p.

ICT-Pedagogy Integration in
Language Learning Plans
Learning Outcomes'

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.

0 Exdte :

STEP 1: Recalling ICT-integrated Activities Experienced

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. 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.

10 1 Technology for Teaching and Learning 2

for Language Education - English I Filipino
 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.
2. International Society for Technology in Education (ISTE)
Effective integration of technology is achiçved when students are
able to select technology tools to help them obtain information in a
timely mannei 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-stnictural 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
Module 1 - Learning Plans in the Context of the 21 Century
Lesson 2- CT-Pedagogy Integration in Language Learning Plans
11
 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 way as teachers use markers and
whiteboards in the classroom.

Information and Communication Technology (ICT)

Before you can successfully integrate ICTs in yoü 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 in 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

12 Technology for Teaching and Learning 2

for Language Education - English I Filipino -
 (podcasting, audio and video players and storage devices) tand
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.
4. Ratheeswari (2018)
Information Communication Technologies (ICT) influence
every aspect of human life. They play salient roles in workplaces,
in bsiness, 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 for giving students opportunities to learn and apply
the required 21St 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 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 prqmote learning and does not help facilitate the
attainment of the intended learning outcomes set for a class There is a need,
therefore, to enlighteir 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 if 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

Module 1 . Learning Plans in the Context ofthe 21's Century

Lesson 2- ICT.Pedagogy Integration in Language Learning Plans
13
 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-computcl
based activity, and examples of computer-based activity.

Teaching ITfl1 i, 'ii I..

1!
and or Action or Related Media Computer- Computer.
•1 l' St rategy l iii

Activity
Show, Attending, Narrative: TV, video, Lecture not
Demonstrate, Apprehending, film, lectures, online, stre
Linear
Describe, Listening books, videos of 1€
presentational.
Explain other print DVD, multir
Usually same
publications including di
text' acquired
video, audit
simultaneously
and animat
by many people

Discovery Create or set Investigating, Interactive: Libraries, CD based,

up or find Exploring, galleries, or Web res
Non-linear
out or guide Browsing, museums including
presentational,
through Searching hypertext,
searchable,
discovery enhanced
filterable etc. but
spaces and hypermedi
no feedback
resources multimedia
resources.
information
gateways.
Dialogue Set up, Discussing, Communicative: Seminar, Email, disci
Frame, Collaborating, Conversation tutorials, forums, blo
Moderate, Reflecting, with other conferences
Lead, Arguing, students,
Facilitate Analyzing, lecturer or self
discussions Sharing
Practice Model Experimenting, Adaptive: Laboratory, Drill and
Practicing field trip, practice, tu
Feedback, simulation, programm€
learner control role play simulations
environmer

Creation Facilitating Articulating, Productive: Essay, Simple exi

Experimenting, object, tools, as w
Learner control
Making, animation, especially
Synthesizing model programme
software

Teaching and Learning Events and Associated Media Forms

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

14 Technology for Teaching and Learning 2

for Language Education - English I Filipino

-_____
 The Laurillard's Conversational Framework (LCF) is relevant in thefield
of language education since this field requires appropriate and complex use of
various technologies. The framework clearly presents the way teaching eyenls-"
in language classrooms can be thoroughly related to their language kilfiiing
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.'
The usefulness of LCF in language education was analyzed in a study
that was conducted by Abeer Aidh Alshwiah 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 (1 72F) 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.
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, :wo 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.

Module I - Learning Plans in the Context of the 2ICentury

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
15
 Interaction with
content
- ( Pedagogy

Interaction with
people

Social Inteactio 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 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 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 w'
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

16 Technology for Teaching and Learning 2

for Language Education - English / Filipino

¶
 are now connected world-wide. With the advent of computer-mtdiated
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), computer-supported collaborative learning has
shown positive effects on students' performance.
To engage the learners in the teaching-learning process fully and
ieaningfully, 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 21 11 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 Lnformation 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 ICT pedagogy-integration are promoted.
For a successful ICT-pegadogy 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.

Module 1 - Learning. Plans in the Context of the 2V Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
17
 Core Technology

ICT as core delivery

ICT as main content focus
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, UNESCQ was able to develop ICT Competence
Framework for Teachers (UNESCO, 2018).

Knowledge Knowledge Knowledge

Understanding CI PoUcy V42 Policy

In Education Underntanding Appkction FER MIR

Curriculum and L,ssc P(nowledge owisde

owledge AppJcasoo - Society Skdls

-.
Pedagogy .

----- - ---- ---,-,'

Application of • -- -
Digital Skills

Orgnizution
S,oaiol Coa,atree
and aassroom ; nOi5$'C
G,o. -
AdmInistration

leacher
Po1esicrnaI
Leacnng

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

18 1
¶
Technology for Teaching and Learning 2
for Language Education - English I Filipino
 educational reform and sustainable economic development anclored
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 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
'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. '

:o Experience]

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

Read the following examples of Learning Plans for language teaching.
These sample learning plans may help you develop your own learning plans
that integrate ICT to attain your learning outcomes. After reading the learning
plans, do the series of activities that follow.

Module 1 - Learning Plans in the Context of the 2'1Century

Lesson 2 - CT-Pedagogy Integration-in Language Learning Plans
19
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 afid 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 bn 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 41h quarter. It will be assesed 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.

20 ¶ I Technology for Teaching and Learning 2

for Language Education - English / Filipino
Student Objectives/Learning Outcomes:
Week 1
Day 1:
Through an introductory PowerPoint lecture presentation on the concepts
of journalism, the students will be able to:
a. recognize the basic concepts of journalism and news, opinion, and
feature writing;
b. describe the personal significance of reading news, opinion, and
feature articles to their daily life by making a creative output
(poem, essay, or poster); and
c. determine, through enumeration, the distinct qualities of the given
samples of news, opinion, and feature articles.
D'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 sentences;
b. discuss thee functions of past and past perfect tenses in writing a
journalistic article by a brainstorming session; and
c. conform to the rules of past and past perfect tenses in rewriting
sentences from news, opinion, or feature articles.
Day 4:
Through an interactive discussion about the active and the passive
voices, the students will be able to:
a. discern the use of active and passive voices in making clear and
meaningful sentences;
b. differentiate the function of active and passive voices through a
creative dialogue; and
c. revise sentences according to the rules of active and passive voice
in journalistic writing.

Module 1 . Learning Plans in the Context of the 21" Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
21
 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

Day 6:
Through a PowerPoint lecture presentation on logical connectors, the
• students will be able to:
a. determine the proper use of logical connecèrs 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:
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.

22 Technology for Teaching and Learning 2

for Language Education - English / Filipino
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, journalistic 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.

Module 1 - Learning Plans in the Context of the 21Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
23
Daily Procedures
Day
1. Start the class with a short prayer.
2. Let students do the "Make What You Know" activity.
3. Start with the introductory lecture on journalism and news, feature, and
opinion articles.
a. Ask the students what is journalism is.
b. Ask the students, "What is the purpose of journalism?"(List the
answers of the students on the board.)
c. Supplement the students' answers with this insight:
"The principles and purpose of journalism are defined by something
more basic: the function news plays in the lives of people."- Bill
Kovach and Tom Rosenstiel
d. Let the students write the different types of articles. Ask the students
to bring out their newspaper.
e. Present the different types of newspaper.
f. Ask the students for insights about why we need to read the news.
4. Introduce the activity "There's a Difference Among the Three."
a. The students will create a table about the three types of articles.
b. Using the sample articles, the student will enumerate the distinct
qualities of the given samples of news, opinion, and feature articles.
c. The students will list the qualities in the said table.
d. Five minutes before the time, ask the students to pass their paper.

Day
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. (If the Internet is available,

24 Technology for Teaching and Learning 2

for Language Education - English I Filipino
 .!]HhiW

the students are allowed to pick a template from the web).

c. Ask the students to search for sample articles from the internet (2
news articles, 1 opinion article and 1 feature article).
d. Instruct the students to paste the content of the given articles in the
layout of their newspaper spread (8.5 inches x 14 inches). This
newspaper spread will serve as a model for their long-term project.
e. Five minutes before the time, ask the students to save their output.
Instruct them to send their work in your account in Google docs or
Schoology before the class ends. (If the internet is unavailable, tell the
students to send the file before 9 pm through e-mail).

Day
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 .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
1. Start the class with a short prayer.
2. Introduce the students to the activity "The Suspicious Suitcase"

Module 1 - Learning Plans in the Context of the 21'Century

Lesson 2. CT-Pedagogy Integration in Language Learning Plans
25
 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 V2 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.

26 Technology for Teaching and Learning 2

for Language Education - English I Filipino
 d. Instruct the students to pass their paper a few minutes before tlAe 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 downthe 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 V2 crosswise piece of
paper.
d. Ask the students to pass their papers after 10 minutes.
3. Proceed to the discussion about direct and indirect speech and their
relation to journalistic writing.
a. Ask the class why they converted the lines in the video.
b. Start the PowerPoint presentation. Ask what is direct and reported
speech. These are two ways to report what someone says or thinks.
c Give the functions of direct and reported speech Give examples
d. Explain how to apply direct and reported speech in writing a news
article. Ask the students to convert the given examples.
e Do you think knowing direct and reported speech will help you in
news writing? How?
4. Introduce the activity "Tell Me About Yourself."
a. The class will group themselves in pairs.
b. One interviews the other. The content of their interview should focus
on one trait about the person. (Crushes, Hobbies, Talents, Family).
The interview consists of only five questions. They will write their
answers on the upper half of the one whole sheet of paper.
c. After, five minutes, the two students will exchange places. The first
person who was interviewed will now interview his/her partner.
d. After five minutes, the two students will now paraphrase the answers
into a sentence, thus converting direct speech to indirect speech (or
vice versa) whenever necessary. The students will compile it into a
paragraph.
e. Ask the students to pass their paper a minute before the bell rings.
Day
1. Start the class with a short prayer.
2. Let students engage in the activity "Add What is Missing"

Module 1 - Learning Plans in the Context of the 21' Century

Lesson 2 - CT-Pedagogy Integration in Language Learning Plans
27
 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. Intioduce 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 whb won an award in an inter-school competition or
a 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. doe.
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

28 Technology for Teaching and Learning 2

for Language Education - English / Filipino
 c.. Talk about the basic structure of a news article. Include sarnpls 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 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: https://www.voutube.conilwatch ?v=EcOIsulAcXw
4. Give a skeletal structure of an outline for the two videos in which the
basic content and structure of opinion and feature artiles are identified.
a. Type of Article
b. Essential Content of the Article
c. Parts of the Article and Description
d. Additional Tips

Module 1 - Learning Plans in the Context of the 21 'Century

Lesson 2- ICT-Pedagdgy Integration in Language Learning Plansi
2 91
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 feature 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
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 isgood orbad 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: hpLI
www.youtube.com/watch?v -- SAYwQM-/ 0
Once again, ask the question, "Do you think social media is goodor 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

.30 Technology for Teaching and Learning 2

for Language Educahon - English / Filipino
¶
 b. School Uniforms
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 justif' it by logical analysis and citing reliable sources. Allow
them to use tie internet to search for credible sources. They will be given
the rest of the hour to complete this on Microsoft Word.
9. Foii 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 per 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 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.

Module I - Learning Plans in the Context of the 21' Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
31
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 phases) 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.
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).

I't-re(lUi%iL& Skills

Basic research skills

Basic knowledge in formal grammar

21 Technology for Teaching and Learning 2

for Language Education - English I Filipino
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
• 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://wwwoblone.eduJpeople/bparks/docs/basicnewswriting.pdf
• http //www lssc edu/faculty/heatherj_elmatti/Shared%2oDocuments/
MMC%202 1 0O/News%20 Writing%20 10 pdf
• http //www evergreen edu/writrngcenter/handouts/grammar/tenses pdf

Module 1 Learning Plans Ifi the Context of the 21 41 Century

Lesson 2 - Id-Pedagogy Integration in Language Learning Plans
33
 N

• https://www.gOogle.comiurlsa =t&rct=j&q=&esrc=s&source=web&c-
d=1 &ved=OahUKEwi5yLPxtfFKAhVF6aYK}{bwkA5QQFg-
gdMAA&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fwww.vguk.hr%2Fdownload.
php%3Dstudnewsfile257C 1254&usg=AFQjCNH9kkAZ 1 BL7Jz2Ghs7jy-
OWwokOTMA&cad=rja
• https://www.google.comlurl ?sa=t&rct=j&q=&esrc=s&source=web&c-
d= 1 &ved=OahUKEwi5yLPxtfTKAhVF6aYKHbwkA5QQFg-
gdMAA&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fwww.vguk.hr%2Fdownload.
php%3FdownloadParams%3Dstudnewsfile%257C 1 254&usg=AFQj CN -
H9kkAZ 1 BL7Jz2Ghs7jyOWwokOTMA&cad=rja
• http://www3 .cablevision.qc.ca/ronalds/englishclass/grammar/Active%20
and%20Passive%2OVoice%20-%2ORules.pdf
• https I/www uvu edulwritingcenter/docslhandouts/activevspassive pdf
• http://www.sticc.edulStudentResources/AcademicResources/Writing
Resources/Grammar_Handouts/reported_speech.pdf
• http://www.perfect-english-grammar.comlsupport ±files/reported_speech_
explanation.pdf
• Online news sites such as Rappler.com , Inquirer.net, among others

commothflion for Differentiated Instruction MWNOR IN

Students with Special Learning Needs:
• Provide notes from class discussions for review or remedialion.
• Offer supplementary examples/explanations and other reading
materials or sources.
• Oiler short after-class instruction for specific concepts or lessons that
the students do not fully understand.
• Prepare alternative activities that are developmentally appropriate for
students.

Students with Visual Impairment:

• Prepare speakers whenever videos are to be played. Make sure the
contents of videos are understandable even with audio ONLY.
. Convert the given videos to an audio format.
• Prepare braille plates for every handout/printed activity (as preferred
by the student).
• Prepare soft copies for quizzes and handouts (as preferred by the
student)
• Search for a SPED instructor or someone who has knowledge in
braille to assist you in reading braille plates.

Students with Hearing Impairment:

• Add subtitles to the videos used in class.

34 1 Technology for Teaching and Learning 2

for Language Education - English I Filipino
 Prepare printed transcriptions for audio-related media.
Learn basic sign language.
Search for a SPED instructor, or someone who knows sigr
assist you in communicating with the students.

Students who are Gifted:

• Provide additional materials or resources (print and onlin
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 Asesment
• 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 tudent 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 Wrong with the Sentence?
Show a PowerPoint presentation with three pictures and three
sentences. Ask the, students to match the pictures with the sentences.
Through a graded recitation, the students will be marked on how they
will convert the sentences.
• The Suspicious Suitcase
Present the paragraph: "The Suspicious Suitcase. "Ask the 'student
to convert the sentences in the paragraph to an active voice. Their
answers should be written on a 1/2 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 -

Module 1 - Learning Plans in the Context of the .21" Century

Lesson 2 - Id-Pedagogy Integration in Language Learning Plans
35

. .
 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 Y2 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.

• Put it Back Together 2

Let the students remain in their groups. Each group will 'choose
a layout of newspaper template in MS Publisher in relation to
assembling articles. The students will then search for sample articles.
from the internet (2 news articles, 1 opinion article and 1 feature
article) and create a Layout of their newspaper spread (8.5 inches x 14
inches). Their output will be sent to Google docs or Schoology. The
Layout will be graded in terms of its organization, number of articles,
and teamwork. Comments will be given to improve their output.
• Venn Diagram
Using MS Word, create a Venn diagram that enumerates the
journalistic content and grammatical structure of news, opinion, and
feature stories. The students will print their output and then submit it
next meeting. The qualities given must be based on the given activity
of their discussion. This will serve as a basis of their score.

36 1 Technology for Teaching. and Learning 2

for Language Education - English / Filipino
o Exercise: Past and Past Perfect
Prepare a hard copy of an exercise from www.englisch-hilfen.
corn. The students will answer the exercise by filling the correct verb
in the brackets. The results of this exercise will be added to their
grade.
• Modified Active or Passive Voice
Prepare the seven headlines on a Manila paper. Explain to the
students that one of the headlines is in the active voice and some
are in the passive voice. Some of the headlines will stay the same
while others will remain the same. If they will rewrite a sentence,
they should write (in one sentence only) why they should convert the
headline to active or passive voice. Their answers will be written in
a one whole sheet of paper. Leave three spaces after each sentence.
Three points will be assigned for each item.
• Tell Me About Yourself
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 presentatioh 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.

Module 1 . Learning Plans in the Context of the 2 Is' Century

Lesson 2 - CT-Pedagogy Integration in Language Learning Plans
37
 • 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

• 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
38 Technology for Teaching and Learning 2
for Language Education - English I Filipino
 • 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
evaluated by their peers using the given rubric. A separate rubric is
provided for the spread sheet.

Learning Plan 2
Philippine Secondary High School K to 12 Curriculum for Filipino
1 Naipahahayag ang mahahalagang kaisipan sa napakinggang
mitolohiya.
2. Nasusuri ang nilalaman, elernento, 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 nabuhay.
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
tunkol sa Mitolohiyang Rome, ang mga mag-aaral ay inaasahang:
1 nansa-sa ang mga tauhan sa napanood na dokumentaryo,
2. natutukoy ang mga kaakit-akit na katangian ng mga diyos at
diyosa na maaan 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, àng rnga mag-aaral ay inaasahang:
1 nakapagbibigay ng hahmbawa ng gamit ng pandiwa batay sa
akdang Cupid at Psyche;
2. nabibigyang halaga ang tamang gamit ng pandiwa sa pagsusulat
ng sariling pangungusap; at
Module 1 - Learning Plans in the Context of the 21sCentury
Lesson 2. CT-Pedagogy Integration in Language Learning Plansi
39
 3. naiguguhit ang sariling paglalarawan sa mga nangyari sa akdang
Cupid at Psyche.

Araw 3: Elemento ng Sanaysay at Ang Alegorya .ng Yungib

Gamit ang pangkatang brain storming patungkol samga elemento ng
sanaysay at ang Alegorya ng Yungib, ang mga mag-aaral ay inaasahang:
1. naitatala ang mga elemento ng sanaysay batay sa akdang Alegorya
ng Yungib;
2. nailalahad ang arál na ipinapahatid ng sanaysay; at
3. nakagagawa ng sariling sanaysay na kinapapalooban ng lahat ng
elemento ng sanaysay.

Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit sa

Pagpapahayag ng Pananaw
Sa pamamagitan ng komics strip tungkol sa Ningning at Liwanag,
ang mga mag-aaral ay inaasahang:
1. natutukoy ang mga salitang nagpapakita ng ekspresyon sa
pagpapahayag ng pananaw mula sa akdang Ningning at Liwanag;
2. naipahahayag ang ma mahahalagang mensahe na ipinaparating
ng akda; at
3. nakaguguhit ng sariling komics strip patungkol sa pangarap na
nais matupad.

Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay sa

Pagsasalaysay
Sa tulong ng pagbabahagian tungkol sa akdang Tusong Katiwala, ang
mga mag-aaral ay inaasahang:
1. naibibigay ang mga piling pang-ugnay sa pagsasalaysay na nabasa
mula sa akda;
2. naibabahagi ang mga aral sa buhay na natutunan sa parabula; at
3. nakasusulat ng slogan na naglalarawan sa parabulang nabasa.

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 Käpe, 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 pg sariling akda batay sa mga ginagamit sa
pagsusunod-sunod ng mga pangyayari.

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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 malikhamg 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 ng pagiging, 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 Kuwintas at kultura ng
France, ang mga mag-aaral ay inaasahang
1 naibibigay ang mga naging tunggahan sa akdang Ang Kuwintas
2 natutukoy ang mga kaakit-akit na katangian ng mga tauhan sa
maikhng kuwentong napakmggan, at
3 nailalarawan ang kultura ng France sa pamamagitan ng isang
pinta

Araw 10: Anapora at Katapora

Sa pamamagitan ng graphic orgaanizer 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 aiiapora at katapora.

4raw 11 Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa

Pagsusulat ng Nobela
Gamit ang pangkatang pag-uulat tungkol sâ Ang Kuba ng Notre
Dame at mga dapat tandaan sa pagsulat ng nobela, ang raga mag-aaral ay
inaasahang:

Module I - Learning Plans in the Context of the 21 1 Century

Lesson 2 - CT-Pedagogy Integration in Language Learning Plans
41
 1. naiisa-isa ang mga dapat tandaan sa pagsulat ng nobela;
2. naibabahagi ang kakintalang naiiwan ng akdang Kuba iig 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 rnga
mag-aaral ay inaasahang:
1. naiisa-isa ang mga tagpuan at tunggalian sa kuwento;
2. naipahahayag ang mga mabubuting katangiang Pilipino 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.

Pam amaraan
Ang mga sumusunod ang mga detalye na isasagawa para sa ikatatamo ng
mga natukoy na Iayumn 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 mgd 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.

42
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 6. Pipili ang mga mag-aaral ng isang diyos o diyosa at kanila iaong
bibigyan ng buhay sa pamamagitan ng monologo.

Araw 2: Cupid at Psyche at Gamit ng Pandiwa

1. Ipakikilala ng guro ang isang akda na Cupid at Psyche sa
parnamagitan ng isang powerpoint presentation.
2. Ilsa-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
näganap 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-aara1 sa lima.
2. Magkakaroon ang mga ito ng pangkatang brain storming tungkol sa
mga mahahaIáang kaisipailg kamlang nakuha sa sanaysay na Ang
Alegorya ng Yungzb
3 Pagkatapos ng sampung mrnuto ay ibabahagi mia ito sa kiase
4. Magkakaroon ng mas malaliman pang talakayan tungkol sa Alegorya
ng Yungib.
5. Ilalahad ng guro ang mga elemento ng sanaysay.
• Tema
• Anyo at Estruktura
• Kaisipan
• Wika at Istilo
• Larawan ng Buhay
• Damdamin
• Himig
Module 1 - Learning Plans in the Context of the 21 Century
Lesson 2- CT-Pedagogy Integration in Language Learning Plans
43
 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 bob ng sampung minuto.
3. Ibabahagi ng mga mag-aaral ang kanilang mga naintindihan sa akda.
4. Magkakaroon ang mga mag-aaral ng isang larong pinamagatang
"Lights Camera Action" kung saan may i-aarte silang Hang 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 Hang 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 Hang mag-aaral ng mga parabulang kanilang
nalalaman.
4. Tatalakayin ng guro ang .parabulang ang Tusong Katiwala sa
pamamagitan ng dugtungang pag-kukuwento ng mga mag-aaral.
5. Ipapakilala ang konsepto ng Mga Piling Pang-ugnay sa
Pagsasalaysay
6. Magbibigay ang guro ng mga halimbawa batay sa mga naging
pagbabahagi ng mga mag-aaral.
7. Bubuo ng tig-isang halimbawa ng mga piling pang-ugnay sa
pagsasalaysay ang mga mag-aaral batay sa akda.

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 buhay.

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 I
• 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.
I Tatalakaym ang parabula ng guro.
4. Bubuo ng sariling mensahe ang mga mag-aaral at ibabahagi ito s
kiase.
• Hindi lahat ng bagay na mahirap abutin ay mahirap talaga,
minsan kailangan mo lang pagtiyagaan.
• Kung nadapa, matutong bumangon. Mahirap. kayang manatili
sa sahig forever.
I

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 piga 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. Garnit añg grapikong representasyon, ipaliliwanag nang guro ang
kasaysayan ng epiko.
2. Ilalahad ng guroang mga tauhan sa Epiko ni Galgamesh.
• Anu
• Ea
• Enkido
• Enlil
. GiigamesW
3. Ikukwento ng mga mag-aaral ang buod ng Epiko sa pamamagitan ng
dugtungang paglalahad.
4. Itatanghal ng mga rnag-aaral ang katangian ng tauh'an sa kuwentong
kanilang nabunot.

Maw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang

1. Ipapakilala ang bagong paksa sa pamamagitan ng powerpoint
presentation.
2. Babasahin ng limang mag-aaral ang buod ng tuwaang na may
damdamin.
3. Tatalakayinng guro ang mga pananda ng mabisang paglalahad.

Module "I - Learning Plans in the Context of the 21 Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
45
 • Sa panahon-noon, sumunod, nang, pagkatapos
• Sanhi at bunga-resulta ng, kung gayon, dulot nito,
samakatuwid
• Paghahambing-higit pa rito, di tulad ng, sa kabilng dako
• Paliwanag-bilang karagdagan, halimbawa nito, dagdag pa
ditto, kabilang dito
4. Tutukuyin ng mag-aaral ang mga pananda ng mabisang paglalahad sa
epikong Tuwaang.

Araw 9: AngKuwintas 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.
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 bawatisa 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 ng
isang graphic organizer.
2. Maglalahad ng sariling halimbàwa 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.

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 3. Magbabahagi ang mga mag-aaral ng sarili nilang halimbawa sa
Anapora at Katapora batay sa Ang Kuwintas.
• Sila 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 manumit, 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 kiase
• Maging matiyaga • Huwag mahuhuli sa kiase
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 pinapagalaw
ng may-akda
. Mga masasakiaw na simulain ng pagsasalaysay
3. Mahahati ang kiase 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 • Bartolome • Gani
• Jason • Em
• Evelyn • Amanda
4. Dugtungang ilalahad ng mga mag-aaral ang buod ng kuwento sa
pamamagitan ng "spin the bottle". Bubuo ng isang malaking bilog ang

Module 1 - Learning Plans in the Context of the 21 Century

Lesson 2 - ICT-Pedagogy Integration in Language Learning Plans
47
 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 kuwento na ang tema ay
may pagkakahawig sa Dekada '70.
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 kanilank 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 pagsulat
• Kasanayan sa pagsasalita • Kasanayan sa pakikinig
• Kasanayan sa gramatika • Kasanayan sa panonood

Mga Kinakailangang Teknolohiya

• Camera • Internet Connection
• Computer(s) • Printer
• Digital Camera • Projection System

Mga Kinakallangang Sanggunian

• Mga kopya ng akda sa bawat anyo ng panitikan (mitolohiya,
parabula, sanaysay, epiko, maikling kuwento, at nobela)
• https://www.greekmythology.éoml
• www.digita1journa1.com/artic1e/344449

ights
• https://www.slideshare.net/cherryjoybasug/pandiwa

Akornodasyon para sa mga Mag-aaral na may Natatanging

Pangangailangan
Mga mag..adral 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.

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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

Module 1 - Learning Plans in the Context of the 21 Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
49
Step 3: Learning from the Learning Plans
By the help of the following questions, share your own recommendations
and observations on how you may use and enhance the two learning plans.
Learning TP
Guide iQuestions
Reporter's Notebook
Mediterranean

Are the learning objectives '

aligned with the targeted

basic education, curriculum
competencies? Why do you
say so?

Is the plan of technology

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

How do you plan to use the

learning plan in teaching
language lessons in the
future?

If you are to improve the plan

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

What significant principles in

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

50 1 Technology for Teaching and Learning 2

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49E= t

Step 1: Read the following learning plans, and think of a way by which you
may improve it guided by the principles of ICT integration in language
teaching.

We Filipinos are Mild Drinkers

Targeted Philippine Basic Education Curriculum Competencies

(Grade 10, English, Second Grading, World Literature including

Philippine Literature, 5 days)
Content Standard:
The learner demonstrates understanding of how world literatures and
other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups and also how to use strategies in critical reading,
listening, and viewing, and affirmation and negation markers to deliver,
impromptu and extemporaneous speeches.

Performance Standard:
The learner proficiently delivers an argumentative speech emphasizing
how to resolve conflicts among individuals or groups.
• Read closely to get the author's purpose.
• Read closely to get explicitly and implicitly stated information
.. Detect bias and prejudice in the material viewed.
• Identify unsupported generalizations and exaggerations.
• Use words and expressions that affirm or negate.
• Compose an argumentative essay.
• Demonstrate confidence and ease of delivery.
• Recall previous experiences as scaffold to the message conveyed
bymateial viewed.

Learning Plan Summary

This learning plan aims to find cultural symbolisms used in a story.
Deduce the meaning of the symbolisms to understand the deeper meaning of
the narrations The students will first view a video and read the story, "We
Filipinos are Mild Drinkers" By Alejandro R. Roces. After the film viewing,
the students will find the symbolisms used in the story and deduce the
meaning of the symbolisms they found to get the deeper meaning of this short
story. The students will identify some gaps and/or points to improve from
the video, according to their arguments, create a video commentary of five
members. This project will be done outside class hours.

Module 1 - Learning Plans in the Context of the 21' Century

Lesson 2- Id-Pedagogy Integration in Language Learning Plans
51
 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 tsupprt 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

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Step 3: Read the following learning plans by group and develop the learning
procedures with some plans for accommodating students with spediai
learning needs. Encode your daily objectives and submit these using the
course Learning Management System (LMS) Portal.
Targeted Philippine Basic Education Curriculum Competencies
GRADE 9, English, First Grading, Elements of Poetry

Curriculum-Framing Questions
Essential Questions
• How does literature keep one's identity?

Unit Questions
• Why do we still read Anglo-American writers' literary works?
• How relevant are Anglo-American literary pieces to peoples' lives?,
• How do literary pieces reflect our contemporary situation?

Content Questions
• What are the uses of ellipsis, slash, capitalization and interjection?
• What are the different elements of poetry?
• What are the divisions of poetry?
• What is the difference of poetry from prose?
• When are we going to apply word order and word formation
(clipping, blending, compounding, folk etymology; etc.) in a literary
piece?

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 daTy conversation, and the proper usage of ellipsis,
slash, capitalization and interjection Moreover, you will be able to explore
the divisions of poetry and the difference of prose from poetry. But more
than just activating your intellectual ability, you are led to participate in a
speech choir using verbal and non-verbal strategies (hand, face, and body),
enabling you to listen with understanding, speak precisely and assuredly,
and write coherently and clearly. Learning will not be fun if there's no spice
Technology is one of those spices, indeed Some of the activities are creating
a poem and will dramatize it using a movie maker and describing yourselves
through a poem with the aid of Microsoft word These will enhance your
creativity, teamwork, resourcefulness, etc Moreover, you will record your
speech choir (poèt*y recital) using verbal and non-verbal strategies Also, you
will answer some of the quizzes through the use of different online venues

Module I Learning Plans in the Context of the 21 Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
53
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 Lifes 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.

54 Technology for Teaching and Learning 2

for Language Education - English! Filipino
 Days Daily Procedures

Day

Day

Day 3

Day 4

= Day

xa

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?

Module 1 - Learning Plans in the Context of the 21s' Century

Lesson 2- Id-Pedagogy Integration in Language Learning Plans
55