Classroom Instruction Delivery Alignment Plan

Grade: 12 Semester: 1st

Core Subject Title: Empowerment Technologies No. of Hours/Semester: 80 hours/semester
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: The learner proficiently demonstrate the use of ICT on the daily basis.
Power Standard: The learner use ICT as a purposeful tool for credible research of information.

_1st___ QUARTER
Highest Enabling
Strategy to use in
Performance Standards Learning Competencies Highest Thinking skills to Assess
developing the highest
Content thinking Skill to Assess
Content
Standard KUD
KUD Assessment Technique Enabling
Beyond Classi RBT Teaching
Minimum Minimum Classific Beyond Minimum General
Minimum ficatio Level Strategy
ation WW QA PC Strategy
n
Week 1-2 The learners: The learner
The learners
1. compare addresses
shall be able
1. The current and contrast situational
to:
state of ICT the nuances challenges of class
at the end of
technologies The learners of varied objective through
the 2-week
(i.e., Web demonstrat online the use of varied
period
2.0, 3.0, e an platforms, online platforms,
independently The learner
convergent understandi sites, sites and contents Direct
compose an applies the
technologies, ng of: and content Underst Reflecti Instructio
insightful insights of ICT
social, ICT in the to best anding Doing Applying on Group Communi n
reflection on their daily
mobile, and context of achieve paper Activit cation
paper on the lives, society,
assistive global specific class y Jigsaw
nature of ICT in and
media) communica objectives or
the context of professional
2. Online tion for address Group
their lives, tracks
systems, specific situational Discussion
society, and
functions, professional challenges
professional
and platforms track
tracks (Arts,
TechVoc,
Sports,
Academic)
 Direct
Online safety, 2. apply online Demo
Instructio
security, ethics, safety, nstrati Communi
Doing n
and etiquette security, ethics, Applying on cation
Applies the online Quiz
and
ethics and principles Demonstr
etiquette
of standards in the ation
standards and Doing
use of ICT to their
practice in the
specific professional Video
use of
tracks presentati
ICTs as it would
on
relate
to their specific
professional
tracks

3. use the
Internet as a
Contextualized tool for credible
Direct
online search research and
The learners Instructio
and research information
provides credible Assignm Hands Communi n
skills gathering to Doing Doing Applying Quiz
information through ent On cation Group
best achieve
the use of Internet Discussion
specific class
objectives or
address
situational
Performance Task: The class will be grouped by pair or maximum of 3 members each group.
Each group will conduct a community interview to any small enterprise or businesses.
They will be provided with guided questions.
Each group will collect information’s and proof of their conversation.

Literal Transfer task: The learner gathers and collect reliable information’s through the use of ICT
WEEKS 3–4 The use of The learners The learners The learners: Doing Proficient in using Doing Applying Assignm Quiz Hands Communi Demonstr
Applied advanced shall be able are proficient and maximizing ent On cation ation
productivity to:
tools with at the end of
advanced the 2-week
application period
techniques independently
These apply advanced
advanced tools productivity
and tools to create
techniques or
currently develop ICT 4. Uses common
include, content for use productivity
but are not in tools effectively
limited to: tools and specific by maximizing
1. Mail merge techniques professional advanced
and label found in tracks calculating application
generation common These may be spread sheet, techniques.
tools for advanced
2. Custom productivity in the form of, lay outing of
application
animations and and but not limited catalogue of 5. creates an
techniques, ICT
timing software to: creative original or
content and Video
3. Hyperlinking applications 1. Calculating works, derivative ICT
effective Presentati
in in spread sheet of projection of content to
presentation of data on
presentations developing athletic materials and effectively
related to
4. Integrating ICT statistics letterhead/bu communicate
professional tracks.
images and content for (Sports) siness card or present data
external specific 2. Layout of design. or
material in professional catalogue of information
word tracks creative works related to
processors (Arts) specific
5. Embedded 3. Materials/ professional
files and data ingredients Tracks.
6. Advanced projections for
and complex batches of
formulas and baked goods
computations (Tech- Voc)
4. Letterhead/
business card
design
(Business/
Academic
Performance Task: The class will perform a demonstration individually of creating mail merge, hyperlinking and integrating images.
Each will be monitored by the teacher while doing the task and will be graded according to the rubrics.

Literal Transfer task: The learner create recipient list through mail merge and embed pictures to Microsoft word through Integrating images and Hyperlinking.
WEEKS 5–6 how to at the end of Proficient in 6. evaluate Underst Upgrade websites Doing Applying Assignm Quiz Think Communi Group
Imaging and manipulate the 2-week image existing anding and online ent pair cation Discussion
Design For the text, period manipulation websites resources based on share
Online graphics, independently and graphic and online Principles of layout, Demonstr
Environment and images apply the design use in resources graphic, and visual ation
covering to create techniques of specific track based message design.
the topics of ICT content image and create ICT on the
1. Basic intended for manipulation content in the principles of
principles of an online and graphic form of layout,
graphics and environmen design posters, logos, graphic, and
layout t to create and patronage visual
2. Principles of original or data message
visual derivative design.
message ICT content
design using from existing 7. use image
info graphics images, text manipulation
3. Online file and graphic techniques
formats for elements for on existing
images and use in specific images to
text Professional change or
4. Principles tracks. enhance their
and basic These may be current state
techniques of in the form of, to
image but not limited communicate
manipulation to: a message
5. Basic image 1. Team/ for a specific
manipulation athlete/ league purpose
using offline or recruitment
opensource posters 8. create an
software (Sports) original or
6. Combining 2. Logo or crest derivative ICT
text, graphics, for a content to
and images community, effectively
7. Uploading, school communicate
sharing, and organization or a
image hosting
platforms
Usable barkada
platforms/ (Arts)
applications 3. Labeling and
visual
currently manual of
message in
include but are operation for
an online
not tools and
environment
limited to: equipment
related to
1. Google (Tech-Voc)
specific
Sketch Up 4. Presentation
professional
(freeware) of cafeteria
tracks
2. GIMP (open patronage data
source/ (Business/
freeware) Academic)

Performance Task: The class will be grouped into 5 members each.

Each group will set up a Facebook page and use the principles of design when lay outing and adding content for their page.

Literal Transfer task: The learner create and design a social media campaign.
WEEKS 7–8 the at the end of Proficient in 9. evaluate Underst Proficient in online Doing Applying Output Long Hands Technical Workshop
Online principles the 2-week using existing anding creation tools and Test On skills
platforms as and period techniques of online web design Demonstr
tools for techniques independently design creation Doing principles in ation
ICT content of apply the through tools, creating derivative
development design using principles and online platforms ICT content related Video
covering the online techniques of creation tools, and to specific Presentati
topics of: creation design using platforms and applications professional tracks on
1. The nature tools, online creation applications in in
and purposes platforms, tools, creating developing
of online and platforms, and derivative ICT ICT content
platforms and applications applications to content in the for
applications to create original form of the specific
2. Basic web develop ICT or following: professional
design content for derivative ICT tracks
principles and specific content for use 1. Survey
elements professional in instruments 10. apply
3. Web page tracks specific using web design
design using
templates and
professional
online
tracks principles
WYSIWYG
These may be Google forms and elements
platforms
in the form of, (Business/ using online
but not limited Academic) creation
These online
to: 2. Athletic tools,
platforms
1. Survey match-ups platforms,
currently
instruments and and
include, but
using league applications
are not
Google forms standings to
limited to:
(Business/ using communicate
1.
Academic) Mindmeister a message
Presentation/
2. Athletic (Sports) for a specific
visualization
match-ups and 3. purpose in
(Prezi, Soho,
league Catalogues/S specific
Slideshare,
standings using watches/ professional
mindmeister)
Mindmeister options for tracks
2. Cloud
(Sports) products and
computing
3. services using 11. create an
(Google
Catalogues/Sw Prezi original or
Drive,
atches/ (TechVoc) derivative ICT
Evernote,Drop
options for 4. Online content
box)
products and photo album using online
3. Social Media
services using of creation
(Twitter,
Prezi (TechVoc) artistic works tools,
Facebook,
4. Online photo or platforms,
Tumblr)
album of photographs and
4. Web Page
artistic works using Picasa applications
Creation (Wix,
or (Arts) to effectively
Weebly)
photographs 5. Online communicate
5. File
using Picasa music messages
Management
(Arts) production related to
(zamzar,
5. Online music using Sibelius specific
word2pdf)
production (Music) professional
6. Mapping
using Sibelius tracks
(Google Maps,
(Music)
Wikimapia)
Performance Task: the learners will create a blog post by pair.
Each pair will choose topics related to ICT and post it on their blogs through using word press.
Links will be submitted to the teacher for checking

Literal Transfer task: The learner creates and design Blogs.

WEEKS 9–10 the key at the end of Proficient in Underst Proficient in content Knowl Understa 1st Hands Technical Video
learnings the 2-week creating anding development for edge nding quart On skills Presentati
from the period online portals intended output er on
previous and quarter such as blogs, audience/viewer of exam
Collaborative weeks, collaboratively newsletter 12. evaluate ICT project Demonstr
development which they develop an and online the quality, ation
of will online portal or magazine with value,
ICT content synthesize website to reliable and
covering the into an showcase and content appropriaten
topics of: integrated share ess of
1. Team ICT existing and peer’s
structure and content previously existing or Doing Designed blogs and Doing
dynamics for through developed previously newsletter for Applying
ICT content collaboratio content developed specific audience or
2. Online n with These may be ICT viewer.
collaborative classmate in the form of, content in
tools and teacher but not limited relation to
and processes as both to: the
3. Project peer and 1. Online theme or
management partner newsletter intended
for ICT content 2. Blog audience/
4. Curating 3. Issuu online viewer of an
existing “magazine” ICT
content project
for use on the
web Online 13. share and
collaborative showcase
tools that existing or
may be used previously
currently developed
include, but material in
are not limited the
to: form of a
1. Google collaborativel
Docs/ MSOffice y
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 designed
include but are newsletter or
not blog site
limited to: intended for
1.Presentation/ a
visualization specific
(Prezi, Soho, audience or
Slideshare, viewer
Mindmeister)
2. Cloud
computing
(Google Apps)
3. Social Media
(FacebookPage
s, Tumblr)
4. Web Page
Creation (Wix,
Weebly)
5. Blog sites
(Blogger,
Wordpress,
Livejournal,
Issuu)
Performance Task: the class find at least four people with mutual interest.
Each group will create a web portal using Jimdo or Wordpress including links to different blogs and posts.
Design graphics for portal and place them on the blogs to create a common identity to the blogs.
Literal Transfer task: The learner design a web portal.

Prepared by: Shalom C. Oriel & Stephany M. Ravelo Checked by: Gilbert J. Conde
Subject Teachers

Approved by: Walter T. Caminos

OIC/SHS