A Practice Teaching Portfolio

A PRACTICE TEACHING PORTFOLIO
OF
EXPERIENCE IN OFF CAMPUS INTERNSHIP
TOMBOD INTEGRATED SCHOOL
Villasis, Pangasinan
OF
EMILYN R. RAGASA
BACHELOR OF ELEMENTARY EDUCATION
SY 2014-2015

Lyceum-Northwestern University
COLLEGE OF TEACHER EDUCATION
Nancayasan Urdaneta City
A PROFESSIONAL STUDENT TEACHING PORTFOLIO
Of The Experience and Activities Off-Campus Training
______________________________
In Partial Fulfillment of the
Course Requirement for the Subject
(PRACTICE TEACHING)
Presented to:
MRS. REBECCA DIFONTUROM
Practicum Adviser
Presented by:
MS. EMILYN R. RAGASA
BEEd 4
March 2015

Republic of the Philippines
External Studies Unit
CTE Department
Urdaneta City
APPROVAL SHEET
This Practice Teaching Portfolio has been approved and submitted by
EMILYN R. RAGASA, in Partial Fulfillment for the Degree of Bachelor of
Elementary Education, of the Subject Practice Teaching 2, has been
examined and recommended for acceptanceand approval.
______________________
REBECCADIFONTUROM
CTE PROGRAMHEAD
_________________________
DR. OSCAR C. TADEO
Director, L-NU Urdaneta

Table of Contents
Cover Page
Approval Sheet
Table of Contents
Acknowledgement
Dedication
Introduction
Personal Educational Philosophy
Curriculum Vitae
My Alma Mater
Brief Description Site of Practice Teaching
○ Tombod Integrated School
Examples of Lesson Plan
○ Detailed Lesson Plan
○ Semi-detailed Lesson Plan
○ Brief Lesson Plan
Evidences of Community Outreach
○ School Feeding Program
○ Community Clean Up Drive
Observation and Evaluation Forms
Best Lesson Plan using Creative Strategy with the Complete Set
of Materials Learners’ Work and Feedback
Brief Synopsis of Professional Readings and References
Professional Career Development Plan
Attachments
○ Photos
○ Certifications

Acknowledgement
Acknowledgements are given to few people who were
supportive in completing this portfolio:
To the students of Grade V-SpEd at Tombod
Integrated School, Grade I-SpEd, Grade II-Regular,
Grade IV-Sped, Grade VI-SpEd
for allowing me to become part of the family.
To my cooperating Teachers Mr. Rommel N. Bascos,
Mrs. Sally Fortit Gamboa, for their support,
knowledge and guidance
during my internship period.
To my adviser, Mrs. Rebecca Difonturom
for her support and guidance.
To my alma mater, Lyceum-Northwestern University-
Urdaneta for its pursuit of excellence and as a leading
institution in the field of education.
To my classmates, co-interns for their help during my
stay in Tombod Integrated School.
To my parents or family, for their support and love
they gave to me.

Dedication
I would like to present this writing to my family
for giving me all the inspiration
and support I need.

INTRODUCTION
“The important thing is not so much that every child should be taught,
as that every child should be given the wish to learn.”- John Lubbock
Welcome to my portfolio. I am Ms. Emilyn R. Ragasa, a student of
Lyceum-Northwestern University, Urdaneta City, under the program
Bachelor of Elementary Education.
I chooseto be a teacher because I want to make a difference. I could
have chosena different field where I could serve the society but I think that
education is the right field where I could fully realized this goal.
I believe that education is the most important asset any one will have,
and one asset which has the greatest impact on the personand to everyone
around them. While almost every child has the opportunity to gain access the
kindergarten and elementary education, not everyone has the chance to be
given quality education, especially children with disabilities and
exceptionalities. Even though these children are recognized as future models
of the community, they continue to be discriminated, misunderstood, and left
out by majority. As a future education teacher, I have come to the right place
to eliminate the misconception about these children. My experience in off-
campus training made me realize that teaching children needs time patience,
understanding, compassion, passionand optimism. Teaching is a profession
that one cannot be taken for granted, sometimes it is frustrating and
exhausting, but these are taken away by just one small smile of the child.
I present this portfolio for you to read about my philosophy of
teaching and experiences during my Practice Teaching/Off-Campus
Training. My goal is to show you my strengths that would make me an
effective teacher.

MY EDUCATIONAL PHILOSOPHY
Education in a traditional definition is the acquisition of knowledge, development of
powers of reasoning and logic, and preparation of oneself for mature life. Educators
basically are the people who will provide all the needs and opportunities the pupils to
learn, grow and to be mature.
When teaching, one must observe many factors evolving around one student’s life, such
as hereditary, home environment and the society he/she involves in. These factors will
help the teacher to come up what methods and materials that fit the child’s natural
inclinations and his/her way of processing knowledge.
The teacher’s primary role is to guide, rather than the source of learning, the students in
finding answers to themselves, and view mistakes as misconceptions, not the learners
weakness. The teacher must also provide student access to hands-on activities, allow
them enough space and time to reinforce the lesson for the pupils to discover on their
own and where construction of knowledge to happen.
 I believe that a true educator must go beyond imparting general knowledge,
developing reasoning and thinking skill to his/her students. He/she must know the
learning needs of each student, as each student is unique and education is diverse.
 I believe in that every student has something to offer, like talent in music and arts,
scientific and mathematical inclinations, and even having a positive and caring
personality. Therefore every students should be treated equally, and treat each
students according to their strengths and needs. Everyone has their own definition
of success, thus I will guide them to their success and achievements.
 I believe that the success in classroom management lies behind the techniques,
consistency and fairness in the part of the teacher.
 I believe in group work, because it fosters lifelong skills which are useful in
everyday life.
 I believe in giving relevant lessons to my pupils or something that are relevant to
their lives.

 I believe in getting to know my students – strengths, weaknesses, likes, dislikes so
that I will give their individual needs and help them grow.
 I believe in positive attitude in classroom.
 I believe in teaching through games. Games make students involved in the lesson
and enjoy learning.

RESUME
EMILYN R. RAGASA
Purok 3 Lomboy
Villasis, Pangasinan 2427
09052619227
OBJECTIVE
I would like to explore the bit of knowledge I posses and try to learn
as much as possibleby putting efforts and being committed to my
work.
EDUCATION
Tertiary:
Lyceum-Northwestern University, Urdaneta City
Bachelor of Elementary Education
Nancayasan, Urdaneta City
2014-2015
Secondary:
Don Ramon E. Costales Memorial National High School
2010-2011
Primary:
San Nicolas Elementary School
San Nicolas Villasis, Pangasinan
2006-2007
PERSONALDATA
December 07, 1994
Purok 3 Lomboy Villasis, Pangasinan
59
5’4”
Ilokano, Filipino, English
ADDITIONAL INTEREST AND ACTIVITIES
1. Computer Skills 2. Fine Arts 3. Playing Volleyball

LYCEUM-NORTHWESTERN UNIVERSITY
MISSION & PHILOSOPHY
The Lyceum-Northwestern University believes that the moral obligation of any institution of
learning is to prepare the students into productive professionals and entrepreneurs equipped with
the educational modernity, social and spiritual values to face the dynamism of a global
community with the context of the regional, national and international setting.
VISION
A center of academic excellence and research that contributes towards global competitiveness.
GOALS AND OBJECTIVES:
The Lyceum-Northwestern University endeavors to pursue the following objectives:
1. To provide the student program of studies which are relevant, meaningful and attuned to
the times and enriched with the integration of Filipino values.
2. To offer excellent opportunities and provide service in the fields of research, medical and
paramedical programs, science, information technology, educaTo provide the student
program of studies which are relevant, meaningful and attuned to the times and enriched
with the integration of Filipino values.tion, entrepreneurship, law enforcement and
vocational and technical programs to the people of Pangasinan and the neighboring
provinces through competent and qualified instructors and adequate state-of-the-art
facilities in an atmosphere of discipline and values.
3. To provide efficient and practical instruction adapted to the needs of courses offered and
state-of-the-art facilities for specialization so that the student may gain experience for the
actual practice of what he has learned.
4. To maintain a wholesome and stimulating environment for the student life comparable to
that which prevails in progressive institutions of similar kind with intensive training in
leadership; emphasis on academic excellence, character building and a firm foundation in
liberal education.
5. To establish a meaningful interaction between the students and community by way of
community-oriented institutional co curricular activities designed to involved their course
of study with a strong sense of community spirit.
6. To foster cultural and artistic expression as necessary component of personal growth and
development.
7. To foster social consciousness and greater awareness of the political and socio-economic
situation by way of enjoining active involvement in community affairs.

LYCEUM-NORTHWESTERN UNIVERSITY
Oh God our Guiding Light
Bless our University
With loud and triumphant voices
We praise thy name with glee
Be our Beacon light
To our future destiny
Thy banners shall wave up high
As we travel near or far
Refrain:
Forever you will be
Our Alma Mater dear
Forever you will be
Our Alma Mater dear
Forever we shall be
Thy stalwart warriors strong
To fight the evil throng
We pledge our loyalty to thee

(Tombod Villasis, Pangasinan)
VILLASIS- the Tombod Elementary School of this town will now be known as Tombod
Integrated School.
The Department of Education (DepEd) has approved its conversion thru a letter of
endorsement dated April 27 signed by OIC-Regional Director Teresita M. Velasco.
The letter said the “establishment of Tombod Integrated School is effective in the School Year
2012-2013 having satisfactorily met the requirements imposed by DECS Order No. 91-1999
(Guidelines on the Establishment and Operation of Integrated School). It also stated that the local
government unit (LGU) of Villasis will provide financial assistance for the construction of
buildings, purchase of desks, books, etc. until the national government allocation has been
provided.
An integrated school is a combination of elementary and secondary schools not operating
separately. Teachers are both teaching in the elementary and secondary classes without
additional compensation, but have to be trained on teaching integrated classes. The new
integrated school was formally launched last September 5 that was attended by Mayor Libradita
Go-Abrenica, Vice Mayor Paz Sison-Rafanan and 5th District Board Member Danny C. Uy. The
launching was done in three parts- a tree planting, blessing of the school library which was
donated by Engr. Hilario F. Mari and Mrs. Julieta M. Arcalas, and the program proper for the
launching. The cutting of ribbon for the opening of the school library was done by Mrs.
Esperanza Mari (representing her son Engr. Mari) , Mrs.Feliza Ordonez (representing her sister
Julita Arcalas), Vice Mayor Paz Sison Rafanan, school teachers headed by school head Analiza

S. Mones and the Barangay Council headed by village chief Mamerto O. Bulatao, Jr. Mayor
Abrenica said the municipal government of Villasis is committed to support the new integrated
school of the town adding that education is always the primary program of the local government.
“Salamat at nagbunga na rin ang efforts ni Kapitan (Bulatao) at ang Principal (Mones) upang
maipatayo ang integrated school dito. Sa mga magulang, nabawasan na ang inyong gastusin sa
pagpapaaral ng inyong mga anak dahil hindi na sila pupunta sa bayan (Thank you that the efforts
of the village head (Bulatao) and Principal (Mones) have paid off. To the parents, your expenses
in sending your children to school have been lessened because they will no longer go to the
town),” Mayor Abrenica said. Abrenica also urged the parents, teachers and barangay officials to
be united and cooperate to further develop the school. Vice Mayor Rafanan said the Sangguniang
Bayan members and her office will always give their support. “We are here to give whatever
help this institution may need in the future.” She further said a school is the spring board for the
development of children and all the assistance from parents, community people and teachers will
significantly change the lives of the people.
Village head Bulatao thanked all the people who helped in the fruition for the
establishment of an integrated school in his village.
He thanked Uy, Abono Partylist Chair Rosendo O. So, residents who donated facilities, the
school administration, Abrenica, Rafanan and SB members, the barangay officials and the
community people for the help in establishing the integrated school. “ I did not waver in
following up the establishment of the integrated school in our barangay. I was then batting for
the re-opening of the defunct national high school here but Board Member Uy recommended an
integrated school,” Bulatao said. He also said, “Dakayo a nagannak, allukuyen yo dagiti annak
yo nga ageskwela ditoy. Kayat ko nga maka-produce tayo dagiti estudyante a nasingpet, nalaing
ken nagaget nga intay maipannakkel ditoy ili tayo, probinsya ket ti intero a nasyon (To you
parents, I urge you to convince your children to study here. I want to see the students of the
school as well-behaved, intelligent and industrious who could be our pride in our town, province
and the entire nation).” Uy recalled how the plan for the establishment of an integrated school in
the barangay started.
He said it took more than two years before it came into reality after his constant follow
up at the DepED regional office in San Fernando City.
“ We have to give credit to Mayor Dita and the members of the SB for their efforts in
establishing the integrated school. Let’s give credit also to the teaching force and the barangay
officials for their persistence in having an integrated school here in your barangay. Ako ang taga-
follow-up lang sa Region I,” Uy said. Uy also donated two units of computers for the school.
School head Analiza S. Mones expressed her gratitude to the guests and the benefactors of the
school.
She said she was lucky that the integrated school was established while she was the
administrator of the school.
“ I could not fully express how happy I am this moment. To you all, let’s celebrate the many
blessings we have already received and to those we have yet to receive in the future,” Mones

said. The launching of the integrated school was also attended by the following school heads:
Marilyn Cabarteja (Bacag Central School), Gloria Diego (Lomboy Elementary School) and
Nenita Cenizan (Bacag East Elementary School).
Tombod
Tombod is a barangay of the philippine municipality Villasis in the
province Pangasinan in Ilocos Region which is part of the Luzongroup of islands.
Tombod belongs to the barangays of Municipality Villasis which are in the outlying area.
The municipality Villasis with a population of about 56,668 and its 21 barangays belong to the
partly urban areas in the Philippines. While some of the barangays developed modern urban
structures, some others, especially those which are seated in the outlying areas, remained
rural. By the end of 2007 Tombod had 1,964 residents.
Tombod Integrated School teaches students in grades first
through tenth in Villasis, Pangasinan of Ilocos (Region I).
The school has 12 instructional rooms and 1 non-
instructional room, which are all powered by a generator and
power grid. With 339 students, class size is around 28
students. Analiza S. Mones is in charge of the school, acting
as the school's Principal.
For the 2013-14 school years, Tombod had 339 students
enrolled. This makes the school a larger school, with 89 more
students than the average school and 25 more students than
the average school in Villasis. The school has more male
students (174) than female students (165) - for every one
female student there are 1.1 male students. This is simlar to
the average gender breakdown in Villasis, which sees on
average 1.1 male students per female.

HISTORY OF TOMBOD
According to some of the remaining old folks of this place, Tombod got its name from
the very unique nature of the place where in the water surface ground will produce & flowing
water. The dialect term for it is “NAUBBOG” and later on reffered to what is now as TOMBOD.
During the last war, Japanese time, this place served as the evacuation center, mostly people
from the town because of the bamboo trees and other big trees that covered the area’s best suited
for hideouts from the enemies.
The first elected Barrio Lieutenant was Alfonso Cariage, Sr., then followed by Roman T.
Bascos, Sr. The first, established school was in the house of the late Don Felix Bulatao, a well-
respected leader in the community. Upon proper presentation and arrangement, the family of the
late Don Felix Bulatao agreed to donate one (1) hectare of land. The formal school was
constructed in a cogon makeshift. This was during the incumbency of the Mayor Isidro Ibay.
One of the pioneer teachers was Faustine Macanas (Raguindin). During the incumbency of Brgy.
Capt. Mamerto Bulatao Sr., a Brgy. High School was formally organized and the first batch of
teachers were all product of Tombod namely Miss Diminag B. Gamboa, Leonora Ordonez
became the new Brgy. Capt. During his incumbency, installation of electric system started and
the progress of the community emerged. When the Barangay election was held wherein the
highest vote obtained by a candidate became the new Brgy. Captain Mr. Manuel B. Sison, Jr.
garnered the highest number of votes, automatically became the youngest Brgy. Captain entire
Villasis.
During his incumbency a Brgy. Hall was constructed temporarily in a private lot owned
by Jorge Gamboa, a prominent resident of the barangay. A multi-purpose was constructed at
Tombod Elementary School and it was the first among the entire Elementary School of Villasis.
Concrete roads were constructed with the assistance of the Municipal and National Gov’t. Brgy.
Captain Carlos D. Bascos. Additional concreting of roads was his priority project, and to the
Brgy. Health Center and Tombod Elementary School site. A Daycare class has its own classroom
which is jointly supported by the Brgy. Council and Municipal Gov’t. a basketball court was
constructed during the administration of SK Chairman Roderick M. Bascos, wherein up to the
present spoertfest is being conducted yearly. At present Brgy. Tombod is being administered by
Brgy. Captain Mamerto O. Bulatao, Jr., a very young and energetic leader and always
emphasized his active Brgy. Kagawads acquired a new air-conditioned Brgy. Patrol taken from
the IRA Funds and assistance from District Kagawad Susan Q. Sison.
In the year 2008, Tombod Elementary School has a total population of 259 pupils with 11
teachers headed by Mrs. Gloria L. Aruego, Principal III. As of August 2008 the total population
of Brgy. Tombod was 1,045 male and 1,043 female or a total of 2,088 with the
household/families of 439. This is through the courtesy of the Brgy. Council Members who
personally surveyed the data’s in their own district.

EXAMPLES OF LESSON PLAN
 DETAILED LESSON PLAN
 SEMI-DETAILED LESSON PLAN
 BRIEF LESSON PLAN

I. Objectives:
At the end of the lesson, pupils should be able to:
a. Identify the different types of space figures
b. Describe each space figure
c. Draw spatial figures.
Values: Appreciates God’s Creation
I. Subject Matter:
Topic: Kinds of Space Figures
Reference: Toward Excellence in Math V, pp. 299-301,
Grade School Mathematics V, pp. 212-213.
Materials: Concrete Materials, projector, chart
II. Learning Procedure:
Teacher’s Activity Pupils Activity
A. Greeting
“Good morning class!”
B. Preparatory Activities
1. Warm-up Song
Square and Circle (2x)
Triangle (2x)
Rectangle and Oblong (2x)
Triangle (2x)
2. Drill
“Class, I have here objects on my
table. Tell me what the shape of
each object is.”
“Are you ready class?”
“What is the shape of a box?”
“Very good!”
“What is the shape of the book
“You’re right!
“What is the shape of the clock?”
“Exactly!”
C. Developmental Activities
1. Motivation
“Class, what can you see
around?”
“Very Good!”
“What else?”
“Yes, another?”
“You got it!”
“Good morning Ma’am!”
“Yes Ma’am!”
“square”
“rectangle”
“circle”
“trees, seas, heavenly bodies, clouds”
“mountain”
“volcano”

Everything that you can see
around is God’s creation.
“Do you appreciate his creation?”
“How?”
“Who has another answer?”
“What is the shape of the
mountain?”
2. Presentation
What is a space figure?
(Space figure it is a 3 dimensional
it has height, width & depth)
Vocabulary:
 Faces – it is a flat surface
 Edges – it is a segment
where two faces come
together
 Vertices – it is a point
where two or more edges
intersect
Study the different kinds of space
figures.
(Using power point presentation)
A.
“Class, our next figure this is what
we call a cube”.
“How many faces does a cube
have?”
“How about the vertices?”
“And how many edges?”
“Can you give an example of a
cube?”
“Yes Ma’am”
“Taking care of them”
“When God created all these things, he used
different shapes like”
“triangle”
(One student will read the meaning of a
space figure)
(One student will count it)
“6 faces”
“8 vertices”
“12 edges”
(answers may vary)

Teacher’s Activity Pupils’ Activity
B.
“Class, what do you notice on our
next figure?”
“Class, our next figure is a
triangular prism.”
“How many faces does a
triangular prism have?”
triangular prism?”
C.
rectangular prism”.
rectangular prism have?”
rectangular prism?
D.
“Class, what do you notice on
this figure?”
“Class, our next figure is a cone.”
triangular prism have?”
cone?”
“looks like a toblerone”
“5 faces”
“6 vertices”
“9 edges”
(answers may vary)
“6 faces”
“8 vertices”
“12 edges”
(answers may vary)
(torotot)
“1 circular base”
“1 vertex”
“no edge”
(answers may vary)

E.
“Class, our next figure how it looks
like?”
“Very Good!”
sphere.”
“How many faces does a sphere
have?”
sphere?”
F.
“Class, what do you notice on
this figure?”
“Class, our next figure this is what
we called cylinder”.
“How many faces does a cylinder
have?”
cylinder?”
G.
triangular pyramid”.
“ball”
“no faces”
“no vertex”
“no edges”
(answers may vary)
“looks like a can of corned beef”
“2 circular faces”
“no vertex”
“no edges”
(answers may vary)

triangular pyramid have?”
triangular pyramid?
H.
“Class, our next figure how it
looks like?”
“Very Good!”
“Class, our next figure is a square
pyramid”.
“How many faces does a square
pyramid have?”
square pyramid?”
I.
“Class, our last figure is a
rectangular pyramid”.
rectangular pyramid have?”
rectangular pyramid?
3. Generalization
What is a space figure?
What are the different kinds of space
figure?
“4 faces”
“4 vertices”
“6 edges”
(answers may vary)
“Egyptian Pyramid”
“5 faces”
“5 vertices”
“8 edges”
(answers may vary)
“5 faces”
“5 vertices”
“8 edges”
(answers may vary)
“A space figure is a 3 dimensional. Any
object that it can hold something.”

4. Application
Write the number of faces, vertices &
edges of the following Space Figures.
a) Cube
___ faces
___ vertices
___edges
b) Sphere
___faces
___ vertices
___edges
c) Cone
___ faces
___ vertices
___edges
d) triangular pyramid
___ faces
___ vertices
___edges
III. Evaluation
A. Identify the following space figures and write the number of faces, vertices and
edges of the following space figures.
Space Figure Faces Vertices Edges
1.
2.
3.

A. Draw the following spatial figure.
1. Sphere
2. Cylinder
3. Triangular pyramid
4. Cube
5. Square pyramid
IV. Assignment
Bring ruler, scissor, pencil, cardboard, cartolina and art paper.
Prepared by:
Emilyn R. Ragasa
Checked by:
Rommel N. Bascos
(Cooperating Teacher)
Approved by:
Mrs. Analiza S. Mones
(Principal II, TIS)
Mrs. Rebecca Q. Difonturom
(CTE Program Head)
4.
5.

I. Objectives
At the end of the lesson, the pupils should be able to:
a. read and understand a story about love and caring the pets;
b. use a dictionary to get the meaning of words used in a story;
c. answer comprehension questions about a story;
d. complete a story wheel;
e. fill in a thought bubble;
f. rate statements in a scale of 0-4;
g. write a diary entry;
h. distinguish the different sounds of ex-;
i. pretend they are pets and write stories about their owners; and
j. use context clues.
II. Subject Matter
Reading: Stray
Using a Dictionary
Answering Comprehension Questions About a Story
Completing a Story Wheel
Filling In a Thought Bubble
Rating Statements in a Scale of 0-4
Writing Stories About Pet Owners
Using Context Clues
Reference: New Heights Through Reading 5,pp. 245-257
Materials: paper, dictionary, chart
III. Procedure
1. Have the pupils read the introduction and the story “Stray” in “Story Time” on
pp.245-249.
2. Let the pupils answer “Word Watch” on pp. 249-250.
3. Ask the pupils to answer comprehension questions about the story in “making
Meaning” on p. 250.
4. Have the pupils do activities 1, 2, 3, & 4 of “Fun Links” on pp. 251-253.
5. Let the pupils read the words spelled with ex- with /igz/, /eks/, and /iks/
sounds in “Read, Listen and Speak” on p. 254.
6. Ask the pupils to do “Essay Writing” on p. 254.
7. Discuss “Using Context Clues” in “Plus… Plus” on p. 255.
8. Have the pupils do exercises A and B on pp. 256-257

NOVEMBER 2014
OPENING OF SCHOOL JAMBOREE
The TIS Boy scout Junior TIS together with Mr. Rommel N. Bascos & Mr. Ryan Sibayan
The Barangay Council the Captain & Kagawads.

DECEMBER 2015
Tombod Integrated School Christmas Party 2015

JANUARY 2015
Villasis Town Fiesta 2015
(Talong Festival)
We joined the VTF 2015 Exhibition Game and we are the Over-all Champion.
1. Opening program of VTF2015

We won Team Villasis II Volleyball!

4. Street dancing competition and Field Demonstration
Street dancers of Tombod Inetgrated School and the Field Demonstrators

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