Intructional Plan (iPlan) Template
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
Learning Area: Empowerment Technology Grade Level: Grade 12
iPlan No.: ICTPT Quarter: 3 Duration: 1 hour
Demonstrates an understanding of ICT in the context of global communication
Content Code:
for specific professional track
Learning apply online safety, security, ethics and etiquette standards and practice CS_ICT11/12-ICTPT-
Competency/ies: (Taken in the use of ICT as it would relate to their specific professiona tracks Ia-b-4
from the Curriculum Guide)
Key Concepts /
Understandings to be online safety, security, ethics, and etiquette
Developed
Adeptive Cognitive Process Dimensions
Learning Objectives Knowledge
The learner can recall
information and
g
retrieve relevant
r in
knowledge from long-
be
term memory; Identify,
em
retrieve, recognize,
The factor duplicate, list,
m
condition of memorize, repeat,
Re
describe, reproduce
knowing
something
with
familiarity
gained The learner can
through construct meaning
g
in
from oral, written and
experience
d
graphic messages: discuss what constitutes online behavior that
an
or interpret, exemplify,
are safety or not.
t
classify, summarize,
rs
association infer, compare,
de
explain, paraphrase,
Un
discuss
Skills
The learner can use
information to
undertake a procedure
in familiar situations or
g
yin
in a new way: execute,
implement,
pl
demonstrate,
Ap
dramatize, interpret,
The ability and solve, use, illustrate,
convert, discover
capacity
acquired
through
deliberate,
systematic, and
sustained
The learner can
effort to distiguish between
smoothly and parts and determine
how they relate to one
adaptively
g
another, and to the
zin
carryout overall structure and
aly
purpose: differentiate,
complex distignuish, compare,
An
activities or … contrast, organize,
outline, attribute,
the ability, deconstruct
coming from
one's
knowledge,
practice,
aptitude, etc.,
to do The learner can make
judgments and justify
something judge calls on possible implications and
g
decisions: coordinate,
tin
measure, detect,
consequences of making certain information
a
defend, judge, argue,
alu
debate, describe, public
Ev
critique, appraise,
evaluate
evaluate
The learner can put
elements together to
form a functional
whole, create a new
g
produt or point of
tin
view: generate,
ea
hypothesize, plan,
design, develop,
Cr
produce, construct,
formulate, assemble,
device
A settled way of thinking or feeling about
Attitude someone or somethning, typically one that is
reflected in a person's behavior:
Making a stand for the good
Values (RA 8491)
*
A learner's principles or standards of
Maka-Diyos Humble
behavior; one's judgment of what is
important in life.
Maka-Tao Concern for others
*
Go beyond learner's life on earth, Maka-kalikasan Disaster Risk Management
include more than wealth and fame,
and would affect the eternal destiney
of millions. Maka-bansa Social responsibility
PowerPoint Presentation, LCD Projector, Computer, Internet Connections,
Resources Needed Listing of all resources needed Books, CG, TG
Methodology
Introductory Activity
(5 minutes
Opening prayer
This part introduces the lesson content. Although at times optional, it is usually Check attendance
included to serve as a warm-up activity to give the learners zest for the Reminders
incoming lesson and an idea about what it to follow. One principle in learning is
that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.
Activity
(5 minutes
Direct the student to go to Lesson 2 (page10) found in the
Empowerment Technologies Student Reader and answer the
challenge question, "how does your digital media life look
like?", Make them complete the sentence: "My media life is
like ___ because ___."
***************************************** Applied
This is an interactive strategy to elicit learner's prior learning experience. It
serves as springboard for new learning. It illustrates the principle that learning knowledge content accross curriculum is found in Activity
starts where the learners are. Carefully structured activities such as individual or when the students answer the challenge question using
group reflective exercises, group discussion, self or group assessment, dyadic or
triadic interactions, puzzles, simulations or role-plauy, cybernetics exersice, Figures of Speech in English. Code: BEAM-DLP6 Module 13 –
gallery walk and the like may be created. Clear instructions shoudl be Using Figurative Language Simile, Metaphor.
considered in this part of the lesson.
EN6RC-Id-6.8
EN6RC-Id-6.9
Analysis
(10 minutes
1. Are digital media small, medium or big part of your life?
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 2. What are your favorite and least favorite things to do with
structure the discussins allowing the learners to maximize interactions & digital media? Do you connect with others or create things
sharing of ideas and opinions abut expected issues. Affective questions are
included to elicit the feelings of the learners about the activity or the topic. The with digital media?
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
Abstraction
(5 minutes
Group discussion on the online safety, security, ethics and
Group discussion on the online safety, security, ethics and
etiquette. Ask the students to answer the next activity, which is a
10 point quiz, found in the Student Reader. After, tell the students
to find a partner, trade the results of their answers, and discuss
which answers surprised them the most and which ones were
closest to or farthest from thier own experiences.
This outlines the key concepts, important skills that should be enhanced, and *************************** Applied within the curriculum –
the proper attitude that should be emphasized. This is organized as a lecturette Legal, Ethical, and Societal Issues in Media and Information a. Copy
that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson. Right/Fair Use/ Plagiarism b. Netiquette -MIL11/12LESI-IIIg17
********************* PPST- Domain 2-Learning
Environment .Maintain supportive learning environment that
nurture and inspire learners to participate, cooperate and
collaborate in continued learning.
Application
(25 minutes
The learner have to post pictures about school problem in their FB group
account. Within 24 hours, list down how many comments/reactions based
on the uploaded picture? Identify the effects on posting school problem
online. The student should be ready to share thier findings and insights.
*************************** PPST- Domain 2-Learning
This part is structured to ensure the commitment of the learners to do
somethiong to apply their new learning in their own environment. Environment .Maintain supportive learning environment that nurture and
inspire learners to participate, cooperate and collaborate in continued
learning.
Assessment
(5 minutes. For the teachers to:
1.) Assess whether learning objectives have been met for a specified duration. Rubric [Link]
2.) Remediate and / or enrich with appropriate strategies as needed
3.) Evaluate whether learning intentions and succes criteria have been met.
(Reminder: Formative Assessment maybe given before, during, or after the
lesson.)
Assignment Reinforcing / strengthening
(3 minutes the day's lesson
Note: Fill-in any of the four purposes
Enriching / inspiring the day's
lesson
Enhancing / improving the
day's lesson
Preparing for the new lesson Research about the following terms: google, mozilla firefox, facebook,
twitter, instagram.
Concluding Activity
(2 minutes
This is usually a brief but affective closing activity such as a strong quatation, a
short song, an anecdote, parable or a letter that inspires the learners to do
something to practice their new learning.
Prepared by:
Name : Maria Connie E. Mahilum School : Magdugo NHS
Position / Designation : ST-III Division : Toledo City Division
Contact Number : 0945-553-1109 Email Address : connie_08888@[Link]
Concluding Activity
Appendices: (attach all materials that will be used)
1.) Activity Sheet : Activity Sheet [Link]
2.) Formative Assessment : Task Sheet [Link]
3.) Answer Key :
4.) Handouts : Information Sheet [Link]
5.) Power Point Presentation : [Link]
6.) Others : URLs: [Link]
Affective: Growth in feelings or emotional areas (Attitiude)
Receiving Responding to
Phenomena Phenomena Valuing Organizing Internalizing Values
point to greet demonstrate arrange practice
List of Values
Maka-Diyos Maka-Tao Makakalikasan Makabansa
Love of God Helping Cleanliness Peace and order
Nonfunctional verbs: Nonfunctional verbs: List of Attitudes (from K to 12 CG)
The following verbs cannot be
measured or are redundant. They Behavioral terms that are NOT
measurable and do NOT meet ANCC's
should be avoided when writing
objectives: criteria for approval. Cooperation
Capable of Have an understanding of