Activity 1

1. As a future teacher, explain how you will integrate technology in delivering your lesson. What are the tools that you will use to make learning interactive? 10 pts.

Activity 2

Utilize the sample learning plan given below. Enhance or revise it by integrating 21st century skills through ICT. Consider the six (6) key elements for fostering 21st century
in making activities in your learning plan. (40pts.)

Sample Lesson Plan

Read and analyze the sample detailed lesson plan in Filipino for grade seven.
Sample Learning Plan

Subject: FILIPINO Grade: Grade 7

Subject Hours/Week: 5 hours School Year: 2020-2021
Learning Plan

Desired Learning Outcomes (DLO) Course Matter Time Teaching and Assessment Tasks (AT’s) Resource Material
Content/Subject Frame Learning Activities
(Quarter/Week (TLA’s)
 /hours)

Pagkatapos ng aralin, inaasahang ang MABANGIS NA Q1 Pagpapayaman ng Pagsagot sa tanong Kagamitang

mga magaaral ay: LUNGsOD Linggo 1 Talasalitaan kung ano ang biswal,
magagawa ng isang
1. Naipapakita ang (Maikling 1 oras projector, yeso
kabataan para
mahahalagang detalye sa Kwento “4 Pics, 1 Word” matutulungan si
at pisara
pamamagitan ng Pangkatang Pangulong Duterte para
pagkakasunodsunod ng mga Gawain: - maibsan ang kahirapan
pangyayari sa kuwento. Tableau at mabawasan ang mga
2. Naibibigay ang sinisimbolo ng - Skit batang di nakakapag-aral.
mga tauhan sa paksang tinalakay. - Concept Web
Paggawa ng tula tungkol
3. Naisusulat ng mga mag-aaral - Dula-dulaan sa paksa na “Mga Bata sa
ang kaugnayan ng mga Komunidad”.
pangyayari sa
kuwento sa kasalukuyang panahon.

Suggested Readings/ References Filipino Grade 7 Leaner’s Material (Quarter 1 and 2) pp. 41-42
(Sanggunian/ Pinagbabatayan)

Methodologies/ Strategies Metodolohiya - Pangrupong Talakayan

- Brainstorming
- Pagsusuri ng teksto

Values Integration (Pagsasanib ng Marunong Makibagay

Pagpapahalaga) Pagkamaparaan
Bukas ang Isipan

RUBRIC for the revised learning plan: (This rubric was crafted in reference to the rubric for video at:
https://www.stmary.edu/d/NCATE/Elementary%20Ed%20Program%20Review/Section_IV_Assessment_2_Rubric.pdf
Dimensions Exceeds Expectation (10 points) Meets Expectation (8 Needs Improvement Does not Meet Points
points) (6 points) Expectations (0-4 points) Earned
Objectives Objectives are obviously
observable and measurable;
Clearly stated application of
subject matter knowledge and
skills; Includes the three
domains; cognitive, affective,
psychomotor – across all
reasoning levels; lower, middle,
high.
Procedures Detailed all content and
resources required for
instruction; Includes various
teaching strategies using
Multiple Intelligences theory;
Used multiple methods or
inquiry for student learning
incorporating Bloom’s
taxonomy; effective use of
technology.
Special Specific strategies designed to
Accommo promote success for all students
da tions based on TimeCircumstances,
Tasks, Communication, Response
Modes; Differentiated Instruction
clearly evident.
Assessment Appropriate and connected to
all objectives. Specific
description of both formative
and summative assessments;
Details at least two different
ways to represent
learning; e.g. concept map,
quiz, reflective response.
Objectives are somewhat
observable and
measurable; Stated
application of subject
matter knowledge and
skills; Some domains are
included, but not all three
or not across all levels.
Detailed some content
required for instruction;
Some teaching strategies
included with use of MI
theory; Some methods of
student inquiry listed; some
open-ended
questions included;
appropriate use of
technology.
Strategies designed to allow
success for most students
based on Time
Circumstances, Tasks,
Communication,
Response Modes; Some
Differentiated
Instruction evident.
Appropriate; connected to
some objectives; Plans for
both formative and
summative assessment;
States at least two different
ways to represent learning,
e.g. concept map, quiz,
reflective response.
Objectives are either not
observable or not
measurable; Minimal
application of subject
matter knowledge and skills;
Domains and levels are
addressed limitedly.
Limited details provided
to teach content;
Teaching
strategy not clear or MI
theory not evident; Limited
methods of student inquiry
used;
lowerlevel questioning;
some use of technology.
Some strategies not
specific enough to
support student learning
based on Time
Circumstances, Tasks,
Communication,
Response Modes;
Limited evidence of
Differentiated
Instruction.
Connected to objectives
to a limited degree; Plans
for
either formative or
summative assessment;
States one way to represent
learning; e.g.
concept map, quiz,
reflective response.
Objectives are not
observable and also are
not measurable;
Application of subject
matter knowledge and
skills not evident;
Domains and levels are
not addressed.
Details are not provided
to teach content;
Teaching strategy not
clear or MI theory not
evident;
Methods of student
inquiry not evident;
lower level questioning;
limited use of
technology
Strategies not specific
enough to support
student learning based
on Time Circumstances,
Tasks,
Communication,
Response Modes; No
evidence of
Differentiated
Instruction.
Not connected to
objectives or not
appropriate; Does not
include plans for either
formative or summative
assessment; Does not
include any ways to
represent learning.