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DAILY LESSON PLAN ICT Grade 6
DAILY LESSON PLAN ICT Grade 6
1
What can you
observe in the
picture?
Have you been to this
place?
What do you usually
observe to this place?
C. Presenting Do you know someone who sells in the market?
examples/instances of What are the thing that you experienced when you
the new lesson are buying in the market?
D. Discussing new Seller and Buyer – are two What are the
concepts and persons involved in definition of buyer and
practicing new skills #1 marketing transactions seller?
such as selling and buying. What are the common
The Seller among buyer and
- the owner of the store seller?
or business Differentiates the
establishment. buyer from seller?
- offers good, products, or
services to those who need
it.
- sells products, goods,
or services at a specified
amount called his selling
price.
- as a seller must learn the
art of selling.
- the art of selling needs
persuasion, good
relationship with people,
patience, and courtesy
toward the prospective
buyers.
The Buyer
- is the person who buys
goods and services from
the seller.
- the consumer who makes
use of the goods to meet
his/her needs or wants and
those of his family.
- Also called the end user
because they use goods
or products or services
that meets the needs and
wants and derive
satisfaction from its use.
E. Discussing new The Seller as Buyer Let the learners share
concepts and - A seller is also a buyer their ideas about the
practicing new skills #2 because he needs to buyer and seller.
buy goods or products
he/she will sell.
- he buys from either
manufacturer or the
2
producer of the goods or
from wholesale middleman.
- Manufacturers are those
who convert raw materials
into finished products
such as canned foods.
- Producers are those who
plant and harvest
products in the case of
fruits and vegetables.
- The wholesalers are those
who buy from
manufacturers or
producers in big bulk then
sell these in retail to owners
or sari-sari stores,
groceries, or mobile stores.
- Wholesalers act as
middlemen or traders who
buy from the primary
source
(manufacturer/producers)
and sell these to retailers
(owners of sari-sari store,
groceries, or similar
stores)
- The seller must have a
good and sound buying
program so he can get the
most profit and give the
best service to his
customers by offering good
quality goods or products.
Three Different Types of
Buyer
3
money, as long as it’s
sitting safely in a late
maturing CD or an extra
secure savings account.
2. Spendthrifts —” I’m
going to spend all the
money I possibly can,
and then some!” Ah, the
spendthrift. This is the
marketer’s dream
customer.
They love spending
money. What’s money
for?! It’s to be spent!
Spendthrifts are why credit
card companies make
money. These people will
spend until they max out
that credit card, then reach
for the next credit card and
keep going. This is the
proverbial “impulse buyer”
unleashed. They need little
more convincing then “It’s
for sale.”
3. Average
Spenders — “If it
seems like a good
investment, I’ll purchase
it.” Here’s most of us.
We spend what we think
is appropriate.
We think about purchases.
We weigh options, take
time to decide, and,
generally, try to make
smart moves and save a
little money. Marketing
doesn’t have a one-size-
fits all hat for everyone to
buy and wear. You need to
speak differently to
different types of people.
F. Developing Mastery What is a seller? What is a seller?
(Lead to Formative What is a buyer? What is a buyer?
Assessment 3) How will you identify a
seller as a buyer?
G. Finding practical
application of concepts
and skills in daily living
H. Making Generalizations What are the characteristics that a seller and a
and Abstractions about buyer must possess?
the lesson
4
I. Evaluating Learning Identify the following. Identify the following
words and give each
Read and understand the meaning.
statement carefully and 1. Seller
write your answer on the 2. Buyer
space provided before the 3. Average
number. Spenders
4. Tightwads
________1. It is a person 5. Spendthrifts
who starts a business and
is willing to risk loss in order
to make money.
________2. It is the
traditional transactional
relationship between the
buyer and seller.
________3. It involves
constant monitoring of
relationship on attitudes
and potentials between the
two which develops distrust
and may eventually end in
just a short-length contract.
________4. Both parties
understand each other’s
needs and work closely
together to achieve their
respective goals.
________5. It is always
available to provide
assistance.
J. Additional Activities for Cite an example of the following type of buyers.
Application or 1. Tightwads
Remediation 2. Average Spenders
3. Spendthrifts.
V – REMARKS
VI – REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who required additional ___ of Learners who require additional activities for
activities for remediation who scored remediation
below 80%
C. Did the remedial lesson ___Yes ___No
work? No, of learners ____ of Learners who caught up the lesson
who have caught up
with the lesson
D. No. of learners who ___ of Learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Power Point Presentation
5
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their
tasks
6
School Grade Level
DAILY Teacher Learning Area ICT
LESSON
Teaching Dates Quarter
PLAN and Time
I – OBJECTIVES
A. CONTENT Demonstrates knowledge and skills that will lead to one
STANDARD becoming an ideal entrepreneur.
B. PERFORMNCE Sell products based on needs and demands.
STANDARDS
C. LEARNING 1.2 produces simple products
COMPETENCIES TLEIE6-0a-2
OBJECTIVES
(Write the LC code for
each)
II – CONTENT The Ideal Entrepreneur
III–LEARNING
RESOURCES
A. References
1. TG Pages Curriculum Guide
2. LM Pages
3. Textbook
Pages
4. Additional
Materials
from LR
portal
B. Other Learning Picture of a kid selling her products.
Resources
https://www.thestar.com.my/news/community/2014/12/0
4/a-chance-to-show-off-their-skills-enterprising-children-
sell-products-at-kids-market/
IV – PROCEDURE AVERAGE LEARNERS ADVANCE
LEARNERS
A. Reviewing From our last discussion, we tackled the qualities of an
previous lesson or entrepreneur. Who can give me an example of qualities
presenting new that an entrepreneur must possess?
lesson
B. Establishing a Show a picture of a kid selling Show a picture of a kid
purpose for the her products. selling her products.
lesson
Discuss/elaborate about the What can you see in
picture the picture?
7
How do you earn your
money?
8
friends for improvements. Make
the necessary adjustments on
the design then document the
changes. After which, go back
to step 3. Continue with the
adjustments until you are
satisfied with the quality of your
product.
9
3. When is the time that you will document your ways in
creating your product?
4. Make a simple plan in creating your product.
J. Additional As a grade six learner, think of a product that will satisfy
Activities for the demand of your school community.
Application or
Remediation
V – REMARKS
VI – REFLECTION
A. No. of learners ___ of Learners who earned 80% above
who earned 80%
in the evaluation
B. No. of learners ___ of Learners who require additional activities for
who required remediation
additional
activities for
remediation who
scored below 80%
C. Did the remedial ___Yes ___No
lesson work? No, ____ of Learners who caught up the lesson
of learners who
have caught up
with the lesson
D. No. of learners ___ of Learners who continue to require remediation
who continue to
require
remediation
E. Which of my Strategies used that work well:
teaching ___ Group collaboration
strategies worked ___ Games
well? Why did ___ Power Point Presentation
these work? ___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
10
School Grade Level
I – OBJECTIVES
A. CONTENT STANDARD Demonstrate knowledge and skills that will lead to
one becoming an ideal entrepreneur
C. Presenting examples / How can buy and sell product based on needs?
instances of the new
lesson
11
What are the things you will consider to sell a
product?
12
G. Finding practical
application of
concepts and skills in
daily living
H. Making What are the importance of “need” in selling and
Generalizations and buying products?
Abstractions about the
lesson
I. Evaluating Learning List 10 products that you List 10 products that you
need in school. need in school.
Explain why?
J. Additional Activities Cite an example of situation/product that is in need.
for Application or
Remediation
V – REMARKS
VI – REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities for
required additional remediation
activities for
remediation who
scored below 80%
C. Did the remedial ___Yes ___No
lesson work? No, of ____ of Learners who caught up the lesson
learners who have
caught up with the
lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked ___ Group collaboration
well? Why did these ___ Games
work? ___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated I
nstruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their
tasks
13
School Grade Level
I – OBJECTIVES
A. CONTENT STANDARD Demonstrate knowledge and skills that will lead to
one becoming an ideal entrepreneur
https://www.youtube.com/watch?v=xtLZJJTHP-
o&t=120s
https://www.youtube.com/watch?v=0u6Qt59yZ58
14
product based on needs
and demands? Or to
buy product?
What is the difference
between needs and
demands?
Demands
Demand is an economic
principle referring to a
consumer's desire to
purchase goods and
services and willingness to
pay a price for a specific
good or service. Holding
all other factors constant,
an increase in the price of
a good or service will
decrease the quantity
demanded, and vice
versa. Market demand is
the total quantity
demanded across all
consumers in a market for
a given good. Aggregate
demand is the total
demand for all goods and
services in an economy
E. Discussing new Meaning of market need. What is market need?
concepts and Definition: Marketing is the
practicing new skills way that a business How to research
#2 attracts, keeps and sells to market need?
customers. In order for
marketing to be effective,
15
it must be targeted toward
the business, its
demographic customer
base, its competitors and
market innovations. The
best way to determine a
business' marketing
needs is to go through a
checklist of the most
common ways to market
to consumers, and then
check them off according
to what is missing in the
current marketing plan. It
is important to note that
there is no universal
marketing plan; each
business will have a
different strategy to
advertise to their
customers. This article will
tell you how to determine
marketing needs.
G. Finding practical
application of
concepts and skills in
daily living
H. Making How can we buys and sells product based on needs
Generalizations and and demands in school and community?
Abstractions about the
lesson
I. Evaluating Learning List 10 products that you List 10 products that
need in school and in the you need in school and
community in the community.
Explain why?
J. Additional Activities Cite an example of situation on how to sell products
for Application or based on needs and demands in school and in the
Remediation community?
V – REMARKS
VI – REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation
16
B. No. of learners who ___ of Learners who require additional activities for
required additional remediation
activities for
remediation who
scored below 80%
C. Did the remedial ___Yes ___No
lesson work? No, of ____ of Learners who caught up the lesson
learners who have
caught up with the
lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked ___ Group collaboration
well? Why did these ___ Games
work? ___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their
tasks
17
School Grade Level
DAILY Teacher Learning Area ICT
LESSON
Teaching Dates Quarter
PLAN and Time
I. OBJECTIVES
CONTENT STANDARDS Demonstrates knowledge and skills in using online
survey tools.
PERFORMANCE Conducts a survey using online tools.
STANDARDS
3.2 Creates an online survey form
LEARNING COMPETENCY
CODE
TLEIE6-0e-9
PEDAGOGICAL METHOD: Concept Mapping, Differentiated Instruction,
Reflective Method
II. CONTENT
Creating knowledge products
III.LEARNING
RESOURCES
A. References:
Teacher’s Guide TLEIE6-0e-9 p. 31
Learning Materials TLEIE6-0e-9 p. 31
Technology and Livelihood Education 6 pp. 15-20
18
Procedure on how to
create an online
survey:
1. Log in to your
Google account. Click
on the FORMS web
app icon.
The forms icon will
appear when you add
a new tab.
2. Click one click
The one click forms
web app opens a new
browser tab that has a
blank form.
3. Accomplish
survey setup.
Write a title for your
survey. Explain it in
two sentences.
There are three
checkbox options
display at the top of
the survey form:
• Sign in to view
the form.
• Users are
allowed to add
responses.
• The
respondent’s
username is
automatically
collected.
4. Add and edit
questions. Each
question has a
Question Title and
Help Text field. The
HELP TEXT field is a
box used to explain a
ranking system. (For
example, you may
use 5 to indicate the
highest or best and 1
as the lowest or
worst)..
C. Presenting Examples/ The teacher will The teacher will present the
Instances of the New present the topic on step-by-step video
Lesson how to create an presentation.
online survey form https://www.youtube.com/w
using a step-by-step atch?v=MKHXzQ0jBVU&fe
video presentation. ature=share
https://www.youtube.
com/watch?v=MKHX
19
zQ0jBVU&feature=sh
are
D. Discussing New The teacher will create an online survey form with the
Concepts and Practicing pupils observing.
New Skills #1 One or two pupils will re-demonstrate how to create
an online survey form.
E. Discussing New After creating the After creating the survey
Concepts and Practicing survey forms, the forms, the pupils will
New Skills#2 pupils will differentiate a printed survey
differentiate a printed form from an online survey
survey form from an form using the Venn
online survey form. Diagram.
Printed Online
Survey Survey
Form Form
20
3. One of the free services provided by __________
is the Google Forms where you can make forms for
survey or poll.
a. Skype b. Google
c. Facebook
4. In a survey, we usually want each respondent to
submit responses _______________.
a. twice b. how many times
c. only once
5. There are ______________ different ways on how
to view the responses of the respondents on the
survey form uploaded.
a. five b. four
c. three
J. Additional Activities for Disseminate an Process an online survey
Application or Remediation online survey. data.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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
21
School Grade Level
DAILY Teacher Learning Area ICT
LESSON
Teaching Dates Quarter
PLAN and Time
I. OBJECTIVES
Demonstrates knowledge and skills in performing advanced
CONTENT
calculations on numerical data using an electronic spreadsheet
STANDARDS
tool
PERFORMANC Processes and summarizes numerical data using advanced
E STANDARDS functions and formulas in an electronic spreadsheet tool
LEARNING 4.1 uses functions and formulas in an electronic spreadsheet
COMPETENCY tool to perform advanced calculations on numerical data
CODE TLE6IE-0f-12
PEDAGOGICAL
Inquiry-Based Approach, Collaborative Approach
METHOD:
22
The teacher will discuss about the following topics:
D. Discussing
New Concepts Electronic Spreadsheet
and Practicing Functions and Formulas found in Excel
New Skills #1 Give the symbols of operations used in Excel
Spreadsheet
-is a software application that enables a user to save, sort and
manage data in an arranged form of rows and columns.
A spreadsheet stores data in a tabular format as an electronic
document. An electronic spreadsheet is based on and is similar
to the paper-based accounting worksheet.
A spreadsheet is primarily designed to provide a digital form of
the paper-based worksheet. Spreadsheets work through
spreadsheet application software. The rows and columns within
the spreadsheet contain cells that are filled with data to create
unique operations. A typical spreadsheet program can have
multiple functions such as:
Numerous rows and columns for data and values storage
Support for mathematical formulas and calculations
Data sorting and analysis
Multiple worksheets and their interlinking
Integration and visualization of data in the form of graphs and
charts
E. Discussing Formulas
New Concepts In Excel, a formula is an expression that operates on values in a
and Practicing range of cells or a cell. For example, =A1+A2+A3, which finds
New Skills#2 the sum of the range of values from cell A1 to Cell A3.
2. Functions
Functions are predefined formulas in Excel. They eliminate
laborious manual entry of formulas while giving them human-
friendly names. For example: =SUM (A1:A3). The function sums
all the values from A1 to A3.
Five Time-saving Ways to Insert Data into Excel
When analyzing data, there are five common ways of inserting
basic Excel formulas. Each strategy, however, comes with its
own advantages. Therefore, before diving further into the main
formulas, we’ll clarify those methods, so you can create your
preferred workflow earlier on.
1. Simple insertion: Typing a formula inside the cell
Typing a formula in a cell or the formula bar is the most
straightforward method of inserting basic Excel formulas.
The process usually starts by typing an equal sign, followed by
the name of the function.
Excel is quite intelligent in that when you start typing the name
of the function, a pop-up function hint will show. It’s from this list
23
you’ll select your preference. However, don’t press the Enter
key. Instead, press the Tab key so that you can continue to insert
other options. Otherwise, you may find yourself with an invalid
name error, often as ‘#NAME?’. To fix it, just re-select the cell,
and go to the formula bar to complete your function.
2. Using Insert Function Option from Formulas Tab
If you want full control of your functions insertion, using the Excel
Insert Function dialogue box is all you ever need. To achieve
this, go to the Formulas tab and select the first menu labeled
Insert Function. The dialogue box will contain all the functions
you need to complete your financial analysis.
3. Selecting a Formula from One of the Groups in Formula
Tab
This option is for those who want to delve into their favorite
functions quickly. To find this menu, navigate to the Formulas tab
and select your preferred group. Click to show a sub-menu filled
with a list of functions. From there, you can select your
preference. However, if you find your preferred group is not on
the tab, click on the More Functions option – probably it’s just
hidden there.
4. Using AutoSum Option
For quick and everyday tasks, the AutoSum function is your go-
to option. So, navigate to the Home tab, in the far-right corner,
click the AutoSum option. Then click the caret to show other
hidden formulas. This option is also available in the Formulas tab
first option after the Insert Function option.
5. Quick Insert: Use Recently Used Tabs
If you find re-typing your most recent formula a monotonous task,
then use the Recently Used menu. It’s on the Formulas tab, a
third menu option just next to AutoSum.
/ (forward
Division =A2/B2
slash)
=A2*10%
% (percent
Percentage (returns 10% of the
sign)
value in A2)
=A2^3
Exponential
^ (caret) (raises the number in
(power of)
A2 to the power of 3)
24
https://www.techopedia.com/definition/4426/spreadsheet
https://corporatefinanceinstitute.com/resources/excel/study/basi
c-excel-formulas-beginners/
https://www.youtube.com/watch?v=1naiWCWfSt4
Group Activity
Create an Excel file for the expenses below. Using the formulas
and functions discussed calculate the following:
1. = SUM (total cost of ingredients used)
2. = COUNT (total number of materials used)
Marketing Expenses
Budget
Allowance 700.00
Item
Quantity Cost/Unit Total
F. Developing Bought
Mastery Chicken 1 ½ kg 150/ kg
(Leads to Tilapia 1 kg 140/ kg
Formative
Assessment) Assorted
½ kg 120/ kg
Vegetables
Garlic ¼ kg 80/ kg
6.50.00/
Eggs ½
each
Total
Expenses
(Allowance
Balance
minus total
Expenses
Expenses)
Group I Group II
G. Finding
Practical
Applications of What is the importance of using Electronic Spreadsheet in
Concepts and business firms?
Skills in Daily
Living
H. Making
Generalizations What is Electronic Spreadsheet?
and Abstractions Differentiate functions from formulas.
about the Give examples of commonly used symbols in Spreadsheet
Lesson
A. Write True on the line if the statement is correct and False if
it is not.
25
________4. Functions are combinations of functions, operands,
and
operators.
________5. Average is used to add two or more numbers
together.
J. Additional
Activities for
application or
Remediation
___Lesson carried. Move on to the next objective.
V. REMARKS
___Lesson not carried.
___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some
VI. difficulties encountered in answering the questions asked by the
REFELECTION teacher.
___Pupils mastered the lesson despite of limited resources used
by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to
unnecessary behavior.
A. No. of
learners who
earned 80%
___ of Learners who earned 80% above
on the
formative
assessment
B. No. of
learners who
require
___ of Learners who require additional activities for remediation
additional
activities for
remediation.
C. Did the
remedial
lessons work?
___Yes ___No
No. of learners
____ of Learners who caught up the lesson
who have
caught up with
the lesson.
D. No. of
learners who
continue to ___ of Learners who continue to require remediation
require
remediation
26
School Grade Level
DAILY Teacher Learning Area ICT
LESSON
Teaching Dates Quarter
PLAN and Time
I. OBJECTIVES
CONTENT Demonstrates knowledge and skills in using audio, video
STANDARDS conferencing tools, and e-group
PERFORMANCE Communicates and collaborates online through audio,
STANDARDS video conferencing, and e-group
Video presentation
B. Other Learning
https://www.youtube.com/watch?v=BnS56HvL54Y
Resources
https://www.youtube.com/watch?v=StZSn0-enps
27
-
How do we create an account in
Skype?
Video Conference (Video Conferencing)
28
account to log into Skype on computers,
smartphones, and tablets.
If Skype prompts you to enter another code that's
displayed on-screen, do so and then click Next to finish
creating your account.
How do I find new contacts in Skype on desktop?
1. Select Search Skype.
2. Type the name, Skype name or email of the person you
want to chat with.
3. Select your friend from the search results and you'll be
taken to a conversation window.
Type a message and select the Send button.
Group Activity:
Create a skype account following the steps in
making a skype account.
Add contact list in their skype account.
Import contacts
29
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of
knowledge, skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some
difficulties encountered in answering the questions asked
by the teacher.
___Pupils mastered the lesson despite of limited
resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to
unnecessary behavior.
A. No. of learners who
earned 80% on the
___ of Learners who earned 80% above
formative
assessment
B. No. of learners
who require ___ of Learners who require additional activities for
additional activities remediation
for remediation.
C. Did the
remedial lessons
work? No. of ___Yes ___No
learners who have ____ of Learners who caught up the lesson
caught up with the
lesson.
D. No. of learners
who continue to ___ of Learners who continue to require remediation
require remediation
30
School Grade Level
DAILY Teacher Learning Area ICT
LESSON
Teaching Dates and Quarter
PLAN Time
I. OBJECTIVES
CONTENT Demonstrates knowledge and skills to create knowledge
STANDARDS products
PERFORMANCE Creates a multimedia knowledge product
STANDARDS
6.2 Uses the moviemaking software to create a
LEARNING multimedia presentation
COMPETENCY
TLEIE6-0j-16
CODE
PEDAGOGICAL Concept Mapping, Differentiated Instruction, Reflective
METHOD: Method
II. CONTENT
Creating knowledge products
III. LEARNING
RESOURCES
A. References:
Teacher’s Guide Curriculum Guide p. 32
Learning Materials
Textbooks: ICT and Entrepreneurship TLE Textbook pages 111-131
Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning Video presentation /youtube.com
Resources Powerpoint Presentation
https://www.youtube.com/watch?v=4w8v0qgjibc
IV. PROCEDURES AVERAGE LEARNERS ADVANCE LEARNERS
A. Reviewing Review: How to create a Activity #1
Previous Lesson or powerpoint presentation? Group Activity
Presenting the New
Lesson Each e-group will be ask to
share ideas and work on
how to create multimedia
presentation.
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C. Presenting Discuss: Windows Movie Ask the pupil:
Examples/ Instances of Maker (formerly known as What moviemaking software
the New Lesson Windows Live Movie are we going to use to create
Maker in Windows 7) is a a multimedia presentation?
video editing software by -Possible Answers: windows
Microsoft. It is a part of Movie Maker
Windows Essentials
software suite and offers
the ability to create and
edit videos as well as to
publish them on OneDrive,
Facebook, Vimeo,
YouTube, and Flickr.
G. Finding Practical Where else can we use Where else can we use this
Applications of this video presentation? converting powerpoint
Concepts and Skills in presentation or video
Daily Living presentation?
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H. Making How to create a How to create a multimedia
Generalizations and multimedia presentation presentation using a
Abstractions about the using a moviemaker? moviemaker?
Lesson How can we convert
powerpoint presentation into
a movie?
I. Evaluating Learning Presentation of all the multimedia presentation made by
the pupils using windows movie maker.
Use the Rubrics below in assessing the presentation.
5 - All topics were applied to their video
(Transition/Animation/Inserting/Timing)
4 - Only 3 topics were present in the video
3 - Only 2 topics were present in the video
2 - Only 1 topic were present in the video
1 - No video presented.
Questions: To be answered orally.
1. What can you say about the video?
2. How about your timing? How many seconds is
your transition/animation?
3. What kind of transition did you use? How many
transition did you use?
4. What kind of animation did you use? How many
animations did you use?
5. Did you use a video? Did you use an audio?
J. Additional Activities Write a short paragraph Write a short essay about
for Application or about the importance of the importance of windows
Remediation multimedia presentation. movie maker and why do we
convert powerpoint
presentation.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
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
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