Portfolio

Prepared by:

Dayanara Gail V. Arandela

BBTE IT 4-1

ACKNOWLEDGEMENT

First and foremost, I want to thank my parents for their invaluable support morally,

emotionally and financially. My family is my own blessing, and the love I have for my parents is

the love I bring to this study.

I would like to give special thanks and acknowledgement to the following people:

To our Subject Professor, Professor Sheryl Morales for guiding us along the way and

being dedicated to answer all our inquiries about practice teaching.

To our Subject Adviser, Professor Marilyn Isip for his advice, and assistance about the

Teaching Practicum and for enlightening our minds for the proper things to take and follow.

To my Cooperating Teacher, Sir Erwin G. Bajao for his guidance in the preparation of

my Final Demonstration and for sharing some of his experiences and some tips.

To my friends Rymel, Reynald, Michail, Earl, Shamin, Rowyne and Robert who also

served as my inspiration and for their support.

And above all, to our Almighty God who is the true source of all knowledge and wisdom,

who gives us the strength to face all challenges and hardships even with this practicum.

I am deeply grateful for all the caring hands that were so humble to help and make this

portfolio possible. Thank you so much.

Table of Contents

Acknowledgment

Table of Contents

I. Statement of Purpose of the Practicum

II. Prayer of Pre-service teachers

a. Teacher's creed

b. Personal Education Philosophy

III. Involvement and Personal Data

a. Community Involvement Evidences

IV. Personal Insights on the pre-service training experience

V. Brief Description of the Site of Practice Teaching

a. Mission and Vision

b. Values

c. Organizational chart

VI. Sample lesson plan/learning guide/plan book/activity log

a. semi-detailed lesson plan

VII. Lesson plan used during final demonstration

a. pictures of teaching materials used

b. pictures during the final demo

c. sample of students' output

Appendix

a. Daily Time Record Cards

b. Pictures

I. Purpose of the Teaching Practicum

Since the student teaching experience is to be of high quality, it is important that the team

members share common overall goals and objectives. Specific objectives for the course “Student

Teaching” are listed below.

The student teacher will be able to . . .

1. Integrate pedagogical studies with knowledge of specific disciplines and national

professional organization standards to create meaningful learning experiences.

2. Design active learning opportunities that are appropriately adapted for various

developmental levels, and for learners with disabilities.

3. Strengthen skills required for creating, selecting, and using formal and informal

assessment strategies to evaluate student progress and to improve teaching and learning.

4. Establish and maintain a positive, purposeful, and God-centered learning environment

that promotes positive social interaction, active engagement in learning, and self-

motivation.

5. Communicate, collaborate, and consult with teachers, students, administrators, and

parents clearly and effectively in the educational process.

6. Develop and articulate an understanding of educational philosophy, history of education,

and current trends and issues.

7. Demonstrate competence in all job responsibilities in the student teaching setting.

8. Develop strategies for enhancing personal areas of strength and weakness identified

during field experiences and seek opportunities for professional growth and development.

9. Integrate technology appropriately and effectively for communication and instruction.

II. Prayer of Pre-service teachers

Student Teacher’s Prayer

Eternal God, We are truly grateful of the blessing that you have showered upon us. Thank you

for the gift of life, for the loving students, for the loving and caring family, for the understanding

and compassionate teachers, for the supportive principal and for this wonderful day that we are

about to share together with your guidance and protection.

Bless us all as we are about to deal a new lesson, new knowledge to inculcate, new experiences

to embrace, new ideas to share, new values to feed our morale, new output of our painstaking

labor to fulfill our satisfaction, new opinions to open up with others, new camaraderie to develop

and a lot more that we are humbly asking from your most benevolent heart that grant simple

requests into a sure reality.

Lord, Bless all schools that it may dynamically and competitively become a center for sound

learning, new discovery, and the pursuit of wisdom; and grant that those who teach and those

learn may find you to be the source of all truth and wisdom.

Lord, we ask forgiveness for all the sins that we have committed and we are sincerely accepting

your Holy Spirit to rule our hearts and minds so that we can avoid the temptations and some

forms of evil as we continue fulfilling our roles in this beautiful world as children of God. We

ask this through our Lord Jesus Christ, your son, who lives and reigns with you and the Holy

Spirit, one God, forever and ever Amen.

Code of Ethics for Student Teachers

A. Preamble – A student-centered perspective

Mandate:

A joint subcommittee consisting of members from two standing committees of the

Faculty of Education (Faculty of Education Ethical Review Board and Student Standing) was

created to develop a Code of Ethics for Student Teachers and to examine the ways in which this

Code will be communicated to students, faculty members and educational partners.

Goals and rationale:

The interests of the two Standing Committees of the Faculty of Education in promoting

appropriate ethical and professional conduct have led us to develop the following Code of Ethics

for Student Teachers. This code seeks to respond to, and address the following needs:

1. The Code addresses the interdependent duties, rights and responsibilities of student

teachers, faculty members and educational partners.

2. By addressing common issues and needs, the Code seeks to articulate and make explicit

ethical principles that transcend disciplinary boundaries. These principles reflect the

fundamental values that are expressed in the duties, rights and responsibilities of all

involved in Teacher Education.

3. The Code requires a reasonable flexibility in the implementation of common principles. It

is designed to help those involved in Teacher Education, as a matter of sound ethical

reasoning, to understand and respect the contexts in which they work and accommodate

the needs of others.

4. The Code seeks to encourage continued reflection and thoughtful response to ethical

issues. It does not seek definitive answers to all ethical questions or situations. Rather, it

seeks to outline the guiding principles to ethical conduct and to identify major issues

which are essential to the development and implementation of this Code.

Context of an ethics framework for student teachers

The principles and norms guiding ethical conduct are developed within an ever evolving

complex societal context, elements of which include the need for reflective action and ethical

principles.

Education is premised on a fundamental moral commi tment to advance and construct

knowledge and to ensure human understanding and respect for individual and collective well-

being and integrity.

The moral imperative of respect translates into the following ethical principlesthat

assume a student-centered perspective as articulated in the Quebec Curriculum Reform and

Competencies outlined for Teacher Education.

B. Academic freedom and responsibilities

Teachers enjoy, and should continue to enjoy important freedoms and privileges.

However, with freedoms come responsibilities and ethical challenges. This Code of Ethics is in

keeping with the philosophy and spirit of the New Directions that are embedded in the document

Teacher Training: Orientations, Professional Competencies (Ministère de l‟Éducation 2001) and

the reflective practice literature.

The role of the teacher and the contexts of teaching have changed. Thus, new resources

(knowledge, skills, and attitudes) are required to practice the profession and meet the challenges

of teaching and learning in whatever contexts student teachers may find themselves and to

engage in professional development individually and with others.

C. Ethics and law

“Teaching is governed by a legal and regulatory framework”. The law affects and

regulates the standards and norms of teaching behaviors in a variety of ways such as respecting

privacy, confidentiality, intellectual property, competence. Human rights legislation prohibits

discrimination and recognizes equal treatment as fundamental to human dignity and well-being.

Teachers should respect the spirit of the Canadian Charter of Rights and Freedoms

particularly the sections dealing with life, liberty and the security of the person as well as those

involving equality and discrimination and the Education Act that sets out the obligations and

rights of teacher.

D. Guiding ethical principles

Ethical student teachers should respect the following guiding ethical principles:

1. Respect for human dignity

a. Speaks and acts towards all students with respect and dignity; and deals judiciously with

them at all times, always mindful of their individual rights and personal sensibilities.

b. Respects the dignity and responsibilities of cooperating teachers, peers, principals,

parents and other professionals or para-professionals within the school, school board and

community.

2. Respect for vulnerable persons

a. Respects and recognizes ethical obligations towards vulnerable persons. This principle

recognizes that students are in a vulnerable position and that student teachers are in a

privileged relationship with students and their families and will always refrain from

exploiting that relationship in any form or manner.

3. Respect for confidentiality and privacy

a. Respects the confidential nature of all information related to students and their families

and will share such information in an appropriate manner only with those directly

concerned with their welfare.

b. Respects the confidential nature of all information related to all school personnel and will

share such information in an appropriate manner.

4. Respect for justice

a. Respects and recognizes the right of individuals to be treated with fairness and equity and

the importance of avoiding conflicts of interest.

5. Respect for safety of students

a. Respects the right of individuals to expect that student teachers will engage in practices

that aim to ensure the physical, psychological and emotional safety of students.

6. Respect for existing ethical codes and professional standards

a. Respects the authority, roles and responsibilities of the cooperating teacher and agrees to

adhere to the responsibilities and obligations for teachers as outlined in the Education

Act, Faculty and University handbooks as well as all local agreements by host school

boards and schools.

7. Balancing harm and benefits

a. Acknowledged that any potentially harmful practices (eg. Science Labs and Physical

Education Activities) must be balanced with anticipated benefits and conducted in a

prudent informed manner.

III.Involvement and Personal Data

Resume

Dayanara Gail V. Arandela

B10 CTK-GK Village San Diego Dr.Bgy. Kaligayahan Zabarte, Novaliches, Quezon City(0929)-863-1289gail_arandela@yahoo.com

Personal Information

Age : 19 y/o

Gender : Female

Place of Birth : Quezon City

Date of Birth : January 31, 1995

Height : 5’’

Weight : 55 kilos

Civil Status : Single

Nationality : Filipino

Religion : Roman Catholic

Language Spoken : English and Filipino

Educational Background

Tertiary: Polytechnic University of the Philippines, Quezon City Campus

Bachelor in Business Teacher Education, Major in Information Technology

2011-Present (4th year)

Secondary: Lagro High School (2010-2011)

Camp. General Emilio Aguinaldo High School (2007-2010)

Primary: Libis Elementary School (2001-2007)

IV. Personal Insights on the pre-service training experience

My Weekly OJT Report

November 24-28, 2014

Week 1

It’s my first week in this new experience. I am having my OJT or teaching practicum in

Lagro High School and Sir Erwin Bajao is my Critic Teacher. For my First week in Lagro High

School I was taught to register all of the computers and connect it to its administrator computer

and to the main host.

For the first week I have been introducing myself to the students that I’ll handle. So I

learn that I have five classes to attend and a 30 minutes break. 6:30am – 12:00pm is my OJT

official time. 7:20-12:00pm will be my classes though. I have 3 classes with grade 9 and 2

classes with grade 8 which is 50 minutes per class.

Computer Hardware Servicing is the subject for grade 9 which means I needed to know

the parts of a PC and all. It’s Hardware and Software, also the way assembling PC parts.

Information Communication Technology for grade 8 and I thought I needed to research all about

the codes, HTMLs, web pages and more.

December 8-12, 2014

Week 2

December 8 Monday class and December 9 Tuesday class was suspended due to typhoon

Ruby, and the classes continued last December 10-12 which is my second week for OJT, I was

asked by Sir Bajao to discuss Microprocessor and he Memory to the grade 9 classes and so I did.

Sir Bajao and I have a post conference after the classes. He checked my Lesson Plan and

discusses with me some of my strong points and few of my little disadvantages in teaching. I was

thankful that I had to learn a lot of new things with Sir Bajao’s guidance.

I also handled the remedial class for those grade 9 students who failed their CHS subject

and ask them to do different cards using Microsoft Publisher. So instead of staying only until

12:00pm, I stayed till 1:00 pm. I am not really fond with computer applications and so on but

because this was the subject they assigned to me, I knew I needed to learn these too so I can

teach my students and make their 50 minutes valuable and productive.

December 15-19, 2014

Week 3

This was the last week of classes in Lagro High School before Christmas Vacation. We

only had 3 days of classes left which was December 15-17 because 18 were the students

Christmas Party while December 19 was the Teachers and faculties’ Party.

So for the last three days in Lagro for the year 2014 I just did the same routine, clean the

computer laboratory, turn the computers on, log in all the computers connect it to its

administrator and to the main host PC. Then, checking of the attendance per class, give them

quizzes, record the score, dismiss the class, fix the chairs, handle the remedial classes, help them

manage their works and go home.

January 5-9, 2015

Week 4

It’s a New Year and my 4th week in Lagro High School, this was supposed to be my 5 th

week but I was excused last December 1-5 which was supposed to be my second week due to the

ASEAN Games. There were new student teachers from other school and Sir Nards is one of

them and He will be my co-Student Teacher with Sir Bajao as the Critic Teacher.

Instead of having 5 classes I only have 2 classes to handle which are the grade 8 students,

I believe they were from the best sections and so I knew they’d expect more from me. I was

asked by Sir Bajao to discuss with them Inserting Bookmarks and Hyperlink in Microsoft

FrontPage.

I was quite nervous and as I talk I was stammering, am not really good in speaking

language. I am not comfortable with the way they look at me as I demonstrate the topic, and I am

not really confident with my diction but as the days pass I can actually deliver some humor with

the students and get them to enjoy and be interested in my class (I guess).

January 12-16, 2015

Week 5

This week was the Third Periodical Exam of the Lagro High School students for their

regular subjects. So we don’t have much class for the whole week and this is also because there

were no classes last January 15 and 16 in consideration for Papal’s Visit.

January 12 and 13 I only handled the grade 8 students who wanted to finish their hands-

on activities, so I also stayed til 1pm because they were only available by 12pm to 1pm. January

14, we gave a long quiz for the grade 8 students.

Week 6

January 19-23, 2015

Still no classes on the 19th of January because It’s Pope’s last day of visit here in the

Philippines. Tuesday, January 20 was the third periodical examination of the grade 8 and grade 9

in the subject I handle with them. I checked their long quizzes from our last meeting. I also

looked after them while taking the examination in ICT subject.

I observed that they were really serious as they answered the test. I check all their test

papers and recorded it as what Sir Bajao commanded me to do. I went out early as 11:10 am last

22nd of January because I have a meeting at the Philippine Sports Commission Gymnastics

association of the Philippines Rizal Sports Complex by 1pm.

Week 7

January 26-30, 2015

Last week of January and It’s my seventh week in Lagro High School as a Student

Teacher. We had a meeting with Ma’am Ortiz, the TLE Department Head and talked about our

final demonstration schedule. Our schedule was February 16, 17, and 23.

I was quite excited for it because I thought I could pull it off, like it was a piece of cake

and very nervous and quite scared too because a lot of unusual things might happen. Sir Bajao

gave me my Topic for the Final Demonstration so I can prepare for it earlier.

I still have a lot more to discuss to the grade 8 class before my Final Demonstration. For

this week I taught them about Inserting Photo Galleries and Interactive buttons in Microsoft

Frontpage. I also gave hands-on activity for the class and quizzes of course.

Week 8

February 2-6, 2015

This week was a very busy week for me, because I actually have a part-time job which is

as a gymnastics coach. I train my girls every after my OJT. I really have a busy schedule because

it’s competition week for them next week and I need to finish their routines and routine sheet and

I need to do Lesson Plans, and Counseling Reports and Case Conferencing at the same time.

I knew I would be late for OJT this week that’s why I asked permission to be late to my

Critic Teacher (If that make sense). I worked for my counseling early as 6am to 8:30 am then

went to Lagro by 9 am and since I don’t handle the grade 9 students I stayed at the covered court

to train the Lagro High School Gymnasts until 10:00am and went to Computer Laboratory right

in time to handle the grade 8 students by 10:20-11:10 and 11:10 to 12pm.

After the class I am in a hurry to get out of OJT to go to my part time job which is quite

far from Lagro High School. I thought It was all fine with my critic teacher since I know I’m

doing my responsibilities as a Student Teacher and I asked him permission about what I’ll be

doing but It seems not really ok with my critic teacher. So he talked to me and told me about this

and that and I told him I was very sorry.

After 4 days of tardiness (something not to be proud of), I went to Lagro High School as

early as I could (5:30 am to be exact) because it was Sir Nards Final Demonstration February 6,

2015. I offered a help, I clean the room they’ll be using, and assisted in handling his other grade

9 students and I also printed some of what Sir Nards needs for his demonstration and cut those

papers. I still handled my grade 8 students.

February 9-13, 2015

Week 9

Last week before my Final Demonstration and I was asked to handle four grade 7 classes

for 1 week. Different TLE Elective, Different subject matter and new lessons that I should study

so I could be able to teach the students. I handled them and my Critic Teacher thought that I

didn’t, I was really disturbed by that and I hate to think that He might think I’m lying.

I was so depressed because instead of focusing on the topic he gave me for my final

demonstration he changed it to another topic and I also need to discuss different topic to the

grade 7 and I also need to make new lesson plans for the other topic I needed to discuss with the

grade 8 students, my voice was stuck and as my Critic Teacher being disappointed with me was

another thing that bothers me. I quit my part time job so I can focus in my Practicum (I really

needed the money I could earn from my part time job for graduation though).

February 13, was my practice Demo, It was ok I thought. My critic Teacher wasn’t there

to watch me and give me my weak points so I could change it because He has other important

matters to deal with. I met my critic teacher before I go home and the way he talked to me it was

like he does not believe that I can do it. He mumble something I didn’t hear and I just felt

discourage because of that.

February 16-20, 2015

Week 10

I can’t stress out how much I feel. I was really stressed because of the results of my final

demonstration. You see, I was one of the most remembered during our last two demonstrations

in school; I always get compliments from the observers and get high grades. What happened in

my Final Demonstration was not really bad but I need to Re-demo as evaluated. It’s not like the

students didn’t learn from my class. I just don’t understand. I wasn’t great but I know what I did

was ok.

Fine, I maybe not good, ok I’ll re-demonstrate but don’t I deserve a supportive critic

Teacher? I mean all He does was to pull me down instead of cheering me up like my colleagues

critic teachers do.

So much for that, I still continue attending my classes and discuss lesson and give hands-

on activities. I even stay and do over time because that’s what my critic teacher wants. I can’t

even ask him if I could take a 30 minutes break because he hates me going out so much. He

doesn’t want me to ask him what to do because he wants me to have my own initiative, like

seriously.. It’s not that I can just do whatever I feel like doing. Those things don’t bother other

critic teachers; I don’t know why it is to him. Conclusion: He hates me, I hate him more.

February 23-27, 2015

Week 11

February 23- It’s my other colleagues Final Demonstration and I can’t still carry to watch

them. We only went for 2 days classes this week because February 25th was a holiday, 26 th we

attended a seminar and we organized a big meeting in PUPQC last 27 th. February 22 and 23, I

finished all the activities and test papers I needed to check and recorded it. My critic teacher

wasn’t around because one of his students had a competition and as the mentor he should be

there.

V. Brief Description of the Site of Practice Teaching

HISTORY OF LAGRO HIGH SCHOOL

In the early seventies, the growing number of people in the GSIS La Mesa Homeowners

Association (GLAMEHA) triggered the need for a high school in Lagro Subdivision. The

officers of GLAMEHA requested fervently for an establishment of a high school next to Lagro

elementary School. With the aid of the city government and the education bureau, Novaliches

High School with Mr. Florencio Dumlao as principal started accepting students. This high school

annex started on June 13, 1974 with 87 students and a facility, which were humbly twohousing

units in Block 59 and chairs the students provided themselves.

On August 26 of the same year, Lagro Annex was transferred to the Lagro Elementary

School compound and occupied the sawali-walled makeshift building. The high school was then

headed by Mr. Crispulo A. Pilar with Mr. Narciso M. Caingat, Mrs. Nilfa C. Caingat and Mrs.

Greta Manlapig as pioneer teachers.

Two years after, the enrolment rose to 249 from the former 87 with three sections in first

year, two in second year, and one in third year. They were all managed to stay in just four

classrooms guided by nine teachers of Lagro.

The first graduation from this high school happened two years after with an increased

enrolment of 461 with Mrs. Josefa Q. Maglipon, head of the Home Economics Department in

Novaliches High School, who replaced Mr. Pilar(who left for the United States). The School

Year 1977-1978 reached 774 with 15 sections occupying seven classrooms. With this problem

on accommodation, Mr. Florencio Dumlao appealed to the national government for a Lagro

Annex Building. Through the unrelenting efforts of the department head-in-charge and with the

PTA lobbying behind, the 1.3 hectare present school site, and building became a reality.

At the opening of classes on June 11, 1978, 923 students flocked the newly constructed

building which was a two-story 18-room structure standing proudly with Mrs. Maglipon as head

of the school. She was replaced with Mr. Silverio Reinoso. Mr. Reinoso had to continue with the

challenge to manage 19 sections of students with just 32 teachers. It is really a challenge but he

overcome with it. It was the significant day of September 1, 1978 that Lagro High School was

inaugurated by Mrs. Commemoration M. Concepcion, the former schools division

superintendent. Thus, it has become its foundation day.

Hand in hand with the influx of residents in Lagro Subdivision is the continuous increase

of student population. And to accommodate this increasing population,a six-room building on the

southern site of the campus was constructed. Theschool then also improved with the completion

of concrete fences surroundingthe campus, construction of the stage and the new steel flagpole,

all to house and educate the community for them to have a better education.

Mr. Reinoso was replaced by Mrs. Virginia H. Cerrudo on September of 1981. Mrs.

Cerrudo was replaced with Ms. Felicidad C. Gutierrez in 1987 bringing another building funded

by the city government. The same year created the Lagro High School-Payatas Annex with 257

students. This annex was assigned to Mrs. Sheridan Evangelista, who was then the Social Studies

Department Head of the main school. Promoted as Principal IV, Ms. Gutierres was transferred to

E. Rodriguez Jr. High School. Mr. William S. Barcena took her place as the principal of Lagro

High School on June 1991.

Three years after, Mr. Barcena was replaced by Mrs. Cristina C. Monis, the General

Education Supervisor I-English, as Officer-In-Charge on January 8, 1993.Mr. Gil T. Magbanua

replaced Mrs. Monis on June 13, 1993 To accommodate the continuous increasing enrollees, the

three-story building funded by the Quezon City Government was constructed.

The third Annex in Fairview was finally opened with Mrs. Justina A. Farolan as the

Teacher-In-Charge.Dr. Consolacion C. Montano replaced Dr. Gil Magbanua later on with

moreimprovements.Mrs. Sheridan Evangelista made her comeback as the principal of Lagro

High School in 1998 with improved facilities and technology advancements for the school. The

dawn of more improvements was realized when Dr. Fernando C. Javier became the principal in

April 2003. The construction of the new building previously applied by Mrs. Sheridan

Evangelista was built and inaugurated by the successor, Dr. Javier.

Lagro High School now boasts of not only its talents but it’s conducive learning ambience sure

to provide every learner more motivation to pursue his dreams. Lagro High School reaped

achievements in the district, division, regional and national competition under Dr. Javier. The

Bureau of Alternative Learning System was established and soon after the Open High School.

The Special Education Program was established accepting deaf and blind students. The Guidance

Program was also enhanced and improved with the administration of Dr. Javier.

International competitions, speech and debate contests sponsored by the government and

private companies, Palarong Pambansa, National Schools Press Conference and the creation of

the Special Program in the Arts which annually showcases talents in its culminating activities.

Today, as we speak, Lagro High School does not only have a growing number of enrollees but

also consistently develops as a community that consists of highly competitive and productive

members under the supervision of the new principal Dr. Maria Noemi Moncada.

Philosophy

The development of the young into an intelligent, morally upright, responsible and

productive member of the society is the main focus of education. For this reason, Lagro High

School believes that every Filipino High School age youth must be given the right to quality

instruction in a compassionate and caring environment.

Vision

Lagro High School is an educational institution that produces academically competent,

morally upright and vocationally prepared citizens of the society.

Mission

To ensure the maximum intellectual, social, emotional and physical growth of the child and

strengthen moral foundations through relevant and adequate learning experiences in a nurturing

and caring school environment.

VI. Sample lesson plan/learning guide/plan book/activity log

Lesson Plan

Grade 9Information and Communication Technology (ICT)

I. Objectives

After this lesson, the students will be able to:

1. Describe the CPU and Memory;2. Enumerate the two main parts of processor; and3. Identify different types of memory and specification.

II. ContentTopic: The Microprocessor and MemoryMaterials: PowerPoint Presentation (Computer), White board, MarkerReferences:

Book:PC Assembly and Troubleshooting (Inside the System Unit, Lesson 6, Pages 43-49.)Websites: ADM - http://en.wikipedia.org/wiki/Advanced_Micro_DevicesIntEl - http://en.wikipedia.org/wiki/Intel_Corporation

Video References:

Understanding the CPU – https://www.youtube.com/watch?v=F_f-1PPkTmwBasic Memory - https://www.youtube.com/watch?v=yQqvL0Q51HE

III. Procedure/Strategies

A. Preparation1. Daily Routine Activities

1.1 Checking of attendance1.2 Prayer1.3 Greetings

2. Review2.1 Questions and answers about the past lesson (PC Case parts)

2.2 Recap the PC case parts

3. Motivation3.1 Use of Interesting/trend topic as an introduction and relate it to the lesson.

4. Unlocking Difficulties4.1 Definition of Terms:

CPU – Central Processing UnitIntEl – Integrated ElectronicsALU – Arithmetic and Logic UnitAMD – Advance Micro DevicesIPC – Instruction per Cycle

B. Presentation

Learning Task Activity EvaluationDefine CPU and Memory Powerpoint Recitation

Lists the parts of Processor Demonstration Short Quiz

Give the types of Memory Discussion Quiz

C. Generalization:Summary

1. CPU – microprocessor, brain of the computer, does calculations2. Memory – holds all the data that is needed and already processed3. 2 main parts of CPU – Control Unit and ALU4. Latest Memory Specification– DDR2, DDR35. Major chip manufacturers – IntEl and AMD

D. Values Integration:Attentive ListeningClass Interaction during recitation and discussionRespect for the Lecturer

IV. Evaluation

Quiz:

I. Direction: Complete the following Acronyms.1. CPU2. IntEl3. AMD4. ALU5. IPC

II. Direction: Identify the following:

6. It holds both data that needs to be processed and also the data that is already processed.

7. The working part of the CPU, It controls component of the PC8. This type of memory allows higher bus speed, minimizes power

consumption by half, and gives enhanced performance and data throughput rate.

9. The main advantages of this type of memory are the greater bandwidth and the growth in performance at low power.

III. Enumerate 10-17. Give the 8 Intel CPU’s 18-20. Give the 3 AMD CPU’s

*Answer Key:

I. 1. CPU- Central

Processing Unit2. IntEl- Integrated

Electronics3. AMD- Advance

Micro Devices4. ALU- Arithmetic

and Loogit Unit5. IPC- Instruction per

Cycle

II.

6. MEMORY7. CONTROL UNIT8. DDR2 SDRAM9. DDR3

III. 10. Pentium III11. Celeron12. Pentium IV13. Dual Core14. Core 2 Quad15. Core i316. Core i5

17. Core i7.18. FX19. A-series20. ATHLON II.

Prepared by:

Dayanara Gail V. ArandelaStudent Teacher

Submitted to:

Erwin G. BajaoICT Teacher, Cooperating Teacher

Noted by:

Carina Ortiz Luis, Ph.D.HT VI, TLE Department

VII. Lesson plan used during final demonstration

Lesson Plan

Grade 8Information and Communication Technology (ICT)

I. Objectives

At the end of the lesson, the students will be able to:

4. describe a Frames Page;5. create a Frame Page using a template in MS FrontPage 20036. observe proper use of frames page in webpages.

II. ContentTopic: Creating Frames Page in MS FrontPage 2003Materials: Computer (Demonstration), Projector (PowerPoint Presentation),

Strips of Cartolina, White board, White board MarkerReferences:

Book: Show Me! Microsoft FrontPage 2003, Steve Johnson

Perspectin Inc. (Creating Frames and Borders, Pages 233-250)

Online References: http://webdesign.about.com/od/frontpagehowtos/ht/

htfpframes.htm http://www.uwec.edu/help/fpage03/frm-start.htm

Video References: FrontPage Tutorial 2002 2003 Microsoft Training -

https://www.youtube.com/user/teachucompinc/videos

III. Procedure/StrategiesE. Preparation

5. Daily Routine Activities5.1 Prayer5.2 Checking of attendance5.3 Greetings

6. Review6.1 Brain Teaser

Show puzzle pictures about last topic: Web Forms

7. Motivation

7.1 Show two different web pages and ask the students what they observe about the web pages and what the differences between the two are.

7.2 Introduce the next topic with a gameLetters are randomly placed under the computer tables of the students, ask them to arrange those letters on the board and come up with two words.

8. Unlocking DifficultiesDefinition of Terms:HTML – computer language that describes a webpage.Menu bar – part of the MS FrontPage application where

insert menu is located.Frames Page – or the frameset in a web pageInitial Page – saved web pages beforehand, prior web pagesPage Templates – set of built-in templates

F. Presentation

Learning Task Activity EvaluationDescribe Frames Page Compare two webpages RecitationAdvantages in Using Frames in a web page

Discussion Recitation

Creating Frames Page in MS FrontPage 2003

Demonstration/re-demonstration

Hands-on Activity

G. Generalization:

Frames let you put your navigation on every page of a site without editing every page. If the navigation is in a separate frame, then when you change it, it will change for every page that uses that frameset. Frames create an advertisement that is always present. Frames allow you to "brand" your site. By putting your advertisement in a frame at the top of the page, you ensure that that ad is visible even when the reader scrolls the main content. Frames help you organize a web page.

H. Values Integration:Attentive ListeningClass Participation during recitation and discussionClass shows Interest for the topic

IV. Evaluation

1. Recitation during Class Discussion2. Hands on Activity: (See attached Activity Sheet and Scoring Rubrics)

V. Assignment

Topic: Inserting Dynamic HTML effect in a Web Page using MS FrontPage

Words to Study:

a. Dynamicb. Effectsc. Animation

Guide Questions:

1. What is Dynamic HTML?2. What are the importance in including animations in your web pages?3. What are the events that will trigger the animation?

References:

Show Me! Microsoft FrontPage 2003, Steve Johnson Perspectin Inc. (Inserting a Dynamic HTML Effect, Pages 172-174)

Prepared by:

Dayanara Gail V. ArandelaICT Student Teacher

Checked by:

Erwin G. BajaoICT Teacher, Cooperating Teacher

Noted by:

Carina Ortiz Luis, Ph.D.HT VI, TLE Department

Lagro High School

Grade 8 ESEPInformation Communication Technology

Activity no.3Activity: Creating Frames Page using Templates in MS frontPage 2003

ACTIVITY EVALUATION RUBRICS

Criteria for Evaluating Format Accuracy Speed

10 All layouts are Structurally done

following the format.

Unusually high effort working on the web

site. Relevant Contents.

Completed the activity prior to due

time.

7 Almost made the expected layout.

Real Effort working on the page and few relevant contents.

Finished the activity an hour after the

given time.3 Just few correct

formats of the layout.Very Little relevant

contents, some effort given.

Done with the activity after days

away from the expected date,

1 Unfinished Unfinished Unfinished

Legend:

Scores: Equivalent Grade28-30 10025-27 9522-24 9020-21 8516-18 8013-15 7510-12 707-9 65

4-6 60

3 55

Lagro High SchoolGrade 8 ESEP

Information Communication Technology

Activity SheetActivity no.3Time allotment: 60 minutes

Activity: Creating Frames Page using Templates in MS FrontPage 2003

1. Open a new blank MS FrontPage.

2. Create a frames page using template, and choose Banner and Contents from the available

page templates.

3. Insert the web pages you created from the last activities:

a. Banner Frame – Logo (Quezon City Page)

b. Links Frame – Navigation Page

c. Main Frame – Content Pages

c.1 Shrines and Monuments

c.2 Sites and Landmarks

c.3 Gardens and Parks

4. Link the navigation page to the target frame.

5. Save your home page in your own folder using Frames_Page_Activity3 as the file name.

Prepared by:

Dayanara Gail ArandelaICT Student Teacher

Noted by:

Carina Ortiz Luis, Ph.D.HT VI, TLE Department

Submitted to:

Erwin G. BajaoICT Teacher, Cooperating

Teacher

Appendix

Daily Time Cards

November December

January

February

March

On the Job