Lesson 2

ICT- Pedagogy Integration in Language

Learning Plans
LEARNING OUTCOMES
EXCITE
At the end of the lesson, the learner should be able to:

 discuss essential points to consider when integrating any ICT in facilitating language
education;
 present learning plans that integrate ICT in the learning procedures to be able to attain
the learning outcomes; and
 plan for some activities that will help develop digital citizenship and relate this to the
development of 21st Century skills among learners.

STEP 1: Recalling ICT-integrated Activities Experienced

Ponder on your background, educational experiences, and prior knowledge and skills on how
information, communication, technologies (ICTs) were successfully used by your teachers in the lower
level. Recall the ICT tools that were used by your teachers in your language class, Filipino or English,
and describe how these were used to help you understand your lessons. Get a paper to scribble your
recollections. Write at least five lessons vis-à-vis the ICT tools and a short description of how these
were used.
STEP 2: Sharing of the ICT-Pedagogy Experiences
With three (3) members in your group, each of you will share his/ her scribbled experiences. To
facilitate the group sharing, assign a facilitator, a recorder, and a reporter.
STEP 3: Reporting
To allow everybody in the class to learn from the small group sharing, assign a reporter from
your small group to share the gist of your small group sharing with the whole class.

EXPLORE
Teaching has always been a challenging profession since knowledge has been expanding and
essential skills have been increasing and changing. With these challenges, teachers need to engage
educational technologies to assist them in the teaching-learning process. Engaging educational
technologies in teaching are founded on principles and philosophies. Understanding these will help you
successfully integrate technologies to allow your students to demonstrate the intended learning
outcomes of your field of specialization.
Integrating Technology in Instruction
Various educators and researchers provided the following concepts and principles about
integrating technology in instruction:
1. John Pisapia (1994)
Integrating technology with teaching means the use of learning technologies to
introduce, reinforce, supplement and extend skills. For example, if a teacher merely tells a
student to read a book without any preparation for follow up activities that put the book in a
pedagogical context, the book is not integrated. In the same way, if the teacher uses the
computer to reward children by allowing them to play a game, the computer is not integrated.
On the other hand, integrating technology into curricula can mean different things: 1)
computer science courses, computer-assisted instruction, and/or computer-enhanced or
enriched instruction, 2) matching software with basic skill competencies, and 3) keyboarding
with word processing followed up with presentation tools.
 Technology for Teaching & Learning 2 English/Filipino
2. International Society for Technology in Education (ISTE)
Effective integration of technology is achieved when students are able to select
technology tools to help them obtain information in a timely manner, analyze and synthesize the
information, and present it professionally. The technology should become an integral part of
how the classroom functions -- as accessible as all other classroom tools.
3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of broader curriculum reforms which
include both infra-structural as well as pedagogical considerations that are changing not only
how learning occurs but what is learned.
4. Qiyun Wang and Huay Lit Woo (2007)
Integrating Information and Communication (ICT) into teaching and learning is a growing
area that has attracted many educators’ efforts in recent years. Based on the scope of content
covered, ICT integration can happen in three different areas: curriculum, topic, and lesson.
5. Bernard Bahati (2010)
The process of integrating ICT in teaching and learning has to be done at both
pedagogical and technological levels with much emphasis put on pedagogy. ICT integration into
teaching and learning has to be underpinned by sound pedagogical principles.
6. UNESCO (2005)
ICT integration is not merely mastering the hardware and software skills. Teachers need
to realıze how to organize the classroom to structure the learning tasks so that ICT resources
become automatic and natural response to the requirements for learning environments in the
same way as teachers use markers and whiteboards in the classroom.
Information and Communication Technology (ICT)
Before you can successfully integrate ICTs in your language instruction, there is a need to have
a good grasp of what Information and communication technology (ICT) is all about. Specifically, there is
a need also to determine the ICTs that are available for language education. The following are the
definitions of ICT from various sources:
1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and
telecommunications facilities. Thus, it includes computer devices ranging from handheld
calculators to multimillion worth supercomputers. It includes the full range of display and
projections devices used to view computer output. It includes local area networks and wide area
network that will allow computer systems h people to communicate with each other. It includes
digital cameras, computer games, CDs, DVDs, cell telephones, telecommunication satellites,
and fiber optics. It includes computerized machinery and computerized robots.
2. Tinio (2009)
ICT is a diverse set of technological tools and resources used to communicate, create,
disseminate, store, and manage information. These technologies include hardware devices,
software applications, internet connectivity, broadcasting technologies, and telephony.
3. UNESCO (2020)
It (ICT) is a diverse set of technological tools and resources used to transmit, store,
create, share or exchange information. These technological tools and resources include
computers, the Internet (website, blogs and emails), live broadcasting technologies (radio
television and webcasting), recorded broadcasting technologies (podcasting, audio and video
players and storage devices) and telephony (fixed or mobile, satellite, visio/video-conferencing,
etc.)
UNESCO defines it also as a scientific, technological, and engineering discipline and
management technique used. ICT also refers to handling information, its application, and
association with social, economic, and cultural matters.

2|Page
 Technology for Teaching & Learning 2 English/Filipino
4. Ratheeswari (2018)
Information Communication Technologies (ICT) influence every aspect of human life.
They play salient roles in workplaces, in business, education, and entertainment. Moreover,
many people recognize ICTs as catalysts for change that include change in working conditions,
handling and exchanging information, teaching methods, learning approaches, scientific
research and in accessing information communication technologies. In this digital era, ICT is
important in the classroom tor giving students opportunities to learn and apply the required 21 st
Century skills. ICT improves teaching and learning and helps teachers perform their role as
creators of pedagogical environments. ICT helps a teacher to present his/her teaching
attractively and enables learners to learn at any level of an educational program.
Using ICT Integration Frameworks in Language Education Learning Plans
There are a lot of concepts provided by experts relevant to integrating technology in instruction
apart from the above citations. These concepts are very helpful to clarity lingering issues on how
technologies are properly integrated in the teaching-learning process. It must be noted that there are
possible instances when technologies are used in the classroom but the way these are used does not
promote learning and does not help facilitate the attainment of the intended learning outcomes set for a
class. There is a need, therefore, to enlighten you on the principles on how educational technologies
contribute to the facilitation of the teaching-learning process. For this purpose, the following framework
may serve as a guide in integrating ICTs in developing learning plans or lesson plans in the different
subjects particularly in developing learning plans or lesson plans in language education.
A. Conversational Framework of Laurillard (2002)
The teaching-learning process poses very complex tasks to allow learners to understand their
lessons and master the skills they are expected to demonstrate. Thus, it will be reassuring it teachers
will explore on engaging various media to support various learning activities in classrooms. This is how
the Conversational Framework (Laurillard, 2002) may support. The framework postulates a way of
presenting teaching and learning in terms of events. These are five (5) key teaching and learning
events in the framework which are identified as:
a. acquisition;
b. discovery:
c. dialogue;
d. practice; and
e. creation.

Vis-à-vis the five events are specific teaching strategies, learning actions or experiences,
related media form, examples of non-computer based activity, and examples of computer-based
activity.

Examples of Examples of
Teaching and Teaching Action Learning Action Related Media
Non Computer- Computer-
Learning Event or Strategy or Experience Form
Based Activity Based Activity

Acquisition Show, Attending, Narrative: TV, video, film, Lecture notes

Demonstrate, Apprehending, Linear lectures, books, online,
Describe, Listening presentational. other print streaming
3|Page
 Technology for Teaching & Learning 2 English/Filipino
Explain Usually same publications videos of
‘text’ acquired lectures, DVD,
simultaneously multimedia
by many people including digital
video, audio
clips, and
animations
Discovery Create or set up Investigating, Interactive: Libraries, CD based,
or find out or Exploring, Non-linear Galleries, DVD, or Web
guide through Browsing, presentational, Museums resources
discovery Searching Searchable, including
spaces and Filterable etc. hypertext,
resources but no feedback enhanced
hypermedia,
multimedia
resources. Also
information
gateways.
Dialogue Set up, Discussing, Communicative: Seminar, Email,
Frame, Collaborating, Conversation Tutorials, discussion,
Moderate, Reflecting, with other Conferences forums, blogs
Lead, Arguing, students,
Facilitate Analyzing, lecturer or self
discussions Sharing
Practice Model Experimenting, Adaptive: Laboratory, Drill and
Practicing Feedback, Field trip, practice, tutorial
Learner control Simulation, programmes,
Role play simulations,
virtual
environments
Creation Facilitating Articulating, Productive: Essay, object Simple existing
Experimenting, Learner control animation, tools, as well as
making, model especially
Synthesizing created
programmable
software

Teaching and Learning Events and Associated Media Forms

Czerniewicz & Brown (2005) adapted from Laurillard (2002)

The Laurillard's Conversational Framework (LCF) is relevant in the field of language education
since this field requires appropriate and complex use or various technologies. The framework clearly
presents the way teaching events in language classrooms can be thoroughly related to their language
learning events. Language teachers need to systematically match their teaching styles to the learning
needs of their students. By this, the integration of ICT and pedagogy will be done in a comprehensive
and meanıngful way.
The usefulness of LCF in language education was analyzed in study that was conducted by
Abeer Aidh Alsbwiah in 2016. The study investigated and evaluated the effectiveness of LCF in
developing the writing component of foreign language learners' (FLLs") communicative competence in
blended learning (BL) context, as compared to a face-to-face (F2F) context. The FLLs in the study
comprised three intact classes from a foundation course at a Saudi university. The three skills
addressed consisted of the use of the past tense to describe past events and form wh-questions, as
part of grammatical competence, and writing a letter of complaint, as part of sociolinguistic
competence.
To evaluate the effectiveness of LCF, a mixed-methods approach was used. The quasi-
experimental design was applied by measuring learners’ development in the three aforementioned
skills. The corresponding test results were then compared with those of a control group. Moreover, the
benefits of LCF were examined by gathering the learners’ perceptions of the intervention and analyzing
their engagement with the teacher, peers, tasks and language.
4|Page
 Technology for Teaching & Learning 2 English/Filipino
The study revealed that LCF was more effective in the BL than in the F2F context, in terms of
developing the learners' skill in forming wh-questions. However, both contexts almost equally
developed the learners’ skills in using the past tense and writing a letter of complaint. Moreover,
interviews with volunteers from the two experimental groups, observing their engagement, and
analyzing their conversations, revealed positive perceptions amongst learners with an intermediate
level of English language proficiency. On the other hand, two different factors affected their perceptions
of the intervention: language proficiency and the willingness of peers to collaborate. Another factor
affecting perceptions of BL was lack of familiarity with the technology applied. It is therefore
recommended that this barrier be overcome and the use of BL, given its effectiveness for the
development of more writing skills be encouraged.
B. Three Fundamental Elements of ICT Integration by Wang (2008)
Wang in 2008 posited that integration of ICT consists of three fundamental elements. These are
pedagogy, social interaction, and technology. These elements are diagrammatically represented by
Wang in Figure 1.

Interaction with
content

Pedagogy

Interaction with
people

Social Interaction Technology

Figure 1: The ICT Integration Framework

The ICT Integration Framework of Wang can be fully maximized in developing learning plans for
language learning. In a language context, pedagogy often refers to the language teaching strategies or
techniques that language teachers use to deliver their lessons and to allow their learners to
demonstrate the curricular language competencies. The pedagogical element in language learning is
very important as rejects the art of teaching a teacher will employ in the learning process.
The pedagogical design a language teacher will use include proper selection of appropriate
content and language learning activities. In the design, the teacher needs to look into how the available
technological resources will help provide scaffolds that will assist their language learners during the
learning processes. Language teachers need to note that in developing learning plans that embed the
pedagogical design, it is crucial to look into the learning environment and ensure that this environment
will provide help to fulfill the needs and objectives of the language class with learners of diverse
experiences and backgrounds. The learning plans should also involve the appropriate use of learning
resources and activities that support learners learning and allow teachers to facilitate learning.
Social interaction activities as one of the elements in the framework are crucial in language
learning. With social interaction, learners will naturally acquire a language and develop language
knowledge and skills that are important for them to live and work in various communities. In the various
learning events, the language teacher may use computers which may allow the learners to interact and
demonstrate the language skills and competencies required from them. The teacher and the learners
may use computers to connect and learn through the computers that are now connected world-wide.
With the advent of computer-mediated communication (CMC), planned social interaction activities that
aim to enhance language learning becomes more convenient and flexible. Language learners may
5|Page
 Technology for Teaching & Learning 2 English/Filipino
maximize computers individually but they may also collaboratively use them with other learners. As
noted by Uribe, Klein, & Sullivan (2003), computer-supported collaborative learning has shown positive
effects on students' performance.
To engage the learners in the teaching-learning process fully and meaningfully, the social
design of the ICT-based learning environment needs to deliver a secure and comfortable space. This
will allow the learners to willingly share their thoughts and ideas to facilitate communication among
them.

The third element of the framework is the technological component that generally uses
computers to support various learning activities. Through the use of computers, various teaching
modes may happen. Interaction does not solely happen in a face-to-face environment. It may also
happen online. In order for any online interaction activities in a language classroom to be effective,
there is a need to consider the availability of the facilities they require and ease of access. The human
computer interface design is also critical because this will define the utility of the technology-based
learning environment. It must be noted that in language learning, the ease of learning in the interface
design is essential. It needs to motivate the learners to fully participate.
In the 21st Century classrooms, the three components: pedagogy, social interaction, and
technology, are needed in an ICT-based learning environment. Due to the advent of educational
technologies which are fundamental requirements in ICT-pedagogy integration, the challenge among
learning institutions is to provide support for the integration to happen.
C. Categories for Information Communication and Technology (ICT) in Teacher Training
There is a lot of researches that will prove that the integration of ICTs can fully transform
classroom instruction. Haddad in 2003 states that the teachers use of ICT supports the development of
higher-order-thinking skills (HOTS} and promotes collaboration. This is the reason why trainings in IT
pedagogy-integration are promoted.
For a successful ICT-pedagogy integration training to take place, it will help if a training
framework will be used as a guide. Jung (2005) was able to organize various ICT teacher training
efforts into four categories. This is presented in this framework.

Core Technology

ICT as main content focus ICT as core delivery

technology

Learning How to Use ICT Learning VIA ICT

ICT as part of content or ICT as facilitating or

methods networking technology

Complementary Technology

D. UNESCO ICT Competency Framework for Teachers

Having a society that is increasingly based on information and knowledge and with the ubiquity
of Information and Communication Technology (ICT) for instruction, UNESCO was able to develop ICT
Competence Framework for Teachers (UNESCO, 2018).

6|Page
 Technology for Teaching & Learning 2 English/Filipino
Knowledge Knowledge Knowledge
Acquisition Deepening Creation

Understanding ICT in Policy Policy Policy

Education Understanding Application Innovation

Curriculum and Basic Knowledge Knowledge

Assessment Knowledge Application Society Skills

ICT-enhanced Complex Self-

Pedagogy
Teaching Problem-solving management

Application of Digital
Application Infusion Transformation
Skills

Organization and Standard Collaborative Learning

Administration Classroom Groups Organizations

Teacher Professional Digital Teacher as

Networking
Learning Literacy Innovator

ICT Competency Framework for Teachers (UNESCO, 2018)

This framework, which is a part of a range of initiatives by the UN and its specialized agencies
including UNESCO, aims to promote educational reform and sustainable economic development
anchored of the principles and objectives of the Millennium Development Goals (MDG), Education for
All (EFA), the UN Literacy Decade (UNLD), and Decade of Education for Sustainable Development
(DESD). As shown by the framework, the teachers have six aspects of work: understanding ICT in
education, curriculum and assessment pedagogy, application of digital skills, organization and
administration, and teacher professional learning. Across the six aspects of work are the three
approaches to teaching based on human capacity development - knowledge acquisition, knowledge
deepening, and knowledge creation.
The framework also specifically aims to equip teachers to be able to do their roles achieving the
following societal goals:

 build workforces that have information and communications technology (ICT) skills and are
reflective, creative and adept at problem-solving in order to generate knowledge;
 enable people to be knowledgeable and resourceful so they are able to make informed choices,
manage their lives effectively and realize their potential;
 encourage all members of society irrespective of gender, language, age, background, location
and differing abilities to participate fully in society and influence the decisions that affect their
lives; and
 foster cross-cultural understanding, tolerance and the peaceful resolution of conflict.
The Commission on Higher Education (CHED) through its Policies, Standards, and Guidelines
(PSGs) requires the integration of ICTs in language teaching and learning. Hence, the ICT Competency
Framework for Teachers is very useful to support the standards as they will serve as a guide to assist
the teachers to successfully integrate ICT into the language classroom. Through the framework, the
language teachers may structure their learning environment in new ways, merge new technology and
pedagogy, develop socially active classrooms, and encourage co-operative interactions, collaborative
learning and group work.

EXPERIENCE
Step 1: Reading ICT Integrated Learning Plans in English and Filipino

7|Page
 Technology for Teaching & Learning 2 English/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 4 th 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
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 lite 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
8|Page
 Technology for Teaching & Learning 2 English/Filipino
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. Identity 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 lecture 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
c. 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.
Week 2
Day 6:
Through a PowerPoint lecture presentation on logical connectors, the students will be able to:
a. determine the proper use of logical connectors in writing clear and meaningful paragraphs;
b. explain the different uses of each logical connector as used in journalistic articles through a
graded recitation; and
c. match the clauses with the correct logical connectors through an interactive classroom
activity.
Day 7:
By outlining the basic structure of a news article using a PowerPoint presentation, the students
will be able to:
a. distinguish the steps in writing a primary lead, secondary lead and background in a news
article;
b. discuss with others after reviewing online news articles to identify the qualities of a good
news lead and background; and
c. create a news story about a significant current event using a variety of print and non-print
resources.
Day 8:
Through watching videos detailing the basics of opinion and feature writing articles, the students
will be able to:
9|Page
 Technology for Teaching & Learning 2 English/Filipino
a. Identify the essential content and basic structure of opinion and feature articles;
b. illustrate how feature and opinion articles help forward changes in society through a creative
output (poem or comic strip); and
c. review the content and structure of sample opinion and feature articles.
Day 9:
By choosing a video about the pros and cons of an issue posted on a relevant YouTube
channel, the students will be able to:
a. recognize the structure and content of opinion articles;
b. relate the issue tackled in the video to their personal lives through a short essay;
c. compose their own opinion articles by reacting to the video they watched.
Day 10:
By browsing web pages that post "human interest” writing (e.g. Humans of New York), the
students will be able to:
a. point out different angles of human interest that are essential to feature writing;
b. share their favorite anecdotes from the web pages that they browsed and explain why they
chose them; and
c. use a human interest angle to write a feature article about a person inside the classroom
that they find interesting.
Day 11:
By compiling their individual outputs (news, opinion, feature articles), the students will be able
to:
a. explain the importance of journalism to keeping citizens informed about the changes
happening in society by making a creative and informative news spread;
b. join others in exploring the effective use of MS Publisher to create news spreads out of their
journalistic works; and
c. construct a news spread that contains the group’s compiled journalistic work using MS
Publisher while following standards of lay-outing, journalıstic content and grammar.
Day 12:
After collaborating with others in creating and showcasing a news spread that contains their
news, opinion, and feature articles, the students will be able to:
a. apply the comments from other groups that are helpful in improving the journalistic content
and grammatical structure of their group’s news spread;
b. share relevant insights with their group members in objectively evaluating the news spread
of other groups; and
c. apply concepts of grammar (direct and indirect speech, logical connectors, past and past
perfect tenses, active and passive voice), journalistic writing, and proper citation of sources
in critiquing the news spreads of other groups.
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.
10 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
f. Ask the students tor 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.
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. (lf 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 (news articles, 1 opinion
article and1 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.englisch-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.

11 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
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
a. Prepare the following headlines in a Manila paper:
 Toronto named 'most youthful' city in the world
 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
headlines will remain the same. If they will rewrite a 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.

12 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
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.
Day 6
1. Start the class with a short prayer.
2. Let students engage in the activity "Add What is Missing"
a. Present copies of the article.
b. Instruct the class to fill in the blanks to complete the article.
c. After 10 minutes, ask the class to paste their papers. Ask what words are missing in the
article. Let them discuss.
3. Use an interactive PowerPoint presentation called "The Missing Link."
a. Explain that a particular journalist needs their help to finish his news article. Introduce the
character of the PowerPoint presentation. Then give the definition of the lesson.
b. As you fill in the blanks in the article, give the different types of logical connectors. Show
examples.
c. After the class has helped the character finish the article, ask them the importance of logical
connectors.
4. Introduce the activity "Can You Help His Friends?”
a. The PowerPoint presentation will provide an exercise for the students to apply logical
connectors in opinion and feature articles.
b. The students will fill in the blanks with the appropriate logical connector.
c. The students will then Use their answers to rewrite the given article in an intermediate
paper.
d. Ask the students to pass their paper a few minutes before the bell rings.
5. Introduce to the class their assignment. Instruct them to gather information about a newsworthy
recent event in their school. For example, a student who won an award in an inter-school
competition or program in school that will be held next week. The information can be gathered by
interviewing knowledgeable authorities or consulting other reliable sources (e.g. the school
website).
6. Give the instructions for the class' online quiz.
a. Instruct the students to log in to Edmodo after classes.
b. Ask the students to download the file: Logical Connectors Quiz.doc.
c. The students will then answer the questions of the given quiz.
d. Instruct the class to submit their outputs to the teacher's Edmodo account before 9 p.m. on
Day 7.
Day 7-8
1. Start with a prayer to be led by one of the students.
2. Use a PowerPoint presentation to discuss the lesson about news writing. The first slides will flash a
few headlines. Ask the students what they know or what they can assume about these headlines.
a. ‘AlDub' rice paddy art hopes to attract millennials to farming
b. Duterte ties Poe in latest Pulse Asia poll
c. Talk about the basic structure of a news article. Include samples of newspaper articles from
print publications and online news sites in the presentation. The discussion will take 15
minutes.
d. At the end of the lecture presentation, instruct the students to make personalized diagrams
that outline the basic structure of a news article in their notebooks.
e. After five minutes, flash samples of diagrams that describe the structure of news articles for
students to compare and refine their outputs, if needed.
f. Ask the students what kind of news lead makes them want to read the entire article and
what they think are the qualities of a good news article background. Allow students to

13 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
discuss their answers with their seatmates. After a few minutes, ask some of them to share
their responses briefly.
g. 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.
h. Tell students to properly cite their sources in the news article (e.g. printed materials or
knowledgeable authorities).
i. Remind students of their final project, a newspaper spread comprised of four pages. Inform
the students of their groups, Composed of 5 members each. All writing outputs will be
uploaded to Google Drive through a folder that will be accessed by the teacher and the
groups.
j. Distribute the rubrics for the newspaper spread for students reference in conceptualizing
and designing their newspaper spreads as well as for future evaluation of other groups
works. Groups can start compiling their works and designing their newspaper spread
starting today.
3. Look for lecture videos on YouTube detailing the basics of opinion and feature articles. Show these
videos to the class. The videos will take about 5 minutes each.
 Opinion writing: https://www.youtube.com/watch?v=V8Gu3Md5r-M
 Feature writing: htps://www.youtube.com/watch?v-Ec0lsu1AcXw
4. Give a skeletal structure of an outline for the two videos in which the basic content and structure of
opinion and feature articles are identified.
a. Type of Article
b. Essential Content of the Article
c. Parts of the Article and Description
d. Additional Tips
5. Tell students to fill in the outlines on their notebooks.
6. Distribute samples of opinion and feature articles. Each student will have one sample of each.
7. From these articles and the videos they previously watched, ask students to review the content and
structure of opinion and feature articles by creating mnemonic devices.
8. According to their individual preferences, the students can make a short poem or comic strip that
illustrates how lecture and opinion articles help forward changes in society. They will be given the
rest of the hour to complete this on a short coupon bond.
Day 9
1. Start with a prayer to be led by one of the students.
2. Ask Students if they are on social media and ask which sites they frequently use.
3. Pose the question, "Do you think social media is good or bad for you as an adolescent?" Ask
students to raise their hands to present their opinion. Count votes for Good and Bad.
4. Let students watch a video about the Pros and the Cons of social media. The Pros and the Cons of
Social Networking and Adolescents: https://www.youtube.com/watch?v=_SAYwQM7Oa4
5. Once again, ask the question, "Do you think social media is good or bad for you as an adolescent?
Ask students to raise their hands to present their opinion. Note the difference in the number of
students who voted for Good and for Bad before and after watching the video. Ask them how
watching the video affected their opinions.
6. Ask the students to work by pairs and briefly answer the following questions on an intermediate
pad:
a. What was the video about? Answer in 1-2 sentences.
b. How was the video structured in terms of:
 the introduction?
 presenting the Pros?
 presenting the Cons?
 conclusion?
c. How does the structure of the video compare with the structure of an opinion article, as
discussed previously?
d. How is the topic of the video related to your personal life and experiences? Answer in 4 to 6
sentences.
7. Let students explore YouTube for videos that talk about the pros and the cons of one of the
following topics:
a. Technology in the classroom
b. School Uniforms

14 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
c. K to 12 Curriculum in the Philippines
8. Tell students to write an opinion article reacting to the video they watched. Through the article, they
will make a stand on the issue they chose and justify it by logical analysis and citing reliable
sources. Allow them to use the internet to search for credible sources. They will be given the rest of
the hour to complete this on Microsoft Word.
9. For their assignment, ask students to conduct a short interview with a person in the classroom they
find interesting. Encourage them to choose someone they are not really close to but would like to
know better. 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).
Day 10
1. Start with a prayer to be led by one of the students.
2. Compile and flash literary pieces from the website www.artparasites.com in a PowerPoint
presentation. Ask students how they felt after reading the passages.
3. Ask the students, "How were those passages able to appeal to you?”
4. Recommend 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.
5. Ask the students which anecdotes they liked the most. Let them explain why they chose them as
their favorite.
6. Present a blank sample of a word web about the different human interest angles in feature writing.
7. Let students complete their own word web on Microsoft Word. Afterwards, tell them to briefly
answer the question, "Why are human interest angles important in feature writing?”
8. 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.
9. Allow students to approach the person they chose as subject in order to ask follow-up questions for
their article.
10. After completing the necessary information, the students will be tasked to finish their feature articles
on Microsoft Word.
11. Assign the completion and the television 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.
Day 11
1. Start with a prayer to be led by one of the students.
2. Instruct students to imagine a world where there are no journalists and media [radio, TV, etc.).
3. Using colored chalk, students will write their ideas (words or phrases) on the blackboard in the form
of graffiti.
4. Present a short lecture about news spreads as a form of journalistic publication including a sample
layout of a news spread. This lesson serves as a refresher of what was learned from the previous
week (Day 2).
5. Instruct students to sit with their group members as they finish compiling the soft copies of their
articles. Remind them to participate actively because they will be evaluated by their peers using the
given rubric.
6. Allow groups to explore the effective use of Microsoft Publisher in making a newspaper spread.
Students will submit their final output via Google Drive before 12 midnight of that day.
7. Before leaving the room, tell students to submit their peer evaluations by group.
Day 12
1. Start with a prayer to be led by one student.
2. Make a slideshow preview of all the outputs submitted yesterday.
3. Review the rubrics given for evaluating newspaper spreads. Assign groups to exchange their
newspaper spreads for checking (e.g. Group 1 and 2, 3 and 4, and so on).
4. Let students within each group sit together as they rate the newspaper spreads of the group
assigned to them. They must write comments when they rate the outputs of the other group. They
will do this for 30 minutes.
5. Groups will exchange their written comments with each other. Each group will decide which
comments to accept in order to improve their output.
6. Instruct students to make final revisions of their output using MS Publisher.

15 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
7. At the end of the period, ask students to upload their finalized output using the appropriate folder in
Google Drive. These will be rated by the teacher. The final project will be worth 100 points, 50
points from the Peer Evaluation, and 50 points from the teacher (using the same rubric).
Pre- Requisite Skills

 Basic research skills

 Basic knowledge in formal grammar
 Exposure to journalism (specifically news, 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/Spread sheet
 Web browser
 Word processing
 Desktop publisher
 Web page Development
 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://cmna395.files.wordpress.com/2010/08/newspaper_basics_2009.pdf
 http://www.ohlone.edu/people/bparks/docs/basicnewswriting.pdf
 http://www.lssc.edu/faculty/heather_j_elmatti/Shared%20Documents/MMC%202100/News
%20Writing%2010.pdf
 http://www.evergreen.edu/writingcenter/handouts/grammar/tenses.pdf
 www.google.com/urlsa=t&rct=j&q-
&esrc=s&source=web&cd=1&ved=0ahUKEwi5yLPxtfTKAhVF6aYKHbwkA5QQFggdMAA&url=h
ttp%3A%2F%2Fwww.vguk.hr%2Fdownload.php
%3Dstudnewsfile257C1254&usg=AFQjCNH9RkkAZ1BL7Jz2Ghs7jyOWwok0TMA&cad=rja
 https://www.google.com/url?sa-t&rct=j&q=&esrc=s&source-
web&cd=1&ved=0ahUKEwi5yLPxtfTKAhVF6aYKHbwkA5QQFggdMAA&url=http%3A%2F
%2Fwww.vguk.hr%2Fdownload.php%3FdownloadParams%3Dstudnewsfile
%257C1254&usg=AFQjCNH9kkAZ1BL7Jz2Ghs7jy0Wwok0TMA&cad=rja
 http://www3.cablevision.qc.ca/ronalds/englishclass/grammarActive%20and%20Passive
%20Voice%20-%20Rules.pdf
 https://www.uvu.edu/writingcenter/docs/handouts/activevspassive.pdf

16 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
 http://www.st1cc.edu/Student_Resources/Academic_Resources/Writing_Resources/
Grammar_Handouts/reported _speech.pdf
 http://www.perfect-english-grammar.com/support-files/reported_speech_explanation.pdf
 Online news sites such as Rappler.com, Inquirer.net, among others

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 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

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?

17 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
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 convert the
sentences in the paragraph to an active voice. The answers should be written on a ½ crosswise
sheet or 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 line 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

Let the students remain in their groups. Each group will choose a layout of newspaper
template in MS Publisher in relation 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 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 hat enumerates the journalistic content and
grammatical structure of news, opinion, feature stories. The students will print their output and
then submit it next meeting. The qualities given must be based on the given active 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

18 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
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

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

19 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
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. Students will submit their final output via Google Drive. Set your deadline for
submission. Before leaving the room, the students will be evacuated by their peers using the
given rubric. A separate rubric is provided for the spread sheet.
Learning Plan 2
Philippine Secondary High School K to12 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;

20 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
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 storm patungkol sa mga elemento ng sanaysay at ang Alegorya
ng Yungib, ang mga mag-aaräl 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. naipapahayag ang mga mahahalagang mensahe na ipinaparatin ng akda; at
3. nakaguguhit ng sarnng 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.
Araw 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod-sunod ng mga Pangyayari
Sa tulong ng sabayang pagbigkas tungkol sa akdang Mensahe ng Butil ng Kape, ang mga mag-
aaral ay inaasahang:
1. naibibigay ang mga katangian ng tauhan sa akda;
2. nailalahad ang mga kabutihang asal na napulot sa akda na maaaring maisabuhay; at
3. nakasusulat ng sariling akda batay sa mga ginagamit sa pagsusunod-sunod ng mga
pangyayari.
Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh
Gamit ang grapikong representasyon na tumutukoy sa kasaysayan ng epiko at Epiko ni
Galgamesh, ang mga mag-aaral ay inaasahang:
1. napangangalanan ang mga tauhan sa epiko;
2. nailalahad ang kahalagahan ng pag-alam sa kasaysayan ng epiko sa pag-papaunlad ng
kanilang buhay; at
3. nakabubuo ng malikhaing timeline na naglalarawan sa pag-unlad ng epiko.
Araw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang
Sa pamamagitan ng PowerPoint Presentation tungkol sa mabisang paglalahad at tuwaang, ang
mga mag-aaral ay inaasahang:
1. naibabahagi ang mga pananda ng mabisang paglalahad mula sa akdang Tuwaang;
2. nakapagbabahagi ng mga magagandang asal na natutunan sa akda; at
3. nakasusulat ng isang tula na naglalaman ng mga pananda ng mabisang paglalahad.
Araw 9: Ang Kuwintas at Kultura ng France: Kaugalian at Tradisyon
Gamit ang mabisang talakayan ukol sa Ang Kwintas at kultura ng France, ang mga mag-aaral
ay inaasahang:
1. naibibigay ang mga naging tunggalian sa akdang Ang Kuwintas;

21 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
2. natutukoy ang mga kaakit-akit na katangian ng mga tauhan sa maikling kuwentong
napakinggan; at
3. nailalarawan ang kultura ng France sa pamamagitan ng isang pinta.
Araw 10: Anapora at Katapora
Sa pamamagitan ng graphic organizer tungkol sa anaphora at katapora, ang mga mag-aaral ay
inaasahang:
1. nailalahad ang pagkakaIba ng anapora at katapora;
2. naibabahagi ang mahahalagang tungkulin ng anapora at katapora sa kanilang buhay bilang
mga mag-aaral; at
3. nakasusulat ng mga pangungusap na batay sa anapora at katapora.
Araw 11: Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa Pagsusulat ng Nobela
Gamit ang pangkatang pag-uulat tungkol sa Ang Kuba ng Notre Dame at mga dapat tandaan sa
pagsulat ng nobela, ang mga mag-aaral ay inaasahang:
1. naiisa-isa ang mga dapat tandalan sa pagsulat ng nobela;
2. naibabahagi ang kakintalang naiiwan ng akdang Kuba ng Notre Dame sa kanila; at
3. naisasadula ang isang pangyayari sa nobela na may pagkakatulad sa tunay na buhay.
Araw 12: Dekada ‘70
Sa tulong ng gawaing radio drama ng akdang Dekada ‘70, ang mga mag-aaral ay inaasahang:
1. naiisa-isa ang mga tagpuan at tunggalian sa kuwento;
2. naipahahayag ang mga mabubuting katangiang Piipino na masasalamin sa akda; at
3. nakasusulat ng isang pagsusuri tungkol sa nobelang napanood.
Araw 13: Panunood
Sa pamamagitan ng pagpapanuod ng nabuong video, ang mga mag-aaral ay inaasahang:
1. nasusuri ang nilalaman ng nalikhang obra ng mga mag-aaral;
2. nakapaglalahad ng komento na maaaring positibo at negatibo; at
3. nakapagbibigay ng mungkahi para sa ikabubuti ng proyekto.

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)
 Gamit ng Pandiwa
3. Ang mga mag-aaral ay magbabahagi ng kanilang mga mahahalagang kaisipan mula sa kanilang
napakinggan.
4. Ipapakita ng guro ang isang powerpoint presentation na tumatalakay sa mga diyos at diyosa ng
Rome.
5. Iuugnay ng mga mag-aaral ang mga katangian ng mga diyos at diyosa sa kanilang tunay na buhay
at tunay na lipunan.
6. Pipili ang mga mag-aaral ng isang diyos o diyosa at kanila itong bibigyan ng buhay sa
pamamagitan ng monologo.
Araw 2: Cupid at Psyche at Gamit ng Pandiwa

22 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
1. Ipakikilala ng guro ang isang akda na Cupid at Psyche sa pamamagitan ng isang powerpoint
presentation.
2. Iisa-isahin ng mga mag-aaral ang mga tauhan ng akda at ang kanilang mga katangian at mga
ginampanan.
3. Tutukuyin ng mga mag-aaral ang mga mahahalagang pangyayari na 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. llalahad 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. lbabahagi 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?
 Matapos ng lahat ng panlilinlang 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.

23 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
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 nagging 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.
Araw 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod-sunod ng mga Pangyayari
1. Maglalahad ang mga mag-aaral ng mga mensahe ng kanilang mga magulang na kanilang
babaunin habang bunay.
 Mag-aral ng mabuti upang buhay ay mapabuti.
 Maging masipag at matiyaga sa lahat ng pagkakataon.
 Huwag kalimutang igalang ang iba at huwag maging maramot.
2. Magkakaroon ng isang sabayang pagbigkas ang mag-aaral tungkol sa Mensahe ng Butil ng Kape.
3. Tatalakayın ang parabula ng guro.
4. Bubuo ng sariling mensahe ang mga mag-aaral at ibabahagi ito sa klase.
 Hindi lahat ng bagay na mahirap abutin ay mahirap talaga, minsan kailangan mo lang
pagtiyagaan.
 Kung nadapa, matutong bumangon. Mahirap kayang manatil sa sahig forever.
5. Ipapaliwanag ang mga Ginagamit sa Pagsusunod-sunod ng mga Pangyayari.
 At, saka, pati, maliban, bukod sa, tuloy, bunga nito.
6. Muling isasalaysay ng mga mag-aaral ang Mensahe ng Butil ng Kape gamit ang mga hudyat na
pagsusunod-sunod ng mga pangyayari.
7. Ipapaalala ang kanilang pinal na proyekto at kung kalian ito ipapasa at ipapanood.
Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh
1. Gamit ang grapikong representasyon, ipaliliwanag nang guro ang kasaysayan ng epiko.
2. Ilalahad ng guro ang mga tauhan sa Epiko ni Galgamesh.
 Anu
 Ea
 Enkido
 Enlil
 Gilgamesh
3. Ikukwento ng mga mag-aaral ang buod ng Epiko sa pamamagitan ng dugtungang paglalahad.
4. Itatanghal ng mga mag-aaral ang katangian ng tauhan sa kuwentong kanilang nabunot.
Araw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang
1. Ipapakilala ang bagong paksa sa pamamagitan ng powerpoint presentation.
2. Babasahin ng limang mag-aardal ang bDuod ng tuwaang na may damdamin.
3. Tatalakayin ng guro ang mga pananda ng mabisang paglalahad.
 Sa panahon-noon, sumunod, nang, pagkatapos
 Sanhi at bunga-resulta ng, kung gayon, dulot nito, samakatuwid
 Paghahambing-higit pa rito, di tulad ng, sa kabilang dako
 Paliwanag-bilang karagdagan, halimbawa nito, dagdag pa dito, kabilang dito
4. Tutukuyin ng mag-aaral ang mga panada ng mabisang paglalahad sa epikong Tuwaang.
Araw 9: Ang Kuwintas at Kultura ng France: Kaugalian at Tradisyon
1. Magbabahagi ang mga mag-aaral ng kultura ng Pilipinas na kanilang nalalaman.
 CAR-Kanyaw
 Hindi pagkawala ng kanin sa hapag kainan
 pananalangin bago kumain
 Mainit na pagtanggap
2. Talakayin ang kultura ng France kasama na ang kanilang kaugalian at tradisyon.
 Wika-French
 Relihiyon- Katoliko
 Male dominated culture
 “chauvinism”
3. Ipanood ang Maikling Kuwentong, Ang Kuwintas.
24 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
4. Tutukuyin ng mga mag-aaral ang mga katangian at gampanin ng mga tauhan sa kuwento.
 Mathilde
 George Ramponneau
 Madam Foresteir
 Asawa ni Mathilde
5. Pangkatin ang klase sa lima at bawat isa ay bigyan ng bahagi ng buod ng kuwento.
6. Ilahad ang buod sa pamamagitan ng malikhaing pagtatanghal ng mga mag-aaral.
Araw 10: Anapora at Katapora
1. Ipapakilala ng guro ang Anapora at Katapora sa pamamagitan isang graphic organizer.
2. Maglalahad ng sariling halimbawa ang guro.
 Karamihan sa mga tao ay ikinakabit ang kulturang Pranses sa Paris. Ito ang sentro ng
moda, pagluluto, sining at arkitektura.
 Ang France ay una nang tinawag na Rhineland. Noong panahon ng iron age at Roman era,
ito’y tinawag na Gaul.
3. Magbabahagi ang mga mag-aaral ng sarili nilang halimbawa sa Anapora at Katapora batay sa Ang
Kuwintas.
 Slla ay supistikado kung manamit. Mahilig din sila sa masasarap na pagkain at alak. Ang
mga taga-France ay masayahin at mahilig dumalo sa mga kasiyahan.
 Si Mathilde ay supistikadang manamit, siya ay mahilig sa mga kasiyahan.
Araw 11: Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa Pagsusulat ng Nobela
1. Magbabahagi ang mga mag-aaral ng mga dapat tandaan sa pag-aaral.
 Maging masipag
 Huwag liliban sa klase
 Maging matiyaga
 Huwag mahuhuli sa klase
2. Iuugnay ng guro ang mga naging kasagutan ng mga mag-aaral sa Mga dapat Tandaan sa
Pagsusulat ng Nobela.
 Ang mga tauhan ay kusang gumagalaw at hindi pnapagalaw ng may-akda
 Mga masasaklaw na simulain ng pagsasalaysay
3. Mahahati ang klase sa tatlong pangkat.
4. Ang unang pangkat ay mag-uulat ng mga tauhan, tagpuan at damdamin ng Nobelang Ang Kuba ng
Notre Dame.
5. Ang ikalawang pangkat ay mag-sulat ng buod ng nobela.
6. Ang huli ay ang himig, tono at mga mensaheng nakapaloob sa nobela.
Araw 12: Dekada ‘70
1. Iparirinig ng guro ang isang radyo drama tungkol sa Dekada '70.
2. Tutukuyin ng mga mag-aaral ang mga mahahalagang pangyayari sa nobela.
 Martial Law/batas militar
 Rallies/ mga welgang naganap
 Pagtira ni Evelyn sa abroad
 Pagbalik ni Alma sa mga masasayang alala ng kanyang pagkabata.
 Salvage Crisis
3. Tatalakayin ang Kuwento Sa pamamagitan ng pagtukoy ng mga mag-aaral sa mga tauhan.
 Alma
 Jason
 Evelyn
 Bartolome
 Em
 Amanda
 Gani
4. Dugtungang ilalahad ng mga mag-aaral ang buod ng kuwento sa pamamagitan ng "spin the bottle".
Bubuo ng isang malaking bilog ang mga mag-aaral at may i-iikot na bote sa gitna, Kung kanino ito
tututok ay siya ang magku-kuwento.
5. Susulat ang mga mag-aaral ng isang maikling kuweto na ang tema ay may pagkakahawig sa
Dekada 70.
25 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
6. Itatanghal ito ng mga mag-aaral sa pamamagitan ng radio drama na may kasamang sound effects
at background music.
Araw 13: Panonood
1. Ipapanood ang mga nalikhang obra ng mga mag-aaral.
2. Magbibigay ang mga tagapanood ng kanilang komento, maaaring positibo at negatibo.
3. Magbibigay ang guro ng kaniyang sariling komento at mungkahi para sa ikabubuti ng proyekto.
Mga Kasanayang Kinakailangan

 Kasanayan sa pagbasa
 Kasanayan sa pagsasalita
 Kasanayan sa gramatika
 Kasanayan sa pagsulat
 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 Pangangalangan
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

Step 2: Analyzing the Salient Parts of the Learning Plan

Identify and describe the common parts of the two learning plans you have read. Write your
observations below.
Essential Parts of a Learning Plan

26 | P a g e
 Technology for Teaching & Learning 2 English/Filipino

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 enhance the two learning plans.

Learning Plan 1 Learning Plan 2

Guide Questions
Reporter’s Notebook Panitikiang 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 leaning

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?

What significant principles in ICT

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

EXHANGE
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
27 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
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 m. 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 the 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 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

28 | P a g e
 Technology for Teaching & Learning 2 English/Filipino

Step 3: Read the following learning plans by group and develop thee 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, capitalızation 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?
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 or
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 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
29 | P a g e
 Technology for Teaching & Learning 2 English/Filipino
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

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?

30 | P a g e
Technology for Teaching & Learning 2 English/Filipino

31 | P a g e