquire a teaching position in DepEd especially in my own City.
6. I will become well-trained and competent teacher

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 STUDENTS TEACHER’S REFLECTION ON STUDENT TEACHING
EXPERIENCE
The transition to remote teaching has been a major challenge and is likely to
widen existing achievement gaps. Supportive working conditions matter more than ever.
The COVID-19 pandemic has shuttered schools across the Philippines, upending
traditional approaches to education. The health threats posed by the Coronavirus, sudden
shift to remote teaching, and added caretaking responsibilities at home have created a
uniquely stressful and demanding context for teachers’ work. Major concerns exist about
teachers’ wellbeing during the pandemic and their ability to successfully deliver
instruction remotely. Teachers have also expressed apprehension about their willingness
to return to the classroom when schools are able to reopen. Even more troubling are
projections of substantial student learning loss and the likelihood that differential access
to technology and learning supports at home are exacerbating longstanding achievement
gaps along racial and socio-economic lines.
I started teaching with an aim that my students will excel in every aspects. I
wanted to see my students as a high achiever in every aspects. I had high expectation
from the beginning which helped me to have the enthusiasm to inspire and motivate the
students. I had expectations like making the students ask more challenging questions so
that they know more about the topic. The answers to their questions were given in such a
way that they become more curious to know about it. It was my foremost goal and I was
able to achieve this. For that I had to maintain certain rules which made the students
bound to stay motivated and inspired and go with the upcoming challenges. I always tried
to make the students think critically so that they become able to cope up with difficult
situations.
My handled class are Grade 7- Dalton, Grade 10-star, Grade 10-Diamond and
Grade 10- Jade. Some of these are Honors Class. Thankfully, my veritable, strict yet
loving and caring mentor and my Cooperating Teacher- Ma’am Zeny, introduced me to
her students well and guiding me what to do. Ma’am Zeny came up with a strategy to
break up his lectures while still providing work for her students. This was so important
because the students were getting the education they needed as well as having breaks in
between to support their well being and carry on interactively with their class.
Throughout the pandemic it is so important to create strategies and routines. One strategy
Ma’am, Zeny kindly shared with me was simple: self-compassion. She informed other

52
teachers that they had to take care of themselves first to be able to help and teach their
students successfully. Self-compassion is composed of three parts: self-kindness,
common humanity and mindfulness. These three parts mean that you are understanding
and kind to yourself, you realize you aren’t the only one that feels pain and then
overcoming your pain and suffering through mindfulness. Self-compassion is all about
loving yourself through the pain and suffering you are feeling.
Because of the Pandemic, the Department of Education utilized blended learning.
Notre Dame Village National High School chose modular learning, where in the students
get their modules in school and answering it in their respective homes. And that’s a big
challenge for me as a student teacher. The mode of learning is modular, but still I can
sense the effort of my students through answering their modules. There are students
putting designs and graphics in their answer sheets. Checking their learning activities
one-by-one. I was able to communicate my students through cellphones only. Message
them through messenger, giving them instructions and reminding them when is the
distribution and retrieval of their Learning Activity Sheets. They also asking me
questions and clarifications about it, and answering them in a responsive way.
I have realized that one positive thing that came from the pandemic for teachers is
that the relationships between themselves and other teachers became so much stronger.
There was the realization that the connectedness between staff members was what made
remote learning work. They had to be resilient and work together as a team to be able to
do their jobs successfully.
I think I can speak for most people when I say we all have some sort of routine we each
follow day in day out. Having a routine gives us feelings of safety and security. When
teachers had to go from face-to-face learning to remote learning, a whole new routine had
to be created for themselves and for their students.
Sudden move to remote teaching has created substantial challenges for teachers’
work and limited the degree to which students can engage in learning. I find that mid-
career teachers—those most likely to have children at home—have particularly struggled
to balance their work responsibilities with their home lives during the pandemic. And
veteran teachers are over three times more likely than early-career teachers to report
being uncomfortable using the technological tools required for teaching at home.
Importantly, schools with more supportive working conditions have been far more
successful at helping their teachers maintain a sense of success during the pandemic.

53
STUDENTS TEACHING PROBLEMS/CONCERNS AND RECOMMENDATION

Entering year two of the pandemic is strange. It barely seems a day since last
March, but it also seems like a lifetime. What was once a place to sleep, eat, and relax,
home is now also a place to call school due to a worldwide pandemic. Are students,
teachers, and parents ready to incorporate school as their virtual reality at home? I have
never experienced something this dramatic in my life.This is going down in history as the
best test of strength in communities all over the world.
Many people have some sort of mental health related issue at some point in their
lives, and teachers are no exception. So imagine how the pandemic has affected the
number of those teachers who might have already been suffering with anxiety and stress
for example, before the pandemic. The government provided funding for teachers to help
their student’s mental health but, how are teachers supposed to provide their students
with help when they themselves are struggling? We need to help our teachers with their
wellbeing so that they can help their students – our next generation! It has been proven
that children mirror the behaviours of their role models and those they spend a vast
majority of their time with; we need our teachers to be happy and mentally & emotionally
healthy so that children can mirror their positivity.
I think the new school setting is the change we need in order to keep everyone
safe. Online classes may create new challenges for students but is a safer route to
continue education instead of potentially contracting this deadly virus. My thoughts are
that kids will have a deeper understanding of technology and how important socialization
is. This is the time that families have to be stronger than ever. Parents will have to
become tutors, students will have to learn self-discipline, and teachers will be put to the
test on their technological abilities while instructing classes.
The world is experiencing this pandemic in many stressful ways. With an unstable
household, I can’t imagine the difficulties and struggles that particular students will be
presented with while school is mandatory to attend at home. What if their home
environment is not quiet enough to focus? What can students who have a crowded and
distracting household do to concentrate on their online classes? I hope the students who
have hard obstacles at home can access appropriate environments to maintain academic
stability.

54
APPENDICES

55
CLASS PHOTOS

56
PHOTOS WITH COOPERATING TEACHER

57
PHOTOS OF DEMONSTRATION TEACHING

58
PHOTOS OF FINAL DEMONSTRATION TEACHING

59
PHOTOS OF RELEVENT ACTIVITIES (CED AND COOPERATING SCHOOL)

Photos during Student

Teachers Orientation of Notre
Dame Village National High
School

Screen Shot Photos during

Webinars on Lesson Planning in
the K-12 Curriculum Program
and Assessment Across All
Subject Areas in the K to 12
Curriculum

Other Relevant meeting and

webinar

60
 CERTIFICATES

CURRICULUM VITAE

61
Name : LADY MAE B. SAMAL

Address : Badoy St., Blk 20, Lot 6, Virgo Subd,

Rosary Heights 9, Cotabato City

Mobile No. : 0975-089-2178

Email : [email protected]

Apply for : Secondary Filipino Teacher

OBJECTIVE

To be able to work in a conductive working environment that allows individuals

to grow personally and professionally wherein I could execute all the knowledge, skills
and ideas to the extent of my best.

PERSONAL DATA

Nationality : Filipino

Sex : Female

Marital Status : Married

Date of Birth : May 01, 1996

Place of Birth : Mother Barangay Bagua, Cotabato City

EDUCATION

2017-2021 : Bachelor of Secondary Education Major in Filipino

2008-2012 : Kampilan Academy

2002-2008 : Maguindanaon Elementary School

ACHIEVEMENTS

March 21, 2019 : Academic Excellence Awardee

Cotabato City State Polytechnic College

Dec. 11, 2019 : Academic Excellence Awardee

Cotabato City State Polytechnic College

SKILLS

62
Computer Literate : Microsoft Office Word, Excel, Powerpoint

REFERENCES
Scherazade A. Baraguir, REB Municipal Treasurer Rajah Buayan, Mag.
Fatima I. Adza, Al-hadja DepEd XII Chief Administrative Officer Koronadal City
Dennis U. Piang, CE Municipal Engineer Mamasapano, Mag.

63