GRADES 11 School COMON HIGH SCHOOL Grade Level 12 Quarter 4th

DAILY LESSON Teacher Albern Ray B. Balean Learning Area Empowerment Technology
PLAN Teaching Date and Time Monday – Thursday 8:30 – 9:30 am

A. Content Standards The learners demonstrate an understanding of: ICT as a tool, medium, and force in bringing
about action and mobilize change in a population, society, or culture.

B. Performance Standards at the end of the week independently articulate how ICT tools and platforms have changed the
way people communicate, and how social change has been brought about by the use of ICTs.
I. OBJECTIVES

C. Learning Competencies/
At the end of the lesson, 80 % of the students will be able to share anecdotes of how he/she
Objectives
has used ICTs to be part of a social movement, change, or cause to illustrate aspects of digital
citizenship.
1. make students exemplify how ICTs have changed the way people communicate.
2. make students illustrate how ICTs can serve as tools to create social change; and
3. make students share personal experiences in using ICT to be part of a social movement,
change, or cause.
II. CONTENT (Subject Matter/Lesson) ICT as Platform for Change
Eclectic Method: interacting, reading, questioning, and elaborating
A. REFERENCES

1. Teacher’s Guide pages

2. Learner’s Materials pages Empowerment Technology by Analyn S. Parojenog, pp. 26-38

3. Textbook pages
4. Additional Materials from
Learning Resource portal
B. Other Learning Resources
A. Reviewing previous lesson or Review (5 minutes)
presenting the new lesson Ask the students to recall stories of how they have used ICTs to be part of a social movement,
change, or cause to illustrate aspects of digital citizenship.

Examples of such are advocating VAWC, women’s rights, creating poetry online, writing
blogs on belief systems, politics, or about environmental concerns, and participating in
a clean-up drive or a fund-raising for typhoon victims.

Literacy Skills: By recalling their experiences and sharing it in the class and interacting with others boosts their communication skills.
T.S.: Sharing: It boosts learners' confidence, and believed in the opportunity to communicate developed their learning to new heights.
The learners know their work is valued, which makes their learning more meaningful.
T.P.: Constructivism: This philosophy is used since learners develop their knowledge by building on the foundations of previous
learnings and experiences.
D.G.I: letting the learners think of what their advocacies were especially in GAD and DRR activities

Activation of Prior Knowledge (10 minutes)

B. Establishing a purpose for the
Change the World Activity
lesson
Direction: Make a hand cutout. Then, write there the problem in the world you want to solve.

O The teacher will provide feedback about the output of the learners and acknowledge the
sample social issue given by the learners.

Literacy Skills: By providing the learners with a hands-on activity will boost the learner’s creativity, critical thinking ability, and their
communication skills
T.S.: Nonlinguistic Representations: According to research, knowledge is stored in two forms: linguistic and visual. The more students
use both forms in the classroom, the more opportunity they must achieve. Recently, use of nonlinguistic representation has proven to
not only stimulate but also increase brain activity.
T.P.: Liberalism: I incorporated it into my lessons since some of the learners are confined only to what they know, with this activity they
will be exposed to other subjects relative to the real-life situation.
Analysis (5 minutes)
Guide Questions
C. Presenting examples/instances 1. What advocacy in your professional track have you supported? In what way did you support
of the new lesson it? Did you use any digital tool to do so?
III. LEARNING RESOURCES

2. How was the ICT experience? Was it positive or negative?

3. How did ICT change the way people communicated?
o Then, the teacher will consolidate the answers of the students and lead them to the lesson.

Literacy Skills: By evaluating information and arguments and making connections with their experiences and relating it to solve
problems in the real world will help them be an information literate individual
T.S.: Cues, Questions, and Advance Organizers: Cues, questions, and advance organizers help students use what they already know
about a topic to enhance further learning. Research shows that these tools should be highly analytical, should focus on what is
important, and are most effective when presented before a learning experience.

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing skills #2
D.G.I: incorporating how this app helped the victims tracked their relatives during typhoons and how it help us to be prepared and aware
of the weather.
Discussion (15 minutes)
Discuss ICT as a platform for change.
According to the study of Ripamonti, Laura & Maggiorini, Dario & Di Loreto, Ines. (2008).
MUVEs: a new opportunity to bridge (global) digital divide?. The illustration shows the unequal
distribution of information and communications technology across nations, commonly
described as the “gap between information haves and have-nots.”
Numeracy Skills: The illustration lets the learners analyze on what part of the world has the most computers owned.
Discuss the roles of ICT in the recent history of the Philippines.
EDSA Dos
 Also known as 2001 EDSA Revolution happened during Jan 17-21, 2001
 It was fueled after 11 prosecutors of then President Joseph Estrada walked out of
the impeachment trial. As a result, the people in EDSA grew over the course of a few
days through text brigades.
Yolanda People Finder
 Recent storms in the Philippines gave birth to the People Finder database powered
by Google. During typhoon Yolanda, the People Finder was a vital tool for people
across the globe to track the situation of their relatives. This proved to be successful
and is now adapted by more organizations to help people track relatives during
calamities.
Million People March
 a series of protests that mainly took place in Luneta Park from Aug 22 to 26, 2013.
There were several demonstrations that happened around the key cities in the
Philippines and some locations overseas. It was to condemn the misuse of the
Priority Development Assistance Fund (PDAF)
 Though dubbed the Million People March, the number of total attendees was only
around 400,000. The organizers and promoters of the protest used Facebook and

F. Developing mastery
G. Finding practical applications of
concepts and skills in daily living
H. Generalizing and abstractions
about the lesson
Change.org as their mediums.
Literacy Skills: Providing historical data and information will help the learners to be more aware of the past and how technology help in
preserving the history.
T.P.: Realism: I used this philosophy to encourage the learners practical knowledge and build upon the knowledge based in a more
complex understanding of different subjects.
O.S.I:History is being incorporated here in the lesson, letting the learners know what happened from the past and how
did it happen
Activity (10 minutes)
The learners will watch a video about NDRRMC message alert. They will write the advantages.
of the said alert in disaster preparedness.
Literacy Skills: Technology is very vital nowadays in disseminating information, with this the learners will be aware of the importance of
technology and information shared digitally.
D.G.I: letting the learners know that they should not disregard the NDRRMC update if thereare LPAs or typhoons..
How can ICT help you to value Philippine history?
T.P.: Pragmatism: I incorporated it into my lessons because I wanted to increase student productivity and aid in their development of
problem-solving skills
Generalization will be part of the Evaluation.
The teacher will ask the class to summarize the discussion through SGD (Small Group
Discussion) and one (1) representative will share it in class.
T.S.: Summarizing and Note Taking: Taking more notes is better than taking fewer notes, according to research. Teachers should
promote and provide time for note review and revision; notes might be the finest study guides for tests.
T.S.: Cooperative Learning: Research shows that organizing students into cooperative groups yields a positive effect on overall
learning. When applying cooperative learning strategies, keep groups small and don't overuse this strategy-be systematic and
consistent in your approach.
T.P.: Perennialism: I incorporated it into my lesson since group discussions is one of the traditional method of teaching and can also be
used in a collaborative activity ensuring the consistency in the class.

I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
VI. REFLECTION
additional activities for
remediation
C. Did the lesson work? No. of
learners who have caught up w/
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this
work?
F. What difficulties did I encounter.
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Individual Activity: Fake it till you Make it (5 minutes)
Learners will be writing their opinion about the fake news, and they will share this in the class
A conspiracy brought to you by big pharma.
According to this theory, pharmaceutical giants that have made a fortune off of drugs are hiding
simple, effective coronavirus treatments so that they can profit from the sale of a future
vaccine. The anti-vaccine movement piggybacks on the delayed treatment conspiracy.
Temperature as a cure
Just as the scientific community didn't give Trump's theories on COVID-19's survival in high
temperatures a seal of approval - hand dryers and UV lamps don't effectively guard against the
virus - the WHO has also discredited the idea that cold weather and snow can kill the new
virus. So don't bother going on an ice cream binge.
Literacy Skills: Knowing what is right and what is true is one of the purposes of being an information literate individual. With this activity,
the learners will know how fake news are being disseminated.
T.S. Group Sharing: As social beings, we learn through communicating with others—and this is true no matter what the subject matter.
Knowing how to observe and reflect, to speak and to listen are skills fundamental to our ability to learn. These skills enable us to
exchange perspectives and ideas, explain our thinking, and critique the thinking of others—tasks that children need in all areas of
school and of life. (Responsive Classroom, 2021)
Responsive Classroom. (2021, July 28). Sharing leads to learning. Responsive Classroom. Retrieved
March 21, 2023, from https://www.responsiveclassroom.org/sharing-leads-to-learning/
T.S. Generating and Testing Hypotheses: According to research, the most effective approach to this tactic is a deductive one, which
makes an inference using a general rule. Students should clearly describe their hypotheses and conclusions, whether they are induced
or deduced.
T.P.: Behaviorism: I used this philosophy to create positive habits in the lives of the learners the proper positive reinforcement
techniques.
Take Home Activity
Recall stories of how they have used ICTs to be part of a social movement, change, or cause
to illustrate aspects of digital citizenship by creating a photo album.
*If the student has no social change or cause involvement, any social event will do just like a class project, a family
affair, or a celebration where the student could use ICTs to contribute his or her knowledge to make an
announcement, a meme, or a video clip may be used for this class sharing.
Explain that such personal events also have social and cultural significance to contextualize the
student's rich social experiences.
Literacy Skills: By writing on their journal or on their notebook this activity will help them monitor their learnings and how it will help them
in their future activities
T.S.: Homework and Practice: Homework provides students with the opportunity to extend their learning outside the classroom.
However, research shows that the amount of homework assigned should vary by grade level and that parent involvement should be
minimal. Teachers should explain the purpose of homework to both the student and the parent or guardian, and teachers should try to
give feedback on all homework assigned.
VII.TEACHING
REFLECTION

Guide:
Teaching Strategies
Teaching Philosophies
Literacy & Numeracy Skills
DRR & GAD Integration
Other Subject Area Integration

Prepared by: Checked by:

ALBERN RAY B. BALEAN DOMINGO SETH C. BOTALON

Subject Teacher Principal I