practicum 2 | Prices | Lesson Plan

Polytechnic University of the Philippines Commonwealth Campus Quezon City

Student Teaching Portfolio
of

Ma. Eliza E. Cagomoc
Bachelor in Business Teacher Education

Assigned to Sauyo High School Novaliches, Quezon City

Submitted to Marilyn Isip Coordinator

March 2011

Table of Contents
Dedication. Acknowledgement Prayers of Teachers Introduction PUP Philosophy Goals Vison/Mission School Context (Profile, Location, Plans, and Programs) History Map Ogranizational Chart Final Demo Plan (Learning Module) Brief Synopsis Professional Development Plan/ Career Plan Narrative Report (weekly) Current Issues in Education (Foreign and Local) Curriculum Vitae Attachment • • • Photos Lesson Plan Certificate / DTR

DEDICATION
I want to dedicate this to my parents who always support me financially and also emotionally. One who always encourage me to continue and not to give in. For the Professors who always their to guide us in our works and make us feel good everytime we feel bad. Lastly is to our God who always there to support me and guide me on my path. Thank you so much!!!!!!

ACKNOWLEDGEMENT
First of all, I would like to say thanks God, for giving me the strength and health to do this project work until it done Not forgotten to my family for providing everything, such as money, to buy anything that are related to this project work and their advise, which is the most needed for this project. Internet, books, computers and all that as my source to complete this project. They also supported me and encouraged me to complete this task so that I will not procrastinate in doing it. Then I would like to thank my cooperating teacher, Ms. Ailyn Gaspar for guiding me and teaching me the right things to do as a teacher. I had some difficulties in doing this task, but she taught me patiently until I knew what to do. She tried and tried to teach me until we understand what we supposed to do with my class. Last but not least, my friends who help me in doing this kind of works and of course, to our loving advicer of Practicum II Professor Sheryl Morales and Professor Marilyn Isip for giving this opportunities to have this kind of activities. Supporting us especially for the major things in our practicum.

Prayer of a Teacher

I want to teach my students how To live this life on earth To face its struggles and its strife And to improve their worth Not just the lesson in a book Or how the rivers flow But how to choose the proper path Wherever they may go To understand eternal truth And know The right from wrong And gather all the beauty of a Flower And a song for if I help the world to grow In wisdom And in grace Then I shall feel that I have won And I have filled my place And so I ask Your guidance, God That I may do my part For character and confidence And happiness of Heart

INTRODUCTION

On the job training or OJT is one method by which students is given a chance to apply the theories and computations that they have learned from the school. It also helps the students to acquire relevant knowledge and skills by performing in actual work setting. Colleges and universities require their students to undergo such training within a specific number of hours as part of the curriculum.

For the students, practicum or internship program provides opportunities to go through the actual methodologies of a specific job using the real tools, equipments and documents. In effect, the workplace becomes a development venue for a student trainee to learn more about his chosen field and practice what he has learn from academy.

On the other hand, an effective student teaching program also benefits the schools who accept student teachers. First they provides additional manpower for a

lesser labor cost than a regular teacher. Most of them are all eager to learn the ropes so chances are high that they will cooperate.

Practicum can bring fresh ideas into the organization. Given the opportunity to speak their minds freely and without fear, they maybe able to contribute significantly in brainstorming sessions or research and eventually help improve the organizations productivity. While training the interns, teachers are in fact also teaching their practicumers to process of guiding the trainees stretches their patience, develops teaching skills and makes them more sensitive to the needs and mind set of the younger generation. The course of supervision also teaches them how to share what they know and be receptive to questions. Hence, the internship also becomes an avenue in training for future teachers.

Pup Vision
Towards a Total University

Mission
The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and global education and community services accessible to all students, Filipinos and foreigners alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the changing needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and competence among all members of the academe, stressing their importance in building a truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader understanding and appreciation of life and to the total development of the individual;

7. Make the students and faculty aware of technological, social as well as political and economic problems and encourage them to contribute to the realization of nationalist industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop proficiency in English and other foreign languages required by the students’ fields of specialization;

9. Promote intellectual leadership and sustain a humane and technologically advanced academic community where people of diverse ideologies work and learn together to attain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic and cultural life throughout the world; a community enriched by the presence of a significant number of international students; and a community supported by new technologies that facilitate active participation in the creation and use of information and knowledge on a global scale.

Sauyo High School Mission
The school exists to provide quality education through competent teachers with supportive community in a conductive learning environment.

Vision

The Sauyo High School envision to produce quality students who are MakaDiyos, Maka-tao, Maka-kalikasan at Makabayan.

History
Looking back at the history of Sauyo High School, one could not imagine that it would metamorphose into a beautiful school as it is now, far from the Pasong Tamo High School (its former name) which was regarded then as a “deprived, depressed, and under served” school in the Division of Quezon City.

Sauyo High School formerly Pasong Tamo High School started as an Annex of Novaliches High School in 1969, with one section of thirty students in the first year level on a pre-fab building at the back of Pasong Tamo Elementary School. This was in answer to a felt need in Barangay Pasong Tamo (where it got its name) through representations by barangay leaders led by Mr. Conrado Panlaque, Sr., to the City Mayor and City Superintendent of Schools. In 1972 to August 1978, it was made an Annex of Culiat High School. It became independent on September 1, 1978. Yet it had to live with a small campus that got muddy during rainy season inadequate classrooms and school facilities and a number of squatters that dwelt in the vicinity.

After twenty-one years at the back of Pasong Tamo Elementary School, the school moved to its new campus On October 26, 1989. This is on a 4,747 sq. meters lot donated by the National Irrigation Administration at the NIA Village, a middle-class subdivision in Sauyo , Novaliches. At present, the school has two sites. Site 1 situates the two-storey 12 classroom Gavaldon building built in school year 1988 – 1989 which was funded by the City Government, the two storey 4-classroom NCR building constructed in 1989 and rehabilitated last school year, and the two-room DPWH

building. This site houses the Principal’s and Administrative Office, the school clinic, the Reading Center, a computer room and a mini-library.

Site 2 situates the three-storey 12 room Mathay Building, the two-storey 9 room SEDP building which houses the Technology & Livelihood building, the school library, the Registrar’s Office, and two-storey Liban building.

Both sites have guidance offices, airconditioned faculty rooms, and school canteens operated by the Sauyo High School Multi-Purpose Cooperative.

Classes are held in morning and afternoon shifts. The third year and fourth year students hold classes in Site 1; the first year and second year students in site 2. The school caters to students from its catchment areas – Bagbag and Sauyo – as well as those coming from adjoining subdivisions.

Since its establishment, the school had been headed by the following administrators, namely: Mr. Jose Aguilar (1969 – 1971); Mr. Ricardo Reyes (1971 – 1972, one month); Mrs. Basilia Jimenez (1972 – one month); Mrs. Elizabeth Olbina (Oct. 1972 – 1975); Mrs. Virginia Cerrudo (1975 – 1976); Mrs. Perla Verso (1976 – 1978); Mrs. Purificacion Cruz (1978 – August 14, 1984); Mrs. Elisa Lorenzana (August 15, 1984 – August 30 1989); Ms. Flor Sandoval (September 1, 1989 – June 18, 1990); Mr. Exequiel Calixtro (June 19, 1990 – January 1993); Mrs. Sheridan Evangelista (January 1993 – May 1993); Mr. Stevenson Damo (June 1993 – April 1994); Mr. Alfredo Dela Cruz (may 1994 – 1998); and Ms. Ofelia Millete (November 1998 – October 16, 2002); Dr. Josefina M. Pamplina (October 17, 2002 – August 10, 2004); Mrs. Erlinda M. Barreras (August 11, 2004 – October 28, 2005); Mrs. ANGELITA G. REGIS (November 8, 2005 – December 11, 2006); The present

school head is Dr. MODESTO G. VILLARIN (December 12, 2006 to 2008) and DR. CORAZON LOMIBAO at the present.

The new principal is much concerned on the improvement of the school buildings and its facilities to make the school conducive to learning. He also zeroes in on instructional competence among teachers and academic achievement among students. He hopes that with the concerted efforts of the school, the teachers and the students. Sauyo High School will become a better performing school in the Division of Quezon City. His vision is to make Sauyo High School become the most improved school in terms of school achievement mean and special program for the arts, such as creative writing, choral group, dance troupe, theater arts, visual arts and drums and lyre.

SAUYO HIGH SCHOOL

Lesson Plan No. Learning Component: Entrepreneurship Sub-Learning Component: Mark up and Mark down Price I. Objectives At the end of the lesson, the students are expected to:

Date:

1. define what is mark up and mark down 2. give the formula of mark up and mark down 3. solve the mark up and mark down problems 4. appreciate the importance of knowing the mark up and mark down in their life. II. Content A. Topic: Mark up and Mark down B. Materials: Visual aids C. Reference: Effective Technology and Home Economics II textbook, Luz Villanueva-Rojo et.al, pp. 201-202 III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Word Hunt a.3 Review: Service Type Business a.4 Unlocking Difficulties: mark down, discounts, mark up, profit a.5 Motivation: solving mathematical equation B. Development/ Presentation of the lesson 1. Discuss mark up and mark down 2. Tell the formula of finding mark up and mark down 3. Show how to solve for the mark up and mark down 4. Ask the students the importance of mark up and mark down C. Closing Activity

Generalization
Mark up is amount added to cost price to arrive at retail price. It is also called as difference between cost price and retail price. Mark down is reduction in original price, or previous retail price of an item.

Valuing
The students will able to answer mathematical equation

Application
The students will solve the given problems.

IV. Evaluation Solve the following problems 1) Mark up % = 40% Purchase Price = 850 What is the selling price? 2) Purchase Price = 400 Selling Price = 450 What is the mark up percentage? 3) Mark up % = 40% Selling Price = 630 What is purchase price? 4) Purchase Price = 550 Mark down % = 20% What is selling price? 5) Purchase Price = 425 Selling Price = 318 What is the mark down%? V. Assignment A. CONTENT Sales Promotion B. WORD STUDY Promotion Posters Advertising C. GUIDE QUESTION What is promotion? What is price tag? What is Posters? What are ways of sales promotion? Give the importance of sale promotion? D. REFERENCE Effective Technology and Home Economics II textbook, Luz Villanueva-Rojo et.al, pp. 201-202

Prepared by:

Ma. Eliza E. Cagomoc

The Crisis of Public Education in the Philippines May 16, 2009 According to the human capital theory, the economic development of a nation is a function of the quality of its education. In other words: the more and better educated a people, the greater the chances of economic development. The modern world in which we live is often termed a “knowledge society”; education and information have become production factors potentially more valuable than labor and capital. Thus, in a globalized setting, investment in human capital has become a condition for international competitiveness. In the Philippines, I often hear harsh criticism against the politics of globalization. At the same time, regarding the labor markets, I can hardly think of another nation that is so much a part of a globalized economy than the Philippines with nearly ten per cent of the overall population working beyond the shores of the native land. Brain drain. Apart from the much debated political, social and psychological aspects, this ongoing mass emigration constitutes an unparalleled brain drain with serious economic implications. Arguably, the phenomenon also has an educational dimension, as the Philippine society is footing the bill for the education of millions of people, who then spend the better part of their productive years abroad. In effect, the poor Philippine educational system is indirectly subsidizing the affluent economies hosting the OFWs. With 95 per cent of all elementary students attending public schools, the educational crisis in the Philippines is basically a crisis of public education. The wealthy can easily send their offspring to private schools, many of which offer first-class education to the privileged class of pupils. Social divide. Still, the distinct social cleavage regarding educational opportunities remains problematic for more than one reason. Historically, in most modern societies, education has had an equalizing effect. In Germany, for instance, the educational system has helped overcome the gender gap, and later also the social divide. Today, the major challenge confronting the educational system in the country, in most cases Muslim, immigrants. Importantly, this leveling out in the context of schooling has not occurred in this part of the world. On the contrary, as one Filipino columnist wrote, “Education has become part of the institutional mechanism that divides the poor and the rich.”

Let me add an ideological note to the educational debate: Liberals are often accused of standing in the way of reforms that help overcome social inequalities. While, indeed, liberals value personal freedom higher than social equality, they actively promote equality of opportunities in two distinct policy areas: education and basic heath care. For this reason, educational reform tends to have a high ranking on the agenda of most liberal political parties in many parts of the world. Although I live to this country for over 30 years now, I am still astonished again and again by the frankness and directness with which people here address problems in public debates. “The quality of Philippine education has been declining continuously for roughly 25 years,” said the Undersecretary — and no one in the audience disagreed. This, I may add, is a devastating report card for the politicians who governed this nation in the said period. From a liberal and democratic angle, it is particularly depressing as this has been the period that coincides with democratic rule that was so triumphantly and impressively reinstalled after the dark years of dictatorship in 1986! Describing the quality of Philippine school education today, the senior DepEd official stated the following: “Our schools are failing to teach the competence the average citizen needs to become responsible, productive and self-fulfilling. We are graduating people who are learning less and less.” Let me highlight two figures: Reportedly, at last count more than 17 million students are enrolled in this country’s public schools. At an annual population growth rate of 2.3 per cent, some 1.7 million babies are born every year. In a short time, these individuals will claim their share of the limited educational provisions. “We can’t build classrooms fast enough to accommodate” statement from a DepEd Undersecretary, who also recalled the much lamented lack of teachers, furniture and teaching materials. In short, there are too little resources for too many students. Two alternatives. In this situation, logically, there exist only two strategic alternatives: either, one increases the resources, which is easier said than done considering the dramatic state of public finances, or one reduces the number of students. This second alternative presupposes a systematic population policy, aimed at reducing the number of births considerably.

But this, too, is easier said than done, considering the politics in this country — or to quote Congressman Reyes: “Given the very aggressive and active intervention of the Church addressing the population problem is very hard to tackle.”

t a time when a college education is vital to an individual's future and our nation's economic standing in the world, "Declining By Degrees: Higher Education at Risk," a two-hour documentary airing on PBS, explores the simple yet significant question: What happens between admission and graduation? The answer: often not enough. With more than 14 million students at 4,200 colleges, serious questions are being raised about the quality of teaching and learning, retention and graduation rates and the skills of those students who earn their diploma. As Lara Couturier, a higher education consultant explains, "There's been report after report and commission after commission formed of business leaders who are calling out to higher education and saying 'We need to change the system. We are not satisfied with the level of skills that our employees are showing up with.'" "Declining by Degrees" takes viewers to college campuses around the country to hear firsthand from students, teachers and administrators who provide candid insights of the national problems and challenges facing higher education in America. It's a topic too important to ignore. As Richard Hersh, former president of Trinity College and Hobart and William Smith College says, "Higher education is about the future. And it is about the way in which we travel to the future in terms of being prepared, or it's the way in which we fail the future." Being prepared is one of the first and biggest challenges freshman college students encounter. As Matt Morris, a freshman at a regional university in Kentucky, was moving in he was already aware he was not ready for the academic demands of college. "I could have been a straight 'A' student in high school," says Matt, "I was 'A-B', without bringing a book home, so I don't have very good study skills." Hersh says Matt represents an increasing problem. "I think we're taking many, many more students who are not prepared for

college. I think that's true. I think we have to ask questions about who should we be admitting, and how should they be better prepared before." Another obstacle to learning has to do with size. Across the country, students and professors cited large lectures on large campuses as an easy way to get lost. As Keith Caywood, a student at a public research university with more than 37,000 students, put it, "I got swallowed up. I didn't know where any of my classes were. It was such a large campus." He says he had classes of 200 people and, "no one knew if I was there or not." Caywood dropped out after his freshman year, as did 22% of the other freshman students that year. Other students felt college was not demanding enough. Robin Bhalla, a senior at the same large university, recalls his years of getting by without much effort, "Teachers always say, you know, 'read this and this and this'," says Robin. "'For every class, you should have a certain amount of readings done.' I never did that. At the beginning of each class, I just start scanning the reading or looking at my notes to see what the teacher said was important, and I usually do fine." Despite frequent nights of drinking, Robin made the Dean's List and ultimately graduated. George Kuh, the director of a national survey for college students, estimates about 20% of college students drift through their college years. "A sizable number of students are enrolled, stay enrolled and graduate from college having been required to put forth little effort into their studies. A substantial number of people kind of sleepwalk, if you will, through college." Teachers have different challenges that can compromise the quality of teaching and learning. One problem often reported is that rewards aren't given out based on teaching. Brian Strow, an economics professor who hopes to get tenure, says there is a lot of pressure from his college administration to engage in more research. "Clearly if I want a raise, it's going to be through research," he says. "I'm not going to get raises based on quality of teaching, no matter how good that teaching is." "Declining by Degrees" also highlights the impact of market forces in higher education today. The reality of the college experience

today often depends on the bottom line: money. As one university president described it, "The state taxpayer support for public universities is eroding. That creates financial stress that we all understand and we just manage it. We just deal with it the best we can." The two-hour documentary examines the public and government's decreasing financial commitment to higher education. Sixty years ago our country entered into what amounted to a social contract to ensure access to college for all despite family income. States supported public colleges and the federal government helped with money for the poor. Today, the funds and the support for the social contract are diminishing. As Pat Callan, President of the National Center for Public Policy and Higher Education, explains, "The federal Pell Grant program is the nation's largest program that focuses on the lowest income students who actually get to go to college. In the early 80's, that program had about 3 or 4 billion dollars in it, and it covered over 95 percent of the average tuition at a 4-year public college or university." Today it's about 57%. The impact on students is a decrease in access to higher education. Ceylon Hollis, a student at a midwest regional college, illustrates the reality of how hard it is for many to afford college. By day, Ceylon is a full-time student. At night, she is a full-time factory worker on an assembly line. "When I first started college, I used to have credit cards, and that's what I used to pay my classes off with... classes and books," says Ceylon. "I thought that I was going to be able to get those credit cards paid off, but the ... it just got bigger and bigger and, the next thing you know, that card was maxed out and I got another one in the mail." Ceylon expects to owe about $26,000 when she graduates. Ceylon is not alone. One in five college students works full-time while pursuing a full-time degree plan. In an effort to balance budgets, colleges and universities are increasingly depending on part-time teachers. Bob Gibson, a philosophy professor, teaches 280 students in nine classes at three colleges in the Denver area. "I wish I could tailor-make my delivery and my tools for each class for each student," Gibson says, "Can't do it. Too many kids. Too many students. Too many

classes." Nationally, nearly half of all college faculty are part-timers, up from only 22% in 1970. Other market influences impacting higher education today that are explored in the program include the "arms race" in building and creating campus amenities to attract students, increasing importance of college rankings by the media, and big-time college sports. The news is not all grim. In our reporting, we encountered people and programs aimed at making higher education in America better. We met dedicated teachers using technology to more effectively engage and educate students in large lecture classes. We observed learning communities where students are grouped to facilitate learning as well as students who illustrate the power of higher education in opening doors of opportunity and deepening learning. Educators and experts across the country say the time for reform is now. "The system is at great risk. And we don't have the liberty of waiting to see what happens," says Couturier. "We have to stop now. We have to have this conversation now... about what does society need from higher education? We're going to look back in 10 years and see how much we've lost." Learning Matters Inc., a New York City based non-profit company, spent two years on college campuses around the country. We visited an elite private school in Massachusetts, a large public research university in Arizona, a community college in Colorado and a midsize regional university in Kentucky. The challenges facing teaching and learning at our country's institutions came alive through the students, teachers and administrators we met.

Context: As explained in the "Editorial Foreword," the Executive Council of Kappa Delta Pi asked Dewey to discuss questions "that divide American education into two camps and thereby weaken it at a time when its full strength is needed in guiding a bewildered nation through the hazards of social change." Dewey’s response, according to the editor, is intended to help "the many educators and teachers who are earnestly seeking reliable guidance at this time." In his "Preface" to this booklet, Dewey states that his purpose is not to add to the perceived conflict between traditional and progressive education, but that such debate is to be expected:
"It would not be a sign of health if such an important social interest as education were not also an arena of struggles, practical and theoretical."

However, Dewey seems concerned that the discussion about issues of education should not degenerate into a battle of warring camps:
"It is the business of an intelligent theory of education to ascertain the causes for the conflicts that exist and then, instead of taking one side or the other, to indicate a plan of operations proceeding from a level deeper and more inclusive than is represented by the practices and ideas of the contending parties."

Although Dewey says that the debate should not be settled by attempting "to bring about a compromise between opposed schools of thought, to find a via media, nor yet make an eclectic combination of points picked out hither and yon from all schools," he decries the slavish adherence to either "traditionalism" or "progressivism":
"For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so involved in reaction against other ‘isms that it is unwittingly controlled by them. For it then forms its principles by reaction against them instead of by a comprehensive, constructive survey of actual needs, problems, and possibilities. Whatever value is possessed by the essay presented in this little volume resides in its attempt to call attention to the larger and deeper issues of Education so as to suggest their proper frame of reference."

John Dewey, Experience and Education (1938)
Chapter 1 – Traditional vs. Progressive Education

Summary: Traditional education has been criticized as one that imposes on students from the outside and from above (by teachers, etc.). Students’ limited experiences make the adult nature of the imposed material irrelevant and hard to understand. Progressive education has arisen, in part, because of dissatisfaction with traditional education. It offers freedom from the static nature of traditional education and growth through students’ present experience.

Chapter 2 – The Need of a Theory of Experience

Summary: All experience is not educative. Experiences, as in the traditional schools, can be mis-educative if they are static, don’t contribute to students’ growth, or don’t lead students to understand or appreciate later experience. The primary justification of progressive schools is that, by providing better experience, they provide students with better preparation for lifetime appreciation, independence, and development. However, progressive education, when it is done right, is not simple.

Chapter 3 – Criteria of Experience

Summary: If we believe in the democratic ideal, why wouldn’t we want children to have experience with democratic social arrangements and positive interactions, as in progressive schools? The manner in which students learn is as important as what subject-matter they learn; they should be taught in a manner consistent with their becoming positively interactive, democratic, and dynamic learners.

Chapter 4 – Social Control

Summary: Everyone experiences social control in life, but this does not have to represent autocratic rule. Social control of individual actions, by agreement and by the members of a group for the benefit of the members of the group, are common and accepted. Teachers should act or speak firmly, when (rarely) needed, in behalf of the group. Students should be participants in group planning as well as activities. The teacher should be a member of the group –

the most mature and experienced member. Children should learn manners and should use them when participating, planning, and interacting with others. Chapter 5 – The Nature of Freedom Summary: The most important freedom is freedom of intelligence. Freedom of movement does not automatically create freedom of intelligence, but it can be a means to that end, since it can allow the teacher to know the child better and the child to know himself better. Freedom should be of a type that helps students learn to control their impulses and desires. The ideal aim of education is to create intelligent self-control. Chapter 6 – The Meaning of Purpose Summary: Individual freedom is achieved with the ability to identify desires and create a plan that makes those desires or ideas into realities. It is a teacher’s obligation to provide students with the opportunity to participate actively in the process of creating such a plan of action. Chapter 7 – Progressive Organization of Subject Matter Summary: Traditional education has been criticized as failing to teach critical discrimination and the ability to reason. The scientific method should be used to derive the significance of everyday experience and subject matter as well as discovery of the potentialities inherent in experience. Any study must fall within the scope of ordinary, everyday experience. Chapter 8 – The Means and Goal of Education Summary: Progressive education, to accomplish its goals, must be based on intelligently directed development of the possibilities inherent in ordinary experience. Those who think progressive education is not successful or valuable are doing it wrong. Progressive education can only succeed when certain conditions apply: Primarily, this involves use of sound standards and methods to achieving its goals, which are based on providing the best educational experience possible to create confident, self-controlled, and capable citizens. Experience is the means as well as the goal.

Narrative Report
1st week On my first week I really don’t know what to do and I am really shy and can’t talk with anybody. first my cooperating teacher introduce me with her class and as my first impression they are good and can help me enough to improve myself. But as the days goes by they become wild and cannot control anymore. 2nd week On my second week I am become strict and does not joke anymore and I really enjoy the 3rd quarter because of the lesson about the electricity. and I feel good that they listen to me unlike before. and we ask the student to make their own electric circuit and have their grades and more creative in doing their works. 3rd week In my third week I enjoy also because of the electronics I’ve learned a lot about the electronics and its component and of course I become more comfortable to work with my cooperating teachers. But still I’m still afraid on her. 4th week Our lesson was about the Metal works and honestly it is hard to me because I cannot express myself on that topic. but thanks god I have my cooperating teacher who help me to explain the lesson well. and of course we ask the student to make their own dustpan by the use of the metal as their activity

5th week Its about the Christmas Party and honestly I just get inside the room and sleep all day long. I really don’t know but I don’t enjoy the christmas party of the class. 6th week It is the comeback on the school and of course as usual the student doesnt listen and they are more prepared on having laughs and jokes with their friends. but of course as part of my obligation I still try to communicate on them and teach them.

Curriculum Vitae

Personal Profile Name: Ma. Eliza E. Cagomoc Address: Pingkian 3 Zone 3 Quezon City Tel. No.: 935-05-08 Cell No.: 09302382235 Email Address: eriza_cagomoc@yahoo.com Nationality: Filipino Civil Status: Single Date of Birth: July 28, 1989 Place of Birth: Manila Religion: Baptist Father’s Name: Renato Cagomoc Mother’s Name : Elisa Cagomoc Language: English / Filipino
Educational Background Collegiate/University : Polytechnic University of the Philippines Quezon City Campus Address: Quezon City Course: Bachelor of Business Teacher Education Years of Residence : 2007 - Present Secondary/ High School : Sauyo High School Address : 2nd Laguna St. NIA Village, Sauyo Novaliches Quezon City Years of Residence: 2006 - 2002 Primary/ Elementary: Sauyo Elementary School Address:

Sauyo Novaliches Quezon City Year of REsidence: 1996-20052

Lesson Plan No. Learning Components: Electronics Sub-Learning Component: Electronic Diagram I. Objectives At the end of the lesson, the students are expected to: 1. differentiate the Schematic Diagram from Pictorial Diagram 2. give the different electronic symbols use in electricity 3. appreciate the importance of electronic symbols

Date:

II. Content A. Topic: Electonic Diagram B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Games a.3 Review: Ohms Law a.4 Unlocking Difficulties: schematic, symbols, pictorial, actual a.5 Motivation: Show an examples of electric symbols B. Development/ Presentation of the lesson 1. Discuss the Schematic and Pictorial Diagram 2. Give the different electrical symbols 3. Give the importance of electrical symbols C. Closing Activity

Generalization

Electronic Diagram plays an important role in an electrical circuit. It can be schematic or pictorial diagram.

Valuing
The students will make an essay of the importance of electronic symbols

Application
Ask the student to make an illustration of different electronic symbols IV. Evaluation Direction: Identify the following symbols.

1. 5.

2.

3.

4.

V. Assignment

A. CONTENT Electronics B. WORD STUDY Soldering Pliers Screwdrivers Miscellaneous Tools C. GUIDE QUESTION 1. Give the different electronics 2. What comes into your mind when performing electronics? 3. Why tools should be treated with care? D. REFERENCE

Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by:

Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Metalworks Sub-Learning Component: Safety Precautions I. Objectives At the end of the lesson, the students are expected to: 1. know what is metalworks 2. write the different safety precautions 3. understand the importance of safety precautions

Date:

II. Content A. Topic: Metalworks B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Games a.3 Review: Electronic Symbols a.4 Unlocking Difficulties: prevent, cure a.5 Motivation: Show a picture of safety precautions B. Development/ Presentation of the lesson 1. Discuss Metal Works 2. Give the safety precautions of metal works 3. Ask the students to make an act to prevent metal accident C. Closing Activity

Generalization

Metalwoks is one of the popular industries in the country today. To avoid an accident we should know and apply the safety precautions while working.

Valuing
The students will explain the importance of safety precautions

Application
Ask the student to make a presentation about the safety precaution IV. Evaluation Write true, if the statement is true. If false identify the word or phrase which makes the statement false and write the correct answer. 1. Working clothes should be long sleeved shirts to protect your skin. 2. Handtools such as scribers, screwdrivers, files and dividers may be kept in your pockets, while hammers, and steel rules should kept in the cabinet. 3. Remove all jewelry before starting to work. 4. Keep flammable materials away from the working area.

5. Pick up immediately tools and materials dropped on the floor to prevent accidents. V. Assignment A. CONTENT Metalworks B. WORD STUDY Ferrous metal Non-Ferrous metal C. GUIDE QUESTION 1. What is Ferrous metal? Non-Ferrous Metal? 2. What are examples of Non-Ferrous Metal, Ferrous Metal? 3. What are the properties of Metals? D. REFERENCE

Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by:

Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Metalworks Sub-Learning Component: Types of Metalworks I. Objectives At the end of the lesson, the students are expected to: 1. know the types of metals 2. give the properties of metals 3. Identify and classify the metals

Date:

II. Content A. Topic: Metalworks B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Puzzle a.3 Review: Metalworks Safety Precaution a.4 Unlocking Difficulties: ferrous, iron, non-ferrous, without iron a.5 Motivation: Show the pictures of metals B. Development/ Presentation of the lesson 1. Discuss the types of metalworks 2. Give the properties of metals 3. Ask to classify the metals C. Closing Activity

Generalization

Metal has two types the ferrous and non-ferrous metals. It has its own properties.

Valuing
The students will able to classify the examples metals

Application
Ask the student to cite examples of metals and its properties

IV. Evaluation Direction: Match the descriptions under column A with the correct answer under column B. Write the letter of the correct answers. A. 1. It is a type of metal which does not contain iron 2. A property of metal which causes it to break easily 3. It is considered as the best conductor of heat and electricity 4. A quality of metal which enables it to resist force without changing its shape 5. A type of metal which contain iron V. Assignment A. CONTENT Metalworks B. WORD STUDY Cold chisel Hot chisel Metal gauge C. GUIDE QUESTION 1. What are the different metal equipment and tools? 2. Draw the different metal tools D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria B. a. hardness b. non-ferrous c. silver d. ferrous e. gold f. brittleness

Prepared by:

Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Electronics Sub-Learning Component:Recitation I. Objectives At the end of the lesson, the students are expected to: 1. list the parts of printed circuit board 2. give the functions of every parts of printed circuit board 3. realize the importance of every components of electronics

Date:

II. Content A. Topic: Electronics B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Review: Electronic Symbols a.3 Unlocking Difficulties: component, part a.4 Motivation: show a PCB B. Development/ Presentation of the lesson 1. Discuss the components of printed circuit board 2. Give the functions of every component 3. Ask the student to make an essay about the importance of electronic components C. Closing Activity

Generalization
PCB is used to mechanically support and electrically connect electronic components using conductive pathways, tracks or signal traces etched from copper sheets laminated onto a non-conductive substrate.

Valuing
The students will know the different components of electronics

Application
Ask the students to describe the different components of electronics

IV. Assignment A. CONTENT Metal Works B. WORD STUDY Metal Ferrous Metal Non-Ferrous Metal C. GUIDE QUESTION What are the kinds of metals and their descriptions? D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by:

Ma. Eliza E.Cagomoc

Lesson Plan No. Learning Components: Metal Works Sub-Learning Component: Tools and Equipments in Metal Works I. Objectives At the end of the lesson, the students are expected to:

Date:

1. know the different metal works 2. use the different tools and equipments in metal works 3. understand the importance of the tools and equipment in metal works II. Content A. Topic: metal works B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Rain Drops a.3 Review: Types of Metals a.4 Unlocking Difficulties: cold chisels, for cold metals, and hot chisels for metals on fire a.5 Motivation: Show the picture of tools and equipments in metal works B. Development/ Presentation of the lesson 1. Discuss the different tools and equipment in metal works 2. Give the use of the different tools and equipments 3. Ask the importance of tools and equipments in their lives

Generalization Valuing

C. Closing Activity

Knowing the basic tools and equipment will enable one to make quality projects. The students will know the used of the different tools and equipments in metal works.

Application
Ask the student to used the different tools and equipments in metal works

IV. Evaluation Enumeration 1.Give the uses of a divider? 2.Give the types of chisels? 3.Give the parts of a drill press and its uses? 4.Give the use of tools and equipments in soldering? 5.Give the uses of the metal fasteners? V. Assignment A. CONTENT Entrepreneurship B. WORD STUDY Entrepreneur Entrepreneurship Business C. GUIDE QUESTION Give the behaviors of good entrepreneurs and explain each? D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by:

Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Electronics Sub-Learning Component: Resistor I. Objectives At the end of the lesson, the students are expected to: 1. know what is resistor 2. solve for the value of resistance 3. give the purpose of the resistor in electronics

Date:

II. Content A. Topic: electronics B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Electronic Components a.3 Review: Types of Metals a.4 Unlocking Difficulties: Rain Drops cold chisels, for cold metals, and hot chisels for metals on fire a.5 Motivation: Show the picture of tools and equipments in metal works B. Development/ Presentation of the lesson 1. Discuss the different tools and equipment in metal works 2. Give the use of the different tools and equipments 3. Ask the importance of tools and equipments in their lives

Generalization Valuing

C. Closing Activity

Knowing the basic tools and equipment will enable one to make quality projects. The students will know the used of the different tools and equipments in metal works.

Application
Ask the student to used the different tools and equipments in metal works

IV. Evaluation Solve the following 1st stripe 1. Red 2. Green 3. Violet 4. Blue 5. Brown V. Assignment A. CONTENT VOM B. WORD STUDY Voltmeter Ohmmeter Milliameter C. GUIDE QUESTION What is the formula for VOM, and what are the steps of knowing the value of resistance, current voltage? D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria 2nd stripe yellow Blue Black Brown Red 3rd stripe green Black Silver Yellow Brown 4th stripe silver yellow Gold Orange Black

Prepared by:

Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Electronics Sub-Learning Component: VOM I. Objectives At the end of the lesson, the students are expected to:

Date:

1. define the Volt-Ohm-Milliammeter (VOM) 2. solve the formulas of VOM 3. improve their mathematical ability I. Content A. Topic: Electronics B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Puzzle a.3 Review: Resistor a.4 Unlocking Difficulties: current, AC and DC a.5 Motivation: Show the picture of VOM B. Development/ Presentation of the lesson 1. Discuss the VOM 2. Give the formulas of Ohmeter scale 3. Solve the formulas of Ohmeter scale C. Closing Activity

Generalization
VOM is commonly known as multi-tester.

Valuing
The students will solve for the formula using Ohmeter scale.

Application
Ask the student to solve for the value in the Ohmeter scale.

IV. Evaluation Compute for the value of the following using the Ohmeter scale 1. 0-5 = 2. 50-100= 3. 200-500= 4. 2-5= 5. 10-20= V. Assignment A. CONTENT Metal Works B. WORD STUDY Ferrous Metal Non Ferrous Metal C. GUIDE QUESTION What are the safety precautions in Metalworks? D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by: ___________________ Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Entrepreneurship Sub-Learning Component: Personal Entrepreneurial Competencies I. Objectives At the end of the lesson, the students are expected to:

Date:

1. differentiate entrepreneur and entrepreneurship 2. give the 10 behaviors of an entrepreneurs 3. apply the PEC in their life II. Content A. Topic: Entrepreneurship B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Question and Answer a.3 Review: VOM a.4 Unlocking Difficulties: entrepreneur, businessman, entrepreneurship, business a.5 Motivation: Picture of an business activities B. Development/ Presentation of the lesson 1. Discuss entrepreneurship 2. Give the 10 behavior that entrepreneur should possess 3. Ask them to apply the 10 behaviors in their life C. Closing Activity

Generalization Entrepreneurship is a business that is establishes to provide the needs of the end users. And the 10 behavior is important to become successful entrepreneur. Valuing The students will able to realize the importance of PEC in their daily life. Application
Ask the students to make an essay on how they will apply the PEC in their life.

IV. Evaluation Essay • Make an essay on how does the 10 behaviors help the entrepreneurs V. Assignment A. CONTENT Entrepreneurship B. WORD STUDY risk Innovation Creativeness

C. GUIDE QUESTION What are the risks faced by the entrepreneurs D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by: ___________________ Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Entrepreneurship Sub-Learning Component: Risk faced by an Entrepreneur Objectives At the end of the lesson, the students are expected to:

Date:

1. define what is risk 2. give the different risks encountered by an entrepreneur 3. realize the attitude that needed to face the risks II. Content A. Topic: Entrepreneurship B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Brainstorming a.3 Review: PEC a.4 Unlocking Difficulties: risk, problems a.5 Motivation: Picture of an business activities B. Development/ Presentation of the lesson 1. Discuss what is risks 2. Give the risks of an entrepreneur 3. Ask give the attitude towards that risks C. Closing Activity

Generalization
Entrepreneurs face different business problems and more important is they know how to handle that kinds of problems.

Valuing
The students will able to realize the importance taking a risks towards the business.

Application
Ask the students to make an essay on how they will manage the business even in time of risk.

IV. Evaluation Direction: Explain the following terms 1. Peso Devaluation 2. Natural Calamities 3. Marketing Problems V. Assignment A. CONTENT Entrepreneurship B. WORD STUDY Planning Organizing Directing Controlling C. GUIDE QUESTION 1. What are the basic Managerial Tasks of an Entrepreneur D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by: ___________________ Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Entrepreneurship Sub-Learning Component: Risk faced by an Entrepreneur Objectives At the end of the lesson, the students are expected to:

Date:

1. define what is management 2. give the four managerial tasks 3. realize the importance of managerial activities in their lives II. Content A. Topic: Entrepreneurship B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Word Hunt a.3 Review: Risk of an Entrepreneur a.4 Unlocking Difficulties: controlling, assessment, evaluation a.5 Motivation: Question and Answer B. Development/ Presentation of the lesson 1. Discuss what is management 2. Tell the four basic managerial tasks 3. Ask the students to apply the managerial tasks in their daily routine C. Closing Activity

Generalization
Management has four basic functions that we can apply in our daily life.

Valuing
The students will able to apply the managerial function in their life.

Application
Ask the students to apply the four managerial task in their daily routine.

IV. Evaluation Direction: Fill in the blanks with the word or group of words to complete the statements below. 1. The assigning of tasks and function to individuals, units or department is called__________. 2. _______________ is the evaluation aspect of entrepreneurship 3. The process of Acquiring and using human, fiscal, and material resources effectively is ___________. 4. The entrepreneur lays out short and long range _______________. 5. objective of the plan should be specific, measurable ___________, results based, and time bound. V. Assignment A. CONTENT Entrepreneurship B. WORD STUDY Management Theories C. GUIDE QUESTION What are the Management theories in Business? D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by: ___________________ Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Entrepreneurship Sub-Learning Component: Applied Management Theories Objectives At the end of the lesson, the students are expected to:

Date:

1. list the management theories 2. give the purpose of management theories 3. realize the importance of management theories in business II. Content A. Topic: Entrepreneurship B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Puzzle a.3 Review: Managerial Functions a.4 Unlocking Difficulties: scientific, systematic a.5 Motivation: Question and Answer B. Development/ Presentation of the lesson 1. Discuss the Management Theories 2. Give the importance of Management Theories 3. Ask the students the importance of Management theories in their work C. Closing Activity

Generalization
Management theories helps the business to progress. And solve the problems of the company.

Valuing
The students will able to know the importance of the management theories especially in the business.

Application
Ask the students to apply the management theories with their problems.

IV. Evaluation ESSAY 1. Recall the various management theories which explain the phenomenon of economic growth 2. Cite examples on how these management theories were applied to practical life situations. V. Assignment A. CONTENT Entrepreneurship B. WORD STUDY Four Basic Business Ownership C. GUIDE QUESTION What are the four Business Ownership? What are the factors affect the business ownership? D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by: ___________________ Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Entrepreneurship Sub-Learning Component: Four Basic Business Ownership Objectives At the end of the lesson, the students are expected to:

Date:

1. know the four basic business ownership 2. give the factors affects business ownership 3. choose the business they want to start II. Content A. Topic: Entrepreneurship B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Puzzle a.3 Review: Management Theories a.4 Unlocking Difficulties: sole, one, cooperative, united a.5 Motivation: Show picture of Business Company B. Development/ Presentation of the lesson 1. Discuss the four Business Ownership 2. Tell factors that may affect the business ownership 3. Ask the students to choose the business they want to start C. Closing Activity

Generalization
Business Ownership has four types and affects by the different factors; capital, owners, nature of the business.

Valuing
The students will able to decide what kind of ownership they would like to start.

Application
Ask the students to select the business they desire to raise and the purpose .

IV. Evaluation Direction: Match Column A with Column B. Write the letter of the correct answer. Column A Column B 1. owned by one individual a. partnership 2. co-owners b. corporation 3. initiated by incorporators c. sole proprietorship 4. owned by 24 individual who d. cooperative buy shares on voluntary basis e. giving proprietorship 5. stockholders f. elect the board of directors V. Assignment A. CONTENT Entrepreneurship B. WORD STUDY Retailing C. GUIDE QUESTION 1. What is Retailing? Retailer? 2. What are the classification of Retail Store? D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by: ___________________ Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Entrepreneurship Sub-Learning Component: Retailing Objectives At the end of the lesson, the students are expected to:

Date:

1. differentiate retailing and retailer 2. give the classification of retail store 3. acknowledge the different retail outlet II. Content A. Topic: Entrepreneurship B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Fish Bowl a.3 Review: Business Ownership a.4 Unlocking Difficulties: retail, owner, retailing, selling a.5 Motivation: Question and Answer B. Development/ Presentation of the lesson 1. Discuss the retailing 2. converse the types of retail outlet 3. Ask the students to opt the type of retail store they are more preferred. C. Closing Activity

Generalization
Retailing is the selling of goods and services in small quantity. It has different classification.

Valuing
The students will able to classify the different business stores.

Application
Ask the students to select the type of retail store they are like.

IV. Evaluation Essay 1. Give the classification of retail stores. 2. Give the functions of retailing. 3. Explain the life cycle of a retail store. V. Assignment A. CONTENT Entrepreneurship B. WORD STUDY Manufacturing as an Entrepreneurial Activity C. GUIDE QUESTION 1. What is Production? 2. Give the importance of production Planning D. REFERENCE Technology and Livelihood Education II textbook, Villanueva-Rojo, Luz, Cruz-Garcia, Julia, Villanueva, Cristina

Prepared by: ___________________ Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Entrepreneurship Sub-Learning Component: Manufacturing as an Entrepreneurial Activity Objectives At the end of the lesson, the students are expected to: 1. define production/ manufacturing 2. give the importance of production planning 3. comprehend the value of production

Date:

II. Content A. Topic: Entrepreneurship B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Brainstorming a.3 Review: Retail Outlet a.4 Unlocking Difficulties: production, manufacturing, layout, design, output, product a.5 Motivation: Show sample of layout B. Development/ Presentation of the lesson 1. Discuss the production 2. Explain the importance of Production Planning 3. Draw layout of the business C. Closing Activity

Generalization
Production is converting the input into output.

Valuing
The students will able to assume the kind of business they want to put up

Application
Ask the students to draw the businesss layout.

IV. Evaluation Direction: Fill in the blanks with the word or group of words to complete the statements below. 1. Production is another term for_______________. 2. Machines and equipment performing similar functions are grouped together in a ___________ a layout. 3. Machines and equipment are arranged according to the order of use in a ________________. 4. Production planning must be included in the _________________. 5. Manufacturing is the act of _____________ or changing raw materials into goods or services. V. Assignment A. CONTENT Entrepreneurship B. WORD STUDY Production Function and System C. GUIDE QUESTION 1. What is meant by production System? 2. Characterize the production System. 3. What are the material resources included in a production system? 4. How should operation be treated in order to produce good products and services D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by: ___________________ Ma. Eliza E. Cagomoc

Lesson Plan No. Learning Components: Electronics Sub-Learning Component:Recitation I. Objectives At the end of the lesson, the students are expected to: 1. list the parts of printed circuit board 2. give the functions of every parts of printed circuit board 3. realize the importance of every components of electronics

Date:

II. Content A. Topic: Electronics B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Review: Electronic Symbols a.3 Unlocking Difficulties: component, part a.4 Motivation: show a PCB B. Development/ Presentation of the lesson 1. Discuss the components of printed circuit board 2. Give the functions of every component C. Closing Activity

Generalization
PCB is used to mechanically support and electrically connect electronic components using conductive pathways, tracks or signal traces etched from copper sheets laminated onto a non-conductive substrate.

Valuing
The students will know the different components of electronics

Application
Ask the students to describe the different components of electronics

IV. Assignment A. CONTENT Metal Works B. WORD STUDY Metal Ferrous Metal Non-Ferrous Metal C. GUIDE QUESTION What are the kinds of metals and their descriptions? D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by:

Ma. Eliza E.Cagomoc

Lesson Plan No. Date: Learning Components: Metal Works Sub-Learning Component: Tools and Equipments in Metal Works I. Objectives At the end of the lesson, the students are expected to: 1. know the different metal works 2. use the different tools and equipments in metal works 3. understand the importance of the tools and equipment in metal works II. Content A. Topic: metal works B. Materials: Visual aids, chalk, board C. Reference: Technology and Livelihood Education II Workbook, Villaflor, Padullo, Rocena, Viernes III. Procedure A. Preparatory a.1 Daily Routine a.2 Drill: Rain Drops a.3 Review: Types of Metals a.4 Unlocking Difficulties: cold chisels, for cold metals, and hot chisels for metals on fire a.5 Motivation: Show the picture of tools and equipments in metal works B. Development/ Presentation of the lesson 1. Discuss the different tools and equipment in metal works 2. Give the use of the different tools and equipments 3. Ask the importance of tools and equipments in their lives C. Closing Activity

Generalization

VOM is commonly known as multi-tester.

Valuing
The students will know the used of the different tools and equipments in metal works.

Application
Ask the student to used the different tools and equipments in metal works

IV. Evaluation Enumeration 6.Give the uses of a divider? 7.Give the types of chisels?\ 8.Give the parts of a drill press and its uses? 9.Give the use of tools and equipments in soldering? 10. Give the uses of the metal fasteners? V. Assignment A. CONTENT Entrepreneurship B. WORD STUDY Entrepreneur Entrepreneurship Business C. GUIDE QUESTION Give the behaviors of good entrepreneurs and explain each? D. REFERENCE Technology and Livelihood Education II textbook, Lee Estifania Gloria

Prepared by:

Ma. Eliza E. Cagomoc

x

Sign up to vote on this title
UsefulNot useful