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Week 1 Lesson 1 (Day 1-4)

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I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The Learners demonstrate an understanding of ICT sectors,
A. Content as well as the potential career and business opportunities
Standards these sectors offer in relation to their chosen career in the
future
B. Performance
Standards

C. Learning Analyze the various sectors of ICT and evaluate the potential
Competenci career and business prospects relevant to their future career
es choices
Sectors of ICT and Its Career and Business
Opportunities:
• computer programming - programmer/web and game
developer
• visual arts – animator/ illustrator/ graphic designer
II. CONTENT
• computer system servicing – computer/ Network
technician
• telecommunication – call center agents/ outbound and
inbound agents/ contact center
services
III. LEARNING RESOURCES
Department of Education. “MATATAG Curriculum in TLE-7
ICT.” Accessed July 6, 2024.

A. References https://www.deped.gov.ph/matatagcurriculumk147/. Rivera,

Janet C. Lesson Exemplar for TLE Grade 7 Quarter 1: Lesson
1 (Week 1). Pasig City: Department of Education - Bureau of
Learning Resources, 2024.
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Day 1
Before/Pre-Lesson Proper
Activating Prior "Good Day, class! I hope you're all energized today—
Knowledge because we’re about to dive into something really cool and
creative!

Let’s begin with a quick question:

Have you ever played a mobile game, used a website, or
used a computer program that helped you with your

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 homework? Raise your hand and tell me which one."

(Allow 3-5 students to share their experiences)

Follow-up:
"Do you ever wonder who makes these apps, games, or
websites work? Today, we’ll unlock the mystery behind it!"

Lesson Objectives (shared on screen/board)

By the end of this session, you should be able to:

1. define computer programming and describe its
purpose in software development;
Lesson 2. identify and differentiate various careers in computer
Purpose/Intention programming such as programmer, web developer,
and game developer; and
3. assess the role of computer programming in real-life
contexts and emerging digital industries.

Let’s dive in and achieve these goals together!

Before we proceed to our lesson proper, let us define

first the following terminologies:
1. Programming – the process of writing
instructions for computers to follow.
2. Code – a set of instructions written in a
programming language.
Lesson Language 3. Programmer – a person who writes and tests
Practice computer programs.
4. Software – programs and applications that run
on a computer.
5. Debug – to find and fix errors in a program.
6. Algorithm – a step-by-step procedure used to
solve a problem.

During/Lesson Proper
Reading the Key "Let’s read this together:
Idea/Stem
“Computer programming is the process of designing and
building an executable computer program to accomplish a
specific task. Programmers use coding languages like

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 Python, Java, or HTML to make software, apps, websites, and
games.”
(Show definition on screen / write on board)

“"Now let’s go deeper. I’ll show you a short profile of three

ICT professionals. Let’s match them to their career."
(Use slides or printed cards with real-world descriptions of a
programmer, web developer, and game developer.)
Mini-Task:
Let students work in pairs to read and match career
Developing descriptions.
Understanding of Discussion Questions (HOTS):
the Key Idea/Stem  "Why do you think game development has become a
booming industry today?"
 "What challenges might a web developer face when
creating a site for users with different needs?"
 "How would the world change if there were no
programmers?"

Teacher Demo or Clip:

Show a 2–3-minute video of a web developer or game

designer at work. (https://youtu.be/c0o6BPYKBiA)
Deepening
Understanding of
Teacher Prompt:
the Key Idea/Stem
"Let’s observe: What are they doing? How do they work as a
team? What tools are they using?"
(Encourage insights and reactions.)

After/Post-Lesson Proper
Making “What have we learned today?”
Generalizations
and Abstractions (Students respond briefly)

Teacher summarizes:

“Computer programming allows us to create solutions to

problems, entertainment, and tools we use every day. It also
opens the door to careers like web development and
game development. Programming is not just for experts—
it starts with ideas, like the ones you shared today. Careers
in programming are growing, especially in digital industries.

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 Programmers solve problems and build the digital world
around us."

Context:
You and your classmates are working on a school project
that involves creating a simple website for a local business.
One of your group members suggests hiring a graphic
designer instead of a web developer to build the site.

Question:
Who is the more appropriate ICT professional to hire for this
Evaluating task: a web developer or a graphic designer? Explain your
Learning answer using what you have learned.
Scoring Guide
Score Description
2 Clearly identifies the correct profession (web developer)
and gives a logical explanation (e.g., “A web developer is
trained to build and maintain websites, while a graphic
designer focuses on the visual elements only.”)
1 Identifies the correct profession but explanation is vague
or incomplete.
0 Incorrect or no response.
Additional
“Interview someone who works with technology—maybe a
Activities for
computer technician, an IT student, or someone who builds
Application or
websites. Ask them what they do and what they love about
Remediation (if
their job. Share your report tomorrow.”
applicable)

Remarks
Reflection
Day 2
Before/Pre-Lesson Proper
Activating Prior
Knowledge “Good day, class! I hope you're all energized today—
because we’re about to dive into something really cool and
creative! But first, I’ve got a fun question for you…”

“Think about the last time you were scrolling through your
phone or watching something on TV… What’s the most
awesome animated movie you’ve ever seen? Or maybe a
digital poster, book cover, or even a TikTok post that really

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 caught your eye because it was so well designed?”

“Hands up if you’ve got one in mind! Don’t be shy—this is

your chance to show off your taste in visuals!”

(Call on 3-5 students. Respond with enthusiasm to

their answers)

 “Oooh, that one has amazing effects—great choice!”

 “I love the colors in that poster, too! Very creative!”
 “Yes! That animation is not just fun, but also tells a
strong story!”

Teacher (after the sharing):

“You see? Digital visuals are everywhere! And they’re not
just fun to look at—they're made using software that lets
people like YOU become the creators! Let’s explore how
these amazing pieces are made, and how you can create
your own.”

Lesson
Purpose/Intention

"Did you know that behind every animation or digital

artwork is a skilled artist? Today, we’ll learn about the
amazing world of ICT Visual Arts and the people who make
our screens come alive with creativity."

"Our focus today is on three exciting careers: animator,

illustrator, and graphic designer. We’ll also try creating
our own mini poster."

(Display sample digital artworks and posters on the screen

as visual stimulus.)

By the end of the session, you should be able to:

1. describe how ICT and visual arts work together to
communicate messages;
2. identify careers in ICT related to visual arts, such as
graphic designer, animator, and illustrator; and
3. create a simple digital poster that communicates a
message using basic design principles.

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 Before we proceed to our lesson proper, let us define
first the following terminologies:

1. Graphic Designer is a professional who creates

visual content to communicate messages.
Lesson Language 2. Animator is an artist who creates sequences of
Practice images or frames to produce the illusion of
movement, commonly seen in cartoons, films, video
games, and digital applications.
3. Illustrator specializes in creating images that
represent or accompany text, often found in books,
magazines, advertisements, and digital media.
During/Lesson Proper
" ICT Visual Arts careers allow us to combine creativity and
technology to communicate ideas through images."

Reading the Key

"This means if you love to draw, design, or make things look
Idea/Stem
cool and meaningful—there might be a career in ICT visual
arts for you."

Developing "Let’s break it down.

Understanding of
the Key Idea "First up, the Graphic Designer. Imagine all the posters
you see on your classroom walls, ads you scroll past online,
or even the school’s official logo—guess who makes those?
Graphic designers!"

"They use text, images, and colors to communicate a

message visually. It’s like storytelling, but through design.
They use tools like Canva, Photoshop, or Illustrator."

Ask the class:

“Who’s tried designing something before—maybe a birthday
invitation, a school project, or a digital card? That’s graphic
design in action!”

"Next, we have the Illustrator. These artists are behind the

drawings you see in children’s books, websites, comic
books, and mobile apps."

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 Show an illustrated children's book page or digital character.

"They can draw by hand or digitally, and their job is to make

ideas come to life through beautiful images. Their work
helps explain things or add emotion and imagination to
content."

Ask:
“Who loves to draw or doodle? That creative spark is
something illustrators use every day!”

"And finally—everyone’s favorite—the Animator! These are

the tech-artists who bring drawings to life! Think of your
favorite cartoons, anime, video games, or even educational
videos. Yep, animators are behind all that!"

Show a short, animated scene (10–15 seconds) or a gif of a

bouncing ball or character walking.
"Animators use software like Adobe Animate or Blender to
give motion to their artwork. They add movement, sound,
and emotion. It’s art plus storytelling, plus technology."

Ask:
“Who has a favorite animated movie or game character?
That’s the work of an animator!”

Wrap-up (30 seconds)

"So, whether you love designing, drawing, or making things
move—there’s a place for you in ICT Visual Arts. These
careers aren’t just fun—they’re in demand, creative, and full
of possibilities! 🚀"

Deepening Tool Demo:

Understanding of
the Key Idea/Stem "Now let’s explore some tools. We’ll use simple digital
design apps like Canva, Paint, or any drawing tool on your
device. I’ll show you a sample design, and then you’ll get to
try!"

(Teacher demonstrates how to open Canva or Paint, add

text, shapes, and images.)

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 Activity Time:

"Now, it’s your turn. I want you to design a digital poster

about a quote you love or your favorite hobby. Keep it
simple and creative. You can use fonts, images, or drawings.
Let your imagination guide you."
(Students begin working. Teacher walks around to assist.)

Sharing & Reflection:

"Let’s now share your works with the class. Volunteers,
please show your poster and answer this question: What
message does your design send?"

(Let 3-5 students present.)

After/Post-Lesson Proper
"Today, we saw how visual arts and ICT combine to tell
powerful stories without using many words. Whether
through posters or animations, creativity can also be a
Making
career."
Generalization
"Remember, the way you design something affects how
others feel or understand a message. That’s why visual arts
are important in communication."

Output: Student-made digital poster

Peer Evaluation Rubric

Instructions: Evaluate your classmate’s work by checking

the box that best describes how well they did in each area.

Evaluating Criteria 3 – Excellent 2 – Good 1 – Needs

Improvement
Learning
Creativity The work is very The work has some The work lacks
original and shows creative ideas, but creativity or feels
unique, creative could be improved. copied.
ideas.
Message The message is very The message is The message is
Clarity clear and easy to mostly clear but could unclear or
understand. be stronger. confusing.
Use of Text, images, and Some elements are The elements are
Elements colors are used used well, but some poorly used or
effectively and well- need improvement. missing
balanced.
Additional
Activities

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Remarks
Reflection
Day 3
Before/Pre-Lesson Proper
“Good Day, class! Welcome to our ICT class! I hope you’re
all doing well today. Let’s make this session both
informative and enjoyable. Shall we begin?

" Before we jump into today’s topic, let me ask you a quick
question to get us thinking.

“Has your computer, tablet, or Wi-Fi ever stopped working

at home? What did you do when that happened?"
Activating Prior
Knowledge (Pause and wait for 3–5 students to respond. Let them share
stories like:)
 “I turned it off and on again.”
 “I asked my older brother/sister to fix it.”
 “We called a technician.”
 “I waited for it to come back... and just stared at the
ceiling.”

Lesson "Great answers! See, most of us have experienced that

Purpose/Intention moment when something just won’t load, won’t connect, or
crashes completely. And whether we try to fix it ourselves or
call for help, one thing is clear—we all rely on technology
every day."

“What you experienced is what we call a technical issue, and

the person who helps solve that problem is often called a
computer or network technician.”

“Today, we’ll talk about people who work behind the scenes
to make sure our computers and networks work properly.
These people are heroes in tech! Let’s find out more.”

At the end of the lesson you should be able to:

1. define the role of a computer technician;

2. identify at least three common technical problems
encountered by ICT technicians in schools or offices

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 through a collaborative worksheet.; and
3. demonstrate an understanding of the importance of
ICT support careers, such as computer technicians.
Before we proceed to our lesson proper, let us define
first the following terminologies:
1. Computer Technician- A professional who
installs, maintains, and repairs computer systems
and networks.
2. Troubleshooting -The process of identifying,
diagnosing, and resolving problems or issues in a
Lesson Language
system, especially in computers or networks.
Practice
3. Hardware- The physical components of a
computer system, such as the monitor, keyboard,
mouse, CPU, and printer.
4. Software- Programs and applications that run on
a computer or digital device, enabling users to
perform specific tasks

During/Lesson Proper

“Technicians play a crucial role in maintaining and fixing

computers and networks. They make sure we stay
connected and productive.”
Reading the Key
Idea/Stem
“Let’s break it down. First, we’ll learn what a computer
technician does, and then we’ll look at the tools and tasks
they use every day.”

Developing A. Show Tools and Hardware Parts

Understanding of
the Key Idea (Bring out a sample CPU, keyboard, RAM, or images if
physical materials are unavailable.)

“These are some of the basic parts inside a computer: CPU,

RAM, motherboard, power supply. Technicians know how to
assemble, disassemble, and troubleshoot them.”

(Show a short video or image guide)

Discuss Tools:
 Screwdriver
 Anti-static wrist strap
 Cable tester

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  Crimping tool

“These tools help technicians do their job safely and

correctly. Without them, fixing a computer can be risky.”

B. Labeling Activity

Instruction:
“Now, I will show you a diagram of a computer. I want you to
label the following parts: Monitor, CPU, Keyboard, Mouse,
Motherboard, RAM.”
(Students label either on a printed handout or on the
board/screen.)

C. Role-Play Activity: “Tech Support Call”

Instructions:

“Now let’s do a fun activity! You’ll pair up. One of you will be
the customer with a broken computer or slow Wi-Fi. The
other will act as the technician. Use respectful and clear
communication.”
Deepening
Understanding of Sample Dialogue Starter:
the Key Idea/Stem
Customer: “Hello po, Sir/Ma’am, I can’t connect to the
internet. What should I do?”

Technician: “Let’s try to restart your modem. If that

doesn’t work, I’ll check the cables or reset your settings.”
(Let students perform while others observe and learn.)

After/Post-Lesson
Proper
“Class let’s reflect. Why are technicians important in schools
or offices?”

(Collect 2-3 answers.)

Making
Generalization
“Correct! Without them, we can’t use our computers
properly, submit projects, or even go online. They’re
important problem-solvers in the digital world.”

Evaluating Instructions: Read each situation carefully. Choose the

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Learning best answer based on what a computer technician would do
or recommend.

1. Peter's computer suddenly shuts down while she’s

working on her project. She notices a burning smell from the
CPU.
What is the best first step a technician should take?
A. Restart the computer quickly
B. Plug the CPU into another outlet
C. Turn off the power and check for possible hardware
damage
D. Install a new software program

2. Liam wants to build his own computer for school use. He

asks a technician to help him identify important internal
parts.
Which of the following should the technician include?

A. RAM, motherboard, power supply

B. Monitor, mouse pad, chair
C. Software, keyboard, printer cable
D. Wi-Fi signal, modem password, speaker

3. During a role-play in class, a student technician tells a

classmate to restart the modem and check if the cables are
loose.
What skill is the technician practicing in this situation?

A. Data entry
B. Software installation
C. Troubleshooting
D. Programming

4. Mika is labeling a diagram of a computer. She correctly

points out the monitor, mouse, keyboard, and CPU. But she
misses identifying parts inside the CPU like RAM and
motherboard.
What could help Mika improve her understanding?

A. Writing an essay about social media

B. Watching a video or opening a sample CPU
C. Drawing pictures of tablets and smartphones
D. Memorizing random software apps

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 5. A teacher asks: “Why are computer technicians important
in schools?”
Which answer shows a good understanding of their role?

A. They install games for students to play.

B. They help fix and maintain computers so learning isn’t
interrupted.
C. They teach students how to draw.
D. They design websites for celebrities.

“Interview a technician in your barangay or school. Ask

Additional
them: What is your usual task? What tools do you always
Activities
use? Share their answers in our next meeting.”
Remarks
Reflection
Day 4
Before/Pre-Lesson
Proper

"Good morning, class! Today, we’ll be talking about a job

that some of your parents, relatives, or neighbors might
have — working in a call center or contact center."
Activating Prior
Knowledge "Have you ever talked to a customer service rep on the
phone or online? What was the experience like?"

(Let students share briefly.)

"Those people you talked to were most likely

telecommunication professionals, using their voice and
Lesson communication skills to solve problems. Today, let’s find out
Purpose/Intention more about what they do and what makes them good at
their job!"

Lesson Language Before we proceed to our lesson proper, let us define

Practice first the following terminologies:
1. Call Center Agent – a person who handles phone
calls from customers
2. Contact Center Agent – a person who handles
communication via calls, emails, and chats
3. Empathy – the ability to understand and share

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 someone else's feelings
4. Clarity – speaking in a clear and easy-to-understand
way

During/Lesson
Proper
"Let’s read this key idea together:
Reading the Key
Idea/Stem ‘“Telecommunication careers play a vital role in helping
people connect, communicate, and solve problems—often
across long distances. Professionals in this field work in
areas like customer service, tech support, and call centers.
They assist customers by explaining technical solutions,
answering questions, or guiding them through processes. To
be effective, one must be clear, respectful, patient, and
genuinely helpful. Good communication skills and a calm
attitude are key to success in this career.”
Show a short video clip of a contact center agent helping a
customer. (2–3 mins)
Developing
[Video shows greeting, problem-solving, and closing the
Understanding of
call.]
the Key Idea

"What did you notice about how the agent spoke?"

"What tone did the agent use? Was the customer satisfied?"

Present Sample Script:

Show a sample conversation script (short and simple). Model
Deepening the conversation with a student volunteer.
Understanding of
the Key Idea/Stem Highlight Skills Needed:
 Patience
 Listening
 Empathy
 Speaking clearly
 Staying calm even if the customer is angry

After/Post-Lesson
Proper

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 "So, class, what did we learn today about
telecommunication jobs?"
[Let students respond.]

Guide them to a generalization:

Making
Generalization
"Telecommunication jobs like being a call center agent
are important because they help people solve problems
using effective communication. These careers need
patience, clarity, and empathy."

 Pair up students.
 Give them a simple call scenario (e.g., "Customer
calling to ask why their internet is slow").
 One acts as the customer, the other as the agent.
 Use a provided script outline.

Criteria 3 – Excellent 2 – Good 1 – Needs

Improvement
Tone of Used a clear, calm, and Tone was generally Tone was distracting,
Voice respectful tone respectful but rude, or inappropriate
Evaluating throughout the role-play sometimes unclear or for the situation
Learning too soft/loud
Clarity Spoke clearly and Message was mostly Message was difficult
confidently; easy to clear but included to follow or
understand the message minor hesitations or understand
unclear parts
Polite Used polite and Used polite Rarely or did not use
Expressions respectful words (e.g., expressions polite expressions
“po,” “sir/ma’am,” occasionally
“thank you,” “please”)
Showing Showed full Showed some effort to Showed little or no
Empathy understanding and understand and be empathy or concern
kindness toward the kind
“customer’s” situation

Written Reflection Prompt:

Additional
"Why do you think good communication is important in real
Activities
life and in jobs like this?"

Remarks

Reflection

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