DAILY School SERGIO L.

LEGAYADA NATIONAL HIGH SCHOOL Grade Level I2

LESSO Teacher MIONY A. DALLEGOS Learning Area Contemporary Arts
N Teaching Week 1 Quarter 1
LOG

Time:
Date: October 2-6, 2023 Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards .
B. Performance Standards
C. Learning Competencies
D. Learning
Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery
G. Finding practical
applications of concepts &
skills in daily living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No.
of learners who caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

MIONY A. DALLEGOS LEO D. BORRA, HTIII

SHS-TII School Head
 DAILY
LESSO
N Area
LOG
Time: 1:30-2:30; 2:30 -3:30
Date: June 10-14, 2019
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
School UNIDAD NATIONAL HIGH SCHOOL Grade Level II
Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
Teaching Week 2 Quarter 1
Session 1 Session 2 Session 3 Session 4
The learner demonstrates understanding of ICT in the context of global communication for specific professional track.
The learners shall be able to:
1. At the end of the 2-weekperiod independently compose an insightful reflection paper on the nature of ICT in the context of their lives, society and
tracks (Arts, TechVoc, Sports, Academic)
The learners compare and contrast the nuances of varied online platforms, sites, and content to best achieve specific class objectives or address situational
Apply online safety, security, ethics and etiquette standards and practice in the use of ICT as it would relate to their specific professional tracks.
Online safety, security, ethics, and etiquette
Internet websites Internet websites Internet websites
www.youtube.com www.youtube.com www.youtube.com
Review on the past lesson on current Review on the Past lesson through Parade of Pictures on usage
and future trends on media and brainstorming
information
Jigsaw puzzle depicting different Lateral puzzle on trends on online Color Map Problem utilizin
pictures on Wearable Technology safety, security, ethics and etiquette presented by the teacher
Power point Presentation on wearable Video Clip on Different Etiquette Definition of practice in the
technology Standards
Inquiry Base Questioning on the pros Inquiry Based Questioning on the Identification through colla
and cons of wearable technology shapes working on the articles give
teachers through unpluggin
Video Clip on How amazing Identify and name basic features and Class Discussion through g
technology is? tools of shapes brainstorming giving the ou
www.youtube.com
F. Developing Mastery Think Pair Share: Identify one Group Activity: Group Activity
characteristics on wearable technology Identify usage of 3d shapes by first The 4 color Map Problem A
as shown by the teacher defining the meaning of shapes provided by the teacher usin
pencils
G. Finding practical applications Illustration through note cards or Decompose usage through categorizing Identify characteristics of p
of concepts & skills in daily similarly sized pieces of paper the different pictures of using 3d shapes are hard for technology to s
living as provided by the teacher
H. Making generalizations & Group Brainstorming Decompose a familiar usage into simple Group Activity Output Pres
abstractions about the lesson steps through illustration process with Class through Critiquing
precision and clarity
I. Evaluating Learning Student Journals: Large paper for arranging/taping Short Quiz
Describe characteristics that make notecards as output of the group
wearable technology fun
J. Additional activities for
application or remediation
V. REMARKS
Assignment:
Bring colored pencils for tomorrow’s
activity
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO, LPT JOSEFINA C. CAP-ATAN, LPT

SST-II Assistant School Principal II
 DAILY
LESSO
N Area
LOG
Time: 7:30-9:30; 2:00 -5:00
Date: Sep. 12-16, 2022
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
School UNIDAD NATIONAL HIGH SCHOOL Grade Level II
Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
Teaching Week 3 Quarter 1
Session 1 Session 2 Session 3 Session 4
The learner demonstrates understanding of ICT in the context of global communication for specific professional track.
The learners shall be able to:
At the end of the 2-weekperiod independently compose an insightful reflection paper on the nature of ICT in the context of their lives, society and pro
tracks (Arts, TechVoc, Sports, Academic)
The learners use of the internet as a tool for credible research and information gathering to best achieve specific class objectives or address situational.
Learners are able to identify the current state of ICT technologies, online systems, functions and platforms.
Contextualized online search and research skills
Internet websites Internet websites
https://www/un.org.a
www.youtube.com www.youtube.com
Brainstorming on a list of web sites Review on the past lesson Case study research provided by teacher on how new technolog
credible for researches communication and how they are influencing the everyday lives
opinions of the public.
Video Clip depicting on Media and Sample print and video Exploring how digital communication is changing the way peop
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
G. Finding practical applications
of concepts & skills in daily
living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Information Literate Individual
Classic examples of web literacy
drives
Discussing the meaning and purpose of Considering both technical and creative
tool for credible research
Identifying sites
Group Activity through Personal
Collage Project Websites Pictures
Self-assessment and reflections
Demonstration of a gallery walk in
classroom setting
Class Critiquing on the collage output
Discussion of the key features of each identify
key information and the main web are being
presented
strategies on audience elements.
Analyze the use of claims being made by
different individuals whether or not they are
supported by facts
Through the use of the previous collage
project status the group will apply their
knowledge through touch develop in the web
Application of coordinate system knowledge
to a personal collage project
Describe the process for giving feedback in a
gallery walk
Give and receive constructive feedback and
incorporate into personal collage projects.
Sample storyboards can be accessed at
www.storyboardsinc.com
society interact, share knowledge and exchange information.
Developing a strategy for using social networking site to promo
on a particular topic.
E-governance involves the new and evolving forms of governan
ICTs play a key role in influencing learners.
Group Activity:
Research and Class Discussion; Learners undertake small-scale
evaluate the web research tool
Through small scale online survey learners are able to investiga
research tool and information literacy on the audience participat
Leading the class to discussion on which internet are used predo
the societies environment.
Output Presentation

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

 JEFREY S. LOGRONIO, LPT NOEMI AIREEN M. ABRAHAM
SST-II School Principal II

DAILY School UNIDAD NATIONAL HIGH SCHOOL Grade Level II

LESSO Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
N Area
LOG Teaching Week 4 Quarter 1

Time: 1:30-2:30; 2:30 -3:30

Date: June 24-28, 2019 Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

A. Content Standards
B. Performance Standards
The learner demonstrates understanding of the use of advance tools and techniques found in common productivity and software applications in developing
for specific professional tracks
The learners shall be able to:
At the end of the 2week period independently apply advanced productivity tools to create or develop ICT content for use in specific professional tracks
These may be in the form of but not limited to:
1. Calculating spread sheet of athletic statistics (Sports)
2. Layout of catalogue of creative works (Arts)
3. Materials/ingredients projections for batchers of baked goods (TechVoc)
4. Letterhead/business card design (Business/Academic)
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
G. Finding practical applications
of concepts & skills in daily
living
H. Making generalizations &
abstractions about the lesson
The learners uses common productivity tools effectively by maximizing advanced application techniques.
The learners are able to analyze the effects of digital communication on the social and political life of a society
Applied productivity tools with advanced application techniques.
These advanced tools and techniques currently include, but are not limited to:
1. Mail Merge and label generation; 2. Custom animations and timing; 3. Hyperlinking in presentations; 4. Integrating images and external material i
processors; 5. Embedded files and data; 6. Advanced and complex formulas and computations.
Pages 21-34
Youtube.com
Review of the past lesson
Exploring how mail merge tool can Exploring how mail merge tool can
save time in creating similar multiple save time in creating similar multiple
documents from template. documents from template.
Developing a strategy for using social Developing a strategy for using social
networking site to promote interaction networking site to promote interaction
on a particular topic. on a particular topic
Creates an original or deriv
content to effectively comm
present data or information
specific professional tracks
Group Activity:
Demonstration of using the
and techniques.
Exercises done by group
I. Evaluating Learning

J. Additional activities for

application or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO, LPT JOSEFINA C. CAP-ATAN, LPT

SST-II Assistant School Principal II
 DAILY
LESSO
N Area
LOG
Time: 1:30-2:30; 2:30 -3:30
Date: July 1-5, 2019
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
School UNIDAD NATIONAL HIGH SCHOOL Grade Level II
Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
Teaching Week 5 Quarter 1
Session 1 Session 2 Session 3 Session 4
The learner demonstrates understanding of the use of advance tools and techniques found in common productivity and software applications in developing
for specific professional tracks
The learners shall be able to:
At the end of the 2week period independently apply advanced productivity tools to create or develop ICT content for use in specific professional tracks
These may be in the form of but not limited to:
1. Calculating spread sheet of athletic statistics (Sports)
2. Layout of catalogue of creative works (Arts)
3. Materials/ingredients projections for batchers of baked goods (TechVoc)
4. Letterhead/business card design (Business/Academic)
The learners create an original or derivative ICT content to effectively communicate or present data or information related to specific professional.
The learners are able to analyze the effects of digital communication on the social and political life of a society
Text Information and Media a. Definition, characteristics, format and types, sources, advantages and limitations, and value b. text as visual c. selection crit
principle and elements Applied productivity tools with advanced application techniques.
These advanced tools and techniques currently include, but are not limited to:
Mail Merge and label generation; 2. Custom animations and timing; 3. Hyperlinking in presentations; 4. Integrating images and external material in word p
Embedded files and data; 6. Advanced and complex formulas and computations.
Internet websites
www.youtube.com
Review of the past lesson through the online sources of information. Movie clip on productivity tools Class Discussion and Critiquing
Video clip presentation of the simulating real ICT projects Parade of Pictures using the test of
 creativity and imagination
C. Presenting examples/instances Class Discussion and Critiquing Class Discussion and Critiquing
of the new lesson
D. Discussing new concepts and Lecturette: Hyperlinking in Presentations Lecturette: Timings and Animations Lecturette: Comparison of Mail Merg
practicing new skill #1 Hyperlinking
E. Discussing new concepts and Deepening of the lesson Deepening of the lesson Deepening of the lesson
practicing new skill #2
F. Developing Mastery Introduction of Hyperlinking through PowerPoint Presentation Introduction of the lesson Introduction of other software applic
Guide Questions: Guide Questions: developing ICT content for specific p
1. What instances in your life do you find hyperlinking in 1. What happens when a specific tracks
documents and presentations most relevant? image is not available in a Guide Questions:
2. In what way, do you think it improved since the invention of computer? 1. Differentiate the differences
writing and printing? and hyperlinking?
G. Finding practical applications Activity: Individual Activity Sheet answering the type of particular Group Activity: Answering the different Group Activity: Presentation of the fi
of concepts & skills in daily letter using a word processor. templates provided by the teachers. work in the class
living
H. Making generalizations & Uses advanced tools and techniques found in common productivity Effective use of real world tools There are no shortcuts in life but som
abstractions about the lesson are alternative ways to produce more
results. Everything is interconnected.
I. Evaluating Learning Short Quiz using the letter that has an equivalent of characters when Introduction to software application Assessment: What have I learned so
translated into computer program. packages allow files to be embedded on the learning materials.
within the presentation file created.
J. Additional activities for
application or remediation
V. REMARKS
Using the computer at home practice
formatting the different font size in terms
of pixel and styles.
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?
Prepared by:
JEFREY S. LOGRONIO, LPT
SST-II
DAILY
LESSO
N Area
LOG
Time: 1:30-2:30; 2:30 -3:30
Date: July 8-12, 2019
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
Checked and noted by:
JOSEFINA C. CAP-ATAN, LPT
Assistant School Principal II
School UNIDAD NATIONAL HIGH SCHOOL Grade Level II
Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
Teaching Week 6 Quarter I
Session 1 Session 2 Session 3 Session 4
The learner demonstrates understanding of how to manipulate text, graphics, and images to create ICT content intended for an online environment.
The learners shall be able to apply independently the techniques of image manipulation and graphic design to create original or derivative ICT content from
images, text and graphic elements for use in specific professional tracks. These may be in the form of but not limited to:
1. Team/athlete/league recruitment posters(sports); 2. Logo or crest for a community, school organization or barkada (Arts); 3. Labelling and manual
for tools and equipment (TechVoc); 4. Presentation of cafeteria patronage data (Business/Academic)
6. Evaluate existing websites and online resources based on the principles of layout, graphic, and visual message design.
7. Use image manipulation technique on existing images to change or enhance their current state to communicate a message for a specific purpose
The learners are able to describe the different manipulative text, graphics and images.
Imaging and Design for the online environment covering the topics of
1. Basic principles of graphics and layout; 2. Principles of visual message design using infographics; 3. Online file formats for images and text; 4. Pr
basic techniques of image manipulation; 5. Basic image manipulation using offline or open source software; 6. Combining text, graphics, and imag
Uploading, sharing and image hosting platforms
Usable platforms/applications currently include but are not limited to:
1. Google Sketch Up (freeware); 2. GIMP (open source/freeware)
Internet websites Internet websites Internet websites Internet websites
www.youtube.com www.youtube.com www.youtube.com www.youtube.com
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
G. Finding practical applications
of concepts & skills in daily
living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
Activity Sheet provided by the teacher.
In the box provided, create a pictorial
essay on any topic you have in mind.
Ask a classmate to retell the pictorial
essay and validate or refute the
version.
Say: When you were growing up, you
may remember yourself enjoying
reading some materials with lots of
pictures that accompany the written
text. This goes to show how pictures
can really be worth a thousand words.
Reflection Sheet. Answer the
following questions
1. What is the appeal of drawings
and pictures in relation to your
choices of reading materials?
2. Do you think all written
materials should be
accompanied with visuals?
Why or why not?
Lecturette: Visual Design
Class Brainstorming and Critiquing
Group Activity: Draw a picture that
depict some real-world situation.
Video Clip showing real world
situation captured by a camera.
Say: Visual Design is not merely an
added feature to the written text to
make it more sensible and more
appealing to readers. It has its own
distinct features that enhance
information acquisition.
Picture Critiquing
Motivation using the color wheel game.
Each group will answer questions
indicated in the wheel.
Group Activity: same grouping the
learners will identify the pictures using
the KWL Chart
Class Discussion and Brainstorming
Activities
Lecturette: Image and Color as Primary
Attributes
Video Clip on combination of colors.
Lecturette: Color Models and Stages of
Image Generation
Group Activity: Drawing of
object/images by the use of different
colors
Say: Color is what gives form to an
image. You are able to appreciate an
image because of how the colors blend
to create the image
Individual Reflection: Are you
Powerpoint Presentation depicting
image manipulation
Group Activity: Editing of pictures
using a software
Lecturette: Image Editing using
operations like selecting, copying,
scaling, rotating, trimming, changing
the brightness, contrast, color tones and
others by the use of image editing.
Video presentation using the different
edited pictures.
Lecturette: Storing in a file format that
can be displayed in computer screen or
printed form.
Group Activity on image editing and
saving the file
Lecturette: Imaging and Layout
Design?
Graphics used as learning or instruction
and uses of graphics through
presentation of websites by multimedia
presentation
Short role playing activity as graphic
Review of the past lesson
Sample video on film and t
program using the televisio
Guide Questions:
1. How can pictures a
relay information?
2. How do visuals aug
manipulation?
Lecturette: File Format
PPT on Common Visual M
Source:
wfu.edu/Matthews/misc/gra
Lecturette: Advantage and
of Visual Information Liter
Visual Design Ad Campaig
Class Presentation
Say: Images can be powerfu
see affect our character, eve
and decisions in life.
Short quiz: Why do you thi
 fascinated with colors? How do colors designer. images transcend culture an
affect one’s appreciation and What does this say about th
understanding of an image? of certain visual informatio
J. Additional activities for Assessment: What have I le
application or remediation page 42
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO, LPT JOSEFINA C. CAP-ATAN, LPT

SST-II Assistant School Principal II

DAILY School UNIDAD NATIONAL HIGH SCHOOL Grade Level II

LESSO Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
N Area
LOG Teaching Week 6 Quarter 1

Time: 1:30-2:30; 2:30 -3:30 Session 1 Session 2 Session 3 Session 4

Date: July 15-19, 2019

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how to manipulate text, graphics, and images to create ICT content intended for an online environment.
B. Performance Standards The learners shall be able to apply independently the techniques of image manipulation and graphic design to create original or derivative ICT content from
images, text and graphic elements for use in specific professional tracks. These may be in the form of but not limited to:
1. Team/athlete/league recruitment posters(sports); 2. Logo or crest for a community, school organization or barkada (Arts); 3. Labelling and manual
for tools and equipment (TechVoc); 4. Presentation of cafeteria patronage data (Business/Academic)
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
G. Finding practical applications
of concepts & skills in daily
living
H. Making generalizations &
abstractions about the lesson
8. Create an original or derivative ICT content to effectively communicate a visual message in an online environment related to specific professional tracks
The learners are able to describe the different manipulative text, graphics and images.
Imaging and Design for the online environment covering the topics of
1. Basic principles of graphics and layout; 2. Principles of visual message design using infographics; 3. Online file formats for images and text; 3. Pr
basic techniques of image manipulation; 4. Basic image manipulation using offline or open source software; 5. Combining text, graphics, and imag
Uploading, sharing and image hosting platforms
Usable platforms/applications currently include but are not limited to:
1. Google Sketch Up (freeware); 2. GIMP (open source/freeware)
Internet websites
www.youtube.com
Audiobooks Definition
Game Activity: Are you smarter than the 5th grader? Powerpoint Presentation depicting pictures of image Review of the past lesson
The learners will unwrap questions that is related to editor
the lesson.
Each group will have a representative or leader.
Each question has corresponding points.
Say: When you were growing Group Activity: same grouping the learners will Group Activity: Movie clip critiquing. The teacher Sample online image hosting
up, you may remember identify the pictures using the KWL Chart will play a movie clip; each group will give critique Guide Questions:
Pictures sample are exist in web sites on how they will assess the editor
yourself enjoying watching 1. How can pictures an
some materials with lots of relay information?
pictures that accompany the 2. How do audio augme
written text. This goes to show information?
how pictures can really be
worth a thousand words.
Class Discussion and Brainstorming Activities Lecturette: Dimensions of Image Lecturette: Online Image Ho
Lecturette: Visual Design Lecturette: Principles of Design Video presentation using the different dimension of PPT on Common hosting we
image.
Class Brainstorming and Parade of Pictures using PPT Presentation on Types Lecturette: Storing in a file format that can be played Lecturette: Image formats
Critiquing of Design in computer screen or printed form.
Group Activity on principles of design editing and
saving the file
Video Clip showing real world Group Activity: Short jingle singing created by each Lecturette: Why are design important? Class Presentation
situation captured by a group. Class Brainstorming.
camera.
Say: Visual Design is not Say: Use image manipulation techniques on existing Say: Creation on learning, inquiry and Extend Knowledge through t
merely an added feature to the images to change or enhance their current state to experimentation. by Whitson Gordon titled “W
communicate a message for a specific purpose

I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
written text to make it more
sensible and more appealing to
readers. It has its own distinct
features that enhance
information acquisition.
Picture Critiquing
Individual Reflection: What are the technical aspects
that characterize image file formats?
Difference Between All these
and which one should I use?
http://lifehacker.com/592705
Group Discussion: What you learned so far? Short quiz: What have I learn
Guide Questions: 42
1. What is online image?
2. What is the difference between a literal
and non-literal image?
Bring crdw or cdr in class for tomorrow activity.

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO, LPT JOSEFINA C. CAP-ATAN, LPT

SST-II Assistant School principal II
 DAILY
LESSO
N Area
LOG
Time: 8:45-9:45; 10:00 -11:00
Date: January 14-18, 2019
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School UNIDAD NATIONAL HIGH SCHOOL Grade Level II
Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
Teaching Week 7-8 Quarter 1
Session 1 Session 2 Session 3 Session 4
The learner demonstrates understanding of the principles and technique of design using online creation tools, platforms, and applications to develop ICT c
specific professional tracks.
At the end of the 2-week period independently apply the principles and techniques of design using online creation tools, platforms, and applications to crea
derivative ICT content for use in specific professional tracks
These may be in the form of, but not limited to;
1. Survey instruments using Google Forms (business/Academic); 2. Athletic matchups and league standings using mindmeister (sports); 3.
Catalogues/swatches/options for products and services using prezi(techvoc); 4. Online photo album of artistic works or photographs using picasa (
music productions using Sibelius (music)
9. Evaluate existing online creation tools, flat forms and applications to create original or derivative ICT content for use in specific professional tracks
10. Apply web design principles and elements using online creation tools, platforms, and applications to communicate a message for a specific purpose in
professional tracks
11. Create an original or derivative ICT content using online creation tools, platforms, and applications to effectively communicate messages related to spe
professional tracks
The learners are able to describe the different dimensions of online tools for content development
Online platforms as tools for ICT content development covering the topics of:
1. The nature and purposes of online platforms and applications; 2. Basic web design principles and elements; 3. Web page design using templates an
WYSIWYG platforms
These online platforms currently include, but are not limited to:
1. Presentation/visualization (prezi, soho, slideshare, mindmeister); 2. Cloud computing (google drive, evernote, dropbox); 3. Social media (twitter, f
tumbler); 4. Web page creation (wix, weebly); 5. File management (zamzar, word2pdf); 6. Mapping (google maps, wikimapia)
Internet websites
ETechnology (Diwa Senior High School Series)
www.youtube.com
Review of the past lesson through the online Movie clip on web design
sources of information web article. principles and elements
B. Establishing a purpose for the Video clip presentation of the online platforms Film showing “The Visual
lesson and application. and Information Literacies”.
Class Discussion and Critiquing
C. Presenting examples/instances Individual Activity: On a whole sheet of paper Guide Questions: Group Activity: Class Discussio
of the new lesson write a project that you have in mind or you 1. What is the story Critiquing answering the guide q
would like to produce if given the chance. about? presented.
Describe the project by presenting the content 2. What does it tell
development. about people and
D. Discussing new concepts and Lecturette: Demonstration of using the tools, society? Lecturette: Web Design Using T
practicing new skill #1 methods, and techniques. 3. How does it relate WYSIWYG
E. Discussing new concepts and Deepening of the lesson to your experience? Lecturette: Online Presentation T
practicing new skill #2 4. Is it timely or
F. Developing Mastery Introduction Platform Categories through relevant? Group Activity on critique own w
PowerPoint Presentation and the works of others with the
Guide Questions: improving these works.
1. What is web design?
2. What is elements using online tools?
G. Finding practical applications Activity: Jigsaw puzzle depicting different types Lecturette: Cloud Storage
of concepts & skills in daily of motion pictures.
living
H. Making generalizations & Webs are not necessarily mirrors of reality. They APIs are programs that deliver s
abstractions about the lesson just depict a certain reality that they be relatable to accessible to developers, includi
audiences. created by developers themselve
I. Evaluating Learning Short Quiz Movie Review by group
J. Additional activities for
application or remediation
V. REMARKS
Film Showing will be
carried out next meeting due
to lack of time.
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO, LPT JOSEFINA C. CAP-ATAN, LPT

SST-II Assistant School Principal II

DAILY School UNIDAD NATIONAL HIGH SCHOOL Grade Level II

LESSO Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
N Area
LOG Teaching Week 9-10 Quarter 3

Time: 8:45-9:45; 10:00 -11:00 Session 1 Session 2 Session 3 Session 4

Date: January 21-25, 2019

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
The key learnings from the previous weeks, which they will synthesize into an integrated ICT content through collaboration with classmate and teacher as
partner.
At the end of the 2 week period and quarter collaboratively develop an online portal or website to showcase and share existing and previously developed
These may be in the form of, but not limited to:
1. Online newsletter; 2. Blog; 3. Issuu online “magazine”
12. Evaluate the quality, value and appropriateness of peer’s existing or previously developed ICT content in relation to the theme or intended audience/vie
project
13. Share and show case existing or previously developed material in the form of a collaboratively designed newsletter or blog site intended for a specific a
viewer
The learners are able to evaluate the reliability and validity of motion information and media, as well as their sources using selection criteria.
Collaborative development of ICT content covering the topics of;
1. Team structure and dynamics for ICT content; 2. Online collaborative tools and processes; 3. Project management for ICT content and 4. Curating
content for use on the web
Online collaborative tools that may be used currently include, but are not limited to:
1. Google Docs/MS Office 365; 2. Prezi; 3. Google Chat/Hangouts; 4. SkypeViber/Kakao Talk/WeChat/Line

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
G. Finding practical applications
of concepts & skills in daily
Platforms that may be currently used to host newsletters and similar ICT content include but are not limited to:
1. Presentation/visualization (prezi, soho, slideshare, mindmeister); 2. Cloud computing (google drive, evernote, dropbox); 3. Social media (twitter, f
tumbler); 4. Web page creation (wix, weebly); 5. Blog Sites (Blogger, Wordpress, Livejournal, Issuu)
Empowerment Technologies (Diwa
Publishing House)
Internet websites
Ask the learners to show off their
hands on who uses google docs and
MS Office.
Follow up questions and have students
share their answer with the class.:
1.Why do you use online
collaborative tools?
2.In what ways, can they affect you
on your personal level of
knowledge?
Individual Activity: “Team Structures
and dynamics for ICT content”
Readings: Online Newsletter
Explain how the these forms plays a
major role in the web sites.
Group Activity by 4: Role playing on
ICT content assigned to them:
G1: presentation/visualization
G2: cloud computing
G3: social media
G4: web page/blog sites
Group Presentation with critiquing and
rubrics agreed by the class
Class Discussion and Brainstorming
on the play
Power point Presentation. Ask
volunteer learners to read aloud the key
learners on online portal a provided by
the teacher.
Individual Activity: Answering the
question;
What have I learned so far
Class Discussion .
Reading: Evaluation of the quality,
value and appropriateness of peer’s
existing or previously developed ICT
content in relation to the theme
Class Brainstorming
Group Activity using the prior
groupings. Share comments/reactions
about the articles given by the teacher
using the genogram utilizing the bond
paper given in each learner.
Class Presentation per groupings
Share the responses downloaded from
the group. Answering the given activity
living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Explain to the class that host
newsletters and ICT content.,
Readings and insights gained from the
class discussion.
sheet on their journal.
Explain and expound the responses that
has/have impact on you as a learner.
Five-minute short film based on the
story Beyond Walls.
Write a paragraph or two as a reaction
to the video.

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO, LPT JOSEFINA C. CAP-ATAN, LPT

SST-II Assistant School Principal II
DAILY School UNIDAD NATIONAL HIGH SCHOOL Grade Level II
LESSO Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
N Area
LOG Teaching Week 11 Quarter 2

Time: 8:45-9:45; 10:00 -11:00 Session 1 Session 2 Session 3 Sessi

Date: January 28 Feb. 1, 2019

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how rich media content and interactivity affects and changes the user experience in the delivery and consumptio
content.
B. Performance Standards The learners: at the end of the week independently assess one’s experience in the delivery and consumption of ICT content.
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
G. Finding practical applications
of concepts & skills in daily
living
H. Making generalizations &
14. 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.
The learner produces a living museum or electronic portfolio or any other creative forms of multimedia showcasing their understanding, insights, and perc
different resources of media and information
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.
user participation in the web
Types of rich and multimedia content currently include but are not limited to:
1. Video and audio, embedded and on-demand; 2. Online games, tests and courseware and 3. Web, game, pod, and vod,-casting
Etechnology (Diwa Senior High School Series)
Internet websites http://academictips.org/blogs/websites/
Reading “Module 6: Multimedia and ICT” Review on the Past Lesson
Ask the learners how they can explore the principles
of interactivity and rich content of Web 2.0.
Say: Multimedia is a combination of different Individual Activity: Answering a reflection sheet provided by the teacher.
content forms such as videos, images, or texts, Guide Question:
which makes a Website or offline application Have you personally experienced the benefits of multimedia? How?
effective and attention grabbing.
Parade of Pictures depicting multimedia rich Class Brainstorming sharing thoughts with the class.
content.
Guide Question:
What information can we gather from the picture?
Reading: Categories of Multimedia’s Reading: Online Participation
Ask volunteers to describe the categories in the Guide Questions:
manner of interaction with the viewers or audiences What do you think are the advantages of multimedia to the listed fields of
application?
Reading article provided by the teacher, have the Reading: Video on Demand
learners refer to the categories of multimedia
examples. Have a quick survey among the class?
Which group is prevalent?
Individual Activity: Using a blank sheet of paper, Individual Activity: Cite some tutorial videos you have watched. To which field
instruct the students answer the question on What do these tutorials belong? What can be the effect of watching these videos?
Have I Learned So Far? Pp 106..
Sharing on Inspiring Stories about Multimedia Sharing output to the class.
Games and Simulations experience.
Saying: Multimedia found its way through different The reading on online Courseware and Tutorials. The aim of this reading is to
abstractions about the lesson applications because of its versatility and promote learning and mastery of the subject areas.
appropriateness for every application.
I. Evaluating Learning Have the learners create a plan on making an Answer the reflection on page 110.
advertisement. The guideline maybe written in the
board.
J. Additional activities for Read through the applications of embedded Explain the requirement for the Output: For Academic Track: presentation of a
application or remediation multimedia. project plan to the board of directors as the marketing manager of a
multinational company.
For TVL Track: visual presentation story as an events coordinator for a
customer that will celebrate an 18th birthday.
V. REMARKS
Advertisement plan serves as the learners’
assignment.
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO JOSEFINA C. CAP-ATAN

SST-II School Head
 DAILY
LESSO
N Area
LOG
Time: 8:45-9:45; 10:00 -11:00
Date: February 4-8 , 2019
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
School UNIDAD NATIONAL HIGH SCHOOL Grade Level II
Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
Teaching Week 12 Quarter 2
Session 1 Session 2 Session 3 Session 4
ICT as a tool, medium, and force in bringing about action and mobilize change in a population, society or culture
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
by the use of ICTs
15. Share anecdotes of how he/she has used ICTs to be part of a social movement, change, or cause to illustrate aspects of digital citizenship
The learners are able to comprehend how manipulative information and media is/are formally and informally produced, organized and disseminated.
The learners are able to evaluate the reliability and validity of manipulative presentation using design principle and elements.
The learners are able to produce and evaluate a creative manipulative presentation using design principle and elements.
ICTs as platform for change covering the topics of: 1. ICT as medium for advocacy and developmental communication; 2. The social power of social med
Digital citizenship and the Filipino people
Samples of this phenomenon include but are not limited to: 1. EDSA and Cardinal Sin’s call to action via radio broadcast; 2. EDSA dose and the use of tex
mobilize people; 3. Million People March against Pork Barrel via Facebook; 4. Disaster relief operations and mobilization via internet and text brigades
Internet websites
Introduce Module 7 through showing pictures depicting Since this is a twin session. The learners will be taking several survey to gauge their knowled
the concept of ICT and Social Responsibility. Advocacy.
Showing the wiki site Investopedia or facebook as one of Motivate learners to take these seriously, since the result can help them understand on the usa
the example of social media as a responsible individual.
Asking the learners interpret the image above. How does
it illustrate the concept of ICT for advocacy? .
Reading: ICT for Advocacy and Developmental Walk through each site.
Communication
Group Activity: Identify the pictures given by the teachers Ask the learners to check the web page on the happenings in People Power I and the role play
as to what kind of advocacy is presented. Filipinos who participated in it. Watch “Biyaheng EDSA” by Howie Severino in I Witness la
2011 in the you tube site.
Career Wheel Activity: Tell the students to copy the Form groups with four members each and ask them to discuss the what they had pick in the li

G. Finding practical applications
of concepts & skills in daily
living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
wheel on a sheet of blank paper. Write down words or teacher. Allow them 15 minutes to do the sharing. Have plenary processing.
phrases to connect the circles. Form dyads so that they can
share what they have written on their wheels.
Lecturette: ICT4D CUBE Additional Readings: The Power of Social Media.
Saying: There are a number of ways in helping less Say: The infrastructure and services are supported by basic human capital, financing, and fram
privileged groups. As the saying goes, “If there is a will, support is further strengthened by ICT. Similar to real life, one achieves success because of th
there is a way.” family, friends and teachers.
Reflection: Are there instances when you used social
media and ICT to help someone? How did you The freedom you are enjoying today is a result of the huge effort of many individuals. It is yo
accomplish the task? responsibility to maintain this freedom and be responsible in exercising this freedom.
Take a survey on the net using web and mobile
applications on ICT advocacy.

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO JOSEFINA C. CAP-ATAN

SST-II School Head
 DAILY
LESSO
N Area
LOG
Time: 8:45-9:45; 10:00 -11:00
Date: February 11-15 , 2019
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
School UNIDAD NATIONAL HIGH SCHOOL Grade Level II
Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
Teaching Week 13 Quarter 2
Session 1 Session 2 Session 3 Session 4
1. How to work with peers and external publics/ partners for the development of an ICT project that advocates or mobilizes for a specific Social Chan
At the end of the 4-week period collaboratively participate actively in the creation and development of an ICT Project for Social Change relating to an issu
professional tracks
Topics may cover, but are not limited to: 1. Promotion of wellness in the home (Sports); 2. Street food safety and cleanliness drive (TechVoc); 3. Cultural
promotion through new designs “Pinoy Pride” (arts); 4. Savings and financial literacy drives and advocacies (Business/Academic)
16. Identify a local or regional cause or issue for Social Change related to specific professional tracks that can be addressed or tackle using an ICT Project
Change.
17. Analyze how target or intended users and audiences are expected to respond to the proposed ICT Project for Social Change on the basis of content, val
experience.
18. Integrate rich multimedia content in design and development to best enhance the user experience and deliver content of an ICT Project for Social Chan
19, Develop a working prototype of an ICT Project for Social Change
The learners are able to comprehend how the development of an ICT Project for Social Change in different topics covered by the lessons.
Developing an ICT Project for Social Change covering the topics of:
1. Planning and conceptualizing an ICT Project for Social Change; 2. Research for ICT Projects, Audience profiling, (Demographics and psychograp
Designing and copywriting for ICT Projects; 4. Developing and constructing the ICT project.
Sample of these advocates or projects include but are not limited to: 1. Antidrug campaigns; 2. Youth election volunteer mobilization; 3. Animal welfare a
Environmental conservation and action; and 5. Contemporary ICT issues such as cyber bullying, copyright infringement, green technology, and internet ad
 2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
G. Finding practical applications
of concepts & skills in daily
living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Internet websites
Ask: What are the examples of ICT
Project for Social Change?
Parade of Pictures on different ICT
Project
PowerPoint presentation
Class Discussion on the topic.
In a Group of 5, the student will be
able to reveal the pictures in the
envelope given by the teacher. The
group will then have discussed what
the picture is all about.
Video Clip on Digital Citizenship
Group Activity by 5 groups.
Learners are encouraged to think about
instances when they need social media
for an activity? How did it turn out?
Group Presentation
Inquiry Method of Questioning
Writing a summary on the
presentation.
Class critiquing and brainstorming by
giving examples.
Lack of time; group presentation will
Review of Past Lesson
Inquiry Based Questioning on the
learners.
Video Clip depicting Research for ICT
Projects, Audience profiling
Identifying different Project and
audience profiling
Taking an account through real life
situations the effectiveness of ICT
played a major role in the success of
the events and movements of different
groups to participate in different
advocacies.
Powerpoint presentation on local or
regional cause or issue for change
related to specific professional tracks
for social change.
Group Activity by 3 groups. Learners
are given a task on commercial making.
The teacher will suggest on specific
project.
Learners are given sample and are ask
to consider how it differs from other
television commercials.
Group Presentation
Inquiry Method of Questioning
Formative Assessment through Quiz
(15 items)
Class Discussion on the answers
Class Discussion on the presentation of
the role playing by group.
Critiquing and recommendation of the
class.
Class discussion.
Powerpoint about designing and
copywriting for ICT Projects.
Citing examples on the topic of what
should be included in the plan.
Deepening through asking the learners
on planning, there are a number of
parameters to consider.
Jigsaw Puzzle by Group (3).
Learners are asked to reveal the
pictures in the given envelope.
Each group will present the pictures on
class.
Learners are asked to produce a project
integrating rich multimedia content in
design and development to best
enhance the user experience.
Inquiry Based of Questioning
Individual presentation
Guessing games on the diff
known from commercial ad
The teacher will ask the lea
does the ad belong.
Class discussion on Develo
constructing the ICT Projec
Powerpoint about antidrug
Citing examples on the topi
demographics
Deepening through asking t
your previous experience o
activity, such as a birthday
outing, what parameters did
prioritize?
Lecturette: Psychographic a
Designing/Copywriting for
Inquiry Based of Questioni
Individual presentation on I
Social Change
 be carried out next session.
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO JOSEFINA C. CAP-ATAN

SST-II School Head

DAILY School UNIDAD NATIONAL HIGH SCHOOL Grade Level II

LESSO Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
N Area
LOG Teaching Week 14 Quarter 4

Time: 7:45-12:00 ; 1:00 – 4:00; MONDAY TUESDAY WEDNESDAY THURSDAY

FRIDAY: 7:45-12:00; 1:00-4:00
Date January 22, 2018 January 23, 2018 January 24, 2018 January 25, 20
I. OBJECTIVES

A. Content Standards 1. How to work with peers and external publics/ partners for the development of an ICT project that advocates or mobilizes for a specific Social Chan

B. Performance Standards
C. Learning Competencies
At the end of the 4-week period collaboratively participate actively in the creation and development of an ICT Project for Social Change relating to an issu
professional tracks
Topics may cover, but are not limited to: 1. Promotion of wellness in the home (Sports); 2. Street food safety and cleanliness drive (TechVoc); 3. Cultural
promotion through new designs “Pinoy Pride” (arts); 4. Savings and financial literacy drives and advocacies (Business/Academic)
16. Identify a local or regional cause or issue for Social Change related to specific professional tracks that can be addressed or tackle using an ICT Project
Change.

D. Learning Outcomes/Objectives
17. Analyze how target or intended users and audiences are expected to respond to the proposed ICT Project for Social Change on the basis of content, val
experience.
18. Integrate rich multimedia content in design and development to best enhance the user experience and deliver content of an ICT Project for Social Chan
19, Develop a working prototype of an ICT Project for Social Change
The learners are able to comprehend how the development of an ICT Project for Social Change in different topics covered by the lessons.

II. CONTENT Developing an ICT Project for Social Change covering the topics of:
1. Planning and conceptualizing an ICT Project for Social Change; 2. Research for ICT Projects, Audience profiling, (Demographics and psychograp
Designing and copywriting for ICT Projects; 4. Developing and constructing the ICT project.
Sample of these advocates or projects include but are not limited to: 1. Antidrug campaigns; 2. Youth election volunteer mobilization; 3. Animal welfare a
Environmental conservation and action; and 5. Contemporary ICT issues such as cyber bullying, copyright infringement, green technology, and internet ad
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Material Pages Internet websites

3. Textbook Pages

4. Additional Materials from Commercial pictures from the net

Learning Resources
B. Other Learning Resources www.youtube.com

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
Ask: What are the examples of ICT
Projects for Social Change? What rank
the copywriting tips in terms of their
usefulness?
PowerPoint presentation on ICT is a
powerful tool that can reach the
majority of the population. Using it in
social development is a noble cause.
Class Discussion on the topic.
In a Group of 5, the student will be
able identify some social application
that they have encountered.
Review of Past Lesson on commercial
text, image and sounds.
Inquiry Based Questioning on the
learners.
Presentation by Group
Class Discussion on the presentation of Guessing games on the diff
the role playing by group. advocacy as known in the i
Critiquing and recommendation of the The teacher will ask the lea
class. social advocacy does the ad
Video Clip depicting sample of social Class discussion on the ben
application. social application.
Identifying social application their
functions and purposes.
Taking an account through real life Citing examples on the topi
situations the application acquired by
the students in their daily dealing with
media.
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
G. Finding practical applications
of concepts & skills in daily
living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Video Clip on two different programs Powerpoint presentation on Philippines Deepening through asking t
aired in television. Say No to Drugs what incident will advocacy
on the situations.
Group Activity by 5 groups. Following Jigsaw Puzzle by Group (3)
a screening of single episode, learners Learners are asked to revea
are asked to break down the plot and the given envelope.
identify the form in the application Each group will present the
taken. class.
Learners are encouraged to think about Learners are given sample and are ask
the social program advocacy. to consider how it differs from other
television commercials.
Group Presentation Group Presentation Inquiry Based of Questioni
Inquiry Method of Questioning Inquiry Method of Questioning
Writing a summary on the Formative Assessment through Quiz
presentation. (15 items)
Class critiquing and brainstorming by Class Discussion on the answers Visit the web site of the Un
giving examples. Office on Drugs and Crime
http://www.unodc.org/unod
ccessed on 10 August 2015

Lack of time; group presentation will

be carried out next session.
VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

 JEFREY S. LOGRONIO JOSEFINA C. CAP-ATAN
SST-II School Head

DAILY School UNIDAD NATIONAL HIGH SCHOOL Grade Level II

LESSO Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
N Area
LOG Teaching Week 15 Quarter 4

Time: 7:45-12:00 ; 1:00 – 4:00; MONDAY TUESDAY WEDNESDAY THURSDAY

FRIDAY: 7:45-12:00; 1:00-4:00
Date January 29, 2018 January 30, 2018 January 31. 2018 February 1, 20
I. OBJECTIVES

A. Content Standards 1. How to work with peers and external publics/ partners for the development of an ICT project that advocates or mobilizes for a specific Social Chan

B. Performance Standards
C. Learning Competencies
D. Learning Outcomes/Objectives
At the end of the 4-week period collaboratively participate actively in the creation and development of an ICT Project for Social Change relating to an issu
professional tracks
Topics may cover, but are not limited to: 1. Promotion of wellness in the home (Sports); 2. Street food safety and cleanliness drive (TechVoc); 3. Cultural
promotion through new designs “Pinoy Pride” (arts); 4. Savings and financial literacy drives and advocacies (Business/Academic)
16. Identify a local or regional cause or issue for Social Change related to specific professional tracks that can be addressed or tackle using an ICT Project
Change.
17. Analyze how target or intended users and audiences are expected to respond to the proposed ICT Project for Social Change on the basis of content, val
experience.
18.Integrate rich multimedia content in design and development to best enhance the user experience and deliver content of an ICT Project for Social Chang
19, Develop a working prototype of an ICT Project for Social Change
The learners are able to comprehend how the development of an ICT Project for Social Change in different topics covered by the lessons.

II. CONTENT
III. LEARNING RESOURCES
Developing an ICT Project for Social Change covering the topics of:
1. Planning and conceptualizing an ICT Project for Social Change; 2. Research for ICT Projects, Audience profiling, (Demographics and psychograp
Designing and copywriting for ICT Projects; 4. Developing and constructing the ICT project.
Sample of these advocates or projects include but are not limited to: 1. Antidrug campaigns; 2. Youth election volunteer mobilization; 3. Animal welfare a
Environmental conservation and action; and 5. Contemporary ICT issues such as cyber bullying, copyright infringement, green technology, and internet ad

A. References
 1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
G. Finding practical applications
of concepts & skills in daily
living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
Internet websites
Internet websites Internet websites
https://www/un.org.az/public-service- www.youtube.com
announcement-on-the-effects-of-drugs
www.youtube.com www.youtube.com
Ask: What are the examples of ICT Review of Past
Projects for Social Change? What rank
the copywriting tips in terms of their Inquiry Based Questioning on the learners.
usefulness?
PowerPoint presentation on ICT is a
powerful tool that can reach the Individual Presentation
majority of the population. Using it in .
social development is a noble cause.
Class Discussion on the topic.
In a Group of 5, the student will be
able identify some social application
that they have encountered.
Video Clip on two different programs
aired in television.
Group Activity by 5 groups. Following
a screening of single episode, learners
are asked to break down the plot and
identify the form in the application
taken.
Learners are encouraged to think about
the social program advocacy.
Inquiry Method of Questioning
Individual Activity: Writing a
summary on an ICT project for
presentation.
Class critiquing and brainstorming by
giving examples.
V. REMARKS

Class Presentation will be carried out next meeting.

VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO JOSEFINA C. CAP-ATAN

SST-II School Head

DAILY School UNIDAD NATIONAL HIGH SCHOOL Grade Level II

LESSO Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
N Area
LOG Teaching Week 16 Quarter 4

Time: 7:45-12:00 ; 1:00 – 4:00; MONDAY TUESDAY WEDNESDAY THURSDAY

FRIDAY: 7:45-12:00; 1:00-4:00
Date February 5, 2018 February 6, 2018 February 7, 2018 February 8, 20
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
1. How to work with peers and external publics/ partners for the development of an ICT project that advocates or mobilizes for a specific Social Chan
At the end of the 4-week period collaboratively participate actively in the creation and development of an ICT Project for Social Change relating to an issu
professional tracks
Topics may cover, but are not limited to: 1. Promotion of wellness in the home (Sports); 2. Street food safety and cleanliness drive (TechVoc); 3. Cultural
promotion through new designs “Pinoy Pride” (arts); 4. Savings and financial literacy drives and advocacies (Business/Academic)
16. Identify a local or regional cause or issue for Social Change related to specific professional tracks that can be addressed or tackle using an ICT Project
Change.
17. Analyze how target or intended users and audiences are expected to respond to the proposed ICT Project for Social Change on the basis of content, val
experience.
18.Integrate rich multimedia content in design and development to best enhance the user experience and deliver content of an ICT Project for Social Chang
19, Develop a working prototype of an ICT Project for Social Change
The learners are able to comprehend how the development of an ICT Project for Social Change in different topics covered by the lessons.
Developing an ICT Project for Social Change covering the topics of:
1. Planning and conceptualizing an ICT Project for Social Change; 2. Research for ICT Projects, Audience profiling, (Demographics and psychograp
Designing and copywriting for ICT Projects; 4. Developing and constructing the ICT project.
Sample of these advocates or projects include but are not limited to: 1. Antidrug campaigns; 2. Youth election volunteer mobilization; 3. Animal welfare a
Environmental conservation and action; and 5. Contemporary ICT issues such as cyber bullying, copyright infringement, green technology, and internet ad
Internet websites
www.youtube.com
Class Discussion on the presentation of Guessing games on the diff
Presentation by Group the role playing by group. advocacy as known in the i
Class critiquing and brainstorming by giving examples. Critiquing and recommendation of the The teacher will ask the lea
class. social advocacy does the ad
Video Clip depicting sample of social Class discussion on the ben
application. social application.
Identifying social application their
functions and purposes.
Taking an account through real life Citing examples on the topi
situations the application acquired by
the students in their daily dealing with
media.
Powerpoint presentation on Philippines Deepening through asking t
Say No to Drugs what incident will advocacy
 on the situations.
F. Developing Mastery Jigsaw Puzzle by Group (3)
Learners are asked to revea
the given envelope.
Each group will present the
class.
G. Finding practical applications Learners are given sample and are ask
of concepts & skills in daily to consider how it differs from other
living television commercials.
H. Making generalizations & Group Presentation Inquiry Based of Questioni
abstractions about the lesson Inquiry Method of Questioning
I. Evaluating Learning Formative Assessment through Quiz
(15 items)
J. Additional activities for Class Discussion on the answers Visit the web site of the Un
application or remediation Office on Drugs and Crime
http://www.unodc.org/unod
ccessed on 10 August 2015
V. REMARKS
Lack of time; group presentation will Extend Knowledge about the Dangerous Drug Board www.ddb.gov.ph
be carried out next session. more about the campaigns of PAWS www.paws.org.ph/news/category
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO JOSEFINA C. CAP-ATAN

SST-II School Head
 DAILY
LESSO
N Area
LOG
Time: 7:45-12:00 ; 1:00 – 4:00;
FRIDAY: 7:45-12:00; 1:00-4:00
Date
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
School UNIDAD NATIONAL HIGH SCHOOL Grade Level II
Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
Teaching Week 17 Quarter 4
MONDAY TUESDAY WEDNESDAY THURSDAY
February 12, 2018 February 13, 2018 February 14, 2018 February 15, 20
How to manage an online ICT Project for Social Change
At the end of the 2-week period independently and collaboratively comanage an online ICT Project for Social Change through available tools, resources an
20. Demonstrate how online ICT Projects for Social Change are uploaded, managed, and promoted for maximum audience impact.
The learners are able to develop an advertisement, television commercial or entertainment for an ICT Project output.
Publishing an ICT Project covering the topics of:
1. Uploading and website management
2. Promotion, traction and traffic monitoring
3. Evaluation through user feedback/interaction
Internet websites
www.youtube.com
Brainstorm definitions for copywriting Review on the past lesson on current Review on the Past lesson through Parade of Pictures on usage
tips and future trends on nonprofit brainstorming in far flung areas that is bel
organization reachable
Tutorial: Power point Presentation on Jigsaw puzzle depicting different Lateral puzzle on ICT powerful tool Color Map Problem utilizin
nonprofit organization pictures on Philippines Advocacy presented by the teacher
Analyzing complete ICT powerful tool Power point Presentation on Nonprofit Video Clip on Different Drug Definition of nonprofit orga
organization in Philippine setting Advocacy Campaign learning through power poi
Lead the class discussion that Inquiry Base Questioning on the pros Inquiry Based Questioning Identification through colla
highlights commonalities and and cons of the organization working on the articles give
important differences in the rules, teachers through unpluggin
goals and structure of the projects
Examine the characteristics of ICT Video Clip on How amazing ICT Identify and name basic features and Class Discussion through g
application technology is? tools of ICT tools brainstorming giving the ou
www.youtube.com
F. Developing Mastery In pairs the learners will select a Think Pair Share: Identify one Group Activity: Group Activity
nonprofit organization on the list characteristics on ICT tools as shown Identify usage of ICT technology The 4 color Map Problem A
provided by the teacher by the teacher advocacy by first defining the meaning provided by the teacher usin
of organization pencils
G. Finding practical applications Using a 2-4 square activity to examine Illustration through note cards or Identify characteristics of p
of concepts & skills in daily the organization. similarly sized pieces of paper are hard for nonprofit organ
living solve
H. Making generalizations & Describe the rules, goals and structure Group Brainstorming Decompose a familiar usage into simple Group Activity Output Pres
abstractions about the lesson of ICT application for a nonprofit steps through illustration process with Class through Critiquing
organization. precision and clarity
I. Evaluating Learning Write journal through critiquing Student Journals: Large paper for arranging/taping Short Quiz
Journal Entry: revisit nonprofit Describe characteristics that make ICT notecards as output of the group
organization content. technology fun
J. Additional activities for
application or remediation
V. REMARKS
Assignment:
Bring colored pencils for tomorrow’s
activity
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these works?
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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO JOSEFINA C. CAP-ATAN

SST-II School Head
 DAILY
LESSO
N Area
LOG
Time: 7:45-12:00 ; 1:00 – 4:00;
FRIDAY: 7:45-12:00; 1:00-4:00
Date
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning
Outcomes/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School UNIDAD NATIONAL HIGH SCHOOL Grade Level II
Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
Teaching Week 18 Quarter 4
MONDAY TUESDAY WEDNESDAY THURSDAY
February 19, 2018 February 20, 2018 February 21, 2018 February 22, 20
How to manage an online ICT Project for Social Change
At the end of the 2-week period independently and collaboratively comanage an online ICT Project for Social Change through available tools, resources and
21. Generate a technical report interpreting data analytics, e.g. Google, Facebook, or similar traffic data on the general aspects for search visibility, reach, an
The learners are able to generate report on the performance of ICT Project for Social Change on the basis of data gathered from available monitoring tools a
techniques.
Create a reflective piece or output using an ICT tool, platform, or application of choice on the learning experience undergone during the semester.
Publishing an ICT Project covering the topics of:
4. Uploading and website management
5. Promotion, traction and traffic monitoring
6. Evaluation through user feedback/interaction
Internet websites
www.youtube.com
Activity Sheet provided by the Motivation wheel of fortune. Using Powerpoint Presentation depicting internet Review of the past lesson
teacher. In the sheet provided, mark the downloadable maintenance activism or online activism.

B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
G. Finding practical applications
of concepts & skills in daily
living
H. Making generalizations &
abstractions about the lesson
an x on the box. Ask a learner to
discuss his/her answer.
Say: The process of uploading,
publishing, managing and
maintaining ICT Projects and web
sites are involved in development of
web content management system or
WCMS.
Reflection Sheet. Answer the
question
In the past, have you tried accessing
a web site not properly maintained?
Share your experiences with the
class.
Lecturette: Updating Content and
Maintaining Traffic to an ICT
Project for Social Change
Class Brainstorming and Critiquing
Group Activity: Draw a picture that
depict some real-world situation on
ICT project for Social Change.
Video Clip showing tools for
maintenance and updates of a web
site
Say: Website can be similar to the
tools used for the creation of the
web site. However, there are
dedicated software and tools for
easier update and maintenance of the
web site.
tools include the Xenu Link Steuth,
FTP Commander, and Netscape
Composer. Each group will answer
questions indicated in the wheel.
Group Activity: same grouping the
learners will identify the web using
the graphical organizer.
Class Discussion and
Brainstorming Activities
Lecturette: Monitoring the Social
Impact of Advocacies
Video Clip on Social Network
Advertising
Lecturette: Internet Activism
Group Activity: On the given
social network advertising, identify
the impact of advocacies online
through viewers and readers view.
Say: The impact of advocacies
online depends on how viewers
and readers react to the message
being conveyed by the advocacy.
Group Activity: Recall the events when
you have used the internet to advertise
something. How did it turn out? What
were the social media contributions that
you noticed?
Lecturette: Updating Web Sites
Video presentation using the different
updated sites.
Say: Internet activism is similar to
expressing your ideas and opinions over
the internet. However, you have to be
cautious and responsible in everything that
you are going to say on the internet.
Group Activity on image editing and
saving the web
Lecturette: Forms of ICT Tools and
Facilities
As a newly hired social worker in a non-
government organization, you are tasked to
create a social media campaign promoting
your organization to upper-class
individuals and companies for
sponsorships. The plan should include the
Sample video on the creation of
or output using an ICT tool, plat
application of choice on the lear
experience undergone during the
Guide Questions:
1. Reflect and integrate the previ
discussions that will solidify you
understanding on ICT and its ap
2.Look back on the impact of IC
contribute to molding and develo
society.
Lecturette: Tools used to Create
Web Application
Reading of Articles
www.csedev.com/theroleofcomm
nologyintoday
Lecturette: Development of ICT
Application of ICT in
Change and Advocacy
Website and ICT application De
Activity
Class Presentation
Say: Collaboration with others c
camaraderie and can ease the tas
you.

I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Website Critiquing What Have I Learned So Far:
1. Enumerate the different
web site updating platforms.
What are the advantage and
disadvantages using each other?
2. What are the glitches or
problems where maintenance is
needed? Which do you think is
the most problematic? Explain.
target group and how you are going to
reach out to this group using social and be
created using presentation software
together with a written version created in a
word processing software.
Short role playing activity as graphic
designer.
Assignment: Search a few online social
advocacies and campaigns in the
Philippines that gained success because of
the integration and appropriate use of ICT
platform. Write a 250-word reaction paper
based on your research.
Short quiz: What are the advanta
disadvantages that you have noti
online and offline tools? Why di
of these reasons as an advantage
disadvantage? How is ICT integ
campaigns that were previously
How can ICT be maximized in t
advocacies?
Assignment:
Read more on how to avoid drug
https://www.youtube.com/watch
v=gPhx9qPZiU

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO JOSEFINA C. CAP-ATAN

SST-II School Head
 DAILY School UNIDAD NATIONAL HIGH SCHOOL Grade Level II
LESSO Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
N Area
LOG Teaching Week 19 Quarter 4

Time: 7:45-12:00 ; 1:00 – 4:00; MONDAY TUESDAY WEDNESDAY THURSDAY

FRIDAY: 7:45-12:00; 1:00-4:00
Date
I. OBJECTIVES
A. Content Standards
B. Performance Standards
February 26, 2018 February 27, 2018 February 28, 2018 March 1, 2018
How to maintain and sustain the operation of an ICT Project for Social Change
At the end of the week independently evaluate the performance of an advocacy via an ICT Project for Social Change through available monitoring tools an
 techniques such as user interviews, feedback forms, and Analytics data
C. Learning Competencies 22. Generate a report on the performance of their ICT Project for Social Change on the basis of data gathered from available monitoring tools and evaluati
D. Learning Outcomes/Objectives The learners are able to develop an advertisement, television commercial or entertainment for an ICT Project output.
II. CONTENT Sustaining an ICT Project for Social Change covering the topics of:
1. Updating content and maintaining traffic to an ICT Project for Social Change
2. Monitoring social impact of advocacies communicated via an ICT Project for Social Change
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages Internet websites
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources www.youtube.com
IV. PROCEDURES
A. Reviewing previous lesson or .
presenting the new lesson Culminating Output
B. Establishing a purpose for the
lesson
For Academic Track:
C. Presenting examples/instances
You have been appointed as the web master of the reading club you joined a few years ago,
4th QUARTE
of the new lesson
D. Discussing new concepts and your organization is creating a campaign to increase its members. After establishing your
practicing new skill #1 web site, you are asked to come up with an activity or an improvement on the web site to
E. Discussing new concepts and encourage its viewers to join the club. You are tasked to present your ideas using a
practicing new skill #2
F. Developing Mastery
G. Finding practical applications
presentation software to be presented in front of the club’s officers. You should include at
least three ideas or improvements on the web site. A 50% increase in web site views and
50% increase in membership will spell the success of your ideas.
FINAL
EXAMINATIO
of concepts & skills in daily
living
H. Making generalizations & For TVL Track
abstractions about the lesson Your high school hired you as their part-time web site consultant. The web site of the
I. Evaluating Learning school was established several years back. However, the number of visits and the number
J. Additional activities for
application or remediation
of viewers of the web site are continuously decreasing over the past months. The school
V. REMARKS officials are asking you to help them increase the number of views of the web site. In a
VI. REFLECTION meeting to be held two weeks from now, you are tasked to present a proposal of updates
A. No. of learners who earned 80% in the and upgrades to be done to the schools’ website. The presentation should be created using a
evaluation presentation software and is expected to produce a significant increase in web site viewers.
B. No. of learners who require additional
activities for remediation who scored The presentation should present examples and real life scenarios of the methodologies you
below 80% are going to implement.
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require The draft and plan of the web site will be presented in the group’s weekly meeting roughly
remediation
E. Which of my teaching strategies
four days from now.
worked well? Why did these 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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO JOSEFINA C. CAP-ATAN

SST-II School Head

DAILY School UNIDAD NATIONAL HIGH SCHOOL Grade Level II

LESSO Teacher JEFREY S. LOGRONIO Learning EMPOWERMENT TECHNOLOGY
N Area
LOG Teaching Week 20 Quarter 4
Time: 7:45-12:00 ; 1:00 – 4:00; MONDAY TUESDAY WEDNESDAY THURSDAY
FRIDAY: 7:45-12:00; 1:00-4:00
Date March 5, 2018 March 6, 2018 March 7, 2018 March 8, 201
I. OBJECTIVES
A. Content Standards How to reflect on the nature of ICT and the manner by which the learning process has changed his/her world view.
B. Performance Standards At the end of the week independently reflect on the ICT learning process and how his/her world view has evolved over the past semester
Outputs during this week may be in the form of, but not limited to:
1. Video blog, 2. Presentation or image gallery, 3. Website, 4. Illustrated document, 5. Podcast or webcast
C. Learning Competencies Create a reflective piece output using an ICT tool, platform, or application of choice on the learning experience undergone during the semester output usin
platform, or application of choice on the learning experience undergone during the semester.
D. Learning Outcomes/Objectives The learners are able to develop an advertisement, television commercial or entertainment, etc. for an ICT Project output.
II. CONTENT Reflecting on the ICT learning process covering the topics of: ICT, the self and society
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson

FINALIZING & WORKING ON

C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
PROJECT FOR SUBMISSION
G. Finding practical applications .
of concepts & skills in daily
living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these works?
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?

Prepared by: Checked and noted by:

JEFREY S. LOGRONIO JOSEFINA C. CAP-ATAN

SST-II School Head