PENGASINAN STATE UNIVERSITY (BAYAMBANG
CAMPUS)
I.
School: General Information and Academic
Administration
1.1 School Academic and
Development Plan
Location
The school is located at zone VI, Poblacion,
Bayambang, Pangasinan;telephone number: 592-2704, 592-2207;website:http://www.psubc.edu.ph/cms/; The school is under the College of Teacher
Education; serves as training ground for future HS Teachersin Pangasinan State University.
History and Background
The PSU Bayambang Campus
had a very humble beginning. It started as the Bayambang Normal School in 1922.
It offered then the secondary normal course which prepared much needed teachers
for the country. The Pangasinan State University
Bayambang Campus is also among the constituent campuses of the University to
actively house a Laboratory High School (a school under the College of Teacher
Education; serves as training ground for future HS Teachers) which dates its
history by its then – name, Central Luzon Teachers College. The Pangasinan
State University Laboratory High School offers secondary education in Science
Curriculum.
Vision
To become an ASEAN Premier State University in 2020
Missions
The Pangasinan
State University, through instruction, research, extension, ang production,
commits to develop highly principled, morally upright, innovative ang globally
compotent individuals capable of meeting the needs of industry, public service
and civil society.
1.2 Academic Supporting System
Pangasinan State
University, PSU Integrated School-High School Department (Junior
High School) has 41 class, 9 classes for garde 7, 10 classes for grade 8, 11 classes for grade 9,
and 11 classes for grade 10. They have a library, Faculty room and Training Centre and there are
instructional media like a projector, laptop, printer, etc for helping teacher
to give a good stimulation for student.
1.3 Teaching System
A week of learning to be held
for 5 days. Saturday and Sunday is a freeday. For each day the learning process
will started on 07.30 o’clock until 4.30 o’clock. This school using ful day
school system. One teacher teaching one subject a hour. There is 9 subject in
one day. On freeday teacher don’t gave assignment to the students so they have
quality time with family.
1.4 Material and Other Learning
Sources
This school use the
materials accordance with core curiculum of K 12. Every subject has two books.
First book for teacher as teacher’s guide and second book for students. I think
it’s looks like in my country.In Indonesia also apply two books for each
subject. The book for teacher and student. Sometimes teacher used picture,
video, and create their own materials fot teaching.
1.5 Measurement and Evaluation
System
The system
of the evaluation in this school is every quarter year the teacher will report
about the progress of the students and every end of the year there is a
appreciate moments for the best students every class.
1.6 Curiculum
PEDAGOGICAL CONTENTS
2.1 Teaching Methods
The
methods in Juior High School based on questions, the teachers always ask to
pupils. The question is always connected with the environment theirs
know.
The method is like inquiry learning.
Sometimes, the teacher using Teacher Center Learning for elaborate student’s
knowledges.
2.2 Learning Materials and Innovation
The
materials based on curriculum, book. Teacher can add other materials like
pictures, chart, video, story telling, etc. For innovation, teacher using qeustions
and cooperative or inquiry learning.
2.3 Sources Of Learning and Technology
For
sources of learning the teachers at PSU – High School using from K-12
curriculum, and the others sources is from subjects book. Use learning media
with technology such as projector, video, etc. In additional can use work
sheets.
2.4 Authentic Assessment
The
foundation of authentic assessment revolves around evaluating a students’
ability to apply what they have learned in the lesson. Authentic assessment to
measure students' understanding and to measure teacher learning success.
TEACHING PLAN
3.1 Curriculum
PSU Bayambang has different format in making their
lesson. Their lessonswere written in two ways the semi-detailed and detailed
lesson plan. The lesson in the Philippines are divided in different parts.
First is the objective, it is your aim
or goal to be achieved after the class discussion. Your objective is
divided into three: cognitive or knowledge, psychomotor or skills and affective or attitude. Preliminary
Activities, this include the prayer, checking of attendance and review.
Presentation of the lesson, this a time that the teacher presents his or her
new lesson. Next is the discussion wherein the teacher engaged his or her
students in learning.
3.2
Teaching Plan
Pangasinan State University
Bayambang Campus
Bayambang, Pangasinan
A.Y. 2018-2019
A Semi-Detailed Lesson Plan
In Anglo-American Literature Grade 9
(Lord Randal)
Submitted by:
Rani Nur Nadhila
SEA Teacher
Submitted
to:
Mr. Abdiel Gale A. Bataller
Supervising
Instructor
I.
Objectives
At the end of the 60-minute of
discussion, the students should be able to achieve the following with 85% level
of proficiency:
A.
distinguish
the key features of ballads,
B.
identify the
central idea of the ballad “Lord Randal”;
C.
make a short
play based on the ballad; and
D.
share the
personal experience related to the ballad’s theme through pair sharing.
II.
Subject Matter
A.
Topic : Lord Randal
B.
Materials : speakers, laptop, cartolina, marker,
chalk, projector
C.
References : ECAS for English 9 Teachers Wraparound
Edition pages 21-22.
http://www.poetrybyheart.org.uk/poems/lord-randall/
III.
Activity Sequence
A. Pre-Reading
Activities
1.
Motivation
Now,most of the time we have too
much to drink
Andwe'd laugh at the stars and
we'd share everything
Tooyoung to notice, and too dumb
to care
Lovewas a story that could not
compare.
Isaid, "Girl, can I tell you
a wonderful thing?
Imade you a present with paper and
string.
Openwith care now, I'm asking you,
please.
Youknow that I love you, will you
marry me? "
Now,they are, I'm only telling you
this
Becauselife can do terrible things
You'lllearn, one day, I'll hope
and I'll pray,
ThatGod shows you differently.
|
Terrible Things
Mayday
Parade
By the time
I was your age, I'd give anything
To fall in
love, I really could
That's when
I met your mother, the girl of mydreams
The most
beautiful woman I've ever seen
She said,
"Boy, can I tell you a wonderfulthing?
I can not
help but notice, you're staring at me.
I know I
should not say this, but I reallybelieve,
I can tell
you by your eyes that you're in lovewith me. "
Now, they
are, I'm only telling you this
Because life
can do terrible things.
The
teacher will divide the class into four groups. The groupings will be true all
throughout the whole class. The teacher will give each group copies of 3 lyrics
from different ballads. Each group will list down the similarities of the
lyrics as many as possible. A representative will have to read their answers in
front of the class. A point will be given to every correct similarity that they
can list.
2. Vocabulary Enrichment
The teacher will post sentences that make use of
the unfamiliar words. The teacher will call on a student to pick from the
meanings listed. They will match the meaning to the unfamiliar words through
the sentences.
Sentences:
· weary
The weary student fell asleep while doing
her project.
· bloodhound
The barking bloodhound made the little
girl weep.
· broth
My mother gave beef broth to the hungry children.
· fain
The lost traveler was fain to accept the
help of the local girl.
· swell
The husband caresses the noticeable swell
on his wife’s belly.
Meaning:
· lacking strength, energy, or
freshness due to lack of rest (weary)
· a large dog with long ears
and a good sense of smell, often use for hunting and finding people
(bloodhound)
· liquid in which food has
been cooked (broth)
· an archaic term for glad or
grateful (fain)
·
to expand gradually beyond the normal size (swell)
B.
During Reading Activities
1.
Presentation of the Text
The teacher will discuss the
connection of the motivation to the next topic. The motivation will serve as a
springboard to the literary piece to be discussed. She will also discuss ballad
and its characteristics. As an over-all background for the future literary
pieces to be tackled under the Middle Ages, the teacher will discuss a brief
introduction of the said period.
Background of Lord Randal
Lord Randal is a Scottish folk ballad. It was known and sung
by many in the Scottish countryside. Though it was later written down, 'Lord
Randal' was originally memorized and sang. It is very much a part of the oral
literary tradition rather than the written.
Although no one knows
who originally composed the lyrics to this ballad, it is called one of
the Child Ballads.
These are a group of folk songs collected in five volumes and published between
1882 and 1898 by Francis J. Child. Child did not originate any of these, he
just wrote them down so that people wouldn't forget them. After all, singers
didn't have recording equipment in the 1600s and 1800s when this folk song was
popular. The ballad was also published earlier by Sir Walter Scott in 1803.
After discussing the background of the ballad, the teacher will make the
students listen to the ballad.
a. Teacher’s Reading
The teacher will read the ballad
“Lord Randal” out loud with proper pronunciation and enjambment.
b. Students’ Reading
After the
teacher read the ballad, she will assign all the female students to read the
first and second lines of every stanza (the mother’s part), and all the male
students to read the third and fourth lines of every stanza (Lord Randal’s
part).
Lord Randal
"O where ha you been, Lord Randal, my son?
And where ha you been, my handsome young man?"
"I ha been at the greenwood; mother, make my bed soon,
For I'm wearied with hunting, and fain would lie down."
And where ha you been, my handsome young man?"
"I ha been at the greenwood; mother, make my bed soon,
For I'm wearied with hunting, and fain would lie down."
"An what met ye there, Lord Randal, my son?
And what met ye there, my handsome young man?"
"O I met with my true-love; mother, make my bed soon,
For I'm wearied wit hunting, and fain would lie down."
And what met ye there, my handsome young man?"
"O I met with my true-love; mother, make my bed soon,
For I'm wearied wit hunting, and fain would lie down."
"And what did she give you, Lord Randal, my son?
And what did she give you, my handsome young man?"
"Eels fried in a pan; mother, make my bed soon,
For I'm wearied with hunting, and fain would lie down."
And what did she give you, my handsome young man?"
"Eels fried in a pan; mother, make my bed soon,
For I'm wearied with hunting, and fain would lie down."
"And what got your leavins, Lord Randal my son?
And what got your leavins, my handsome young man?"
"My hawks and my hounds; mother, make my bed soon,
For I'm wearied with hunting, and fain would lie down."
And what got your leavins, my handsome young man?"
"My hawks and my hounds; mother, make my bed soon,
For I'm wearied with hunting, and fain would lie down."
"And what became of them, Lord Randal, my son?
And what became of them, my handsome young man?
"They stretched their legs out and died; mother make my bed soon,
For I'm wearied with hunting, and fain would lie down."
And what became of them, my handsome young man?
"They stretched their legs out and died; mother make my bed soon,
For I'm wearied with hunting, and fain would lie down."
"O I fear you are
poisoned, Lord Randal, my son!
I fear you are poisoned, my handsome young man!"
"O yes, I am poisoned; mother, make my bed soon,
For I'm sick at the heart, and fain would lie down."
I fear you are poisoned, my handsome young man!"
"O yes, I am poisoned; mother, make my bed soon,
For I'm sick at the heart, and fain would lie down."
2.
Discussion of the Text
Each group will present a short play
based on the ballad “Lord Randal.” They will be given 4 minutes to prepare and
2 minutes each to perform. After their performance, the teacher will assign 2
questions per group.
Group 1
· Who are the characters mentioned in the ballad?
The characters mentioned in the ballad are Lord Randal, Lord Randal’s
mother, and Lord Randal’s true love.
· How would you describe Lord Randal?
Lord Randal is a noble and brave young man. It can also be assumed that he
was a lovely son based on his mother’s treatment towards him. He is also very
much in love with a girl who is mentioned in the second stanza of the ballad.
It is also shown how much he loves his mother because despite his poisoned and
broken state, he still replied to his mother’s series of questions which only
means that he loves and respects her.
Group 2
· The line “For I’m wearied with hunting, and fain would lie down” is
constantly repeated at the end of every stanza. What does this mean?
The last line is the same
for all the stanzas because the writer wants to emphasize how exhausted and
broken Lord Randal really was. Other than the circumstance that he was
poisoned, the fact that his true love poisoned him caused much pain than the
physical weariness and pain that he was experiencing.
· What poisoned Lord Randal?
The fried eel that his
true love prepared is laced with poison.
Group 3
· How would you describe Lord Randal’s mother?
Based on the ballad, it
can be assumed that Lord Randal’s mother is a caring and loving woman. Her
obvious concern for her son shows how much she loves him.
· In the last line of the last stanza of the poem, the phrase “sick at heart”
was mentioned. What do you think does this phrase mean?
The phrase “sick at heart”
means that he is in pain both physically and emotionally. The poison is causing
him physical pain while his lover’s betrayal causes him his emotional pain.
Being poisoned is one thing and being poisoned by someone you love and dear to
you is another.
Group 4
· How would you describe Lord Randal’s true love?
Lord Randal’s true
love is a deceitful woman. The fact that Lord Randal ate the fried eels that
she prepared means he trusts the woman. But the woman turned out to be a
false-hearted person who ended up killing the person who truly loves and trusts
her.
· What could be the other meaning represented by “poison” in the ballad?
The “poison” can also
represent the betrayal of Lord Randal’s lover to him. It is comparable to
poison because betrayal from someone you trust and love the most can be lethal.
It can kill you figuratively. The pain is so bad that Lord Randal just wanted
to lay down and rest with the hope that the pain of his lover’s betrayal will
also rest.
C. Post Reading
Activities
1. Enrichment
The teacher will ask the students to choose a partner. The students
will have to share their own experience when they were deceived or betrayed by
someone they know. The teacher will give the students 3 minutes to talk to
their pair. After the sharing, the teacher will ask for a willing student to
share their experience in front of the class.
2. Generalization
Based on the prior groupings,
the students will have to identify the theme of the ballad. They will be given
3 minutes to discuss among their groupmates. A representative will present and
explain their answer. Each group
will be given a marker and a cartolina to write their theme on. The teacher
will process each of the group’s answer after the presentation.
IV. Evaluation
Multiple Choice
Directions: On a ¼ sheet of
paper, write the letter of the correct answer.
1. All
are characters in the ballad except?
a. A mother
c. A witch
b. Lord Randal d. Lord Randal’s true love
2. Where has Lord Randal been?
a. hunting c. farming
b. fishing d. swimming
3. What does Lord Randal constantly/repeatedly ask his
mother to do?
a. to make the dinner c. to make an eel
b. to make his bed d. to do the dishes
4. What did Lord Randal’s true love give to him to eat?
a. fried chicken
c. fried eel
b. Boiled egg d. chicken soup
5. Who ate Lord Randal’s left-overs?
- the witch c. his mother
- Lord Randal’s true love d. the bloodhound
6. What happened to Lord Randal’s hawks
and hounds?
- They swelled and died. c. They killed each other.
- They’ve been shot. d. They disappeared.
7. What is wrong with Lord Randal?
a. He’s in love. c. He is poisoned.
b. He misses his mother. d. He doesn’t have anything to hunt.
8. Who poisoned Lord Randal?
a. his mother c. the witch
b. his bloodhound d. his true love
V.
Assignment
Directions: On a ½ crosswise, write a short essay about the things you’ve learned from the
ballad “Lord Randal”.
A HOLISTIC RUBRIC FOR ESSAY
CRITERIA
|
3
(Excellent)
|
2
(Satisfactory)
|
1
(Good)
|
Content
|
relevant telling,
quality details
|
relevant details, one
key idea is unsupported
|
Unclear and unrelated
information
|
Mechanics
|
no spelling,
punctuation, or grammatical errors
|
few spelling,
punctuation, and grammatical errors
|
A lot of spelling,
punctuation, and grammatical errors that interfere with the essay’s meaning
|
Organization
|
clear and
well-organized beginning, middle, and end
|
does not adequately
organized the beginning, middle, and end
|
no clear beginning,
middle, and end
|
Focus on the Topic
|
well-focused on the
topic, the main idea stands out
|
main idea is clear,
lack of supporting details
|
no clear main idea,
random collection of supporting details
|
Diction
|
specific nouns,
strong verbs, well-chosen words creating mental pictures
|
specific nouns,
strong words, few word choices don’t fit
|
general and overused
words, no mental pictures
|
OBSERVATION ON TEACHER
4.1 Planning For Teaching
The
teacher before teaching in her class. She is arrange the lesson plan. What are
the activities in the class as long as her teach.
4.2 Preparing Lessons and Materials
Teachers
always preparing lesson before their teaching like preparing lesson plan,
preparing materials, making materials, so when teacher teaching step by step is
complete. Teacher use media learning like chart, pictures, video and that’s all
is helpfull in learning.
4.3 Teaching In class
In
preparation step, the teacher will make a little game to interesting the
students to learn about the lesson or give them motivation, and after that
teacher will explain and discuss about the previous lesson. Ask students about
previous lesson, to check student understanding. Quick recap of past topics
before start main activities.
In presentation step, teacher will give pupils
pictures and ask to pupils. The questionsand the pictures will lead to the
topic of learning. But in this step, teacher not telling the what the topic
about.
In application, sometime the teacher use cooperative
method. Teacher divide the student become a small group and woorking together
in cooperative groups. Or teachers will provide interesting activities to find
out how far students understand learning. And then, teacher will repeat again
about the topic, teacher will ask again to pupils what the tpoic about. In
evaluation step, teacher will give pupils worksheet for evaluation.
4.4 Measurement and Evaluation
Teacher
will give pupils evaluation like worksheet, or activities in their book.
Teacher seldom give an assignment to pupils.
TEACHING PRACTICE
5.1 Procedures of Teaching
At first, I will showed some pictures or gave the
students clues for their brainstorming. I will
ask the students to play a game or a vocabulary enrichment for make them
enjoy their learning activities, and then I will review the lesson to make sure
students understand. After that, I will give some motivation to the students,
like give them pictures, videos or written materials to catch students
attention. In the learning process I will give them rewards like giving score,
or giving a compliment such as “very good or give applause to your friend”
according to the situation. In the end of the lesson, I will give them a
worksheet as an evaluation. And I will give the students assignment for their
homework.
5.2 Time Management and Organizing Activities
My supervisors give me some tips how to do a classroom
management :
1.
If the students did not paying attention, teacher could :
·
give a question to certain students about the lesson today.
·
give them warning like when the teacher said “Hello”, the student should
answer with “Hi” and so on.
·
Stand up and just keep being quiet for a while until they are suddenly
making no sounds anymore
2.
Do not waste too much time in writing on the board. Write on the board
should be fast and efficient.
3.
Do not giving a score too much.
3.3 Problem-Solving
When teaching in the classroom for
the first time, I was so nerveous because it is my first time teaching in
International School. At first, the students were so cooperative and I was
enjoyed myself teaching here. But my mentor is so helpful and he helped to
solve my problems.
SUMMARY AND SUGGESTIONS
Pangasinan State University (PSU) is
one of the Top performing State University and Colleges in the Philippines. It
has a nine campuses namely PSU Bayambang, PSU San Carlos, PSU Asingan, PSU
Urdaneta,PSU Sta. Maria, PSU Infanta, PSU Alaminos, PSU Binmaley and PSU
Lingayen. All PSU has the same Vission and Mission which are, to become an
ASEAN Premier State University in 2020.
In addition, the PSU Bayambang has elementary, Junior
high school, senior high school and college. It has conducive buildings for
teaching and learning process. PSU has an accessible Library and Laboratories.
It also has enough equipment and resources in improving the physical appearance
of PSU. When it comes in facilities, they need to provide more facilities for
the students to learn and for the teachers to teach. But this scarcity is not a
hindrance to teach students, and I salute those teachers who are not using
Instructional materials and still they teach very well. The Teachers of
Pangasinan State University Bayambang Campus are truly the best visual aids.
The teaching and learning process are student
centered. This is how the teachers engaged their students in learning. The
teachers are capable to utilize all the available facilities to sustain the
needs of any students and one thing I learned is that there is no such as best
method.
