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Classroom Instruction Delivery Alignment Map

Grade: 11 Semester: Second

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

Prerequisite (if needed):

Core Subject Description: Information and communication technologies as a tool for curating, contextualizing, collaborating, and creating content and experiences for learning in the professional tracks.

Culminating Performance Standard: independently compose an insightful reflection paper on the nature of ICT in the context of their lives, society, and professional tracks (Arts, Tech-Voc, Sports, Academic)

Power Standard: The learners would create their own individual, personal page in which will be called ePortfolio. An electronic portfolio or eportfolio is a collection of outputs development by learners uploading an online platform.

First Quarter
Highest Enabling
Strategy to Use in
Performance Standards Learning Competencies Highest Thinking Skill to Assess
Content Developing the Highest
Content Standards Thinking Skill to Assess
Assessment Technique Enabling Teaching
KUD General Strategy
Minimum Beyond KUD RBT Level
Cla Beyon WW QA Strategy
Minimum Minimum Classi
s d PC
fi
sific Minimu
cation
a m
tion
Q1-W1-2 TOPIC 1: ICT Understanding the 1. independently 1. The learners K 2.Identify and U Analyzing Quiz Assembly and Collaborativ
CONCEPTS REVIEW foundational concepts compose an identify Recognize disassembly
Explain the e-Learning
of computer insightful reflection difference between of Desktop
hardware, software, paper on the the Computer impact from computers
1.Understanding Information
operating systems, nature of ICT in Hardware and computer with
and Communication
peripherals, etc. along the context of Software; compare identifying
Technology (ICT) technology.
with how to get the their lives, society, and contrast. the
most value and and professional components
2.The Computer and its impact from computer tracks (Arts, Tech- D Understandin and its
elements technology. Voc, Sports, g function
Lecture-
Academic)
2. apply online safety, Discussion
Software
security, ethics, and
type
etiquette standards
History of the Identification
and
Computer practice in the use of
Documentary ICTs as it
would relate
to their specific
professional track
WEEKS 3–4 1. The learners 1. Applying 1. 1. uses common 2. creates an original
demonstrate an Calculating productivity tools D or derivative ICT K Remembering Quiz
2. The learners content to effectively Applying Collaborat
Applied understanding spread sheet of effectively by
shall be able
of: athletic statistics maximizing communicate or Understandin ive-
productivity tools to: present data or g
(Sports) advanced Learning
with advanced 2. 3. information related D
application
application 3. The use of 4. At the end of 2. Layout of techniques to specific
techniques advanced tools and the 2-week professional tracks. Lecture-
catalogue of
techniques found in period creative works Discussion
These advanced independentl (Arts)
common y apply
tools and Demonst
productivity and advanced 3. Materials/ ration
techniques
software productivity ingredients
currently include,
tools to projections for
but are not applications in
create or batches of
limited to: developing ICT develop ICT baked goods
1.Mail merge and content for specific content for (Tech- Voc)
label generation professional tracks use in
2.Custom specific 4. Letterhead/
animations and professional business card
tracks These design
timing
may be in the (Business/
3.Hyperlinking in form of, but Academic)
presentations not limited
4.Integrating to:
images and 5.
external material
in word
processors
5.Embedded files
and data
6.Advanced and
complex
formulas and
computations
WEEKS 5–6 1The learners 1. Team/ Applying the Use image K Creating Quiz Individu Collaborati
Imaging and demonstrate an athlete/ league concept to manipulation al and ve-
Design for the understanding of: recruitment manipulate techniques on existing Applying Group Learning
posters text, graphics, images to change or Outputs
Online
How to manipulate (Sports) and images to enhance their current .
Environment state to communicate D
text, graphics, and create ICT Lecture-
covering the content a message for a
images to create 2. Logo or Discussion
topics of intended for an specific purpose Present
ICT content crest for a
1. Basic intended for an community, online an
principles of online environment school environment to output Demonstration
graphics and organization or how to 2.Create an original or of
manipulate tex D manipul
layout barkada (Arts) derivative ICT content
to effectively ated
2. Principles of
4. Labeling and communicate a visual image
visual message message in an online using
design using manual of
environment related image
operation for
infographics 3. to specific professional editing
tools and
Online file tracks techniq
equipment
formats for (Tech-Voc) Remembering ues
images and text 5.
4. Principles Understandin
4. Presentation
g
and basic of cafeteria
techniques of patronage data
image (Business/
manipulation Academic)
5. Basic image
manipulation
using offline or
opensource
software
6. Combining
text, graphics,
and images
7. Uploading,
sharing, and
image hosting
platforms
Usable
platforms/
applications
currently
include but are
not limited to:
the principles and Survey 1.Evaluate the quality, K Applying Quiz Individual Collaborative-
Online platforms as techniques of design instruments value, and and Group Learning
tools for ICT using online creation using Google appropriateness of Outputs.
forms peer’s existing or Evaluating
content tools, platforms, and
(Business/ previously developed Lecture-
development applications to
Academic) ICT content in relation Discussion
covering the topics develop ICT content to the theme or Create
2.Athletic online
of: for specific intended audience/
match-ups and page,
professional tracks viewer of an ICT Demonstrati
league portal,
project on
1.The nature and standings using and
purposes of online Mindmeister website.
(Sports) 2.Share and Creating
platforms and
applications 3.Catalogues/S showcase existing
watches/ D
2.Basic web design or previously
options for
principles and developed material
products and
elements services using in the form of a
3.Web page design Prezi (Tech- collaboratively
using templates Voc) designed
and online 4.Online photo
newsletter or blog
WYSIWYG album of
artistic works site intended for a
platforms
or photographs specific audience
using Picasa or viewer
These online (Arts)
platforms currently 5.Online music
include, but are not production
limited to: using Sibelius
1.Presentation/ (Music)
visualization (Prezi,
Soho, Slideshare,
mindmeister)
2.Cloud computing
(Google Drive,
Evernote,Dropbox)
3.Social Media
(Twitter, Facebook,
Tumblr)
4.Web Page
Creation (Wix,
Weebly)
5.File Management
(zamzar, word2pdf)
6.Mapping (Google
Maps, Wikimapia)
WEEKS 7–8 the principles and at the end of create an original or D Creating Quiz Individual Collaborative-
techniques of design the 2-week derivative ICT content and Group Learning
using online creation period using online creation Outputs.
Online platforms as
independently tools, platforms, and
tools for ICT tools, platforms, and
apply the applications to Lecture-
content applications to
principles and effectively Create online Discussion
development develop ICT content communicate page, portal,
techniques of
covering the topics for specific messages related to and website. Demonstration
design using
of: professional tracks specific professional
online creation
tracks
tools,
1.The nature and platforms, and
purposes of online applications to
create original
platforms and
or derivative
applications
ICT content for
2.Basic web design use in specific
principles and professional
elements tracks
3.Web page design
using templates These may be
and online in the form of,
but not limited
WYSIWYG
to:
platforms
1.Survey
instruments
using Google
forms
(Business/
Academic)
2.Athletic
match-ups and
league
standings using
Mindmeister
(Sports)
3.Catalogues/S
watches/
options for
products and
services using
Prezi (Tech-
Voc)
4.Online photo
album of
artistic works
or photographs
using Picasa
(Arts)
5. Online
music
production
using Sibelius
(Music)
WEEKS 9–10 the key learnings At the end of The learnears will 1.Evaluate the quality, K D Applying Quiz Individual Collaborative-
from the previous the 2-week be able to create value, and They will and Group Learning
weeks, which they period and their own online appropriateness of Outputs.
Collaborative demonstrate how
quarter social site to to peer’s existing or Evaluating
development of ICT will synthesize into
collaboratively showcase and share previously developed the online blog Lecture-
content covering an integrated ICT
develop an developed content ICT content in relation they make work to Create online Discussion
the topics of: content through to the theme or page, portal,
online portal or developed and
collaboration with intended audience/ and website. Demonstration
website to
classmate and viewer of an ICT content
1.Team structure showcase and
teacher as both peer project
and dynamics for share existing
and partner and previously
ICT content 2.Share and showcase
developed Creating
2.Online existing or previously D
content These developed material in
collaborative tools
may be in the the form of a
and processes
form of, but collaboratively
3.Project not limited to: designed newsletter
management for 1. Online or blog site intended
ICT content newsletter for a specific audience
4.Curating existing 2. Blog or viewer
content for use on 3. Issuu online
the web “magazine”

Online collaborative
tools that may be
used currently
include, but are not
limited to:
1. Google Docs/ MS
Office 3652.
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, Issuu)
QUARTER 2 The learners The learners: Applying Quiz Collaborative-
WEEK 11 demonstrate an The learners: Learning
understanding of: At the end of D Understandin
the week Explore the principles g
Multimedia and of interactivity and
independently Lecture-
ICTs covering the How rich media
assess one’s rich content in the Evaluating Discussion
topics of: content and context of Web 2.0
experience
interactivity affects and the participation Demonstration
along a range
and changes the of the user in the
1.Rich content in of online rich
user experience in online experience
the online content on the
the delivery and basis of the
environment and
consumption of ICT usability of the
the user experience
content interface
2.multimedia and
interactivity
3.Web 2.0, Web
3.0, and user
participation in the
web

Types of rich and


multimedia content
currently include
but are not limited
to:
1.Video and audio,
embedded and on-
demand
2.Online games,
tests,and
courseware
3.Web-, game-,
pod-, and vod-
casting
WEEK 12 ICT as a tool, At the end of The learnesrs will share anecdotes of Creating Quiz
medium, and force the week illustrate tools and how he/she has used D Collaborative-
in bringing about independently platforms have ICTs to be part of a Applying Learning
ICTs as platform
articulate how changed the way social movement,
for change covering action and mobilize
ICT tools and people change, or cause to Understan
the topics of: change in a
platforms have communicate like illustrate aspects of ding Lecture-
population, society, social media or digital citizenship
changed the Discussion
1.ICT as medium or culture. online platforms. Evaluating
way people
for advocacy and communicate, Demonstration
developmental and how social
communication change has
2.The social power been brought
about by the
of social media use of ICTs
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
messaging 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 How to work with 1. Promotion of 1.Identify a local or K Remembering Quiz Collaborative-
peers and external wellness in the regional cause or Learning
publics/ partners for home (Sports) issue for Social Understandin
Developing an ICT
Change related to g
Project for Social the development of
2. Street food specific professional Lecture-
Change covering an ICT project that
safety and tracks that can be Discussion
the topics of: advocates or addressed or tackled
cleanliness
mobilizes for a using an ICT Project Demonstration
drive (TechVoc)
specific Social for Social Change
1.Planning and
Change or cause
conceptualizing an 3. Cultural
2.Analyze how target Evaluating
ICT Project for heritage or intended users and
promotion U
Social Change audiences are
2.Research for ICT through new expected to respond Analyzing
designs “Pinoy to the proposed ICT
Projects, Audience
pride” (Arts) Project for Social
profiling,
4. Savings and Change on the basis
(demographics and financial of content, value, and
psychographics) literacy drives user experience
3.Designing and and advocacies
copywriting for ICT (Business/ 3.Integrate rich Creating
Projects Academic) multimedia content in
4.Developing and design and
constructing the development to best
enhance the user K
ICT project
experience and
deliver content of an
Samples of these ICT Project for Social
Change
advocacies or 4.Develop a working Creating
projects include but prototype of an ICT
are not limited to: Project for Social
Change D
1.Antidrug
campaigns
2.Youth election
volunteer
mobilization
3.Animal welfare
and rights
4.Environmental
conservation and
action
5.Contemporary
ICT issues such as
cyber bullying,
copyright
infringement, green
technology, and
Internet addiction
WEEK 17 - 20 How to manage an At the end of Demonstrate how Create a reflexive D Creating Quiz Update and Collaborative-
online ICT Project forthe 4-week online ICT Projects piece or output using monitor Learning
Social Change period for Social Change an ICT tool, platform, created
Publishing an ICT
independently are uploaded, or application of online
Project covering managed, and choice on the learning platform
and Applying Lecture-
the topics of: How to maintain and
collaboratively promoted for experience undergone Discussion
sustain the operation maximum audience during the semester
co-manage an Understandi
1.Uploading and of an ICT Project for impact ng 1. Video blog Demonstration
online ICT
Social Change
website Project for
Generate a 2.
management Social Change
How to reflect on the through technical report Presentation
2.Promotion, interpreting data or image
nature of ICT and the available tools,
traction and traffic analytics, e.g. D Evaluating gallery
manner by which the resources, and
monitoring Google, Facebook,
learning process has platforms, or similar traffic 3. Website
3.Evaluation changed his/her world performance of data on the general
through user view. an advocacy aspects of search 4. Illustrated
feedback/ via an ICT Applying
visibility, reach, and document
interaction Project for virality
Understandi
Social Change 5. Podcast or
ng
Sustaining an ICT through webcast
available
Project for Social Evaluating
monitoring
Change covering
tools and
the topics of: evaluating
techniques
1. Updating content such as user
and maintaining interviews,
traffic to an ICT feedback
Project for Social forms, and
Analytics data
Change
2. Monitoring social
Outputs during
impact of this week may
advocacies
communicated via be in the form
an ICT Project for of, but not
Social Change limited to:

1. Video blog
2. Presentation
Reflecting on the ICT or image
learning process gallery
covering the topics 3. Website
of: 4. Illustrated
document
5. Podcast or
webcast

Performance Task:
The students will first plan and prepare a personal action plan on how to help people who are experience problems in the online platform like Social Media on how they will make their products, information, forums, talks and
learning will share and collaborate with computer to extend the greater audience and to showcase the idea the different forms on online. And establish and better place to spend new and information on how they will make the people have
the knowledge to how the internet works and what makes this sense to use not only to for personal intension but in a better way.

Literal Transfer Task:


To change the way of think on how the social media or the internet works and make this a better tools to approach more person in make information legit and a good place in making others to understand the online platforms.