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ALIGNMENT CLASSROOM INSTRUCTION DELIVERY (ACID) PLAN

Grade: ______________12_______________ Semester: 1st

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

Prerequisites (if needed): ___________________________

1st Semester
Content Content Performance Learning Competencies Revised Highest Enabling Generic List of Teaching
Standard Standard Bloom’s Strategy to Use in Strategies
Taxonomy Developing the
(RBT) Highest Thinking
Skill to Assess
KUD Teaching
Classification Strategy
The learners The learners shall be The learners:
QUARTER 1 demonstrate an able to:  Lecture by
WEEKS 1–2 understanding teacher  Reticular Activating
of:  Class discussion System (RAS)
conducted by - The Reticular
Information and ICT in the at the end of the 2- 1. compare and contrast Knowledge Remembering  Reticular teacher Activating
Communication context of global week period the nuances of varied Activating  Recitation oral System (RAS) is
Technology communication independently online platforms, sites, System questions by a critical
covering the topics for specific compose an insightful and content to best (RAS) teacher component of
of: professional reflection paper on achieve specific class  Alpha answered orally the brain,
1. The current state track the nature of ICT in objectives or address Ladder by students which filters all
of ICT the context of their situational challenges incoming
 Attribute (then what!)
technologies (i.e., lives, society, and Listing  Discussion stimuli and
Web professional tracks prepares
 Concept groups
2.0, 3.0, (Arts, Tech- Voc, conducted by individuals for
Map
convergen Sports, Academic) selected learning new
t information.
student
technologi This primary
chairpersons
es, social, filtering system
(yes, and what
mobile, communicates
else!)
and
 Lecture- and alerts the
assistive brain and the
demonstration
media) rest of the
by teacher (and
2. Online systems, body of
then what 145
functions, and potential
other
platforms changes in the
techniques!)
 Lecture- environment,
which prepares
demonstration the learner for
Online safety, security, 2. apply online Doing Applying by another new
ethics, safety, security, instructor(s) information
and etiquette ethics, and from a special and
etiquette standards field (guest experiences.
and practice in the use speaker) Therefore, the
of ICTs as it would  Presentation by RAS ignites
relate  Reticular a panel of one’s curiosity
to their specific instructors or and interest in
Activating
professional tracks students learning new
System
(RAS)  Presentations topics and
 Alpha by student concepts,
Ladder panels from the which makes
class: class this an optimal
Contextualized online  Attribute
3. use the Internet as a Doing Applying invited to time for
search and research Listing
tool for participate meaningful
skills credible  Concept
Map  Student reports learning.
research and by individuals  Alpha Ladder
information gathering  Student-group - Students could
to best achieve specific reports by use an
class objectives or committees Alpha Ladder
address situational from the class to create topic
 Debate vocabulary
(informal) on lists and
current issues display them
by students on the
from class classroom
WEEKS 3–4
 Class walls.
the use of at the end of the 4. uses common Doing Applying  Attribute Listing
Applied productivity discussions
advanced tools 2-week period productivity tools - Attribute
tools with advanced conducted by a
and techniques independently effectively by listing is a great
application student or
found in apply advanced maximizing advanced technique for
techniques student
common productivity tools application techniques. ensuring all
committee
These advanced productivity and to create or  Forums possible
software develop ICT 5. creates an original or Doing Applying aspects of a
tools and techniques
derivative ICT content to  Bulletin boards
currently include, applications in content for use in  Small groups problem have
developing ICT specific effectively communicate been
but are not limited such as task
content for professional tracks or present data or examined.
to: oriented,
specific information related to Attribute
1. Mail merge discussion,
professional These may be in specific professional listing is
and label Socratic
generation tracks the form of, but tracks. breaking the
 Collecting
2. Custom not limited to: problem down
 Textbook
animations 1. Calculating into smaller
spread sheet of assignments
and timing and smaller
3. Hyperlinking in athletic  Reading bits and seeing
presentations statistics assignments in what you
4. Integrating (Sports) journals, discover when
images and 2. Layout monographs, you do.
external material of etc.  Concept Map
in word catalogu  Reading - A concept map
processors e of assignments in or conceptual
5. Embedded files and creative supplementary diagram is a
data works books diagram that
6. Advanced and (Arts)  Assignment to depicts
complex 3. Materials/ outline portions suggested
formulas and ingredients relationships
of the textbook
computations projections
 Assignment to between
for batches concepts. It is a
outline certain
of baked graphical tool
supplementary
goods that
readings
(Tech- Voc)
4. Letterhead/  Crossword instructional
business card puzzles designers,
design (Business/  Construction of engineers,
Academic) vocabulary lists technical
 Construction of writers, and
summaries by others use to
students organize and
 Required term structure
paper knowledge.
WEEKS 5–6
 Panel
discussion -
Imaging and Design
For the Online at the end of the  Biographical
the principles
2-week period
9. evaluate existing Understandin Evalutating  Reticular reports given
Environment and techniques online creation tools, g
covering the topics independently Activating by students
of design using platforms and System
of apply the  Reports on
online creation principles and applications in (RAS) published
tools, platforms, developing ICT content  Alpha
1. Basic principles techniques of research
and applications for specific professional Ladder
of graphics and design using studies and
to develop ICT online creation tracks  Attribute
layout experiments by
content for tools, platforms, Listing
2. Principles of students
specific 10. apply web design Doing Applying 
visual and Concept  Library research
professional principles and elements Map
message applications to on topics or
tracks using online
design using create original or problems
creation tools,
infographics derivative ICT
platforms, and  Written book
3. Online file content for use in reports by
formats for applications to
specific professional students
images and tracks communicate a
message for a  Flannel boards
text specific purpose in  Use of pretest
4. Principles These may be in specific professional  Flash cards
and basic the form of, but tracks  Flowcharts
techniques not limited to:  Maps,
of image 1. Survey 11. create an Doing Applying  Reticular transparencies,
manipulati instruments using original or Activating globes
on Google forms derivative ICT
(Business/ System  Mobiles
5. Basic image content using (RAS)  Audio-tutorial
manipulation Academic)
online creation  Alpha lessons
using offline 2. Athletic
tools, platforms, Ladder (individualized
or open- match-
and applications  Attribute instruction)
source ups and
to effectively Listing
software league
communicate
6. Combining text, standings  Concept
messages related to
graphics, using Map
specific professional
and images Mindmeister
(Sports) tracks
7. Uploading,
sharing, and 3.
image hosting Catalogues/Swatche
platforms s/
options for
products and
Usable platforms/ services
applications currently using Prezi
include but are not (Tech- Voc)
limited to: 4. Online photo
1. Google Sketch Up album of
(freeware) artistic
works or
2. GIMP (open
photograph
source/freeware)
s using
Picasa
(Arts)
5. Online music
production using
Sibelius (Music)
WEEKS 9–10

Collaborative
development of ICT
content covering the the key learnings at the end of the 12. evaluate the Understandin Evaluating
topics of: from the 2-week period and quality, value, and g  Reticular
previous weeks, quarter appropriateness of Activating
1. Team structure which they will collaboratively peer’s existing or System
and dynamics synthesize into develop an online previously developed (RAS)
for ICT content an integrated ICT portal or website ICT content in relation  Alpha
2. Online content through to showcase and to the theme or Ladder
collaborative collaboration share existing and intended audience/  Attribute
tools and with classmate previously viewer of an ICT project Listing
processes and teacher as developed content  Concept
3. Project both peer and 13. share and Doing Applying Map
management for partner These may be in showcase
ICT content the form of, but existing or
4. Curating existing not limited to: previously
content for use 1. Online developed material
on the web newsletter in the form of a
2. Blog collaboratively
Online collaborative 3. Issuu online designed
tools that may be “magazine” newsletter or blog
used currently site intended for a
include, but are not specific audience or
limited viewer
to:
1. Google Docs/ MS
Office
365
2. Prezi
3. Google Chat/
Hangouts
4. Skype/ Viber/
Kakao Talk/
WeChat/ Line

Platforms that may


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

QUARTER 2
WEEK 11

Multimedia and ICTs


covering the topics
of:  Reticular
how rich media at the end of the 14. explore the Knowledge Analyzing
Activating
content and week independently principles of interactivity
1. Rich content in System
interactivity assess one’s and rich content in the
the online (RAS)
affects and experience along a context of Web 2.0 and
environment  Alpha
changes the user range of online rich the participation of the
and the user Ladder
experience in the content on the basis user in the online
experience delivery and  Attribute
of the usability of the experience
2. consumption of Listing
interface
multi ICT content  Concept
medi Map
a and
inter
activi
ty
3. Web 2.0, Web
3.0, and user
participation
in the web
Types of
rich and
multime
dia
content
currently
include
but are
not
limited
to:
1. Video and
audio,
embedde
d and on-
demand
2. Online games,
tests,and
courseware
3. Web-, game-, pod-
, and
vod-casting

WEEK 12

ICTs as platform
for change
covering the topics
ICT as a tool, at the end of the 15. share anecdotes of Doing Applying  Reticular
medium, and week independently how he/she has used Activating
of:
force in bringing articulate how ICT ICTs to be part of a System
about action and tools and platforms social movement, (RAS)
1. ICT as
mobilize change have changed the change, or cause to  Alpha
medium
in a population, way people illustrate aspects of Ladder
for
society, or communicate, and digital citizenship  Attribute
advocacy
culture. how social change Listing
and
has been brought  Concept
develop
about by the use of Map
mental
ICTs
commun
ication
2. The social
power of
social
media
3. Digital
citizenship and
the Filipino
people

Samples of this
phenomenon include
but are not limited to:
1. EDSA and Cardinal
Sin’s
call to action
via radio
broadcast
2. EDSA Dos and the
use of
text
messagi
ng to
mobilize
people
3. Million People
March
against Pork
barrel via
Facebook
4. Disaster relief
operations and
mobilization via
Internet and text
brigades
WEEKS 13–16

Developing an ICT how to work at the end of the 16. identify a local or Knowledge Understandin
Project for Social with peers 4-week period regional cause or issue g
Change covering the and external collaboratively for Social Change  Reticular
topics of: publics/ participate related to specific Activating
partners for actively in the professional tracks that System
1. Planning and the creation and can be addressed or (RAS)
conceptualizing development of development of tackled using an ICT  Alpha
an ICT Project an ICT project an ICT Project for Project for Social Ladder
for Social that advocates Social Change Change  Attribute
Change or mobilizes for a relating to an Listing
2. Research specific Social issue in 17. analyze how target Understandin Analyze  Concept
for ICT Change or cause specific or intended users and g Map
Projects, professional audiences are expected
Audienc tracks to respond to the
e proposed ICT Project for
profiling, Topics may Social Change on the
(demographics cover, but are basis of content, value,
and not limited to: and user experience
psychographics) 1. Promotion
3. Designing of wellness 18. integrate rich Doing Applying
and in the multimedia content
copywriti home in design and
ng for ICT (Sports) development to
Projects 2. Street best enhance the
4. Developing food user experience
and safety and deliver
constructin and content of an ICT
g the ICT cleanlines Project for Social
project s drive Change
(Tech-
Samples of these Voc) 19. develop a working Doing Applying
advocacies 3. Cultural heritage prototype of an ICT
or projects include but promotion
Project for Social Change
are not limited to: through new
1. Antidrug designs
campaigns “Pinoy pride”
2. Youth election (Arts)
volunteer 4. Savings
mobilization and
3. Animal financi
welfare al
and literacy
rights drives
4. Environmental and
conservation and advocacies
action (Business/
5. Contemporary Academic)
ICT issues such
as cyber
bullying,
copyright
infringement,
green technology,
and
Internet addiction

Weeks 17–18

Publishing an at the end of the 2-


how to manage 20. demonstrate how Doing Applying  Reticular
ICT Project an online ICT week period online ICT Projects for Activating
covering the Project for Social independently and Social Change are System
topics of: Change collaboratively co- uploaded, managed, and (RAS)
manage an online ICT promoted for maximum  Alpha
1. Uploading Project for Social audience impact Ladder
and website Change through
management  Attribute
available tools, 21. generate a Doing Applying
2. Promotion, Listing
resources, and technical report
traction and  Concept
platforms interpreting data
traffic Map
analytics,
monitor
e.g. Google, Facebook,
ing
or similar traffic data on
3. Evaluation
the general aspects of
through user feedback/
search visibility, reach,
interaction
and virality
WEEK 19
how to maintain at the end of the 22. generate a report Doing Applying
Sustaining an ICT and sustain the week independently on the performance of  Reticular
Project for Social operation of an evaluate the their ICT Project for Activating
Change covering the ICT Project for performance of an Social Change on the System
topics of: Social Change advocacy via an ICT basis of data gathered (RAS)
Project for Social from available  Alpha
1. Updating Change through monitoring tools and Ladder
content and available monitoring evaluating techniques  Attribute
maintaining tools and evaluating Listing
traffic to an techniques such as  Concept
ICT Project for user interviews, Map
Social Change feedback forms, and
2. Monitoring Analytics data
social impact
of advocacies
communicated
via an
ICT Project for
Social Change

WEEK 20

Reflecting on the ICT How to reflect at the end of the 23. create a reflexive Doing Applying
learning process on the nature week independently piece or output using
covering the topics of ICT reflect on the ICT an ICT tool, platform,
of: and the manner learning process and or application of
by which the how choice on the learning
ICT, the self, and society learning process his/her world view experience undergone
has changed has evolved over the during the semester
his/her world past semester
view. Outputs during
this week may be
in the form of,
but not limited
to:
1. Video blog
2.
Prese
ntation
or
image
gallery
3. Website
4. Illustrated
document
5. Podcast or
webcast
Performance Task

“A Blogger’s Life”

Students will create a Tumblr account. They will be able to design and name their own blog. By the month of July, they will need to post at least 3 “stories” on their blog weekly. Post will follow these rules:
 No posting of pornographic, lewd, gruesome, or violent materials.
 Defamation is not allowed.
 Each “story”/post should include at least 2 pictures.
 Topics should be wholesome.

Their blog will be scored with this rubric: