SUBMITTED BY
Cleo thea m. ong
Bse 4 enlgish major
Submitted to
Imelda p. oruga, maed
Chair, college of education
VISION – MISSION
Transforming ourselves,
Transforming the world:
We are an academic community with a
strong passion
For excellence in education.
COLLEGE of EDUCATION
VISION
The College of Education, envisions itself
to be Center of Excellence with a peace –
loving community through our teacher
leader graduates.
MISSION
Our mission is to produce teacher leaders
who will transform the community with
their strong passion for learning, ethical
values and resilient commitment to
innovation.
reflections
internship
Expectations and plans on how you’ll handle students and how they’ll act towards you,
are what truly and severely cripple interns. It causes them to lose confidence in their abilities
and it causes them to question whether they’ve chosen the right field to delve into. All that from
a simple fantastical expectation of how their internship would pan out. Because heading into
the battlefield that is our practice teaching, we were not only equipped with skills best to
educated students with but also varying expectations such as on manners or behavior that
accompanies certain ages, and high level competency when it comes to previous lessons that
actually serve as the foundation. But that is almost never the case, there will be students who
don’t act their age and there will be students who fall short academically because of their
inability to apply the basics due to poor foundation. Now the answer of remediation will come
easy to you, the problem therein lies with the student’s willingness.
I realized that not all students share the same enthusiasm for learning, that not all of
them come to school solely for the purpose of getting an education and that not all of them
appreciate the opportunity. Which is why it matters not how enthusiastic the teacher is to share
what she knows to her class if they don’t share her willingness to learn. The foremost duty of
the teacher before the dissemination of knowledge is to awaken in the youth a love for learning.
And that is probably the most difficult responsibility of the educator. Through the course of this
internship, I realized the hardest parts of being a teacher.
Ultimately, we must always strive to meet the needs of our students. We must continue
to improve ourselves for their sake. And because no two students are the same we must be
flexible, we must be willing to submit ourselves to change that would suit the situation. The
classroom is an ever changing and volatile setting, which is why as teachers we must always
expect the unexpected. And keep in mind that our fantastical expectations will not always be
met. There will be students who don’t act as they are supposed to, there will be students who
don’t know the things they’re supposed to, and you will be asked to do things that you aren’t
comfortable doing – and though difficult these, tasks that would better you as an educator.
Circumstances have led me to where I am today, and I couldn’t be happier.
final demo
As difficult as it is to believe, I was actually quite terrified before my final
demonstration. I know my classmates would scoff at the idea of me being scared of anything,
what with my prowess over the English language and my ability to command an audience. But
that is exactly what I was terrified of, disappointing them. I realize that it would hurt my huge
ego if I were to fail in something they had already assumed I would pass without a hitch.
That was when it struck me, that standards are higher when people’s expectations of you
are higher. In the sense that if a mediocre performance was delivered by mediocre performer,
he has nothing to be ashamed of because he was able to do his best. But at the same time, if an
excellent performer were to deliver a mediocre performance, just up to par with the mediocre
performer, he must hang his head in shame because the judges will say he didn’t meet their
expectations. I detest the fact that the world has double standards, how one thing applies to one
person but doesn’t towards another. I say, if a person has done their best, put their best foot
forward that we stop there and ignore our expectations of the person. We must focus on the
performance and how it was good and bad, following the criteria without partiality of high
expectations.
I know in my heart that my demo was not the best as it could have been and I think that
lack of guidance was the cause of it. Guidance is what we seek and one of the purposes of the
practice teaching, and yet I felt deprived of it. In the end I told myself that if I got through this
trial, I would deem it a personal victory because I received little help to achieve what I had. Still
I am thankful for the opportunity to have worked as an intern under some amazing people and
for the challenge that allowed me to grow as a person and as a future teacher. I was able to meet
and fall in love with teaching as I met kids of different opinions and personalities.
I was able to see the realities of the life a teacher during my practice teaching. The
teaching profession requires compassion, commitment and competence. Compassion – in order
to best understand and meet the needs of our students. Commitment – to continue the pursuit of
learning, because as the world and every generation changes, we must change with them.
Competence – to be equipped with different skills that will best allow the youth to grow not just
academically but also spiritually.
lesson plans
A Detailed Lesson Plan in English 10
SY: 2017-2018
Subject Teacher: Cleo Thea M. Ong
Lesson Number:
4
Date: April 2, 2018
Quarter:
4th
Subject Matter
Specific Objectives
References and Materials
There is Another Sky
by Emily Dickinson
At the end of the 60-minute
discussion, the students should
be able to:

a. familiarize themselves
with Emily Dickinson;
b. identify and interpret
sensory images used in
There is Another Sky;
c. communicate effectively
in a group setting; and
d. write a descriptive essay
predicting their life as
Senior High School
students.




English textbook
(English for the 21st
Century Learners 10,
pg 18)
Online references
(
Laptop
Visual aids
Whiteboard marker
Values
Core Values: compassion
FAITH Catholic School Values: compassion, living together in peace and harmony
Strategies: Discovery Approach, Cooperative Learning, Constructivism
Procedure:
Teacher’s Activity
Student’s Response
I. Preliminary Activities
A. Daily Routine
Good morning St. Augustin!
Good morning Ma’am Cleo!
Let’s start today’s session with a short
prayer for guidance. Who is our prayer
leader for today? Let us pray.
(Prayer leader leads the prayer)
Before taking your seats, please check
the alignment of your chairs and kindly
pick up pieces of paper on the floor. When
you are done, you may be seated.
(Students check the alignment of their
chairs and pick up trashes on the floor)
Do we have any absentees for today?
That’s great! Well then, let’s get the ball
rolling.
None, Ma’am.
B. Drill
To exercise your vocabulary bank and
your writing skills, get ¼ sheet of paper
for spelling. I will read the word twice
followed by its meaning and its use in a
sentence.
1. reclusive
It is an adjective meaning avoiding the
company of other people or seeking
solitude. For example, Emily Dickinson
lived a reclusive life on the family
homestead.
2. spinster
It is a noun meaning an unmarried
woman, typically an older woman beyond
the usual age for marriage. Although
Emily was no spinster, she detached
herself from any relationship to enjoy the
independence to write.
3. posthumously
It is an adverb meaning occurring,
awarded, or appearing after the death of
the
originator.
Emily
is
known
posthumously for poetry which is
characterized by her unusual use of form
and syntax.
4. fragile
It is an adjective meaning something
easily broken or damaged. Emily’s fragile
emotional state may have played a role in
her father deciding to pull her from the
school.
Let’s check. Exchange papers with your
seatmates.
Let us rely on our trusty Graduation Cap
for our lucky four students who will share
their answers on the board.
(Students picked by the Graduation Cap
answers on the board.)
C. Review
Last meeting, we discussed how to
interpret or analyze a text using the
Reader Response theory, right?
In analyzing using the reader response
theory, who gives meaning to the literary
text? Yes, __________.
Well said, __________.
Yes, Ma’am.
The meaning of the text comes from the
reader.
How does a reader
interpretation of the text?
create
an
By integrating their thoughts, opinions,
experiences and values in creating the
meaning of the text.
Exactly, __________.
II. Lesson Development
A. Motivation/Introduction
Who among you have been able to play
the game called 4Pics1Word? Can
anyone please explain how the game is
played?
Today we’ll be playing a short game of
4Pics1Word to start us off with our lesson.
(The students listen and answer.)
B. Unlocking of Difficulties



What did you observe about the
words revealed to us by each of
the four images?
When you read texts that use
words that appeal to your senses,
don’t you feel more attracted to the
work?
Have you noticed how authors
often try to appeal to our senses to
make their literary pieces more
beautiful?
C. Presentation/Interaction
Before we proceed with our discussion,
let us first read today’s objectives.




Be familiar with Emily Dickinson;
Identify and interpret sensory
images used in There is Another
Sky.
Communicate effectively in a
group setting.
Write a descriptive essay
predicting your life as a Senior
High School student.
(The teacher posts picture of Emily
Dickinson on the board.)
They are five senses.
Allow me to introduce to you one of
America’s greatest and most original
poets of all time, Ms. Emily Dickinson.






Emily Elizabeth Dickinson was
born in Amherst, Massachusetts, on
December 10, 1830 to Edward and
Emily (Norcross) Dickinson.
She had an older sister named
Lavinia and a younger brother named
William Austin.
Emily left school as a teenager,
eventually living a reclusive life on the
family homestead.
Considered an eccentric by locals,
she developed a noted penchant for
white clothing and became known for
her reluctance to greet guests or,
later in life, to even leave her
bedroom.
There, she secretly created bundles
of poetry and wrote hundreds of
letters.
Due to a discovery by her sister
Lavinia, Dickinson's remarkable work
was published after her death from a
kidney disease at the age of 55—on
May 15, 1886, in Amherst—and she
is now considered one of the towering
figures of American literature.
(The teacher posts There is Another Sky
by Emily Dickinson on the board.)
This is one of our famous poetess’ poems
entitled There is Another Sky. Altogether
let’s read the poem and figure out exactly
what the hype is all about.
There is Another Sky
There is another sky,
Ever serene and fair,
And there is another sunshine,
Though it be darkness there;
Never mind faded forests, Austin,
Never mind silent fields –
Here is a little forest,
Whose leaf is ever green;
Here is a brighter garden,
Where not a frost has been;
In its unfading flowers
I hear the bright bee hum:
(The students read the poem aloud.)
Prithee, my brother,
Into my garden come!
(Students’ answer may vary.)
From simply reading the title – There is
Another Sky – what can you infer about
the piece? How does the title relate with
the rest of the poem? What does the
persona in the poem propose in the first
two lines?
Emily used the literary device called
metonymy to attribute the word “sky” to
“another world”. The poem talks about a
surreal beautiful world ever serene and
fair and untouched by frost. We can
clearly imagine the world being describe
by the poem, why do you think that is?
Emily used sensory images or imagery to
make her work come alive by giving
details that allow us to see, hear, smell,
taste, or feel. Who can cite some
examples from the text that uses sensory
images and what sense it appeals to?
(Students’ answer may vary.)
(Students’ answer may vary.)
Could Emily be describing a world of her
own or the way she envisions heaven to
be? What setting comes to mind when
you read the poem?
Living as a recluse gave Emily the
freedom to create her own world and this
poem is an invitation to her brother Austin
to step inside her perfect world.
Great literature is not only the effective
use of literary devices in order to make
the work more beautiful and it is not
simply the efficient application of imagery
so as to appeal to the senses. Rather,
great literature arouses within people the
inclination to become readers. Great
literature is an open invitation to every
person to become a reader.
We will be having an activity, but before I
reveal the nature and instructions for our
activity, I will first divide the class into six
groups using the Graduation Cap.
(The teacher divides the class into six
groups.)
Form a circle with your group. Inside the
envelopes, you will find the directions and
materials needed for our activity.
(Students group themselves accordingly.)
Directions:
Discuss among your groupmates your
versions of a perfect world and draw it on
the piece of paper provided. Make sure
your drawings show sensory details that
best illustrate why you consider your
world to be perfect.
Now, I want you to choose one
representative who will explain your work
afterwards. I will give you 10 minutes to
accomplish your tasks. Are my
instructions clear, Augustine?
(The teacher times the activity 10
minutes.)
D. Exercise
Time is up, everyone. Representatives,
please post your illustration on the board.
Let’s ask Graduation Cap who gets to
present first. Are you excited?
(The teacher draws group number for the
presentation.)
(Presentation proper)
E. Generalization


The poem highlights the power of
literature to create our own world.
Taken literally, the poem is an
invitation for Austin to come into
Emily’s world. But it can easily
extend to the readers as an
invitation to revel in the various
different worlds created by authors
in their literary works.
F. Application/Values Integration

Fear can stop us from living our
lives to the fullest but this does not
mean that our lives are any less
meaningful and significant than
those who live without fear.
III. Evaluation
On a whole sheet of paper, refer to your
group’s illustration up front and write a
paragraph using effective sensory images
that best describes your perfect world.
Yes, Ma’am.
(Students do as told.)
Share your paragraph with a partner.
Evaluate each other’s use of sensory
images using the following table.
Seeing
Hearing
Smelling
Tasting
Feeling
g
IV. Assignment/Reminder
Write a descriptive essay predicting your
life as a Senior High School student and
submit it in our Genyo group. Remember
that you can create a world of your own
when you write.
V. Closure
To end our session, I want to leave you with a quotation by William Butler Yeats.
“Literature is always personal, always one man's vision of the world, one man's
experience, and it can only be popular when men are ready to welcome the visions of
others.”
Prepared by:
Approved by:
_____________________
Cleo Thea M. Ong
Practice Teacher, Grade 10
_____________________
Ms. Lourdes Vita S. Yatco
Cooperating Teacher
Grade 10 English Teacher
tests
JUNIOR HIGH SCHOOL DEPARTMENT
Third Quarterly Test in English 10
S.Y. 2017-2018
GENERAL DIRECTIONS:
a. Read the directions carefully before answering.
b. Use CAPITAL LETTERS in answering MULTIPLE CHOICE, MATCHING TYPE
and READING COMPREHENSION.
c. Use BLACK or BLUE pen. Do not use FRICTION PEN.
d. Write all answers on the test booklet.
I. A. Spelling
1.______________
2.______________
3.______________
4.______________
5.______________
B. Dictation
6. ________________________________________________________________________
7. ________________________________________________________________________
8. ________________________________________________________________________
9. ________________________________________________________________________
10. ________________________________________________________________________
II. MODIFIED TRUE or FALSE: Read the following statements carefully. Write TRUE if
it is correct. If it is false, change the underlined word/s to make it correct.
11. A literary critic seeks to reach a/n illogical and unreasonable understanding of the text.
12. When you say literary criticism, the reader must dig deeper into understanding of the text
being read.
13. Your literary theories can be compared to person changing clothes or to filters found in
your applications.
14. Literary theories are developed to help understand the different ways on how people
perceive the text being read.
15. From your own understanding plus the added understanding, you create a whole new
perspective and understanding towards the read text.
III. MULTIPLE CHOICE: Choose and write the letter of the correct answer.
16. According to Tajomaru, before the husband dies, they _________.
a. cross swords in a fair fight
b. agree to hide the woman’s shame
c. are both sickened by the woman’s desperate cunning
d. could have been friends under different circumstances
17. During his confession, Tajomaru accuses a high commissioner of ______.
a. failing to keep the stage road safe
b. covering up the woman’s true identity
c. profiting from the sale of stolen goods
d. killing people with his power and money
Page 1 of 3
18. The woman confesses that she _______.
a. loved Tajomaru
b. killed her husband
c. fled with the bridal contract
d. wanted to become a priestess
19. According to the slain man, his wife _______.
a. urges Tajomaru to kill him
b. had planned the attack in advance
c. attempts to protect him from harm
d. exhibits dignity during the encounter
20. According to the slain man, he died from ______ .
a. his own hand
b. his wife’s poison vial
c. exposure to the elements
d. Tajomaru’s sword thrusts
21. The following are the common details in the witnesses’ testimonies except _______.
a. The woman was raped
b. The victim was a samurai
c. A murder happened in a bamboo grove
d. The victim owned a bow and a black quiver
22. According to the given truths, they all vary because __________.
a. They lied because they want to make the situation worse.
b. They lied because they don’t want the case to be resolved
c. They twisted their versions of the truth to protect themselves
d. They twisted their versions of truth because they were working with the murderer
23. The following are some of the contradicting details in the characters’ testimonies except
______.
a. The dead man’s murderer
b. The victim was a samurai
c. The variation of the characters’ intentions
d. All the main characters claim to have done the deed
24. The effect of our character, motivations and intentions affects the way we see reality
through __________.
a. Truth is universal
b. Truth is based on reality
c. Truth always clashes with reality
d. Truth is sometimes relative to what we want to believe
25. The real message of the story is __________________.
a. Life is fleeting
b. Life is a battlefield
c. Life is an unending search for the truth
d. There are many versions of the truth according to who tells it
C
IV. SENTENCE CONSTRUCTION: Construct a meaningful sentence comparing the
items/characters below.
Content –---------- 1 point
Usage -------------- 1 point
Grammar---------- 1 point
3 points
26 – 28. Truth and lies
29 – 31. Life and honor
Page 2 of 3
32 – 34. Truth and beliefs
35 – 37. Takehiko and Tajomaru
38 – 40. The Buddhist priest and the woodcutter
VI. ESSAY: Answer the question in not less than 3 sentences. Your answer will be graded
according to the following criteria:
Content ----- 3 pts.
Mechanics – 1 pt.
Neatness --– 1 pt.
5 pts.
41-45.Who do you think murdered Takehiko? Why?
46-50.Why is studying literary theories and literary criticism important?
LVSYatco/OMMMagsino/February2018
Page 3 of 3
JUNIOR HIGH SCHOOL DEPARTMENT
Fourth Quarterly Test in English 10
S.Y. 2017-2018
GENERAL DIRECTIONS:
a. Read the directions carefully before answering.
b. Use CAPITAL LETTERS in answering MULTIPLE CHOICE, MATCHING TYPE
and READING COMPREHENSION.
c. Use BLACK or BLUE pen. Do not use FRICTION PEN.
d. Write all answers on the test booklet.
I. A. Spelling
1.______________
2.______________
3.______________
4.______________
5.______________
B. Dictation
6. ________________________________________________________________________
7. ________________________________________________________________________
8. ________________________________________________________________________
9. ________________________________________________________________________
10. ________________________________________________________________________
II. MODIFIED TRUE or FALSE: Read the following statements carefully. Write TRUE if
it is correct. If it is false, change the underlined word/s to make it correct.
11. Literary criticism aims to communicate to the reader the implied message of the author.
12. Creating an analysis is the first step in writing a literary analysis.
13. In analyzing text using the reader response criticism, all the elements necessary for
understanding the work are contained within the work itself.
14. Feminist criticism states that we bring our own personal experiences to the reading of
literature.
15. Formalist criticism focuses on how literature reflects society's prevailing ideological
assumptions with regard to gender and power.
III. MULTIPLE CHOICE: Choose and write the letter of the correct answer.
For items 16 – 21, choose from the following features to analyze in creating an formalist
literary analysis:
A. theme
C. symbols
E. point of view
B. setting
D. characters
F. tropes
16. A word or expression used in a figurative sense.
17. A person or other being in a narrative work of art.
18. The environment or surrounding in which an event or story takes place.
19. These extend beyond one-to-one comparison which can be public or private.
20. The main idea or an underlying meaning of a literary work, which may be stated directly
or indirectly.
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21. The angle of considering things, which shows us the opinion or feelings of the individuals
involved in a situation.
For items 22 – 25, choose from the following literary theories:
A. formalist theory
B. reader response theory
C. feminist theory
22. The approach that focuses on the activity of reading a work of literature.
23. The approach that regards literature as “a unique form of human knowledge that needs to
be examined on its own terms.”
24. The lens that examines literature in an effort to understand its representations of women
and the culture and writers that produced them.
25. Aaron refers to his experiences and values to give meaning to the text.
IV. READING COMPREHENSION: Read the passages below. Answer the questions that
follow by writing the letter of the correct answer.
If You Forget Me (Excerpt)
By Pablo Neruda
If suddenly
you forget me
do not look for me,
for I shall already have forgotten you.
If you think it long and mad,
the wind of banners
that passes through my life,
and you decide
to leave me at the shore
of the heart where I have roots,
remember
that on that day,
at that hour,
I shall lift my arms
and my roots will set off
to seek another land.
https://www.poemhunter.com/poem/if-you-forget-me/
26. What emotion is the persona in the poem expressing?
A. fear
C. anger
B. love
D. sadness
27. According to the passage, what is the persona prepared to do so that he may not be separated
from his love?
A. stop time
B. leave his home
C. cut down an old tree
D. commit ritual suicide
28. According to the passage, what does the persona wish to convey with the last three line of the
poem?
A. No one is indispensable.
B. I prefer death over losing you.
C. Family takes precedence over all matters.
D. My love for you is powerful enough to uproot me from my home.
Page 2 of 3
29. What is the persona referring to with the lines to leave me at the shore of the heart where I
have roots?
A. by his favorite tree
C. the place where they met
B. the land where he grew up
D. his favorite place in the world
30. What kind of love has the persona decided to prioritize?
A. romantic love
C. obsessive love
B. parental love
D. self love
IV. MATCHING TYPE: Match column A with column B. Choose only the letter of the
correct answer.
Column A
Column B
31. Socio-historical feminist critics
A. Gynocriticism
32. Marxist feminist critics
B. focus on the unconscious
33. Psychoanalytic critics
C. Individualism and diversity
34. Multiple positions
D. Men's Treatment of Women
35. First Wave Feminism
E. understand representations of women
36. Second Wave Feminism
F. women writers legitimacy was proven
37. Third Wave Wave Feminism
G. studies instances of female oppression
38. The 'Feminine' Phase
H. female writers adhered to male values
39. The 'Feminist' Phase
I. lesbian and African American feminism
40. The 'Female' Phase
J. writers criticize the role of women in society
V. ESSAY: Answer the question in not less than 5 sentences. Your answer will be graded
according to the following criteria:
Content ----- 6 pts.
Mechanics – 2 pts.
Neatness --– 2 pts.
10 pts.
ONE FLESH
By Elizabeth Jennings
Lying apart now, each in a separate bed,
He with a book, keeping the light on late,
She like a girl dreaming of childhood,
All men elsewhere - it is as if they wait
Some new event: the book he holds unread,
Her eyes fixed on the shadows overhead.
Tossed up like flotsam from a former passion,
How cool they lie. They hardly ever touch,
Or if they do, it is like a confession
Of having little feeling - or too much.
Chastity faces them, a destination
For which their whole lives were a preparation.
Strangely apart, yet strangely close together,
Silence between them like a thread to hold
And not wind in. And time itself's a feather
Touching them gently. Do they know they're old,
These two who are my father and my mother
Whose fire from which I came, has now grown cold?
41-50. Choose one (1) theory among the three lenses: Formalist, Feminist, ReaderResponse theory. Analyze the poem entitled “One Flesh” by Elizabeth Jennings.
LVSYatco/March2018
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documentation