Totoong Totootunaayyy IRING2

Z Zamboanga Del Sur Provincial Government College
Poblacion, Aurora, Zamboanga del Sur
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
of Zamboanga Del Sur Provincial Government College
Poblacion, Aurora Zambonga del Sur.
In partial Fulfillment of the Requirement in

Field Study 7- Practice Teaching in the Secondary Level
of Second Semester, School Year
2023-2024
KATHLEEN-MAE T. LAHAMAN
June 2024
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TABLE OF CONTENTS
TITLE PAGE PAGE
I. PRELIMINARIES
Cove Page ……………..…………………………………………………………………………... 1
Table of Contents………………………………………………….………………………………2
Approval Sheet……………………………………………………………………………………….
Clearance………………………………………………………………………………………………..
Certification…………………………………………………………………………………………….
Certificate of Completion ………………………………………………………………………
Preface.……………………………………………………………………………………… ........... 7
Introduction……………………………………………………………………………………………8
Acknowledgement…………………………………………………………………………………..9
Biographical Sketch……………………………………………………………………………..11
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Teacher’s Prayer…………………………………………………………….……………………12
II. COOPERATING SCHOOL
Premises……………………………………………………………………………………………..14
Logo………………………………………………………………………………………………......19
Introduction of the School……………………………………………………………………21
History of the School…………………………………………………………………………….23
School Plan of Cooperating School………………………………………………….……….25
Enrollment Data of Cooperating School………………………………………………..29
Teaching Force of Cooperating School…………….…………………………………….31
Objective of Cooperating School…………………………………………………………….33
The K to 12 Curriculum of MAPEH (G-7)………………………………………………….35
Special Services of Cooperating School………….………………………………………80
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Reflections on the Cooperating School………………………………………………….82
III. DESCRIPTION OF EXPERIENCES
Compilation of Experiences………………………………………………………………….85
Lesson Plans in Subject Taught………………………………………………………………103
Instructional Materials…………………………………………………………………………..134
Reflection on the Instructional Materials………………………………………………..136
Evaluative Tools Used……………………………………………………………………...........138
Reflections on Evaluative Tools ……………………………………………………………….141
Observation and Evaluative Forms………………………………………………………….143
Reflections on Observation and Evaluative Forms…………………………………..152
Sample Learners Work and Feedback……………………………………………………..154
IV. Appendices
4
Daily Time Record (DTR)……………………………………………………………………..160
Practice Teaching Forms Accomplished………………………………………………162
Teacher’s Program………………………………………………………………………………167
Department of Education Form 1 (SF1)……………………………………………….169
Department of Education Form 2 (SF2)……………………………………………….174
Department of Education Form 3 (SF3)………………………………………………..176
Department of Education Form 5 (SF5)…………………………………………………178
Department of Education Form 10 (SF10)…………………………………………….181
Class Record………………………………………………………………………………………….183
Table of Specification…………………………………………………………………………...185
Other Evidences…………………………………………………………………………………….188
A. Code of Ethics……………………………………………………………………………..190
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B. Pictorials……………………………………………………………………………………..197
C. Certificate of Culmination …………………………………………………………...202
PREFACE
As a pre-service teacher, I stand on the threshold of an incredibly rewarding and
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challenging profession. The journey that has led me to this point has been filled with
both rigorous academic training and practical experiences that have shaped my
understanding of what it means to educate and inspire young minds. The teaching
profession is not just about imparting knowledge; it is about fostering a love of learning,
nurturing critical thinking, and supporting the holistic development of each student. My
experiences thus far have reinforced my belief in the transformative power of education
and the crucial role that teachers play in shaping the future.
Throughout my teacher education program, I have had the opportunity to

engage deeply with educational theories and methodologies, gaining insights into
various pedagogical approaches and learning styles. These placements have also
highlighted the importance of adaptability and continuous professional growth. Each
classroom and student is unique, and effective teaching requires a dynamic and
responsive approach. By reflecting on my experiences and seeking feedback, I aim to
continually refine my practice to meet the diverse needs of my students.
As I prepare to enter the teaching profession, I am filled with a sense of purpose

and anticipation. I understand the significant responsibility that comes with being an
educator, and I am committed to upholding the highest standards of professionalism and
ethics. My goal is to create a classroom culture that encourages curiosity, resilience, and
a lifelong love of learning. I am excited to embark on this journey, knowing that each day
will bring new opportunities to make a positive impact on the lives of my students.
INTRODUCTION
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It is an honor to be part of such a prestigious institution that is committed to

providing quality education to its students. As an aspiring educator, I am passionate
about making a positive impact on the lives of young learners and helping them reach
their full potential. I am excited to embark on this teaching journey at Juan Lumosad
Memorial National High School.
In my pursuit of becoming a teacher, I have acquired a strong foundation in

educational theories, instructional strategies, and classroom management techniques. I
have had the opportunity to observe and assist experienced teachers, which has
provided me with valuable insights into effective teaching practices. I believe in creating
a student-centered learning environment where every student feels valued, supported,
and motivated to learn. At Juan Lumosad Memorial National High School, I am eager to
apply my knowledge and skills to foster a love for learning among my students.
One of my core beliefs as an educator is the importance of creating a safe and

inclusive classroom environment. I am committed to promoting diversity, equity, and
inclusion, and ensuring that all students feel respected and valued. I strive to create a
positive classroom culture that encourages collaboration, critical thinking, and open
discussion. By recognizing and embracing the unique backgrounds and strengths of my
students, I aim to create a supportive learning community where everyone can thrive.
At Juan Lumosad Memorial National High School, I am excited to work

collaboratively with my colleagues, parents, and the wider school community. I believe
that education is a collective effort, and by fostering strong partnerships, we can create a
holistic educational experience for our students.
ACKNOWLEDGEMENT
8
To my very own kind and approachable CT, Ma’am Leane, thank you for your
support and guidance from day one. Your mentorship truly shaped my growth as an
aspiring educator. I was grateful for the opportunity to meet, teach, and love your
students. They became unforgettable to me. Your patience, knowledge, and
encouragement were invaluable. Your dedication to teaching was inspiring, and I was
thankful for all I learned from you. I carried those lessons with me as I continued my
journey. Thank you for believing in me and being an outstanding role model.
To our very young, handsome, and active Teacher in Charge of JLMNHS, Sir
Rosuaro, I wanted to extend my heartfelt thanks to you, sir, for welcoming me into Juan
Lumosad Memorial National High School with open arms. Your willingness to share your
expertise, collaborate, and support me made my internship experience enriching and
fulfilling. I learned so much from you, and I was grateful for the opportunity to work
alongside such a passionate educator. Once again, sir, thank you, thank you, thank you.
To the students of Juan Lumosad Memorial National High School, working with
you during my internship was a rewarding experience. Your enthusiasm for learning,
creativity, and resilience inspired me. Thank you for welcoming me into your classrooms
and for reminding me every day of the impact that educators can have on their students.
It was a joy to be part of your educational journey.
To my beloved family, thank you for your constant belief in me. Your words of
encouragement and sacrifices were the bedrock of my strength. You stood by me in
times of doubt and celebrated with me in moments of triumph. I could not have done
this without you.
To my love, thank you for being my rock and my source of inspiration. Your love,
patience, and unwavering faith in my abilities pushed me to reach for the stars. You were
my greatest cheerleader, and I was endlessly grateful for your presence in my life.
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And above all, to our Almighty God, I offer my deepest gratitude. Your guidance,
grace, and blessings were the foundation of my success. Thank you for giving me the
strength, wisdom, and perseverance to overcome challenges and achieve my goals.
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Biographical Sketch
Greetings, everyone! I'm Kathleen-Mae T. Lahaman, aged 23, residing in Purok

Kabulakan, Poblacion, Aurora, Zamboanga del Sur. I'm the third child among four
siblings.My father's name is Ferdinand Lahaman, and my mother's name is Eva Tecson,
but they're separated. Despite our simple lifestyle and humble beginnings from a poor
family, I find true happiness in being grateful for what God has blessed us with.
My family and I are always eager to lend a helping hand in our community. We
participate in various activities and regularly attend church to express our gratitude to
God for His blessings Our kindness and unity are what make our family happy, and it's
this joy that we carry with us every day.
- Kathleen-Mae T. Lahaman
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Teacher’s Prayer
Dear Lord,
As I stand before my students each day, Grant me the wisdom to guide them on
their way.Give me patience to understand their needs, and empathy to sow kindness like
seeds.May I inspire them to learn and grow, to ignite their curiosity and let it flow. Help
me foster a love for knowledge and truth, and install in them a lifelong pursuit. Grant me
strength to face challenges and strife, to be a source of hope in their life. Let me be a
role model of grace and integrity,Guiding them towards their true identity. Bless my
words and actions with kindness and care Teaching not just subjects, but values we
share. May I nurture their hearts and minds, helping them become compassionate and
kind. In this noble profession, I humbly pray, to make a difference in students' lives each
day. Thank you for the privilege to teach and inspire, in your presence, I find the strength
to aspire Amen.
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COOPERATING
SCHOOL
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PREMISES
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Main Gate
School Ground
School Ground
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School Garden
JLMNHS Basketball Court
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Computer Laboratory
Science Laboratory
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Function Hall
This Function Hall is used in PTA Meetings for the students or guardians, this court gives
student the space for their different kinds of extracurricular activities.
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LOGO
Juan Lumosad Memorial National High School Logo
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INTRODUCTION
OF
THE SCHOOL
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Introduction of the School
Welcome to Juan Lumosad Memorial National High School, located in the serene
Barangay Mahayahay, Aurora, Zamboanga del Sur. Juan Lumosad Memorial National
High School is more than just a place of learning; it's a nurturing community where
students discover their potential and grow into confident, capable individuals.
Established with a vision to provide accessible and quality education Juan Lumosad
Memorial National High School takes pride in its role as a cornerstone of the local
community. From the moment student step through our doors, they are welcomed into
a supportive environment where they are encouraged to explore, question, and learn.
Juan Lumosad Memorial National High School team of educators is committed to

inspiring and guiding students on their educational journey. Through engaging lessons,
interactive activities, and personalized support, we strive to make learning both
enjoyable and meaningful. Beyond academic, Juan Lumosad Memorial National High
School places a strong emphasis on character development and holistic growth. We
believe in instilling values such as integrity, empathy, and resilience, which are essential
for success both inside and outside the classroom. In addition to our rigorous academic
program, students have the opportunity to participate in a variety of extracurricular
activities, ranging from sports and arts to community service projects. These experiences
not only enrich their education but also help them develop important life skills such as
teamwork, leadership, and time management.
At Juan Lumosad Memorial National High School, we recognize the unique

strengths and talents of each student and are dedicated to providing them with the
support and resources they need to thrive. Together, we create a vibrant learning
community where every student feels valued, challenged, and empowered to reach their
full potential. Join us as we embark on a journey of discovery, growth, and achievement.
Together, let's build a brighter future for our students and our community.
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HISTORY
OF
THE SCHOOL
History of the School

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Juan Lumosad Memorial National High School was established on June 14, 1986,
through the generous donation of land by the Lumosad family, in honor of their ancestor
Juan Lumosad. The school was founded with the vision of providing quality junior high
school education to the local community, catering specifically to students in grades 7, 8,
9, and 10. From its inception, the school aimed to deliver a high standard of education,
driven by a team of dedicated teachers committed to fostering both academic and
personal growth despite limited initial resources.
As the years progressed, Juan Lumosad Memorial National High School expanded
to meet the growing needs of its student population. New classrooms and essential
facilities, such as science laboratories, a well-stocked library, and computer rooms, were
constructed to enhance the learning environment. These developments allowed the
school to offer a more comprehensive and well-rounded education, integrating both
theoretical and practical learning experiences. Extracurricular activities also flourished,
supporting the holistic development of students and helping them to excel both inside
and outside the classroom.
Today, Juan Lumosad Memorial National High School stands as a beacon of

educational excellence, known for its strong emphasis on values education and
community involvement. The school has consistently produced graduates who go on to
excel in various fields and contribute positively to society. With modern facilities and a
committed faculty, the school continues to nurture the potential of each student,
preparing them for future academic and personal success. Juan Lumosad Memorial
National High School remains dedicated to its mission of providing quality education and
fostering holistic development, ensuring that the legacy of Juan Lumosad and the
generosity of the Lumosad family live on through the achievements of its students.
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SCHOOL PLAN
OF
COOPERATING
SCHOOL
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Juan Lumosad Memorial National High School

Mahayahay Aurora, Zamboanga Del Sur
Vision
Juan Lumosad Memorial High School shall continuously provide quality education to all
learners to develop maximum potentials and to be morally upright, globally.
Competitive and responsive to the demands of technology advancing society.
Mission
Juan Lumosad Memorial National High School is committed to develop and

promote quality basic education through competent teachers and students using
technology- driven and values-infused managerial and instructional methods and
strategies.
It shall provide quality relevant education and equal opportunities for all learners to
acquire knowledge, develop life skills and values necessary for them to live
independently and contribute in the formation of progressive humane society and
responsible citizenry.
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School Rules and Regulations
1. Students should wear their ID's inside the school campus.

2. Students should dress properly or appropriately in coming to school.
3.No students are allowed to make noise in the school premises during class hours.
4.No students are allowed to bring intoxicated liquors, prohibited drugs, deadly
weapons, pornographic and gambling materials within the school premises.
5. All students are expected to come in time.
6. Vandalism is strictly prohibited.
7. If a student is absent, he/she is required to present an excuse letter signed by his/her
parent/guardian. If there are three consecutive absences, the parents will be informed
and may be invited for a dialogue with the adviser or guidance coordinator.
8. No smoking in classrooms, school premises.
9. Hazing and participating in subversive or unauthorized organization and fraternities
are prohibited.
10. Destruction of school building, furniture, equipment, and other school facilities. In
case of damage, the cost, repair, or replacement will be assessed among the members of
the class/group which is found to be responsible after though investigation.
JLMNHS Administration
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School Plan (Geographical Sketch)
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ENROLLMENT DATA
OF
COOPERATING
SCHOOL
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Personal and Enrolment Data
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TEACHING FORCE
OF
COOPERATING
SCHOOL
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JUAN LUMOSAD MEMORIAL NATIONAL HIGH SCHOOL
ADMINISTRATIVE STAFF
ROLANDO A. ROSAURO, JR-T3

Teacher in Charge
JOCELYN N. LAURON- T3 ALBINA B. ERNANE

RESTITUTO R. JUDILLA -T3 Marivic A. Vega –T3
Gulayan sa Paaralan Monitoring and
School Registrar TLE Coordinator
Coordinator Evaluaton Coordinator
Leandro S. Lumosad-T3 DEVINA B. VIAGEDOR-T3 ELLEN M.

JOCELYN M. LAMBAN
Property Custodian G-7 Adviser MALABO-T3
Guidance Advocate
G G-9 Adviser
Arcellie S. Labang –T1 CATHERINE L. GOJETIA-T1 LEANE V. VALENCIA-T1 JOYCE R. SACASAN

BHROD School Paper Adviser ICT Coordinator ADAs
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OBJECTIVES
OF
COOPERATING
SCHOOL
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Objectives of the School
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THE K-12
CURRICULUM
OF
MAPEH (G-7)
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The Enhanced K to 12 Basic

Education Curriculum
Integrative, Inquiry base,

Constructivist, Technology Focuses on the
enhanced
optimum development
Learner
Enriched Centered
Responsive
D
e
c
o
n
Seamless
Flexible to Allows for mastery
g
local needs e of competencies
s
t
e
d
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CONCEPTUAL FRAMEWORK
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Both the Music and the Arts curricula focus on the learner as recipient of the
knowledge, skills, and values necessary for artistic expression and cultural literacy. The
design of the curricula is student-centered, based on spiral progression of processes,
concepts and skills and grounded in performance ebased learning. Thus, the learner is
empowered, through active involvement and participation, to effectively correlate music
and art to the development of his/her own cultural identity and the expansion of his/her
vision of the world.
As Music and Arts are performance-based disciplines, effective learning occurs through
active experience, participation, and performance, creative expression, aesthetic
valuation, critical response, and interpretation. The skills that are developed include
reading/analyzing, listening/observing, performing, (singing, using musical instruments,
movement, acting, and playing, using different art materials, techniques and processes,
responding, composing, and creating. (See Figure 1 and Figure 2)
The philosophical foundations upon which standards and competencies are based
include: A Process of Education by Jerome Bruner, Performance-Based Learning by Cleve
Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard
Gardner, A Structure for Music Education by Ronald Thomas, Gongs and Bamboo by Jose
Maceda, Compendium on the Humanities: Musical Arts produced by the National
Research Council of the Philippines, Cultural Dictionary for Filipinos by Thelma Kintanar
and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert
Brittain, Discipline-Based Art Education by Elliot Eisner, Encyclopedia of Philippine Arts
and Tuklas Sining, both produced by the Cultural Center of the Philippines.
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Figure 1. The Curriculum Framework of Music and Arts Education
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Figure 2. Content of Music and Arts per Grade Level
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K to 12 BASIC EDUCATION CURRICULUM
Table 1. Basic Reference for Music Content

Music Elements Music Processes
 Rhythm  Listening
 Melody  Shape/Form
 Form  Imitating (re-creating)
 Timbre  Responding
 Dynamics  Creating
 Tempo  Performing(including movement)
 Texture  Evaluating
 Harmony  Analyzing critically
 No formal instruction in harmony  Applying (transference)
from K to 3
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LEARNING AREA STANDARD:

The learner demonstrates an understanding of basic concepts and processes in music
and art through appreciation,
analysis and performance for his/her self-development, celebration of his/her Filipino
cultural identity and diversity, and expansion of his/her world vision.
KEY STAGE STANDARDS
K-3 4-6 7-10

The learner demonstrates The learner demonstrates The learner demonstrates
understanding understanding of salient
understanding of
features of music and art of
fundamental of basic elements and
the Philippines and the
concepts through
processes through world, through
performing, creating, and appreciation, analysis, and
performing, creating, and
responding, performance, for self-
responding,
aimed towards the development, the
aimed towards the
development of celebration of Filipino
development of
cultural identity and
appreciation of music and
appreciation of music and diversity, and the expansion
art, and
art, and of one’s world vision
acquisition of basic
acquisition of basic
knowledge and skills.
knowledge and
skills.
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GRADE LEVEL STANDARDS

Grade Level Grade Level Standards
Kindergarten The learner is exposed to the different basic music and art processes through
experiential learning.
Grade 1 The learner demonstrates basic understanding of the fundamental processes in music
and art, through performing, creating, listening and observing, and responding.
Grade 2 The learner demonstrates understanding of the basic and fundamental processes in
music and art, through performing, creating, listening and observing, and responding.
Grade 3 The learner has acquired the basic and fundamental processes through performing,
creating, listening and observing, and responding, towards the development of
appreciation of music and art, and the acquisition of basic knowledge and skills.
Grade 4 Through the formal introduction of elements, the learner can identify the basic
knowledge and skills in music and art, towards self-development, the celebration of
Filipino cultural identity and diversity, and the expansion of one’s world vision.
Grade 5 Through exploration, the learner demonstrates a deeper understanding of basic

Filipino cultural identity and diversity, and expansion of one’s world vision.
Grade 6 Through application, the learner demonstrates understanding of the basic concepts of
and processes in music and art, towards self-development, the celebration of Filipino
cultural identity and diversity, and the expansion of one’s world vision.
and the arts through performing, creating, listening and observing, and responding
towards appreciation of the cultural richness of the different provinces in the
Philippines.
Grade 8 The learner demonstrates understanding of salient features of Asian music and the arts,
through appreciation, analysis, and performance for selfdevelopment, the celebration of
Grade 9 The learner demonstrates understanding of salient features of Western music and the
arts from different historical periods, through appreciation, analysis, and performance
for self-development, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.
Grade 10 The learner demonstrates understanding of salient features of contemporary music and
the arts, through appreciation, analysis, and performance, for self development, the
celebration of Filipino cultural identity and diversity, and the expansion of one’s world
vision
K to 12 BASIC EDUCATION CURRICULUM( GRADE 7)
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Music of the Philippines
45
46
47
48
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PHILOSOPHY AND RATIONALE FOR ARTS

The Arts has been present since the beginning of civilization as it is an essential means
for man to live and communicate with others. It has been used to enhance man’s life and
surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own
and his community’s aspirations, celebrations, and events. Arts records, reflects, and
rearranges man’s life and existence.
The Arts is a visualization of a people’s history and uniqueness, a reflection of their
creativity and accomplishments, and a visible expression of their distinct way of thinking,
communicating, reasoning, and worshiping. It is expressed in a unique symbol system
that is visual, kinetic and tactile. Howard Gardner, an educator and psychologist, affirms
that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND
KINESTHETIC INTELLIGENCES” for the Arts develop a distinct way of seeing, thinking,
communicating, and creating in a person. Furthermore, Art develops and increases a
person’s ability to apply creative and new solutions, for new problems in our world.
Schools, therefore, need to develop the multiple intelligences of a student through the
arts. The K12 Arts Curriculum seeks to address these needs of our students for the 21st
Century. The 21st Century is a different world: it is highly visual, with a proliferation of
images seen not only in static media like magazines, books, paintings and posters. Now
images are kinetic and accessible in various media like television, outdoor
advertisements, movies, cell phones, and new technologies like iPads, iPods, DVD
players, personal computers, and tablets. Artists create, upload and share via the
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Internet, images, sounds, texts, films, videos, pictures, artworks and designs. These are
readily available and interactive, involving the viewer to react, comment and utilize
these visuals through the Internet. Teaching Art to students is one way for them to
process and interpret the barrage of images and sounds, in a critical and intelligent
manner
The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and HERITAGE,
appreciating the diversity of our local artists, our arts, crafts, and indigenous materials to
strengthen the student’s identity of being Filipino, before he/she is introduced to the art
of other countries. The modules guide educators and provide our students with art
experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of
difficulty and depth from Kindergarten to Grade 12.
The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available
materials. It develops the student’s imagination and individual expression, and his/her
CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the
work of others and of artists from the Philippines and other parts of the world. It
culminates in connecting art to other subject areas and provides exposure and
apprenticeship to professionals in various art-related fields so the student can discover
and consider the different career opportunities in the arts.
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Table . Basic Reference for Music and Art Content
Music Elements Arts Elements and Music Processes Art Processes

Principles
 Rhythm  Listening  Color  Seeing Observing
 Melody  Shape/Form  Line  Reading
 Form  Imitating (re-  Reading  Imitating (re-
 Timbre creating)  Texture creating)
 Dynamics  Responding  Rhythm  Responding
 Tempo  Creating  Balance  Creating (original
 Texture  Performing(includin  Contrast works(
 Harmony g movement)  Applying(transference)  Performing
 No formal  Evaluating  Proportion (different art
instruction in  Analyzing critically  Harmony processes)
harmony  Emphasis  Evaluating
from K to 3  Analyzing
critically
 Applying
(transference)
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LEARNING AREA STANDARD:

The learner demonstrates an understanding of basic concepts and processes in music
and art through appreciation, analysis and performance for his/her self-development,
celebration of his/her Filipino cultural identity and diversity, and expansion of his/her
world vision.
KEY STAGE STANDARDS:

K-3 4–6 7 – 10
understanding of understanding of basic understanding of salient
fundamental processes elements and concepts features of music and art of
through performing, through performing, the Philippines and the
creating, and responding, creating, and responding, world, through
aimed towards the aimed towards the appreciation, analysis, and
development of development of performance, for self-
appreciation of music and appreciation of music and development, the
art, and acquisition of basic art, and acquisition of basic celebration of Filipino
knowledge and skills. knowledge and skills. cultural identity and
diversity, and the expansion
of one’s world vision.
53
and art, through performing, creating, listening and observing, and responding.
Grade 2 The learner demonstrates basic and fundamental processes in music and art, through
performing, creating, listening and observing, and responding..
Grade 3 The learner has acquired the basic and fundamental processes through performing,
creating, listening and observing, and responding, towards the development of
appreciation of music and art, and the acquisition of basic knowledge and skills..
Grade 4 Through the formal introduction of elements, the learner can identify the basic
Grade 5 Through exploration, the learner demonstrates a deeper understanding of basic

Filipino cultural identity and diversity, and expansion of one’s world vision.
Grade 6 Through application, the learner demonstrates understanding of the basic concepts of
and processes in music and art, towards self-development, the celebration of Filipino
cultural identity and diversity, and the expansion of one’s world vision.
and the arts through performing, creating, listening and observing, and responding
towards appreciation of the cultural richness of the different provinces in the
Philippines.
Grade 8 The learner demonstrates understanding of salient features of Asian music and the arts,
through appreciation, analysis, and performance for selfdevelopment, the celebration of
Grade 9 The learner demonstrates understanding of salient features of Western music and the
arts from different historical periods, through appreciation, analysis, and performance
for self-development, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.
Grade 10 The learner demonstrates understanding of salient features of contemporary music and
the arts, through appreciation, analysis, and performance, for selfdevelopment, the
celebration of Filipino cultural identity and diversity, and the expansion of one’s world
vision.
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GRADE 7
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57
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CURRICULAR FRAMEWORK
K to 12 Basic Education Program: An Overview
Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st
century skills among its learners. These include the cognitive skills of critical thinking,
problem-solving and creative thinking; the social or interpersonal skills of
communication, collaboration, leadership and cross-cultural skills; self- management
skills of selfmonitoring and self-direction, as well as task or project management skills,
and personal characteristics which are part of ethics, civic responsibility and
accountability.
The Curricular Philosophy of the K to 12 PE Curriculum

Fitness and movement education content is the core of the K to 12 PE
Curriculum. It includes value, knowledge, skills and experiences in physical activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well as
(2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-
management is an important skill. In addition, this curriculum recognizes the view that
fitness and healthy physical activity (PA) behaviour must take the family and other
environmental settings (e.g. school, community and larger society) into consideration.
This curricular orientation is a paradigm shift from the previous sports-dominated PE
curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while
Learn to move embodies the learning of skills, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that
include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing
and evaluating information, making informed decisions, enhancing and advocating their
own and others’ fitness and health. The knowledge, understanding and skills underpin
the competence, confidence and commitment required ofall students to live an active
life for fitness and health.
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The K to 12 PE Curriculum prioritizes the following standards:

1. Habitual physical activity participation to achieve and maintain health-enhancing
levels of fitness.
2. Competence in movement and motor skills requisite to various physical activity
performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career
opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as they
apply to the learning of physical activity.
Learning Approaches
Physical literacy is consists of movement, motor- and activity-specific skills. In the
early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement. This
progresses to an understanding of the ‘why’ of the movement which is achieved by
developing more mature movement patterns and motor skills in a wide range and
variety of exercise, sports and dance activities to specifically enhance fitness parameters.
The learners builds on these knowledge and skills in order to plan, set goals and monitor
their participation in physical activities (exercise, sports and dance) and constantly
evaluate how well they have integrated this their personal lifestyle. This implies the
provision of ongoing and developmentally-appropriate activities so that the learners can
practice, create, apply and evaluate the knowledge, understanding and skills necessary
to maintain and enhance their own as well as others’ fitness and health through
participation in physical activities.
The curriculum also allows for an inclusive approach that understands and
respects the diverse range of learners; thus, the program takes into account their needs,
strengths and abilities. This is to ensure that all learners have equivalent opportunities
and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It
focuses on developing the learners’ understanding of how the body responds, adjusts
and adapts to physical activities. This will equip the learner to become self-regulated and
self-directed as a result of knowing what should be done and actually doing it; is the
learners are equally confident in influencing their peers, family, immediate community,
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and ultimately, society. These are all valuable 21st century skills which the K to 12 PE
Curriculum aspires for the learners to develop.
Learning Strands
The program has five learning strands:
1. Body management which includes body awareness, space awareness, qualities and
relationships of movements and how these are used dynamically in various physical
activities.
2. Movement skills related to the fundamental movement patterns and motor skills that
form the basis of all physical activities.
3. Games and sports consisting of simple, lead-up and indigenous games; as well as
individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and
appreciation of Philippine folk dance, indigenous and traditional dances as well as other
dance forms
. 5. Physical fitness includes assessment through fitness tests and records, interpreting,
planning and implementing appropriate programs that support fitness and health goals.
The acquisition of physical literacy serves as the foundation for lifelong physical
activity participation which is critical to maintaining and promoting health. Thus, the
health strand in the senior high school (SHS) is seamlessly integrated in the PE
curriculum. This strand optimizes the learner’s potential for health and wellbeing and
contributes to building healthy, active communities. Thus, the course title, Health-
optimizing PE or H.O.P.E
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Learning Area Standard

The learner demonstrates understanding of the concept of physical fitness and physical
activity in achieving, sustaining, and promoting an active life for fitness and health
Key Stage Standards

Strands K–3 4–6 7 - 10
understanding of understanding of principles understanding of integrating
movement concepts and in movement and fitness physical activity behaviors in
skills in preparation for for active participation in achieving an active lifestyle.
active participation in various physical activities.
various physical activities.
Body Management
Movement Skills
Physical Fitness
Games and Sports
Rhythms and Dance
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Grade 1 The learner demonstrates understanding of body awareness,
space awareness, qualities of effort and movement relationships
Grade 2
through participation in enjoyable physical activities.
Grade 3
Grade 4 The learner demonstrates understanding of the importance of
physical activity and physical fitness through participation in and
Grade 5
assessment of physical activities.
Grade 6
Grade 7 The learner demonstrates understanding of personal fitness in
achieving an active lifestyle.
Grade 8 The learner demonstrates understanding of family and school
fitness in sustaining an active lifestyle
Grade 9 The learner demonstrates understanding of community fitness in
sustaining and promoting an active lifestyle.
Grade 10 The learner demonstrates understanding of societal fitness in
promoting an active lifestyle
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CONCEPTUAL FRAMEWORK
The Kindergarten to Grade 12 (“K to 12”) Health curriculum aims to assist the
Filipino learner in attaining, sustaining and promoting life-long health and wellness. The
learning experience through the program provides opportunities for the development of
health literacy competencies among students and to enhance their over-all well being.
Health Education from Kindergarten to Grade 10 focuses on the physical, mental,

emotional, as well as the social, moral and spiritual dimensions of holistic health. It
enables the learners to acquire essential knowledge, attitudes, and skills that are
necessary to promote good nutrition; to prevent and control diseases; to prevent
substance misuse and abuse; to reduce health-related risk behaviors to prevent and
control injuries with the end-view of maintaining and improving personal, family,
community, as well as global health.
Health Education emphasizes the development of positive heath attitudes and

relevant skills in order to achieve a good quality of living. Thus, the focus on skills
development is explicitly demonstrated in the primary grade levels. Meanwhile, a
comprehensive body of knowledge is provided in the upper year levels to serve as a
foundation in developing desirable health attitudes, habits and practices.
In order to facilitate the development of health literacy competencies, the

teacher is highly encouraged to use developmentally-appropriate learner-centered
teaching approaches. This includes scaffolding on student experience and prior learning;
utilizing culture-responsive scenarios and materials; incorporating arts, and music in
imparting health messages; engaging learners in meaningful games and cooperative
learning activities; and using life skills and value-based strategies particularly in
discussing sensitive topics such as substance abuse and sexuality. The teacher is also
advised to use differentiated instruction in order to cater to the learners’ various needs
and abilities.
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CHARACTERISTICS OF THE HEALTH CURRICULUM
Culture-responsive: Uses the cultural knowledge, prior experiences, and performance

styles of the diverse student body to make learning more appropriate and effective for
them (Gay, 2000).
Epidemiological: Relates to the incidence, prevalence and distribution of diseases in

populations, including detection of the sources and causes of epidemics.
Health and Life skills-based: Applies life skills to specific health choices and behaviors.
Holistic: Analyze the interrelationship among the factors that influence the health
status, the areas of health, and the dimensions of health (physical, mental, social,
emotional, moral and spiritual).
Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles
with the teacher as a facilitator of learning.
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Preventive: Characterizes something that helps people take positive health action in
order to prevent diseases and to achieve optimum health.
Rights-based: Advances the understanding and recognition of human rights, as laid

down in the Universal Declaration of Human Rights and other international human rights
instruments.
Standards and outcomes-based: Requires students to demonstrate that they have

learned the academic standards set on specific content and competencies.
Values-based: Promotes an educational philosophy based on valuing self, others and

the environment, through the consideration of ethical values as the bases of good.
KEY STAGE STANDARDS:

K-3 4–6 7 – 10
an understanding and an understanding of how an understanding of key
observance of healthy changes, which are part of health concepts related to
habits and practices in growth and development, the achievement,
achieving wellness. impact health practices that sustainability and
help achieve and sustain promotion of wellness as it
optimum health and well- improves the quality of life
being. of the individual, the family
and the larger community.
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Grade Level Standards

Grade 1 The learner demonstrates an understanding of the essential concepts related to

nutrition and personal health as well as knowledge in injuryprevention, safety and first
aid, as factors in facilitating the development of healthy habits and practices among
individuals.
Grade 2 The learner demonstrates an understanding of personal health; family health; the
prevention and control of diseases and disorders; as well as injury prevention, safety and
first aid, which are factors that facilitate the development of healthy habits and
practices.
Grade 3 The learner demonstrates an understanding and knowledge in the following: nutrition;
prevention and control of diseases and disorders; consumer health; and community and
environmental health—factors which help in facilitating the development of healthy
habits and practices
Grade 4 The learner demonstrates an understanding of nutrition; prevention and control of

diseases and disorders; substance use and abuse; and injury prevention, safety and first
aid, leading to the achievement of optimum health and well-being
Grade 5 The learner demonstrates an understanding of the nature of personal health; growth
and development; substance use and abuse; and community and environmental health,
which helps to achieve optimum health and well-being.
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Grade 6 The learner demonstrates an understanding of personal health, prevention and control
of diseases and disorders; consumer health; and injury prevention, safety and first aid to
achieve optimum health and well-being.
Grade 7 The learner demonstrates an understanding of growth and development; nutrition;

personal health and injury prevention, safety and first aid to achieve, sustain, and
promote personal health and wellness.
Grade 8 The learner demonstrates understanding of family health and prevention and control of
diseases and disorders (communicable and noncommunicable to achieve, sustain, and
promote family health and wellness.
Grade 9 The learner demonstrates understanding of community and environmental health;

injury prevention, safety and first aid); and prevention of substance use and abuse to
achieve, sustain, and promote community health and wellness.
Grade 10 The learner demonstrates understanding of consumer health; national and global health
trends, issues and concerns (); the development of a health plan and exploration of
careers in health to achieve, sustain, and promote health and wellness.
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SPECIAL SERVICE
OF
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COOPERATING
SCHOOL
Special Service of the School
Canteen
To provides nutritious and affordable meals and snacks to students and staff, ensuring
they have access to balanced diets that support their physical health and energy levels
throughout the school day. It also serves as a social hub where students can relax,
socialize, and build relationships during breaks.
Library
The library serves as a resource center for students and teachers, offering access to a
wide range of books, academic journals, and digital resources that support learning and
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research. It also provides a quiet and conducive environment for studying, reading, and
completing assignments, fostering a culture of literacy and lifelong learning.
Clinic
The clinic ensures the health and well-being of students and staff by providing first aid,
medical care, and health consultations. It plays a critical role in managing health
emergencies, administering routine health checks, and promoting health education to
prevent illness and maintain a healthy school environment.
Guidance and Counselor service supports
The guidance and counselor office supports the emotional, social, and academic
development of students. It provides a range of services including individual and group
counseling, academic advising, career planning, and personal development programs.
The office helps students to navigate personal and academic challenges, develop
effective study and time management skills, and make informed decisions about their
education and future careers. Additionally, it offers support for mental health issues and
promotes overall well-being, fostering a supportive and inclusive school environment.
REFLECTIONS
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ON THE
COOPERATING
SCHOOL
Reflection of Cooperating School
Juan Lumosad Memorial National High School, established on June 14, 1986, holds a
special place in the community. The school, which caters exclusively to junior high
students in grades 7 through 10, has become a beacon of education and growth. My
time here, during our deployment from March 6, 2024, to May 10, 2024, has been
profoundly impactful, allowing me to immerse myself in the school’s rich educational
environment and community spirit.
During my internship, I had the privilege of working under the guidance of Ma’am Lean
Valencia, a dedicated MAPEH (Music, Arts, Physical Education, and Health) teacher for
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Grade 7 Aguinaldo. Ma’am Valencia’s passion for teaching and her commitment to her
students’ holistic development were truly inspiring. She provided me with invaluable
insights into effective teaching strategies and classroom management, and her
mentorship has significantly shaped my approach to education. Additionally, the support
and leadership of Sir Rolando Rosauro, the teacher in charge of the school, were
instrumental in making my deployment a constructive and enriching experience.
The teachers and staff at Juan Lumosad Memorial National High School have been
incredibly welcoming and supportive throughout my time here. Their dedication to
providing quality education and their genuine care for the students are evident in their
daily interactions and efforts. This environment fostered a sense of community and
collaboration that greatly enhanced my learning experience. As I move forward in my
teaching career, I will carry with me the lessons learned and the relationships built at
this school, always remembering the profound impact this institution and its people
have had on my professional and personal growth.
DESCRIPTION
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OF
EXPERIENCES
COMPILATION
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OF
EXPERIENCES
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March 6, 2024
This photo marks the beginning of our internship journey. It captures me and my co-
interns on our first day at Juan Lum0sad Memorial National High School. We are all
dressed in our complete professional uniforms, standing together with a sense of
excitement and anticipation. During this day, the speaker addressed us about the
importance of professionalism, particularly emphasizing the significance of wearing our
complete uniform properly. The session also covered various administrative forms and
procedures we need to follow throughout our internship. This moment signifies the start
of our hands-on teaching experience, setting the tone for our journey ahead as pre-
service teacher complete uniform properly. The session also covered various
administrative forms and procedures we need to follow throughout our internship. This
moment signifies the start of our hands-on teaching experience, setting the tone for our
journey ahead as pre-service teacher administrative forms and procedures we need to
follow throughout our internship. This moment signifies the start of our hands-on
teaching experience, setting the tone for our journey ahead as pre-service teachers.
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March 7, 2024
Here, Talking to my cooperating teacher about the upcoming week’s lessons, taking
diligent notes and absorbing her teaching methods with keen interest, eager to learn
from their experience and expertise.
March 11, 2024

Here, I am in the classroom for the first time, meeting my Grade7 Aguinaldo students. I
stand at the front of the class, introducing myself and outlining the day’s lesson plan on
the white board. The students are seated attentively, their curiosity piqued. This
moment captures the beginning of our educational journey together.
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March 11, 2024

In this photo, I lead a discussion on the kulintang ensemble's cultural significance in
Mindanao. Students listen attentively as I explain its history and importance. It's a
snapshot of engaged learning and cultural exploration.
March 12, 2024

In this image, I'm with Ma'am Leane Valencia, my cooperating teacher, after planning the
upcoming week’s lessons. We snapped a photo to cherish this collaborative moment.
Her guidance is invaluable as I navigate my teaching responsibilities. This symbolizes
strong mentorship crucial for my growth. The classroom backdrop hints at where our
plans will unfold into engaging lessons.
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March 13, 2024

Here, I am leading a discussion on arts and crafts. The students are gathered around a
table, working on their projects while I provide instructions and feedback. The creative
atmosphere is vibrant, showcasing the students' artistic talents and my role in nurturing
their skills.
March 14, 2024

This photo captures an engaging group activity where students are crafting Sarimanok
artworks. Each student is focused on their creation, carefully shaping colorful feathers
and intricate patterns. The classroom is filled with creativity and collaboration as
students share ideas and materials. This hands-on activity not only promotes artistic
expression but also fosters teamwork and cultural appreciation. The vibrant colors and
intricate designs of the Sarimanok reflect the rich cultural heritage of the Philippines.
This moment embodies the spirit of learning through creativity and collaboration in our
classroom.
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March 18, 2024

In this photo, I am conducting a formative assessment. Students are taking a quiz, and I
am walking around the classroom, observing their progress and offering assistance as
needed. This moment highlights my commitment to evaluating and supporting their
learning.
March 19, 2024

In this photo, I integrate technology with a large TV screen, displaying educational
videos. Students are captivated by the vivid visuals and audio, diligently taking notes.
This dynamic approach enriches learning, engaging diverse learning styles and
enhancing comprehension.
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March 20, 2024

Here, I am facilitating a group discussion on health education. The students are seated in
a circle, sharing their thoughts and ideas while I moderate the conversation. This
interactive session promotes critical thinking and active participation.
March 21, 2024

Collaborating with fellow pre-service teachers, I share resources and strategies, fostering
a supportive learning community as we navigate the joys and challenges of teaching
together.
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March 25, 2024

In this photo, I am leading a fitness session during our MAPEH class. The students are
actively participating in various exercises, and I am demonstrating proper techniques.
This image captures the importance of physical education in promoting health and well-
being.
March 26, 2024

In this snapshot of my internship journey, I am captured in front of a whiteboard,
engrossed in the act of teaching. With a marker in hand, I meticulously write out key
concepts, diagrams, or instructions to facilitate learning for my students. As I write, I am
fully immersed in the teaching process, conveying knowledge and fostering
understanding in the classroom. The scene embodies the dedication and passion I bring
to my role as an educator during my internship, as I strive to make a meaningful impact
on the learning journey of my students.
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March 27, 2024

This photo shows me during a MAPEH class, engaging the students in a hands-on
activity. I am demonstrating a physical education exercise, with students actively
participating. The classroom is filled with energy and enthusiasm, reflecting my growing
connection with the students,
April 01, 2024

In this photo, I am facilitating a group discussion on sportsmanship and teamwork. The
students are engaged in a lively conversation, sharing their thoughts and experiences.
This session emphasizes the values of respect and cooperation
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April 02, 2024

Here, I am using visual aids to teach a lesson on health and nutrition. The students are
taking notes and asking questions, actively engaging with the material. This lesson aims
to promote healthy lifestyle choices.
April 03, 2024

A groupie photo after collaborative project in progress. Students are working in groups
to create presentations on various cultural dances. I am moving between groups,
providing guidance and support. The teamwork and creativity are evident in their work.
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April 04, 2024

In this image, I am leading a reflection session where students share their favorite
activities and what they’ve learned so far. We are seated in a circle, fostering an open
and supportive environment for sharing
April 11, 2024

In this photo, I attentively observe my co-intern as she conducts her first demonstration,
offering support and encouragement in her teaching journey.
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April 17, 2024

This photo captures a significant milestone in my teaching journey—my first successful
demo lesson with Grade 7 Aguinaldo. I am standing at the front of the classroom,
confidently explaining the lesson while the students are attentively listening and actively
participating. The smiles and engaged expressions on their faces reflect the success of
the lesson. This experience has boosted my confidence and demonstrated the
effectiveness of my teaching strategies. It marks an important step in my development
as an educator, highlighting the progress I’ve made since the beginning of my internship.
April 18,
2024
In this picture, students are seen coming out of their classrooms, covering their heads
with their hands as they participate in an earthquake drill. This drill ensures that
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everyone knows the proper safety procedures, emphasizing the importance of readiness
and safety in case of a real earthquake.
April 22, 2024

In this image, I stand among my peers at the back during the flag ceremony, embodying
reverence and patriotism as we honor our nation's flag together.
April 23, 2024

In this image, I am conducting a quiz to assess students’ understanding of recent lessons.
I am walking around, ensuring everyone is on task and providing assistance as needed.
This assessment helps gauge the effectiveness of my teaching.
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April 24, 2024

In this photo, I am conducting my second demo teaching session. I am actively engaged
with the students, explaining concepts and facilitating learning. The students are
attentive, reflecting the effectiveness of my teaching strategies and preparation.
April 25, 2024

In this photo, I am attentively observing my co-intern during her second demo lesson.
My focus is on her teaching techniques and student interactions, providing support and
gaining insights for my own practice.
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May 03, 2024

The Faculty and staff of Juan Lumosad Memorial National High school
With the Interns of Zamboanga Del Sur Provincial Government College
#THURSDAYVIBES
May 06, 2024

In this image, I am conducting a review session, summarizing key lessons from the past
weeks. Students are engaged in a Q&A, reinforcing their knowledge and understanding.
This session helps prepare them for final assessments.
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May 07, 2024

In this photo, we’re at the back observing our cooperating teacher, Ma'am Leane
Valencia, as she leads a discussion. Her dynamic teaching style and interaction with the
students offer valuable insights and inspiration for my own teaching practice.
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May 08, 2024

This photo captures the moment of my successful final demonstration with Grade 7
Aguinaldo. This final demonstration marks the culmination of my internship, showcasing
the growth and skills I have developed. It is a proud moment that signifies my journey as
an educator, highlighting my ability to plan, execute, and connect effectively with my
students.
May 09, 2024

In this photo, my fellow interns and I are preparing for our culmination event, decorating
the function hall and creating a vibrant tarp papel banner. The excitement and sense of
accomplishment are evident as we work together to make the event memorable,
celebrating the end of our pre-service teaching journey.
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May 10 , 2024
This photo captures our heartfelt culmination event, marking the end of our pre-service
teaching journey. I am delivering a gratitude speech to my cooperating teacher, Ma’am
Leane Valencia and extending thanks to the dedicated teachers and staff of Juan
Lumosad Memorial National High School.
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LESSON PLAN
IN
SUBJECT TAUGHT
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A Detailed Lesson Plan in Physical Education

For Grade 7 Students
By: Kathleen Mae T. Lahaman
I. Objectives :
At the end of the lesson students will be able to;
A. Enumerate the Healthy Lifestyle Habits
B. Relate Healthy Lifestyle Habits in Daily Lives
C. Appreciate the importance of Healthy Lifestyle Habits
II. Subject Matter :
Topic: Healthy Lifestyle Habits
Reference : Physical Education Quarter 4- Module 1 page 10
Material : Powerpoint Presentation, Pictures, Visual Aids and Laptop
III. Procedure
Teacher’s Activity Student’s Activity
A. Preliminary activities
1. Prayer (one student will lead the prayer)
Before we start our class, may I request
everyone to please stand for our prayer.
2. Greetings
Good Afternoon Class! Good afternoon ma’am Kathleen
Before you take your sit , pick up some

pieces of paper and arrange your chairs
in a straight line. (students pick up some pieces of paper
and arrange the chairs )
Thank you , Now you take your seats
We’re fine ma’am

How are you today class?
That’s good to hear.
Keep your day as great as you are.
CLASSROOM RULES
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1. Always be on time
2. Be respectful at all times
3. Raise your hand before you
Before we start our discussion, I have speak
here a classroom rules. Everybody read 4. Be cooperative
5. Do your best
Yes, ma’am
Are the classroom rules clear?
B. Review
Ma’am, it’s all about Physical Fitness
Assessment through Festival dance
Before we proceed to our discussion let’s
( Single Foot Stepping) ma’am.)
review first.
Now, class what was our topic last
meeting?
Very good! Our last topic was all about Ma’am, 220
Physical Fitness Assessment through
Festival dance ( Single Foot Stepping)
How about this one, what is the heart
rate target? Ma’am
Single Foot Stepping
Very good! Hop Step

Leaning
What are those simple steps in festival Cross Turn

dances?
Very Good! I’m so happy that you all, still

remember what was our topic last
(Students will watch the video)
meeting
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C. Motivation
Now, class I will show you a video and
can you please observe the video
because after that I have some questions
to ask.
Now, class what have you observe in the

video?
Another idea?
All right, Very good! And also the girl has
a goal on how she physically fit.
ACTIVITY:
I will group you into four groups and all
you need to do is to Guess the picture
that I am going to show
Let’s start! Ma’am, A girl have a daily routine.
Picture
She’s going to the gym
Ma’am, I think she’s doing exercise

because she’s at the gym.
Picture 2.
Ma’am, A girl eating healthy foods.
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Picture 3.
Ma’am, A girl playing a Volleyball
Exactly, you got a perfect answer.
Yes, ma’am. Our topic is all about Healthy

Now, class do you have an idea what Lifestyle Habits.
would be our topic this afternoon?
D. Lesson Proper
Yes, Very Good! So our topic this
Objectives :
afternoon is all about Healthy Lifestyle
Habits At the end of the lesson students
will be able to;
But before that, let us read first our
objectives. Everybody read. A. Enumerate the Healthy Lifestyle
Habits
B. Relate Healthy Lifestyle Habits in Daily
Lives
C. Appreciate the importance of Healthy
Lifestyle Habits
Healthy Lifestyle Habits

• Participate in a lifetime physical activity
program
• Eat right
• Maintain recommended body weight
through adequate nutrition
and exercise
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• Sleep 6 to 8 hours every night

• Take personal safety measure
• Create your own exercise program:
Before starting an exercise program, set

short-term and long-term goals
these goals should be: S-M-A-R-T and
follow the principle of training (FITT
Principles)
The FITT principle is a method of creating

an efficient workout plan. It offers a
structure and components to use to
develop, monitor, or enhance both
cardiovascular and strength training. It is
based on starting at the
current fitness level of the person and
the fitness goals. It stands for:
F (frequency)
I (intensity)
T (time)
T (type) Principles
SMART is a best practice framework for
setting goals. It stands for:
S (Specific)
M (Measurable)
A (Achievable)
R(Relevant)
T (Trackable) Ma’am,
E. Generalization
To see if you really understand our F (frequency)
lesson, let's have a recap of our lesson
today. I (intensity)
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What is FITT stands for? T (time)

T (type) Principles
Ma’am,
How about SMART stands for what? S (Specific)
M (Measurable)
A (Achievable)
How importance being physically fit? R(Relevant)
T (Trackable)
Ma’am,
Being physically active can improve your
brain health, help manage weight,
reduce the risk of disease, strengthen
bones and muscles, and improve your
ability to do everyday activities.
F. Application
Are you ready for our Group Activity?
Okay class, the same group, you may
now go to your respective group.
Before we start our group activity, I want
you to read first our Rubrics.
RUBRICS:
Content Knowledge
*Demonstrates
thorough
understanding of
the topic. 40%
Responses are
accurate, detailed,
and incorporate
relevant
information.
Communication
*Communicates
ideas clearly and
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effectively. Uses
appropriate 20%
language and tone.
Engages the
audience/partner(s)
effectively.
Collaboration
*Works
collaboratively with
partner(s). Listens
actively, respects 20%
others' ideas, and
contributes to the
overall success of
the activity.
Overall
Performance
*Demonstrates 20%
outstanding
performance in all
aspects of the role-
play activity.
TOTAL: 100%
Instruction: Make a Role Play about

Healthy Lifestyle Habits.
IV. Evaluation
Direction: List down Healthy Lifestyle Habits.


What FITT stands for?
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F-
I-
T-
T-
What SMART stands for?
S-
M-
A-
R-
T-
V. Assignment
Read in advance about Prevention and Control of Diseases and Disorder. Page 414-415.
A Detailed Lesson Plan in Grade-7 MAPEH
114
Prepared by: Kathleen Mae T. Lahaman

I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. Identify the different religious festival dances in the Philippines
b. create a yell with corresponding pose or movement of the Sinulog Festival and;
c. appreciate the value of festival dances in the Philippines (Religious Festival)
II. SUBJECT MATTER
Topic: Philippine Festival Dances (Religious Festival)
Reference: Physical Education and Health 7 learners Material p. 175-185.
Materials: Laptop, Speaker, Power point, Visual Aid.
Strategy: Cooperative Learning Strategy
Values: Teamwork and Respect
III. PROCEDURE
• Preliminary Activities
A. Prayer
Before we start our class, may I request ( Students do what is told)

everyone to please stand for our
opening prayer. Tariman kindly lead the ( Tariman will lead the prayer
prayer.
B. Greetings/ Classroom
Management
“Good Morning Ma'am Kathleen
“Good Afternoon, Grade 7 Aguinaldo.”
( Students do what is told )

“Before you take your seat, kindly pick
up some pieces of paper under your
chair and arrange your chairs properly.”
Thank You Ma'am

“Now If you are done, you can now take
your seat.”
Before we proceed I would like to

present to you my class room etiquette,
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everybody kindly read the classroom

etiquette.
1. Always be on time
3. Raise your hand before you speak
4. Be cooperative
5. Do your best
Yes ma'am.
Are we clear with our classroom
etiquette ?
Is there any absent from the class today?

Wow, very good! Since no one is absent ( Students do what is told )
give yourselves a 3 claps and shout “
VERY GOOD.”
C. Review of Lesson
Before we go on to our new lesson, Let’s

have a review first.
was all about healthy lifestyle habits ma'am
What was our last meeting?
Excellent! Can you give me one of the ( students do what is told )

example of regular exercise?
Amazing! let’s give him a barangay’s

clap.
D. Motivation
“Yes ma’am .”
Before we proceed, I have some pictures

here. I want you to observe and analyze
them, after you analyze the pictures. I'll
116
be asking a question, okay?
Now let's try to answer the following

questions. Ma'am in the pictures you have shown to us I
observed that they are the different types of
festivals.
Ma’am because festival dances are cultural

dances performed in honor of a patron's
saints or in thanksgiving of bountiful
harvest.
Aside from festivals what else?
We celebrate our unity amidst the diversity of

cultures.
Very Good Class!

It’s important to our lives because we can
Why is there a need to celebrate provide an opportunity for filipinos to
festivals? celebrate their cultural identity and heritage.
That's right! Now why do you think

festivals are important to our lives as
Filipinos?
Yes ma'am
Good job! Thank you for your

participation. This activity will help you Our topic for today is all about Festival
to understand more our topic. Dances in the Philippine
117
Based on the pictures you have analyzed

and observed, what do you think is our
lesson or topic for today?
OBJECTIVES
At the end of the lesson, the students
Very Good! Our topic for today is all should be able to:
about
A. Identify the different religious festival
Philippine Festivals Dances ( Religious dances in the Philippines
Festival) and here are our objectives. b. create a yell with corresponding pose or
Kindly read movement of the Sinulog Festival and;
c. appreciate the value of festival in the
Philippines
E. Lesson Proper
1. ACTIVITY ( Guess the Picture )
Now, since that you are already know

the objectives, For your activity this
afternoon. I want you to group into
three. This row will be the group 1, this
row will be the group 2, and the
remaining row will be the group 3. Look
each picture closely and Identify the
different religious festival in the
Philippine. The first group who can
answer correctly will be the winner, and
they will also receive a prize.
I have here the different kind of pictures

all you need to do is to identify the
pictures which is the religious festival.
okay. Are you ready class?
Yes we are ready.
.
Okay Let’s Start.
Which is Religious Festival?
118
Ma'am Ati-atihan
Ati-atihan Masskara
Sinulog Ma’am
Sinulog Panagbenga
Dinagyang ma’am
Dinagyang Lansones
Moriones ma’am
Ibalong Moriones
The Feast of Our Lady of Peñafrancia

Lansone The Feast of Our Lady of
Peñafrancia
1. ANALYSIS
Ma’am the reason why is called Festival
Based on the activity we had a while ago,
Dances because to the religious and
why is it called festival dances?
geographical groups. Festival is a special
Yes, Tariman? occasion of feasting and celebration, usually
with a religious focus.
what comes in your mind when you hear

the word festivals? Ma’am it is an event where they show and
119
celebrate their tradition and beliefs.

Great!
Let’s find out if you’re right.
2. ABSTRACTION
Did you know class that festival is known
as a "Fiesta" and it is a part of the
Filipino culture each city or province has
a local fiesta. Being a very religious
centered country, a fiesta is commonly
about the celebration of a city or
province's patron saint or a thanksgiving
for a bountiful harvest. There is a fiesta
going on at any time in the Philippines. A
fiesta is a special time with a banquet for
kin and friends. They are always colorful
and unique. Like most Asian countries;
the Philippines is rich in culture and
tradition.
So, today we are going to focus on the
well-known festivals from the
Philippines.
Class before we proceed to our main
lesson, can you tell some festivals that
you know in Luzon? Pahiyas festival in Lucban Quezon ma’am.
What else class? Moriones in Marinduque ma’am
Very Good! How about in Visayas?
Ma’am the festivals in Visayas are Sinulog and

Dinagyang Festivals.
Excellent! How about in Mindanao?

Very Good Class! Let’s Give ourselves a Ma’am lanzones Festival in Camiguin.
around of applause… ( students do what is told )
120
The first one is the Ati-atihan Festival

(Student will read from my power point
on the screen and then I will show the
pictures of the festivals. ( students will read )
Now, what comes in your mind when

you hear the word Ati-atihan festivals? Ma’am Festival in the Island and town of
Nice, what else? kalibo,
Okay Very Good! Ati-atihan Festivals - Ati

atihan Festival - is a feast held annually It’s a feast held in January
in January in honor of the Santo Niño
(infant Jesus), concluding on the third
Sunday, in the island and town of kalibo,
aklan in the
Philippines. The festivals consist of tribal
dance, music, accompanied by
indigenous costumes and weapons, and
parade along the street.
Next is the Moriones Festival
Moriones Festival -The”Moriones” are men

and women in costumes and masks
replicating the garb of biblical Roman soldiers
as interpreted by local folks. They celebrate
Dinagyang Festival MorionesFestival every Holy week in
The first Dinagyang Festival was held in Marinduque. The center of celebration in
1968. The word “dinagyang” was derived Moriones Festival is St. Longinus and the
from the Hiligaynon word “dagyang”, Passion of the Christ.
which translates to “merrymaking” in
English. It’s a word that’s broadly
representative of the festival.
Iloilo’s Dinagyang Festival celebrates
locals’ devotion to the Santo Niño,
similar to Cebu’s Sinulog Festival. In
121
addition, it also pays tribute to the

arrival of the Malay settlers in the
country, including the notable barter of
Panay Island from natives called Ati.
Now let's go to Visayas. Sinulog Festivals - this is an annual festival

being held every third Sunday of January in
The first one from Visayas and that is Cebu
Sinulog festivals (Student will read from
my power point on the screen and then I City, Maasin City, Southern Leyte, and
will show the pictures of the festival) balingasag misamis oriental in the Philippines.
The festivals commemorate the Filipino
people's pagan origin and their acceptance of
roman Catholicism.
Another from Luzon is the Pahiyas Pahivas Festivals - Colorful feast celebrated
festivals, please somebody read every 15th of may by the people of Lucan,
Quezon in honor of San Isidro Labrador. It is
the farmers thanksgiving for a bountiful
The creativity and uniqueness of the harvest with a grand display of colorful rice,
Filipinos are lighted in those festivals and fruits vegetables and handcrafts adoring
we should be proud of it. Each Filipinos every house.
is an artist. we may have our differences
but there is always greatness in us and
we should be able to show and develop
it. Okay? Very Good Grade 7!
Now Grade 7 How will you promote Ma’am I will be promoting a fiesta or festivals
festivals in your Province? is easier through the help of social media,
many provinces air their fiesta celebration
online via Facebook live usually.
Very Good Class!
3. GENERALIZATION
Since you are already know the religious

festival in the Philippines, let see if you
are really listening from my discussion
this afternoon.
Almanoche, what are those religious
122
festival in the Philippines? Ma’am Religious festival are Ati-atihan

festival, Moriones festival, sinulog
Wow! Very Good
festival,dinagyang festival and pahiyas
Class, to know you the Festival Dances in festival.
Philippines is very important, especially
to the different people, religious or
secular nature in the community. They
are portraying the people’s way of life
through movements, costumes and,
implements inherent to their place of
origin.
Moreover, it is a honor of religious icon,
culture, tradition, beliefs, or festival
dances articulate unity of the Filipinos
that amidst economic, social,
environmental, cultural and political
challenges remain resilient and together
they stand as one nation.
4. APPLICATION
Let's have another activity. I will group

you into 3.
(the teacher will group the students)
Yes maam
In this activity, your group will make your
own yell or shout with corresponding
pose or movement in Sinulog Festival.
I need one representative from each
group to come and pick a slip from the
box. Who will be the first presenter.
( students will do their activity )
Is that clear?
Criteri 15 10
a
Conte Aligned Slightly Not
nt in the aligned aligned
topic in the in the
topic topic
Team All of the some of All of the
123
work member the members

cooperat member were not
e cooperat cooperat
e ed
Smile The students Students
students sometim did not
alway es smiles smile
smiles
Enjoy students students Students

ment enjoys slightly did not
the enjoy enjoy the
activity the activity
100.% activity 25%
50%
You will be guided by the rubrics.
V. EVALUATION
Directions: Choose the letter of the correct answer:
1. What is the festival dance in which people show the different products
in their community? This is celebrated as thanksgiving for their
abundant harvest.
A. Seasonal festival dance
B. Secular festival dance
C. Philippine festival dance
D. Religious festival dance
2. What month ati-atihan celebrated?
a. May
b. April
c. March
d. January
3. What festival dance refers to the epic story where the people parade on
the streets wearing masks and costumes to imitate the appearances of
the heroes and villains?
A. Ibalong
124
B. Penafrancia
C. Maskara
D. Moriones
4.All of the following are festival dances honoring the Patron Saint,
EXCEPT:
A. Sinulog
B. Dinagyang
C. Ati-atihan
D. Pahiyas
5.Which of the following festival dances in the Philippines is performed to
honor San Isidro Labrador? It is known as one of the most colorful
harvest festivals of the farmers.
A. Moriones
B. Pahiyas
C. Kadayawan
D. Pahiyas
II- Matching Type. Match the following festivals in column A with the correct
place of origin in column B. Write your answer on the separate sheet of paper.
A B
1. Pahiyas Festival a. Naga City, Bicol
2. Moriones Festival b. Iloilo City
3. Dinagyang Festival c. Kalibo, Aklan
4. Sinulog Festival d. Marinduque
5. Ati-atihan Festival e. Cebu City
f . Lucban, Quezon
IV. Essay
Why is it important of many Filipino to celebrate festival?
Answer Key;
1. C
2. D
3. D
4. D
125
5. B
II. MATCHING TYPE
1.F
2.D
3.B
4.E
5.C
VI. ASSIGNMENT
I commend you for your active participation with our lesson for today. I hope you
learned a lot that will help you in your daily life as a student.
For your assignment,
Interview your grandparents or some eldest from your barangay about your festival or
fiesta. Ask these questions and write in your MAPEH NOTEBOOK.
1. When did the first celebration happen?
2. What artist skills are being used for the celebration of your fiesta?
3. How will you promote festivals dances in your provinces?
A Detailed Lesson Plan in Physical Education

For Grade-7 Students
126
Prepared by: Kathleen Mae T Lahaman
I. OBJECTIVES:
At the end of this lesson students will be able to:
A. Determine the different types of Non-locomotor skills.
B. Create simple steps of dance exercise using Non-locomotor Skills.
C. Value the importance of Non-locomotor skills as a form of physical activity.
II. SUBJECT MATTER

Topic: Fundamental Skills (Non-Locomotor Skills)
References : Physical Education and Health Learner’s Material (Pages 193194)
Materials: Laptop, Marking pen, Pictures, Visual aids,Powerpoin Presentation.
III. PROCEDURE
A. Preliminary Activities (5 minutes)
Good Afternoon class, it's nice meeting Let us pray. Almighty God....
you. I'm Kathleen Mae Lahaman your ( Students prayer)
demonstrator for today. But before we
start our class, may I request everyone to
please stand for our prayer.
B.Greetings/ Classroom Management
“Good Afternoon, Grade 7 Aguinaldo.” Good afternoon Ma’am

“Before you take your seat, kindly pick up
some pieces of paper under your chair
and arrange your chairs properly.”
“Now If you are done, you can now take

your seat.”
How are you today? We’re fine Ma’am

Very Good!
(Students secretary raise her hand)
Do we have any absentee’s for today?
Who is your secretary here in the
127
class?
Secretary, kindly give me the list of
absentees after the class. Understood? Yes Ma’am
Before we start our discussion, I have
here a classroom rules. Everybody read 1. Always be on time
3. Raise your hand before you speak
Are the cl
4. Be cooperative
assroom rules clear? 5. Do your best
B. Review (5 minutes)
Before we proceed to our discussion let’s
have a short recap about what we Yes Ma’am
discussed last meeting.
Now, class what was our topic yesterday? Ma’am, our topic yesterday was all about
Our topic last meeting was all about Fundamental Skills (Locomotor Skills)
Fundamental Skills (Locomotor Skills)
Okay class what is Fundamental Skills?
Fundamental Skills- these are

movements which are fairly simple and
serve as the foundation for more
complex physical activities. These include
three categories, the locomotor, non-
What are those different types of locomotor, and manipulative skills.
Locomotor skills?
Ma’am, Step, Walk, Run, Leap, Jump,
Very good! I’m so happy that you all, still Hopping, Skipping, Sliding, Galloping.
remember what was our topic last
meeting.
B. Motivation (5 minutes)
Class, imagine that we are in a

dance studio. No one is allowed
to become timid or shy. Are you
128
excited for our topic for today?”
“Before we proceed to our

lesson, May I request everyone to
please stand up, because we are
going to have a short warm up
exercise. (Plays the music and do
the warm up exercises)“
Okay, from what we did earlier,

what have you notice while doing
the exercise?
Very Good! We stay in a one place while

doing the exercise . In which we remain
in one place while moving.
So now class, from what we did earlier,

what do you think is our new topic for
today?
Maam I notice while doing the exercise
we stay in a one place while doing the
Fantastic! Our topic for today is all about exercise.
Fundamental Skills (Non-Locomotor
Skills) and here are our objectives.Kindly
based on what we performed ma'am and
read.
what we did earlier, our topic for today is
all about Fundamental Skills (Non-
Locomotor Skills)
. OBJECTIVES:
At the end of this lesson students will be
able to:
A. Determine the different types
of Non-locomotor skills.
B. Create simple steps of dance
exercise using Non-locomotor
Skills.
C. Value the importance of Non-
C. Lesson Proper (15 minutes)
129
ACTIVITY (Check My Skills) locomotor skills as a form of

physical activity.
Now, since that you are already know
the objectives, For your activity this
afternoon this will help you analyze and
understand what are the basic skills
involved in a festival dance. So now, I will
group you into three groups and all you
need to do is to identify the following
movements involved in a festival dance.
Put a check (a) on the column provided
for which the movements
belong,locomotor, non-locomotor, or
manipulative skills. Write your answer on
a separate sheet of paper.
Skills Loco Non- Manipu
mot locomot lative
or or (handli
(mov (moving ng
ing in skills)
from stationar
one y place)
plac
e to
anot
her)
1.
Catching
2.
Stepping
3.
Hopping
4.
Swaying
5.
Throwing
6.
Twisting
130
7. Sliding
8.
Skipping
9.
Rotating
10.
Leaping
11.Bendi
ng
12.Kickin
g
13.Stretc
hing
Non-Locomotor Skills- this is the
opposite of locomotor skills in which
an individual remains in one place while
moving
Stetching
Stretching/ Extending
Swinging Straightening or extending any part of
the body from the joints.
Bending/ Flexing
Swinging
Moving perpendicularly below an axis.
Bending/ Flexing
Pushing Moving the muscles around a joint
where two
body parts meet.
Lifting/Raising
Pushing involves using a forceful
movement to move the body away from
an object.
131
Lifting/Raising
Twisting - Elevating a part of the body usually the
arms
and legs.
Twisting - moving around the body. It is

done by rotating the body parts around
Swaying the axis while the base is not changing its
condition. It is usually good for head and
body.
Rotating
Swaying - is a movement above an axis.
Manipulative Skills- These skills mainly

involve activities with the use of Rotating - moving or rotating the part of
the body around axis.
hand and body coordination to execute a
task. It can be done through
handling, catching, kicking, or throwing
of different props included in a
certain festival dance.
E. Generalization (5 minutes)
To see if you really understand our
lesson, let’s have a recap of our lesson
today.
Who can define what is Non-locomotor?
Non-Locomotor Skills- this is the

What is an example of a non-locomotor
opposite of locomotor skills in which
skill?
an individual remains in one place while
moving
Another example?
A child who stands in place and bends at
the waist downward to touch their toes
132
Another? A child extending their arms upward, as if

they were trying to reach the sky
Very Good!
A child bending their knee upward to
Class, what are the non-locomotor
march in place
movements and its example?
Non-locomotor movements are

movements that do not involve traveling
from one place to another. There are
F. Application (20 minutes) many examples of non-locomotor
movements, which include:Stetching
Are you ready for our Group Activity? Swinging,Bending/
Okay class, the same group you may now Flexing,Pushing,Lifting/Raising,Twisting,S
go to your respective group. waying,Rotating
Before we start our group activity, I want

you to read first our Rubrics.
Rubrics
Mastery
40%
 Routine
memorize
d
Proper Execution
 Skills
executed 30%
correctly
with
facility and
ease
Choreography
 Smooth
movement 30%
133
transition
from figure
to figure
Total: 100%
(highest score)
Direction: Create at least Five (3) Non-
locomotor movements. Look for any
music or any available instruments to
accompany your steps or routine.
IV. Evaluation (5minutes)
Multiple choice. Answer the following questions based on the lesson
discussed. Choose the letter of the correct answer. Write your answer on your
answer sheet.
1. Which of the following skills makes an individual remain in one place

while moving?
A. Locomotor
B. Non-locomotor
C. Manipulative
D. Fundamental
2. How can stretching be done?
A. By straightening or extending any part of the body.
B. Through elevating any part of the body.
C. By moving the muscles around a joint where two body parts meet.
D. By moving a part of the body around an axis.
3. What skill refers to a pendular movement below an axis?

A. Swaying
B. Swinging
C. Rolling
D. Tumbling
4. All of the following are the fundamental skills involved in festival
134
dance EXCEPT:
A. Non-locomotor
B. Locomotor
C. Manipulative
D. None of the above
5. What skill is involved in the handling of the props and different
products in a dance?
A. Fundamental
B. Locomotor
C. Manipulative
D. Non-locomotor
Test II: Matchy-matchy!
The following are the illustrations of different movements that can be found in a festival
dance.
Directions: Match the illustrations on column A with the correct skills on column B.
Write your answer on a separate sheet of paper.
Column A Column B
1. a. Walking
2. b. Stretching
3. c. Twisting
135
4. d. Swinging
5. e. Swaying
F. Bending
Answer Key :
Multiple Choice:
1. B
2. A
3. B
4. D
5. C
Test II
Matchy - matchy
1. F
2. E
3. D
4. C
5. B
V. Assignment:
Read in advance about fact file (World Health Organization)
136
INSTRUCTIONAL
MATERIALS
Instructional Materials
137
138
REFLECTION
ON THE
INSTRUCTIONAL
MATERIALS
139
Reflection in Instructional Materials
Using visual aids and PowerPoint during my demo teaching significantly enhanced the
learning experience for both myself and my students. Visual aids, such as charts,
diagrams, and images, played a crucial role in clarifying complex concepts and making
abstract information more concrete and understandable. By providing visual
representations of the material, I was able to break down difficult topics into more
manageable pieces, making the information more accessible and less intimidating for
students. This approach was particularly beneficial for visual learners who thrive on
seeing information presented graphically.
The PowerPoint presentations added another layer of structure and visual appeal to my
lessons. The use of slides allowed me to organize content logically, ensuring a smooth
flow of information. Incorporating multimedia elements such as videos, animations, and
sound clips catered to different learning styles and kept students engaged throughout
the lesson. These dynamic features of PowerPoint helped create a more interactive and
stimulating learning environment, fostering greater student participation and interest.
However, this experience also taught me the importance of balance when using these
tools. While visual aids and PowerPoint can greatly enhance a lesson, they should not
overshadow the interactive aspect of teaching. Slides that are too text-heavy can
overwhelm students and detract from the presentation's effectiveness. It is crucial to
strike a balance between providing information on the slides and engaging with the
students directly. Moving forward, I plan to continue refining my use of visual aids and
PowerPoint to ensure they are engaging, accessible, and supportive of diverse learners.
By continually assessing and improving my use of these tools, I aim to create a more
dynamic and inclusive learning experience for all my students.
140
EVALUATIVE TOOLS
USED
141
Evaluation Tools
EVALUATION
Multiple Choice
Directions: Choose the letter of the correct answer:
1.What is the festival dance in which people show the different products
in their community? This is celebrated as thanksgiving for their
abundant harvest.
A. Seasonal festival dance
B. Secular festival dance
C. Philippine festival dance
D. Religious festival dance
2. What month ati-atihan celebrated?
a. May
b. April
c. March
d. January
3. What festival dance refers to the epic story where the people parade on
the streets wearing masks and costumes to imitate the appearances of
the heroes and villains?
A. Ibalong
B. Penafrancia
C. Maskara
D. Moriones
4.All of the following are festival dances honoring the Patron Saint,
EXCEPT:
A. Sinulog
B. Dinagyang
142
C. Ati-atihan
D. Pahiyas
5.Which of the following festival dances in the Philippines is performed to
honor San Isidro Labrador? It is known as one of the most colorful
harvest festivals of the farmers.
A. Moriones
B. Pahiyas
C. Kadayawan
D. Pahiyas
Matching Type. Match the following festivals in column A with the correct
place of origin in column B. Write your answer on the separate sheet of paper.
A B
1. Pahiyas Festival a. Naga City, Bicol
2. Moriones Festival b. Iloilo City
3. Dinagyang Festival c. Kalibo, Aklan
4. Sinulog Festival d. Marinduque
5. Ati-atihan Festival e. Cebu City
f . Lucban, Quezon
Essay
Why is it important of many Filipino to celebrate festival?
Answer Key; II. MATCHING
TYPE
1. C
2. D 1.F
3. D 2.D
4. D 3.B
5. B
4.E
5.C
143
REFLECTION
ON THE EVALUATIVE
TOOLS
144
Reflection on Evaluation Tools
Evaluation tools are essential in the educational process, acting as a crucial link between
teaching objectives and student learning outcomes. Formative assessments like quizzes,
exit tickets, and peer reviews provide real-time feedback, enabling me to adjust my
teaching methods and address the diverse needs of my students. These tools foster a
dynamic learning environment where students can engage with the material
continuously, promoting active learning and immediate application of knowledge.
Summative assessments, such as standardized tests, final projects, and presentations,
offer a comprehensive overview of student achievement at the end of instructional
periods. They help evaluate the overall effectiveness of the curriculum and teaching
strategies. By identifying areas where students excel and areas needing improvement,
these assessments inform future instructional planning and curriculum development,
ensuring that teaching practices are aligned with educational goals.
Reflective tools, including self-assessment and student reflections, empower students to
take ownership of their learning by encouraging them to evaluate their progress, set
goals, and recognize their strengths and weaknesses. This promotes a growth mindset
and lifelong learning skills. However, the challenge lies in ensuring that these evaluation
tools are fair, inclusive, and free from bias, thus providing all students with an equal
opportunity to demonstrate their knowledge and abilities. Overall, evaluation tools are
indispensable in enhancing the teaching and learning experience, contributing to a more
effective and equitable educational environment.
145
OBSERVATION
AND
EVALUATION FORMS
146
Observation and Evaluation Forms
147
148
149
150
151
152
153
154
REFLECTION
ON
OBSERVATION
AND
EVALUATION FORMS
155
Reflection on Observation and Evaluation Forms
Reflecting on the observation and evaluation forms used during my demo teaching has
been an insightful and valuable experience. These tools provided structured and detailed
feedback on my teaching practices, highlighting both strengths and areas for
improvement. The objective observations from my cooperating teacher and other
evaluators allowed me to see my teaching from different perspectives, which was
incredibly beneficial for my professional growth.
The evaluation forms covered various aspects of my teaching, including lesson planning,
instructional delivery, classroom management, and student engagement. The feedback
on my lesson planning emphasized the importance of clear objectives, well-organized
content, and effective use of instructional materials. Observations on my instructional
delivery highlighted my ability to communicate concepts clearly and engage students
actively. However, they also pointed out areas where I could improve, such as
incorporating more diverse teaching strategies to cater to different learning styles.
Moreover, the reflection on classroom management and student engagement was

particularly enlightening. The evaluation forms noted my efforts to create a positive and
inclusive classroom environment, as well as my use of interactive activities to maintain
student interest. Constructive feedback on managing classroom dynamics and ensuring
all students participate equally has guided me in refining my approach to teaching.
Overall, the observation and evaluation forms have been instrumental in helping me
understand my strengths and identify specific areas for development, making me a more
effective and reflective educator.
156
SAMPLE LEARNERS
WORK AND
FEEDBACK
157
158
159
160
161
DAILY TIME RECORD

(DTR)
162
163
PRACTICE TEACHING
FORMS
ACCOMPLISHED
164
165
166
167
168
TEACHER’S PROGRAM
169
170
DEPARTMENT
OF
EDUCATION SCHOOL
FORM 1
(SF1)
171
172
173
174
DEPARTMENT
OF
EDUCATION SCHOOL
FORM 2
(SF2)
175
Department of Education School Form 2 (SF2)
176
DEPARTMENT
OF
EDUCATION SCHOOL
FORM 3
(SF3)
177
178
DEPARTMENT
OF
179
EDUCATION SCHOOL
FORM 5
(SF5)
180
181
182
DEPARTMENT
OF
EDUCATION SCHOOL
FORM 10
(SF10)
183
184
CLASS RECORD
185
Class Record
186
TABLE
OF
SPECIFICATION
187
188
189
OTHER EVIDENCES
190
CODE OF ETHICS
191
A. CODE OF ETHICS
CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a),
section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt
the Code of Ethics for Professional Teachers.
Preamble
Teachers are duly licensed professionals who possessed dignity and reputation with high
moral values as well as technical and professional competence in the practice of their
noble profession, and they strictly adhere to, observe, and practice this set of ethical and
moral principles, standards, and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall offer
quality education for all competent teachers. Committed to its full realization, the
provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, and secondary levels whether
academic, vocational, special, technical, or non-formal. The term “teacher” shall include
industrial arts or vocational teachers and all other persons performing supervisory
and /or administrative functions in all school at the aforesaid levels, whether on full time
or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state; each teacher
is a trustee of the cultural and educational heritage of the nation and is under obligation
to transmit to learners such heritage as well as to elevate national morality, promote
national pride, cultivate love of country, instil allegiance to the constitution and for all
duly constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to
duty.
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Section 5. A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive
any money or service or other valuable material from any person or entity for such
purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7. A teacher shall not use his position or official authority or influence to coerce
any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if the results
are inimical to the declared policies of the State, they shall be brought to the proper
authorities for appropriate remedial action.
Article III: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and of the development of the youth; he
shall, therefore, render the best service by providing an environment conducive to such
learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he
shall behave with honour and dignity at all times and refrain from such activities as
gambling, smoking, drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study
and understand local customs and traditions in order to have sympathetic attitude,
therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its needs and
problems.
Section 6. Every teacher is intellectual leader in the community, especially in the
barangay, and shall welcome the opportunity to provide such leadership when needed,
to extend counselling services, as appropriate, and to actively be involved in matters
affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people,
individually or collectively.
Section 8. A teacher possesses freedom to attend church and worships as appropriate,
but shall not use his positions and influence to proselyte others.
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Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education,
shall make the best preparations for the career of teaching, and shall be at his best at all
times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies
as will improve his efficiency, enhance the prestige of the profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally
competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school,
but shall not make improper misrepresentations through personal advertisements and
other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it
dignified means for earning a decent living.
Article V: The Teachers and the Profession
Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty,
mutual confidence, and faith in one another, self-sacrifice for the common good; and full
cooperation with colleagues. When the best interest of the learners, the school, or the
profession is at stake in any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give
due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which has not
been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may
appear to be an unprofessional and unethical conduct of any associate. However, this
may be done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against
an associate, preferably in writing, without violating the right of the individual
concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided
that he respects the system of selection on the basis of merit and competence;
194
provided, further, that all qualified candidates are given the opportunity to be
considered.
Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an honest effort to understand
and support the legitimate policies of the school and the administration regardless of
personal feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such
under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when
special conditions warrant a different procedure, such as when special conditions are
advocated but are opposed by immediate superiors, in which case, the teacher shall
appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress
against injustice to the administration and to extent possible, shall raise grievances
within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the
interest and the welfare of learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and needed in
the interest of the service. Section 6. A teacher who accepts a position assumes a
contractual obligation to live up to his contract, assuming full knowledge of employment
terms and conditions.
Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness
and sympathy towards teachers and other personnel, such practices being standards of
effective school supervision, dignified administration, responsible leadership and
enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the
system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in
conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school teachers
195
are issued contracts specifying the terms and conditions of their work; provided that
they are given, if qualified, subsequent permanent tenure, in accordance with existing
laws.
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of evaluation
and measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first
and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a
learner.
Section 4. A teacher shall not accept favours or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and
quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between
teacher and learner, the teacher shall exercise utmost professional discretion to avoid
scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed assistance in preventing
or solving learner’s problems and difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents, and
shall conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress
and deficiencies of learner under him, exercising utmost candour and tact in pointing
out the learner's deficiencies and in seeking parent’s cooperation for the proper
guidance and improvement of the learners.
196
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding,
and shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily his
private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
except only when his assignment is inherently, related to such purchase and disposal;
provided they shall be in accordance with the existing regulations; provided, further,
that members of duly recognized teachers cooperatives may participate in the
distribution and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of
personal behaviour in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve
as a model worthy of emulation by learners, peers and all others. Section 4. A teacher
shall always recognize the Almighty God as guide of his own destiny and of the destinies
of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation
of his Certification of Registration and License as a Professional Teacher, suspension from
the practice of teaching profession, or reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836,
and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following its publication in the Official Gazette or
any newspaper of general circulation, whichever is earlier.
197
PICTORIALS
198
B. PICTORIALS
Capturing our first picture moment together! Their happy faces reflect the joy of
learning and the beginning of a memorable journey.
199
Creating unforgettable memories with my Grade 7 Aguinaldo class during my demo

teaching, a journey of growth, inspiration, and shared learning!
200
Receiving my Certificate of Appreciation and Certificate of Recognition on the last day of

my internship, marking the successful completion of this journey from March 4 to May
10, 2024. A proud moment of achievement and gratitude for the incredible experience
at Juan Lumusad Memorial National High School.
Together with my two co-interns, we proudly received Certificates of Recognition

for being proficient upon completing our internship from March 4 to May 10, 2024.
Pictured with our cooperating teachers, , and the teacher in charge, Sir Rolando Rosauro.
This moment encapsulates the pride of our collective achievements and the gratitude
we have for their unwavering support and guidance.
201
Reflecting on the journey as our internship comes to an end - grateful for the
memories, growth, and lasting connections made along the way.
202
CERTIFICATE
OF
CULMINATION
203
C. CERTIFICATE OF CULMINATION
204

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Z Zamboanga Del Sur Provincial Government College

Poblacion, Aurora, Zamboanga del Sur

PRACTICE TEACHING PORTFOLIO

In partial Fulfillment of the Requirement in

TITLE PAGE PAGE

Cove Page ……………..…………………………………………………………………………... 1

Certificate of Completion ………………………………………………………………………

II. COOPERATING SCHOOL

Introduction of the School……………………………………………………………………21

History of the School…………………………………………………………………………….23

School Plan of Cooperating School………………………………………………….……….25

Enrollment Data of Cooperating School………………………………………………..29

Teaching Force of Cooperating School…………….…………………………………….31

Objective of Cooperating School…………………………………………………………….33

The K to 12 Curriculum of MAPEH (G-7)………………………………………………….35

Special Services of Cooperating School………….………………………………………80

Reflections on the Cooperating School………………………………………………….82

III. DESCRIPTION OF EXPERIENCES

Lesson Plans in Subject Taught………………………………………………………………103

Reflection on the Instructional Materials………………………………………………..136

Evaluative Tools Used……………………………………………………………………...........138

Reflections on Evaluative Tools ……………………………………………………………….141

Observation and Evaluative Forms………………………………………………………….143

Reflections on Observation and Evaluative Forms…………………………………..152

Sample Learners Work and Feedback……………………………………………………..154

Daily Time Record (DTR)……………………………………………………………………..160

Practice Teaching Forms Accomplished………………………………………………162

Department of Education Form 1 (SF1)……………………………………………….169

Department of Education Form 2 (SF2)……………………………………………….174

Department of Education Form 3 (SF3)………………………………………………..176

Department of Education Form 5 (SF5)…………………………………………………178

Department of Education Form 10 (SF10)…………………………………………….181

C. Certificate of Culmination …………………………………………………………...202

As a pre-service teacher, I stand on the threshold of an incredibly rewarding and

Throughout my teacher education program, I have had the opportunity to

As I prepare to enter the teaching profession, I am filled with a sense of purpose

It is an honor to be part of such a prestigious institution that is committed to

In my pursuit of becoming a teacher, I have acquired a strong foundation in

One of my core beliefs as an educator is the importance of creating a safe and

At Juan Lumosad Memorial National High School, I am excited to work

Greetings, everyone! I'm Kathleen-Mae T. Lahaman, aged 23, residing in Purok

JLMNHS Basketball Court

Juan Lumosad Memorial National High School Logo

Introduction of the School

Juan Lumosad Memorial National High School team of educators is committed to

At Juan Lumosad Memorial National High School, we recognize the unique

History of the School

Today, Juan Lumosad Memorial National High School stands as a beacon of

Juan Lumosad Memorial National High School

Juan Lumosad Memorial National High School is committed to develop and

School Rules and Regulations

1. Students should wear their ID's inside the school campus.

School Plan (Geographical Sketch)

Personal and Enrolment Data

JUAN LUMOSAD MEMORIAL NATIONAL HIGH SCHOOL

ROLANDO A. ROSAURO, JR-T3

JOCELYN N. LAURON- T3 ALBINA B. ERNANE

Leandro S. Lumosad-T3 DEVINA B. VIAGEDOR-T3 ELLEN M.

Arcellie S. Labang –T1 CATHERINE L. GOJETIA-T1 LEANE V. VALENCIA-T1 JOYCE R. SACASAN