The document provides information about a student's field study experience at Holy Cross College High School Department. It includes the student's name and course/year of study, details about the cooperating school and instructor, and the dates of submission and interview. It then summarizes the school's vision, mission, goals and objectives which focus on developing students' spirituality, excellence, social responsibility and leadership. The document analyzes how the school's vision and goals inform curriculum design and the teaching methods used to achieve them. It also reflects on how students demonstrate internalizing the school's focus through their behavior and participation.

1. Name of FS Student: Ma. Cristina D. Panganoran
Course & Year: BSE-3 English
Resource Teacher: Mrs. Rosalina Manaloto Signature: ________________
Date Signed: ______________
Cooperating School: Holy Cross College (High School Department)
Instructor: Mrs. Gloria A. Silva
Date of Submission: August 02, 2011
Date Submitted: August 02, 2011

2. Resource Teacher: Mrs. Rosalina Manaloto
Cooperating School: Holy Cross College High School Department
Date of Interview: July 28, 2011
Vision:
A community of men and women imbued with deep faith and trust in God, love for truth and
justice and committed to service to God, country and fellowmen.
Mission:
HCC has a SPECIAL mission, its commitment to the education of the youth towards:
Spirituality
Personhood
Excellence
Concern
Integrity
Achievement
Leadership for service
Goals/Objectives:
Holy Cross College adopts aims and objectives in the pursuit of her mission:
1. To provide training to every student on the moral and intellectual aspects so he may
become an efficient and well-rounded person with integrated personality who will play a role
in the economic, technical and cultural growth of the country.
2. To offer socially and morally oriented education to every student relevant to the particular
community and to the country in general.
3. To make education accessible to the youth regardless of socio-economic status, creed and
color.
HCC High School Goals and Objectives
HCC High School endeavors to pursue the optimum development of the young Filipinos
of Sta. Ana, Pampanga and her environs by discovering and cultivating their potential to the
fullest so as to mold them into a Thinking, Feeling, Knowing, Valuing, Participating and Doing
member of their immediate community and of the Filipino society.
The department strives to graduate a Crucian who could contribute to:
The SCHOOL, in promoting its Christian ideals and moral principles and excellence in
educational undertakings.
The CHURCH, in propagating the Catholic doctrines through active participation or
involvement in liturgical activities and service programs.
The HOME, in utilizing the learnings he has acquired from the school for the spiritual,
moral, social and economic upliftment and prosperity of his family.

3. The COMMUNITY, by being an agent of change of the undesirable traits, attitudes,
beliefs, values of the greater mass of residents which hinder progress, economic and
social stability.
The COUNTRY, in promoting and preserving Filipino cultural heritage and Filipino ideals
and aspirations for the attainment of the nation’s progress and well-being.
Specifically, the department directs its efforts to attain the following aims for the best
interest and welfare of the students it serves:
To foster the virtues of faith and love of God.
To develop Christian attitudes, values and behavior.
To help students acquire the knowledge and skills necessary for further education and
employability.
To teach them to think clearly, logically and critically.
To develop their physical abilities and interests through worthy programs and activities.
To cultivate friendly interactions among themselves and with other people with diverse
backgrounds and to foster them the willingness to understand and respect one another.
To foster appreciation of the Filipino cultural heritage and values, and
To develop social, economic, political and ecological awareness necessary to reach the
community.
Analysis:
1. What is the importance of the school’s vision, mission and goals or objectives in designing
a curriculum?
In everything we do, we must have a purpose. No matter how small the job or function
it has a reason why it is needed to be done. Why do I eat? Why do you bathe? Why do we go
to school? What is our purpose in doing these things? We can’t say “I’m doing it for nothing.”
Because we absolutely have our own reasons when it comes to what we do in our lives. It is
also the same with schools. If we have a reason to attend class, then the school must
absolutely have its reasons why it wants to educate students and they must have ways on how
they would go about it.
As mentioned from the previous pages, one of the aims of the school is for the students
to be a God loving, model citizen of the country. Without a vision of what we want our future
to look like, we won’t even have the right to utter this sentence, “This is how we will do things
around here so we can achieve a better community for Sta. Ana.” The school would go in
different directions and there will be no unity because without the vision, mission and goals,
the scenario of teaching would be “Anything goes for this day.” Why? Because the actions of
the school do not have an actual sequence and finish line. Without objectives all is in vain.
This is where everything is based. Just as how important it is to have a plan of action, it
is even more important to have an actual aim for all these plans to be effective. The school’s
vision & mission are the foundation in doing everything or accomplishing something at the end
of a period, school week or school year. As the High School principal said during her interview
with me, “These goals are the framework and guiding factors in achieving the schools dream”.
I trust that this is the driving force or motive for the school to provide “top quality education”.

4. 2. What methods and strategies were employed by the school to realize these goals?
As teachers, we always have to know how to “walk the talk”. In other words, we should
practice what we preach. If the vision says so, then the mission must do so. If you promise to
achieve something it must not only be spoken but it must also reflect your actions. The
strategies and methods are very much wide in variety and these are not used in concentration
but in combination. As we have all learned before, there is no single best method. I do
strongly believe that this is true. The same applies for the strategies too of course. These
methods and strategies help in realizing the goals of the school that’s why these are very
crucial for a successful institution.
The teaching method is how the teacher delivers content material. These were some of
the methods mentioned by the teachers, inductive and deductive method. Some also use
whole class discussion method or brainstorming method. Some answered that they use
demonstration, recitation and combination of lecture and discussion strategies. These
methods and strategies help the teachers make the students achieve academic success. Most
of these are used in combinations.
For example the goal of the teacher is to cultivate verbal fluency in English; she will then
use role playing as the strategy so the students will be able to apply their skills in speaking. The
teacher uses certain situations that may be contrived or real. But it works better with real life
scenarios. During discussion, the method used is inductive so the students will be able to
generalize a certain rule in the proper uses of the sentences they formulated in the role play.
This is where the grammatical competency comes in.
I agree with the teacher because I have learned that in the English subject, there are 6
different types of syllabi. I only have space to talk about 2 of them; we have the structural
syllabus which focuses on sentence structure. This only tackles about the form and
grammatical usage of the English language wherein the teacher used the sentences provided
by the students as the focus of their grammar lesson. This can be attached to another type of
syllabus which is called the situational syllabus where the teacher gives a certain situation for
the students to create or modify a conversation so it will relate to their life. In the process, all
the types of approach to the lesson were touched and different strategies were used in
combination with the method.
In selecting the strategies and methods it was also mentioned by the teachers that we
need to consider the level of the child, their social background and their learning styles. And a
teacher must engrave a moral lesson to their students that will help them become responsible
adults in the future. This is also part of the school’s vision where the teacher plays a big role of
achieving it. Depending on how the teacher molded the student will really have a great effect
in the future.
3. How did the students manifest that they have internalized their vision, mission and goals?
According to the principal, she sees a lot of change with the senior students from the
time when they were only freshmen. The first change was before they don’t attend mass, now
they always attend mass and participate in the liturgical activities of the community. She sees
their creativity, resourcefulness and discipline. They also have improved their associations
with other students, teachers, superiors, non-teaching staff and community. Their personality
has improved and hidden talents were enhanced.

5. I observed students who are very respectful. They also entertain me when I try to
interview them. They are very pleasant to talk to. I must say they have good manners. When
they participate in class I would agree with the principal that students’ really changed their
behavior for the better. The change of behavior due to experiences is really observed in the
attitudes that the students show in and out of the classroom.
Though only 2 out of 10 high school students (most of them were freshmen) know their
school’s vision and mission, 8 of them knew where the vision and mission were posted. It is
fine; we can let it slide for now. Even without memorizing these things I hope they will be
molded into good and productive people of our nation. And besides it is the duty of the
teachers to put the vision in motion. As long as the school knows the vision and mission by
heart, the students are in good hands. Though it would be nice if the students also knew what
is expected of them. But for now, I would take the principal’s word for it. In conclusion, the
total development of the students’ moral, social, intellectual and spiritual aspects have
improved.
Portfolio:
A. Lesson Plan Analysis
1. What are the objectives?
The first one is, to appreciate a poem about the African continent. The second is, to be
able to state the tone of the literary piece in one’s own words.
2. What is the subject matter/content?
“Africa” by: David Diop /“Afro-Asian Literature”
3. What strategies/methods of teaching are utilized?
After analyzing the lesson plan, I would say that the method was inductive, seeing that
the procedure was the same in sequence when we used to write our detailed lesson plan last
semester. Though there was no review, the lesson has unlocking of difficulties. Because it is a
new lesson in literature, the motivation included questions that could arouse the interest of
the students, such as using the word “Dark Continent” that will trigger the students to think if
there is really a dark continent. Or they might think, why was it called Dark Continent? The
presentation was reading the poem with feelings and expressions. Questions for discussions
were given and ofcourse there was also generalization and application. The strategies included
were discussion, recitation and group reading.
4. What evaluation procedure is used?
The evaluation used was performance evaluation procedure. The evaluation contained a
single question to be answered in a piece of paper cut crosswise. Since the objective
mentioned that the students must be able to state the tone of the literary piece in one’s own
words. Literary tone is a literary technique which asks for the students’ reaction on the tackled
literary piece. I asked the teacher and she said she used rubrics to determine the score of the
students. Though everyone is entitled to their opinion, the poem had sufferings of the Africans

6. in it so the work of the students was still in a limited range so it is easier to check and give the
score of the content.
5. Do the 4 components match with one another? Explain
Yes, they do match, because all the objectives were touched during the lesson. The
subject matter was the center of the entire lesson and the activities were very much related to
the poem. Even the unlocking of difficulties was in sync with the lesson because the
vocabulary words were taken from the poem they were dealing with. The evaluation was very
much congruent with the objectives because writing about the poem’s literary tone can never
be done by the students if they do not appreciate it. Stating the tone of the literary piece in
one’s own word is the second objective and was on the evaluation which shows its
congruency. I also assumed that the lesson was subject-centered for it followed the sequence
of the lesson from the book. I attached a copy of the reference material used in the lesson
plan.
B. Interview with the Principal.
1. What kind of curricular approach is she using?
The principal said that she uses all the approaches it all depends on what the situation
calls for. With her position as the principal, she mentioned that most cases need the
managerial approach.
2. Why does she say so? Explain.
The managerial approach is needed most of the time because she handles the teachers
of the high school department every day. Unlike with other cases where the other approaches
are seldom used. She uses the managerial approach because the teachers differ in personality
and she must know how to handle their differences in levels of skills and capabilities. She also
mentioned that every teacher needs different instructions. She must know them individually
so she will know how to manage the teachers well without causing conflict. Some teachers
may sometimes disagree with her but it is part of the job. Part of her job is to observe teachers
and encourage innovation and change little by little, so all the changes in their department
undergoes her supervision. She says she just enjoys her job and never gives up finding the
solutions to any predicament that may occur.
Reflection:
1. What insights did you gain from this episode? How will you apply your learning in your
future teaching?
It is very important for the school to have its mission and vision because it is the guiding
light to the path of success not only for the school but also for the community and country.
Have these engraved in the hearts of teachers and students so they won’t be able to forget the
reason why they are in the same institution. Working together towards those goals is not just
for compliance or salary but must also be felt as self-fulfilling.
I also looked back again at the methods and strategies of teaching and found out that,
“Wow, what do you know? I can actually analyze a lesson plan.” I’m glad to find out that I
haven’t forgotten the times of the rigorous writing, racing against the clock to finish my

7. detailed lesson plan. Remembering those days made me realize that I really did learn
something meaningful. I believe I’m ready for the next step.
In the future I will make sure to know the vision and mission of the school. I want to be a
part of my future students’ success. I will also remember to keep my objectives, subject
matter, strategies and evaluation in sync. I wish to someday teach the lesson not only to write
it down on a piece of paper but to actually make it come to life when I become a teacher.
Teachers teach all other professions. Where will the doctors, nurses, engineers be
without the teachers? The education department holds a very great responsibility in the future
of our country and I hope we’ll all do a great job.
Analysis of the Scope and Sequence
The document is meant to be the general standard for the first year in the 1 st quarter of
the school year under the subject of Music & Arts. This was based from 2010 SEC Curriculum
Documents. Beginners may find it a bit vague but with understanding comes the knowledge.
The documents are designed for the teachers to base their lesson regarding on what should be
the content of their lesson on the particular quarter. It mentions the expected performance of
the learner during the entire quarter such as, using the elements and principles of art to
communicate ideas, experiences and stories or creating an example of Philippines folk art and
applying knowledge of media techniques such as carving, pottery, weaving and physical
ornaments making. Though not mentioned, this will definitely include hands-on activities.
Assessment includes creativity, critical thinking and insight of the learner because they
will need to create examples of Philippine folk art representing the different regions. The
artwork will be evaluated on the based on the following criteria:
Authenticity
Clarity of message
Creativity
While on the other activity wherein the learners need to critique 2 different versions of a
specific artwork as regards to media techniques and principles used, materials, ideas and
historical & cultural context, the following criteria will be used to evaluate their work:
Critical
Insightful
Revealing
Appropriateness
Though only the activities for the evaluation were mentioned in detail, I think the
following activities will be suitable to prepare the students for evaluation such as, reading
about the history of the artwork in the Philippines, discuss concepts and terms about carving,
pottery, weaving and physical ornaments making, hands-on activities or “do it yourself”
activities in carving, or ornament making. It depends upon the resources available to the
teacher. The document may only be a small part of the curriculum that will help concretize
one of the goals of the school which is to make the students have aesthetic values and to
promote cultural identity and expansion of the learner’s world vision.