TTL 2 - Activity 1

TECHNOLOGY FOR TEACHING AND LEARNING 2
Course Module/ Activity
Name: John Lawrence A. Bellen Score:

Name of Instructor: Noel Vergara Date: September 21, 2023
Course/ Year/ Section: BCAED III-B
Direction:
1. Read the examples of Learning Plans for language teaching provided on the PDF file attached
herewith. 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.
2. By the help of the following questions, share your own recommendations and observations on how
you may use and enhance the two learning plans.
3. You may encode or write your output on a short bond paper. Submit your output on September 21,
2023 before the start of the Prelim Examination.
ACTIVITY 1
LEARNING PLAN 1 LEARNING PLAN 2

GUIDE QUESTIONS
Reporter’s Notebook Panitikang Mediterranean
Are the learning objectives The basic competencies can surely Learning plan 2 exceeds on what the
aligned with the targeted be aligned with the learning Basic competencies is targeting, but
basic education curriculum objectives, as I have read that the also it comes to conclusion that
competencies? Why do you basic curriculum competencies use learning plan 2 also aligned with the
say so? active and passive approach or said competencies because it also
construction which is the same way encourages the students in the field
as the Learning objectives. of course in which the students can
actually exceed
Is the plan of technology Somewhat somehow the plan of In Learning plan 2 it so much focuses
integration supportive of the technology integration can be on history in which we can see that
attainment of the learning supportive, but it can only support in relying on technology can somehow
competencies and learning the field that needs or rely on produce more knowledge that we
objectives? Explain your technology the most. In learning have in the past, this states that it
answer. plan 1 the said technology attains the learning objectives and
integration supports the plan in also the learning competencies.
which we can see that the plans rely
on technology.
How do you plan to use the Learning Plan 1 focuses in discussing In Learning plan 2 I will use how it
learning plan in teaching and learning assessments and after prepares the student on what is
language lessons in the which it focuses on application coming, Motivation from the start,
future? which determines results of the then slowly pouring knowledge by
discussion and declares the first asking/checking the background
knowledge upon the result. In this I on what the students have already
will conclude that using the know, then slowly discussion
discussion to application method is knowledge for the students to
how I plan to use the learning plan understand.
in teaching language lessons In the
future
If you are to improve the Learning plan 1 could have followed In Learning Plan, this would include
plan for differentiated the assessment status to improve the practices of learning ones
instruction, how would you the plan, but instead of doing this. I nature, but for this to be improved, I
develop it? would have probably start it of by would start off by knowing the
increasing the challenge right from history or the origin of the lesson
the start for the students to be more that will be tackled for the students
motivated. to have enough or more background
before the lesson starts.
What significant principles in
ICT integration do you think
are highly recommended in
developing a learning plan in
language teaching and
learning?
ACTIVITY 2
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 by a material 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.
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 to support 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 Messenger Group Chat.
Days Daily Objectives/ Learning Outcomes
Day 1
Day 2
Day 3
Day 4
Day 5
Step 3. Read the following learning plans by your group and develop the learning procedures
with some plans for accommodating students with special needs. Encode your daily objectives
and submit these in the Messenger Group Chat together with the other outputs in this module.
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?
In this module, 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 daily 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 (poetry recital) using verbal and non-verbal strategies. Also,
you will answer some of the quizzes through the use of different online venues 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 LIFE'S 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
c) choir; and
d) 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.
Days Daily Procedure
Day 1
Day 2
Day 3
Day 4
Day 5

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TECHNOLOGY FOR TEACHING AND LEARNING 2

Course Module/ Activity

Name: John Lawrence A. Bellen Score:

LEARNING PLAN 1 LEARNING PLAN 2

WE FILIPINOS ARE MILD DRINKERS

Targeted Philippine Basic Education Curriculum Competencies

 Read closely to get the author's purpose.

To deliver a thought-provoking and captivating commentary, guidelines on writing and

The integration of the principles of delivering argumentative speech used in the

Days Daily Objectives/ Learning Outcomes

Targeted Philippine Basic Education Curriculum Competencies

 Why do we still read Anglo-American writers' literary works?

 What are the uses of ellipsis, slash, capitalization and interjection?

Student Objectives/Learning Outcomes

a) determine the uses of ellipsis, slash, interjection and capitalization to convey

a) interpret set of pictures to form word meanings;

a) select the word formation used in the problem;

a) distinguish the different features of literature;

a) summarize a poem through a poem analysis;

Days Daily Procedure

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