Classroom Instruction Delivery Alignment Map

Grade: Semester: Second

11

Core Subject: Empowerment Technologies No. of Hours/Semester: 80 hours/ Semester

Prerequisite (if needed):

Core Subject Description: Information and communication technologies as a tool for curating, contextualizing, collaborating, and creating content and experiences for learning in the professional tracks.

Culminating Performance Standard: independently compose an insightful reflection paper on the nature of ICT in the context of their lives, society, and professional tracks (Arts, Tech-Voc, Sports, Academic)

Power Standard: The learners would create their own individual, personal page in which will be called ePortfolio. An electronic portfolio or eportfolio is a collection of outputs development by learners uploading an online platform.

First Quarter

Highest Enabling
Strategy to Use in Developing
Performance Standards Learning Competencies Highest Thinking Skill to Assess
Content the Highest
Content Standards Thinking Skill to Assess

Assessment Technique Enabling Teaching

KUD General Strategy
Beyond
Minimum Cla KUD RBT Level Strategy
Minimum Minimum Beyon Classi WW QA
s d fi PC
sific Minimu
a cation
m
tion
Q1-W1-2 TOPIC 1: ICT Understanding the 1. independently 1. The learners K U Analyzing Quiz Assembly Collaborativ
2.Identify and and
CONCEPTS REVIEW foundational conceptscompose an identify Recognize disassembly
Explain the e-Learning
of computer insightful difference between of Desktop
hardware, software, reflection
paper on the the Computer impact from computers
1.Understanding Information operating systems, nature of ICT in the Hardware and with
computer identifying
and Communication peripherals, etc. along
context of their Software; compare
Technology (ICT) with how to get the lives, society, and contrast. technology. the
most value and and components
professional
2.The Computer and its impact from computer tracks (Arts, Tech- D Understandin and its
elements technology. Voc, Sports, function Lecture-
g
Academic)
2. apply online safety, Software Discussion
security, ethics, and type
etiquette standards Identification
History of the and
Computer practice in the use of
Documentary ICTs as it
would relate
 . The learners Applying 1. 1. uses common 2. creates an original
WEEKS 3-4 Quiz
demonstrate an . The learners Calculating productivity tools D or derivative ICT K Remembering
Collaborat
understanding shall be able spread sheet of effectively by content to effectively Applying
Applied of: athletic statistics maximizing communicate or Understandin ive-
to: (Sports) advanced present data or g Learning
productivity tools
application information related D
with advanced
. The use of . At the end of 2. Layout of techniques to specific
application professional tracks. Lecture-
advanced tools and the 2-week catalogue of
techniques Discussion
techniques found in period creative works
independentl (Arts)
These advanced common Demonst
y apply
ration
tools and productivity and advanced 3. Materials/
techniques software productivity ingredients
currently include, applications in tools to projections for
but are not limited create or batches of
to: developing ICT develop ICT baked goods
content for specific content for (Tech- Voc)
1. Mail merge and
professional tracks use in
label generation
specific 4. Letterhead/
2. Custom
professional business card
animations and tracks These design
timing may be in the (Business/
3. Hyperlinking in form of, but Academic)
presentations not limited
to:
4.Integrating
images and
external material
in word
processors
5. Embedded files
and data
6. Advanced and
complex formulas
and computations
WEEKS 5-6 1The learners 1. Team/ Applying the Use image Creating Quiz Individu Collaborati
Imaging and manipulation al and ve-
demonstrate an athlete/ league concept to
Design for the understanding of: recruitment manipulate techniques on existing Applying Group Learning
images to change or Outputs
Online posters text, graphics,
enhance their current
Environment How to manipulate (Sports) and images to
state to communicate a
text, graphics, and create ICT Lecture-
covering the message for a specific Discussion
topics of images to create 2. Logo or content purpose
ICT content crest for a intended for an Present
1. Basic an
intended for an community, online
principles of online environment school environment to output
Demonstration
graphics and 2.Create an original or of
organization or how to
layout barkada (Arts) manipulate tex derivative ICT content manipul
2. Principles of to effectively ated
communicate a visual image
visual message Labeling and
message in an online using
design using manual of
environment related to image
infographics 3. operation for
specific professional editing
Online file tools and
tracks techniq
equipment
formats for ues
(Tech-Voc) Remembering
images and text
4. Principles and Understandin
4. Presentation g
basic techniques
of cafeteria
of image
patronage data
manipulation
(Business/
5. Basic image Academic)
manipulation
using offline or
opensource
software
6. Combining
text, graphics,
and images
7. Uploading,
sharing, and
image hosting
platforms Usable
platforms/
applications
currently include
but are not
limited to:
 Collaborative-
Survey 1.Evaluate the quality, K Applying Quiz Individual Learning
the principles and
Online platforms as techniques of design instruments value, and appropriateness and Group
tools for ICT content using online creation using Google of peer's existing or Outputs.
forms previously developed ICT Evaluating
development tools, platforms, and
(Business/ content in relation to the Lecture-
covering the topics applications to Discussion
Academic) theme or intended audience/
of: develop ICT content Create
2. Athletic viewer of an ICT project
for specific online
match-ups and page,
1. The professional tracks Demonstrati
league 2.Share and showcase portal, on
nature and purposes standings using existing or previously D
and
of online platforms Mindmeister website.
developed material in the Creating
and applications (Sports)
3. Catalogues/S form of a collaboratively
2. Basic web design
watches/ designed
principles and
options for newsletter or blog site
elements
products and
3. Web page design intended for a specific
services using
using templates and Prezi (Tech- audience or viewer
online WYSIWYG Voc)
platforms 4.Online photo
album of artistic
works or
These online
photographs
platforms currently
using Picasa
include, but are not (Arts)
limited to: 5.Online music
1. Presentation/ production
visualization (Prezi, using Sibelius
Soho, Slideshare, (Music)
mindmeister)
2. Cloud computing
(Google Drive,
Evernote,Dropbox)
3.Social Media
(Twitter, Facebook,
Tumblr)
4. Web Page Creation
(Wix, Weebly)
5. File Management
(zamzar, word2pdf)
6. Mapping (Google
Maps, Wikimapia)
WEEKS 7-8 the principles and at the end of the 2- create an original or D Creating Quiz Individual Collaborative-
derivative ICT content and Learning
techniques of design week period
Online platforms as using online creation independently using online creation Group
tools, platforms, and Outputs.
tools for ICT content tools, platforms, and apply the Create online Lecture-
development principles and applications to Discussion
applications to develop page, portal,
techniques of effectively
covering the topics ICT content for specific and website.
design using communicate
of: Demonstration
professional tracks online creation messages related to
tools, specific professional
1. The nature and platforms, and tracks
purposes of online applications to
platforms and create original or
applications derivative
ICT content for use
2. Basic web
in specific
design principles
professional tracks
and elements
3. Web page
design using
templates and
online WYSIWYG
platforms

These may be in
the form of, but not
limited to:
1.Survey
instruments
using Google
forms
(Business/
Academic)
2. Athletic match-
ups and league
standings using
Mindmeister
(Sports)
3. Catalogues/S
watches/ options
for products and
services using
Prezi (Tech- Voc)
4.Online photo
album of artistic
works or
photographs using
Picasa (Arts)
5. Online
music production
using Sibelius
(Music)
 Collaborative-
Learning
WEEKS 9-10 the key learnings At the end of the The learnears will be 1.Evaluate the quality, D Applying Quiz Individual
from the previous 2-week period able to create their value, and They will and Group
Collaborative weeks, which they and quarter own online social appropriateness of Outputs.
demonstrate how
development of ICT collaboratively site to to showcase peer's existing or Evaluating
will synthesize into an the online blog they
develop an and share developedpreviously developed Lecture-
content covering the integrated ICT Discussion
online portal or content ICT content in relation make work to Create online
topics of: content through to the theme or page, portal,
website to developed and
collaboration with intended audience/ and website. Demonstration
showcase and
1.Team structure and classmate and viewer of an ICT content
share existing
dynamics for ICT teacher as both peer and previously project
content 2.Online and partner developed
2.Share and showcase Creating
collaborative tools content These
existing or previously
and processes may be in the
developed material in
form of, but not
3. Project the form of a
limited to:
management for ICT collaboratively
1. Online designed newsletter or
content newsletter blog site intended for a
4. Curating existing 2. Blog specific audience or
content for use on 3. Issuu online viewer
the web "magazine"

Online collaborative
tools that may be
used currently
include, but are not
limited to:
1. Google Docs/ MS
Office 3652.
Prezi
3.Google Chat/
Hangouts 4.Skype/
Viber/ Kakao Talk/
WeChat/ Line

Platforms that may

be currently used to
host newsletters and
similar ICT content
include but are not
limited to:
1. Presentation/
visualization (Prezi,
Soho, Slideshare,
Mindmeister)
2. Cloud computing
(Google Apps)
3.Social Media
(Facebook Pages.
Creation (Wix, Weebly)
5.Blog sites (Blogger,
Wordpress, Livejournal,
Issuu)

The learners The learners: The learners: D Applying Quiz Collaborative-

Learning
demonstrate an
At the end of the Explore the principles Understandin
understanding of: g
QUARTER2 week of interactivity and
WEEK 11 rich content in the Lecture-
independently
How rich media context of Web 2.0 Evaluating Discussion
assess one's
content and and the participation
Multimedia and experience along a
interactivity affects of the user in the Demonstration
range of online
ICTs covering the and changes the user rich content on the online experience
topics of: experience in the basis of the
delivery and usability of the
1. Rich content in consumption of ICT interface
the online content
environment and the
user experience
2. multimedia and
interactivity
3. Web 2.0, Web
3.0, and user
participation in the web

Types of rich and

multimedia content
currently include but
are not limited
to:
1.Video and audio,
embedded and on-
demand
2.Online games,
tests,and
courseware
3.Web-, game-, pod-,
and vod- casting
WEEK 12 ICT as a tool, medium, At the end of the The learnesrs will share anecdotes of D Creatin Quiz
week illustrate tools and how he/she has used g
and force in bringing Collaborative-
ICTs as platform for independently platforms have ICTs to be part of a Learning
about action and
articulate how ICT changed the way social movement,
change covering the mobilize change in a Applyin
tools and people change, or cause to
topics of: population, society, or communicate like illustrate aspects of
platforms have Lecture-
culture. social media or digital citizenship g
changed the way Discussion
1.ICT as medium for people online platforms.
communicate, and Understan Demonstration
advocacy and
how social ding
developmental

Evaluating
of social media use of ICTs
3.Digital citizenship
and the Filipino
people

Samples of this
phenomenon include
but are not limited
to:
1. EDSA and
Cardinal Sin's call to
action via radio
broadcast
2. EDSA Dos and the
use of text
messaging to
mobilize people
3. Million People
March against Pork
barrel via Facebook
4. Disaster relief
operations and
mobilization via
Internet and text

brigades WEEKS 13-

16 How to work with 1. Promotion of 1.Identify a local or K Remembering Quiz Collaborative-
peers and external wellness in the regional cause or issue for Learning
publics/ partners for home (Sports) Social Change related to Understandin
Developing an ICT g
specific professional tracks
Project for Social the development of
2. Street food that can be addressed or Lecture-
Change covering the an ICT project that
tackled using an ICT Project Discussion
advocates or safety and
topics of: for Social Change
mobilizes for a cleanliness drive
Demonstration
(TechVoc) 2.Analyze how target or
1. Planning and specific Social
Change or cause intended users and y
conceptualizing an 3. Cultural audiences are expected to
ICT Project for Evaluating
heritage respond to the proposed ICT
Social Change promotion Project for Social Change on
2. Research for ICT through new the basis of content, value,
Analyzing
Projects, Audience designs "Pinoy and user experience
profiling, pride" (Arts)
4. Savings and
(demographics and
financial literacy
psychographics)
drives and
3. Designing and advocacies
copywriting for ICT (Business/
3.Integrate rich Creating
Projects Academic)
multimedia content in
4. Developing and design and
constructing the ICT development to best
project enhance the user
experience and
 4.Develop a working D Creating
prototype of an ICT
Project for Social
advocacies or projects Change
include but are not
limited to:
1. Antidrug campaigns
2. Youth election
volunteer
mobilization
3. Animal welfare and
rights ^Environmental
conservation and
action
5.Contemporary
ICT issues such as
cyber bullying,
copyright
infringement, green
technology, and Internet
addiction
WEEK 17 - 20 How to manage an At the end of the 4- Demonstrate how Create a reflexive D Creating Quiz Update and Collaborative-
online ICT Projects piece or output using monitor Learning
online ICT Project for week period
independently for Social Change an ICT tool, platform, created
Publishing an ICT Social Change
and are uploaded, or application of online
Project covering the Applying platform Lecture-
collaboratively co- managed, and choice on the learning
topics of: How to maintain and Discussion
manage an online promoted for experience undergone
sustain the operation maximum audience during the semester Understandi
ICT
of an ICT Project for impact ng 1. Video blog Demonstration
1. Uploading and Project for
Social Change Social Change
website management 2.
2. Promotion, traction through available Generate a technical
Presentation
How to reflect on the tools, resources, report interpreting
and traffic monitoring data analytics, e.g. or image
nature of ICT and the and platforms, gallery
3. Evaluation through Google, Facebook, D Evaluating
manner by which the performance of an
user feedback/ or similar traffic
learning process has advocacy via an data on the general 2. Website
interaction
changed his/her world ICT aspects of search
view. Project for 3. Illustrated
visibility, reach, and Applying
Sustaining an ICT Social Change virality document
Project for Social through available
Understandi
monitoring tools ng 4. Podcast or
Change covering the
and evaluating webcast
topics of:
techniques such Evaluating
as user interviews,
1. Updating content and feedback forms,
maintaining traffic to an and Analytics data
ICT Project for Social
Change
 communicated via
an ICT Project for
Social Change be in the form of, but not limited to:

1. Video blog
Reflecting on the ICT 2. Presentation or image gallery
3. Website
learning process
4. Illustrated document
covering the topics
5. Podcast or webcast
of:

Performance Task:
The students will first plan and prepare a personal action plan on how to help people who are experience problems in the online platform like Social Media on how they will make their products, information, forums, talks and
learning will share and collaborate with computer to extend the greater audience and to showcase the idea the different forms on online. And establish and better place to spend n ew and information on how they will make the people have
the knowledge to how the internet works and what makes this sense to use not only to for personal intension but in a better way.

Literal Transfer Task:

To change the way of think on how the social media or the internet works and make this a better tools to approach more person in make information legit and a good place in making others to understand the online platforms.