Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016) Detailed Lesson Plan (DLP) Format August 22-25, 22-25, 2017 2017
DLP No.:
Learning Area: SHS Empowerment Technologies
Learning Competency/ies: (Taken from the Curriculum Guide )
Key Concepts / Understandings to be Developed
Grade Level: 12
Explore the principles of interactivity and rich content in the context of Web 2.0 and the participation of the user in the online experience
Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Knowledge
Categories:ICT, Online systems
Remembering The learner can recall information and retrieve relevant knowledge from long-term memory
The learner can construct meaning from oral, written and graphic messages
The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one's knowledge, practice,
Codes: CS_ICT11/12-ICTPTIIk-14
Applying The learner can use information to undertake a procedure in familiar situations or in a new way
Analyzing The learner can distinguish between parts and determine determine how they relate relate to one another, and to the overall structure and purpose
Evaluating The learner can make j udgments and justify decisions
1.
Objectives
Behavioral Verbs:
Understanding
Skills
Date:
Multimedia and ICTs covering the topics of: 1. Rich content in the online environment and the user experience 2. multimedia and interactivity 3. Web 2.0, Web 3.0, 3.0, and user participation in the web. Types of rich and multimedia content currently include but are not limited to: 1. Video and audio, embedded and ondemand 2. Online games, tests,and courseware 3. Web-, game-, pod-, and vod-casting
Domain
The fact or condition of knowing something with familiarity gained through experience or association
Quarter: 2
identify, identify, retrieve, recog nize, duplicate, duplicate, lis t, memorize, memorize, repeat, desc desc ri be, reproduce
Recognize one’s experience along a range of online rich content on the basis of the usability of the interface
interpret, exemplify, clas clas si fy, s ummarize ummarize,, infer, compare, compare, explain, explain, paraphras e, dis cus s
execute, implement, implement, demonstrate, dramatize, interpret, interpret, s olve, olve, us e, illustrate, convert, discover
Use online slides using Google Slides to create multimedia and interactivity 3. Web 2.0, Web 3.0 presentations
differentiate, distinguish, compare, contrast, org anize, outline, outline, attribute, attribute, decons truct
Outline rich media content and interactivity affects and changes the user experience in the delivery and consumption of ICT content
coordinate, measur measur e, detect, detect, defend, judg e, argue, debate, describe, critique, appraise, evaluate
Evaluate embedded videos and vodcasting
aptitude, etc., to do something
Attitude
Creating The learner can put elements together to form a functional whole, create a new product or point of view
g enerate, hypothes ize, plan, desi g n, develop, produ ce, con s truc t, for mulate, mulate, ass emble, devise
Categories:
Phenomena - Awareness, willingness to hear, 1. Receiving Phenomena Growth in feelings or selected attention emotional areas. Behavioral Verbs : ask , choose, describe, erect, follow, follow, A settled way of g iv e, hold, identif y, locate, name, name, point to, reply, s elect, s it, thinking or feeling S tudy, us e about someone or something, typically one that is reflected in a 2. Responding to Phenomena Phenomena - Active participation on the person’s behavior part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). (motivation).
comply, conform, conform, Behavioral Verbs : aid, answer, ass is t, comply, discuss, greet, help, label, perform, practice, present, read, reci te, report, s elect, elect, tell, tell, write
3. Valuing Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.
Behavioral Verbs : wor k, complete, complete, demons demons trate, trate, differentiate, explain, explain, follow, form, initiate, invite, join, jus tify, propos e, read, repor t, s elect, s hare, s tudy
4. Organization Organization - Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value value system. The emphasis is on comparing, relating, and synthesizing values.
Behavioral Verbs : adhere, alter, alter, arrang e, combine, compare, compare, complete, complete, defend, explain, explain, formulate, formulate, g eneralize, eneralize, identify, integ rate, rate, modify, order, org anize, prepare, prepare, relate, relate, s ynthes ize
5. Internalizing values values - (Characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).
Behavioral Verbs : act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify
Create a webpage to link embedded videos from Youtube
List of Attitudes: S elf-es teem, S elf-conf idenc e, Wellness Wellness , R espect, Honesty, Pers ona onall discipline, Perseverance, Sincerity, Patience, Patience, C ritical thinking thinking , Openmindedness mindedness , Interest, Courteous Courteous , Obedience, Hope, Charity, Fortitude, R esiliency, esiliency, Pos itive vision, A cceptance, D etermined, I ndependent , G ratitude, Toler ant, Cautious , Decis ive, Self-Control, Self-Control, Calmne Calmness ss , R esponsi bility, bility, A ccountab ccountability, ility, Industriousness Industriousness , Industry, Industry, Cooperation, Optimism, Satisfaction, Pers is tent, tent, Cheerful, R eliabl eliable, e, G entle entle,,
Choose online platforms, sites and its contents
Comply assigned tasks
Appreciation of one’s culture, culture,
G loba lobalism, lism, Compass Compass ion, Work Ethics , Cr eativity, eativity, E ntrepreneuria ntrepreneuriall Spir it, Financial Literacy, Global, Solidarity, Makin g a stand for the good, Voluntari Voluntari ness of human human act, Appreciation of one’s rights, rights,
Inclusiveness, Thoughtful, S eri ous nes s , G enerou s , Happines s , Modes t, Au thori ty, H ardwork ing , R ealistic, ealistic, Flexible, Flexible, Cons iderate iderate,, S ympathetic, F rank nes s
Share the essence of valuing online platforms,, platforms online safety including security, ethics and etiquette Organize created forms and documents
Perform consistently and pervasively according to the norms
Values A learner's principles or standards of behavior; one's judgment of what is important in life. Go beyond learner’s life on earth, include more than wealth and fame, and would affect the eternal destiny of millions.
Intentionally adding value to people everyday .
Categories: 1. Receiving Phenomena Phenomena - Awareness, willingness to hear, selected attention
erect, follow, follow, Behavioral Verbs : ask, choose, descr ibe, erect, g iv e, hold, identif y, locate, name, name, point to, reply, s elect, s it, S tudy, us e
List of Values: 1.
Maka-Diyos
Love of God, Faith, Faith, Trus ting, S pir ituality, I nner P eace, Love of truth, truth, K indness , Humble
Internalize the stated list of values for being God-centered
2. Responding to Phenomena Phenomena - Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).
answer, as s is t, comply, comply, Behavioral Verbs: aid, answer, conform, discuss, greet, help, label, perform, practice, pres ent, read, reci te, repor t, s elect, tell, tell, wr ite 3. Valuing Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.
Behavioral Verbs : wor k, complete, complete, demons demons trate, trate, differentiate, explain, explain, follow, form, initi ate, ate, invi te, join, jus tify , propos e, read, repor t, select, s hare, s tudy 4. Organization Organization - Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. system. The emphasis is on comparing, relating, and synthesizing values.
2. Maka-tao Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness
alter, arr ange, combine, Behavioral Verbs: adhere, alter, compare, complete, defend, explain, formulate, g eneralize, i dentify , integ rate, modify , order , org anize, prepare, r elate, elate, s ynthes ize 5. Internalizing values values - (Characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).
Behavioral Verbs : act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serv e, solve, solve, verify
Perform assigned tasks with the concern for others but not limited to human rights, gender equality, family solidarity, generosity, and helping oneness
3. Makakalikasan
Care of the environment, Disaster Risk Management, Protection of the E nvironment, nvironment, Respons ible Consumerism, Cleanliness, Orderliness , Saving the ecosys tem, tem, Environmental sustainability
4.
Makabansa
Peace and order, H erois m and and A pprec iation of Her oes , National Unity, Unity, Civi c Consci ousness ousness , S ocial ocial respons ibility, Harmony, Harmony, P atriotism, atriotism, Productivity
Defend and care for the environment from manmade and natural disasters Publish a good website to advocate peace and order, heroism and appreciation appreciatio n of heroes, national unity etc...
2. Content
3. Learning Resources
4. Procedures
Curriculum Guide (CG) Google Books, Books , Google Site, Site, Wix.com Wix.com,, Weebly.com Weebly.com,, Wordpress.com,, wysiwygwebbuilder.com Wordpress.com wysiwygwebbuilder.com,, Facebook.com Facebook.com,, sohowebmaker.com,, mindmeister.com sohowebmaker.com mindmeister.com,,smore.com/ smore.com/,, simplesite.com/ youtube.com
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. content. Although at times optional, it is usually included to serve as a warm-up activity to give the learners zest for the incoming lesson and an idea about what it to follow. One principle in learning is that that learning occurs when it is conducted in a pleasurable and comfortable atmosphere.
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to elicit learner’s prior learning experience. It serves as a springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured activities such as individual or group reflective exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be considered in this part of the lesson. lesson.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in clarifying key understandings about the topic at hand. Critical points are organized to structure the discussions allowing the learners to maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are included to elicit the feelings of the learners about the activity or the topic. The last questions or points taken should lead the learners to understand the new concepts or skills that are to be presented in the next part of the lesson.
Curriculum Contextualization Localization: Consider/include here the appropriate Local Heritage Themes: A. Annual Rites, Festivals, and Rituals (Historical/Religious Festivals, Local Cultural Festivals, Local Delicacies/Products Festivals, Rituals, Wedding Ritual, Palihi Ritual, Burial Ritual, B Literary Anthologies Written In Local Language (BALITAW, BALAK, Folktales/ Short Stories, Local Heroes C. Historical Events, Enduring Values, Indigenous Materials, Indigenous Cultural Communities/Indigenous People, Indigenous Games D. Topography, Flora/ Fauna (Falls, Mountains, River, Cave, Trees, Flower, Fauna E. Food & Local products G. Role Model Family
4.4 Abstraction (____ minutes). This outlines the
https://sites.google.com/deped.gov.ph/empowerm enttechnologies/performance-tasks to the class and let the students recognize one’s experience along a range of online rich content on the basis of the usability of the interface
Present online slides or links in multimedia and interactivity 3. Web 2.0, Web 3.0 presentations
Analyze and outline rich media content and interactivity affects and changes the user experience in the delivery and consumption of ICT content
Group discussions shall be made and summarize applied knowledge with proper attitudes to consider and enhance the skills of students to achieve and produce good outputs (e.g. students’ outputs) outputs)
key concepts, important skills that should be enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that summarizes the learning emphasized from the activity, analysis and new inputs in this part of the lesson.
4.5 Application (____ minutes). This part is
Develop web pages to showcase their applied knowledge to link and embed videos with commitment and apply their new learning by using online platforms to tell the world of their works and contexts in relation to their environment.
structured to ensure the commitment of the learners to do something to apply their new learning in their own environment.
4.6 Assessment (___ minutes). For the Teacher
Online quizzes using Google Form shall be presented to students. Valid Gmail account is needed for them submit their responses. And their scores can be viewed by them right away. If students got below 7 over 10. Those students can browse again the online slides and retake the online quiz. Online Quiz 01, 01, Online Quiz 02, 02 , Online Quiz 03, 03, Online Quiz 04
to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate and/or enrich with appropriate strategies strategies as needed, needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may may be given before, before, during, or after after the lesson). Choose any from the Assessment Assessment Methods Methods below:
Assessment Method
Present this URL:
Possible Activities
Online assessment method shall be used
a)
Observation
(Formal and informal observations of learners’ performance or behaviors are recorded, based on assessment criteria)
b)
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning to gain insights on their understanding and to progress and clarify their thinking)
c)
Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners according to agreed criteria)
d)
Tests
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery of a skill or knowledge of content)
Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor & Psychomotor Games, Simulation Activities, Science Experiment
Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip, Panel Discussion, Interview, Think-PairShare, Reading
Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project, Model, Artwork, Multi-media Presentation, Product made in technicalvocational subjects
Demonstration, Demonstration, Group Activity Activity (e.g. (e.g. Slides Presentations Presentatio ns ) shall be be done by students.
Written Work and Essay and Panel Panel Discussion Discussion are desired.
Web pages Organizer, Multi-media Organizer, Multi-media Presentation, Presentation, Product made in technical-vocationa technical-vocationall subjects subjects are also the possible assessment.
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test, Pre and Post Test, Diagnostic Test, Oral Test, Quiz Online Quiz
4.7 Assignment (____ minutes). minutes). Fill-in below any of the four purposes:
●
Reinforcing / strengthening the day’s lesson
●
Enriching / inspiring the day’s lesson
●
Enhancing / improving the day’s lesson
●
Preparing for the new lesson
Online Slides and Power-Point Presentations with animations shall be prepared by students for their assignment.
4.8 Concluding Activity (____ minutes). This is usually a brief but
affective closing activity such as a strong quotation, a
short song, an anecdote, parable or a letter that inspires the learners to do something to practice their new learning.
5.
Remarks
6.
Reflections
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for remediation.
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my learning strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
There is something in the web that can change some people or remind them to save their environments… by George P. Lumayag @ http://www.georgelumayag.com/
Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. week. What works? What else needs to be done to help the students learn? learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate.
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Website for EmpTech: https://sites.google.com/deped.gov.ph/empowermenttechnol ogies/home
Prepared by: Name: GEORGE P. LUMAYAG
School: DALAGUETE NHS
Position/Designation: SST3
Division: CEBU
Contact Number: 09213964825
Email address:
[email protected]
Bibliography
Michael Solomon, Rebekah Russell-Bennett, Josephine Previte (2013). Consumer Behaviour . Retrieved from www.books.google.com on May 31, 2017 @ https://books.google.com.ph/books?id=ajDiBAAAQBAJ&pg=PA347&dq=varied+online+platforms,+sites+and+c ontent&hl=en&sa=X&redir_esc=y#v=onepage&q=varied%20online%20platforms%2C%20sites%20and%20co ntent&f=false Tad Boomer (2017). Boomer (2017). Building Websites with E107: A Step by Step Tutorial to Getting Your E107 . Retrieved from H. Anthony Bandy (2013) eBooked! Integrating Free Online Book Sites into Your Library Collection. Retrieved from www.books.google.com on May 31, 2017 @ https://books.google.com.ph/books?id=Z64cAgAAQBAJ&pg=PR5&dq=online+sites+and+contents&hl=en&sa= X&ved=0ahUKEwjv0YmY55nUAhWBNpQKHTpEDysQ6AEIJDAA#v=onepage&q=online%20sites%20and%20 contents&f=false http://www.thefreedictionary.com/nuances https://www.wix.com/ https://www.weebly.com/ https://sites.google.com/ https://books.google.com/ https://www.wysiwygwebbuilder.com/forum/ucp.php?mode=register https://www.facebook.com/ http://www.sohowebmaker.com/cgi-bin/sohowebmaker.com/join/join.pl https://www.mindmeister.com/ https://www.mindmeister.com/56752601/high-school-athletes https://prezi.com/hup4ph5fis8z/catalogues-of-the-19th-century/ http://picasageeks.com/tag/make-a-photo-look-like-a-painting/ https://online.berklee.edu/courses/music-notation-using-sibelius Appendices: (attach all materials that will be used) 1. Activity 1. Activity Sheet … https://sites.google.com/deped.gov.ph/empowermenttechnologies/performance-tasks 2. Formative Assessment Assessment … 3. Answer Key … https://sites.google.com/deped.gov.ph/empowermenttechnologies/online-quizzes 4. Handouts … https://docs.google.com/document/d/1weObaooD_SqO-nGlJ5E9i68HrLyDgHavbmaKDfwm8WU/edit 5. PowerPoint Presentation … ICT Tech, Tech, Current State of ICT Technologies, Technologies, Online Contexts, Contexts, Productivity Tools, Tools, Create Gmail,, Create Website, Gmail Website, Create Webpage, Webpage, 6. Others
