wk1-4 ETECH 2019-2020 June 3 - July 25

Republic of the Philippines
Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac
LESSON GUIDE IN ENGLISH FOR EMPOWERMENT TECHNOLOGIES

June 3, 2019
I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards ICT in the context of global communication for specific professional
track.
The learners shall be able to:
At the end of the two-week period independently compose and
B. Performance Standards
insightful reflection on the nature of ICT in the context of their lives,
society and professional tracks (Arts, Tech-Voc, Sports, Academic)
Compare and contrasts the nuisance of varied online platforms, sites
and content to best achieve specific class objectives and or address
situational challenges.
C. Learning Competencies/
Objectives Learners will be able to:
1. Identify the different trends in ICT and;
2. Utilize the different ICT trends and;
3. Realize the influence of different ICT trends to their lives.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
Empowerment Technology Information and Communications
Technology in Business and Society by Jemma Development Group p.
2. Learner’s Manual pages p.9-12
Empowerment Technologies Innovative Training Works by Rex Book
Store p. 5-9
3. Textbook pages
4. Additional Materials from Learning
Resource(LR) portal
B. Other Learning Resources
Prayer
Greetings
IV. PROCEDURES
Classroom conditioning
Checking of attendance
Ask the student to enumerate the different types of website and give a
A. Reviewing previous lesson or
brief description.
presenting new lesson (REVIEW)
Let the students share their ideas by answering the question:
B. Establishing a purpose of the lesson
Why do we (people) always want to follow the trend?
(MOTIVATION)
The Teacher will show the following words and will ask the students to
decide whether the word is “trending” or “not trending”
C. Presenting examples/instances of #shoppeescam
the new lesson (PRE-ACTIVITY) #kmjs
#gswVSraptors
#SOARnowANAO
#reading
The teacher will present and let the students determine the different
D. Discussing new concepts and trends in ICT.
practicing new skills 1 a. convergence
(ACTIVITY PROPER) b. social media
c. mobile technologies
E. Discussing new concepts and The teacher will divide the class into three groups and enumerate
practicing new skills 2 ways how these trends are useful in their daily lives.
(DEEPENING)
F. Developing mastery (POST-ACTIVITY) The teacher will have each group present to the class how these
trends are useful in their daily lives.
As a (Strand/Track) e.g. TVL-Agricrop student, how do the ICT trend
help you succeed in your classes and solve situational challenges.
G. Finding practical applications of
concepts and skills in daily living
The teacher ends the discussion leaving a quotation for the students
(APPLICATION)
to reflect on.
“Life is like an ICT trend, it keeps on changing over time.”
H. Making generalizations and What are the different ICT trends and how do these trends influence
abstractions about the lesson your life as a millenial?
(GENERALIZATION)
I. Evaluating learning (ASSESSMENT) Fill in the blanks
________ is the synergy of technological advancements to work on a
similar goal or task. (Technological Convergence)
________ is a website, application, or online channels that enable web
users to create, co-create, discuss, modify, and exchange user-
generated content. (Social Media)
_______ is the popularity of smartphones and tablets has taken a major
rise over the years. This is largely because of the devices’ capability to
do tasks that were originally found in personal computers. (Mobile
Technologies)
J. Additional activities for application
or remediation (REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation?
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I use discover which I wish to share with
other teachers?
Prepared by:
JULIE ANN L. BAGAMASPAD

Teacher II
Checked by:
LIZA D. ESTEBAN
Head Teacher III
Noted by:
GEMMA L. MELEGRITO
Secondary School Principal III


June 6, 2019
I. OBJECTIVES
track.
C. Learning Competencies/ Compare and contrasts the nuisance of varied online platforms, sites
Objectives and content to best achieve specific class objectives and or address
Learners will be able to:
1. Compare and Contrast the difference between online
platforms, sites and content and;
2. Create contents on online platforms and sites and;
3. Appreciate the importance of online platforms, sites and
content.
II. CONTENT
C. References
2. Learner’s Manual pages Technology in Business and Society by Jemma Development Group p.
p.13
3. Textbook pages
Resource(LR) portal
D. Other Learning Resources
Prayer
Greetings
IV. PROCEDURES
A. Reviewing previous lesson or Ask the student to enumerate the different tends in ICT
“Why do we need a place or platform to express ourselves?
(MOTIVATION)
The teacher will ask the students to share their ideas about the
C. Presenting examples/instances of meaning of the following words:
the new lesson (PRE-ACTIVITY)  Platform
 Websites
 Content (online)
The teacher will present and let the students determine the difference
D. Discussing new concepts and between:
practicing new skills 1
 Platform
(ACTIVITY PROPER)
 Websites
Group Activity: Brainstorming
Among their groups, have the students enumerate and compare the
different features of online platforms, sites and content.
Platform Websites Content
E. Discussing new concepts and

(DEEPENING)
The students should give at least five examples of

 Platform
F. Developing mastery (POST-ACTIVITY)
 Websites
Content (online)
As a (Strand/Track) e.g. TVL-Agricrop student, what platform, website
or online content do you think are the most useful for you and why?
(APPLICATION)
to reflect on.
“Everyone deserve a platform to express themselves.”
H. Making generalizations and What are the difference between online platforms, sites and content?
abstractions about the lesson
(GENERALIZATION)
Fill in the blanks:
1. _____________ refers to the textual, aural, or visual content published
on a website. (Web content)
I. Evaluating learning (ASSESSMENT) 2. _____________ is a place on the Internet with one or more pages of
information about a subject. (Website)
3. _____________ is an online marketplace that places one party in

touch with another, such as buyers and sellers. (Online platform]

V. REMARKS
VI. REFLECTION
evaluation
activities for
remediation?
other teachers?
Prepared by: Checked by: Noted by:
JULIE ANN L. BAGAMASPAD LIZA D. ESTEBAN GEMMA L.

MELEGRITO
Teacher II Head Teacher III Secondary School Principal III


June 7, 2019
I. OBJECTIVES
track.
Compare and contrasts the nuisance of varied online platforms, sites
and content to best achieve specific class objectives and or address
Objectives
1. Understand how ICT affects their everyday lives and the state
of our nation.
II. CONTENT
A. References
Empowerment Technologies for the Academic Track Teacher’s
Guide First Edition 2016 p.1
2. Learner’s Manual pages
3. Textbook pages
Resource(LR) portal
Prayer
Greetings
IV. PROCEDURES
A. Reviewing previous lesson or Ask the student to enumerate the different tends in ICT
“Why do we need a place or platform to express ourselves?
(MOTIVATION)
The teacher will ask the students to share their ideas about the
C. Presenting examples/instances of meaning of the following words:
the new lesson (PRE-ACTIVITY)  Platform
 Websites
The teacher will present and let the students determine the difference
D. Discussing new concepts and between:
 Platform
(ACTIVITY PROPER)
 Websites
Group Activity: Brainstorming
Among their groups, have the students enumerate and compare the
different features of online platforms, sites and content.
Platform Websites Content

(DEEPENING)
The students should give at least five examples of

F. Developing mastery (POST-ACTIVITY)  Platform
 Websites
As a (Strand/Track) e.g. TVL-Agricrop student, what platform, website
or online content do you think are the most useful for you and why?
(APPLICATION)
to reflect on.
“Everyone deserve a platform to express themselves.”
H. Making generalizations and What are the difference between online platforms, sites and content?
(GENERALIZATION)
Fill in the blanks:


V. REMARKS
VI. REFLECTION
evaluation
activities for
remediation?
other teachers?
Prepared by:

Teacher II
Checked by:
LIZA D. ESTEBAN
Head Teacher III
Noted by:
GEMMA L. MELEGRITO


June 10, 2019
I. OBJECTIVES
track.
Apply online safety, security, ethics, and etiquette standards and
practice in the use of ICTs as it would relate to their specific
professional tracks.
Objectives
Reflect on their security practices online;
Raise awareness on the information they can share online;
Determine possible solutions in avoiding threats online.
II. CONTENT
A. References
Empowerment Technologies for the Academic Track Teacher’s
Guide First Edition 2016 p.1
Store p. 21
3. Textbook pages
Resource(LR) portal
Prayer
Greetings
IV. PROCEDURES
A. Reviewing previous lesson or Ask the students to differentiate Platforms, Websites and Content
Most of us use the internet everyday. Sometimes we do not pay
attention on how much information we share online.Below is a
questionnairre about howmuch information you have shared so far. Put
a check ( ) under Shared or Not Shared.
How Safe Are You?
B. Establishing a purpose of the lesson Type of Information Shared Not Shared
(MOTIVATION)
1. First name
2. Birthday
3. Home Address
The teacher facilitates a discussion about the students

answers/experiences on the following questions:
C. Presenting examples/instances of  How many hours do you spend on the internet per day?
the new lesson (PRE-ACTIVITY)  Can you live without the internet for a week?
 How many aspects of your life depend on the internet?
 How many times have you complained about your internet
connection speed?
D. Discussing new concepts and The teacher asks the learners to go back to the “How Safe Are You”
practicing new skills 1 test. And check on each item and see how risky it is to share them.
(ACTIVITY PROPER)
E. Discussing new concepts and The teacher lets the students explain the statement:
practicing new skills 2 “The internet is defined as the information superhighway.”
(DEEPENING)
Work with a Partner Activity.
The students will be asked to work with a partner and list down online
threats that they know.
After listing down the tips, both will have to decide the top 5 most
dangerous threats and how can they be able to avoid them.
The teacher ends the discussion leaving a statement for the student to
G. Finding practical applications of discuss within the class.
concepts and skills in daily living People would dispute that there is no such thing as private over the
(APPLICATION) internet. As an internet user, what do you do in order to be secured
and ethical online?
H. Making generalizations and How can you apply online safety, security, ethics, and etiquette
abstractions about the lesson standards and practice in the use of ICTs as it would relate to your
(GENERALIZATION) specific professional tracks?
I. Evaluating learning (ASSESSMENT) List down 10 Tips to Stay Safe Online.

V. REMARKS
VI. REFLECTION
evaluation
activities for
remediation?
other teachers?
Prepared by:

Teacher II
Checked by:
LIZA D. ESTEBAN
Head Teacher III
Noted by:
GEMMA L. MELEGRITO


June 13, 2019
I. OBJECTIVES
track.
Apply online safety, security, ethics, and etiquette standards and
practice in the use of ICTs as it would relate to their specific
C. Learning Competencies/ professional tracks.
Objectives Learners will be able to:
Identify the threats or dangers on the internet;
Create a secured password for an online account;
II. CONTENT
A. References
1. Teacher’s Guide pages Empowerment Technologies for the Academic Track Teacher’s Guide
First Edition 2016 p.1
2. Learner’s Manual pages Technology in Business and Society by Jemma Development Group p.
p.14
3. Textbook pages
Resource(LR) portal
Prayer
Greetings
IV. PROCEDURES
A. Reviewing previous lesson or Ask the learners to share some tips to stay safe online.
Why are passwords important in creating online accounts? What are
there function for us users?
(MOTIVATION)
What are the dangers of having week passwords and accounts?
C. Presenting examples/instances of Ask the students on what kind of passwords do they often use? Is it
the new lesson (PRE-ACTIVITY) their birthday, cellpone number, loveone’s name, or anniversarry? Ask
them whether they think they have a”strong” password.
The teacher will present and let the students identify the dangers on
the internet and differentiate the following:
 Email spam
 Email spoofing
D. Discussing new concepts and  Phishing
 Pharming
(ACTIVITY PROPER)
 Spyware
 Computer worm
 Trojan horse
 Computer virus
 Hacker
The teacher directs the learners to be familiar with the Windows
security by showing them a video tutorial on how to create or add user
accounts on windows computers to be able to create a secured
(DEEPENING)
password/account.
The students will have to create or add user accounts on windows
computers to be able to create a secured password/account using the
computers in the computer lab.
As an internet user, how do you monitor your online security?
to reflect on.
(APPLICATION)
“Creating an online account is like a life creating a relationship, they
both have to be STRONG and SECURED.”
H. Making generalizations and What are the threats or dangers on the internet? How can you create a
abstractions about the lesson secured password for an online account?
(GENERALIZATION)
Fill in the blanks:


V. REMARKS
VI. REFLECTION
evaluation
activities for
remediation?
other teachers?
Prepared by:

Teacher II
Checked by:
LIZA D. ESTEBAN
Head Teacher III
Noted by:
GEMMA L. MELEGRITO

LESSON GUIDE IN EMPOWERMENT TECHNOLOGIES

June 14, 2019
I. OBJECTIVES
track.
C. Learning Competencies/ use the Internet as a tool for credible research and information
Objectives gathering to best achieve specific class objectives or address
situational challenges (CS_ICT11/12-ICTPT-Ia-b-3)
1. Recognize the proper searching of internet information
through credible sources;
2. Use internet for research and information gathering;
3. Consider one’s reputation when searching information on the
net through proper referencing.
4. Display with utmost concern on social responsibility in using
media.
II. CONTENT
A. References
Empowerment Technologies for the Academic Track Teacher’s Guide
Store pg. 26-30
3. Textbook pages
Resource(LR) portal
Prayer
Greetings
IV. PROCEDURES
A. Reviewing previous lesson or Ask the learners to enumerate some the threats or dangers on the
presenting new lesson (REVIEW) internet that they’ve learned.
1. The students will be given two sets of essays;
a. showing the original copy of an essay printer in black color
with the author’s name at the bottom;
B. Establishing a purpose of the lesson b. showing the same copy of an essay just like the original but
(MOTIVATION) printer in red color with different name at the bottom signifies
the new author.
2. The students will be asked to give their insights on the two essays
with the same content but different author.
C. Presenting examples/instances of The teacher will present the definition of Copyright Infringement from
the new lesson (PRE-ACTIVITY) Technopedia https://www.techopedia.com/definition/6638/copyright-
infringement and elicit the students understanding of it.
D. Discussing new concepts and Form groups with three members each. Research for several news and
practicing new skills 1 events related to cybercrime. Using your mobile devices, or any video
(ACTIVITY PROPER) recording device, report as if you were a news caster. Present a 1-2
minutes recording.
The teacher opens a class discussion about the infamous line: Think
Before You Click
1. Before you post something on the web, ask these questions to
yourself: Would you want your parents or grandparents to see it?
Would you want your future boss to see it? Once you post something
E. Discussing new concepts and on the web, you have no control of who sees your posts.
practicing new skills 2 2. Your friends depend on you to protect their reputation online. Talk to
(DEEPENING) your friends about this serious responsibility.
3. Set your post to “private.” In this way, search engines will not be
able to scan that post.
4. Avoid using names. Names are easy for search engines to scan.
5. If you feel that a post can affect you or other’s reputation, ask the
one who posted it to pull it down or report it as inappropriate.
Together with your group from the news reporting activity, create a
campaign material promoting the “Think before you click” Advocacy. It
could be in a form of small posters.
As an internet user, how do you avoid being involved with various
forms of cyber crimes? How can you help other victims in your area?
to reflect on.
(APPLICATION)
“There is no such thing as ignorance to the law, crime comes in any
forms and it is up to you on how you will avoid committing it.”
H. Making generalizations and What are the threats or dangers on the internet? How can you create a
(GENERALIZATION)
Answer the following questions accordingly:
1. Do you agree or disagree with the provisions of the copyright law?
I. Evaluating learning (ASSESSMENT) Defend your answer.
2. How would you feel if someone posted something embarrassing
about you? What would you do?

V. REMARKS
VI. REFLECTION
evaluation
activities for
remediation?
other teachers?
Prepared by:

Teacher II
Checked by:
LIZA D. ESTEBAN
Head Teacher III
Noted by:
GEMMA L. MELEGRITO


June 17, 2019
J. OBJECTIVES
D. Content Standards ICT in the context of global communication for specific professional
track.
E. Performance Standards
F. Learning Competencies/
1. Discuss the tips to avoid copyright infringement
Objectives
2. Display respect of intellectual property.
V. CONTENT
VI. LEARNING RESOURCES
C. References
Store pg. 26-30
7. Textbook pages
Resource(LR) portal
Prayer
Greetings
VII. PROCEDURES
K. Reviewing previous lesson or Ask the learners to enumerate some the threats or dangers on the
presenting new lesson (REVIEW) internet that they’ve learned.
1. The students will be given two sets of essays;
a. showing the original copy of an essay printer in black color
with the author’s name at the bottom;
L. Establishing a purpose of the lesson b. showing the same copy of an essay just like the original but
(MOTIVATION) printer in red color with different name at the bottom signifies
the new author.
2. The students will be asked to give their insights on the two essays
with the same content but different author.
M. Presenting examples/instances of The teacher will present the definition of Copyright Infringement from
the new lesson (PRE-ACTIVITY) Technopedia https://www.techopedia.com/definition/6638/copyright-
infringement and elicit the students understanding of it.
N. Discussing new concepts and Form groups with three members each. Research for several news and
practicing new skills 1 events related to cybercrime. Using your mobile devices, or any video
(ACTIVITY PROPER) recording device, report as if you were a news caster. Present a 1-2
minutes recording.
The teacher opens a class discussion about the infamous line: Think
Before You Click
1. Before you post something on the web, ask these questions to

yourself: Would you want your parents or grandparents to see it?
Would you want your future boss to see it? Once you post something
O. Discussing new concepts and
on the web, you have no control of who sees your posts.
2. Your friends depend on you to protect their reputation online. Talk to
(DEEPENING)
your friends about this serious responsibility.
3. Set your post to “private.” In this way, search engines will not be
able to scan that post.
4. Avoid using names. Names are easy for search engines to scan.
5. If you feel that a post can affect you or other’s reputation, ask the
one who posted it to pull it down or report it as inappropriate.
Together with your group from the news reporting activity, create a
P. Developing mastery (POST-ACTIVITY)
campaign material promoting the “Think before you click” Advocacy. It
could be in a form of small posters.
As an internet user, how do you avoid being involved with various
forms of cyber crimes? How can you help other victims in your area?
Q. Finding practical applications of
concepts and skills in daily living The teacher ends the discussion leaving a quotation for the students
(APPLICATION) to reflect on.
“There is no such thing as ignorance to the law, crime comes in any
forms and it is up to you on how you will avoid committing it.”
R. Making generalizations and What are the threats or dangers on the internet? How can you create a
(GENERALIZATION)
Answer the following questions accordingly:
1. Do you agree or disagree with the provisions of the copyright law?
S. Evaluating learning (ASSESSMENT) Defend your answer.
2. How would you feel if someone posted something embarrassing
about you? What would you do?
T. Additional activities for application

V. REMARKS
VI. REFLECTION
evaluation
activities for
remediation?
other teachers?
Prepared by:

Teacher II
Checked by:
LIZA D. ESTEBAN
Head Teacher III
Noted by:
GEMMA L. MELEGRITO


June 19, 2019
I. OBJECTIVES
track.
use common productivity tools effectively by maximizing
advanced application techniques. (CS_ICT11/12-ICTPT-Ic-d-4)
C. Learning Competencies/ 1. discuss the function of a mail merge and label generation.
Objectives 2. identify the components of a mail merge and label generation.
3. create form letters or documents for distributing to various
recipients.
II. CONTENT
A. References
Store pg. 35-49
3. Textbook pages
Resource(LR) portal
Prayer
Greetings
IV. PROCEDURES
A. Reviewing previous lesson or Ask the learners to share tips to avoid copyright infringement
The teacher gives two senarios for the students to give suggestions on
how they will be able to complete the tasks/senarios given:
B. Establishing a purpose of the lesson Senario 1: You were tasked to create and send formal invitations for a
(MOTIVATION)
promo campaign that a company is running. You were given 50 names
of loyal customers to send out to.
The teacher will present the definition of mail merge
Mail Merge – this Microsoft Word feature allows you to create

documents and combine or merge them with another document or
C. Presenting examples/instances of data file. It is commonly used when sending out advertising materials
the new lesson (PRE-ACTIVITY) to various recipients.
Components:
Namelist – is the directory of recipients you would like to send the
letter or ad to.
Document – the word file containing the message and the merged
namelist.
D. Discussing new concepts and Form four to five groups and have each group create a namelist with
practicing new skills 1 their own names and addresses.
(ACTIVITY PROPER) Have each group construct/type a letter or advertisement that they
intend to send to various recipients.
The teacher discusses the label generation feature of mail merge.
practicing new skills 2 Label generation – by using the same process as standard mail merge,
(DEEPENING) Microsoft word will print individual addresses to standard form that it
has already pre-formatted.
G. Finding practical applications of In groups try to create a mail merge document with an envelope for
concepts and skills in daily living your friends as an invitation for your upcoming 18th birthday party.
(APPLICATION)
What are the function of a mail merge and label generation?
H. Making generalizations and What are the components of a mail merge and label generation?
abstractions about the lesson How do you create form letters or documents for distributing to
(GENERALIZATION)
various recipients?
Enumerate the steps in creating a mail merge and label generation in
I. Evaluating learning (ASSESSMENT)
Microsoft office.
V. REMARKS
VI. REFLECTION
evaluation
activities for
remediation?
other teachers?
Prepared by:

Teacher II
Checked by:
LIZA D. ESTEBAN
Head Teacher III
Noted by:
GEMMA L. MELEGRITO


June 20, 2019
I. OBJECTIVES
A. Content Standards
ICT in the context of global communication for specific professional track.
At the end of the two-week period independently compose and insightful
reflection on the nature of ICT in the context of their lives, society and
professional tracks (Arts, Tech-Voc, Sports, Academic)
use common productivity tools effectively by maximizing advanced
application techniques. (CS_ICT11/12-ICTPT-Ic-d-4)
1. apply custom animations and timing in MS Powerpoint.
Objectives
2. use hyperlinks to improve slideshows
3. embed files and data to their slideshows
4. appreciate the use of slideshows as an effective visual aid tool.
II. CONTENT
A. References
Empowerment Technologies for the Academic Track Teacher’s Guide First
Edition 2016 p.1
Empowerment Technologies Innovative Training Works by Rex Book Store pg.
83 – 95
3. Textbook pages
4. Additional Materials from
Learning Resource(LR) portal
Animate text or objects by Microsoft Office Retrieved from
https://support.office.com/en-gb/article/animate-text-or-objects-305a1c94-
83b1-4778-8df5-fcf7a9b7b7c6 Retrieved on June 15, 2019;
How to Put a Hyperlink in Microsoft PowerPoint
B. Other Learning Resources https://www.wikihow.com/Put-a-Hyperlink-in-Microsoft-PowerPoint Retrieved on
June 15,2019;
Embedding files Retrieved on
https://edu.gcfglobal.org/en/powerpoint2013/embedding-an-excel-chart/1/
Retrieved on June 15,2019;
Prayer
Greetings
IV. PROCEDURES
A. Reviewing previous lesson or Ask the learners to give functions of mail merge and label generation.
presenting new lesson
(REVIEW)
The teacher divides the class into two to three groups and gives a senario for
the students to decide which presentation tool/program they can use.
Senario 1: You were tasked to create a presentation about the result of your
small business venture in class. Research about the the following presentation
B. Establishing a purpose of the tools.
lesson (MOTIVATION) Presentation tool Advanteges Disadvantages
Microsoft Powerpoint
Prezi
The teacher shows the class an example of a plain powerpoint vs a

C. Presenting powerpoint presentation using the following:
examples/instances of the  custom animations and timing in MS Powerpoint.
new lesson (PRE-ACTIVITY)  hyperlinks to improve slideshows
 embed files and data
The teacher elicits the students ideas on the difference between the two.
The teacher demonstrates to the class the step by step procedure on how to
D. Discussing new concepts incorporate the following in their presentations:
and practicing new skills 1  custom animations and timing in MS Powerpoint.
(ACTIVITY PROPER)
 hyperlinks to improve slideshows
 embed files and data
(DEEPENING)
The teacher asks the students to answer the following questions:
1. What is the significance of using hyperlinks that navigate around your
F. Developing mastery (POST-
presentation rather than just using keyboard shortcuts?
ACTIVITY)
2. Cite three instances where objects or embedded data can help you
improve your presentation.
The teacher asks the students to form groups and create a powerpoint
presentation about themselves containing the following slides:
G. Finding practical applications Slide 1: Complete name with picture
of concepts and skills in daily Slide 2: Childhoold years (date and place of birth; parents and siblings) with
living (APPLICATION) picture
Slide 3: Hobbies with picture or video clip
Slide 4: Dream with picture
H. Making generalizations and
(GENERALIZATION)
Rearrange the steps on using custom animations and timing in MS Powerpoint:
___3__ Select Effect Options and choose an effect.
___1__Select the object or text you want to animate.
___2__Select Animations and choose an animation.
I. Evaluating learning
(ASSESSMENT)
Rearrange the steps on using the hyperlinks
Rearrange the steps on embedding files and data
J. Additional activities for

application or remediation
(REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation?
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use discover which I
wish to share with other teachers?
JULIE ANN L. BAGAMASPAD LIZA D. ESTEBAN GEMMA L. MELEGRITO



June 21, 2019
I. OBJECTIVES
C. Learning Competencies/ Learners will be able to:
Objectives familiarise with the basic operations of Microsoft Excel
II. CONTENT
A. References
Edition 2016 p.1
Empowerment Technologies Innovative Training Works by Rex Book Store pg.
97
3. Textbook pages
Microsoft Excel Part 1: The Basics Retrieved from
B. Other Learning Resources https://www.hchc.edu/assets/files/IT/knowledge_base/excel1.pdf
Retrieved on June 20,2019
Prayer
Greetings
IV. PROCEDURES
A. Reviewing previous lesson or Ask the learners to share the steps in creating a ms powerpoint file as well as
presenting new lesson the step in hyperlinking
(REVIEW)
Have you ever had to compute thousands of data?
B. Establishing a purpose of the Were you ever asked to create a visual representation of data you gathered?
lesson (MOTIVATION) There is an MS Office application which can help you perform these tasks
easily.
The teacher shows the different parts of a speadsheet.
C. Presenting
examples/instances of the
new lesson (PRE-ACTIVITY)
The teacher demonstrates to the class the step by step procedure on how to:
D. Discussing new concepts

and practicing new skills 1
(ACTIVITY PROPER)

practicing new skills 2 The teacher lets the student perform simple math operations using MS Excel.l
(DEEPENING)
In your MS Spreadsheet solve the following:
F. Developing mastery (POST- Find the total population of girls and boys in your class.
ACTIVITY) Find the total number male teachers in SHS out of 15 teachers with 11 female.
Find the total number of minutes you study per week.
Find how may group of 5 can you make in your section.
G. Finding practical applications
of concepts and skills in daily How do you think the MS Excel application can help you now as a student and
living (APPLICATION) in your chosen field in the future?
H. Making generalizations and What are the basic operations of Microsoft Excel? How do you perform each
abstractions about the lesson operation?
(GENERALIZATION)
I. Evaluating learning List down the steps on creating a Microsoft excel file
(ASSESSMENT) List down the steps on how to perform basic operations
(REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use discover which I
wish to share with other teachers?
JULIE ANN L. BAGAMASPAD LIZA D. ESTEBAN GEMMA L. MELEGRITO


June 24, 2019
I. OBJECTIVES
II. CONTENT
A. References
Edition 2016 p.1
Empowerment Technologies Innovative Training Works by Rex Book Store
pg. 97
3. Textbook pages
How to Make a Chart or Graph in Excel [With Video Tutorial] by Sara
Davidson Retrieved from https://blog.hubspot.com/marketing/how-to-
build-excel-graph
Prayer
Greetings
IV. PROCEDURES
Ask the learners to answer the following questions:
What are the basic operations of Microsoft Excel?
How do you perform each operation?
Why do yuo think most people prefer graphical representations of
B. Establishing a purpose of the
data/information? Have you ever wondered how the graphs we see on TV
lesson (MOTIVATION)
or presentations were created?
C. Presenting examples/instances of The teacher shows the following examples of graph created using MS
the new lesson (PRE-ACTIVITY) Excel.
D. Discussing new concepts and The teacher demonstrates to the class the step by step procedure on How
practicing new skills 1 to Make a Graph in Excel:
(ACTIVITY PROPER) 1. Enter your data into Excel.
2. Choose one of nine graph and chart options to make.
3. Highlight your data and 'Insert' your desired graph.
4. Switch the data on each axis, if necessary.

5. Adjust your data's layout and colors.
6. Change the size of your chart's legend and axis labels.
7. Change the Y axis measurement options, if desired.
8. Reorder your data, if desired.
9. Title your graph
practicing new skills 2 The teacher lets the student create graphs using MS Excel.
(DEEPENING)
F. Developing mastery (POST- In your MS Spreadsheet solve the following:
ACTIVITY) Create a pie and a bar graph of the population of girls and boys in your
class.
concepts and skills in daily living How do you think this MS Excel feature can help you now as a student
(APPLICATION) and in your chosen field in the future?
(GENERALIZATION)
Re-arrange the following steps in creating a graph in MS Excel:
1. Switch the data on each axis, if necessary. (4)
2. Highlight your data and 'Insert' your desired graph. (3)
3. Choose one of nine graph and chart options to make. (2)
I. Evaluating learning 4. Reorder your data, if desired. (8)
(ASSESSMENT) 5. Change the Y axis measurement options, if desired.(7)
6. Title your graph (9)
7. Adjust your data's layout and colors. (5)
8. Enter your data into Excel.(1)
9. Change the size of your chart's legend and axis labels.(6)
(REMEDIAL)
V. REMARKS
VI. REFLECTION
evaluation
activities for
learners who have caught up with the
lesson.
remediation?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use discover which I wish to share
with other teachers?
Prepared by:

Teacher II
Checked by:
LIZA D. ESTEBAN
Head Teacher III
Noted by:
GEMMA L. MELEGRITO
Formating the Charts https://www.uis.edu/informationtechnologyservices/wp-content/uploads/sites/106/2013/04/Charts2010.pdf

June 25, 2019
I. OBJECTIVES
II. CONTENT
C. References
Edition 2016 p.1
Empowerment Technologies Innovative Training Works by Rex Book Store
pg. 97
3. Textbook pages
How to Make a Chart or Graph in Excel [With Video Tutorial] by Sara
Davidson Retrieved from https://blog.hubspot.com/marketing/how-to-
build-excel-graph
Prayer
Greetings
IV. PROCEDURES
Ask the learners to answer the following questions:
What are the basic operations of Microsoft Excel?
How do you perform each operation?
Why do yuo think most people prefer graphical representations of
B. Establishing a purpose of the
data/information? Have you ever wondered how the graphs we see on TV
lesson (MOTIVATION)
or presentations were created?
C. Presenting examples/instances of The teacher shows the following examples of graph created using MS
the new lesson (PRE-ACTIVITY) Excel.
The teacher demonstrates to the class the step by step procedure on How
to Make a Graph in Excel:
10. Enter your data into Excel.
11. Choose one of nine graph and chart options to make.
D. Discussing new concepts and
12. Highlight your data and 'Insert' your desired graph.
13. Switch the data on each axis, if necessary.
(ACTIVITY PROPER)
14. Adjust your data's layout and colors.
15. Change the size of your chart's legend and axis labels.
16. Change the Y axis measurement options, if desired.
17. Reorder your data, if desired.
18. Title your graph
practicing new skills 2 The teacher lets the student create graphs using MS Excel.
(DEEPENING)
F. Developing mastery (POST- In your MS Spreadsheet solve the following:
ACTIVITY) Create a pie and a bar graph of the population of girls and boys in your
class.
concepts and skills in daily living How do you think this MS Excel feature can help you now as a student
(APPLICATION) and in your chosen field in the future?
(GENERALIZATION)
Re-arrange the following steps in creating a graph in MS Excel:
10. Switch the data on each axis, if necessary. (4)
11. Highlight your data and 'Insert' your desired graph. (3)
12. Choose one of nine graph and chart options to make. (2)
I. Evaluating learning 13. Reorder your data, if desired. (8)
(ASSESSMENT) 14. Change the Y axis measurement options, if desired.(7)
15. Title your graph (9)
16. Adjust your data's layout and colors. (5)
17. Enter your data into Excel.(1)
18. Change the size of your chart's legend and axis labels.(6)
(REMEDIAL)
V. REMARKS
VI. REFLECTION
evaluation
activities for
learners who have caught up with the
lesson.
remediation?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use discover which I wish to share
with other teachers?
Prepared by:

Teacher II
Checked by:
LIZA D. ESTEBAN
Head Teacher III
Noted by:
GEMMA L. MELEGRITO

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Republic of the Philippines

LESSON GUIDE IN ENGLISH FOR EMPOWERMENT TECHNOLOGIES

JULIE ANN L. BAGAMASPAD

Republic of the Philippines

LESSON GUIDE IN ENGLISH FOR EMPOWERMENT TECHNOLOGIES

Platform Websites Content

E. Discussing new concepts and

The students should give at least five examples of

3. _____________ is an online marketplace that places one party in

J. Additional activities for application

Prepared by: Checked by: Noted by:

JULIE ANN L. BAGAMASPAD LIZA D. ESTEBAN GEMMA L.

Republic of the Philippines

LESSON GUIDE IN ENGLISH FOR EMPOWERMENT TECHNOLOGIES

E. Discussing new concepts and

The students should give at least five examples of

3. _____________ is an online marketplace that places one party in

J. Additional activities for application

JULIE ANN L. BAGAMASPAD

Republic of the Philippines

LESSON GUIDE IN ENGLISH FOR EMPOWERMENT TECHNOLOGIES

The teacher facilitates a discussion about the students

J. Additional activities for application

JULIE ANN L. BAGAMASPAD

Republic of the Philippines

LESSON GUIDE IN ENGLISH FOR EMPOWERMENT TECHNOLOGIES

3. _____________ is an online marketplace that places one party in

J. Additional activities for application

JULIE ANN L. BAGAMASPAD

Republic of the Philippines

LESSON GUIDE IN EMPOWERMENT TECHNOLOGIES

J. Additional activities for application

JULIE ANN L. BAGAMASPAD

Republic of the Philippines

LESSON GUIDE IN EMPOWERMENT TECHNOLOGIES

1. Before you post something on the web, ask these questions to

T. Additional activities for application

JULIE ANN L. BAGAMASPAD

Republic of the Philippines

LESSON GUIDE IN EMPOWERMENT TECHNOLOGIES

Mail Merge – this Microsoft Word feature allows you to create

JULIE ANN L. BAGAMASPAD

Republic of the Philippines

LESSON GUIDE IN EMPOWERMENT TECHNOLOGIES

The teacher shows the class an example of a plain powerpoint vs a

Rearrange the steps on embedding files and data

J. Additional activities for

Prepared by: Checked by: Noted by:

JULIE ANN L. BAGAMASPAD LIZA D. ESTEBAN GEMMA L. MELEGRITO

Republic of the Philippines

LESSON GUIDE IN EMPOWERMENT TECHNOLOGIES

D. Discussing new concepts

E. Discussing new concepts and

Prepared by: Checked by: Noted by:

JULIE ANN L. BAGAMASPAD LIZA D. ESTEBAN GEMMA L. MELEGRITO

LESSON GUIDE IN EMPOWERMENT TECHNOLOGIES

4. Switch the data on each axis, if necessary.

JULIE ANN L. BAGAMASPAD

LESSON GUIDE IN EMPOWERMENT TECHNOLOGIES

JULIE ANN L. BAGAMASPAD

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