Kud Plan

STANDARDS-BASED TECHNOLOGY INTEGRATION PLAN
SUBJECT : Philippine Literature (ENGLISH)

GRADE LEVEL : GRADE 7 (25 students per section)
TEACHERS : Keith F. de Jesus, Justin P. Castillo, Jolly Mar T. Mangilaya
IMPLEMENTATION : Third Quarter/ Week 1
Different Types of Texts

TOPIC
CONTENT STANDARDS The learner demonstrates understanding of contemporary Philippine literature as a means of responding to the
demands of the global village; various extended text types; lexical and contextual cues; appropriate and polite
oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions.
PERFORMANCE The learner transfers learning by explaining the need to be cooperative and responsible in today’s global village;
STANDARDS using appropriate strategies to comprehend extended text types; using lexical and contextual clues to
understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.
PROFICIENCY TARGETS
KNOW UNDERSTAND DO
Students are able to Students are able to understand Students are able to
that
EN7RC-IV-a-3.2: Classify text 1. the type of text to be used Create a video/poster on Top 10
types (e.g. narrative, expository, depends on the purpose of the Must-Know Things about Dumalneg
explanation, recount, persuasive, writer using different types of texts while
informative) 2. appropriate and polite language observing polite expressions
and behavior must be used in
writing texts of different types.
SUMMATIVE 10 Multiple Choice Test Recorded Video of a Role Play on Video/Poster on Top 10 Must-Know
ASSESSMENT FORMAT (plickers.com) Situations using Appropriate Things about Dumalneg
AND COVERAGE Language
TECHNOLOGY ACTIVITY 2: LET’S GET IT ON! ACTIVITY 4: SOMETHING ACTIVITY 6: LET’S DO THIS!
RESOURCES RELATED https://www.youtube.com/ APPROPRIATE, PLEASE?
TO BUILDING watch?v=IdfkKgH9T9Y https://www.youtube.com/watch?v http://www.makebeliefscomix.com/C
PROFICIENCY TARGET =irEldAKdp68 omix
ACTIVITY 3: PLICKERS TIME!
www.plickers.com https://www.canva.com www.powtoon.com
STUDENT ACTIVITIES ACTIVITY 1: 4 PICS 1 WORD ACTIVITY 4: SOMETHING ACTIVITY 6: LET’S DO THIS!
USING TECHNOLOGY (SUBSTITUTION) APPROPRIATE, PLEASE? Performance Task
RESOURCES (AUGMENTATION) (REDEFINITION)
 Access ACCESS: The students open the
 Process file using Microsoft PowerPoint. (Note: Students will choose one from
 Collaborate ACCESS: The students click the link the given tasks.)
 Create PROCESS: The students will of the video on using appropriate
 Communicate/Send guess the word that is being language in writing. ACCESS: Students access the
described using the letters and application or software needed for
pictures as hints. PROCESS: In groups, the students their chosen task. (Informative Video,
watch the video and process its Poster)
COLLABORATE: The students content.
collaborate in coming up with the PROCESS: The students plan on how
words on the game. CREATE: The students create a to make their outputs.
chart on the polite expressions to be
ACTIVITY 2: LET’S GET IT ON! used in writing different text types. CREATE: The students create their
(AUGMENTATION) chosen output featuring Top 10 Must
COLLABORATE: The students work Know Things about Dumalneg. They
ACCESS: In groups of five, the together in creating a chart. must incorporate different types of
students click the link on a video texts and must use polite
about the different types of texts. COMMUNICATE/SEND: The expressions.
students present their work in class.
PROCESS: The students process COLLABORATE: In small groups, the
the content of the video. students collaborate in the
ACTIVITY 5: LIGHTS, CAMERA,
accomplishing the task.
ACTION!
CREATE: The students create a
(MODIFICATION)
graphic organizer to present the COMMUNICATE/SEND: The
information they have learned students will upload their outputs on
CREATE: Using what they have
about different text types. Facebook or present them during the
learned in the previous activity, the
celebration of the school-based
students write a script for a role
COLLABORATE: The students Indigenous Peoples Day.
play on real-life situations (e.g.
work together in accomplishing
giving information, instructions,
the task given.
making explanations, and narrating
events) highlighting polite
COMMUNICATE/SEND: The
expressions.
students will present their graphic
organizers using WPS Office or
Microsoft PowerPoint. COLLABORATE: In groups, the
students act out their written
ACTIVITY 3: PLICKERS TIME! scripts. They will record it using
(AUGMENTATION) their phones and edit the video
using an application like Viva Video
ACCESS: Using their Plickers or Filmora.
card, the students engage in
assessment using Plickers. COMMUNICATE/SEND: The
students present their videos in
PROCESS: The students process class.
the questions given.
STUDENT TOOL FOR WINDSHIELD CHECK: SELF-REFLECTION CRITERIA

SELF-ASSESSMENT OF
PROFICIENCY Select the word that best The students will write a short (Please see next page for the rubric.)
INDICATING describes your understanding of reflection about the learning they
READINESS FOR the different text types. have gained on using polite
SUMMATIVE expressions in writing and speaking.
ASSESSMENT NAKUDRAP (BLURRED): I can’t
classify text types.
PAGISU (BUGGY): I can classify

some of the text types.
NADIWAR (CLEAR): I can classify

all the text types with ease.

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STANDARDS-BASED TECHNOLOGY INTEGRATION PLAN

SUBJECT : Philippine Literature (ENGLISH)

Different Types of Texts

STUDENT TOOL FOR WINDSHIELD CHECK: SELF-REFLECTION CRITERIA

PAGISU (BUGGY): I can classify

NADIWAR (CLEAR): I can classify

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