LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

LEARNING MODULE
in

EM 23 -
TECHNOLOGY FOR TEACHING AND
LEARNING 2

Prepared by:

IRYN E.CAVITE, MA
Associate Professor 1

DENZEL MARK A. CIRUELA

Guest Lecturer

Submitted to:

CARMELIN P. MOSA, PhD

Dean, College of Teacher Education

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I. Title: Module 1 – Leaning Plans in the Context of the 21st Century

II. Topic: The K to 12 Curriculum Framework

III. Time Frame: 4 hours

IV. Introduction

The K to 12 Curriculum is implemented to enhance the basic education curriculum. It covers

Kindergarten and 12 years basic education. It is six years for Elementary Education; Junior High
School four years; Senior High School two years. This is done to let learners have ample time to
master concepts and skills which will help them develop into lifelong learners. Furthermore, prepare
them for tertiary education, middle-level skills development, employment, and entrepreneurship.

This K to 12 Program is expected to contribute to the development of our country in various

forms. Moreover, improve the quality of our education as a critical factor to our nation’s progress.

The K to 12 curriculum requires every graduate with the following skills:

1. information, media and technology skills;

2. learning and innovation skills;
3. effective communication skills; and
4. life and career skills

The skills listed above are developed with the aid of technologies for teaching and learning
as the focus of this course. The aims of this course is to present to pre-service teachers activities
that will help them prepare integrate ICTs in the teaching-learning processes in different areas of
specialization. In addition, it also has an end view of helping pre-service and in-service teachers
expand their creativity and that of their students. Furthermore, it will also enable teachers have
greater learning through the power of computer technologies as teaching tools.

V. Objectives

The students will:

1. discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy integration skills.
2. analyze the learning competencies of every year level according to the field of specialization of
the pre-service teachers.
3. review some units in the curriculum guide with focus on the development of 21st Century skills.

VI. Pre-test

Answer the following:

1. What is K to 12 Curriculum Framework?

2. What is K to 12 Curriculum Guide is all about?
3. What does ICT stand for?
4. What are the 21st Century skills?
5. What does it mean to be a digital citizen?

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VII. Learning Activities:

Activity 1
Knowing Each Other

1. Introduce yourself and meet other classmates through on-line.

2. Choose any kind of educational technology to represent your personality and profile.
3. The information you will get from your classmates from the activity will be valuable information
for you to use as you complete this module and the succeeding modules.

Activity 2

1. Recall how your teachers in your field of specialization used information and communication
technologies to help you understand some concepts in your lessons.
2. Identify the specific lesson and learning objectives of your teacher.
3. Were you able to understand the lesson and demonstrate the learning objectives with the
teacher’s integration of ICT? Why?
4. If you were to enhance the ICT used by your teacher, how will you do it? Will you use the same
ICT or will you modify how it was integrated?

The Teacher Education Curriculum of the Commission on Higher Education (CHED) has been
enhanced with the implementation of the K to 12 Curriculum. To ensure that the demands of 21 st
century classrooms are met, all the important features of the K to 12 Curriculum have been
thoroughly considered. One of its considerations is the need to implement salient features, listed
below, through integration of technologies for teaching and learning. The use of technologies is
done in the different levels of learning and in teaching the various fields of specialization.

1. Strengthening Early Childhood Education (Universal Kindergarten)

This program expects every Filipino child to have access to early childhood education. It is
facilitated using technological tools that are readily available for teacher’s use in the school.
Examples of use of technologies are in teaching the pupils the alphabet, numbers, shapes, and
colors among others in their Mother Tongue.

2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)

To value a curriculum is to make it relevant to the lives of the learners as most Research found
out. The answer to the question of relevance is vital to help the teachers think of ways by which they
will be able to let their students realize that their daily lessons are of good use to their personal well-
being and to their professional preparation. According to Sara Bernard, 2010 as cited by Espique &
Ayao-ao (2020), the students need to have a personal connection to a lesson material that can be
done through engaging them emotionally or through connecting the information with what they
already know.

Tips for making learning engaging and personally relevant Briggs (2014) as cited by Willis, et
al:

1. Use suspense and keep it fresh

2. Make it student-directed

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3. Connect it to their lives and to what they already know

4. Provide utility value
5. Build relatedness

Application of the recommended tips by experts and to enable students realize the value of their
curriculum, the use of technological tools is a necessity. 21st Century learners are expected to be
demonstrating 21st Century competencies such as collaboration, digital literacy, critical thinking, and
problem solving to be able to thrive in this world (Rich, 2014) as cited by Espique and Ayao-ao,
2020. To contextualize the curriculum of the students for meaningful learning poses challenges in
enhancing teacher’s pedagogical skills as well as technological skills.

3. Building Proficiency (Mother-tongue Based Multilingual Education)

They said that children learn better and are more active in class and learn a second language
even faster when they are first taught in a language they understand. So Mother Tongue is used in
instruction and learning materials in other learning areas. Moreover, the learners get to retain their
ethnic identity, culture, heritage and values. It is important therefore to promote the child’s dominant
language and to use it as a language of instruction, and maximum use of technological tools is
highly encouraged.

4. Ensuring Integrated and Seamless Learning ( Spiral Progression)

Learning basic concepts that lead to a more complex and sophisticated version of the general
concepts entail TPACK: technological knowledge, pedagogical knowledge, and Content knowledge.
Rediscovering concepts previously presented as students go up in grade level will be fully
supported if all the areas of specialization will be aided by technologies for teaching and learning.
This will further strengthen retention and will enhance mastery of topics and skills as they are
revisited and consolidated time and again. This also allows learners to learn topics and skills
appropriate to their developmental and cognitive skills.

5. Gearing Up for the Future

The K to 12 Curriculum ensures college readiness by aligning the core and applied courses to
the College Readiness Standards (CRS) and the new General Education (GE) Curriculum. Hence,
the K to 12 Curriculum focused on developing appropriate Specialization Subjects for the Academic,
Sports, Arts and Design, and Technical Vocational Livelihood Tracks. All of these specialization
subjects have to be supported by educational technology for better learning.

6. Nurturing the Holistically Developed Filipino ( College and Livelihood Readiness, 21 st

Century Skills)

K to 12 graduate is expected to be ready to go to different paths – higher education

employment, or entrepreneurship. Every graduate is expected to be equipped with information,
media and technology skills, learning and innovation skills, effective communication skills, and
life and career skills. This may happen with the proper implementation of the curriculum and with
the facilitation by excellent teachers. Teachers likewise need full support especially in
technological support to maintain their excellent performance.

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Activity 3
Introducing the Technology for Teaching and Learning 2 Course

Technology for Teaching and Learning 2 Course helps you use the power of computer
technologies in the different fields of specialization to spark student imagination and ultimately
move, motivate, and support students toward meaningful learning.

Let us assess your prior knowledge on how you can best use computer technologies to
enhance learning.

1. How can technology be used most effectively in the various fields of specialization to
support and assess student learning?

Activity 4
Setting My Outcomes for this Course

It must be noted that course outcomes can be achieved if clearly set. Therefore, there is a
need to ground this course with curricular and research-based goals and objectives.
Throughout this course, you will be tasked to use various technological resources and tools that
can help you create your plans and materials, improve your instruction, enhance your future
student’s learning.

Collaborate with your teacher and colleagues and think about what you must do to be able to
make the most out of this course.

1. How will I apply all the knowledge and skills that I learned in TTL2 in teaching my field of
specialization?
2. How will I develop learning plans for my classes to make sure that available technologies for
teaching and learning will be put to use for meaningful learning?
3. How will I ensure that my goals in this course will be achieved?

Teachers play a very important role in the facilitation of student learning by designing,
implementing and evaluating the curriculum. In Philippine setting, teachers are expected to
actively engage themselves in curriculum design to ensure that the K to 12 Curriculum will be
best delivered to fully realize intended learning outcomes.

They make decisions about how they will implement the curriculum of their specific field of
specialization. They decide on how they must structure the activities of their lessons and
manage students’ responses and ideas. Hence, the decision of teachers is very important. It
has an impact on the learning of the students.

Pointers to consider in identifying and understanding teachers’ roles as curriculum designers:

1. Teachers knowledge, experiences and competencies make them central to curriculum

development effort. Better teachers support better learning because they are most
knowledgeable about the practice of teaching and are responsible for introducing the
curriculum in the classroom (Alsubaie, 2016).

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2. Curriculum is the planned interaction of pupils with instructional content, materials,
resources, and processes for evaluating the attainment of educational objectives. Jadhav
and Patankar (2013) as cited by Espique & Ayao-ao, 2020.
3. Curriculum is content, but when contextualized, it come alive for students. The role of
teachers in the curriculum process is to help students develop an engaged relationship with
the content. Active learning increases the focus and retention of the curriculum, resulting in
an exciting learning environment.

Teachers build lessons that include simulations, experiments, case studies and activities to
deliver a curriculum. This interactive approach intertwines curriculum and practical
experiences that immerse students in learning. The curriculum process provides an
opportunity for teachers to be creative and put their unique stamp on the classroom
experience (Meier, 2018) as cited by Espique & Ayao-ao, 2020.

4. Teachers, on their part, have practical knowledge based on the daily work with students.
This knowledge is useful to curriculum committees because teachers can assess whether
the ideas being developed will work in the classroom (Young, 1988) as cited by Espique &
Ayao-ao, 2020.

Activity 5
Considering my role as curriculum Designer

1. Participate in a face-to-face discussion, with point of reference about curriculum and the
teacher, with the whole group about how your field of specialization was designed.
2. Consider in your discussion your role as a curriculum designer.
3. Go over the Curriculum Guide and discuss together the essential features, focus, and the
general content and performance standards of your field of specialization or major per grade
or level.

Activity 6
Integrating Technologies for Teaching and Learning

After having an in-depth understanding of the general nature, focus, and non-negotiable
standards set for your field of specialization, share with the group some technological resources
and tools that can help you deliver your lesson to raise at a high level of excellence.

Brainstorm on how these technologies can be integrated properly and how they will meet the
important learning outcomes and the 21st Century skills. Share the results of your group
discussion in the class.

1. How will technological tools for teaching and learning promote the salient featurs of the K to
12 Curriculum?
2. What are the 21st Century skills that are highly required to be developed by your field of
specialization? Rank them in terms of the identified standards and competencies of your
curriculum guide.

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VIII. Self-Evaluation

List new concepts learned as well as the old concepts already known to you. Present
in a Table of two columns.

IX. Review of Concepts

 K to 12 Curriculum of the Department of Education as basis for enhanced Teacher

Education Curriculum of the Commission on Higher Education.
 The use of technologies is done in the different levels of learning and in teaching the
various fields of specialization.
 Teachers’ important role in facilitating learning and designing the curriculum.
 Development of 21st Century skills.
 Digital citizenship.

X. Post-test

1. Present through separate illustrations the profile of a 21 st century teacher and that of a
learner. Make sure the attributes as teacher and learner are indicated along their
profiles. (10 points each)

XI. References

Technology for Teaching and Learning 2 for Language Education English/ Filipino
Espique, F. & Ayao-ao, S.

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I. Title: Module 1 – Learning Plans in the Context of the 21st Century

II. Topic: Lesson 2: ICT –Pedagogy Integration in Language Learning Plans

III. Time Frame: 4 hours

IV. Introduction

Teaching has always been a challenging 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.

V. Objectives:

The students will:

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

VI. Pre-test

Do the following:

1. Ponder on your background, educational experiences, and prior knowledge and skills on how
information, communication, and technologies (ICTs) were successfully used by your teachers
in the lower level.
2. Recall the ICT tools that were used by your teachers in your language class and describe how
these were used to help you understand your lessons.
3. 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.
4. Meet online with classmates and form a group of three. Do group sharing, assign a facilitator, a
recorder, and a reporter.
5. The reporter will share with the big group the gist of the small group sharing with the whole
class.

VII. Learning Activities:

Integrating Technology in Instruction

The concepts and principles about integrating technology in instruction as shared by various
educators and researchers:

1. John Pisapia (1994)

Integrating technology with teaching means the use of learning technologies to introduce,
reinforce, supplement and extend skills. Integrating technology into curricula can mean different

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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.

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.

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
realize 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 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 is all about. Specifically,
there is a need also to determine the ICTs that are available for language education.

Activity 1
Research for the definitions of ICT as thought of by the following sources:

1. Moursund (2005)
2. Tinio (2009)

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3. UNESCO (2020)
4. Ratheeswari (2018)

Using ICT Integration Frameworks in Language Education Learning Plans

There are a lot of concepts provided by experts relevant to integrating technology in

instruction. These concepts are very helpful to clarify 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 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 if
teachers will explore on engaging various media to support various learning activities in classrooms.
Thus, it will be reassuring if teachers will explore on engaging various media to support various
learning activities in classrooms. 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.

Teaching and Teaching Learning Related Media Examples of Examples

Learning Action or Action or Form Non
Event Strategy Experience Computer-
Based Activity

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

Demonstrate, Apprehending, Linear lectures, books, online, streaming
Describe, Listening Presentational. other print videos of lectures,
Explain Usually same publications DVD, multimedia
“text” acquired including digital
Simultaneously by animations
many people
Discovery Create or set up Investigating, Interactive: Libraries, CD based, DVD,
or find out or Exploring, Non-linear galleries, or Web resources
guide through Browsing, presentational, museums including
discovery spaces Searching searchable, hypertext,
& resources filterable etc. but enhanced
no feedback hypermedia ,

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multimedia
resources. Also
information
gateways.
Dialogue Set up, Discussing, Communicative: Seminar, Email, discuss,
Frame, Collaborating, Conversation with tutorials, forums, blogs
Moderate, Reflecting, other students, conferences
Lead, Arguing, lecture or self
Facilitate Analyzing,
discussions Sharing
Model Experimenting, Adaptive: Laboratory, field Drill & practice,
Practice Practicing Feedback, trip, Tutorial
Learner control simulation, programs,
role play simulations,
virtual
environments
Creation Facilitating Articulation, Productive: Essay, Simple existing
Experimenting Learner control Object animation, tools, as well as
model especially created
programmable
software

The Laurillard’s Conversational Framework (LCF) is relevant in the field of language

education since this field requires appropriate and complex use of 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 meaningful way. (Share result of analysis in study conducted
as to usefulness of LCF during on-line meeting.)

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 trechnology. These elements are diagrammatically
represented by Wang. (Show diagram during on-line class.)

The ICT Integration Framework of Wang can be fully maximized in developing learning plans
for language learning 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 it primarily reflects the art of teaching a teacher will employ in the learning
process.

The pedagogical design a language teacher will use needs to 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 the
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.

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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 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 maximize computers individually but they may also collaboratively use them
with other learners. As noted by Uribe, Klein, & Sullivan (2003) as cited by Espique & Ayao-ao
(2020), 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 learning
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 essential. It needs to motivate the learners to fully participate.

In the 21st Century classrooms, the three component: 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
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 ICT
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. (Show framework during online class.)

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 Frameworks for Teachers (UNESCO, 2018).

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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 on the principles and objectives of the Millennium Development Goals
(MDG), Education for All (EFA), the UN Literacy Decade (UNLD), and the 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 the 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:

a. build workforces that have information and communications technology (ICT) skills and
are reflective, creative and adept at problem-solving in order to generate knowledge;
b. enable people to be knowledgeable and resourceful so they are able to make informed
choices, manage their lives effectively and realize their potential;
c. 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
d. 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 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.

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
Use
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, past
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

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 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 in forwarding significant changes.

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 writing reading news, opinion, and feature articles to their daily life by
making a creative output (poem, essay, or poster); and
c. determine, through enumeration, the distinct qualities of the given sample of news, opinion, and feature
articles.

Day 2

By analyzing samples of journalistic articles, the students will be able to:

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

Day 3

Through an interactive discussion about the past and the perfect tenses, the students will be able to:

a. identify how to apply past and past perfect tenses in making clear and meaningful sentneces;
b. discus the functions of past and past perfect tenses in writing a journalistic article by a brainstorming
session; and
c. conform to the rules of past and past perfect tenses in rewriting sentences from news, opinion, or feature
articles.
Day 4

Through an interactive discussion about the active and the passive voices, the students ill 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 riting.

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Day 5

Through an interactive discussion about direct and reported speech, the students ill be able to:

a. determine the proper use of direct and reported speech in writing clear and meaningful sentences;
b. explain the difference beteen 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 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 nes articles to identify the qualities of a good news lead and
background; and
c. create a nes 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 ill be able to:

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 tackeld 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 the they find
interesting.

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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 nes 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, journalistic content and grammar.

Day 12

After collaborating with others in creating and showcasing a news spread that contain 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.

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/ Spreadsheet
 Web browser
 Word processing
 Desktop publisher
 Web page Development
 Presentation

Printed Materials
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 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

Activity 2 (Experience)
Reading ICT Integrated Learning Plans in English and Filipino

1. Read more samples 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.
2. After reading the learning plans, develop your own learning plans that integrate ICT to attain
your learning outcomes.

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).

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 Search for a SPED instructor or someone who has knowledge in braille to assist you in
reading braille plates.

Students with Hearing Impairment:

 Add subtitles to the videos used in class.

 Prepare printed transcriptions for audio-related media.
 Learn basic sign language.
 Search for a SPED instructor or someone who knows sign language to assist you in
communicating with the students.

Students who are Gifted:

 Provide additional materials or resources (print and online) for further reading.
 Prepare an alternative or additional activity that is developmentally appropriate for the
gifted student.
 Accommodate questions to the best of your ability.
 Refer the student to a knowledgeable person or a reliable book/ website for questions
you cannot answer.

Student Assessment
Formative Assessment

 Make What You Know

Based on the articles in their reading assignment, the students will create
a short essay or poem on the importance of news. The students must include the
name of the newspaper. Their score will be based on their citations and explanations
about the articles. There will be a deduction of points if the student didn’t include the
name of the newspaper.

 Put It Back Together

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 organized articles in two minutes. Their output
will be graded according to how the articles are arranged.

 What’s Wrong with the sentence?

Show a PowerPoint presentation with three pictures and three sentences. Ask
the students to match the pictures with sentences. Through a graded recitation, the
students will be marked on how they will convert the sentences.

 The Suspicious Suitcase

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Present the paragraph: “The Suspicious Suitcase.” Ask the student to convert
the sentences in the paragraph to an active voice. Their answers should written on a
½ crosswise sheet of paper. Assign one point for each sentence that will be
converted correctly.

 What Did They Just Say?

Show the video clip: “Kurbaan – Classroom Debate Scene-Vivek Oberoi

2 minutes and 47 seconds long) to the class. Ask the students to take down the
important lines on a scrap paper. The students will rewrite their chosen lines and
compile them to a paragraph. Their output will be represented in a ½ crosswise. The
work will be scored according to how the students organized the lines into a
paragraph.

 Add What is Missing

Before the discussion, present copies of the article: “The Virtual Jewelry
Exhibit”. Instruct the class to fill the blanks to complete the article. One point will be
given for each item. Conduct a graded recitation by telling the words that are missing
in the article.

 After the Video

The students will give a skeletal outline for the two videos in which the basic
content and structure of opinion and feature articles are identified. From these
articles and the videos they previously watched, ask students to review the content
and the structure of opinion and feature articles by creating mnemonic devices. Each
mnemonic device will be scored in accordance to the structure of the opinion and
feature articles.

Summative Assessment

 There’ a Difference among the Three

Using the same 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 students can enumerate
in the table.

 Put It Back Together 2

Let the students remain in their groups. Each group will choose a layout of
newspaper template in MS Publisher in relation to assembling articles. The students
will then search for sample articles from the internet (2 news articles, 1 opinion article
and 1 feature article) and create a Layout of their newspaper spread (8.5 inches x 14
inches). Their output will be sent to Google docs or Schoology. The Layout will be
graded in terms of its organization, number of articles, and teamwork. Comments will
be given to improve their output.
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 Venn Diagram

Using MS Word, create a Venn diagram that enumerates the journalistic

content and grammatical structure of news, opinion, and feature stories. The
students will print their output and then submit it next meeting. The qualities given
must be based on the given activity of their discussion. This will serve as a basis of
their score.

 Exercise: Past and Past Perfect

Prepare a hard copy of an exercise from www.englisch-hilfen.com. The

students will answer the exercise by filling the correct verb in the brackets. The
results of this exercise will be added to their grade.

 Modified Active or Passive Voice

Prepare the seven headlines on a Manila paper. Explain to the students

that one of the headlines is in the active voice and some are in the passive
voice. Some of the headlines will stay the same while others will remain the same. If
they 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 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.

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 Diagram

Use a PowerPoint presentation to discuss the lesson about news writing. At

the end of the lecture presentation, instruct the students to make personalized
diagrams that outline the basic structure of a news article on their notebooks. After
five minutes, flash samples of diagrams that describe the structure of news articles
for students to compare and refine their outputs if needed.

 News Spread

Using their homework from Day Six, instruct the students to work individually
on a news article about a significant issue within their school through Microsoft Word.
Rubrics will be given for the newspaper spread for students’ reference in
conceptualizing and designing their newspaper spreads as well as for future
evaluation of other groups’ works.

 Opinion and Feature Art

According to their individual preference, ask the students to write a short

poem or comic strip that illustrates how feature and opinion articles help forward
changes in society. Their output will be graded based on their creativity and
relevance to the theme.

Panitikang Mediterranean

Targeted Philippine Basic Education Curriculum Competencies

 Pros and Cons of Social Media

Let students watch a video about the Pros and Cons of social media. Ask
them to work in pairs and concisely answer the given questions on an intermediate
pad. The students will use this as a basis for their opinion article. Through the article,
they will make a stand on the issue they chose and justify it by logical analysis and
citing reliable sources. The article will be graded according to content, grammar,
organization, facts and information, as well as citations.

 The Interview

The students will conduct a short interview with a person in the classroom
that they find interesting. The interview will be used to make 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
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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 (news, opinion, and feature) that they made.

Day 11
News Spread

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 evaluated by their peers using the given rubric. A separate rubric is
provided for the spread sheet.

Activity 3
Make What You Know

1. Choose one (1) among news article of current events, feature article, or editorial/opinion.
2. Create a short essay or poem on the importance of news.
3. Include the name of the newspaper.
Rating criteria: Your score will be based on your citations and explanations about the articles.
There will be a deduction of three (3) points if you don’t include the name of the
newspaper.

Activity 4
Analyzing the Salient Parts of the Learning Plan

1. Identify and describe the common parts of the two learning plans you have read.
2. Write your observations below.

Essential Parts of a Learning Plan

Activity 5
Learning from the Learning Plans

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

Guide Questions Learning Plan 1 Learning Plan 2

Reporter’s Notebook Panitikang Mediterranean
Are the leaning
objectives aligned
with the targeted
basic education
curriculum
competencies? Why
do you say so?

Is the plan of
integration
supportive of the
attainment of the
learning technology
objectives? Explain
your answer.

How do you plan to

use the learning plan
in teaching language
lessons in the
future?

If you are to improve

the plan for the
accommodation for
differentiated
instruction, how
would you develop
it?

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

Activity 6 (Exchange)
1. Read the following learning plans, and think of a way by which you may improve it guided by
the principles of the ICT integration in language teaching.

We Filipinos are Mild Drinkers

Targeted Philippine Basic Education Curriculum Competencies

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(Grade 10, English, Second Grading, World Literature including Philippine Literature, 5 days)

Content Standard:

The learner demonstrate understanding of how world literatures and other text types serve as vehicles of
expressing and resolving conflicts among individuals or groups and also how to use strategies in critical reading, listening,
and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous speeches.

Performance Standard

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

 Read closely to get the author’s purpose.

 Read closely to get explicitly and implicitly stated information.
 Detect bias and prejudice in the material viewed.
 Identify unsupported generalizations and exaggerations.
 Use words and expressions that affirm or negate.
 Compose an argumentative essay.
 Demonstrate confidence and ease of delivery.
 Recall previous experiences as scaffold to the messaged 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 they found to get the
deeper meaning for this short story. The students will identify some gaps and/or points to improve from the video,
according to their arguments, create a video commentary of five members. This project will be done outside class hours.

To deliver a thought-provoking and captivating commentary, guidelines on writing and speaking will be
emphasized. Before the video commentary on video making starts, the students will be informed that the final outputs will
be checked through the use of 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.

Activity 7
1. Guided by the standards and the principles of ICT integration and lesson planning principle
taught in your 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

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Day
3
Day
4
Day
5

Activity 8
1. Read the following learning plans and develop the learning procedures with some plans for
accommodating students with special learning needs. Encode your daily objectives and submit
these using the course Learning Management System (LMS) Portal.

Targeted Philippine Basic Education Curriculum Competencies

Grade 9, English, First Grading Element of Poetry

Curriculum-Framing Questions

Essential Questions

 How does literature keep one’s identity?

Unit Questions

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

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

Content Questions

 What are the uses of ellipsis, slash, capitalization and interjection?

 What are the different elements of poetry?
 What are the divisions of poetry?
 What is the difference of poetry from prose?
 When are we going to apply word order and word formation (clipping, blending, compounding, folk
etymology, etc.) in a literary piece?

Unit Summary

In this Unit, you will compare and contrast the different types of poetry; know elements of poetry;
apply the use 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 division of poetry and the difference of
prose from poetry. But more than just activating your intellectual ability, you are led to participate in a speech
choir using verbal and non-verbal strategies (hand, face, and body), enabling you to listen with understanding,
speak precisely and assuredly, and write coherently and clearly. Learning will not be fun if there’s no spice.
Technology is one of those spices, indeed. Some of the activities are creating a poem and will dramatize it
using a movie maker and describing yourselves through a poem with the aid of Microsoft word. These will
enhance your creativity, teamwork, resourcefulness, etc. Moreover, you will record your speech choir (poetry
recital) using verbal and non-verbal strategies. Also, you will answer some of the quizzes through the use of
different online venues like Edmodo and Schoology. You will maximize the appropriate use of multimedia by
listening and viewing activities such as watching a video clip to support the existing information gathered
during the discussions.

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Shaping Life’s Purpose through an Everyday Discovery

Student Objectives/ Learning Outcomes

Day 1

By means of sentence analysis, the students should be able to:

a. determine the uses of ellipsis, slash, interjection and capitalization to convey meaning;
b. display the efforts and sacrifices of a father by writing back a letter; and
c. compose a poem using ellipsis, slash, interjection and capitalization.

Day 2

Providing the activity, ‘Pictionary’, the students should be able to:

a. interpret set of pictures to form word meanings;

b. discuss solutions to a common problem by their previous experiences; and
c. arrange the inverted sentences to normal word order.

Day 3

Providing the activity, Be My Tour Guide, the students should be able to:

a. select the word formation used in the problem;

b. share suggestions based on experiences; and
c. write suggestions in helping the lost man.

Day 4

Through a poem, the students should be able to:

a. distinguish the different features of literature;

b. verbalize the role of their mothers in their lives through a speech choir; and
c. illustrate the role of their mothers in their lives.

Day 5

By means of poem analysis, the students should be able to:

a. summarize a poem through a poem analysis;

b. display willingness to accept forgiveness by their promises; and
c. design lists of poets and their poems in a given fan.

Days Daily Procedures

Day 1

Day 2
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Day 3

Day 4

Day 5

Activity 9 (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 in language teaching that must be thoroughly
considered when developing a learning plan?

VIII. Self-Evaluation

In doing the activities outlined here, what have you discover about ability when it comes to
strengths and weaknesses when integrating ICTs to your work? Make a list below in table form.

IX. Review of Concepts

 The importance of ICT in language education.

 Creating learning plans with ICT integration that will attain learning outcomes.
 The necessity of developing 21st Century skills among students.

X. Post-test

1. Which of the ICT Integration Frameworks in Language is easily doable and which one
is a bit complicated?
2. What important realizations you have regarding frameworks mentioned in no. 1?

XI. References

Technology for Teaching and Learning 2 for Language Education English/ Filipino
Espique, F. & Ayao-ao, S.

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