Daily Procedure

Day 1

1. Start the class with a short prayer.

2. Let the student do the “make what you know “activity.
3. Start with the introductory lecture on journalism and news.
Feature, and opinion articles.
4. Introduce the activity “there’s a difference among the three.”
 Day 2

1. Start with a class with a short prayer.

2. Introduce the game “put it back together”
3. Proceed to basic discussion about the journalism content of new,
opinion, and feature articles.
4. Let student remain in their groups as they explore the functions
and feature of MS Publisher in relation to assembling articles.
 Day 3

1. Start the class with a short prayer.

2. Introduce the activity “what’s Wrong with the Sentence?”
3. Proceed to the discussion about past and past perfect sentences
and their importance in journalist writing.
4. Let students answer an exercise about tenses.
 Day 4

1. Start the class with a short prayer.

2. Introduce the students to the activity “The Suspicious Suitcase”
3. Let student collaborate in order to create dialogues incorporating
the active and the passive voices.
4. Present the lesson about active and passive voices and their
relation to journalist writing.
5. Let the student answer the activity “Modified Active or Passive
Voice”.
 Day 5

1. Start the class with a short prayer

2. Introduce the activity “what Did They Just Say”
3. Proceed to the discussion about direct and indirect speech and
their relation to journalist writing
4. Introduce the activity “tell Me About Yourself”.
 Day 6

1. Start the class with a short prayer.

2. Let students engage in the activity “add What is Missing”.
3. Use an interactive PowerPoint Presentation called “The Missing
Link”.
4. Introduce the activity “Can You Help His Friends?”
5. Introduce to the class their assignment.
6. Give the instruction for the class’ online quiz.
 Day 7-8

1. Start with a prayer to be led by one of the students.

2. Use a PowerPoint Presentation to discuss the lesson about news writing.
The first slides will flash a few headlines. Ask the students what they know or
what they can assume about these headlines.
3. Look for lecture videos on YouTube detailed the basics of opinion and
features articles. Show these videos to the class. The videos will take about 5
minutes each.
4. Give a skeleton structure of an outline for the two videos in which the
basic content and structure of opinion and feature articles are identified.
 Day 7-8

5. Tell students to fill in the outlines on their notebooks.

6. Distribute sample of opinion and feature articles.
7. From these articles and the videos they previously watched, ask students to
review the content and structure of opinion and feature articles by creating
mnemonic devices.
8. According to their individual preferences, the students can make a short
poem or comic strip that illustrate how feature and opinion articles help
forward changes in society.
 Day 9

1. Start a with a prayer to be led by one of the students.

2. Ask students of they are on social media and ask which sites they
frequently use.
3. Pose the question
4. Let students watch a video about the Pros and the Cons of social
media.
5. Once again, ask the question “Do you think social media is good
or bad for you as an adolescent?”
 Day 9

5. Ask the students to work by pairs and briefly answer the

following question on an intermediate pad.
6. Let students explore YouTube for videos that talk about the pros
and the cons
7. Tell students to write an opinion article reacting to the video they
watched.
8. For their assignment, ask student to conduct a short interview
with a person in the classroom they find interesting.
 
 Day 10

1. Start with a prayer to be led by one of the students.

2. Compile and flash literacy pieces from the website in PowerPoint
Presentation.
3. Recommend some website and pages.
4. Ask the student which anecdotes they liked the most.
5. Present blank sample of a word web about different human
interest angles in feature writing.
6. Let students complete their own word web on Microsoft Word.
 Day 10

7. Tell student to bring out their homework (basic personally

sketch).
8. Allow students to approach the person they chose as subject in
order to ask follow-up questions for their article.
9. After completing the necessary information, the students will be
tasked to finish their feature article on Microsoft Word.
10. Assign the completion and revision of all the students’ journalist
article as their homework.
 Day 11

1. Start with a prayer to be led by one of the students.

2. Instruct students to imagine a world where there no journalist
and media.
3. Using colored chalk, students will write their ideas on blackboard
in the form of graffiti.
4. Present a short lecture about news spreads as a form of
journalistic publication including a sample layout of a new spread.
5. Instruct to sit with their group members as they finish compiling
the soft copies pf their articles.
 Day 11

5. Instruct to sit with their group members as they finish compiling

the soft copies pf their articles.
6. Allow groups to explore the effective use of Microsoft Publisher.
7. Before leaving the room, tell students to submit their peer
evaluation by group.
 Day 12

1. Start with a prayer to be led by one student.

2. Make a slideshow preview of all outputs yesterday.
3. Review the rubrics given for evaluating and Assign groups to
exchange their newspaper spread for checking.
4. Let students within each group sit together as they rate the
newspaper spread of the group assigned to them.
5. Group will exchange their written comments with other.
 Day 12

6. Instruct students to make final version of their output using MS

publisher.
7. At the end period, ask students to upload their finalized output
using the appropriate folder in Google drive.
 Technology Hardware Required of the unit.

. Desktop or laptops
. Smartphones/ iphones
. Internet Connection
. Digital camera
. Printer
 Software unit

• Data base/ spredsheets

• Web browser
• Word processing
• Dekstop publisher
• Presentation
 Kinds of printed Materials:
. Newspapers
. Handouts of the lessons
. Dictionary
. Textbook about journalising writing

Supplies:
. Intermediate paper
. Writing material
. Bond
 Accomodation of differentiated instruction

. Students with special learning needs:

- Provides class discussion, examples and perform different kind of
activities
- Provide alternatives so that the students can totally understand the
concept of the lesson.
. Students with visual impairement
- Should provide video presentation to conceptualized the ideas by
showing presentations. Provide speakers to fullt understand the topic.
 Student Assessment

- The students should make an article on what they understand

. Put it back together.

- students form into groups, Given the different type of article the need
to indentify it on which article it be.

. What's wrong in the sentence

- By showing powerpoint presentation the students need to identify the
given pictures through giving opinions and the connectivity to the sentence
. Add what is missing
- Conduct a graded recitation by telling the words that are
missing in the article.

. Add the video

- Student will give outline. Which the basic content and
structure of opinions and feature articles that identified.
 Panitikang Mediterranean
The Targeted Philippine Basic Education Curriculum Competencies.

• Pros and Cons of Social Media

• The Interview
• Human Interest
• News Spread (Day 11)
 Learning Plan 2
The Philippine Secondary High School K to12 Curiculum for Filipino.
1. Naipahahayag ang mahahalagang kaisipan sa napakinggang
mitolohiya.
2. Nasusuri ang nilalaman, elemento, at kakanyahan, ng binasang
sanaysay gamit ang mga ibinigay na tanong.
3. Naibabahagi ang sariling reaksiyon sa ilang mahahalagang ideyang
nakapaloob sa binasang parabula.
4. Naibibigay ang sariling interpretasyon kung bakit ang mga suliranin
ay ipinararanas ng may-akda sa pangunahing tauhan ng epiko.
5. Napatutunayan ang mga nangyayari sa maikling kuwento
ay maaaring mangyari sa tunay na buhay.
6. Nailalarawan ang kultura ng mga tauhan na masasalamin
sa ilang kabanata ng nobela.
 Mga Layuning Pampag-aaral

Araw I: Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome

Sa pamamagitan ng pagpapanood ng isang maikling dokumentaryo
tunkol sa Mitolohiyang Rome,ang mga mag-aaral ay inaasahang:

1. Naiisa-isa ang mga tauhan sa mapanood na dokumentaryo:

2. Natutukoy ang mga kaakit-akit na katangian ng mga diyos at
diyosa na maaari nilang maisabuhay;at
3. Nakasusulat ng sariling mitolohiya batay sa paksa ng akdang
binasa.
 Pamamaraan
Araw 1: kasaysayan ng Mitolohiya at mga Diyosang rome
Araw 2: Cupid at Psyche at gamit ng pandiwa
Araw 3: Elemento ng sanaysay at ang alegorya ng Yungib
Araw 4: Ang Ningning at ang Liwanang at ekspresiyong ginagamit sa
pagpapahayag ng pananaw
Araw 5: Ang tusong katiwala at mga piling pang-ugnay sa pagsalaysay
Araw 6: Mensahe ng butil ng kape at mga ginagamit sa pagsusunod-sunod
ng mga pangyayari
Araw 7: Kasaysayn ng epiko at epiko ni Galgamesh
Araw 8: Mga pananda ng mabisang paglalahad at tuwaang
Araw 9: Ang kuwintas at kultura ng France: Kaugalian at Tradisyon
Araw 10: Anapora at Katapora
Araw 11: Ang kuba ng Notre Dame at mga dapat tandaan sa pagsusulat
ng Nobela
Araw 12: Dekada 70
Araw 13: Panunood
 Mga kasayanang kinakailangan

• Kasanayan sa Pagbasa • Kasanayan sa pagsulat

• Kasanayan sa pagsasalita • Kasanayan sa pakikinig
• Kasanayan sa gramatika • Kasanayan sa panunood

Mga Kinakailangang Teknolohiya

• Camera • Internet connection

• Computer • Printer
• Digital camera • Projection System
 Akomodasyon para sa mga mag-aaral na
may natatanging pangangailangan

Mga mag-aaral na nahihirapan sa pagkatuto

• Magbigay ng mga gawain na maaaring makapagpadali sa kanilang

pagkatuto.
• Magtuturo batay sa kinalakihan ng bata o batay sa mga gustong-gusto
niyang gawin upang sa ganon ay mas madali siyang makakunekta sa
talakayan.
Mga mag-aaral na Gifted
• Maghanda ng mga pangkatang gawain na maari silang maging pinuno na
gagabay at tutulong sa iba nilang kamag-aral

Mga may kapansanan sa paningin

• Gumamit ng mga dokumentaryong panradyo at mga kuwentong panradyo
• Gumamit ng mga librong nakabraile

Mga mag kapansanan sa Pandinig

• Gumamit ng mga panooring may subtitle
• Magpatulong sa mga may kaalaman sa sign language
Step 1: Read the following learning plans, and think of a way by which
you may improve it guided by the principles of ICT integration in
language teaching.

Step 2: Guided by the standards and the principles of ICT integration

and lesson planning principles taught in your previous classes,
develop the learning outcomes of this learning plan. Encode your
daily objectives and submit these using the course Learning
Management System (LMS) Portal.
Days Daily Objectives/Learning Outcomes
Day 1

Day 2

Day 3

Day 4

Day 5
 Shaping life’s Purpose through an Everyday Discovery
Student Objectives/Learning Outcomes

Day 1: by means of sentence analysis, the students should be able to:

a. Determine the uses of ellipsis, slash, interjection and capitalization to convey
meaning;
b. Display the efforts and sacrifices of a father by writing back a letter; and
c. Compose a poem using ellipsis, splash, interjection and capitalization

Day 2: Providing the activity, ‘Pictionary’, the students should be able to:
a. Interpret set of pictures to form word meanings;
b. Discuss solutions to a common problem by their previous experiences; and
c. Arrange the inverted sentences to normal word order.
Day 3: Providing the activity, Be My Tour Guide, the students should be able to:
a. Select the word formation used in the problem;
b. Share suggestion based on experiences; and
c. write suggestions in helping the lost man.

Day 4: Through a poem, the students should be able to:

a. Distinguish the different features of literature;
b. Verbalize te role of their mothers in their lives through a speech choir; and
c. Illustrate the role of their mothers in their lives.
Day 5: By means of poem analysis, the students should be able to:
a. Summarize a poem through a poem analysis;
b. Display willingness to accept forgiveness by their promises; and
c. design lists of poets and their poems in a given fan
Days Daily Procedures
Day 1

Day 2

Day 3

Day 4

Day 5