The

INSTRUCTIONAL MATERIALS IN
EDUC 30053 TECHNOLOGY FOR TEACHING AND LEARNING 2

COMPILED BY

Prof. MICHELLE R. TARASINA

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Lesson 2
ICT-Pedagogy Integration in Language Learning Plans
Learning Outcomes
At the end of the lesson, the students should be able to:
1. Discuss essential points to consider when integrating any ICT in facilitating language
education.
2. Present learning plans that integrate ICT in the learning procedures to be able to attain
the learning outcomes.
3. Plan for some activities that will help develop digital citizenship and relate to the
development of 21st Century Skills among learners.

Course Materials

Excite

STEP 1: Recalling ICT-integrated Activities Experienced

Ponder on your background, educational experiences, and prior knowledge and skills on
how information, communication, and technologies (ICTs) were successfully used by your
teachers in the lower level. Recall the ICT tools that were used by your teachers in your language
class, Filipino or English, and describe how these were used to help you understand your lessons.
Get a paper to scribble your recollections. Write at least five lessons vis-a-vis the ICT tools and a
short description of how these were used.

STEP 2: Sharing of the ICT-Pedagogy Experiences

With three (3) members in your group, each of you will share his/her scribbled
experiences. To facilitate the group sharing, assign a facilitator, a record, and a reporter.

STEP 3: Reporting

To allow everybody in the class to learn from the small sharing, assign a reporter from
your small group to share the gist of your small group sharing with the whole class.

Explore

Teaching has always been a challenging profession since knowledge has been expanding
and essential skills have been increasing and changing. With these challenges, teachers need
to engage educational-technologies to assist them in the teaching-leaning process. Engaging
educational technologies in teaching are founded on principles and philosophies. Understanding
these will help you successfully integrate technologies to allow your students to demonstrate the
intended learning outcomes of your field of specialization.

Integrating Technology in Instruction

Various educators and researchers provided the following concepts and principles about
integrating technology in instruction:
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1. John Pisapia (1994)

Integrating technology with teaching means the use of learning technologies to introduce,
reinforce, supplement and extend skills. For example, if a teacher merely tells a student to read
a book without any preparation for follow up activities that put the book in a pedagogical context,
the book is not integrated. In the same way, if the teacher uses the computer to reward children
by allowing them to play a game, the computer is not integrated.

On the other hand, integrating technology into curricula can mean different things: 1)
computer science courses, computer-assisted instruction, and/or computer-enhanced or enriched
instruction, 2) matching software with basic skill competencies, and 3) keyboarding with word
processing followed up with presentation tools.

2. Inter-national Society for Technology in Education (ISTH)

Effective integration of technology is achieved when students are able to select technology
tools to help them obtain information in a timely manner, analyze and synthesize the information,
and present it professionally. The technology should become an integral part of how the
classroom functions -- as accessible as all other classroom tools.

3. Margaret Lloyd (ZOOS)

ICT integration encompasses an integral part of broader curriculum reforms which include
both infra-structural as well as pedagogical considerations that are changing not only how learning
occurs but what is learned.

4. Qiyun wang and Huay Litwoo (2007)

Integrating Information and Communication (ICT) into teaching and learning is a growing area
that has attracted many educators' efforts in recent years. Based on the scope of content covered,
ICT integration can happen in three different areas: curriculum, topic, and lesson.

5. Bernard Bahati (2010)

The process of integrating ICT in teaching and learning has to be done at both pedagogical
and technological levels with much emphasis put on pedagogy. ICT integration into teaching and
learning has to be underpinned by sound pedagogical principles.

6. UNESCO (2005)

ICT integration is not merely mastering the hardware and software skills. Teachers need to realize
how to organize the classroom to structure the learning tasks so that ICT resources become
automatic and natural response to the requirements for learning environments in the same way
as teachers use markers and whiteboards in the classroom.

Information and Communication Technology (ICT)

Before you can successfully integrate ICTs in your language instruction, there is a need
to have a good grasp of what Information and Communication Technology (ICT) is all about.
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Specifically, there is a need also to determine the ICTs that are available for language education.
The following are the definitions of ICT from various sources:

1. Moursund (2005)

ICT includes all the full range of computer hardware, computer software, and
telecommunications facilities. Thus, it includes computer devices ranging from handheld
calculators to multimillion worth supercomputers. It includes the full range of display and
projections devices used to view computer output. It includes local area networks and wide area
network that will allow computer systems in people to communicate with each other. It includes
digital cameras, computer games, CDs, DVDs, cell telephones, telecommunication satellites, and
fiber optics. It includes computerized machinery and computerized robots.

2. Tinio (2009)

ICT is a diverse set of technological tools and resources used to communicate, create,
disseminate, store, and manage information. These technologies include hardware devices,
software applications, internet connectivity, broadcasting technologies, and telephony.

3. UNESCO (2020)

It (ICT) is a diverse set of technological tools and resources used to transmit, store, create,
share or exchange information. These technological tools and resources include computers, the
Internet (website, blogs and emails), live broadcasting technologies (radio, television and
webcasting), recorded broadcasting technologies (podcasting, audio and video players and
storage devices) and telephony (fixed or mobile, satellite, visio/video-conferencing, etc.)

UNESCO defines it also as a scientific, technological, and engineering discipline and

management technique used. ICT also refers to handling information, its application, and
association with social, economic, and cultural matters.

4. Ratheeswari (2018)

Information Communication Technologies (ICT) influence every aspect of human life.

They play salient roles in workplaces, in business, education, and entertainment. Moreover, many
people recognize ICTs as catalysts for change that include change in working conditions, handling
and exchanging information, teaching methods, learning approaches, scientific research and in
accessing information communication technologies. In this digital era, ICT is important in the
classroom for giving students opportunities to learn and apply the required 21st Century skills. ICT
improves teaching and learning and helps teachers perform their role as creators of pedagogical
environments. ICT helps a teacher to present his/her teaching attractively and enables learners
to learn at any level of an educational program.

Using ICT Integration Frameworks in Language Education Learning Plans

There are a lot of concepts provided by experts relevant to integrating technology in

instruction apart from the above citations. These concepts are very helpful to clarify lingering
issues on how technologies are properly integrated in the teaching-1earning process. It must be
noted that there are possible instances when technologies are used in the classroom but the way
\/ these are used does not promote leaning and does not help facilitate the attainment of the
intended learning outcomes set for a class. There is a need, therefore, to enlighten you on the
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principles on how educational technologies contribute to the facilitation of the teaching-learning

process. For this purpose, the following framework may serve as a guide in integrating ICTs in
developing learning plans or lesson plans in the different subjects particularly in developing
learning plans or lesson plans in language education.

A. Conversational Framework of Laurillard (2002)

The teaching-learning process poses very complex tasks to allow learners to understand
their lessons and master the skills they are expected to demonstrate. Thus, it will be reassuring if
teachers will explore on engaging various media to support various learning activities in
classrooms. This is how the Conversational Framework (Laurillard, 2002) may support. The
framework postulates a way of presenting teaching and learning in terms of events. These are
five (5) key teaching and learning events in the framework which are identified as:
a. acquisition;
b. discovery;
c. dialogue;
d. practice; and
e. creation.

Vis-a-vis the five events are specific teaching strategies, learning action; or experiences,
related media form, examples of non-computer based activity, and examples of computer-based
activity.
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The Laurillard’s Conversational Framework (LCF) is relevant in the field of language

education since this field requires appropriate and complex use of various technologies. The
framework clearly presents the way teaching events in language classrooms can be thoroughly
related to their language learning events. Language teachers need to systematically match their
teaching styles to the learning needs of their students. By this, the integration of ICT and
pedagogy will be done in a comprehensive and meaningful way.

The usefulness of LCF in language education was analyzed in a study that was conducted
by Abeer Aidh Alshwiah in 2016. The study investigated and evaluated the effectiveness of LCF
in developing the writing component of foreign language learners’ (FLLs’) communicative
competence in blended learning (BL) context, as compared to a face-to-face in the study
comprised three intact classes from a foundation course at a Saudi university. The three skills
addressed consisted of the use of past tense to describe past events and form wh-questions, as
part of grammatical competence, and writing a letter of complaint, as part sociolinguistic
competence.

To evaluate the effectiveness of LCF, a mixed-methods approach was used. The quasi-
experimental design was applied by measuring learners’ development in the three
aforementioned skills. The corresponding test results were then compared with those of a control
group. Moreover, the benefits of LCF were examined by gathering the learners’ perception of the
intervention and analyzing their engagement with the teacher, peers, tasks and language.

The study revealed that LCF was more effective in the BL than in the F2F context, in terms
of developing the learners’ skill in forming wh-questions. However, both contexts almost equally
developed the learners' skills in using the past tense and writing a letter of complaint. Moreover,
interviews with volunteers from the two experimental groups, observing their engagement and
analyzing their conversations, revealed positive perceptions amongst learners with an
intermediate level of English language proficiency. On the other hand, two different factors
affected their perceptions of the intervention: language proficiency and the willingness of peers to
collaborate. Another factor affecting perceptions of BL was lack of familiarity with the technology
applied. It is therefore recommended that this barrier be overcome and the use of BL given its
effectiveness for the development of more writing skills be encouraged.

B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that integration of ICT consists of three fundamental elements.
These are pedagogy, social interaction, and technology. These elements are diagrammatically
represented by Wang in
Figure 1.

Interaction
with content
Pedagogy

Interaction
with people
Social Interaction Technology
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The ICT Integration Framework of Wang can be fully maximized in developing learning
plans for language learning. In a language learning context, pedagogy often refers to the language
teaching strategies or techniques that language teachers use to deliver their lessons and to allow
their learners to demonstrate the curricular language competencies. The pedagogical element in
language learning is very important as it primarily reflects the art of teaching a teacher will employ
in the learning process.

The pedagogical design a language teacher will use needs to include proper selection of
appropriate content and language learning activities. In the design, the teacher needs to look into
how the available technological resources will help provide scaffolds that will assist their language
learners during the learning processes. Language teachers need to note that in developing
learning plans that embed the pedagogical design, it is crucial to look into the learning
environment and ensure that this environment will provide help to fulfill the needs and objectives
of the language class with learners of diverse experiences and backgrounds. The learning plans
should also involve the appropriate use of learning resources and activities that support learners’
learning and allow teachers to facilitate learning.

Social interaction activities as one of the elements in the framework are crucial in language
learning. With social interaction, learners will naturally acquire a language and develop language
knowledge and skills that are important for them to live and work in various communities. In the
various leaning events, the language teacher may use computers which may allow the learners
to interact and demonstrate the language skills and competencies required from them. The
teacher and the learners may use computers to connect and learn through the computers that are
now connected world-wide. With the advent of computer-mediated communication (CMC),
planned social interaction activities that aim to enhance language learning becomes more
convenient and flexible. Language learners may maximize computers individually but they may
also collaboratively use them with other learners. As noted by Uribe, Klein, & Sullivan (2003),
computer-supported collaborative learning has shown positive effects on students’ performance.

To engage the learners in the teaching-learning process fully and meaningfully, the social
design of the ICT-based learning environment needs to deliver a secure and comfortable space.
This will allow the learners top willingly share their thoughts and ideas to facilitate communication
among them. The third element of the framework is the technological component that generally
uses computers to support various learning activities.

Through the use of computers, various teaching modes may happen. Interaction does not
solely happen in a face-to-face environment. It may also happen online. In order for any online
interaction activities in a language classroom to be effective, there is a need to consider the
availability of the facilities they require and ease of access. The human computer interface design
is also critical because this will define the utility of the technology-based learning environment. It
must be noted that in language learning, the ease of learning in the interface design is essential.
It needs to motivate the learners to fully participate.

In the 21st Century classrooms, the three components: pedagogy; social interaction, and
technology, are needed in an ICT-based learning environment. Due to the advent of educational
technologies which are fundamental requirements in ICT-pedagogy integration, the challenge
among learning institutions is to provide support for the integration to happen.
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C. Categories for Information Communication and Technology (ICT) in Teacher

Training

There is a lot of researches that will prove that the integration of ICTs can fully transform
classroom instruction. Haddad in 2003 states that the teachers’ use of ICT supports the
development of higher-order thinking skills (HOTS) and promotes collaboration. This is the reason
why trainings in ICT pedagogy-integration are promoted.

For a successful ICT-pedagogy integration training to take place, it will help if a training
framework will be used as a guide. Jung (2005) was able to organize various ICT teacher training
efforts into four categories. This is presented in this framework.

D. UNESCO ICT Competency Framework for Teachers

Having a society that is increasingly based on information and knowledge and with the
ubiquity of Information .and Communication Technology (ICT) for instruction; UNESCO was able
to develop ICT Competence Framework for Teachers (UNESCO, 2018).
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This framework, which is a part of a range of initiatives by the UN and its specialized
agencies including UNESCO, aims to promote educational reform and sustainable economic
development anchored on the principles and objectives of the Millennium Development Goals
(MDG), Education for All (EFA), the UN Literacy Decade (TJNLD), and the Decade of Education
for Sustainable Development (DESD). As shown by the framework, the teachers have six aspects
of work: understanding ICT in education, curriculum and assessment pedagogy; application of
digital skills, organization and administration, and teacher professional learning. Across the six
aspects of work ale the three approaches to teaching based on human capacity development -
knowledge acquisition, knowledge deepening, and knowledge creation.

The framework also specifically aims to equip teachers to be able to do their roles
achieving the following societal goals:
• build workforces that have information and communications technology (ICT) skills and
are reflective, creative and adept at problem-solving in order to generate knowledge;
• enable people to be knowledgeable and resourceful so they are able to make informed
choices, manage their lives effectively and realize their potential;
• encourage all members of society irrespective of gender, language, age, background,
location and differing abilities to participate fully in society and influence the decisions that
affect their lives; and
• foster cross-cultural understanding, tolerance and the peaceful resolution of conflict.

The Commission on Higher Education (CHED) through its Policies, Standards, and
Guidelines (PSGs) requires the integration of ICTs in language teaching and learning. Hence, the
ICT Competency Framework for Teachers is very useful to support the standards as they will
serve as a guide to assist the teachers to successfully integrate ICT into the language classroom.
Through the framework, the language teachers may structure their learning environment in new
ways, merge new technology and pedagogy, develop socially active classrooms, and encourage
co-operative interactions, collaborative learning and group work.

Experience

Step 1: Reading ICT Integrated Learning Plans in English and Filipino

Read the following examples of Learning Plans for language teaching. These sample
learning plans may help you develop your own learning plans that integrate ICT to attain your
learning outcomes. After reading the learning plans, do the series of activities that follow.

Learning Plan 1

Reporter’s Notebook
By Heather Ann F. Pulido and Melody C. Bao-in

Targeted Philippine Basic Education Curriculum Competencies

ENGLISH 8, Fourth Grading, Reporter's Notebook (Junior Edition), 12 days

Content Standard

The learner demonstrates an understanding of South and West Asian

literature as an expression of philosophical and religious beliefs; information flaw
in various text types; reality, fantasy, and opinion in listening and viewing materials;
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word decoding strategies; and use of information sources, active/passive

constructions, direct/reported speech, perfect tenses, and logical connectors in
journalistic writing.

Performance Standard

The learner transfers learning by composing a. variety of journalistic texts,

the contents of which may be used in composing and delivering a memorized oral
speech featuring the use of properly-acknowledged information sources,
grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.

Learning Competencies

• Use active and passive construction in a journalistic context.

• Use past and perfect tenses in journalistic writing.
• Use direct arid reported speech in journalistic writing.
• Use appropriate logical connectors for emphasis.

Unit Summary

In this unit, the students will act like junior reporters as they learn the proper
use of logical connectors, active, and passive voices, past and perfect tenses as
well as direct and reported speech in journalistic writing. The teacher will utilize
interactive PowerPoint presentations, sample printed and online articles as well as
related web pages and videos in explaining the grammatical structure and
journalistic content of news, opinion, and feature stories. Based on the discussed
concepts, the students will create their own journalistic articles. The students will
then collaborate and make a newspaper spread through MS Publisher. They will
be evaluated by their group members, by other groups and by the teacher. This
will be the students’ final output for English in the 4 th quarter. It will be assessed
using journalistic standards for content and organization and related grammar
rules. Ultimately, students will appreciate the role of journalism in keeping the
society informed and in forwarding significant changes.

Student Objectives/Learning Outcomes:

Week 1

Day 1:

Through an introductory PowerPoint lecture presentation on the concepts of

journalism, the students will be able to:
a. recognize the basic concepts of journalism and news, opinion, and feature writing;
b. describe the personal significance of reading news, opinion, and feature articles to
their daily life by making a creative output (poem, essay, or poster); and
c. determine, through enumeration, the distinct qualities of the given samples of news,
opinion, and feature articles.
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Day 2:

By analyzing samples of journalistic articles, the students will be able to:

a. recognize the essential journalistic content and proper grammatical structure of
news, opinion, and feature stories;
b. compare the content and structure of news articles with the two other journalistic
texts through a diagram; and
c. assemble given journalistic content into, a properly structured news spread that will
serve as a model for their long-term project using MS Publisher.

Day 3:

Through an interactive discussion about the past and the perfect tenses, the students
will be able to:
a. identify how to apply past and past perfect tenses in making clear and meaningful
sentences;
b. discuss the functions of past and past perfect tenses in writing a journalistic article
by a brainstorming session; and
c. conform to the rules of past and past perfect tenses in rewriting sentences from
news, opinion, or feature articles.

Day 4:

Through an interactive discussion about the active and the passive voices, the
students will be able to:
a. discern the use, of active, and passive voices in making clear and meaningful
sentences;
b. differentiate the function of active and passive voices through a creative dialogue;
and
c. revise sentences according to the rules of active and passive voice in journalistic
writing.

Day 5:

Through an interactive discussion about direct and reported speech, the students will
be able to:
a. determine the proper use of direct and reported speech in writing clear and
meaningful sentences;
b. explain the difference between direct and reported speech as used in journalistic
articles through a graded recitation; and
c. convert direct speech to indirect speech and vice versa through a writing activity.

Week2

Day 6:

Through a PowerPoint lecture presentation on logical connectors, the students will be

able to:
a. determine the proper use of logical connectors in writing clear and meaningful
paragraphs ;
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b. explain the different uses of each logical connector as used in journalistic articles
through a graded recitation; and
c. match the clauses with the correct logical connectors through an interactive
classroom activity.

Day 7:

By outlining the basic structure of a news article using a Powerpoint presentation, the
students will be able to:
a. distinguish the steps in writing a primary lead, secondary lead and background in a
news article;
b. discuss with others after reviewing online news articles to identify the qualities of a
good news lead and background; and
c. create a news story about a significant current event using a variety of print and
non-print resources.

Day 8:

Through watching videos detailing the basics of opinion and feature writing articles,
the students will be able to:
a. identify the essential content and basic structure of opinion and feature articles;
b. illustrate how feature and opinion articles help forward changes in society through
a creative output (poem or comic ,strip); and
c. review the content and structure of sample opinion and feature articles.

Day 9:

By choosing a video about the pros and cons of an issue posted on a relevant
YouTube channel, the students will be able to:
a. recognize the structure and content of opinion articles;
b. relate the issue tackled in the video to their personal lives through a short essay;
c. compose their own opinion articles by reacting to the video they watched.

Day 10:

By browsing web pages that post “human interest” writing (e.g. Humans of New York),
the students will be able to:
a. point out different angles of human interest that are essential to feature writing;
b. share their favorite anecdotes from the web pages that they browsed and explain
why they chose them; and
c. use a human interest angle to write a feature article about a person inside the
classroom that they find interesting.

Day 11:

By compiling their individual outputs (news, opinion, feature articles), the students will
be able to:
a. explain the importance of journalism to keeping citizens informed about the
changes happening in society By making a creative and informative news spread;
.
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b. join others in exploring the effective use of MS Publisher to create news spreads
out of their journalistic works; and
c. construct a news spread that contains the group’s compiled journalistic work using
MS Publisher while following standards of lay-outing, journalistic content and
grammar.

Day 12:

After collaborating with others in creating and showcasing a news spread that contains
their news, opinion, and feature articles, the students will be able to:
a. apply the comments from other groups that are helpful in improving the journalistic
content and grammatical structure of their group’s news spread;
b. share relevant insights with their group members in objectively evaluating the news
spread of other groups; and
c. apply concepts of grammar (direct and indirect speech, logical connectors, past and
past perfect tenses, active and passive voice), journalistic writing, and proper
citation of sources in critiquing the news spreads of other groups.

Daily Procedures

Day 1

1. Start the class with a short prayer.

2. Let students do the “Make What You Know” activity.
3. Start with the introductory lecture on journalism and news, feature, and opinion
articles.
a. Ask the students what journalism is.
b. Ask the students, “What is the purpose of journalism?” (List the answers of the
students on the board.)
c. Supplement the students' answers with this insight:
“The principles and purpose of journalism are defined by something more
basic: the function news plays in the lives of people.”- Bill Kovach and Tom
Rosenstiel
d. Let the students write the different types of articles. Ask the students to bring
out their newspaper.
e. Present the different types of newspaper.
f. Ask the students for insights about why we need to read the news.
4. Introduce the activity “There's a Difference Among the Three.”
a. The students will create a table about the three types of articles.
b. Using the sample articles, the student will enumerate the distinct qualities of
the given samples of news, opinion, and feature articles.
c. The students will list the qualities in. the said table.
d. Five minutes before the time, ask the students to pass their paper.

Day 2

1. Start the class with a short prayer.

2. Introduce the game "Put it Back Together;"
a. Let the Students be grouped into seven members each.
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b. Give each group one set of articles containing the three types (news, feature,
editorial/opinion). The cutouts of the given articles must be jumbled butt
separated according to type.
c. Instruct the class to rearrange the disorganized articles in two minutes.
d. Ask some of the students to read their output in front of the class.
3. Proceed to the basic discussion about the journalistic content of news, opinion,
and feature articles.
4. Let students remain in their groups as they explore the functions and features of
MS Publisher in relation to assembling articles.
a. Ask the groups to open their laptops. Click to MS Publisher.
b. Choose a layout of newspaper template. (If the Internet is available, the
students are allowed to pick a template from the web).
c. Ask the students to search for sample articles from the internet (2 news articles,
1 opinion article and 1 feature article).
d. Instruct the students to paste the content of the given articles in the layout of
their newspaper spread (8.5 inches x 14 inches). This newspaper spread will
serve as a model for their long-term project.
e. Five minutes before the time, ask the students to save their output. Instruct
them to send their work in your account in Google docs or Schoology before
the class ends. (If the internet is unavailable, tell the students to send the file
before 9 pm through e-mail).

Day 3

1. Start the class with a short prayer.

2. Introduce the activity “What's Wrong with the Sentence?”
a. Prepare the PowerPoint Presentation of the activity.
b. Show the slides.
c. Ask the students to compare the pictures to the sentences by asking "What's
wrong with the sentences?''
d. Ask the students how they will convert the sentences.
e. Present the answers.
3. Proceed to the discussion about past and past perfect sentences and their
importance in journalistic writing.
a. Ask the class why verb tenses are important in writing sentences and why it is
also important in news writing.
b. Use the hand out to review verb tenses.
c. Inform the class that the most common tenses used in news writing are past
tense and past perfect tense. Explain these through the given examples.
d. Through the handout, ask the class to give their own examples.
e. Wry are reporters fond of using past and past perfect tenses? (Let the students
share their answer in front of the class).
4. Let students answer an exercise about tenses.
a. Prepare a hard copy of an exercise from www.englisch-hilfen.com.
b. Instruct the students to read the instructions. Remind them to write their names
and the date on the paper.
c. Ask the students to pass their paper a few minutes before the bell rings.

Day 4

1. Star the class with a short prayer.

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2. Introduce the students to the activity “The Suspicious Suitcase”

a. Give the students a handout about passive and active voices.
b. Present the given paragraph.
c. Ask the students to convert the sentences in the paragraph to an active voice.
Their answers should be written in a 1/2 crosswise piece of paper.
d. Request one of the students to read his/her output in front of the class.
e. Ask the class what happened to the tone of the story. Did it become more
engaging? Interesting? Why?
3. Let students collaborate in order to create dialogues incorporating the active and
the passive voices.
a. The students will group themselves into five groups.
b. Using their handouts, the two students will create a two-person dialogue (for
two minutes) using active and passive voices.
c. They will present their output in front of the class.
4. Present the lesson about active and passive voices and their relation to journalistic
writing.
a. Show the PowerPoint Presentation. Give a review on voices.
b. Explain the functions of active and passive voices. Give examples.
c. Explain how to apply active and passive voices in writing a news article. Give
examples.
d. Explain how to change a sentence from the active voice to the passive voice.
Give examples.
e. Let the students explain how active voice gives an interesting news story and
how the passive voice is applied.
5. Let students answer the activity “Modified Active or Passive Voice.”
a. Prepare the following headlines in a Manila paper:
• Toronto named most youthful city in the world
• Two baby baboons on display at Brooklyn zoo
• Taylor swift had just won top prize at American Music Awards
• Scottish government revealed their independence plan
• World's first solar power plane takes flight in Hawaii
• Obama was elected president for the second term
• Mothers ask nearly 300 questions a day
b. Instruct the students to write the sentences in a one whole sheet of paper.
Leave three spaces after each sentence.
c. Explain to the students that one of the headlines presented are in the active
voice and some are in the passive voice. Some of the headlines will stay the
same while other headlines will remain the same. If they will rewrite a sentence,
they should write (in one sentence) why they should convert the headline to
active or passive voice.
d. Instruct the students to pass their paper a few minutes before the bell rings.

Day 5

1. Start the class with a short prayer.

2. Introduce the activity "What Did They Just Say?"
a. Show the video clip: Kurbaan - Classroom Debate Scene – Vivek Oberoi (2
minutes and 47 seconds 1ong).
b. Repeat the video. Ask the students to take down the important lines on a scrap
paper.
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c. Instruct the students to rewrite their chosen lines and compile each in a
paragraph ask them to present their output in a 1/2 crosswise piece of paper.
d. Ask the students to pass their papers after 10 minutes.
3. Proceed to the discussion about direct and indirect speech and their relation to
journalistic writing.
a. Ask the class why they converted the lines in the video.
b. Start the PowerPoint presentation. Ask what is direct and reported speech.
These are two ways to report what someone says or thinks.
c. Give the functions of direct and reported speech. Give examples.
d. Explain how to apply direct and reported speech in writing a news article. Ask
the students to convert the given examples.
e. Do you think knowing direct and reported speech will help you in news writing?
How?
4. Introduce the activity "Tell Me About Yourself."
a. The class will group themselves in pairs.
b. One interviews the other. The content of their interview should focus on one
trait about the person. (Crushes, Hobbies, Talents, Family). The interview
consists of only five questions. They will write their answers on the upper half
of the one whole sheet of paper.
c. After five minutes, the two students will exchange places. The first person who
was interviewed will now interview his/her partner.
d. After five minutes, the two students will now paraphrase the answers into a
sentence, thus converting direct speech to indirect speech (or vice versa)
whenever necessary. The students will compile it into a paragraph.
e. Ask the students to pass their paper a minute before the bell rings.

Day 6

1. Start the class with a short prayer.

2. Let students engage in the activity "Add What is Missing"
a. Present copies of the article.
b. Instruct the class to fill in the blanks to complete the article.
c. After 10 minutes, ask the class to paste their papers. Ask what words are
missing in the article. Let them discuss.
3. Use an interactive PowerPoint presentation called "The Missing Link."
a. Explain that a particular journalist needs their help to finish his news article.
Introduce the character of the PowerPoint presentation. Then give the
definition of the lesson.
b. As you fill in the blanks in the article, give the different types of logical
connectors. Show examples.
c. After the class has helped the character finish the article, ask them the
importance of logical connectors.
4. Introduce the activity "Can You Help His Friends?"
a. The PowerPoint presentation will provide an exercise for the students to apply
logical connectors in opinion and feature articles.
b. The students will fill in the blanks with the appropriate logical connector.
c. The students will then use their answers to rewrite the given article in an
intermediate paper.
d. Ask the students to pass their paper a few minutes before the bell rings.
5. Introduce to the class their assignment. Instruct them to gather information about
a newsworthy recent event in their school. For example, a student who won an
 16

award in an inter-school competition or a program in school that will be held next

week. The information can be gathered by interviewing knowledgeable authorities
or consulting other reliable sources (e.g. the school website).
6. Give the instructions for the class online quiz.
a. Instruct the students to log in to Edmodo after classes.
b. Ask the students to download the file: Logical Connectors Quiz.doc.
c. The students will then answer the questions of the given quiz.
d. Instruct the class to submit their outputs to the teacher's Edmodo account
before 9 pm on Day 7.

Day 7-8

1. Start with a prayer to be led by one of the students.

2. Use a PowerPoint presentation to discuss the lesson about news writing. The first
slides will flash a few headlines. Ask the students what they know or what they can
assume about these headlines.
a. ‘AIDub’ rice paddy art hopes to attract millennials to farming
b. Duterte ties Poe in latest Pulse Asia poll.
c. Talk about the basic structure of a news article. Include samples of newspaper
articles from print publications and online news sites in the presentation. The
discussion will take 15 minutes.
d. At the end of the lecture presentation, instruct the students to make
personalized diagrams that outline the basic structure of a news article in their
notebooks.
e. After five minutes, flash samples of diagrams that describe the structure of
news articles for students to compare and refine their outputs, if needed.
f. Ask the students what kind of news lead makes them want to read the entire
article and what they think are the qualities of a good news article background.
Allow students to discuss their answers with their seatmates. After a few
minutes, task some of them to share their responses briefly.
g. Using their homework from Day six, instruct the students to work individually
on a news article about a significant issue within their school through Microsoft
Word.
h. Tell students to properly cite their sources in the news article (e.g. printed
materials or knowledgeable authorities).
i. Remind students of their final project, a newspaper spread comprised of four
pages. Inform the students of their groups, composed of 5 members each. All
writing outputs will be uploaded to Google Drive through a folder that will be
accessed by the teacher and the groups.
j. Distribute the rubrics for the newspaper spread for students' reference in
conceptualizing and designing their newspaper spreads as well as for future
evaluation of other groups works. Groups can start compiling their works and
designing their newspaper spread starting today.
3. Look for lecture videos on YouTube detailing the basics of opinion and feature
articles. Show these videos to the class. The videos will take about5 minutes each.
• Opinion writing: https://www.youtube.com/watch?v=V8Gu3Md5r-M
• Feature writing: https://www.youtube.com/watch?v=Ec0IsulAcXw
1. Give a skeletal structure of an outline for the two videos in which the basic content
and structure of opinion and feature articles are identified.
a. Type of Article
b. Essential content of the Article
 17

c. Parts of the Article and Description

d. Additional Tips
2. Tell students to fill in the outlines on their notebooks.
3. Distribute samples of opinion and feature articles. Each student will have one
sample of each.
2. From these articles and the videos they previously watched, ask students to review
the content and structure of opinion and feature articles by creating mnemonic
devices.
3. According to their individual preferences, the students can make a short poem or
comic strip that illustrates how feature and opinion articles help forward changes
in society. They will be given the rest of the hour to complete this on a short coupon
bond.

Day 9

1. Start with a prayer to be led by one of the students.

2. Ask students if they are on social media and ask which sites they frequently use.
3. Pose the question, "Do you think social media is good or bad for you as an
adolescent?" Ask students to raise their hands to present their opinion. Count
votes for Good and Bad.
4. Let students watch a video about the Pros and the Cons of social media. The Pros
and the Cons of Social Networking and Adolescents:
https://www.youtube.com/watch?v=_SAYwQM7OaA
5. Once again, ask the question, "Do you think social media is good or bad for you
as an adolescent?" Ask students to raise their hands to present their opinion. Note
the difference in the number of students who voted for Good and for Bad before
and after watching the video. Ask them how watching the video affected their
opinions.
6. Ask the students to work by pairs and briefly answer the following questions on an
intermediate pad:
a. What was the video about? Answer in I-2 sentences.
b. How was the video structured in terms of:
 the introduction?
 presenting the pros?
 presenting the cons?
 conclusion?
c. How does the structure of the video compare with the structure of an opinion
article, as discussed previously?
d. How is the topic of the video related to your .personal life and experiences?
Answer in 4 to 6 sentences.
7. Let students explore YouTube for videos that talk about the pros and the cons of
one of the following topics:
a. Technology in the classroom
b. School uniforms
c. K tol2 Curriculum in the Philippines
8. Tell students to write an opinion article reacting to the video they watched. Through
the article, they will make a stand on the issue they chose and justify it by logical
analysis and citing reliable sources. Allow them to use the internet to search for
credible sources. They will be given the rest of the hour to complete this on
Microsoft Word.
 18

9. For their assignment, ask students to conduct a short interview with a person in
the classroom they find interesting. Encourage them to choose someone they are
riot really close to but would like to know better. The interview will be used to make
a basic personality sketch (e.g. personal details such as the interviewee's
birthdate, educational background, information about parents and siblings).

Day 10

1. Start with a prayer to be led by one of the students.

2. Compile and flash literary pieces from the website www.artparasites.com in a
PowerPoint presentation. Ask students how they felt after reading the passages.
3. Ask the students, "How were those passages able to appeal to you?"
4. Recommend some websites and pages that post "human interest writing" (e.g.
Humans of New York) and let students explore the internet for 10 minutes to read
through more samples.
5. Ask the students which anecdotes they liked the most. Let them explain why they
chose them as their favorite.
6. Present a blank sample of a word web about the different human interest angles
in feature writing.
7. Let students complete their own word web on Microsoft Word. Afterwards, tell
them to briefly answer the question, "Why are human interest angles important in
feature writing?"
8. Tell students to bring out their homework (basic personality sketch). They will use
an appropriate human interest angle to write a feature article about the person they
interviewed.
4. Allow students to approach the person they chose as subject in order to ask follow-
up questions for their article.
5. After completing the necessary information, the students will be tasked to finish
their feature articles on Microsoft Word.
6. Assign the completion and the revision of all the students' journalistic articles as
their homework. Another assignment is to bring soft copies of all the articles (news,
opinion, and feature) that they made.

Day 11

1. Start with a prayer to be led by one of the students.

2. Instruct students to imagine a world where there are no journalists and media
(radio, TV, etc.).
3. Using colored chalk, students will write their ideas (words or phrases) on the
blackboard in the form of graffiti.
4. Present a short lecture about news spreads as a form of journalistic publication
including a sample layout of a news spread. This lesson serves as a refresher of
what was learned from the previous week (Day2).
5. Instruct students to sit with their group members as they finish compiling the soft
copies of their articles. Remind them to participate actively because they will be
evaluated by their peers using the given rubric.
6. Allow groups to explore the effective use of Microsoft Publisher in making a
newspaper spread. Students will submit their final output via Google Drive before
12 midnight of that day.
7. Before leaving the room, tell students to submit their peer evaluations by group.
 19

Day 12

1. Start with a prayer to be led by one student.

2. Make a slideshow preview of all the outputs submitted yesterday.
3. Review the rubrics given for evaluating newspaper spreads. Assign groups to
exchange their newspaper spreads for checking (e.g. Group 1 and 2, 3 and 4, and
so on).
4. Let students within each group sit together as they rate the newspaper spreads of
the group assigned to them. They must write comments when they rate the outputs
of the other group. They will do this for 30 minutes.
5. Groups will exchange their written, comments with each other. Each group will
decide which comments to accept in order to improve their output.
6. Instruct students to make final revisions of their output using MS Publisher.
8. At the end of the period, ask students to upload their finalized output using the
appropriate folder in Google Drive. These will be rated by the teacher. The final
project will be worth 100 points, 50 points from the Peer Evaluation, and 50 points
from the teacher (using the same rubric).

Pre-requisite skills
• Basic research skills
• Basic knowledge in formal grammar
• Exposure to journalism (specifically news, feature and opinion articles)
• Basic knowledge in using MS publisher

Materials and Resources Required for the Unit

Technology-Hardware Required for the Unit

• Desktop or laptops
• Smartphones/IPhone
• Internet connection
• Digital camera
• Printer

Technology - Software Required for the Unit

• Database/Spreadsheet
• Web browser
• Word processing
• Desktop publisher
• Web page Development
• Presentation

Printed Materials
• Newspaper, Opinion, and Feature Articles
• Dictionary / Thesaurus
• Grammar guidebook or printed grammar guidelines
• Textbook about Journalistic Writing
• A Hand-out of the Lesson

Supplies
• Intermediate paper
• Coupon bond
 20

• Writing materials
*Most activities are done using computers and the internet

Internet Resources
• https://cmna395.files.wordpress.com/2010/08/newspaper_basics_2009.pdf
• http://www.ohlone.edu/people/bparks/docs/basicnewswriting.pdf
• http://www.1ssc.edu/faculty/heather_j_elmatti/Shared%20Documents/MMC%202100/
News%20Writing%p2010.pdf
 http://www.evergreen.edu/wiitingcenterthandouts/grammar/tenses.pdf
• Online news sites such as Rappler.com, Inquirer.net, among others

Accommodation for Differentiated Instruction

Students with Special Learning Needs:

• Provide notes from class discussions for review or remediation.
• Offer supplementary examples/explanations and other reading materials or sources.
• Offer short after-class instruction for specific concepts or lessons that the students do
not fully understand.
• Prepare alternative activities that are developmentally appropriate for students.

Students with Visual Impairment:

• Prepare speakers whenever videos are to be played. Make sure the contents of videos
are understandable even with audio ONLY.
• Convert the given videos to an audio format.
• Prepare braille plates for every handout/printed activity (as preferred by the student).
• Prepare soft copies for quizzes and handouts (as preferred by the student)
• Search for a SPED instructor or someone who has knowledge in braille to assist you in
reading braille plates.

Students with Hearing Impairment:

• Add subtitles to the videos used in class.
• Prepare printed transcriptions for audio-related media.
• Learn basic sign language.
• Search for a SPED instructor or someone who knows sign language to assist you in
communicating with the students.

Students who are Gifted:

• Provide additional materials or resources (print and online) for further leading.
• Prepare an alternative or additional activity that is developmentally appropriate for the
gifted student.
• Accommodate questions to the best of your ability.
• Refer the student to a knowledgeable person or a reliable book/website for questions
you cannot answer.

Student Assessment

Formative Assessment:
 21

 Make What You Know

Based on the articles in their reading assignment, the students will create a short essay
or poem on the importance of news. The students must include the name of the
newspaper. Their score will be based on their citations and explanations about the articles.
There will be a deduction of points if the student didn't include the name of the newspaper.

 Put it Back Together

The students are grouped into seven members each. Each group will be given one set
of articles containing the three types (news, feature, editorial/opinion). The cut-outs of the
given articles must be jumbled but separated according to type. The class will have to
rearrange the disorganized, articles in two minutes. Their output will be graded according
to how the articles are arranged.

• What's wrong with the sentence?

Show a PowerPoint presentation with three pictures and three sentences. Ask the
students to match the pictures with the sentences. Through a graded recitation, the
students will be marked on how they will convert the sentences.

• The Suspicious Suitcase

Present the paragraph: “The Suspicious Suitcase.” Ask the student to convert the
sentences in the paragraph to an active voice. Their answers should be written on a 1/2
crosswise sheet of paper. Assign one point for each sentence that will be converted
correctly.

 What Did They Just Say?

Show the video clip: "Kurbaan - Classroom Debate Scene – Vivek Oberoi" (2 minutes
and 47 seconds long) to the class. Ask the students to take down the important lines on a
scrap paper. The students will rewrite their chosen lines and compile them to a paragraph.
Their output will be presented in a 1/2 crosswise. The work will be scored according to
how the students organized the lines into a paragraph.

• Add What is Missing

Before the discussion, present copies of the article: “The Virtual
Jewelry Exhibit.” Instruct the class to fill the blanks to complete the article. One point will
be given for each item. Conduct a graded recitation by telling the words that are missing
in the article.

• After The Video

The students will give a skeletal outline for the two videos in which the basic content
and structure of opinion and feature articles are identified. From these articles and the
videos they previously watched, ask students to review the content and the structure of
opinion and feature articles by creating mnemonic devices. Each mnemonic device will be
scored in accordance to the structure of the opinion and feature articles.

Summative Assessment

• There’s a Difference Among the Three

(Using the sample articles, the student will enumerate the distinct qualities of the given
samples of news, opinion, and feature articles through a table. The score of the activity
will be based on how many appropriate qualities the student can enumerate in the table.)
 22

• Put it Back Together 2

Let the students remain in their groups. Each group will choose a layout of newspaper
template in MS Publisher in relation to assembling articles. The students will then search
for sample articles from the internet (2 news articles, 1 opinion article and 1 feature article)
and create a layout of their newspaper spread (8.5 inches x 14 inches). Their output will
be sent to Google docs or Schoology. The layout will be graded in terms of its organization,
number of articles, and teamwork. Comments will be given to improve their output.

 Venn Diagram
Using MS Word, create a Venn diagram that enumerates the journalistic content and
grammatical structure of news, opinion, and feature stories. The students will print their
output and then submit it next meeting. The qualities given must be based on the given
activity of their discussion. This will serve as a basis of their score.

• Exercise: Past and Past Perfect

Prepare a hard copy of an exercise from www.english-hilfen.com. The students will
answer the exercise by filling the correct verb in the brackets. The results of this exercise
will be added to their grade.

• Modified Active or Passive Voice

Prepare the seven headlines on a Manila paper. Explain to the students that one of
the headlines is in the active voice and some are in the passive voice. Some of the
headlines will stay the same while others will remain the same. If they will rewrite a
sentence, they should write (in one sentence only) why they should convert the headline
to active or passive voice. Their answers will be written in a one whole sheet of paper.
Leave three spaces after each sentence. Three points will be assigned for each item.

• Tell Me About Yourself

The class will group themselves in pairs. One of the two should interview the other.
The interview consists of only five questions. After five minutes, the two students will
exchange places. The person who was interviewed will now interview his/her partner. After
another five minutes, the two students will now paraphrase the answers into a sentence,
thus converting direct speech to indirect speech (or vice versa) whenever necessary. The
students will compile it into a paragraph. The students will be scored based on the
completeness, organization, and grammar of their paragraph. Comments will be given in
their output.

 Can You Help His Friends?

The PowerPoint presentation will provide in an exercise where the students fill in the
blanks with the appropriate logical connector. The students will then rewrite the given
article on an intermediate paper. One point will be assigned for each item.

• Quiz: Logical connectors

Ask the students to download the file: Logical Connectors Quiz.doc from their accounts
in Edmodo. The students will then answer the questions of the given quiz. Instruct the
class to submit their outputs to the teacher’s Edmodo account. Set your deadline for
submission.
 23

• Diagram
Use a PowerPoint presentation to discuss the lesson about news writing. At the end
of the lecture presentation, instruct the students to make personalized diagrams that
outline the basic structure of a news article on their notebooks. After five minutes, flash
samples of diagrams that describe the structure of news articles for students to compare
and refine their outputs if needed.

 News Spread
Using their homework from Day Six, instruct the students to work individually on a
news article about a significant issue within their school through Microsoft Word. Rubrics
will be given for the newspaper spread for students' reference in conceptualizing and
designing their newspaper spreads as well as for future evaluation of other groups' works.

• Opinion and Feature Art

According to their individual preference, ask the students to write a short poem or
comic strip that illustrates how feature and opinion articles help forward changes in
society. Their output will be graded based on their creativity and relevance to the theme.

Step 2: Analyzing the Salient Parts of the Learning Plan

Identify and describe the common parts of the learning plan you have read. Write your
observations below.

Essential Parts of a Learning Plan

 24

Step 3: Learning from the Learning Plan

By the help of the following questions, share your own recommendations and observations
on how you may use and enhance the learning plan.

Learning Plan
Guide Questions
The Reporter’s Notebook
Are the learning objectives aligned with the
targeted basic education curriculum
competencies? Why do you say so?

Is the plan of technology integration supportive

of the attainment of the learning competencies
and learning objectives? Explain your answer.

How do you plan to use the learning plan in

teaching language lessons in the future?

If you are to improve the plan for the

accommodation for differentiated instruction,
how would you develop it?

What significant principles in ICT integration

do you think are highly recommended in
developing a learning plan in language
teaching and learning?

Exchange

Step 1: Read the following learning plans, and think of a way by which you may improve it guided
by the principles of ICT integration in language teaching.

We Filipinos are Mild Drinkers

Targeted Philippine Basic Education Curriculum Competencies

(Grade 10, English, Second Grading, World Literature, including Philippine Literature, 5 days)

Content Standard:

The leaner demonstrates understanding of how world literatures and other text types serve
as vehicles of expressing and resolving conflicts among individuals or groups and also how to
use strategies in critical reading, listening, and viewing, and affirmation ,and negation markers` to
deliver impromptu and extemporaneous speeches.

Performance Standard:

The leaner proficiently delivers an argumentative speech emphasizing how to resolve

conflicts among individuals or groups.
 25

• Read closely to get the author/s purpose.

• Read closely to get explicitly and implicitly stated information.
• Detect bias and prejudice in the material viewed.
• Identify unsupported generalizations and exaggerations.
• Use words and expressions that affirm or negate.
• Compose an argumentative essay.
• Demonstrate confidence and ease of delivery.
• Recall previous experiences as scaffold to the message conveyed by a material viewed.

Learning Plan Summary

This learning plan aims to find cultural symbolisms used in a story. Deduce the meaning
of the symbolisms to understand the deeper meaning of the narrations. The students will first view
a video and read the story, "We Filipinos are Mild Drinkers" By Alejandro R. Roces. After the film
viewing, the students will find the symbolisms used in the story and deduce the meaning of the
symbolisms they found to get the deeper meaning of this short story. The students will identify
some gaps and/or points to improve from the video, according to their arguments, create a video
commentary of five members. This project will be done outside class hours.

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

speaking will be emphasized. Before the video commentary on video making starts, the students
will be informed that the final outputs will be checked through the use of a rubric given to them
prior to starting the project. This would include concept, script, storyboard, content and
organization, quality, teamwork and timeliness. Also, a rubric for peer evaluation will be distributed
to students for them to grade their own groupmates according to their contributions, problem-
solving, technique, attitude, focus on the task and working with others. This will be done to ensure
the validity and, reliability of the credits that will be given to students, and also for the equal
distribution of scores according to each student's performance and contribution in the project.

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

commentary will be graded with a rubric as well. The criteria would be persuasive effect through
the proper use of energy and voice, characterization, development of rich and, well-grounded
content by providing an in-depth treatment of the topic; use of examples and theories to support
position, and appropriate use of technology to enhance the delivery of the arguments in the
commentary.

Step 2: Guided by the standards and the principles of ICT integration and lesson planning
principles taught in your previous classes, develop the leaning outcomes of this leaning plan.
Encode your daily objectives and submit these using the course Learning Management System
(LMS) Portal.

Days Daily Objectives/Learning Outcomes

Day 1

Day 2
Day 3

Day 4

Day 5
 26

Step 3: Read the following leaning plans by group and develop the leaning procedures with some
plans for accommodating students with special leaning needs. Encode your daily objectives and
submit these using the course Learning Management System (LMS) Portal.

Targeted Philippine Basic Education Curriculum Competencies

Grade 9, English, First Grading, Elements of Poetry
.
Curriculum-Framing Questions

Essential Questions

• How does literature keep one's identity?

Unit Questions

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

• How relevant are Anglo-American literary pieces to peoples' lives?
• How do literary pieces reflect our contemporary situation?

Content Questions

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

• What are the different elements of poetry?
• What are the divisions of poetry?
• What is the difference of poetry from prose?
• When are we going to apply word order and word formation (clipping, blending,
compounding, folk etymology, etc.) in a literary piece?

Unit summary

In this Unit, you will compare and contrast the different types of poetry; know the elements
of poetry; apply the uses of word order and word formation in daily conversation; and the proper
usage of ellipsis, slash, capitalization and interjection. Moreover, you will be able to explore the
divisions of poetry and the difference of prose from poetry. But more than just activating your
intellectual ability, you are led to participate in a speech choir using verbal and non-verbal
strategies (hand, face, and body), enabling you to listen with understanding, speak precisely and
assuredly, and write coherently and clearly. Leaning will not be fun if there's no spice. Technology
is one of those spices, indeed. Some of the activities are creating a poem and will dramatize it
using a movie maker and describing yourselves through a poem with the aid of Microsoft word.
These will enhance your creativity, teamwork, resourcefulness, etc. Moreover, you will record
your speech choir (poetry recital) using verbal and non-verbal strategies. Also, you will answer
some of the quizzes through the use of different online venues like Edmodo and Schoology. You
will maximize the appropriate use of multimedia by listening and viewing activities such as
watching a video clip to support the existing information gathered during the discussions.
 27

Shaping Life’s Purpose through an Everyday Discovery

Student Objectives/Learning Outcomes

Day 1

By means of sentence analysis, the students should be able to:

a. determine the uses of ellipsis, slash, interjection and capitalization to convey meaning;
b. display the efforts and sacrifices of a father by writing back a letter; and
c. compose a poem using ellipsis, slash, interjection and capitalization.

Day 2

Providing the activity, ‘Pictionary’, the students should be able to:

a. interpret set of pictures to form word meanings;
b. discuss solutions to a common problem by their previous experiences; and
c. arrange the inverted sentences to normal word order.

Day 3

Providing the activity, Be My Tour Guide, the students should be able to:
a. select the word formation used in the problem;
b. share suggestions based on experiences; and
c. write suggestions in helping the lost man.

Day 4

Through a poem, the students should be able to:

a. distinguish the different features of literature;
b. verbalize the role of their mothers in their lives through a speech choir; and
c. illustrate the role of their mothers in their lives.

Day 5

By means of poem analysis, the students should be able to:

a. summarize a poem through a poem analysis;
b. display willingness to accept forgiveness by their promises; and
c. design lists of poets and their poems in a given fan.

Days Daily Procedures

Day 1
 28

Day 2

Day 3

Day 4

Day 5

Examine

1. Teachers also work as curricularist. As a curricularist, how do you intend to make your
ICT integration more responsive and relevant?
2. What is unique with ICT integration in language teaching that must be thoroughly
considered when developing a learning plan?
29