Classroom Instruction Delivery Alignment Plan

Grade: 11/12 Semester: 1st Semester

Core Subject Title: Empowerment Technology No. of Hours/Semester: 80 hours/semester

Core Subject Description: Information and communication technologies as a tool for curating, contextualizing, collaborating, and creating ocntent and experiences for learning in the professional tracks.

Culminating Performance Standard: The learners indepently compose an insightful reflection paper on the nature of ICT in the context of their lives, society and professional tracks (Arts,Tech- Voc, Sports,Academic)

Power Standard: Students will create their own individual, personal page in which be callled ePortfolio. An electronic portfolio or eportfolio is a collection of outputs development by learners uploading an online platforms.

FIRST QUARTER

Highest Thinking Skills to Assess

Performance Standard Learning Competencies
Content Content Standards Assesment Technique
RBT Level
The learners: KUD Classification WW QA PC

Q1 - W1-2 TOPIC 1 : Understanding the independently 1. Identify and Assembly and

ICT CONCEPTS foundational concepts compose an explain the impact diassembly of
REVIEW of computer hardware insightful reflection from computer Desktop computers
and software, paper on the nature technology. with identifying the
operating systems, of ICT in the context components and its
1.Understanding peripherals, etc. along of their lives, society, U Analyzing Quiz function.
Information and with how to get the and track
Communication most value professional tracks.
Technology
2.The
computer and its
element
2

Selecting
ideas
from past
K Remembering experiences to
create a
paragraph.
 ideas
from past
K Remembering experiences to
create a
paragraph.

3. utilize language Presenting a poem

to evoke and analyze it
emotional and (Group Activity)
intellectual U Evaluating
responses from
readers

4. use imagery,
diction, figures of Write an essay
speech, and K creating using imagery and
specific figures of speech.
experiences
5. read closely as Read an article with
writers with a their corresponding
consciousness of group
craft (Group Activity)
D Evaluating

2.Readingand Writing poetry as a genre and produce a short, 1. identify the

Poetry* how to analyze its wellcrafted poem various elements,
2.1. Elements of the elements and techniques, and
genre techniques literary devices in
a. Essential elements poetry K Remembering 10-item Quiz
a.1. Theme
a.2. Tone
b.Elements
for specific forms
b.1.Conventional
forms 2. determine
(exemplar:short specific forms and
Tagalog poems like conventions of
tanaga and diona; poetry K Remembering 10-item Quiz
haiku; sonnet)
-rhyme and meter
-metaphor
b.2. Free verse
-the line and line
break
-enjambments
(exemplar:short
Tagalog poems like
tanaga and diona;
haiku; sonnet)
-rhyme and meter
-metaphor 3. use selected
b.2. Free verse elements of
-the line and line poetry in short Create a free
break exercises verse poem using
-enjambments D creating the selected
-metaphor elements of
c.Other experimental poetry
texts
c.1. typography
c.2. genre-crossing 4. explore
texts (e.g. prose innovative
poem, performance techniques in
poetry, etc.) writing poetry
d. Tone U Analyzing
2.3. Techniques and Sharing ideas and
literary devices perception
(modelling from well- (Group Activity)
known local and
foreign poets) 5. write a short
poem applying
the various
elements,
techniques, and Write a free verse
literary devices D creating poem, haiku, and
sonnet
 3. Reading and 1. identify the
Writing Fiction* various elements,
3.1. Elements of the techniques, and
genre literary devices in
a. Character fiction
b. Point of View
b.1. 1st-person POV
(major, minor, or
bystander
b.2. 2nd-person POV
b.3. 3rd-person POV
(objective, limited
omniscient, U Analyzing Oral Recittion
omniscient)
c. Plot
c.1. linear
c.2. modular/episodic
c.3. traditional parts:
exposition, rising
action, climax, falling
action,
resolution/denoueme
nt
d. Setting and
atmosphere
d.1. time and place
d.2. cultural,
sociological, political,
religious, etc. milieu
d.3. sensibilities that
lead to specific
modes
e. Conflict
f. Irony
f.1. verbal
f.2. situational
f.3. dramatic
g. Theme
g.1. moral/lesson
g.2. dramatic premise
g.3. insight
3.2. Techniques and
literary devices
a. Mood/tone
b. Foreshadowing
c. Symbolism and
 action,
resolution/denoueme
nt
d. Setting and
atmosphere
d.1. time and place 2. determine
d.2. cultural, various modes of
sociological, political, fiction
religious, etc. milieu
d.3. sensibilities that
lead to specific
modes
e. Conflict
f. Irony
f.1. verbal
f.2. situational
f.3. dramatic
g. Theme U Analyzing Oral Recittion
g.1. moral/lesson
g.2. dramatic premise
g.3. insight
3.2. Techniques and
literary devices
a. Mood/tone
b. Foreshadowing
c. Symbolism and
motif
3.3. Modelling from fiction as a genre and
well-known local and are able to analyze its
foreign short story elements and
writers in a range of techniques
modes.
 c. Symbolism and
motif
3.3. Modelling from fiction as a genre and
well-known local and are able to analyze its
foreign short story elements and
writers in a range of 3. write journal
techniques entries and other
modes.
short exercises
exploring key
elements of
fiction

D creating Diary
 4. write a short
scene applying
the various
elements,
techniques, and
literary devices

D creating Short Story

SECOND QUARTER
4. Reading and 1. identify the
Writing Drama (one- various elements,
act)* Elements of the techniques, and
genre literary devices in
a. Character drama
b. Setting K Understanding Oral Recittion
c. Plot
d. Dialogue
4.1. Techniques and
literary devices
a. Intertextuality
b. Conceptualization
of modality
4.2. Modelling from
well-known local and
foreign playwrights
c. Plot
d. Dialogue
4.1. Techniques and
literary devices
a. Intertextuality
b. Conceptualization
of modality
4.2. Modelling from
well-known local and 2. understand
foreign playwrights intertextuality as a U Analyzing Script Writing
technique of
drama

3. conceptualize a
character/setting/ Presenting elements
U Applying
plot for a oneact of drama
play
drama as a genre and compose at least one
are able to analyze its scene for a one-act
elements and play that can be
techniques staged
4. explore
different staging
modalities vis-à- K Understanding Group Discussion
vis envisioning the
script

5. write short
exercises involving
character,
dialogue, plot, D creating Script Writing
and other
elements of
drama
 6. write at least
one scene for
one-act play
applying the
various elements,
techniques, and D creating Role Play
literary devices

5. The creative work the different produce a craft essay 1. situate the
in literary and /or orientations of on the personal creative work in
sociopolitical context creative writing creative process literary and /or
deploying a sociopolitical
consciously selected context
orientation of
creative writing
U Applying Reaction Paper Oral Recittion

2. demonstrate
awareness of and
sensibility to the
different K Understanding Reporting
orientations of
creative writing

3. write a craft
essay D creating Essay
6. Final output** 1. create a group
blog for poetry
and/or fiction
applying ICT
skills/any
appropriate D creating Written Blog
multimedia forms

2. explore various
modes of
publishing media
for manuscripts K Understanding Publishing Blog

3. understand the
possibilities of
intertextual forms
Writing Poems or
K Understanding Short Story

4. write a suite of
poems, a
full/completed
short story or a
script for a one- D creating Portfolio
act play
Highest Enabling Strategy to Use in Developing
the Highest Thinking Skill to Assess

Enabling General Strategy Teaching Strategy

Collaborative
learning

Representation Quescussion
Representation Quescussion

Reasoning and
Group Discussion
analyzing

Representation Quescussion

Read and Panel Dscussion

Evaluating

Representation Quescussion

Representation Quescussion
 presentation Quescussion

Group Discussion
communication and Activity

presentation Quescussion
 Fish Bowl
communication Technique
communication Video Presentation
presentation Critic
 presentation Story with a Twist

communication Quescussion
communication Brainstorming

presentation Group Activity

Focused Group
communication Discussion

communication Group Discussion

presentation Demonstration

presentation Quescussion

presentation Group Activity

presentation Quescussion
communication Think-Pair-Share

communication Think-Pair-Share

communication Group Activity

presentation Final Output