TECHNOLOGY FOR TEACHING AND LEARNING 2 1

ACTIVITIES/EXPERIENCE
Step 1: Reading ICT Integrated Learning Plans in English and Filipino
Read the following examples of Learning Plans for language teaching. These sample learning plans may help
you develop your own learning plans that integrate ICT to attain your learning outcomes. After reading the learning
plans, do the series of activities that follow.
Learning Plan 1
Reporter’s Notebook
By Heather Ann F. Pulido and Melody C. Bao-in
Targeted Philippine Basic Education Curriculum Competencies
ENGLISH 8, Fourth Grading, Reporter’s Notebook (Junior Edition), 12 days
Content Standard
The learner demonstrates an understanding of South and West Asian literature as an expression of
philosophical and religious beliefs, information flow in various text types; reality, fantasy, and opinion in
listening and viewing materials; word decoding strategies; and use of information sources, active/passive
constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

Performance Standard
The learner transfers learning by composing a variety of journalistic texts, the contents ‘of which may
be used in composing and delivering a memorized oral speech featuring the use of properly-acknowledged
information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior.

Learning Competencies
 Use active and passive construction in a journalistic context.
 Use past and perfect tenses in journalistic writing.
 Use direct and reported speech in journalistic writing.
 Use appropriate logical connectors for emphasis.
Unit Summary:
In this unit, the students will act like junior reporters as they learn the proper use of logical connectors, active
and passive voices, past and perfect tenses, as well as direct and reported speech in journalistic writing. The teacher
will utilize interactive PowerPoint presentations, sample printed and Online articles as well as related web pages and
videos in explaining the grammatical structure and journalistic content of news, opinion, and feature Stories. Based on
the discussed concepts, the students will create their own journalistic articles. The students will then collaborate and
make a newspaper Spread through MS Publisher. They will be evaluated by their group members, by other groups and
by the teacher. This will be the students’ final output for English in the 4th quarter. It will be assessed using
journalistic standards for content and organization and related grammar rules. Ultimately, students will appreciate the
role of journalism in keeping the society informed and in forwarding significant changes.
Student Objectives/Learning Outcomes:
Week 1
Day 1:
Through an introductory PowerPoint lecture presentation on the concepts of journalism, the students will be able
to:
a. recognize the basic concepts of journalism and news, opinion, and feature writing;
b. describe the personal significance of reading news, opinion, and feature articles to their daily life by making a
creative output (poem, essay, or poster); and
c. determine, through enumeration, the distinct qualities of the given samples of news, opinion, and feature
articles.
Day 2:
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By analyzing samples of journalistic articles, the students will be able to:

a. recognize the essential journalistic content and proper grammatical structure of news, opinion, and feature
stories;

b. compare the content and structure of news. articles with the two other journalistic texts through a diagram;
and
c. assemble given journalistic content into a properly structured news spread that will serve as a model for their
long-term project using MS, Publisher.

Day 3:
Through an interactive discussion about the, past and the perfect tenses, the students will be able to:
a. identify how to apply past and past perfect tenses in making clear and meaningful sentences;
b. discuss the functions of past and past perfect tenses in writing a journalistic article by a brainstorming session;
and
c. conform to the rules of past and past perfect tenses in rewriting sentences from news, opinion, or feature
articles.
Day 4:
Through an interactive discussion about the active and the passive voices, the students will be able to:
a. discern the use of active and passive voices in making clear and meaningful sentences;
b. differentiate the function of active and passive voices through a creative dialogue; and
a. revise sentences according to the rules of active and passive voice in journalistic writing.
Day 5:
Through an interactive discussion about direct and reported speech, the students will be able to:
a. determine the proper use of direct and reported speech in writing clear and meaningful sentences;
b. explain the difference between direct and reported speech as used in journalistic articles through a graded
recitation; and
c. convert direct speech to indirect Speech and vice versa through a writing activity.
Daily Procedures
Day 1
1. Start the class with a short prayer.
2. Let students do the “Make What You Know” activity.
3. Start with the introductory lecture on journalism and news, feature, and opinion articles.
a. Ask the students what is journalism is.
b. Ask the students, “What is the purpose of journalism?” (List the answers of the students on the board.)
c. Supplement the students’ answers with this insight: “The principles and purpose of journalism.are defined by
something more basic: the function news plays in the lives of people.” -Bill Kovach and Tom Rosenstiel
d. Let the students write the different types of articles. Ask the students to bring out their newspaper.
e. Present the different types of newspaper.
f. Ask the students for insights about why we need to read the news.
4. Introduce the activity “There’s a Difference Among the Three.”
a. The students will create a table about the three types of articles.
b. Using the sample articles, the student will enumerate the distinct qualities of the given samples of news,
opinion, and feature articles.
c. The students will list the qualities in the said table.
d. Five minutes before the time, ask the students to pass their paper.
Day 2
1. Start the class with a short prayer.
2. Introduce the game “Put it Back Together.”
a. Let the students be grouped into seven members each.
b. Give each group one set of articles containing the three types (news, feature, editorial/opinion). The cutouts of
the given articles must be jumbled but separated according to type.
c. Instruct the class to rearrange the disorganized articles in two minutes.
d. Ask some of the students to read their output in front of the class.
3. Proceed to the basic discussion about the journalistic content of news, opinion, and feature articles.
 TECHNOLOGY FOR TEACHING AND LEARNING 2 3

4. Let students remain in their groups as they explore the functions and features of MS Publisher in relation to
assembling articles.
a. Ask the groups to open their laptops. Click to MS Publisher.
b. Choose a layout of newspaper template. (If the Internet is available, the students are allowed to pick a
template from the web).
c. Ask the students to search for sample articles from the internet (2 news articles, 1 opinion article and 1 feature
article).
d. Instruct the students to paste the content of the given articles in the layout of their newspaper spread (8.5
inches x 14 inches). This newspaper spread will serve as a model for their long-term project.
e. Five minutes before the time, ask the students to save their output. Instruct them to send their work in your
account in Google docs or Schoology before the class ends. (If the internet is unavailable, tell the students to
send the file before 9 pm through e-mail).
Day 3
1. Start the class with a short prayer.
2. Introduce the activity “What’s Wrong with the Sentence?”
a. Prepare the PowerPoint Presentation of the activity.
b. Show the slides.
c. Ask the students to compare the pictures to the sentences by asking “What’s wrong with the sentences?”
d. Ask the students how they will convert the sentences.
e. Present the answers.
3. Proceed to the discussion about past and past perfect sentences and their importance in journalistic writing.
a. Ask the class why verb tenses are important in writing sentences and why it is also important in news writing.
b. Use the hand out to review verb tenses.
c. Inform the class that the most common tenses used in news writing are past tense and past perfect tense.
Explain these-through the given examples.
d. Through the handout, ask the class to give their own examples.
e. Why are reporters fond of using past and past perfect tenses? (Let the students share their answer in front of
the class).
4. Let students answer an exercise about tenses.
a. Prepare a hard copy of an exercise from www.english-hilfen.com.
b. Instruct the students to read the instructions. Remind them to write their names and the date on the paper.
c. Ask the students to pass their paper a few minutes before the bell rings.
Day 4
1. Start the class with a short prayer.
2. Introduce the students to the activity “The Suspicious Suitcase”
a. Give the students a handout about passive and active voices.
b. Present the given paragraph.
c. Ask the students to convert the sentences in the paragraph to an active voice. Their answers should be written-
in a ½ crosswise piece of paper.
d. Request one of the students to read his/her output in front of the class
e. Ask the class what happened to the tone of the story. Did it become more engaging? interesting? Why?
3. Let students collaborate in order to create dialogues incorporating the active and the passive voices.
a. The students will group themselves into five groups.
b. Using their handouts, the two students will create a two-person dialogue (for two minutes) using active and
passive voices.
c. They will present their output in front of the class.
4. Present the lesson about active and passive voices and their relation to journalistic writing.
a. Show the PowerPoint presentation. Give a review on voices.
b. Explain the functions of active and passive voices. Give examples.
c. Explain how to apply active and passive voices in writing a news article. Give examples.
d. Explain how to change a sentence from the active voice to the passive voice. Give examples.
e. Let the students explain how active voice gives an interesting news story and how the passive voice is applied.
5. Let students answer the activity “Modified Active or Passive Voice”.
 Prepare the following headlines in a Manila paper:
 Toronto named ‘most youthful’ city in the world
 TECHNOLOGY FOR TEACHING AND LEARNING 2 4

 Two baby baboons on display at Brooklyn zoo

 Taylor Swift had just won top prize at American Music Awards
 Scottish government revealed their independence plan
 World’s first solar power plane takes flight in Hawaii
 Obama was elected president for the second term Mothers ask nearly 300 questions a day
b. Instruct the students to write the sentences in a one whole sheet of paper. Leave three spaces after each sentence.
c. Explain to the students that one of the headlines presented are in the active voice and some are in the Passive voice.
Some of the headlines will stay the same while other the same. If they will rewrite sentence, they should write (in one
sentence) why they should convert the headline to active or passive voice.
d. Instruct the students to pass their paper a few minutes before the bell rings.
Day 5
1. Start the class with a short prayer. 2. Introduce the activity “What Did They Just Say?”
a. Show the video clip: Kurbaan - Classroom Debate Scene - Vivek Oberoi (2 minutes and 47 seconds long).
b. Repeat the video. Ask the students to take down the important lines on a scrap paper.
c. Instruct the students to rewrite their chosen lines and compile each in a paragraph ask them to present their
output in a ½ crosswise piece of paper.
d. Ask the students to pass their papers after 10 minutes.
3. Proceed to the discussion about direct and indirect speech and their relation to journalistic writing.
a. Ask the class why they converted the lines in the video.
b. Start the PowerPoint presentation. Ask what is direct and reported speech. These are two ways to report what
someone says or thinks.
c. Give the functions of direct and reported speech. Give examples.
d. Explain how to apply direct and reported speech in writing a news article. Ask the students to convert the
given examples.
e. Do you think knowing direct and reported speech will help you in news writing? How?
4. Introduce the activity “Tell Me About Yourself.”
a. The class will group themselves in pairs.
b. One interviews the other. The content of their interview should focus on one trait about the person. (Crushes,
Hobbies, Talents, Family). The interview consists of only five questions. They will write their answers on the
upper half of the one whole sheet of paper.
c. After five minutes, the two students will exchange places. The first person who was interviewed will now
interview his/her partner.
d. After five minutes, the two students will now paraphrase the answers into a sentence, thus converting direct
speech to indirect speech (or vice versa) whenever necessary. The students will compile it into a paragraph.
e. Ask the students to pass their paper a minute before the bell rings.

Pre-requisite Skills
 Basic research skills
 Basic knowledge in formal grammar.
 Exposure to journalism (specifically mews, feature and opinion articles)
 Basic knowledge in using MS Publisher
Materials and Resources Required for the Unit
Technology-Hardware Required for the Unit
 Desktop or laptops
 Smartphones Iphones
 Internet connection
 Digital Camera
 Printer
Technology — Software Required for the Unit
 Database/Spreadsheet
 Web browser
 Word processing
 Desktop publisher
 Web page Development
 TECHNOLOGY FOR TEACHING AND LEARNING 2 5

 Presentation
Printed Materials
 Newspaper, Opinion, and Feature Articles
 Dictionary / Thesaurus
 Grammar guidebook or printed grammar guidelines Textbook about Journalistic Writing
 A Hand-out of the Lesson
Supplies
 Intermediate paper
 Coupon bond
 Writing materials
*Most activities are done using computers and the internet
Internet Resources
 https://cemna395.files.wordpress.com/2010/08/newspaper_basics_2009.pdf
 http://www.ohlone.edu/people/bparks/docs/basicnewswriting.pdf
 http://www.Issc.edu/faculty/heather_j_elmatti/Shared%20Documents/MMC%202100/News%20Writing
%2010.pdf http://www.evergreen.edu/writingcenter/handouts/grammar/tenses.pdf
 https://www.google.cony/urlsa=t&ret=j&q=&esrc=s&source=web&c-d=1 Accommodation for
Differentiated Instruction
Students with Special Learning Needs:
 Provide notes from class discussions for review or remediation.
 Offer supplementary examples/explanations and other reading materials or sources.
 Offer short after-class instruction for specific concepts or lessons that the students do not fully understand.
 Prepare alternative activities that are developmentally appropriate for students.
Students with Visual Impairment:
 Prepare speakers whenever videos are to be played. Make sure the contents of videos are understandable even
with audio ONLY.
 Convert the given videos to an audio format. Prepare braille plates for every handout/printed activity (as
preferred by the student).
 Prepare soft copies for quizzes and handouts (as preferred by the student)
 Search for a SPED instructor or someone who has knowledge in braille to assist you in reading braille plates.

Students with Hearing Impairment:

 Add subtitles to the videos used in class.
 Prepare printed transcriptions for audio-related media.
 Learn basic sign language.
 Search for a SPED instructor or someone who knows sign language to assist you in communicating with the
students.
Students who are Gifted:
 Provide additional materials or resources (print and online) for further reading.
 Prepare an alternative or additional activity that is developmentally appropriate for the gifted student.
 Accommodate questions to the best of your ability.
 Refer the student to a knowledgeable person or a reliable book/ website for questions you cannot answer.

Student Assessment

Formative Assessment

 Make What You Know

Based on the articles in their reading assignment, the students will create a short essay or poem on the
importance of news. The students must include the name of the newspaper. Their score will be based on their
citations and explanations about the articles. There will be a deduction of points if the student didn’t include
the name of the newspaper.
 Put it Back Together
 TECHNOLOGY FOR TEACHING AND LEARNING 2 6

The students are grouped into seven members each. Each group will be given one set of articles
containing the three types (news, feature, editorial/opinion). The cut-outs of the given articles must be
jumbled but separated according to type. The class will have to rearrange the disorganized articles in two
minutes. Their output will be graded according to how the articles are arranged.
 What's Wrong with the Sentence?
Show a PowerPoint presentation with three pictures and three sentences, Ask the Students to match the
pictures with the sentences. Through a graded recitation, the students will be marked on how they will convert
the sentences.
 The Suspicious Suitcase
Present the paragraph: “The Suspicious Suitcase.” Ask the student to convert the sentences in the
paragraph to an active voice. Their answers should be written on a ½ crosswise sheet of paper. Assign one
point for each sentence that will be converted correctly.
 What Did They Just Say?
Show the video clip: “Kurbaan - Classroom Debate Scene - Vivek Oberoi” (2 minutes and 47 seconds
long) to the class. Ask the students to take down the important lines on a scrap paper. The students will
rewrite their chosen lines and compile them to a paragraph. Their output will be presented in a ½ crosswise.
The work will be scored according to how the students organized the lines into a paragraph.
 Add What is Missing
Before the discussion, present copies of the article: "The Virtual Jewelry Exhibit”. Instruct the class to
fill the blanks to complete the article. One point will be given for each item. Conduct a graded recitation by
telling the words that are missing in the article.
 After The Video
The students will give a skeletal outline for the two videos in which the basic content and structure of
opinion and feature articles are identified. From these articles and the videos they previously watched, ask
students to review the content and the structure of opinion and feature articles by creating mnemonic devices.
Each mnemonic device will be scored in accordance to the structure of the opinion and feature articles.
Summative Assessment

 There’s a Difference Among the Three

(Using the sample articles, the student will enumerate the distinct qualities of the given samples of news,
opinion, and feature articles through a table. The score of the activity will be based on how many appropriate
qualities the student can enumerate in the table.)

 Put it Back Together 2

Let the students remain in their groups. Each group will choose a layout of newspaper template in MS
Publisher in relation to assembling articles. The students will then search for sample articles from the internet
(2 news articles, 1 opinion article and 1 feature article) and create a Layout of their newspaper spread (8.5
inches x 14 inches). Their output will be sent to Google docs or Schoology. The Layout will be graded in
terms of its organization, number of articles, and teamwork. Comments will be given to improve their output.
 Venn Diagram
Using MS Word, create a Venn diagram that enumerates the journalistic content and grammatical
structure of news, opinion, and feature stories. The students will print their output and then submit it next
meeting. The qualities given must be based on the given activity of their discussion. This will serve as a basis
of their score.
 Exercise: Past and Past Perfect
Prepare a hard copy of an exercise from www.englisch-hilfen.com. The students will answer the
exercise by filling the correct verb in the brackets. ‘The results of this exercise will be added to their grade.
 Modified Active or Passive Voice
Prepare the seven headlines on a Manila paper. Explain to the students that one of the headlines is in the
active voice and some are in the passive voice. Some of the headlines will stay the same while others will
remain the same. If they will rewrite a sentence, they should write (in one sentence only) why they should
convert the headline to active or passive voice. Their answers will be written in a one whole sheet of paper.
Leave three spaces after each sentence. Three points will be assigned for each item.
 Tell Me About Yourself
 TECHNOLOGY FOR TEACHING AND LEARNING 2 7

The class will group themselves in pairs. One of the two should interview the other. The interview
consists of only five questions. After five minutes, the two students will exchange places. The person who was
interviewed will now interview his/her partner. After another five minutes, the two students will now.
paraphrase the answers into a sentence, thus converting direct speech to indirect speech (or vice versa)
whenever necessary. The students will compile it into a paragraph. The students will be scored based on the
completeness, organization, and grammar of their paragraph. Comments will be given in their output.
 Can You Help His Friends?
The PowerPoint presentation will provide an exercise where the Students fill in the blanks with the
appropriate logical connector. The Students will then rewrite the given article on an intermediate paper. One
point will be assigned for each item.
 Quiz: Logical Connectors
Ask the students to download the file: Logical Connectors Quiz. doc. from their accounts in Edmodo.
The students will then answer the questions of the given quiz. Instruct the class to submit their outputs to the
teacher’ s Edmodo account. Set your deadline for submission.
 Diagram
Use a PowerPoint presentation, to discuss the lesson about news writing. At the end of the lecture
presentation, instruct the students to make personalized diagrams that outline the basic structure of a news
article on their notebooks. After five minutes, flash samples of diagrams that describe the structure of news
articles for students to compare and refine their outputs if needed.
 News Spread
Using their homework from Day Six, instruct the students to work individually on a news article about a
significant issue within their school through Microsoft Word. Rubrics will be given for the newspaper spread
for students’ reference in conceptualizing and designing their newspaper spreads as well as for future
evaluation of other groups’ works.
 Opinion and Feature Art
According to their individual preference, ask the students to write a short poem or comic strip that
illustrates how feature and opinion articles help forward changes in society. Their output will be graded based
on their creativity and relevance to the theme.
Panitikang Mediterranean
Targeted Philippine Basic Education Curriculum Competencies

 Pros and Cons of Social Media

Let students watch a video about the Pros and Cons of social media. Ask them to work in pairs and
concisely answer the given questions on an intermediate pad. The students will use this as a basis for their
opinion article. Through the article, they will make a stand on the issue they chose and justify it by logical
analysis and citing reliable sources. The article will be graded according to content, grammar, organization,
facts and information, as well as citations.
 The Interview
The students will conduct a short interview with a person in the classroom that they find interesting.
The interview will be used to make a basic personality sketch (e.g. personal details such as the, interviewee’s
birthdate, educational background; information about parents and siblings). The scores will be based on the
interview sheet and the answers of the interviewee.
 Human Interest
Recommend to the class some websites and pages that post “human interest writing” (e.g. Humans of
New York) and let students explore the internet for 10 minutes to read through more samples. Present a blank
sample of a word web about the different human interest angles in feature writing. Tell students to bring out
their homework (basic personality sketch). They will use an appropriate human interest angle to write a
feature article about the person they interviewed. After completing the necessary information, the students
will be tasked to finish their feature articles on Microsoft Word. Assign the completion and revision of all the
students’ journalistic articles as their homework. Another assignment is to bring soft copies of all the articles
(news, opinion, and feature) that they made.
 News Spread (Day 11)
Instruct students to sit with their group members as they finish compiling the soft copies of their
articles. Allow groups to explore the effective use of Microsoft Publisher in making a newspaper spread.
 TECHNOLOGY FOR TEACHING AND LEARNING 2 8

Students will submit their final output via Google Drive. Set your deadline for submission. Before leaving the
room, the students will be evaluated by their peers using the given rubric. A separate rubric is provided for the
spread sheet.
Learning Plan 2
Philippine Secondary High School K tol2 Curriculum for Filipino
1. Naipahahayag ang mahahalagang kaisipan sa napakinggang mitolohiya.
2. Nasusuri ang nilalaman, elemento, at kakanyahan, ng binasang sanaysay gamit ang mga ibinigay na tanong.
3. Naibabahagi ang sariling reaksiyon sa ilang mahahalagang ideyang nakapaloob sa binasang parabula.
4. Naibibigay ang sariling interpretasyon kung bakit ang mga suliranin ay ipinararanas ng may-akda sa
pangunahing tauhan ng epiko.
5. Napatutunayan ang mga nangyayari sa maikling kuwento ay maaaring mangyari sa tunay na buhay.
6. Nailalarawan ang kultura ng mga tauhan na masasalamin sa ilang kabanata ng nobela.

Mga Layuning Pampag-aaral

Araw 1: Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome
Sa pamamagitan ng pagpapanood ng isang maikling dokumentaryo tungkol sa Mitolohiyang Rome, ang mga
mag-aaral ay inaasahang:
1. naiisa-isa ang mga tauhan sa napanood na dokumentaryo;
2. natutukoy ang mga kaakit-akit na katangian ng mga diyos at diyosa na maaari nilang maisabuhay; at
3. nakasusulat ng sariling mitolohiya batay sa paksa ng akdang binasa.
Araw 2: Cupid at Psyche at Gamit ng Pandiwa
Sa tulong ng PowerPoint Presentation tungkol sa Cupid at Psyche at gamit ng pandiwa, ang mga mag-aaral ay
inaasahang:
1. nakapagbibigay ng halimbawa ng gamit ng pandiwa batay sa akdang Cupid at Psyche;
2. nabibigyang halaga ang tamang gamit ng pandiwa sa pagsusulat ng sariling pangungusap; at
3. naiguguhit ang sariling paglalarawan Sa mga nangyari sa akdang Cupid at Psyche.
Araw 3: Elemento ng Sanaysay at Ang Alegorya ng Yungib
Gamit ang pangkatang brain storming patungkol sa mga elemento ng Sanaysay at ang Alegorya ng Yungib, ang
mga mag-aaral ay inaasahang:
1. naitatala ang mga elemento ng sanaysay batay sa akdang Alegorya ng Yungib;
2. nailalahad ang aral na ipinapahatid ng sanaysay; at
3. nakagagawa'ng sariling sanaysay na kinapapalooban ng lahat ng elemento ng sanaysay.
Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit sa Pagpapahayag ng Pananaw
Sa pamamagitan ng komics strip tungkol sa Ningning at Liwanag, ang mga mag-aaral ay inaasahang:
1. natutukoy ang mga salitang nagpapakita ng -ekspresyon sa pagpapahayag ng pananaw mula sa akdang
Ningning at Liwanag;
2. naipahahayag ang mga mahahalagang ‘mensahe na ipinaparating ng akda; at
3. nakaguguhit ng sariling komics strip patungkol sa pangarap na nais matupad.
Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay sa Pagsasalaysay
Sa tulong ng pagbabahagian tungkol sa akdang Tusong Katiwala, ang mga mag-aaral ay inaasahang:
1. naibibigay ang mga piling pang-ugnay sa pagsasalaysay na nabasa mula sa akda;
2. naibabahagi ang mga aral sa buhay na natutunan sa parabula; at
3. nakasusulat ng slogan na naglalarawan sa parabulang nabasa.

Pamamaraan
Ang mga sumusunod ang mga detalye na isasagawa para sa ikatatamo ng mga natukoy na layunin ng pag-aaral.
Araw 1: Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome
1. Ang mga mag-aaral ay manonood ng isang maikling dokumentaryo tungkol sa kaligirang pangkasaysayan ng
mitolohiya.
2. Ipapakilala ng guro ang pangunahing paksa na matatalakay at ang mga sub-topics na nakapaloob dito:
Kasaysayan ng mitolohiya
 Mga diyos at diyosa ng Rome
 Cupid at Psyche (akdang pampanitikan)
 TECHNOLOGY FOR TEACHING AND LEARNING 2 9

 Gamit ng Pandiwa
3. Ang mga mag-aaral ay magbabahagi ng kanilang mga mahahalagang kaisipan muja sa kanilang napakinggan.
4. Ipapakita ng guro ang isang powerpoint presentation na tumatalakay sa mga diyos at diyosa ng Rome.
5. Iuugnay ng thga mag-aaral ang mga katangian ng mga diyos at diyosa sa kanilang tunay na buhay at tunay na
lipunan.
6. Pipuli qng mgq mag-aaral ng isang diyos o diyosa at kanila itong bibigyan ng buhay sa pamamagitqn ng monologo.
Araw 2: Cupid at Psyche at Gamit ng Pandiwa
1. Ipakikilala ng guro ang isang akda na Cupid at Psyche sa pamamagitan ng isang powerpoint presentation.
2. lsa-isahin ng mga mag-aaral ang mga tauhan ng akda st ang kamlang mga katangian at mga ginampanan.
3. Tutukuyin ng mga mag-aaral ang mga mahahalagang pangyayari ne naganap sa pangunahing tauhan sa kuwento.
 Ang pagkakakilala niya kay Zephyr
 Ang pakakakilala niya kay Cupid.
 Ang kanyang nagawang kasalanan sa asawa.
 Ang mga naging parusa ni Venus sa kaniya.
4. Ipapaliwanag ang Mga Gamit ng Pandiwa.
 Aksiyon
 Karanasan
 Pangyayari
5. Magbibigay ng halimbawa ang mga mag-aaral batay sa akda.
 Ginawa ni Psyche ang lahat upang maipaglaban ang kaniyang pagmamahal kay Cupid.
 Labis na nanibugho si Venus sa Kagandahan ni Psyche.
 Patuloy na naglakbay si Psyche at pinilit na makuha ang panig ng mga diyos.
Araw 3: Elemento ng Sanaysay at Ang Alegora ng Yungib
1. Papangkatin ang mga mag-aaral sa lima.
2. Magkakaroon ang mga ito ng pangkatang brain storming tungkol sa mga mahahalagang kaisipang kanilang nakuha
sa sanaysay na Ang Alegorya ng Yungib.
3. Pagkatapos ng sampung minuto ay ibabahagi nila ito sa klase.
4. Magkakaroon ng mas malaliman pang talakayan tungkol sa Alegorya ng Yungib.
5. Ilalahad ng guro ang mga elemento ng sanaysay.
 Tema
 Anyo at Estruktura
 Kaisipan
 Wika at Istilo
 Larawan ng Buhay
 Damdamin
 Himig
6. Tutukuyin ng mga mag-aaral ang mga elemento ng sanaysay sa Alegorya ng Yungib at isusulat ito sa isang buong
papel.
Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit sa Pagpapahayag ng Pananaw
1. Ibabahagi ng guro ang kopya ng komics strip sa mga mag-aaral.
2 Babasahin ng mga mag-aaral ang akda sa loob ng sampung minuto.
3. Ibabahagi ng mga mag-aaral ang kanilang mga naintindihan sa akda.
4. Magkakaroon ang mga mag-aaral ng isang larong pinamagatang “Lights Camera Action” kung saan may i-aarte
silang ilang bahagi ng akda.
 Liwanag
 Ningning
 Liwanag at Ningning
5. Tatalakayin ang Ekspresiyong Ginagamit sa Pagpapahayag ng Pananaw batay sa Akdang binasa.
6. Sumulat ng mga halimbawa batay sa akdang natalakay.
Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay sa Pagsasalaysay.
1. Tatanungin ng guro ang mga mag-aaral ng ilang katanungan
 Naranasan mo na bang magtiwala?
 Naranasan mo na bang maloko matapos magtiwala?
 TECHNOLOGY FOR TEACHING AND LEARNING 2 10

 Matapos ng lahat ng panlinlang na ginawa sa iyo, magtitiwala ka pa bang muli?

2. Bibigyang kahulugan ng guro kung ano nga ba ang Parabula.
3. Magbabahagi ang ilang mag-aaral ng mga parabulang kanilang nalalaman.
4. Tatalakayin ng guro ang parabulang ang Tusong Katiwala sa pamamagitan ng dugtungang pag-kukuwento ng mga
mag-aaral.
5. Ipapakilala ang konsepto ng Mga Piling Pang-ugnay sa Pagsasalaysay
6. Magbibigay ang guro ng mga halimbawa batay sa mga naging pagbabahagi ng mga mag-aaral.
7. Bubuo ng tig-isang halimbawa ng mga piling pang-ugnay sa pagsasalaysay ang mga mag-aaral batay sa akda.

Mga kasanayang kinakailangan

 Kasanayan sa pagbasa
 Kasanayan sa pagsasalita
 Kasanayan sa gramatika
 Kasanayan sa pag sulat
 Kasanayan sa pakikinig
 Kasanayan sa panonood
Mga Kinakailangang Teknolohiya
 Camera
 Computer(s)
 Digital Camera
 Internet connection
 Printer
 Projection system
Mga Kinakailangang Sanggunian
 Mga kopya ng akda sa bawat anyo ng panitikan (mitolohiya, parabula, sanaysay, epiko, maikling kuwento, at
nobela) https://www.greekmythology.com/ www.digitaljournal.com/article/344449
 https://www.goodreads.com/book/show/11997959-mediterranean-nights
 https://www.slideshare.net/cherryjoybasug/pandiwa
Akomodasyon para sa mga Mag-aaral na may Natatanging Pangangailangan
Mga mag-aaral na nahihirapan sa pagkatuto
 Magbigay ng mga gawain na maaaring makapagpadali sa kanilang pagkatuto
 Magtuturo batay sa kinalakihan ng bata o batay sa mga gustong-gusto niyang gawin upang sa ganon ay mas
madali siyang makakunekta sa talakayan.
Mga Mag-aaral na Gifted
 Maghanda ng mga pangkatang gawain na maaari silang maging pinuno na gagabay at tutulong sa iba nilang
kamag-aral.
Mga may Kapansanan sa Paningin
 Gumamit ng mga mga dokumentaryong panradyo at mga kuwentong panrandyo.
 Gumamit ng mga librong nakabraile.
Mga may Kapansanan sa Pandinig
 Gumamit ng mga panooring may subtitle.
Magpatulong sa mga may kaalaman sa sign language

EVALUATION

Step 2: Analyzing the Salient Parts of the Learning Plan

Identify and describe the common parts of the learning plans you have read. Write your observations below.
Essential Parts of a Learning Plan
 TECHNOLOGY FOR TEACHING AND LEARNING 2 11

Step 3: Learning from the Learning Plans

By the help of the following questions, share your own recommendations and observations on how you may use and
enhance the two learning plans.

Learning Plan 2
Learning Plan 1 Panitikang
Guide Questions
Reporter’s Notebook Mediterranean

Are the learning objectives

aligned with the targeted basic
education curriculum
competencies? Why do you say
so?

Is the plan of technology

integration supportive of the
attainment of the learning
competencies and learning
objectives? Explain your answer.

How do you plan to use the

learning plan in teaching
language lessons in the future?

If you are to improve the plan for

the accommodation for -
differentiated instruction, how
would you develop it?
 TECHNOLOGY FOR TEACHING AND LEARNING 2 12

What significant principles in

ICT integration do you think are
highly recommended in
developing a learning plan in
language teaching and learning?

Exchange
Step 1: Read the following learning plans, and think of a way by which you may improve it guided by the principles
of ICT integration in language teaching.
We Filipinos are Mild Drinkers
Targeted Philippine Basic Education Curriculum Competencies
(Grade 10, English, Second Grading, World Literature including Philippine Literature, 5 days)
Content Standard:
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of
expressing and resolving conflicts among individuals or groups and also how to use strategies in critical reading,
listening, and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous speeches.

Performance Standard:
The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among
individuals or groups.

 Read closely to get the author’s purpose.

 Read closely to get explicitly and implicitly stated information.
 Detect bias and prejudice in the material viewed.
 Identify unsupported generalizations and exaggerations.
 Use words and expressions that affirm or negate.
 Compose an argumentative essay.
 Demonstrate confidence and ease of delivery.
 Recall previous experiences as scaffold to the message conveyed by a material viewed.
Learning Plan Summary
This learning plan aims to find cultural symbolisms used in a story. Deduce the meaning of the symbolisms to
understand the deeper meaning of the narrations. The students will first view a video and read the story, “We Filipinos
are Mild Drinkers” By Alejandro R. Roces. After the film viewing, the students will find the symbolisms used in the
story and deduce the meaning of the symbolisms they found to get the deeper meaning of this short story. The students
will identify some gaps and/or points to improve from the video, according to their arguments, create a video
commentary of five members. This project will be done outside class hours.
To deliver a thought-provoking and captivating commentary, guidelines on writing and speaking will be
emphasized. Before the video commentary on video making starts, the students will be informed that the final outputs
will be checked through the use of a rubric given to them prior to starting the project. This would include concept,
script/ storyboard, content and organization, quality, teamwork and timeliness. Also, a rubric for peer evaluation will
be distributed to students for them to grade their own groupmates according to their contributions, problem-solving,
technique, attitude, focus on the task and working with others. This will be done to ensure the validity and reliability
 TECHNOLOGY FOR TEACHING AND LEARNING 2 13

of the credits that will be given to students, and also for the equal distribution of scores according to each student’s
performance and contribution in the project.
The integration of the principles of delivering argumentative speech used in the commentary will be graded with
a rubric as well. The criteria would be persuasive effect through the proper use of energy and voice, characterization,
development of rich and well-grounded content by providing an in-depth, treatment of the topic; use of examples and
theories to support position, and appropriate use of technology to enhance the delivery of the arguments in the
commentary.
Step 2: Guided by the standards and the principles of ICT integration and lesson planning principles taught in your
previous classes, develop the learning outcomes of this learning plan. Encode your daily objectives and submit these
using the course Learning Management System (LMS) Portal.

Days Daily Objectives/Learning Outcomes

Day 1

Day 2

Day 3

Day 4

Day 5

Step 3: Read the following learning plans by group and develop the learning procedures with some plans for
accommodating students with special learning needs. Encode your daily objectives and submit these using the course
Learning Management System (LMS) Portal,

Targeted Philippine Basic Education Curriculum Competencies

GRADE 9, English, First Grading, Elements of Poetry
Curriculum-Framing Questions
Essential Questions
How does literature keep one’s identity?
Unit Questions

 Why do we still read Anglo-American writers’ literary works?

 How relevant are Anglo-American literary pieces to peoples’ lives?
 How do literary pieces reflect our contemporary situation?
Content Questions

 What are the uses of ellipsis, slash, capitalization and interjection? What are the different elements of poetry?
 What are the divisions of poetry?
 What is the difference of poetry from prose?
 When are we going to apply word order and word formation (clipping, blending, compounding, folk
etymology, etc.) in a literary piece?
 TECHNOLOGY FOR TEACHING AND LEARNING 2 14

Unit Summary
In this Unit, you will compare and contrast the different types of poetry; know the elements of poetry; apply the
uses of word order and word formation in daily conversation; and the proper usage of ellipsis, slash, capitalization and
interjection. Moreover, you will be able to explore the divisions of poetry and the difference of prose from poetry. But
more than just activating your intellectual ability, you are led to participate in a speech choir using verbal and non-
verbal strategies (hand, face, and body), enabling you to listen with understanding, speak precisely and assuredly, and
write, coherently and clearly. Learning will not be fun if there’s no spice. Technology is one of those spices, indeed.
Some of the activities are creating a poem and will dramatize it using a movie maker and describing yourselves
through a poem with the aid of Microsoft word. These will enhance your Creativity, teamwork, resourcefulness, etc.
Moreover, you will record your speech choir (poetry recital) using verbal and non-verbal strategies. Also, you will
answer some of the quizzes through the use of different online venues like Edmodo and Schoology. You will
maximize the appropriate use of multimedia by listening and viewing activities such as watching a video clip to
support the existing information gathered during the discussions.
Shaping Life’s Purpose through an Everyday Discovery
Student Objectives/Learning Outcomes
Day 1:
By means of sentence analysis, the students should be able to:
a. determine the uses of ellipsis, slash, interjection and capitalization to convey meaning;
b. display the efforts and sacrifices of a father by writing back a letter; and
c. compose a poem using ellipsis, slash, interjection and capitalization.
Day 2:
Providing the activity, ‘Pictionary’, the students should be able to:
a. interpret set of pictures to form word meanings;
b. discuss solutions to a common problem by their previous experiences; and
c. arrange the inverted sentences to normal word order.
Day 3:
Providing the activity, Be My Tour Guide, the students should be able to:
a. select the word formation used in the problem;
b. share suggestions based on experiences; and
c. write suggestions in helping the lost man.
Day 4:
Through a poem, the students should be able to:
a. distinguish the different features of literature;
b. verbalize the role of their mothers in their lives through a speech choir; and
c. illustrate the role of their mothers in their lives.
Day 5:
By means of poem analysis, the students should be able to:
a. summarize a poem through a poem analysis;
b. display willingness to accept forgiveness by their promises; and
c. design lists of poets and their poems in a given fan.

Days Daily Procedures

Day 1

Day 2
 TECHNOLOGY FOR TEACHING AND LEARNING 2 15

Day 3

Day 4

Day 5

Examine
1. Teachers also work as curricularist. As a curricularist, how do you intend to make your ICT integration more
responsive and relevant?
2. What is unique with ICT integration in language teaching that must be thoroughly considered when developing a
learning plan?