DETAILED LESSON PLAN (DLP)

DLP NO. 1 Learning Area: EMPOWERMENT Quarter: 1 Duration:

TECHNOLOGY 60mins.
Learning Compare and contrast the nuances of varied Code: CS_ICT11/12-ICTPT-Ia-
Competencies: online platforms, sites, and content to best b-1
achieve specific class objectives or address
situational challenges
Key Concept/ ICT in the context of global communication for specific professional track
Understanding to
be developed
1. Objectives
Knowledge The students are expected to:

Explain how ICT affects their everyday lives and the state of our nation;
Skills
Compare and contrast the differences between online platforms, sites and content
Attitude Give the importance of ICT in our daily lives.

Values
perform the given task with oneness and solidarity.
2. Content Information and Communication Technology covering the topics of:
1. The current state of ICT technologies (i.e., Web 2.0, 3.0, convergent
technologies, social,
mobile, and assistive media)
2. Online systems, functions, and platforms
3. Learning Books, CG, Power point, internet.
Resources
4. Procedures
4.1 Using the concept map, write words that are related to ICT.
Introductory
Activity
ICT

4.2 Activity Form the class into group of 8 members. Take turns answering the questions. Share
by group.
1. How many times have you checked your phone this morning?
2. How many status updates have you posted in FB or Twitter today?
3. Did you use internet for an hour after you woke up this morning?
4. Do you follow a celebrity via his/her social media account?

4.3 Analysis 1. What do you feel about the activity?

2. Does ICT make the world go around? Why?
3. How important is it in our daily lives?
4.4 Abstraction Lecturette:
ICT – information and communication technology deals with the use of different
communication technologies such as mobile phones, internet, telephone etc. to
locate, edit, and send information.
Philippines the “ICT hub of Asia”

4.5 Application Do exercises on p. 6 of E-Tech by ITWI, “ICT, Me and My Community”

4.6 Assessment Using the given Table on Exploration 1.1 (Static and Dynamic), compare and
contrast the differences between online platforms, sites and content.
4.7 Assignment In lecture notebook, do exploration 1.2, Identify the correct web platform for Social
Change.
 1. Identify a problem in your community (e.g., littering, garbage disposal,
blocked drainage, etc)
2. Imagine that you are going to create a website to persuade both community
leaders and members to solve this problem.
3. Fill up the given form. (refer to presentation)

4.8 Concluding Keep everything clean and in proper order.

Activity
(2 mins)
5. Remarks
6. Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)
DLP NO. 2 Learning Area: EMPOWERMENT Quarter: 1 Duration:
TECHNOLOGY 60mins.
Learning Compare and contrast the nuances of varied Code: CS_ICT11/12-ICTPT-Ia-
Competencies: online platforms, sites, and content to best b-1
achieve specific class objectives or address
situational challenges
Key Concept/ ICT in the context of global communication for specific professional track
Understanding to
be developed
1. Objectives
Knowledge The students are expected to:

Explain the current state of ICT technologies;

Skills
Distinguish the correct web platform to promote social change
Attitude
Display a positive attitude towards ICT technologies; and
Values
Display with utmost concern on social responsibility.

2. Content Information and Communication Technology covering the topics of:

1. The current state of ICT technologies (i.e., Web 2.0, 3.0, convergent
technologies, social,
mobile, and assistive media)
2. Online systems, functions, and platforms
3. Learning Books, CG, Power point, internet.
Resources
4. Procedures
4.1 Introductory 1. Checking of attendance.
Activity 2. Review of previous lesson.
4.2 Activity Form the class into group of 8 members. Take turns answering the questions. Share
by group.
1. How many of you use social media websites?
2. What is the most popular social media site?
3. Who among your members use Internet to get News?
4. Who among your members use iPhones or Android phones?
5. Who among you here are familiar with assistive media?
4.3 Analysis  Each group will report on the result of the survey.
 Teacher analyze the acquired data.
 Cite the impact and result of the trends
4.4 Abstraction  Lecturette on the: features of web 2.0 and 3.0, Convergent technologies, and
assistive media

4.5 Application Do Exploration 1.2 on Identifying the Correct Web Platform to use for social
change after knowing the Trends of ICT
4.6 Assessment Answer the Post Test.

4.7 Assignment Individually, do the following:

1. Identify a community problem that need to be address.
2. Develop a plan using a chosen platform to address the problem.
4.8 Concluding Keep everything in proper order…
Activity
5. Remarks
 6. Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)
DLP NO. 3 Learning Area: EMPOWERMENT Quarter: 1 Duration:
TECHNOLOGY 60mins.
Learning Apply online safety, security, ethics, and Code: CS_ICT11/12-ICTPT-Ia-
Competencies: etiquette standards and practice in the use of b-2
ICTs as it would relate to their specific
professional tracks
Key Concept/ ICT in the context of global communication for specific professional track
Understanding to
be developed
1. Objectives
Knowledge The students are expected to:

Recognize the dangers of the Internet;

Skills Apply online safety, security, ethics and etiquette standards and practices;
Attitude

Consider one’s and others safety when sharing information on the net.
Values
Display with utmost concern on social responsibility in using media.
2. Content Online Safety, Security, Ethics and Etiquette
3. Learning Books, CG, Power point, internet.
Resources
4. Procedures
4.1 Introductory 1. Checking of attendance.
Activity 2. Answer the Pre-Test.
3. Review of previous lesson.

4.2 Activity Individually, accomplish the Table below.

“How Safe are You?”
Type of Information Shared Not
Shared

1. First Name

2. Last Name

3. Middle Name

4. Current and previous

school (s)
5. Your Cellphone
Number

6. The Name of your

Mother and Father

7. The Name of your

Siblings

8. Your Address

9. Your Home Phone

Number
 10. Your Birthday

4.3 Analysis 1. What do you feel with the activity?

2. How many checks you have for Shared?
3. How many checks you have for Not Shared?
4. How safe are you when using the Internet?

4.4 Abstraction Lecturette on the Online Safety, Security, Ethics and Etiquette

4.5 Application Create a Journal by doing Skill Exploration 2.1 on Privacy Policies in actual
websites.
4.6 Assessment 1. Answer the Post Test.
2. Rating of Journal output.
4.7 Assignment In your lecture notebook, answer the following question:
1. What are the problems you encountered in your computer system?
2. Identify the causes of those problems.
4.8 Concluding Keep everything in proper order.
Activity
5. Remarks
6. Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)

DLP NO. 6 Learning Area: EMPOWERMENT Quarter: 1 Duration:

TECHNOLOGY 60mins.

Learning The learners: uses common productivity tools Code: CS_ICT11/12-ICTPT-Ic-

Competencies: effectively by maximizing advanced application d-4
techniques.

Key Concept/ Advanced tools and techniques found in common productivity and software
Understanding to applications in developing ICT content.
be developed

1. Objectives
Knowledge At the end of the period, the students are expected to:

Explain the advantages and disadvantages of the different presentation tool.

Skills Plan a presentation about the students’ business venture/plan using a specific
presentation tool.

Attitude Display cooperation in making the group’s presentation.

Values Display the value of cleanliness and orderliness in the E-Classroom during and
after the making of the presentation. (Makakaliksan)

2. Content Creating an Effective Presentation using different presentation tools.

3. Learning Powerpoint presentation, CG, handouts, PC, LCD Projector, Manila Paper
Resources
4. Procedures
4.1 Introductory 1. Checking of attendance.
Activity
2. Pre-test – 10 items

(True or False)

4.2 Activity Group research. Divide the class into 4 groups.

The teacher will now say “It is now time for your group to present the result of
your small business venture in class. What better way to present it but with the use
of a presentation tool. I have here 4 rolled papers, which has the name of the
presentation tool which you will be using to make your presentation. I also have
another set of papers here which has the numbers 1-4 for the draw lots of whose to
present their output first. What you need to do is to turn on your computers and
research on the advantages and disadvantages of the presentation that you are
assigned to. I will give you 5 minutes to finish the research and another 1 minute
to present your findings to the group. Write your findings on the manila papers
that will be provided to you.”
Presentation of the findings.

4.3 Analysis The teacher shows a presentation using PowerPoint with unreadable texts because
of wrong contrasting of colors of the background and the text.
What do you see class?
What have you observed?
Did you find a hard time reading the texts?
Why do you think?
The teacher now elicits students’ ideas about the font style, color contrasting, and
etc. by showing some samples of the said problems.
 4.4 Abstraction After hearing the different ideas of the students regarding the problems they see on
the presentation presented by the teacher, it is now time to introduce the tips in
creating an effective presentation using a PPT.
Answering of the pre-test to see if the students got it right.
Can you apply the tips on your presentation?
The teacher now introduces the rubric to be used to measure the students’


performance and output. The performance will be graded individually while the
output will be graded by group.
4.5 Application Students are given 5 minutes to meet with their group and discuss their plans on
what they want to do with their presentation and who to do what task (research of
pictures, making tables, making animation, etc) making sure everybody in the
group has something to do.
4.6 Assessment The students are now given 25 minutes to start with their presentation making.

4.7 Assignment Next meeting, you will be going directly to your work stations to finish your
presentation. Individual performance will be assessed as you continue doing your
output.

4.8 Concluding Keep everything in proper order.

Activity
5. Remarks

6. Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)

DLP NO. 7 Learning Area: EMPOWERMENT Quarter: 1 Duration:

TECHNOLOGY 60mins.

Learning Creates an srcinal or derivative ICT content to Code: CS_ICT11/12-ICTPT-Ic-

Competencies: effectively communicate or present data or d-5
information related to specific professional
tracks.

Key Concept/ use of advanced tools and techniques found in common productivity/software
Understanding to applications in developing ICT content
be developed

1. Objectives
Knowledge At the end of the period, the students are expected to:

Compare traditional mail from computerized mail.

Skills Produce merge document using mail merging feature of Microsoft word

Attitude Perform the task diligently

Values Perform honestly.

2. Content Mail merge and label generation

3. Learning Powerpoint presentation, CG, handouts, PC, LCD Projector, Manila Paper
Resources
4. Procedures
4.1 Introductory 1. Checking of attendance.
Activity
2. Show Pictures of traditional mail and computerized mail through PowerPoint
Presentation. Solicit ideas from students through comparison.

 Short Discussion and Presentation of the topic.

4.2 Activity  Demonstration Teaching

 Student Return Demo

4.3 Analysis  What do you feel about the task given to you?
 Was it hard? Easy?

4.4 Abstraction

4.5 Application

4.6 Assessment

4.7 Assignment

4.8 Concluding Keep everything in proper order.

Activity

5. Remarks

6. Reflections

Prepared by:
 How did you create your infographics?
4.5 Application Flash some infographics. Determine whether the given infographics follow basic
principles or not. Mark (/) if it follows, (x) if not.

1. 2.

3.

4.6 Assessment Arrange the steps in creating an infographics by numbering them from 1-6.
_____ 1. Fill up the information on the Sign Up page
_____ 2. Create a Piktochart account
_____ 3. Save your work
_____ 4. Edit the block and use the various tools on the left side of the page
_____ 5. Select the blocks and input the information
_____ 6. Select a template for your infographics
4.7 Assignment Research on Online Image file formats.
4.8 Concluding
Activity

8 Remarks
9 Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)
DLP NO. 15 Learning Area: EMPOWERMENT Quarter: 1 Duration:
TECHNOLOGY 60mins.
Learning Use image manipulation techniques on existing CS_ICT11/12-ICTPT-Ie-f-7
Competencies: images to change or enhance their current state
to communicate a message for a specific
purpose
Key Concept/ Text, graphics and images to create ICT content.
Understanding to
be developed
1. Objectives
Knowledge At the end of the period, the students are expected to:

Discuss how to edit images using Editor Edit in Photoscape

Skills Edit an image using Editor Edit in Photoscape

Attitude Perform editing of image with patience

Values Display concern for others when soliciting ideas

2. Content Imaging and Design for the Online Environment

3. Learning Curriculum Guide : page 3 of 11
Resources Learning Material : Empowerment Technologies by IT Works Inc. pp. 111 – 113
Powerpoint presentation, LCD Projector, Laptop
4. Procedures
4.1 Introductory 1. Checking of attendance.
Activity 2. Show a sample edited image. Let the
students guess what software is used in
editing. Demonstrate how to edit an image

using Photoscape.

4.2 Activity Divide class into groups. Provide instructions for them to follow.
Assign the following images and the expected output.
Group 1 Group 2

Group 3 Group 4
 Group 5

4.3 Analysis How did you feel when performing your activity?
Did you feel nervous or confident?
Were you able to follow the instructions?
Which part of the activity was difficult for you?
What was the first step you executed?
Were you able to make some changes?
How do you find your image (output)? Is it appealing or not?
What were the tools used?
4.4 Abstraction What are the steps in editing an image or graphic using Photoscape?
What is your purpose of editing an image?
How did you edit your image?
4.5 Application Flash pairs of images (srcinal and edited). Identify which part of the srcinal
image is being edited and what tool is used.
1) 2)

3) 4)
 4.6 Assessment Arrange the steps in editing an image using Photoscape by numbering them from
1-6.
____ 1. Open Photoscape then choose editor
____ 2. Choose the folder where the image you want to edit is located using the
file explorer on the upper left
____ 3. Once you have selected the folder, you will see a preview of all the images
found on that folder at the bottom of the file explorer
____ 4. From the preview, select the image you want to use
____ 5. Manipulate the image using the tools
____ 6. Save

4.7 Assignment Take pictures on 10 different flowers. Save in flash drive.

4.8 Concluding
Activity

10 Remarks
11 Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)
DLP NO. 16 Learning Area: EMPOWERMENT Quarter: 1 Duration:
TECHNOLOGY 60mins.
Learning Use image manipulation techniques on existing CS_ICT11/12-ICTPT-Ie-f-7
Competencies: images to change or enhance their current state
to communicate a message for a specific
purpose
Key Concept/ Text, graphics and images to create ICT content.
Understanding to
be developed
1. Objectives
Knowledge At the end of the period, the students are expected to:

Explain how to edit images using Batch Edit in Photoscape

Skills Edit an image using Batch Edit in Photoscape

Attitude Display creativity

Values Display concern for others when soliciting ideas

2.
3. Content
Learning Imaging andGuide
Curriculum Design for the
: page Online
3 of 11 Environment
Resources Learning Material : Empowerment Technologies by IT Works Inc. pp. 113 – 115
Powerpoint presentation, LCD Projector, Laptop
4. Procedures
4.1 Introductory 1. Checking of attendance.
Activity 2. Show a group of images. Ask if they know how to edit all the images at the
same time. Demonstrate how to edit a group of images at the same time. Let a
student do a return demonstration.

a. Act Divide class into groups. Let them use the pictures taken previously for this
ivit activity. Provide instructions for them to follow.
y 1. Select the folder where your photos are located, then on the Preview window,
drag the photos you want to be part of the batch edit to the work area
2. Use the tools on the right to edit your photo
3. Resize pictures so that they do not exceed 800 pixels in width
4. Click on Convert All button found on the upper right
5. Save
4.3 Analysis How did you feel when performing your activity?
Were you able to follow the instructions?
Which part of the activity was difficult for you?
What was the first step?
Are you satisfied with your outputs?
Why is it important to know how to edit images by batch?
4.4 Abstraction What are the steps in editing images by batch?
How were you able to edit all your images at a very short period of time?
What is the purpose of editing images by batch?
4.5 Application List 3 advantages of editing images by batch using Photoscape
4.6 Assessment Arrange the steps in editing an image by batch using Photoscape by numbering
them from 1-5
____ 1. Save
____ 2. Resize pictures so that they do not exceed 800 pixels in width
____ 3. Use the tools on the right to edit your photo
____ 4. Click on Convert All button found on the upper right
 ____ 5. Select the folder where your photos are located, then on the Preview
window, drag the photos you want to be part of the batch edit to the work area
4.7 Assignment Take pictures of places, people, food and others that interest you. Save in flash
drive.
4.8 Concluding
Activity

12 Remarks
13 Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)
DLP NO. 24 Learning Area: EMPOWERMENT Quarter: 1 Duration:
TECHNOLOGY 60mins.
Learning Share and showcase existing or previously CS_ICT11/12-ICTPT-Ii-j-13
Competencies: developed material in the form of a
colaboratively designed newsletter or blog site
intended for a specific audience or viewer
Key Concept/ Integration of ICT content through collaboration with classmate and teacher as both
Understanding to peer and partner from previous learnings
be developed
1. Objectives
Knowledge At the end of the period, the students are expected to:

List an online portal or website

Skills Compare an online portal or website

Attitude Differentiate the list of online portal or website

Values Display social responsibility
2. Content The learner should be able to synthesize into an integrated ICT content through
collaboration with classmate and teacher as both peer and partner
3. Learning Curriculum Guide : page 4 of 11
Resources Powerpoint presentation, LCD Projector, Laptop
4. Procedures
4.1 Introductory 1. Ask the students if they know of a portal or a website
Activity Ask them what site they always view

4.2 Activity 1. Show to the students 5 websites

2. Let the students observe the design and the ouline of the 5 sites.
3. Let the students find a partner and share their observations
4. Reporting
4.3 Analysis Analyse the activity using the following questions:

 What did you feel after the sharing? Why?

 What are your ideal design of a website?
 What is your favorite design of the given websites?
4.4 Abstraction Discuss the things needed in order to make a websites?
4.5 Application List 5 online portals or websites and let them write their observation about the
designs
4.6 Assessment List 5 websites that conform to the students qualifications or ideal websites
4.7 Assignment Research work:
List the codes in making a website.
4.8 Concluding Please don’t forget to shut down your pc.
Activity Arrange the chairs.
Clean as you go! Thanks
10 Remarks
11 Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)
DLP NO. 25 Learning Area: EMPOWERMENT Quarter: 1 Duration:
TECHNOLOGY 60mins.
Learning Share and showcase existing or previously CS_ICT11/12-ICTPT-Ii-j-13
Competencies: developed material in the form of a
colaboratively designed newsletter or blog site
intended for a specific audience or viewer
Key Concept/ Integration of ICT content through collaboration with classmate and teacher as both
Understanding to peer and partner from previous learnings
be developed
1. Objectives
Knowledge At the end of the period, the students are expected to:
Memorize the code in developing an online portal or website

Skills Organize the code in developing an online portal or website

Attitude Practice self-confidence

Values Practice harmony
2. Content The learner should be able to synthesize into an integrated ICT content through
collaboration with classmate and teacher as both peer and partner
3. Learning Curriculum Guide : page 4 of 11
Resources Powerpoint presentation, LCD Projector, Laptop
4. Procedures
4.1 Introductory 1. Check the attendace
Activity 2. Collect the assignment

4.2 Activity 1. Group the students into 5 groups and share the codes that they have
gathered in their assignment
2. Group reporting
4.3 Analysis Analyse the activity using the following questions:
 What did you feel after the sharing? Why?
4.4 Abstraction Discuss the use of the codes in developing a portal or a website?
4.5 Application Use the code to be able to display the words” HELLO WORLD” on the screen
4.6 Assessment Oral Test. Memorize the code in front of the teacher
4.7 Assignment Only the students who have not memorize the code in the assessment are given
assignment.
4.8 Concluding Please don’t forget to shut down your pc. Thanks!
Activity
12 Remarks
13 Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)
DLP NO. 26 Learning Area: EMPOWERMENT Quarter: 1 Duration:
TECHNOLOGY 60mins.
Learning Share and showcase existing or previously CS_ICT11/12-ICTPT-Ii-j-13
Competencies: developed material in the form of a
colaboratively designed newsletter or blog site
intended for a specific audience or viewer
Key Concept/ Integration of ICT content through collaboration with classmate and teacher as both
Understanding to peer and partner from previous learnings
be developed
1. Objectives
Knowledge At the end of the period, the students are expected to:
Explain the code in developing an online portal or website

Skills Illustrate the code in developing an online portal or website

Attitude Practice openmindedness

Values Practice social responsibility

2. Content The learner should be able to synthesize into an integrated ICT content through
collaboration with classmate and teacher as both peer and partner
3. Learning Curriculum Guide : page 4 of 11
Resources Powerpoint presentation, LCD Projector, Laptop
4. Procedures
4.1 Introductory 1. Check the attendace
Activity 2. Call the students who were given assignment and recite orally the code

4.2 Activity 1. Group the students into 5 groups and share the code
2. Apply the code to be able to display the words “ HELLO WORD“ on the
screen
3. Instruct each group to make some innovations of the sample website
“HELLO WORD” like the font style and color, allignment and other icons
on the tool bar menu
4. Group presentation
4.3 Analysis Analyse the activity using the following questions:
What did you feel after the sharing? Why?
4.4 Abstraction Is the code important in making a website?
4.5 Application Enhanced the design
4.6 Assessment Multi- media presentation of the enhanced website
4.7 Assignment Practice making an innovation of the design created
4.8 Concluding Please don’t forget to shut down your pc. Thanks!
Activity
5. Remarks

6. Reflections
Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)
Learning Area: EMPOWERMENT Quarter: 2 Duration:
TECHNOLOGY 60mins.
Learning Generate a technical report interpreting CS_ICT11/12-ICTPT-IIq-r21
Competencies: analytics of traffic data in general aspects of
search visibility, reach and virality
Key Concept/ Management of Online ICT Project for Social Change
Understanding to
be developed
1.Objectives
Knowledge At the end of the period, the students are expected to:

Explain what search visibility, reach and virality are

Skills Interpret analytics of traffic data in the aspects of visibililty, reach and virality
using facebook as a platform and facebook insights as the tool;
Generate a technical report from the data analytics being interpreted
Attitude Display critical thinking and patience in the analysis of the traffic data and
generation of the technical report
Values Practice oneness in coming up with a technical report

2. Content Evaluating an ICT Project through User Feedback and Interaction

3.Learning Curriculum Guide: page 9 of 11
Resources Powerpoint presentation, LCD Projector, Laptop
4.Procedures
4.1 Introductory Ask the students to cite instances of materials/events that got viral in the online
Activity world.
1. What made these things become viral?
2. When can something be considered viral in the online world?
4.2 Activity Let the students proceed to their groups and ask them to open their group facebook
page. Let them roughly count the number of likes their page gets, the number of
people reached by their posts, and the posts that become viral, if there are any. (Note:
A student or group of students at the moment when this competency will be taught
should have a facebook page already for at least a week old. The teacher should
have
hers/his, too.)
4.3 Analysis Ask:
1. How is your facebook page doing so far? Is it progressing or not?
2. What have you done that made your page get more likes and reach more people?
3. Are there any posts that become viral? What are the reasons for their virality?
4.4 Abstraction 1. Discuss search visibility, reach and virality.
2. Teach the students how to analyze a facebook page using facebook insights as a
tool.
3. Guide them how to access the Facebook Insight which will give them accurate
and organized data on virality of posts, likes, reach, check-ins/visits, and other
detailed data.
4.5 Application Using the data from the teacher’s Facebook page, demonstrate to the students the
way to interpret these data and how a report can be generated in prose and non-
prose form, format of which should be presented/introduced.
4.6 Assessment Analysis of Students’ Output
ACTIVITY
Students’ Facebook Page Data Analysis, Interpretation and Report Generation
4.7 Assignment Interpreting Data Analytics in Google
4.8 Concluding Data analyzing tools such as Facebook Insights give you a plethora of useful
Activity information about your page. However, the key is to take the data and create
 something meaningful with it. Use it to improve the performance of your page and
inspire more people with your cause.
5.Remarks
6.Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)
DLP NO. 21.2 Learning Area: EMPOWERMENT Quarter: 2 Duration:
TECHNOLOGY 60mins.
Learning Generate a technical report interpreting CS_ICT11/12-ICTPT-IIq-r21
Competencies: analytics of traffic data in general aspects of
search visibility, reach and virality
Key Concept/ Management of Online ICT Project for Social Change
Understanding to
be developed
1.Objectives
Knowledge At the end of the period, the students are expected to:

Recall what search visibility, reach and virality are

Skills Interpret analytics of traffic data in the aspects of visibililty, reach and virality
using wordpress as a platform and Google Analytics as a tool;
Generate a technical report from the data analytics being interpreted
Attitude Display critical thinking and patience in the analysis of the traffic data and
generation of the technical report
Values Practice independence in coming up with a technical report

2. Content Evaluating an ICT Project through User Feedback and Interaction

3.Learning Curriculum Guide: page 9 of 11
Resources Powerpoint presentation, LCD Projector, Laptop
4.Procedures
4.1 Introductory Call students to recall what search visibility, reach and virality are.
Activity
4.2 Activity Let every student open his blog site in wordpress and roughly assess its progress
based on his own standard of evaluation. (It is assumed that the students have blog
sites of their own at this stage.)
4.3 Analysis How’s the progress of your site? Is it impacting a large number of audience? What
could have been done so your site would interest many netizens? How did you
analyze its progress? What’s the purpose of analyzing its progress?
4.4 Abstraction Say: Learning more about your users is vital to run a successful online website. You
need an analytics solution that helps you gather data and provide insightful reports
into user activity on your site. Analytics platform can tell you where your users are
coming from, which pages they are visiting the most, how long they stay on your
website, which links they click on the most, etc.

Google Analytics is one of the best analytic softwares for Wordpress users. Other
available software are Crazy Egg, KISSmetrics, Mixpanel, Piwik, Woopra,
WordPress.com Stats

For the purpose of this lesson, use only Google Analytics. Emphasize the pros and
cons of using the tool.
4.5 Application Using the data from the teacher’s blog site, demonstrate to the students the way to
interpret these data through Google Analytics as a tool and how a report can be
generated in prose and non-prose form, using the same format during the lesson on
Facebook Page Analysis .
4.6 Assessment Analysis of Students’ Output
ACTIVITY
Students’ Wordpress Data Analysis through Google Analytics, Interpretation and
Report Generation
4.7 Assignment Analyze Wordpress Blog Site using any one of the following tools: Crazy Egg,
KISSmetrics, Mixpanel, Piwik, Woopra or WordPress.com Stats
 4.8 Concluding What difficulties have you encountered in using Google Analytics to evaluate your
Activity blog site? Do you think it is a good software? Why or why not?
5.Remarks
6.Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1
 DETAILED LESSON PLAN (DLP)
DLP NO. 23 Learning Area: EMPOWERMENT Quarter: 2 Duration:
TECHNOLOGY 60mins.
Learning create a reflective piece or output using an ICT CS_ICT11/12-ICTPT-IIt-23
Competencies: tool, platform, or application of choice on the
learning experience undergone during the
semester
Key Concept/ The nature of ICT and the manner by which the learning process has changed his/her
Understanding to world view
be developed
1.Objectives
Knowledge At the end of the period, the students are expected to:

Explain on how to create a reflective output using ICT tool, platform, and
application of choice;
Skills Develop an output using any ICT tools, platform or application of choice on the
learning experience undergone during the semester;
Attitude Display critical thinking on the formulation of ideas for the expected output.
Values Display with utmost concern on social responsibility in using media.
2. Content Reflecting on the ICT learning process covering the topics of: ICT, the Self, and
Society
3.Learning Curriculum Guide: page 10 of 11
Resources Powerpoint presentation, LCD Projector, Laptop
4.Procedures
4.1 Introductory 1. Checking of attendance.
Activity
2. Answer the Pre-Test.

4.2 Activity Individually, accomplish the Table below.

“What Have You Learned?”
Topics Knowledge Skill

4.3 Analysis Based on your Activity:

1. What are the skills you learn?

2. How do these skills help or change your learning process?

3. Among the activities done, what interests you most? Why?

4.4 Abstraction Review the different platforms and ICT tools that can be used in creating the
reflective output.

4.5 Application Output making based on learners’ choice of ICT tools and platforms to use
 DETAILED LESSON PLAN (DLP)
DLP NO. Learning Area: EMPOWERMENT Quarter: 1 Duration:
TECHNOLOGY 60mins.
Learning create an srcinal or derivative ICT content CS_ICT11/12-ICTPT-Ig-h11
Competencies: using online creation tools, platforms, and
applications to effectively communicate
messages related to specific professional tracks.
Key Concept/ demonstrate an understanding the principles and techniques of design using online
Understanding to creation tools, platforms, and applications to develop ICT content for specific
be developed professional tracks.

1.Objectives
Upload the html file using a free web hosting site;

2. Content Online Platforms for ICT Content Development

Step by step procedure in uploading html file to a web hosting site
3.Learning Curriculum Guide: page 2 of 11
Resources Empowerment Technologies by Innovative Training Works, Inc. pp. 122-157
Powerpoint presentation, LCD Projector, Laptop
4.Procedures
4.1 Reviewing Present the activity to the learners
previous lesson or
presenting the new
lesson
4.2 Establishing a
purpose for the
lesson

4.3 Presenting
examples/

instances of the
new lesson
4.4 Discussing Students will upload their website in a free web hosting site.
new concepts and
practicing new
skills #1
4.5 Discussing
new concepts and
practicing new
skills #2
4.6 Developing Do the activity
Mastery

4.7 Finding
practical
application of
concepts and skills
in daily living
4.8 Making Students will explain how they accomplished their activity
generalizations
and abstractions
about the lesson
 4.9 Evaluating Grade their activity using rubric
learning
4.10 Additional Take home exercises
activities for
application or
remediation
5.Remarks
6.Reflections

Prepared by:

Adrian Jay L. Delara

SHS-Teacher 1

DETAILED LESSON PLAN (DLP)

DLP NO. Learning Area: EMPOWERMENT Quarter: 1 Duration:
TECHNOLOGY 60mins.
Learning Evaluate existing websites and online resources CS_ICT11/12-ICTPT-Ie-f-6
Competencies: based on the principles of layout, graphic and
visual message design.
Key Concept/ Manipulate text, graphics, and images to create ICT content intended for an online
Understanding to environment.
be developed
1.Objectives
 a. Evaluate existing websites and on-line resources based on the elements of design and lay-out.
b. Utilize the different elements of graphics and lay-out design in creating an existing image, text or graphics.
c. Apply one’s creativity in performing the activity.

2. Content Imaging and Design for the On-Line Environment

(Basic Principles of Graphic and Lay-out)
3.Learning Curriculum Guide: page 2 of 11
Resources Powerpoint presentation, LCD Projector, Laptop
4.Procedures
4.1 Reviewing Review on the elements od design and lay-out (Provide guide questions)
previous lesson or
presenting the new
lesson
4.2 Establishing a Presentation of several websites.
purpose for the
lesson

4.3 Presenting 4 PICS 1 WORD on the elements of design ( Basic Shapes, Color wheel)
examples/
instances of the
new lesson
4.4 Discussing Discuss the elements of design and lay-out.
new concepts and
practicing new
skills #1
4.5 Discussing Picture Study of several local websites.
new concepts and Discussion of the elements of lay-outing
practicing new
skills #2
4.6 Developing How are the elements of design and lay-out are utilized in creating a digital
Mastery artwork?

4.7 Finding Let the students utilize the elements of graphic design and lay-out to create basic
practical digital artwork.
application of
concepts and skills
in daily living
4.8 Making What are the elements of graphic design? lay-out design?
generalizations
and abstractions
about the lesson

4.9 Evaluating Giving of 10-item quiz.

learning
4.10 Additional Assignment:
activities for Download websites of several companies local and national.
application or Compare how they create their websites. What makes them unique to others?
remediation
5.Remarks
6.Reflections

Prepared by:
Adrian Jay L. Delara

SHS-Teacher 1