Components of a Learning Plan

A learning plan must have the following parts:

• Content Standard
• Performance Standard
• Learning Competencies
• Unit Summary
• Learning Outcomes
• Daily Procedures
• Pre-requisite Skills
• Materials and Procedures Required for the Unit
✓ Technology-Hardware Required for the Unit
✓ Technology-Software Required for the Unit
✓ Printed Materials
✓ Supplies
✓ Internet Sources
• Accommodation for Differentiated Instruction
✓ Students with Special Learning Needs
✓ Students with Visual Impairment
✓ Students with Hearing Impairment
✓ Students who are Gifted
• Student Assessment
• Summative Assessment
 A Sample Learning Plan

Content Standard

The learner demonstrates an understanding of South and West Asian literature as an

expression of philosophical and religious beliefs; information flow in various text types;
reality, fantasy, and opinion in listening and viewing materials; word decoding strategies;
and use of information sources, active/passive constructions, direct/reported speech, perfect
themes, 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 voice construction in journalistic context.

• Use past and perfect tenses in journalistic writing.
• Use direct and 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 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 4th 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 Outcomes/Learning Objectives

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.

Daily Procedure

Day 1

1. Start the class with a short prayer.

2. Let the 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
Rosenstial
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 student will list the qualities in the said table.
d. Five minutes before the time, ask the students to pass their paper.

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 Procedures Required for the Unit

Technology-Hardware Required for the Unit

• Desktop or laptops
• Smartphones
• 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 or Thesaurus
• Grammar guidebook or printed grammar guidelines
• Textbook about Journalistic Writing
• A hand-out of the lesson

Supplies

• Intermediate paper
• Coupon bond
• Writing materials
* Most activities are done using computers and the internet.

Internet Resources

• Insert URL here

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 design 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 reading.
• 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:

(Discuss here the activities that you want your students to do before, during and after
instruction. The formative assessment must be in coherence with the learning outcomes.)

Summative Assessment:

(Discuss here the activities that you want your students to accomplish at the end of the unit.
The summative assessment must be in coherence with the learning outcomes.)

Your learning plan will be graded based on the following criteria:

• Alignment of learning outcomes to content, materials and procedures, and
assessment (25%)
• Excellent integration of ICT (25%)
• Appropriateness and creativity of learning activities (25%)
• Promotes higher order thinking skills (HOTS) and student-centered learning
(25%)

While writing your learning plan, be guided by the following questions:

• 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?
• What significant principles in ICT integration do you think are highly recommended in
developing a learning plan in teaching and learning the subject?