MODULE 1

Learning Plans in the Context of the 21st Century

Learning Outcome
At the end of the Module, the students should have:
 discussed the role of technology for teaching and learning in the light of K to 12
Curriculum Framework;
 reviewed the K to 12 Curriculum Guide focusing on the development of 21 st Century
skills;
 reviewed learning plans from various sources that integrated ICTs in teaching learning
process;
 planed activities integrating ICTs that would facilitate the development of 21 st Century
skills required in the curriculum guide; and
 brainstormed about digital citizenship and related this to the development of 21 st
Century skills among learners.

Introduction
The basic education curriculum of the country was enhanced with the implementation of
the K to 12 Curriculum. The K to 12 Program covers Kindergarten and 12 years of basic
education (6 years of elementary education, four years of Junior High School [SHS] to provide
sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare
graduates for tertiary education, middle-level skills development, and entrepreneurship.
The implementation of K to 12 Curriculum is expected to contribute to the country’s
development in various forms. It is believed to be necessary to improve the quality of our
education which is critical to our progress as a notion.
One of the features of the K to 12 curriculum is the requirement to equip every graduate
with the following skills:
 information, media and technology skills;
 learning and innovation skills;
 effective communication skills; and
 life and career skills.
The development of these skills can be done with the aid of technologies for teaching and
learning is the focus of this course. This course aims to present activities that will prepare
pre-service teachers to integrate ICTs in the teaching-learning processes in the various
fields of specialization. It aims to help pre-service and in-service teachers to expand the
boundaries of their creativity and that of their students beyond the four walls of the
classrooms. It aims to enable teachers to discover the power of computer technologies as
teaching tools for greater learning.

LESSON 1
The K to 12 Curriculum Framework
Lesson Outcomes
At the end of the lesson, the learner should be able to:
  discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy
integration skills.
 analyze the learning competencies of every year level according to the field of
specialization of the pre-service teachers.
 review some units in the curriculum guide with focus on the development of 21 st
Century skills.
Excite
Step 1: Knowing Each Other
At this time, introduce yourself and meet other classmates by choosing any kind of
educational technology to represent your personality and profile. The information you will get
from your classmates from the activity will be valuable information for you as you complete this
module and the succeeding modules.
Introduce yourself to the group using a specific technology that was introduced in TTL 1
or that you have been using to represent you. Explain why you selected that technology.

Step 2 : Recalling Technology for Teaching and Learning Lessons

In a group with 4-5 members, share the learning outcomes you were able to
demonstrate well in TTL 1 . Reflect and share why these learning outcomes were demonstrated
well in the class. Moreover, identify the intended learning outcomes in terms of knowledge and
skills in TTL 1 that you were not able to demonstrate in the class. Discuss how you can help
yourself as a class. Demonstrate these to ensure that you can cope with the requirements of
Technology for Teaching and Learning 2.

Step 3: Reflecting on Technology-based Learning Experience

Recall how your teachers in your field of specialization used information and
communication technologies to help you understand some concepts in your lessons.
Identify the specific lesson and learning objectives of your teacher. Were you able to
understand the lesson and demonstrate the learning objectives with the teacher’s integration of
ICT? Why?
If you are to enhance the ICT used by your teacher, how will you do it? Will you use the
ICT or will you modify how it was integrated?

Explore
The implementation of the K to 12 Curriculum of the Department of Education paved the
way for the enhancement of the Teacher Education Curriculum of the Commission oh Higher
Education (CHED). The salient features of the K to 12 Curriculum have been thoroughly
considered to ensure that all the courses in the teacher education program will meet the
demands of the 21st century classrooms. One of the considerations is the need to implement of
the following salient features of the curriculum through integrating technologies for teaching and
learning. The use of technologies is done in the different levels of learning and in teaching the
various fields of specialization.
1. Strengthening Early Childhood Education (Universal Kindergarten)
With the Universal Kindergarten program of the Department, every Filipino child
is expected to have access to early childhood education. This access can be
facilitated using technological tools that are readily available to the school for
teacher’s use. The use of technology in Kindergarten by various schools is very
evident in teaching the kindergarten pupils the alphabet, numbers, shapes, and
colors through games, songs, and dances in their Mother Tongue.
2. Making the Curriculum Relevant to Learners (Contextualization and
Enhancement)
Research shows that learners will value a curriculum that is relevant to their lives.
Students are often heard saying, “How will I use this lesson in the actual
workplace?” “What is the relevance of this to me?” and so on. The answer to the
question of relevance is vital to help the teachers think of some ways by which
they will be able to let their students realize that their daily lessons are of good
use to their personal well-being and to their professional preparation. Sara
Bernard (2010) stressed that students need to have a personal connection to a
lesson material that can be done through engaging them emotionally or through
connecting the information with that which they already know. This she calls
“Give It Context, and Make it Count.”

Briggs (2014) shared some few tips for making learning engaging and
personally relevant as cited by Willis, Faeth, and Immordino-Yang:
 Use suspense and keep it fresh – Drop hints about a new learning unit
before you reveal what it might be, leave gaping pauses in your speech,
change seating arrangements, and put up new and relevant posters or
displays; all these can activate emotional signals and keep student
interest piqued.
 Make it student-directed – Give students a choice of assignment on a
particular topic, or ask them to design one of their own. “When students
are involved in designing the lesson, they better understand the goal of
the lesson and become more emotionally invested in and attached to the
learning outcomes.”
 Connect it to their lives and to what they already know – Taking the
time to brainstorm about what students already know and would like to
learn about a topic helps them to create goals. This also help teachers
see the best points of departure for new ideas. Making cross-curricular
connections also helps solidify those neural loops.
 Provide utility value – Utility value provides relevance first by piquing
students and by telling them the content is important to their future goals;
it then continues by showing or explaining how the content fits into their
plans for the future. This helps students realize the content is not just
interesting but also worth knowing.
 Build relatedness – Relatedness, on the other hand, answers the
questions, “What Have these to do with me?” it is an inherent need
students to feel close to the significant people in their lives, including
teachers. Relatedness is seen by many as having non-academic and
academic sides.
 To be able to apply the tips recommended by various experts and to allow students
to realize the value of their curriculum, technological tools can be used. 21 st Century
learners are expected to be demonstrating 21st Century competencies such as
collaboration, digital literacy, critical thinking, and problem solving to be able to thrive in
this world (Rich, 2014). Contextualizing the curriculum of the students for meaningful
learning poses challenges in enhancing teacher’s pedagogical skills as well as
technological skills.

3. Building Proficiency (Mother-tongue Based Multilingual Education)

To be able to promote the child’s dominant language and to use it as a language
of instructions, maximum use of technological tools is highly encouraged. Currently,
a lot of teachers and schools are into developing learning materials to be able to
implement the MTB-MLE program properly especially that there is a dearth of printed
and e-materials in the mother tongue of the students. Mother Tongue is used in
instruction and learning materials of other learning areas. The learners retain their
ethnic identity, culture, heritage and values. Children learn better and are more
active in class and learn a second language even faster when they are first taught in
a language they understand.

4. Ensuring Integrated and Seamless Learning (Spiral Progression)

Learning basic concepts that lead to a more complex and sophisticated
version of the general concepts entail TPACK: Technological knowledge,
Pedagogical knowledge, and content knowledge. Rediscovering concepts
previously presented as students go up in grade level will be fully supported if all
the areas of specialization will be aided by technologies for teaching and
learning. This will further strengthen retention and will enhance mastery of topics
and skills as they are revisited and consolidated time and again. This also allows
learners to learn topics and skills appropriate to their developmental and
cognitive skills.

5. Gearing Up for the Future

The K to 12 Curriculum ensures college readiness by aligning the core
and applied courses to the College Readiness Standards (CRS) and the new
General Education (GE) Curriculum. Hence, the K to 12 Curriculum focused on
developing appropriate Specialization Subjects for the Academic, Sports, Arts
and Design, and Technical Vocational Livelihood Tracks. All of these
specialization subjects have to be supported by educational technology for better
learning.

6. Nurturing the Holistically Developed Filipino (College and Livelihood

Readiness, 21st Century Skills)
To nurture holistically developed Filipino, every K to 12 graduate is
expected to be ready to go into different paths – higher education, employment,
 or entrepreneurship. Every graduate is expected to be equipped with information,
media and technology skills, learning and innovation skills, effective
communication skills, and life and career skills. This may happen with the proper
implementation of the curriculum and with the facilitation by excellent teachers.
For teachers to maintain excellent performance, they need full support, one of
which is technological support.

Experience
Step 1: Introducing the Technology for Teaching and learning 2 Course
The Technology for Teaching ND Learning 2 Course helps you use the power of
computer technologies in the different fields of specialization to spark student
imagination and ultimately move, motivate, and support students toward meaningful
learning.
Let us assess your prior knowledge on how you can best use computer
technologies to enhance learning, answer this question by writing your answer in the box
provided:
How can technology be used most effectively in the various fields of specialization to
support and assess student learning?

Step 2: Setting My Outcomes for this Course

It must be noted that course outcomes can be achieved if clearly set. Therefore, there is
a need to ground this course with curricular and research-based goals and objectives.
Throughout this course, you will be tasked to use various technological resources and tools that
can help you create your plans and materials, improve your instructions, and enhance your
future students’ learning.
Collaborate with your teacher and colleagues and think about what you must do to be
able to make the most out of this course. Answer the following questions:

1. How will I apply all the knowledge and skills that I leaned in TTL 2 in teaching my field of
specialization?
 2. How will I develop learning plans for my classes to make sure that available
technologies for teaching and learning will be put to use for meaningful learning?

3. How will I ensure that my goals in this course will be achieved?

Exchange
Teaches play a very important role in the facilitation of student learning by designing,
implementing and evaluating the curriculum. In the Philippines, teachers are expected to
actively engage themselves in curriculum design to ensure that the K to 12 Curriculum will be
best delivered to fully realize its intended learning outcomes.
Teachers make decisions about how they will implement the curriculum of their specific
field of specialization. They decide on how they must structure the activities of their lessons and
manage students’ responses and ideas. Hence the decision of teacher is very important. It has
an impact on the students’ learning. The following are points to consider in identifying and
understanding teachers’ roles as curriculum designers:
 Undoubtedly, the most important person in the curriculum implementation process is the
teacher. With their knowledge, experiences and competencies, teachers are central to
any curriculum development effort. Better teachers support better learning because they
are most knowledgeable about the practice of teaching and are responsible for
introducing the curriculum in the classroom (Alsubaie, 2016).
 Curriculum is the planned interaction of pupils with instructional content, materials,
resources, and processes for evaluating the attainment of educational objectives –
Janhav and Patankar (2013).
 Curriculum is content, but when contextualized, it comes alive for students. The role of
teachers in the curriculum process is to help students develop an engaged relationship
with the content. Active learning increases the focus and retention of the curriculum,
resulting in an exciting learning environment. Teachers build lessons that include
simulations, experiments, case studies and activities to deliver a curriculum. The
interactive approach intertwines curriculum and practical experiences that immerse
students in learning. The curriculum process provides an opportunity for teachers to be
creative and their unique stamp on the classroom experience (Meier, 2018).
  Teachers, on their part, have practical knowledge based on their daily work with
students. This knowledge is useful to curriculum committees because teachers can
assess whether the ideas being developed will work in the classroom (Young, 1988).
Step 1: Considering my Role as Curriculum Designer
With the points of reference provided about curriculum and the teacher, participate in a
face-to-face discussion with the whole group about your field of specialization (Ex. Physical
Education, English, Filipino, Social Studies, Mathematics, Science and so on) was designed. In
the discussion, you are asked to thoughtfully consider your role as a curriculum designer. Go
over the Curriculum Guide and discuss together the essential features, focus, and the general
content and performance standards of your field of specialization or major per grade level.
Step 2: integrating Techniques for Teaching and Learning
After having an in-depth understanding of the general nature, focus, and non-negotiable
standard set for your field of specialization, share with the group some technological resources
and tools that can help you deliver your lesson to raise at high level of excellence.
Brainstorm on how these technologies can be integrated properly and how they will meet
the important learning outcomes and the 21st Century skills. Share the results of your group
discussions in the class.
Answer the following:
1. How will technological tools for teaching and learning promote the salient features of the
K to 12 Curriculum?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________
2. What are the 21st Century skills that are highly required to be developed by your field of
specialization? Rank them in terms of the identified standards and competencies of your
curriculum guide.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________
 LESSON 2

ICT-Pedagogy Integration in Language Learning Plans

Learning Outcomes

At the end of the lesson, the learner should be able to:

 Discussed essential points to consider when integrating any ICT in facilitating
language education;
 Present learning plans that integrate ICT in the learning procedures to be able to
attain the learning outcomes; and
 Plan for some activities that will help develop digital citizenship and relate this to
the development of 21st Century skills among learners.

Excite
STEP 1: Recalling ICT-integrated Activities Experienced
Ponder on your background, educational experiences, and prior knowledge and skills on
how information, communication, and technologies (ICTs) were successfully used by your
teachers in lower level. Recall the ICT tools were used by your in your language class, Filipino
or English, and describe how these were t help you understand your lessons. Get a paper to
scribble your recollections. Write at least five lessons vis-à-vis the ICT tools and a short
description of how these were used.
STEP 2: Sharing of the ICT-Pedagogy Experiences
With three (3) members in your group, each of you will share his/her scribble
experiences. To facilitate the group sharing, assign a facilitator, a recorder, and a reporter.
STEP 3: Reporting
To allow everybody in the class to learn from the small group sharing, assign a reporter
from your small group to share the gist of your small group sharing with the whole class.
Explore
Teaching has always been a challenging profession since knowledge has been
expanding and essential skills have been increasing and challenging. With these challenges,
teachers need engage educational technologies to assist them in the teaching-learning process.
Engaging educational technologies in teaching are founded on principles and philosophies.
Understanding these will help you successfully integrate technologies to allow your students to
demonstrate the intended learning outcomes of your field of specialization.
Integrating Technology in Instruction
Various educators and researchers are provided the following concepts and principles
about integrating technology in instruction:
1. John Pisapia (1994)
Integrating technology with teaching means the use of learning technologies to
introduce, reinforce, supplement and extend skills. For example, if a teacher merely tells
a student to read a book without any preparation for follow up activities that put a book in
a pedagogical context, the book is not integrated. In the same way, if the teacher uses
the computer to reward children by allowing them to play a game, the computer is not
integrated.
On the other hand, integrating technology into curricula can mean different
things: 1) computer science courses, computer-assisted instruction, and/or computer-
enhanced or enriched instruction, 2) matching software with basic skill competencies, 3)
keyboarding with word processing followed up with presentation tools.
2. International Society for Technology in Education (ISTE)
Effective integration of technology is achieved when students are able to select
technology tools to help them obtain information in a timely manner, analyze and
synthesize the information, and present it professionally. The technology should become
an integral part of a how the classroom functions – as accessible as all other classroom
tools.
3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of broader curriculum reforms
which include both infra-structural as well as pedagogical considerations that are
changing not only how learning occurs but what is learned.
4. Qiyun Wang and Huay Lit Woo (2007)
Integrating information and Communication (ICT) into teaching and learning is a
growing area that has attracted many educators’ efforts in recent years. Based on the
scope of content covered, ICT integration can happen in three different areas:
curriculum, topic, and lesson.
5. Bernard Bahati (2010)
The process of integrating CT in teaching and learning has to be done at both
pedagogical and technological levels with much emphasis put on pedagogy. ICT
integration into teaching and learning has to be underpinned by sound pedagogical
principles.
6. UNESCO (2005)
ICT integration is not merely mastering the hardware and software skills.
Teachers need to realize how organize the classroom to structure the learning tasks so
that ICT resources become automatic and natural response to the requirements for
learning environments in the same way as teachers use markers and whiteboards in the
classroom.
Information and Communication Technology (ICT)
Before you can successfully integrate ICTs in your language instruction, there is a need
to have a good grasp of what Information and Communication Technology (ICT) is all about.
Specifically, there is a need also to determine the ICTs that are available for language
education. The following are the definitions of ICT from various sources.:
1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and
telecommunications facilities. Thus, it includes computer devices ranging from
handheld calculators to multimillion worth supercomputers. It includes the full range
of display and projections devices used to view computer output. It includes local
area networks and wide area network that will allow computer systems in people to
communicate with each other. It includes digital cameras, computer games, CDs,
DVDs, cell telephones, telecommunication satellites, and fiber optics. It includes
computerized machinery and computerized robots.
2. Tinio (2009)
ICT is a diverse set of technological tools used to communicate, create, disseminate,
store and manage information. These technologies include hardware devices,
software applications, interconnectivity, broadcasting technologies, and telephony.
3. It (ICT) is a diverse set of technological tools and resources used to transmit, store,
create and exchange information. These technological tools and resources include
computers, the Internet (website, blogs and emails), live broadcasting technologies
(radio, television and webcasting), recorded broadcasting technologies (podcasting,
audio and video players and storage device) and telephony (fixed or mobile, satellite,
visio/video-conferencing, etc.)
UNESCO defines it also as a scientific, technological, engineering discipline
and management technique used. ICT also refers to handling information, its
application, and association with social, economic, and cultural matters.
4. Ratheeswari (2018)
Information Communication Technologies (ICT) influence every aspect of
human life. They play salient roles in workplaces, in business, education, and
entertainment. Moreover, many people recognize ICTs as catalysts for changing that
include change in working conditions, handling and exchanging information, teaching
methods, learning approaches, scientific research and in accessing information
communication technologies. In this digital era, ICT is important in the required
classroom for giving students opportunities to learn and apply the required 21 st
Century skills. ICT improves teaching and learning and helps teachers perform their
role as creators of pedagogical environments. ICT helps a teacher to present his/her
teaching attractively and enables learners to learn at any level of an educational
program.
Using ICT Integration Frameworks in Language Education Learning Plans
There are a lot of concepts provided by experts relevant to integrating technology in instruction
apart from the above citations. These concepts are very helpful to clarify lingering issues on
how technologies are properly integrated in the teaching-learning process. It must be noted that
there are possible instances when technologies are used in the classroom but the way these
are used does not promote learning and does not help facilitate the attainment of the intended
learning outcomes set for a class. There is a need, therefore, to enlighten you on the principle
on how educational technologies contribute to the facilitation of the teaching-learning process.
For this purpose, the following framework may serve as a guide in integrating ICTs in
 developing learning plans or lesson plans in the different subjects particularly in developing
learning plans or lesson plans in language education
A. Conversational Framework of Laurillard (2002)
The teaching-learning process poses very complex tasks to allow learners to understand their
lessons and master the skills they are expected to demonstrate. Thus, it will be reassuring if
teachers will explore on engaging various media to support various learning activities in
classrooms. This is how the Conversational Framework (Laurillard, 2002) may support. The
framework postulates a way of presenting teaching and learning in terms of events. These are
five (5) key teaching and learning events in the framework which are identified as:
a. acquisition;
b. discovery;
c. dialogue;
d. practice; and
e. Creation.
Vis-à-vis the five events are specific teaching strategies, learning actions or experiences,
related media form, examples of non-computer based activity, and examples of computer-based
activity.

Teaching and Teaching Learning Related Media Examples of Examples of

Learning Action or Action or Form Non Computer- Computer-
Event Strategy Experience Based Activity Based Activity
Acquisition Show, Attending, Narrative: TV, video, film, Lecture notes
Demonstrate, Apprehending, lectures, books, online, streaming
Describe, Listening Linear other print videos of
Explain Presentational. publications lectures, DVD,
Usually same multimedia
‘text’ acquired including digital
simultaneously video, audio clips,
by many people and animations
Discovery Create or set up Investigating, Interactive: Libraries, CD based, DVD
or find out or Exploring, galleries, or Web resources
guide through Browsing, Non-linear museum including
discovery Searching presentational, hypertext,
spaces and searchable, enhanced
resources filterable etc. hypermedia,
but no feedback multimedia
resources. Also
information
gateways.
Dialogue Set up, Frame, Discussing, Communicative: Seminar tutorials, Email, discussion,
Moderate, Collaborating, Conversation conferences forums, blogs
Lead, Facilitate Reflecting, with other
discussions Arguing, students,
Analyzing, lecture or self
Sharing
Practice Model Experimenting, Adaptive: Laboratory, field Drill and practice,
Practicing Feedback, trip, simulation, tutorial
 learner control role play programmes,
simulations,
virtual
environments
Creation Facilitating Articulating, Productive: Essay, object, Simple existing
Experimenting, Learner control animation, model tools, as well as
Making, especially created
Sythesizing programmable
software

Teaching and Learning Events and Associated Media Forms

(Czeniewicz & Brown (2005) adapted from (2002))

The Laurillard's Conversational Framework (LCF) is relevant in the field of language

education since this field requires appropriate and complex use of various technologies. The
framework clearly presents the way teaching events in language classrooms can be thoroughly
related to their language learning events. Language teachers need to systematically match their
teaching styles to the learning needs of their students. By this, the integration of ICT and
pedagogy will be done in a comprehensive and meaningful way.
The usefulness of LCF in language education was analyzed in a study that was
conducted by Abeer Aidh Alshwiah in 2016. The study investigated and evaluated the
effectiveness of LCF in developing the writing component of foreign language learners' (FLLs')
communicative competence in blended learning (BL) context, as compared to a face-to-face
(F2F) context. The FLLs in the study comprised three intact classes from a foundation course at
a Saudi university. The three skills addressed consisted of the use of the past tense to describe
past events and form wh-questions, as part of grammatical competence, and writing a letter of
complaint, as part of sociolinguistic competence.
To evaluate the effectiveness of LCF, a mixed-methods approach was used. The quasi-
experimental design was applied by measuring learners' development in the three
aforementioned skills. The corresponding test results were then compared with those of a
control group. Moreover, the benefits of LCF were examined by gathering the learners'
perceptions of the intervention and analyzing their engagement with the teacher, peers, tasks
and language.
The study revealed that LCF was more effective in the BL than in the F2F context, in
terms of developing the learners' skill in forming wh-questions. However, both contexts almost
equally developed the learners' skills in using the past tense and writing a letter of complaint.
Moreover, interviews with volunteers from the two experimental groups, observing their
engagement, and analyzing their conversations, revealed positive perceptions amongst learners
with an intermediate level of English language proficiency. On the other hand, two different
factors affected their perceptions of the intervention: language proficiency and the willingness of
peers to collaborate. Another factor affecting perceptions of BL was lack of familiarity with the
technology applied. It is therefore recommended that this barrier be overcome and the use of
BL, given its effectiveness for the development of more writing skills be encouraged.
B. Three Fundamental Elements of ICT Integration by Wang (2008)
Wang in 2008 posited that integration of ICT consists of three fundamental elements.
These are pedagogy, social interaction, and technology. These elements are diagrammatically
represented by Wang in Figure 1.

Interaction with
content
Pedagogy

Interaction with
people
Technology
Social Interaction

Figure 1: The ICT Integration Framework

The ICT Integration Framework of Wang can be fully maximized in developing learning
plans for language learning. In a language learning context, pedagogy often refers to the
language teaching strategies or techniques that language teachers use to deliver their lessons
and to allow their learners to demonstrate the curricular language competencies. The
pedagogical element in language learning is very important as it primarily reflects the art of
teaching a teacher will employ in the learning process.
The pedagogical design a language teacher will use needs to include proper selection of
appropriate content and language learning activities. In the design, the teacher needs to look
into how the available technological resources will help provide scaffolds that will assist their
language learners during the learning processes. Language teachers need to note that in
developing learning plans that embed the pedagogical design, it is crucial to look into the
learning environment and ensure that this environment will provide help to fulfill the needs and
objectives of the language class with learners of diverse experiences and backgrounds. The
learning plans should also involve the appropriate use of learning resources and activities that
support learners' learning and allow teachers to facilitate learning.
Social interaction activities as one of the elements in the framework are crucial in
language learning. With social interaction, learners will naturally acquire a language and
develop language knowledge and skills that are important for them to live and work in various
communities. In the various learning events, the language teacher may use computers which
may allow the learners to interact and demonstrate the language skills and competencies
required from them. The teacher and the learners may use computers to connect and learn
through the computers that are now connected world-wide. With the advent of computer-
mediated communication (CMC), planned social interaction activities that aim to enhance
language learning becomes more convenient and flexible. Language learners may maximize
computers individually but they may also collaboratively use them with other learners. As noted
by Uribe, Klein & Sullivan (2003), computer-supported collaborative learning has shown positive
effects on students' performance.
To engage the learners in the teaching-learning process fully and meaningfully, the
social design of the ICT-based learning environment needs to deliver a secure and comfortable
space. This will allow the learners to willingly share their thoughts and ideas to facilitate
communication among them.
The third element of the framework is the technological component that generally uses
computers to support various learning activities. Through the use of computers, various
teaching modes may happen. Interaction does not solely happen in a face-to-face environment.
It may also happen online. In order for any online interaction activities in a language classroom
to be effective, there is a need to consider the availability of the facilities they require and ease
of access. The human-computer interface design is also critical because this will define the
utility of the technology-based learning environment. It must be noted that in language learning,
the ease of learning in the interface design is essential. It needs to motivate the learners to fully
participate.
In the 21s Century classrooms, the three components: pedagogy, social interaction, and
technology, are needed in an ICT-based learning environment. Due to the advent of educational
technologies which are fundamental requirements in ICT-pedagogy integration, the challenge
among learning institutions is to provide support for the integration to happen.
C. Categories for Information Communication and Technology (ICT) in Teacher Training
There is a lot of researches that will prove that the integration of ICTs can fully transform
classroom instruction. Haddad in 2003 states that the teachers' use of ICT supports the
development of higher-order-thinking skills (HOTS) and promotes collaboration. This is the
reason why trainings in ICT pedagogy-integration are promoted.
For a successful ICT-pedagogy integration training to take place, it will help if a training
framework will be used as a guide. Jung (2005) was able to organize various ICT teacher
training efforts into four categories. This is presented in this framework.
Core Technology

ICT as main content focus ICT as core delivery technology

Learning How to Use ICT Learning VIA ICT

ICT as main content focus ICT as core delivery technology

Contemporary Technology
D. UNESCO ICT Competency Framework for Teachers
Having a society that is increasingly based on information and knowledge and with the
ubiquity of Information and Communication Technology (ICT) for instruction, UNESCO was able
to develop ICT Competence Framework for Teachers (UNESCO, 2018).
Knowledge Knowledge Knowledge
Acquisition Deepening Creation

Understanding ICT Policy Policy Policy

Understanding Understanding Innovation
in Education

Curriculum and Basic Knowledge Knowledge

Knowledge Knowledge Society Skills
Assessment
ICT
ICT-enhanced Complex Self- Competency Framework
Pedagogy Teaching Problem-Solving management for Teachers
(UNESCO, 2018)
Application of Application Infusion Transformation
Digital Skills

Organization and Standard Collaborative Learning

Classroom Groups Organization
Administration

Digital Teacher as
Teacher Professional Literacy Networking
Networking
Innovator
Learning

This framework, which is a part of a range of initiatives by the UN and its specialized
agencies including UNESCO, aims to promote educational reform and sustainable economic
development anchored on the principles and objectives of the Millennium Development Goals
(MDG),Education for AII (EFA),the UN Literacy Decade(UNLD),and the Decade of Education for
Sustainable Development (DESD).As shown by the framework, the teachers have six aspects of
work: understanding ICT in education, curriculum and assessment pedagogy, application of
digital skills, organization and administration, and teacher professional learning. Across the six
aspects of work are the three approaches to teaching based on human capacity development-
knowledge acquisition, knowledge deepening, and knowledge creation.
The framework also specifically aims to equip teachers to be able to do their roles
achieving the following societal goals:
 build workforces that have information and communications technology (ICT) skills and
are reflective, creative and adept at problem-solving in order to generate knowledge;
 enable people to be knowledgeable and resourceful so they are able to make informed
choices, manage their lives effectively and realize their potential;
 encourage all members of society irrespective of gender, language, age, background,
location and differing abilities to participate fully in society and influence the decisions
that affect their lives; and
 foster cross-cultural understanding, tolerance and the peaceful resolution of conflict.
The Commission on Higher Education (CHED) through its Policies, Standards, and
Guidelines (PSGs) requires the integration of ICTs in language teaching and learning. Hence,
the ICT Competency Framework for Teachers is very useful to support the standards as they
will serve as a guide to assist the teachers to successfully integrate ICT into the language
classroom. Through the framework, the language teachers may structure their learning
environment in new ways, merge new technology and pedagogy, develop socially active
classrooms, and encourage co-operative interactions, collaborative learning and group work.

Experience

Step 1: Reading ICT Integrated Learning Plans in English and Filipino

Read the following examples of Learning Plans for language teaching. These sample learning
plans may help you develop your own lea plans that integrate ICT to attain your learning
outcomes. After reading the learning plans, do the series of activities that follow.

Reporter’s Notebook

By Heather Ann F. Pulido and Melody C. Bao-in

Targeted Philippine Basic Education Curriculum Competencies

ENGLISH 8,Fourth Grading,Reporter's Notebook (Junior Edition), 12 days

Content Standard
The learner demonstrates an understanding of South and West Asian literature
as an expression of philosophical and religious beliefs; information flow in various text
types; reality, fantasy, and opinion in listening and viewing materials; word decoding
strategies; and use of information sources, active/passive constructions, direct/reported
speech, perfect tenses, and logical connectors in journalistic writing.
Performance Standard
The learner transfers learning by composing a variety of journalistic texts,the
contents of which may be used in composing and delivering a memorized oral speech
featuring the use of properly-acknowledged information sources, grammatical signals for
opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance,
and behavior.
Learning Competencies
 Use active and passive construction in a journalistic context.
 Use past and perfect tenses in journalistic writing.
 Use direct and reported speech in journalistic writing.
 Use appropriate logical connectors for emphasis.

Unit Summary

In this unit, the students will act like junior reporters as they learn the proper use of
logical connectors, active and passive voices, past and perfect tenses, as well as direct and
reported speech in journalistic writing. The teacher will utilize interactive PowerPoint
presentations, sample printed and online articles as well as related web pages and videos in
explaining the grammatical structure and journalistic content of news, opinion, and feature
stories. Based on the discussed concepts, the students will create their own journalistic articles.
The students will then collaborate and make a newspaper spread through MS Publisher. They
will be evaluated by their group members, by other groups and by the teacher. This will be the
students' final output for English in the 4'h quarter. It will be assessed using journalistic
standards for content and organization and related grammar rules. Ultimately, students will
appreciate the role of journalism in keeping the society informed and in forwarding significant
changes.

Student Objectives / Learning Outcomes

Week 1
Day 1:
Through an introductory PowerPoint lecture presentation on the concepts of journalism, the
students will be able to:
a. recognize the basic concepts of journalism and news, opinion, and feature writing;
b. describe the personal significance of reading news, opinion, and feature articles to their
daily life by making a creative output (poem, essay, or poster); and
c. determine, through enumeration, the distinct qualities of the given samples of news,
opinion, and feature articles.
Day 2:
By analyzing samples of journalistic articles, the students will be able to:
a. a. recognize the essential journalistic content and proper grammatical structure of news,
opinion, and feature stories;
b. compare the content and structure of news articles with the two other journalistic texts
through a diagram; and
c. assemble give u journalistic content into a properly structured news spread that will
serve as a model for their long-term project using MS Publisher.
Day 3:
Through an interactive discussion about the past and the perfect tenses, the students will be
able to:
a. identify how to apply past and past perfect tenses in making clear and meaningful
sentences;
b. discuss the functions of past and past perfect tenses in writing a journalistic article by a
brainstorming session; and
c. conform to the rules of past and past perfect tenses in rewriting sentences from news,
opinion, or feature articles.
Day 4:
Through an interactive discussion about the active and the passive voices, the students will be
able to:
a. discern the use of active and passive voices in making clear and meaningful sentences;
b. differentiate the function of active and passive voices through a creative dialogue; and
c. revise sentences according to the rules of active and passive voice in journalistic writing.
Day 5:
Through an interactive discussion about direct and reported speech the students will be able to:
a. determine the proper use of direct and reported speech in writing clear and meaningful
sentences;
b. explain the difference between direct and reported speech as used in journalistic articles
through a graded recitation; and
c. convert direct speech to indirect speech and vice versa through a writing activity.

Week 2
Day 6:
Through a PowerPoint lecture presentation on logical connectors, the students will be
able to:
a. determine the proper use of logical connectors in writing clear and meaningful
paragraphs;
b. explain the different uses of each logical connector as used in journalistic articles
through a graded recitation; and
c. match the clauses with the correct logical connectors through an interactive classroom
activity.
Day 7:
By outlining the basic structure of a news article using a PowerPoint presentation, the
students will be able to:
a. distinguish the steps in writing a primary lead, secondary lead and background in a news
article;
b. discuss with others after reviewing online news articles to identify the qualities of a good
news lead and background; and
c. create a news story about a significant current event using a variety of print and non-
print resources.
Day 8:
Through watching videos detailing the basics of opinion and feature writing articles, the
students will be able to:
a. identify the essential content and basic structure of opinion and feature articles;
 b. illustrate how feature and opinion articles help forward changes in society through a
creative output (poem or comic strip); and
c. review the content and structure of sample opinion and feature articles.
Day 9:
By choosing a video about the pros and cons of an issue posted on a relevant You Tube
channel,the students will be able to:
a. recognize the structure and content of opinion articles;
b. relate the issue tackled in the video to their personal lives through a short essay;
c. compose their own opinion articles by reacting to the video they watched.
Day 10:
By browsing web pages that post “human interest" writing (e.g.Humans of New York),the
students will be able to:
a. point out different angles of human interest that are essential to feature writing;
b. share their favorite anecdotes from the web pages that they browsed and explain why
they chose them; and
c. use a human interest angle to write a feature article about a person inside the classroom
that they find interesting.
Day 11:
By compiling their individual outputs (news, opinion, feature articles), the students will be
able to:
a. explain the importance of journalism to keeping citizens informed about the changes
happening in society by making a creative and informative news spread;
b. join others in exploring the effective use of MS Publisher to create news spreads out of
their journalistic works; and
c. construct a news spread that contains the group's compiled journalistic work using MS
Publisher while following standards of lay-outing,journalistic content and grammar.
Day 12:
After collaborating with others in creating and showcasing a news spread that contains
their news, opinion, and feature articles, the students will be able to:
a. apply the comments from other groups that are helpful in improving the journalistic
content and grammatical structure of their group's news spread;
b. share relevant insights with their group members in objectively evaluating the news
spread of other groups; and
c. apply concepts of grammar (direct and indirect speech, logical connectors, past and past
perfect tenses, active and passive voice), journalistic writing, and proper citation of
sources in critiquing the news spreads of other groups.

Daily Procedures

Day 1
1. Start the class with a short prayer.
2. Let students do the “Make What You Know" activity. Feature and
 3. Start with the introductory lecture on journalism and news, opinion articles.
a. Ask the students what is journalism is.
b. Ask the students, “What is the purpose of journalism?”(List the answers of the
students on the board.)
c. Supplement the students' answers with this insight:
“The principles and purpose of journalism are defined by something more basic: the
function news plays in the lives of people.”-Bill Kovach and Tom Rosenstiel
d. Let the students write the different types of articles. Ask the students to bring out
their newspaper.
e. Present the different types of newspaper.
f. Ask the students for insights about why we need to read the news.
4. Introduce the activity “There's a Difference Among the Three.”
a. The students will create a table about the three types of articles.
b. Using the sample articles, the student will enumerate the distinct qualities of the
given samples of news, opinion, and feature articles.
c. The students will list the qualities in the said table.
d. Five minutes before the time, ask the students to pass their paper.
Day 2
1. Start the class with a short prayer.
2. Introduce the game “Put it Back Together.”
a. Let the students be grouped into seven members each.
b. Give each group one set of articles containing the three types (news, feature,
editorial/opinion). The cutouts of the given articles must be jumbled but separated
according to type.
c. Instruct the class to rearrange the disorganized articles in two minutes.
d. Ask some of the students to read their output in front of the class.
3. Proceed to the basic discussion about the journalistic content of news, opinion, and
feature articles.
4. Let students remain in their groups as they explore the functions and features of MS
Publisher in relation to assembling articles.
a. Ask the groups to open their laptops. Click to MS Publisher.
b. Choose a layout of newspaper template. (If the Internet is available) the students are
allowed to pick a template from the web).
c. Ask the students to search for sample articles from the internet (2 news articles, 1
opinion article and 1 feature article).
d. Instruct the students to paste the content of the given articles in the layout of their
newspaper spread (8.5 inches x 14 inches). This newspaper spread will serve as a
model for their long-term project.
e. Five minutes before the time, ask the students to save their output. Instruct them to
send their work in your account in Google docs or Schoology before the class ends.
(If the internet is unavailable, tell the students to-send the file before 9 pm through e-
mail).
Day 3
1. Start the class with a short prayer.
2. Introduce the activity “What's Wrong with the Sentence?”
a. Prepare the PowerPoint Presentation of the activity.
b. Show the slides.
 c. Ask the students to compare the pictures to the sentences by asking “What's wrong
with the sentences?”
d. Ask the students how they will convert the sentences.
e. Present the answers.
3. Proceed to the discussion about past and past perfect sentences and their importance in
journalistic writing.
a. Ask the class why verb tenses are important in writing sentences and why it is also
important in news writing.
b. Use the hand out to review verb tenses.
c. Inform the class that the most common tenses used in news writing are past tense
and past perfect tense. Explain these through the given examples.
d. Through the handout, ask the class to give their own examples.
e. Why are reporters fond of using past and past perfect tenses? (Let the students
share their answer in front of the class).
4. Let students answer an exercise about tenses.
a. Prepare a hard copy of an exercise from www.englisch-hilfen.com.
b. Instruct the students to read the instructions. Remind them to write their names and
the date on the paper.
c. Ask the students to pass their paper a few minutes before the bell rings.
Day 4
1. Start the class with a short prayer.
2. Introduce the students to the activity “The Suspicious Suitcase”
a. Give the students a handout about passive and active voices.
b. Present the given paragraph.
c. Ask the students to convert the sentences in the paragraph voice. Their answers
should be written in a 1/2 crosswise piece of paper.
d. Request one of the students to read his/her output in front of the class. e. Ask the
class what happened to the tone of the story. Did it become more engaging?
interesting? Why?
3. Let students collaborate in order to create dialogues incorporating the active and the
passive voices.
a. The students will group themselves into five groups.
b. Using their handouts, the two students will create a two-person dialogue (for two
minutes) using active and passive voices.
c. They will present their output in front of the class.
4. Present the lesson about active and passive voices and their relation to journalistic
writing.
a. Show the PowerPoint presentation. Give a review on voices.
b. Explain the functions of active and passive voices. Give examples.
c. 'Explain how to apply active and passive voices in writing a news article. Give
examples.
d. Explain how to change a sentence from the active voice to the passive voice. Give
examples.
e. Let the students explain how active voice gives an interesting news story and how
the passive voice is applied.
5. Let students answer the activity “Modified Active or Passive Voice”.
a. Prepare the following headlines in a Manila paper:
 Toronto named 'most youthful' city in the world
 Two baby baboons on display at Brooklyn zoo
  Taylor Swift had just won top prize at American Music Awards
 Scottish government revealed their independence plan
 World's first solar power plane takes flight in Hawaii
 Obama was elected president for the second term
 Mothers ask nearly 300 questions a day
b. Instruct the students to write the sentences in a one whole sheet of paper. Leave
three spaces after each sentence.
c. Explain to the students that one of the headlines presented are in the active voice
and some are in the passive voice. Some of the headlines will stay the same while
other headlines will remain the same. If they will rewrite a sentence, they should
write (in one sentence) why they should convert the headline to active or passive
voice.
d. Instruct the students to pass their paper a few minutes before the bell rings.
Day 5
1. Start the class with a short prayer.
2. Introduce the activity “What Did They Just Say?”
a. Show the video clip: Kurbaan-Classroom Debate Scene-Vivek Oberoi (2 minutes and
47'seconds long).
b. Repeat the video. Ask the students to take down the important lines on a scrap
paper.
c. Instruct the students to rewrite their chosen lines and compile each in a paragraph
ask them to present their output in a 1/2 crosswise piece of paper.
d. Ask the students to pass their papers after 10 minutes.
3. Proceed to the discussion about direct and indirect speech and their relation to
journalistic writing.
a. Ask the class why they converted the lines in the video.
b. Start the PowerPoint presentation. Ask what is direct and reported speech. These
are two ways to report what someone says or thinks.
c. Give the functions of direct and reported speech. Give examples.
d. Explain how to apply direct and reported speech in writing a news article. Ask the
students to convert the given examples.
e. Do you think knowing direct and reported speech will help you in news writing? How?
4. Introduce the activity “Tell Me About Yourself.”
a. The class will group themselves in pairs.
b. One interviews the other. The content of their interview should focus on one trait
about the person. (Crushes, Hobbies, Talents, Family). The interview consists of only
five questions. They will write their answers on the upper half of the one whole sheet
of paper.
c. After five minutes, the two students will exchange places. The first person who was
interviewed will now interview his/her partner.
d. After five minutes, the two students will now paraphrase the answers into a
sentence, thus converting direct speech to indirect speech (or vice versa) whenever
necessary. The students will compile it into a paragraph.
e. Ask the students to pass their paper a minute before the bell rings.
Day 6
1. Start the class with a short prayer.
2. Let students engage in the activity “Add What is Missing”
a. Present copies of the article.
 b. Instruct the class to fill in the blanks to complete the article.
c. After 10 minutes, ask the class to paste their papers. Ask what words are missing in
the article. Let them discuss.
3. Use an interactive PowerPoint presentation called “The Missing Link.”
a. Explain that a particular journalist needs their help to finish his news article.
Introduce the character of the PowerPoint presentation. Then give the definition of
the lesson.
b. As you fill in the blanks in the article, give the different types of logical connectors.
Show examples.
c. After the class has helped the character finish the article, ask them the importance of
logical connectors.
4. Introduce the activity “Can You Help His Friends?”
a. The PowerPoint presentation will provide an exercise for the students to apply logical
connectors in opinion and feature articles.
b. The students will fill in the blanks with the appropriate logical connector.
c. The students will then use their answers to rewrite the given article in an
intermediate paper.
d. Ask the students to pass their paper a few minutes before the bell rings.
5. Introduce to the class their assignment. Instruct them to gather information about a
newsworthy recent event in their school. For example, a student who won an award in
an inter-school competition or a program in school that will be held next week. The
information can be gathered by interviewing knowledgeable authorities or consulting
other reliable sources (e.g. the school website).
6. Give the instructions for the class online quiz.
a. Instruct the students to log in to Edmodo after classes.
b. Ask the students to download the file: Logical Connectors Quiz.doc.
c. The students will then answer the questions of the given quiz.
d. Instruct the class to submit their outputs to the teacher's Edmodo account before 9
p.m. on Day 7.
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.
a. 'AlDub' rice paddy art hopes to attract millennials to farming
b. Duterte ties Poe in latest Pulse Asia poll
c. Talk about the basic structure of a news article. Include samples of newspaper
articles from print publications and online news sites in the presentation. The
discussion will take 15 minutes.
d. At the end of the lecture presentation, instruct the students to make personalized
diagrams that outline the basic structure of a news article in their notebooks.
e. After five minutes flash samples of diagrams that describe the structure of news
articles for students to compare and refine their outputs, if needed.
f. Ask the students what kind of news lead makes them want to read the entire article
and what they think are the qualities of a good news article background. Allow
students to discuss their answers with their seatmates. After a few minutes, ask
some of them to share their responses briefly.
g. Using their homework from Day six, instruct the students to work individually on a
news article about a significant issue within their school through Microsoft Word.
 h. Tell students to properly cite their sources in the news article (e.g. printed materials
or knowledgeable authorities).
i. Remind students of their final project, a newspaper spread comprised of four pages.
Inform the students of their groups, composed of 5 members each. All writing outputs
will be uploaded to Google Drive through a folder that will be accessed by the
teacher and the groups.
j. Distribute the rubrics for the newspaper spread for students' reference in
conceptualizing and designing their newspaper spreads as well as for future
evaluation of other groups' works. Groups can start compiling their works and
designing their newspaper spread starting today.
3. Look for lecture videos on YouTube detailing the basics of opinion and feature articles.
Show these videos to the class. The videos will take about 5 minutes each.
 Opinion writing: https://www.youtube.com/watch?v=V8Gu3Md5r-M
 Feature writing: https://www.youtube.com/watch?v=EcOIsulAcXw
4. Give a skeletal structure of an outline for the two videos in which the basic content and
structure of opinion and feature articles are identified.
a. Type of Article
b. Essential Content of the Article
c. Parts of the Article and Description
d. Additional Tips
5. Tel students to fill in the oullines on their notebooks.
6. Distribute samples of opinion and feature articles. Each student will have one sample of
each ask.
7. From these articles and the videos they previously watched, 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 illustrates how feature and opinion articles help forward changes in society.
They will be given the rest of the hour to complete this on a short coupon bond.
Day 9
1. Start with a prayer to be led by one of the students.
2. Ask students if they are on social media and ask which sites they frequently use.
3. Pose the question, “Do you think social media is good or bad for you as an adolescent?”
Ask students to raise their hands to present their opinion. Count votes for Good and
Bad.
4. Let students watch a video about the Pros and the Cons of social media. The Pros and
the Cons of Social Networking and Adolescents: https:// www.youtube.com/watch?
v=_SAYwQM7OaA
5. Once again ask the question, “Do you think social media is good or bad for you as an
adolescent?” Ask students to raise their hands to present their opinion. Note the
difference in the number of students who voted for Good and for Bad before and after
watching the video. Ask them how watching the video affected their opinions.
6. Ask the students to work by pairs and briefly answer the following questions on an
intermediate pad:
a. What was the video about? Answer in 1-2 sentences.
b. How was the video structured in terms of:
 the introduction?
 presenting the Pros?
 presenting the Cons?
 conclusion?
 c. How does the structure of the video compare with the structure of an opinion article,
as discussed previously?
d. How is the topic of the video related to your personal life and experiences? Answer
in 4 to o sentences.
7. Let students explore YouTube for videos that talk about the pros and the cons of one of
the following topics:
a. Technology in the classroom
b. School Uniforms
c. K to12 Curriculum in the Philippines
8. Tell students to write an opinion article reacting to the video they watched. Through the
article, they will make a stand on the issue they chose and justify it by logical analysis
and citing reliable sources. Allow them to use the internet to search for credible sources.
They will be given the rest of the hour to complete this on Microsoft Word.
9. For their assignment, ask students to conduct a short interview with a person in the
classroom they find interesting. Encourage them to choose someone they are not really
close to but would like to know better. The interview will be used to make a basic
personality sketch (e.g. personal details such as the interviewee's birthdate, educational
background, information about parents and siblings).
Day 10
1. Start with a prayer to be led by one of the students.
2. Compile and flash literary pieces from the website www.artparasites.com in a
PowerPoint presentation. Ask students how they felt after reading the passages.
3. Ask the students, “How were those passages able to appeal to you?”
4. Recommend some websites and pages that post “human interest writing” (e.g. Humans
of New York) and let students explore the internet for 10 minutes to read through more
samples.
5. Ask the students which anecdotes they liked the most. Let them explain why they chose
them as their favorite.
6. Present a blank sample of a word web about the different human interest angles in
feature writing.
7. Let students complete their own word web on Microsoft Word. Afterwards, tell them to
briefly answer the question, “Why are human interest angles important in feature
writing?”
8. Tell students to bring out their homework (basic personality sketch). They will use an
appropriate human interest angle to write a feature article about the person they
interviewed.
9. Allow students to approach the person they chose as subject in order to ask follow-up
questions for their article.
10. After completing the necessary information, the students will be tasked to finish their
feature articles on Microsoft Word.
11. Assign the completion and the revision of all the students' journalistic articles as their
homework. Another assignment is to bring soft copies of all the articles (news, opinion,
and feature) that they made.
Day 11
1. Start with a prayer to be led by one of the students.
2. Instruct students to imagine a world where there are no journalists and media (radio, TV,
etc).
 3. Using colored chalk, students will write their ideas (words or phrases) on the 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 news spread. This lesson serves as a refresher of what was
learned from the previous week (Day 2).
5. Instruct students to sit with their group members as they finish compiling the soft copies
of their articles. Remind them to participate actively because they will be evaluated by
their peers using the given rubric.
6. Allow groups to explore the effective use of Microsoft Publisher in making a newspaper
spread. Students will submit their final output via Google Drive before 12 midnight of that
day.
7. Before leaving the room, tell students to submit their peer evaluations by group.
Day 12
1. Start with a prayer to be led by one student.
2. Make a slideshow preview of all the outputs submitted yesterday.
3. Review the rubrics given for evaluating newspaper spreads. Assign groups to exchange
their newspaper spreads-for checking (e.g. Group 1 and 2, 3 and 4, and so on).
4. Let students within each group sit together as they rate the newspaper spreads of the
group assigned to them. They must write comments when they rate the outputs of the
other group. They will do this for 30 minutes.
5. Groups will exchange their written comments with each other. Each group will decide
which comments to accept in order to improve their output.
6. Instruct students to make final revisions of their output using MS Publisher.
7. At the end of the period, ask students to upload their finalized output using the
appropriate folder in Google Drive. These will be rated by the teacher. The final project
will be worth 100 points, 50 points from the Peer Evaluation, and 50 points from the
teacher (using the same rubric).
Pre-requisite Skills

 Basic research skills

 Basic knowledge in formal grammar
 Exposure to joumalism (specifically news,feature and opinion articles)
 Basic knowledge in using MS Publisher
Materials and Resources Required for the Unit

Technology-Hardware Required for the Unit

 Desktop or laptops
 Smartphones Iphones
 Internet connection
 Digital Camera
 Printer
Technology-Software Required for the Unit
 Database/Spreadsheet
 Web browser
 Word processing
  Desktop publisher
 Web page Development
 Presentation
Printed Materials
 Newspaper, Opinion,and Feature Articles
 Dictionary/Thesaurus
 Grammar guidebook or printed grammar guidelines
 Textbook about Journalistic Writing
 A Hand-out of the Lesson
Supplies
 Intermediate paper
 Coupon bond
 Writing materials
*Most activities are done using computers and the internet
Internet Resources
 https://cmna395.files.wordpress.com/2010/08/newspaper_basics_2009.pdf
http://www.ohlone.edu/people/bparks/docs/basicnewswriting.pdf
 http://www.lssc.edu/faculty/heather_j_elmatti/Shared%20Documents/
MMC%202100/News%20Writing%2010.pdf
 http://www.evergreen.edu/writingcenter/handouts/grammar/tenses.pdf
 https://www.google.com/urlsa=t&rct=j&q=&es c=s&source=web&c-
=j&q=&esrc=s&source=web&c-
d=1&ved=0ahUKEwi5yLPxtfTKAhVF6aYKHbwkA5QQFggdMAA&url=http%3A%2F
%2Fwww.vguk.hr%2Fdownload.php
%3Dstudnewsfile257C1254&usg=AFQjCNH9kkAZ1BL7Jz2Ghs7jy-
0Wwok0TMA&cad=rja
 https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&c-
d=1&ved=0ahUKEwi5yLPxtfTKAhVF6aYKHbwkA5QQFggdMAA&url=http%3A%2F
%2Fwww.vguk.hr%2Fdownload.php%3FdownloadParams%3Dstudnewsfile
%257C1254&usg=AFQjCN-H9kkAZ1BL7Jz2Ghs7jy0Wwok0TMA&cad=rja
 http://www3.cablevision.qc.ca/ronalds/englishclass/grammar/Active%20 and%20Passive
%20Voice%20-%20Rules.pdf
 https://www.uvu.edu/writingcenter/docs/handouts/activevspassive.pdf
http://www.stlcc.edu/Student_Resources/Academic_Resources/Writing
Resources/Grammar_Handouts/reported_speech.pdf
 http://www.perfect-english-grammar.com/support-files/reported_speech explanation.pdf
 Online news sites such as Rappler.com, Inquirer.net, among others

Accommodation for Differentiated Instruction

Students with Special Learning Needs:

 Provide notes from class discussions for review or remediation.
 Offer supplementary examples/explanations and other reading materials or sources.
 Offer short after-class instruction for specific concepts or lessons that the students do
not fully understand.
  Prepare alternative activities that are developmentally appropriate for students.

Students with Visual Impairment:

 Prepare speakers whenever videos are to be played. Make sure the contents of videos
are understandable even with audio ONLY.
 Convert the given videos to an audio format.
 Prepare braille plates for every handout/printed activity (as preferred by the student).
 Prepare soft copies for quizzes and handouts (as preferred by the student)
 Search for a SPED instructor or someone who has knowledge in braille to assist you in
reading braille plates.
Students with Hearing Impairment:
 Add subtitles to the videos used in class.
 Prepare printed transcriptions for audio-related, media.
 Learn basic sign language.
 Search for a SPED instructor or someone who knows sign language to assist you in
communicating with the students.
Students who are Gifted:
 Provide additional materials or resources: (print and online) for further reading.
 Prepare an alternative or additional activity that is developmentally appropriate for the
gifted student.
 Accommodate questions to the best of your ability.
 Refer the student to a knowledgeable person or a reliable book/ website for questions
you cannot answer.

Student Assessment

Formative Assessment:
 Make What You Know
Based on the articles in their reading assignment, the students will create a short essay
or poem on the importance of news. The students must include the name of the newspaper.
Their score will be based on their citations and explanations about the articles. There will be
a deduction of points if the student didn't include the name of the newspaper.
 Put it Back Together
The students are grouped into seven members each. Each group will be given one set of
articles containing the three types (news, feature, editorial/opinion). The cut-outs of the
given articles must be jumbled but separated according to type. The class will have to
rearrange the disorganized articles in two minutes. Their output will be graded according to
how the articles are arranged.
 What's Wrong with the Sentence?
Show a PowerPoint presentation with three pictures and three sentences. Ask the
students to match the pictures with the sentences. Through a graded recitation, the students
will be marked on how they will convert the sentences.
  The Suspicious Suitcase
Present the paragraph: "The Suspicious Suitcase.” Ask the student to convert the
sentences in the paragraph to an active voice. Their answers should be written on a 1/2
crosswise sheet of paper. Assign one point for each sentence that will be converted
correctly.
 What Did They Just Say?
Show the video clip: “Kurbaan - Classroom Debate Scene –Vivek Oberoi” (2 minutes
and 47 seconds long) to the class. Ask the students to take down the important lines on a
scrap paper. The students will rewrite their chosen lines and compile them to a paragraph.
Their output will be presented in a /2 crosswise. The work will be scored according to how
the students organized the lines into a paragraph.
 Add What is Missing
Before the discussion, present copies of the article: ”The Virtual Jewelry Exhibit”. Instruct
the class to fill the blanks to complete the article. One point will be given for each item.
Conduct a graded recitation by telling the words that are missing in the article.
 After The Video
The students will give a skeletal outline for the two videos in which the basic content and
structure of opinion and feature articles are identified. From these articles and the videos
they previously watched, ask students to review the content and the structure of opinion and
feature articles by creating mnemonic devices. Each mnemonic device will be scored in
accordance to the structure of the opinion and feature articles.

Summative Assessment

 There's a Difference Among the Three

(Using the sample articles, the student will enumerate the distinct qualities of the given
samples of news, opinion, and feature articles through a table. The score of the activity will
be based on how many appropriate qualities the student can enumerate in the table.)
 Put it Back Together 2
Let the students remain in their groups. Each group will choose. a layout of newspaper
template in MS Publisher in relation to assembling articles. The students will then search for
sample articles from the internet (2 news articles, 1 opinion article and 1 feature article) and
create a Layout of their newspaper spread (8.5 inches x 14 inches). Their output will be sent
to Google docs or Schoology. The Layout will be graded in terms of its organization, number
of articles, and teamwork. Comments will be given to improve their output.
 Venn Diagram
Using MS Word, create a Venn diagram that enumerates, the journalistic content and
grammatical structure of news, opinion, and feature stories. The students will print their
output and then submit it next meeting. The qualities given must be based on the given
activity of their discussion. This will serve as a basis of their score.
 Exercise: Past and Past Perfect
 Prepare a hard copy of an exercise from www.englisch-hilfen.com. The students will
answer the exercise by filling the correct verb in the brackets. The results of this exercise will
be added to their grade.
 Modified Active or Passive Voice
Prepare the seven headlines on a Manila paper. Explain to the students that one of the
headlines is in the active voice and some are in the passive voice. Some of the headlines
will stay the same while others will remain the same. If they will rewrite a sentence, they
should write (in one sentence only) why they should convert the headline to active or
passive voice. Their answers will be written.in a one whole sheet of paper. Leave three
spaces after each sentence. Three points will be assigned for each item.
 Tell Me About Yourself
The class will group themselves in pairs. One of the two 'should interview the other. The
interview consists of only five questions. After five minutes, the two students will exchange
places. The person who was interviewed will now interview his/her partner. After another five
minutes, the two students will now paraphrase the answers into a sentence, thus converting
direct speech to indirect speech (or vice versa) whenever necessary. The students will
compile it into a paragraph. The students will be scored based on the completeness,
organization, and grammar of their paragraph. Comments will be given in their output.
 Can You Help His Friends?
The PowerPoint presentation will provide an exercise where the students fill in the
blanks with the appropriate logical connector. The students will then rewrite the given article
on an intermediate paper. One point will be assigned for each item.
 Quiz: Logical Connectors
Ask the students to download the file: Logical Connectors Quiz doc. from their accounts
in Edmodo: The students will then answer the questions of the given quiz. Instruct the class
to submit their outputs to the teacher's Edmodo account. Set your deadline for submission.
 Diagram
Use a PowerPoint presentation to discuss the lesson about news writing: At the end of
the lecture presentation instruct the students to make personalized diagrams that outline the
basic structure of a news article on their notebooks. After five minutes flash samples of
diagrams that describe the structure of news articles for students to compare and refine their
outputs if needed.
 News Spread
Using their homework from Day Six, instruct the students to work individually on a news
article about a significant issue within their school through Microsoft Word. Rubrics will be
given for the newspaper spread for students' reference in conceptualizing and designing
their newspaper spreads as well as for future evaluation of other groups works.
 Opinion and Feature Art
According to their individual preference, ask the students to write a short poem or comic
strip that illustrates how feature and opinion articles help forward changes in society. Their
output will be graded based on their creativity and relevance to the theme.
 Panitikang Mediterranean

Targeted Philippine Basic Education Curriculum Competencies

 Pros and Cons of Social Media

Let students watch a video about the Pros and Cons of social media. Ask them to work
in pairs and concisely answer the given questions on an intermediate pad. The students will
use this as a basis for their opinion article. Through the article, they will make a stand on the
issue they chose and justify it by logical analysis and citing reliable sources. The article, will
be graded according to content, grammar, organization, facts and information, as well as
citations.
 The Interview
The students will conduct 'a short interview with a person in the classroom that they find
interesting. The interview will be used to make a basic personality sketch (e.g. personal
details such as the interviewee's birthdate, educational background, information about
parents and siblings). The scores will be based on the interview sheet and the answers of
the interviewee.
 Human Interest
Recommend to the class some websites and pages that post “human interest writing”
(e.g. Humans of New York) and let students explore the internet for 10 minutes to read
through more samples. Present a blank sample of a word web about the different human
interest angles in feature writing. Tell students to bring out their homework (basic personality
sketch). They will use an appropriate human interest angle to write a feature article about
the person they interviewed. After completing the necessary information, the students will be
tasked to finish their feature articles on Microsoft Word. Assign the completion and revision
of all the students' journalistic articles as their homework. Another assignment is to bring soft
copies of all the articles (news, opinion, and feature) that they made.
 News Spread (Day 11)
Instruct students to sit with their group members as they finish compiling the soft copies
of their articles. Allow groups to explore the effective use of Microsoft Publisher in making a
newspaper spread. Students will submit their final output via Google Drive. Set your
deadline for submission. Before leaving the room the students will be evaluated by their
peers using the given rubric. A separate rubric is provided for the spread sheet.
Learning Plan 2
Philippine Secondary High School K to12 Curriculum 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 1: 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 napanood 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.
Araw 2: Cupid at Psyche at Gamit ng Pandiwa
Sa tulong ng PowerPoint Presentation tungkol sa Cupid at Psyche at gamit ng pandiwa,
ang mga mag-aaral ay inaasahang:
1. nakapagbibigay ng halimbawa ng gamit ng pandiwa batay sa akdang Cupid at Psyche;
2. nabibigyang halaga ang tamang gamit ng pandiwa sa pagsusulat ng sariling
pangungusap; at
3. naiguguhit ang sariling paglalarawan sa mga nangyari sa akdang Cupid at Psyche.
Araw 3: Elemento ng Sanaysay at Ang Alegorya ng Yungib
Gamit ang pangkatang brain storming patungkol sa mga elemento ng sanaysay at ang
Alegorya ng Yungib,ang mga mag-aaral ay inaasahang:
1. naitatala ang mga elemento ng sanaysay batay sa akdang Alegorya ng Yungib;
2. nailalahad ang aral na ipinapahatid ng sanaysay; at
3. nakagagawa ng sariling sanaysay na kinapapalooban ng lahat ng elemento ng
sanaysay.
Araw 4:Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit sa Pagpapahayag ng
Pananaw
Sa pamamágitan ng komics strip tungkol sa Ningning at Liwanag, ang mga mag-aaral ay
inaasahang:
1. natutukoy ang mga salitang nagpapakita ng ekspresyon sa pagpapahayag ng pananaw
mula sa akdang Ningning at Liwanag;
2. naipahahayag ang mga mahahalagang mensahe na ipinaparating ng akda; at
3. nakaguguhit ng sariling komics strip patungkol sa pangarap na nais matupad.
Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay sa Pagsasalaysay
Sa tulong ng pagbabahagian tungkol sa akdang Tusong Katiwala, ang mga mag-aaral
ay inaasahang:
1. naibibigay ang mga piling pang-ugnay sa pagsasalaysay na nabasa mula sa akda;
2. naibabahagi ang mga aral sa buhay na natutunan sa parabula;at
3. nakasusulat ng slogan na naglalarawan sa parabulang nabasa.
Araw 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod-sunod ng mga
Pangyayari
Sa tulong ng sabayang pagbigkas tungkol sa akdang Mensahe ng Butil ng Kape, ang
mga mag-aaral ay inaasahang:
1. naibibigay ang mga katangian ng tauhan sa akda;
2. nailalahad ang mga kabutihang asal na napulot sa akda na maaaring maisabuhay; at
3. nakasusulat ng sariling akda batay sa mga ginagamit sa pagsusunod-sunod ng mga
pangyayari.
Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh
Gamit anggrapikong representasyon na tumutukoy sa kasaysayan ng epiko at Epiko ni
Galgamesh, ang mga mag-aaral ay inaasahang:
1. napangangalanan ang mga tauhan sa epiko;
2. nailalahad ang kahalagahan ng pag-alam sa kasaysayan ng epiko sa pag-papaunlad ng
kanilang buhay; at
3. nakabubuo ng malikhaing timeline na naglalarawan sa pag-unlad ng epiko.
Araw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang
Sa pamamagitan ng PowerPoint Presentation tungkol sa mabisang paglalahad ng
pagiging, ang mga mag-aaral ay inaasahang:
1. naibabahagi ang mga pananda ng mabisang paglalahad mula sa akdang Tuwaang;
2. nakapagbabahagi ng mga magagandang asal na natutunan sa akda; at
3. nakasusulat ng isang tula na naglalaman ng mga pananda ng mabisang paglalahad.
Araw 9: Ang Kuwintas at Kultura ng France: Kaugalian at Tradisyon
Gamit ang mabisang talakayan ukol sa Ang Kuwintas at kultura ng France,ang mga
mag-aaral ay inaasahang:
1. naibibigay ang mga naging tunggalian sa akdang Ang Kuwintas;
2. natutukoy ang mga kaakit-akit na katangian ng mga tauhan sa maikling kuwentong
napakinggan; at
3. nailalarawan ang kultura ng France sa pamamagitan ng isang pinta.
Araw 10: Anapora at Katapora
Sa pamamagitan ng graphic orgaanizer tungkol sa anaphora. at katapora, ang mga
mag-aaral ay inaasahang:
1. nailalahad ang pagkakaiba ng anapora at katapora;
2. naibabahagi ang mahahalagang tungkulin ng anapora at katapora sa kanilang buhay
bilang mga mag-aaral; at
3. nakasusulat ng mga pangungusap na batay sa anapora at katapora.
Araw 11: Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa Pagsusulat ng Nobela
Gamit ang pangkatang pag-uulat tungkol sa Ang Kuba ng Notre Dame at mga dapat
tandaan sa pagsulat ng nobela, ang mga mag-aaral ay inaasahang:
1. naiisa-isa ang mga dapat tandaan sa pagsulat ng nobela;
2. naibabahagi ang kakintalang naiiwan ng akdang Kuba ng Notre Dame sa kanila;at
 3. naisasadula ang isang pangyayari sa nobela na may pagkakatulad sa tunay na buhay.
Araw 12: Dekada'70
Sa tulong ng gawaing radio drama ng akdang Dekada '70, ang mga mag-aaral ay
inaasahang:
1. naiisa-isa ang mga tagpuan at tunggalian sa kuwento;
2. naipahahayag ang mga mabubuting katangiang Pilipino na masasalamin sa akda; at
3. nakasusulat ng isang pagsusuri tungkol sa nobelang napanood.
Araw 13: Panunood
Sa pamamagitan ng pagpapanuod ng nabuong video, ang mga mag-aaral ay
inaasahang:
1. nasusuri ang nilalaman ng nalikhang obra ng mga mag-aaral;
2. nakapaglalahad ng komento na maaaring positibo at negatibo; at
3. nakapagbibigay ng mungkahi para sa ikabubuti ng proyekto.
Pamamaraan
Ang mga sumusunod ang mga detalye na isasagawa para sa ikatatamo ng mga natukoy
na layunin ng pag-aaral.
Araw 1:Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome
1. Ang mga mag-aaral ay manonood ng isang maikling dokumentaryo tungkol sa kaligirang
pangkasaysayan ng mitolohiya.
2. Ipapakilala ng guro ang pangunahing paksa na matatalakay at ang mga sub-topics na
nakapaloob dito:
 Kasaysayan ng mitolohiya
 Mga diyos at diyosa ng Rome
 Cupid at Psyche (akdang pampanitikan)
 Gamit ng Pandiwa
3. Ang mga mag-aaral ay magbabahagi ng kanilang mga mahahalagang kaisipan mula sa
kanilang napakinggan.
4. Ipapakita ng guro ang isang powerpoint presentation na tumatalakay sa mga diyos at
diyosa ng Rome.
5. Iuugnay ng mga mag-aaral ang mga katangian ng mga diyos at diyosa sa kanilang
tunay na buhay at tunay na lipunan.
6. Pipili ang mga mag-aaral ng isang diyos o diyosa at kanila it0ng bibigyan ng buhay sa
pamamagitan ng monologo.

Araw 2: Cupid at Psyche at Gamit ng Pandiwa

1. Ipakikilala ng guro ang isang akda na Cupid at Psyche sa pamamagitan ng isang
powerpoint presentation,
2. IIsa-isahin ng mga mag-aaral ang mga tauhan ng akda at ang kanilang mga katangian
at mga ginampanan.
3. Tutukuyin ng mga mag-aaral ang mga mahahalagang pangyayari na naganap sa
pangunahing tauhan sa kuwento.
 Ang pagkakakilala niya kay Zephyr
 Ang pakakakilala niya kay Cupid.
  Ang kanyang nagawang kasalanan sa asawa.
 Ang mga naging parusa ni Venus sa kaniya.
4. Ipapaliwanag ang Mga Gamit ng Pandiwa.
 Aksiyon
 Karanasan
 Pangyayari
5. Magbibigay ng halimbawa ang mga mag-aaral batay sa akda.
 Ginawa ni Psyche ang lahat upang maipaglaban ang kaniyang pagmamahal kay
Cupid.
 Labis na nanibugho si Venus sa Kagandahan ni Psyche.
 Patuloy na naglakbay si Psyche at pinilit na makuha ang panig ng mga diyos.

Araw 3: Elemento ng Sanaysay at Ang Alegora ng Yungib

1. Papangkatin ang mga mag-aaral sa lima.
2. Magkakaroon ang mga ito ng pangkatang brain storming tungkol sa mga mahahalagang
kaisipang kanilang nakuha sa sanaysay na Ang Alegorya ng Yungib.
3. Pagkatapos ng sampung minuto ay ibabahagi nila ito sa klase.
4. Magkakaroon ng mas malaliman pang talakayan tungkol sa Alegorya ng Yungib.
5. Ilalahad ng guro ang mga elemento ng sanaysay.
 Tema
 Anyo at Estruktura
 Kaisipan
 Wika at Istilo
 Larawan ng Buhay
 Damdamin
 Himig
6. Tutukuyin ng mga mag-aaral ang mga elemento ng sanaysay sa Alegorya ng Yungib at
isusulat ito sa isang buong papel,
Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit sa Pagpapahayag ng
Pananaw
1. Ibabahagi ng guro ang kopya ng komics strip sa mga mag-aaral.
2. Babasahin ng mga mag-aaral ang akda sa loob ng sampung minuto.
3. Ibabahagi ng mga mag-aaral ang kanilang mga naintindihan sa akda.
4. Magkakaroon ang mga mag-aaral ng isang larong pinamagatang "Lights Camera Action”
kung saan may i-aarte silang ilang bahagi ng akda.
 Liwanag
 Ningning
 Liwanag at Ningning
5. Tatalakayin ang Ekspresiyong Ginagamit sa Pagpapahayag ng Pananaw batay sa
Akdang binasa.
6. Sumulat ng mga halimbawa batay sa akdang natalakay.
Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay sa Pagsasalaysay.
1. Tatanungin ng guro ang mga mag-aaral ng ilang katanungan.
 Naranasan mo na bang magtiwala?
 Naranasan mo na bang maloko matapos magtiwala?
 Matapos ng lahat ng panlilinlang na ginawa sa iyo, magtitiwala ka pa bang muli?
 2. Bibigyang kahulugan ng guro kung ano nga ba ang Parabula.
3. Magbabahagi ang ilang mag-aaral ng mga parabulang kanilang nalalaman.
4. Tatalakayin ng guro ang parabulang ang Tusong Katiwala sa pamamagitan ng
dugtungang pag-kukuwento ng mga mag-aaral.
5. Ipapakilala ang konsepto ng Mga Piling Pang-ugnay sa Pagsasalaysay
6. Magbibigay ang guro ng mga halimbawa batay sa mga naging pagbabahagi ng mga
mag-aaral.
7. Bubuo ng tig-isang halimbawa ng mga piling pang-ugnay sa pagsasalaysay ang mga
mag-aaral batay sa akda.
Araw 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod-sunod ng mga
Pangyayari
1. Maglalahad ang mga mag-aaral ng mga mensahe ng kanilang mga magulang na
kanilang babaunin habang buhay.
 Mag-aral ng mabuti upang buhay ay mapabuti.
 Maging masipag at matiyaga sa lahat ng pagkakataon.
 Huwag kalimutang igalang ang iba at huwag maging maramot.
2. Magkakaroon ng isang sabayang pagbigkas ang mag-aaral tungkol sa Mensahe ng Butil
ng Kape.
3. Tatalakayin ang parabula ng guro.
4. Bubuo ng sariling mensahe ang mga,mag-aaral at ibabahagi ito sa klase.
 Hindi lahat ng bagay na mahirap abutin ay mahirap talaga, minsan kailangan mo
lang pagtiyagaan.
 Kung nadapa, matutong bumangon. Mahirap kayang manatili sa sahig forever.
5. Ipapaliwanag ang mga Ginagamit sa Pagsusunod-sunod ng mga Pangyayari.
 At,saka, pati, maliban, bukod sa, tuloy, bunga nito.
6. Muling isasalaysay ng mga mag-aaral ang Mensahe ng Butil ng Kape gamit ang mga
hudyat na pagsusunod-sunod ng mga pangyayari.
7. Ipapaalala ang kanilang pinal na proyekto at kung kalian ito ipapasa at ipapanood.
Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh
1. Gamit ang grapikong representasyon, ipaliliwanag nang guro ang kasaysayan ng epiko.
2. Ilalahad ng guro ang mga tauhan sa Epiko ni Galgamesh.
 Anu
 Ea
 Enkido
 Enlil
 Gilgamesh
3. Ikukwento ng mga mag-aaral ang buod ng Epiko sa pamamagitan ng dugtungang
paglalahad.
4. Itatanghal ng mga mag-aaral ang katangian ng tauhan sa kuwentong kanilang nabunot.
Araw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang
1. Ipapakilala ang bagong paksa sa, pamamagitan ng powerpoint presentation.
2. Babasahin nglimang mag-aaral ang buod ng tuwaang na may damdamin.
3. Tatalakayin ng guro ang mga pananda ng mabisang paglalahad.
 Sa panahon-noon, sumunod, nang, pagkatapos
 Sanhi at bunga-resulta ng, kung gayon, dulot nito, samakatuwid
 Paghahambing-higit pa rito, di tulad ng,sa kabilng dako
 Paliwanag-bilang karagdagan, halimbawa nito, dagdag pa ditto, kabilang dito
 4. Tutukuyin ng mag-aaral ang mga pananda ng mabisang paglalahad sa epikong
Tuwaang.
Araw 9: Ang Kuwintas at Kultura ng France:Kaugalian at Tradisyon
1. Magbabahagi ang mga mag-aaral ng kultura ng Pilipinas na kanilang nalalaman.
 CAR-Kanyaw
 Hindi pagkawala ng kaniņ sa hapag kainan
 pananalangin bago kumain
 Mainit na pagtanggap
2. Talakayin ang kultura ng France kasama na ang kanilang kaugalian at tradisyon.
 Wika-French
 Relihiyon-Katoliko
 Male dominated culture
 “chauvinism”
3. Ipanood ang Maikling Kuwentong, Ang Kuwintas.
4. Tutukuyin ng mga mag-aaral ang mga katangian at gampanin ng mga tauhan sa
kuwento.
 Mathilde
 George Ramponneau
 Madam Foresteir
 Asawa ni Mathilde
5. Pangkatin ang klase sa lima at bawat isa ay bigyan ng bahagi ng buod ng kuwento.
6. Ilahad ang buod sa pamamagitan ng malikhaing pagtatanghal ng mga mag-aaral.
Araw 10: Anapora at Katapora
1. Ipapakilala ng guro ang Anapora at Katapora sa pamamagitan ng isang graphic
organizer.
2. Maglalahad ng sariling halimbawa ang guro.
 Karamihan sa mga tao ay ikinakabit ang kulturang Pranses sa Paris.Ito ang sentro
ng moda, pagluluto, sining at arkitektura.
 Ang France ay una nang tinawag na Rhineland. Noong panahon ng iron age at
Roman era, ito'y tinawag na Gaul.
3. Magbabahagi ang mga mag-aaral ng sarili nilang halimbawa sa Anapora at Katapora
batay sa Ang Kuwintas.
 Sila ay supistikado kung manamit. Mahilig din sila sa masasarap na pagkain at alak.
Ang mga taga-France ay masayahin at mahilig dumalo sa mga kasiyahan.
 Si Mathilde ay supistikadang manumit, siya ay mahilig sa mga kasiyahan.
Araw 11: Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa Pagsusulat ng Nobela
1. Magbabahagi ang mga mag-aaral ng mga dapat tandaan sa pag-aaral.
 Huwag liliban sa klase
 Maging masipag
 Huwag mahuhulí sa klase
 Maging matiyaga
2. Iuugnay ng guro ang mga naging kasagutan ng mga mag-aaral sa Mga dapat Tandaan
sa Pagsusulat ng Nobela.
 Ang mga tauhan ay kusang gumagalaw at hindi pinapagalaw ng may-akda
 Mga masasaklaw na simulain ng pagsasalaysay
3. Mahahati ang klase sa tatlong pangkat.
 4. Ang unang pangkat ay mag-uulat ng mga tauhan, tagpuan at damdamin ng Nobelang
Ang Kuba ng Notre Dame.
5. Ang ikalawang pangkat ay mag-sulat ng buod ng nobela.
6. Ang huli ay ang himig, tono at mga mensaheng nakapaloob sa nobela.
Araw 12: Dekada'70
1. Iparirinig ng guro ang isang radyo drama tungkol sa Dekada '70.
2. Tutukuyin ng mga mag-aaral ang mga mahahalagang pangyayari sa nobela.
 Martial Law/batas militar
 Rallies/ mga welgang naganap
 Pagtira ni Evelyn sa abroad
 Pagbalik ni Alma sa mga masasayang alala ng kanyang pagkabata.
 Salvage Crisis
3. Tatalakayin ang Kuwento sa pamamagitan ng pagtukoy ng mga mag-aaral sa mga
tauhan.
 Alma
 Jason
 Evelyn
 Bartolome
 Em
 Amanda
 Gani
4. Dugtungang ilalahad ng mga mag-aaral ang buod ng kuwento sa pamamagitan ng “spin
the bottle". Bubuo ng isang malaking bilog ang mga mag-aaral at may i-iikot na bote sa
gitna, kung kanino ito tututok ay siya ang magku-kuwento.
5. Susulat ang mga mag-aaral ng isang maikling kuwento na ang tema ay may
pagkakahawig sa Dekada '70.
6. Itatanghal ito ng mga mag-aaral sa pamamagitan ng radio drama na may kasamang
sound effects at background music.
Araw 13: Panonood
1. Ipapanood ang mga nalikhang obra ng mga mag-aaral.
2. Magbibigay ang mga tagapanood ng kanilang komento,maaaring positibo at negatibo.
3. Magbibigay ang guro ng kaniyang sarilingkomento at mungkahi para sa ikabubuti ng
proyekto.
Mga Kasanayang Kinakailangan
 Kasanayan sa pagbasa
 Kasanayan sa pagsasalita
 Kasanayan sa gramatika
 Kasanayan sa pagsulat
 Kasanayan sa pakikinig
 Kasanayan sa panonood
Mga Kinakailangang Teknolohiya
 Camera
 Computer(s)
 Digital Camera
 Internet Connection
 Printer
  Projection System
Mga Kinakailangang Sanggunian
 Mga kopya ng akda sa bawat anyo ng panitikan (mitolohiya, parabula, sanaysay, epiko,
maikling kuwento at nobela)
 https://www.greekmythology.com/
 www.digitaljournal.com/article/344449
 https://www.goodreads.com/book/show/11997959-mediterranean-nights
 https://www.slideshare.net/cherryjoybasug/pandiwa
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 Gified
 Maghanda ng mga pangkatang gawain nn maaari silang maging pinuno na gagabay at
tutulong sa iba nilang kamag-aral.
Mga may Kapansanan sa Paningin
 Gumamit ng imga mga dokumentaryong panradyo at mgn kuwentong
 Gumamit ng mga librong nakabraile.
Mga may Kapansanan sa Pandinig
 Gumamit ng mga panooring may subtitle.
 Magpatulong sa mga may kaalaman sa sign language
Step 2: Analyzing the Salient Parts of the Learning Plan
Identify and describe the common parts of the two learning plans you have read. Write
your observations below.

Essential Parts of a Learning Plan

Step 3: Learning from the Learning Plans
By the help of the following quuestions, shate your own recomentations and
observations on how you may use and cnhanice the two learning plans.
Guide Questions Learning Plan 1 Learning Plan 2
Reporter's Notebook Panitikang
Mediterranean
Are the learning objectives
aligned with the targeted
basic education curriculum
competencies? Why do you
say so?
Is the plan of technology
integration supportive of the
attainment of the learning
competencies and learning
objectives? Explain your
answer.
How do you plan to use the
learning plan in teaching
language lessons in the
future?
 In you improve the plan for
the accommodation for
differentiated instruction, how
would you develop it?
What significant principles in
ICT integration do you think
are highly recommended in
developing a learning plan in
language teaching and
learning?

Exchange
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.

We Filipinos are Mild Drinkers

Targeted Philippine Basic Education Curriculum Competencies

(Grade 10, English, Second Grading World Literature including Philippine Literature, 5
days)
Content Standard:
The learner demonstrates understanding of how world literatures and other text types
serve as vehicles of expressing and resolving conflicts among individuals or groups and also
how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.
Performance Standard:
The learner proficiently delivers an argumentative speech emphasizing how to resolve
conflicts among individuals or groups.
 Read closely to get the author's purpose.
 Read closely to get explicitly and implicitly stated information.
 Detect bias and prejudice in the material viewed.
 Identify unsupported generalizations and exaggerations.
 Use words and expressions that affirm or negate.
 Compose an argumentative essay.
 Demonstrate confidence and ease of delivery.
 Recall previous experiences as scaffold to the message conveyed by a material viewed.
Learning Plan Summary
This learning plan aims to find cultural symbolisms used in a story. Deduce the meaning
of the symbolisms to understand the deeper meaning of the narrations. The students will first
view a video and read the story, “We Filipinos are Mild Drinkers” By Alejandro R. Roces. After
the film viewing, the students will find the symbolisms used in the story and deduce the meaning
of the symbolisms they found to get the deeper meaning of this short story. The students will
identify some gaps and/or points to improve from the video, according to their arguments, create
a video commentary of five members. This project will be done outside class hours.
To deliver a thought provoking and captivating commentary, guidelines on writing and
speaking wrovokling tnasized Before the video commentary on video making starts, the
students will be informed that the final outpurs will be checked through use of a rubric given to
them prior to starting the students the project. This wouldthe and timeliness. Also, a rubric for
peer include organization, quality, teamwork students for them to grade their own evaluation
will be distributed to technique, groupmates according to their contributions,problem-solving,
attitude,focus on the task andworking with others. This will be done to ensure the validity and
reliability of the credits that will be given to students, and also for the equal distribution ofscores
according to each student's performance and contribution in the project.
The integration of the principles of delivering argumentative speech used in the
commentary will be graded with a rubric as well. The criteria would be persuasive effect through
the proper use of energy and voice, characterization, development of rich and well-grounded
content by providing an in-depth treatment of the topic; use of examples and theories to support
position and appropriate use of technology to enhance the delivery of the arguments in the
commentary.
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

Step 3: Read the following learning plans by group and develop the learning procedures with
some plans for accommodating students with special learning needs. Encode your daily
objectives and submit these using the course Learning Management System (LMS) Portal.
Targeted Philippine Basic Education Curriculum Competencies
GRADE 9 English First Grading, Elements of Poetry

Curriculum-Framing Questions
Essential Questions
 How does literature keep one's identity?
Unit Questions
 Why do we still read Anglo-American writers'literary works?
  How relevant are Anglo-American literary pieces to peoples' lives?
 How do literary pieces reflect our contemporary situation?
Content Questions
 What are the uses of ellipsis, slash, capitalization and interjection?
 What are the different elements of poetry?
 What are the divisions of poetry?
 What is the difference of poetry from prose?
 When are we going to apply word order and word formation (clipping, blending,
compounding, folk etymology, etc.) in a literary piece?

Unit Summary
In this Unit, you will compare and contrast the different types of poetry; know the
elements of poetry; apply the uses of word order and word formation in daily conversation; and
the proper usage of ellipsis, slash, capitalization and interjection. Moreover, you will be able
to.explore the divisions of poetry and the difference of prose from poetry. But more than just
activating your intellectual ability, you are led to participate in a speech choir using verbal and
non-verbal strategies (hand, face, and body), enabling you to listen wit understanding, speak
precisely and assuredly, and write coherently and clearly. Learning will not be fun if there's no
spice. Technology is one of those spices, indeed. Some of the activities are creating a poem
and will dramatize it using a movie maker and describing yourselves through a poem with the
aid of Microsoft word. These will enhance your creativity, teamwork, resourcefulness, etc.
Moreover you will record your speech choir (poetry recital) using verbal and non-verbal
strategies.Also, you will answer some of the quizzes through the use of different online venues
like Edmodo and Schoology. You will maximize the appropriate use of multimedia by listening
and viewing activities such as watching a video clip to support the existing information gathered
during the discussions.

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, slash, 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 suggestions 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 the 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

Examine

1. Teachers also work as curricularist. As a curricularist, how do you intend to make your
ICT integration more responsive and relevant?
2. What is unique with ICT integration in language teaching that must be thoroughly
considered when developing a learning plan?
MODULE 2INTEGRATING ACTIVE LEARNING APPROACHES IN LANGUAGE LEARNING

Lesson Outcomes
At the end of the module, the students should be able to:
 discuss the concepts of the different learning approaches in language teaching
and learning;
 discuss how information and communication technologies will help develop
and present language lessons using the different active learning approaches;
 brainstorm on the possible products or outputs that will serve as evidence of
learning of the developed learning outcomes of the learning plan using
Inquiry-Based Learning, Problem-Based Learning and Project-Based
Learning; and
 integrate active learning activities in the development of language learning
plans.

Introduction
Language learning encompasses the development of the macro skills such as reading,
writing, listening, speaking and viewing. The concern of the language teacher is how to teach
these skills in a holistic manner as these skills complement each other when used by people in
communicating. Is it possible to target more than 2 to 3 of the macro skills in one learning
activity? The answer is yes. However, this largely depends on the approaches used by the
language teacher in facilitating the development of learning competencies in the language
classroom. One way to achieve this end is the utilization of active learning approaches.
Active learning approaches are characterized by learners’ engagement in activities that
are geared towards the generation of new knowledge or making meaning to an existing
knowledge while developing other 21st Century skills (such as collaboration, media literacy,
critical thinking) in the process. Four of the recent active learning approaches introduced to
enhance the teaching learning process are Inquiry-Based Learning (IBL), Research-based
Learning, Problem-Based Learning, and Project-based Learning (PBL). These learning
approaches are designed to give more depth and breadth in the learning of content in the K to
12 Curriculum. While these approaches are meant to provide opportunities for active exploration
of content, each of these approaches has a distinct characteristic that needs to be considered
by teachers in the realization of learning competencies especially in language teaching.
Knowing the distinctions among these active learning approaches will help the language teacher
in deciding what approach to adopt.
Central to active learning approaches is the construction of framing questions that will
guide the learners in their investigation either on a specific topic or unit. Investigations become
more meaningful when these are related to real life experiences or real world issues or
problems.
As learners become active participants in the process of generating new knowledge,
technology whether digital or non-digital, plays an important role in the utilization of these active
learning approaches. With the ubiquity of technology tools that learners are exposed to, it is the
teacher’s role to ensure the appropriateness and relevance of such tools in the development of
learning competencies. Aside from learning language skills, it is also important to train learners
of their responsibilities as they engage in digital learning activities and enable them to
discriminate digital tools that are useful in enhancing their knowledge on the content of
investigation.

LESSON 1
Inquiry-Based Learning and
Research-Based Learning
Lesson Outcomes

At the end of the lesson, the learner should be able to:

 discuss the salient features of inquiry-based learning and research-based

learning and their application to the attainment of language learning
competencies and language learning outcomes;
 analyze how technologies for teaching and learning languages can be
maximized in inquiry-based learning and research-based learning; and
 state some performance standard from the Curriculum Guide that employ
inquiry-based learning and research-based learning.

Excite
To be able to attain the above-stated lesson objectives, do the following exercises step-by-step:

Step 1: The KWL Chart

Familiarize yourself with the concept of KWL chart. Analyze the contents of the charts
and think of how you can use this chart in facilitating your language lessons.

KWL CHART
Language Topic:
Big Question:
What I Know What I Want To Know What I Learned
Step 2: Starting with an Essential or Big Question
Since inquiry-based learning usually starts with essential or big questions that elicit
varied answers from the respondents, think of a question that you would like to ask your
students relevant to a specific lesson in your language class. Do this in a group with five (5)
members. Some example questions may be:
a. Why do we need to learn how to listen?
b. Why is there a need to be engaged in public speaking?
c. How do children with special learning needs communicate?
d. How do we know the language struggles and stories of the people of long ago?

What is one main characteristic of a young children that helps them to know about the world
they live in?
Write your big question on the KWL chart.

Step 3: Finding Out What We Know

Eliciting from your collective lived experiences as groupmates, provide an answer to the
big question you identified. Record your answers through filling in the first column of the KWL
Chart. In this step, each member is expected to actively participate to fully answer the KWL
chart. As you do the activity, writing and speaking skills can be observed to be demonstrated by
each member:
This activity can be done at any level in your language classes in the future. You need to
allow some students like in the pre-school level to draw their answers in the chart if they cannot
write their answers in verbal form.
Step 4: Finding Out What We Want To Know
To allow you to freely explore about what is in store in the world around you, fill-in the
second column of KWL chart. By answering the second column, you will be able to think of
other possible information that is beyond the knowledge that you have about the big question.
This activity contributes to the development of inquisitiveness of students.

Step 5: Finding Out the Answer from Experts

To be able to learn better about the topic and big question, get on searching for an
answer to the questions from reliable sources. Sources may refer to your language teachers or
from the library sources (digital or printed). Conduct interview with some teachers or other
human resources who may give an answer to the question or get information from your library
resources. Record your interview data or literature review data.

Step 6: Finding What We Have Learned

Finally, organize the results of your gathered data and write your answer in Column 3 of
you KWL chart.

Explore
Nature of Inquiry-Based Learning
Inquiry, in its simplest definition, is a process of asking questions. This has spurred the
enumerable developments that we continue to enjoy in our society today. It continues to usher
the study of so many fields that enable various scientists and experts to provide solutions to
emerging issues affecting the society in general. In the classroom, in particular, the process of
inquiry is a basic learning activity that every teacher is expected to facilitate. The development
of the ability to ask among learners is basic in the age of the Fourth Industrial Revolution.
According to the Future of Jobs Report during the World Economic Forum, the top three of the
ten skills needed in this age are complex problem solving, critical thinking and creativity (Gray,
2016) which all start from the process of asking.
Inquiry-based learning (IBL) as an approach essentially involves tasks requiring learners’
active participation in finding answers to curricular questions. The questions can run from very
specific simple questions to more complex questions in relation to the curriculum. Learners are
given opportunities to engage in self-regulated activities as they pursue their investigation.
Using this in the language classroom can facilitate the development of communication skills as it
involves activities such as writing questions, deliberating on ways of finding answers to
curricular questions, and presenting outputs as evidence of inquiry among others. This
approach encourages students to work together in accomplishing their task.
The process of inquiry starts from positing a question aligned to a content standard in
the K to 12 curriculum for English. Investigation proceeds students using various sources of
information and presentation of outputs of the students using a productivity tool. Depending on
the required output, the assessment tool that will be used should be given to the student before
the inquiry commences.
When to Use
Chisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an
especially appropriate approach to learning about language variation, identity, ad power since
IBI can provide students with opportunities to learn about current issues in sociolinguistics
through sharing and debating on personal experience with language from multiple perspectives.
Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating classes. These
are:
1. Structured Inquiry—This lets the students follow the lead of teacher as the entire class
engages in one inquiry together.
2. Controlled Inquiry—The teacher chooses topics and identifies the resources that the
students will use to answer questions.
3. Guided Inquiry—The teacher chooses topics or questions and student design the
product or solution.
4. Free Inquiry—Students are allowed to choose their own topics without any reference to
a prescribed outcome.
Role of the Teacher
The success of IBL largely depends on the careful planning of the teacher in relation to
the curriculum. The language teacher needs to look into the learning competencies that can
be satisfied by a simple inquiry or more complex inquiry. He/ She controls and prepares the
topic for investigation and guides the learners by setting the questions to be explored.
Learners are allowed to design their own way of investigation and present their outputs
using technology tools that are afforded to them. When technology is coupled to information
at anytime and anywhere. It is assumed that the teacher is knowledgeable of the source of
information and whether the learners have access to these sources.
When designing an IBL, the teacher has to consider the following fields proposed by
Avsec and Kocijncie (2016):
1. Prior knowledge and capacity
2. Context—Learners require materials 3
3. Process
4. Strategy of reactions and behavior
5. Course outcomes
Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It has
become the most sought out source of information because of the variety of tools that abound.
Language is no longer a barrier in one’s search for information. Depending on the unit of study
in a language curriculum, there are many free educational websites that are available for the
language teachers and learners. Due to the vastness of sources of information from the WWW,
any language teacher who is using IBL has the responsibility to direct learners to websites that
provide the proper information. The technology tools that are made available for the learners,
whether online or offline, should support the object of inquiry which is aligned to the learning
competencies in the K to 12 Language Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources
of information in the process of inquiry. This does not exclude the other resources, human and
non-human, in gathering information. However, learners are undeniably familiar and probably
more adept in exploring the internet. Guiding them in locating online resources that are relevant
in developing their research and communication skills will let them learn the importance of using
educational resources in an explicit and implicit way.
To be able to apply inquiry-based learning in your field of specialization, do the following
steps:
Step 1: Reading Curriculum Guide in English or Filipino Subject
Identify a grade level from the K to 12 Curriculum and read the Curriculum Guide for
English or Filipino of this level. Focus your reading on the different language competencies of
every language lessom.
Step 2: Identifying Language Competency for IBL
Find the learning competencies in the chosen Curriculum Guide that are suited for an
IBL. Determine the type of inquiry that you will be using. Note them down on the table provided.

Subject:
Grade Level:
Language Learning Competencies Type of Inquiry
1

10
Step 3: Developing Core Questions
Create core question/s about the competencies that learners might be asked to answer.

Subject:
Grade Level:
Language Learning Competencies Core Questions
1

10

LESSON 2
PROJECT-BASED LEARNING AND PROJECT-BASED LEARNING
Lesson Outcomes
At the end of the lesson, the students should be able to:
 discuss the salient features of problem-based learning and project-based
learning and their application to the attainment of learning competencies
and learning outcomes;
 analyze how technologies for teaching and learning can be maximized in
problem-based learning and project-based learning; and
 share some performance standards from the Curriculum Guide that can
employ problem-based learning and project-based learning.

Excite
Step 1: Study a picture from the internet and create a meme or a question about it.
______________________________________________________________________
______________________________________________________________________
Step 2: Write 1-2 sentences about literature.
______________________________________________________________________
______________________________________________________________________
Step 3: Between creating a meme or a question about picture from the internet and writing
sentences about literature, which did you find easier to write about? Explain your answer.
_______________________________________________________________________
_______________________________________________________________________
The activity above obviously shows that it is easier to write about something that is
relatable in our real life situations because of our prior knowledge or experience. Language
teaching and learning in the basic education are not just about parts of speeches, grammar and
other contents but more so on how these are used to deal with real-life experiences. Using
problem-based learning is one of the approaches that may bring forth more meaningful learning
experiences in and beyond the classroom.

Nature of Problem-Based Learning

Problem-based learning is an approach that involves a process of inquiry and solving
open-ended questions that serve as the main problem that the learners will work on. The type of
questions posited is focused on a specific content standard and its application to real life issues.
It also requires more than one answer or solution. Learners are engaged in a collaborative task
as they work towards the solution to the problem. This learning activity is done in small groups
with each member assigned a certain task to accomplish. In the process of engaging in PBL,
they learn several skills such as problem-solving, communicating, research, among others
which are essential in the workplace. The end goal of PBL is to ensure that the target, the
learning competencies, are achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems with a scenario
to increase knowledge and understanding. In her article, she proposed the following five
principles of PBL that may be considered by teachers in planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students’ learn about motivation, teamwork, problem-solving and engagement with the
task.
5. Materials such as data, photographs, articles, can be used to solve the problem. (p. 73)

Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:
 1. Identifying the problem---current issues that do not have just one answer or one definite
solution;
2. Brainstorming---generate ideas; tackle the problem through self-directed questioning;
arouse students’ intrinsic motivation;
3. Collecting and analyzing the information---assigning the group members to collect
information; posting what they found and what they learned; collaborative collection of
useful information;
4. Synthesizing information---solving the problem through synthesized relevant data;
knowledge building;
5. Co-building knowledge---presentation of the solution to the learning problem/issue; and
6. Refining the outcomes---giving of feedback and suggestions by the instructor to help
students improve; learning from other group’s presentation.

Benefits of Problem-Based Learning

Several studies have revealed positive impacts of PBL on learners as they engage in the
process. Among these are the following:
(Ghufron & Ermawati, 2018, p. 666---in EFL writing class)
1. Promotes self-confidence and motivation
2. Reduce students’ nervousness during the learning process
3. Increase students’ responsibility in learning
4. Makes students easily learn the the material through sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning

For Baresh, Ali, & Darmi, 2019—EFL students:

 Enhances fluency in communication
 Improves grammar
 Increases comprehension
 Enhances good communications and intonations
 Enhances self-confidence
 Increases range of vocabulary
For English as a Foreign Language (EFL) students, PBL:
 Enhances fluency in communication
 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increases range of vocabulary
 The study of Lin (2017) revealed statistically that the PBL participants showed more
improvement in their reading comprehension than the non- PBL participants. The study
further looked into the PBL active English learning attitudes of the two groups and found that
the PBL participants’ “motivation” intensity, their desire to learn English, and communication
inside and outside the classroom were significantly higher than those of the participants of
the non- PBL group” (p. 116). The research also found that the PBL participants’ active
learning attitudes are significantly related to their reading comprehension.
The acceptability of PBL as an approach to teaching and learning does not only involve
the learners but also the teachers. In the study of Markušic and Sabljic (2019), they sought to
establish the teachers’ attitudes on the problem-based teaching of literature. Their data revealed
that PBL is an “acceptable methodological system” because they saw “greater interest activity of
students, development of student's critical thinking and communication skills, encouraging
curiosity and exploratory thinking developing love of reading, and developing the skills of
connecting teaching topics" (p. 27).

Role of Technology
How is technology integrated in the PBL activity? As the learners embark on an open-
ended question collaboratively, there are a number of free online tools that they can use from
the commencement of the task to its completion especially that some of the group tasks will be
done outside the regular class hours. These online tools will allow the learners to be actively
connected and engaged in the group task while monitoring their own contributions. The teacher
acting as facilitator may also have the opportunity to peep into the activities of each learner
thereby enabling him/her to give feedback at any stage of the PBL activity. Bower, Hedberg
and Kuswara (2010) stress that technology is simply the mediator for collaboration and
representation and that it is the type of task and thinking processes in which students engage
that determine the quality of learning (p. 181)
The WWW has opportunities for PBL that can be utilized by the learners to accomplish
their tasks. Web 2.0 technologies are characterized by collaboration, sharing and networking.
These may facilitate and enhance PBL activities (Tambouris et al, 2012) in its different stages.
In the study of Kung (2018), it was found that advanced language learners had positive
perception about the use of Web 2.0 technology in writing instruction.
Productivity tools such as those for writing, presentations, spreadsheets calendars,
organizers, citations and others are also available to assist learners and teachers in
accomplishing required tasks and outputs from a PBL activity. There are free tools that can be
downloaded for mobile phones, laptops or desktops. Before using or recommending these tools
to learners, it is mportant that teachers take note or try out the tools first to be familiar with most
appropriate tool for the PBL activity.
When using PBL, the learning competencies must be the primary consideration together
with the content and performance standards before technology integration. As soon as these
are in place, the statement of learning outcomes in the learning plan must be stated in
behavioral and the measurable terms. PBL is about developing higher order thinking skills;
therefore, the taxonomy of objectives should be utilized to ensure that you are targeting the
required outcomes. Consider using the revised Bloom's taxonomy by Anderson and Krathwohl
in creating your learning outcomes.
Nature of Project-Based Learning/ Project-Based Approach
Project-based learning is an approach but has evolved as a teaching method that
engages learners in a series of planned tasks resulting to the generation of solutions to real-
world problems. It is a student-centered approach as it takes into account the realm of
experiences and interest of students. This method is based on John Dewey's principle of
learning by doing and Vygotsky's constructivist theory of learning that advocates social
construction of knowledge. PrBL/PBA is a collaborative learning activity where learners work on
an authentic task guided by an open-ended question. Each member has an assigned role that
will contribute to the solution of the problem that was identified. This problem reflects real issues
in their community or the world at large.
Past and more recent researches have proven PrBL to be beneficial in the development
of various skills such as:
1. Research methodology skills (Tiwari, Arya, & Bansal, 2017). Using student
feedback questionnaire given to 99 students, it was revealed that students knowledge of
the topic taken, searching review for the topic, communication skills, data collection
skills, and analytical and presentation skills were enhanced. The teachers also perceived
that PrBL could cause 100% enhancement of knowledge on the various components of
research methodology, update of the knowledge on a particular topic, and increase in
interaction with students.
2. Oral communicative competence (Bakar, Noordin, & Rali, 2019). The researchers
investigated the effectiveness of using PrBL activities in the improvement of oral
communicative competencies of 44 Malaysian English language learners. The study
revealed a significant improvement in the learners' overall oral communicative
competence after a 12-week intervention lessons using PrBL as a strategy. They also
concluded that PrBL as a teaching strategy is effective and is recommended as suitable
English language teaching strategy especially for learners with low proficiency in the
English language.
3. Development of life skills (Wardinger & Qureshi, 2015). The study employed mixed-
method to examine the development of life skills through PrBL. Their findings revealed
that after taking the PBL course, there was a significant differences in the means scores
for the following life skills: responsibility, problem solving, self-direction, communication,
and creativity skills. It was concluded that PrBL indeed promotes further development of
life skills.
Based on the inputs, it is your turn to prepare for a potential PrBL activity in your future
classroom. Follow the steps and the instructions given.

Step 1: Using Notetaking Applications

Find a peer that you can work with for this activity. Bring out your K to 12 Curriculum in
English. Use any notetaking app or tool for recording your output.
 Step 2: Constructing Key Questions for PBL
Using your K to 12 Curriculum in English, choose 3 learning competencies from different
quarters, identify the content standards and construct key questions that can motivate students
to engage in a PrBL activity. Use the table provided.

Quarter Learner Content Standard Open-ended

Competency question

Step 3: Group Sharing

Assign who will share the group output after 20 minutes.

Experience
Step 1: Searching for Web 2.0 Tools
With a group of five members, fill out the table that presents various 2.0 tools and
language activities where such tools may be used.

Web 2.0 tools Purpose Sample activities for

language learning
Step 2: Searching for Web 3.0 Tools
Identify some Web 3.0 Tools that can be used in the language classroom and share it to
the class:

Web 3.0 Tool Purpose

Step 3: Sharing
Share your answers to Step 1 and 2 to the whole class.
 MODULE 3

USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

Learning Outcomes

At the end of the module, the students should be able to:

 plan for language lessons that can be test presented using open-ended tools or productivity software
applications;
 explore for available open-ended tools for language teaching and learning;
 search for language tools for open-ended tools for the following skills:
 listening
 speaking
 reading
 writing; and
 demonstrates how these open-ended tools or productivity software applications can be maximized for
language teaching and learning.
 LESSON 1

Productivity Software Applications for

Language Teaching and Learning

Learning Outcomes

At the end of the lesson, the students should be able to:

 identify uses of productivity software applications in the teaching-learning of language.
 share experiences in using productivity software applications as a language learner.
 explore samples of documents, presentations, and spreadsheets that were used in delivering
learning plans for languages.
 report new open-ended tools or productivity software applications that are beneficial for
language learning.

Excite
It is assumed that your teachers and you have been using productivity software
applications and/or media tools to enhance the teaching and the learning process of your
courses or subjects in the basic education and in the teacher education program before
enrolling in TTL 2. The common productivity tools that they or you may have used are word
processing software, spreadsheets, and presentations.
At this time, you will be asked to recall and share your memorable lessons with the
intended learning outcomes that were fully attained because of the appropriate ICT integration
done by your teacher or by you. Share your experiences by completing the Table below.

Topics and Learning How productivity software applications or

Outcomes/Objectives media tools were used to attain the
learning outcomes

Explore

Open-ended Tools and their Uses in Teaching and Learning Language Skills
Open-ended tools or productivity software applications are ICT tools, which help the
teachers and the learners make their learning together concrete, efficient, encouraging, and
meaningful. In any teaching-learning process, the use of these tools play a vital role as it helps
meet the demands of the learners in the 21" Century classrooms. As described by Palmer
(2015), teachers need to demonstrate 21ª Century characteristics to be able to meet the
demands of the 21" Century learners. These characteristics in the context of language teaching
are briefly presented for teachers to:
1. create a learner-centered classroom and make instruction personalized because learners
have different personalities, goals, and needs;
2. facilitate the students' productivity skills so they can produce, when assisted and given the
chance, movies that are helpful to enhance their language proficiency;
3. learn new technologies since technology keeps on developing and learning a tool once is not
an option for teachers;
4. go global to allow students to learn languages, culture, and acquire communication skills
virtually;
5. be smart and allow the use of devices as aids to language acquisition;
6. do blogging. This will give teachers real experience to see the value of writing for real
audience and establishing their digital presence;

7. go digital to help promote the "go paperless" advocacy and to help level up the language
learning experience of the students through digital discussions and alike: 8. collaborate with
other educators and students to give opportunity for the sharing of great ideas beyond a
conversation and paper copy: 9. use web chats to share research and ideas and stay updated
in the field;
10. connect with like-minded individuals through using media tools like the social media;
11. introduce Project-Based Learning to allow students to develop their driving questions,
conduct research, contact experts, and create their projects for sharing with the use of existing
devices present;
12. build positive digital footprint that aims to model appropriate use of social media, produce
and publish valuable content, and create shareable resources;
13. code as it is today's literacy which helps boost students' writing skills as the feeling of writing
a page with HTML is amazing;
14. innovate to expand their teaching toolbox for the sake of their students by engaging social
media for discussions and announcements and using new formats like TED talks in presenting
their lessons; and 15. keep learning.

To be able to demonstrate the characteristics of an ICT-engaged classroom and teacher

cited above, it is appropraite to discuss how the various productivity software applications can
be used in the language classrooms.
A. Using Word in Scaffolding Student Learning in a Language Classroom
 To appreciate the value of Word Applications in scaffolding student learning, we have to
explore how these are maximized by teachers. In education, scaffolding is used to refer to
various forms of support given to assist, guide, or facilitate the learning process (World Links,
2008). Examples of scaffolding for learning that are usually prepared using word applications
are learning plans, assessment tools, templates and forms, graphic organizers, and others.

Activity 1: Creating Learning Plans Using Word Applications

With the ubiquity of word-processing software applications and the ability of students to
quickly use them, it is not difficult to encode and package learning plans. This activity will help
you plan, organize, share, implement, and enhance your learning plans in teaching your
language courses.
Step 1: Testing Your Knowledge of Word Processing Software Applications
Begin this activity by citing the existing word processing software applications familiar to
the students.
You may wish to visit the following websites to explore the types word processing
software applications:

Types of Word Processing Applications

By Louise Balle (2017)
https://itstillworks.com/purpose-word-processor-1155.html

10 Free MS Word Alternatives You Can Use Today

Investintech (2020)
https://www.investintech.com/resources/articles/tenwordalternatives/

Step 2: Viewing the Essential Parts of Learning Plans

Although there are varied formats and contents of learning plans across all schools in
the world, a learning plan has essential parts that are non-negotiable which must be considered
by any teacher. Learning plans can be good for a semester like a syllabus in the tertiary
education. It can be a unit plan, a daily lesson plan, or an individualized plan. To better
appreciate the way word processing software features are used to prepare learning plans, it will
help if some examples of these will be viewed, explored, and analyzed.
1. Intel Teach Unit Plan
The Intel Teach Program has this template for its Unit Plan (Intel Corporation, 2007)

Unit Author
First and Last Name
School District
School Name
School City, State
Unit Overview
Unit Title

Unit Summary

Subject Area

Grade Level

Approximate Time Needed

Unit Foundation
Targeted Content Standards and Benchmarks

Student Objectives/Learning Outcomes

Curriculum-Framing Questions
Essential Questions
Unit Questions
Content Questions
Assessment Plan

Assessment Timeline
Before project work begins Students work on projects After project work is
and complete tasks completed

Assessment Summary

Unit Details
Prerequisite Skills

Instructional Procedures

Accommodation for Differentiated Instruction

Resource Student
Nonnative English Speak
Gifted Student
Materials and Resources Required for Unit
 Technology Hardware

Technology Software

Printed Materials

Supplies

Internet Resources

Other Resources

2. Department of Education (DepEd)

The Department of Education of the Philippines requires teachers to develop and submit
their lesson plan. With the help of Word Application, the teachers are assisted to develop it with
ease and with the provision to edit and update it.

Detailed Lesson Plan Title:

Time Frame:
Teacher:
Objectives: At the end of the lesson, students should be able to:

Contents
Topic References Materials

Procedure
Teacher`s Activity Students` Activity
A. Motivation

B. Presentation

C. Discussion

D. Generalization

E. Application

Evaluation

Assignment

3. Masusing Banghay Aralin sa Filipino

 Apart from teaching English, Mother Tongue, and other Foreign Languages, Filipino is being
taught as an academic subject and is being used also as a language of instruction. Here is an
example of a Lesson Plan Template in Filipino.

Pamagat ng
Aralin:
Pangalan ng
Guro:
Pamantayang
Pangnilalaman:
Pamantayang
Pagganap
Layuning Pagtatayang Nilalaman Pamamaraan Pagtataya Takdang
Pampagkatuto Pampagkatut Gawain Gawain at Aralin
o ng Guro ng mga Pagtatasa
Mag-aaral

Mga Sanggunian:

4. Syllabus
Teaching language courses in the university requires learning plans such as syllabus.
Below is a sample of a syllabus template that requires encoding and formatting using word
application.

Name of Course:
Course Number:
Semester and Year Offered:
Credit Units:
Contact Hours:
Pre-requisites (if any):
Co-requisites (if any):
Course Description:

Program Learning Outcomes At the end of the Program, Bachelor of Secondary

Education Major in English, the students should be able
to:
1. Institutional Outcome (based on the VMO of the
institution)
 2. Typology Outcome (University, College, or Institute)
3. CHED Mandated Learning Outcomes
4. BSED-English Policies and Standards Program
Learning Outcomes
Course Learning Outcomes At the end of the course/subject, the students should be
able to:

Alignment of Course Learning Outcomes with the Graduate Attributes

Graduate Attributes Course Learning Outcomes

Course Learning Outcomes vs. Program Learning Outcomes Mapping Table

Course Program Learning Outcomes

Learning PLO PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 PLO 8
Outcome 1
s
1.
2.
3.
4.
5.
6.
7.

Course Learning Plan

Topic Topic Time Learning Assessment Learning

Learning Allotment Activities Activities and Resources
Outcomes Tools
Prelims

Midterms
 Finals

Final Course Requirement/s

As evidence of attaining the learning outcomes stated, student-learners are required to
submit the following requirements during the indicated dates of the term.

Course Learning Outcome Required Output Due Date

1.

2.

3.

Assessment and Grading System Course Reference

Step 3: Sharing the Features of Word Applications for Scaffolding Student Learning
By analyzing the special features of Word Applications used in the samples of learning
plan, answer the following discussion questions:
1. What are the advantages of developing learning plans using a word processing
software applications?
2. Based on the example, what are the special features of word application software
that are beneficial in organizing the information required in any learning documents?
3. What additional features of word applications do you think are beneficial in preparing
the following in your language class:
a. pamphlets for learning a second language or a foreign language;
b. brochures for the different macro skills;
c. charts and graphs for language acquisition activities;
d. worksheets for language drills; and
e. language assessment tools?

Activity 2: Preparing Process Guides and Graphic Organizers using Word Processing
Software Applications
As a result of the exploration of word processing application features in Activity 1 of this
module, you will be tasked in this activity to explore some process guides that you may
implement to help your future students to do their assignments and perform various tasks
supported by productivity software application tools.
Step 1: The Relevance of Providing Process Guides and Graphic Organizers in Language
Teaching
Discuss the relevance of using process guides and graphic organizers to allow students
to become more efficient and productive in performing their learning tasks. Provide examples on
how to guide them through the process of writing, reading, listening, and speaking.
Step 2: Examples of Process Guides as Scaffold in Language Teaching and Learning
Brainstorming and analyze some examples of process guides in language teaching and
learning. Follow the procedures below for the brainstorming activity.
1. In a small or large group, select a leader and a recorder (they maybe the same
person)
2. Present the question or idea to be brainstormed: What are some specific examples
of process guides that you need to prepare as a reception scaffold in teaching
reading?
3. Present the following sample steps of teaching reading and let the students research
and develop a guide for each step. Let them use word application creatively in
introducing the guides. In the development of the process guides, they may use
charts and graphs or graphic organizers. Package the process guide using
pamphlets or brochures. The steps are:
a. teach the sounds of individual letters;
b. teach the sound blends;
c. teach whole words;
d. present meanings;
e. teach word parts;
f. put words in contexts; and
g. teach reading comprehension
4. To enhance your process guide, you may consider completing the following graphic
organizers identified according to different purposes (Ware, nd, cited by World Links,
2008):

Purpose Graphic Organizer

To compare and contrast two or more Venn Diagram
concepts
To describe a concept Frayer model, Bubble Diagram, Concept Map
To make decision T Chart
To show causes and effects Fishbone Map, Inductive Tower
To show sequence (as in process) Flow Chart
To identify basic components Story Map, 5Ws Chart

a. Venn Diagram
 Active Voice Passive Voice

b. Frayer Model

Definition Characteristics
A 14-line verse form usually having one of  Shakespearean and Petrarchan
several conventional rhyme schemes. The (Italian)
poem is usually written in iambic  Iambic pentameter and hexameter
pentameter. There is usually a thought  Can be part of a sequence
division between the first octave (eight  Rhyme scheme varies
lines) and the second octave (eight lines )  Heroic couplet in the last two line

sonnet
Examples Non-examples
 “Shall I Compare Thee to a  “The Raven” by Edgar Allan Poe
Summer’s Day” by William  “I like my body best when its with
Shakespeare, Sonnet XVII your body” by e.e. cummings
 Astrophill and Stella series by  “Ode to a Grecian Urn” by John
Philip Sydney Keats
 “Much Have I Traveled on the  “ The Road Not Taken” by Robert
Realms of Gold…” by John Keats Frost
 Me It is Moments After I Have
Dreamed” by E.E Cummings

c. Bubble Diagram

Poetry
d. T Chart

Action Research Formal Research

e. Fishbone Map

Language
Acquisition

f. Inductive Tower

PUBLIC SPEAKING
 g. Flow Chart

Conducting
Interviews

h. Story Map

Title of the Short Story How my Brother Leon Brought Home a Wife
Author
Setting
Characters
Plot
Exposition

Rising Action

Climax

Falling Action

Resolution
 i. 5Ws Chart

Event: identifying Filipino as the Philippines’ Descriptions and Narrations

National language
What happened?

Who was there?

Why did it happen?

When did it happen?

Where did it happen?

Step 4. Presentation of the Process Guides and or graphic Organizer

After developing your process guides and or graphic organizer packaged in a
brochure, present these to your classmates. Your brochure will be evaluated using the brochure
rubric (Rubistar, 2007) below.

Category 4 3 2 1 X2
Graphics Graphics go Graphics go well
Graphics go well Graphics do
well with the text with the text, but
with the text, but not go with the
and there is a there are so there are too accompanying
good mix of text many that
few and the text or appear
and graphics. distract the text.
brochure seems to be randomly
”text-heavy’. chosen.
Attractiveness The brochure The brochure The brochure The brochure’s
& has has attractive has well- formatting and
Organization exceptionally formatting and organized organization of
attractive well-organized information. material are
formatting and information. confusing to
well-organized the reader.
information.
Content- All facts in the 99-90% of the 89-80% of the Fewer than
Accuracy brochure are facts in the facts in the
80% of the
accurate. brochure are brochure are
facts in the
accurate. accurate. brochure are
accurate.
Sources Careful and Careful and Careful and Sources are
accurate accurate accurate not
records are kept records are kept records are kept documented
 to document the to document the to document the accurately or
source of 95- source of 94- source of 84- are not kept on
100% of the 85% of the facts 75% of the facts many facts
facts and and graphics in and graphics in and graphics.
graphics in the the brochure. the brochure.
brochure.
Spelling & No spelling No more than 1 No more than 3 Several
Proofreading errors remain spelling error spelling errors spelling errors
after one person remains after remain after one in the
other than the one person person other brochure.
typist reads and other than the than the typist
corrects the typist reads and reads and
brochure. corrects the corrects the
brochure. brochure.

A. Using Presentations in Teaching Language Skills

Language teachers can use computers to create visually and audibly appealing
presentations that utilize a variety of media tools. By using presentation software
application, students can also develop their project outputs and reports to be able to
share in the class or in the World Wide Web. Both teachers and students can learn
variety of skills in the process of planning, developing, presenting, and evaluating their
presentations.

In language teaching and learning, presentation software applications have a lot of uses.
It can be used as a presentation tool in an innovative skill integration task, and the other
as a novel writing tool. In both cases, students can use language actively for speaking,
listening, reading, and writing (Schcolnik & Kol, 1999). While it is true that presentation
software is commonly used in business and other disciplines for presentation, this is also
a very powerful tool in the language classroom.

Presentations, allow language learners to experience a world of real language

environment and opportunity in language courses, i.e. Filipino, English, Mother tongue
and Foreign Languages. For instance, presentation software applications allow language
learners to:

1. Present their language reports with audio, visual images and animations;
2. Develop and present their group projects using real-world visual presentations;
3. Present charts, tables, graphics, charts, and other that are useful to facilitate
students understanding of any language concepts;
4. Show data stored in graphic organizers that cannot be fully presented by a printed
material;
5. Develop digital stories or story books;
6. Show results of any survey, questionnaire and other forms of language assessment
activities;
7. Articulate and crystallize their ideas using the special features of presentations
software apps;
 8. Experience language learning process through the integration of contents in the
presentation;
9. Enjoy developing their projects; thus, are highly involved;
10. Commit to the quality of their work, both content and form, because they don’t only
present what their classmates hear but what they also see;
11. Present information in condensed form and focusing on salient points because of the
limited area in slide presentations; hence, avoiding digression and drifting;
12. Innovatively communicate their ideas and express themselves in ways they feel
comfortable.

Specifically, the integration of presentation software applications to language teaching and

learning is very beneficial in developing the students’ four language skills. In their study
Schcolnik and Kol (1999) were able to present how presentation software activates the four
macro skills:
1. Reading- In our courses, students first read some of academic articles on a topic of their
choice, knowing that they will have to present their conclusions in class. They analyze
the articles critically, compare and contrast the ideas presented, synthesize, and
evaluate. Finally, they select highlights for inclusion in their presentations. This process
is comparable to the process students go through when reading to write a paper. In both
cases, reading to transmit information requires clarification of ideas and presentation of
those ideas in such a way that others will understand.
2. Writing- When composing slides, students have to condense the information they have
gathered to present only the main points. In this type of minimalistic writing, key
concepts and words have to be retained, while the "chaff is discarded. This information
reduction process is in itself a difficult but very profitable language task. While writing a
minimal list of point on the screen, students can organize a suitable sequence for the
point and divide the points into slides. At the same time, students need to take into
consideration slide layout. A slide cannot be too cluttered, the size of the font has to be
large enough, and the location of the elements on the screen has to be balanced. All
these force students to re-read, re-evaluate and re-write what they have written again
and again.
3. Speaking - The material that students have read, organized and summarized has to be
presented orally to convey a clear message to an audience of peers. Just as they would
in a purely oral presentation, students have to 'rehearse' the pronunciation of difficult
words, time themselves, and make sure that they have all the English lexicon. needed
for their speech. The added value of computer presentations is that the repeated
revisions of their slides (to be seen by all of their peers) give students extensive
exposure to the content of their 'talk', helping them remember what they want to say and
giving them more self-confidence. Many students have had no experience speaking in
front of an audience in their native language. The computer mode seems to minimize
their tension and feeling of insecurity when having to speak in English.

4. Listening -The class listens to the oral presentation. Listening to a nonnative speaker is
not easy, and visual elements facilitate comprehension. We give the listeners a task
requiring them to write down three new facts that they learned about the subject and one
 question to ask the speaker at the end of the presentation. When listening for a purpose,
the listening is focused and thus perhaps made easier.

Other studies confirm that the use of presentation software facilitates the
acquisition of the four macro skills. Brooks and Gavin (2015) stressed that most teachers
recognize the spoken component of presenting, as students are required to speak when
giving their presentations. Moreover, they are required to research and plan out their
presentations for a properly structured academic presentation. In doing so, students are
required to use their reading and writing skills. Students also have the opportunity to
practice their writing skills when they are asked to give presentations that include some
type of visual component. When they are preparing for these presentations students will
have to write out the appropriate information on their poster or in their PowerPoint slides.
Finally, students have the opportunity to practice their listening skills when they act as
the audience members for the other groups' presentations. If these students are given a
simple task to do during the presentation, or are expected to use the knowledge
disseminated through the presentation for a specific purpose, this will allow them to use
this opportunity to practice their listening skills. The communicative nature of
presentations also allows audience members to improve their listening skills more than
listening to a tape or a lecture would because they are able to confirm their
understanding by asking questions and interacting with the presenters.

In preparing language presentations, there are various factors that must be considered
to ensure that the language competencies are also developed and demonstrated. The
following are some guidelines that Brooks and Gavin (2015) shared in designing
presentations:

Basic Instructional Design in Preparing Presentations

1. Setting Up the Presentation Class - It is not enough to simply tell students to go and
do a presentation. Students have to be taught the skills involved in giving a presentation.
This can include such things as when to use eye contact, how to organize a
presentation, how to connect with an audience, how to use body language and manage
time, and how to construct an effective PowerPoint presentation. Since oral
presentations involve multiple communication and language skills, it is important to focus
on the specific presentation skills that are needed to present in front of others. These
included things like voice projection, eye contact and the use of gestures.

2. Organization of the Presentation - Proper organization of information is one of the

most important competencies that must be developed among students. Hence, before
beginning to work on developing presentation, it is important to understand the genre of
oral presentation. There is a need to learn how to separate the presentation into
meaningful sections and present each section separately to reduce the cognitive work
that is required in the presentation.

3. Presentation Skills - Its developing oral presentation is very important to consider in

developing oral presentations to spend time to consider the macro and micro skills that
are needed. These micro level skills include the genre specific language items, such as
 the vocabulary and grammar that students need to be successful in oral presentation.
These items are important to the students for two reasons. First of all, they allow
students to be successful when they are presenting in the class. Secondly, the language
and grammar that students learn in the course of giving a presentation will be useful for
them in other situations that involve spoken English (Thornbury, 2005).

4. The Use of Visual Aids - Visual aids are an important part of oral presentations
because they provide support for both the speakers and listeners during the
presentation. Visual aids can be used to give more details about the topic, help the
audience members to understand what is being said, and act as a concrete reminder of
the message for both the audience and the presenter. The type of visual and used can
vary depending on the topic of the presentation. Visual aids help cater to different
learning styles and some of the students who are not savvy at paper written
presentations are motivated at using presentation software applications. In language
learning, it helps students who are comparatively weaker at acquiring a language to be
motivated to participate in the presentation and become valuable members of their
groups, which helped to facilitate a more positive group dynamics.

5. Performing Self-Reflections - The final stage of each oral presentation involves

students writing a self-reflection of their presentation. Through this activity, writing skills
are further enhanced together with the ability of the students to do self-reflection.

B. Using Spreadsheets in Language Learning

Spreadsheets are very helpful in introducing some lessons in language courses. Through
spreadsheets, one can teach with tables and charts, make a table and a graph, compute
students' grades. Spreadsheet programs are not only beneficial to business and mathematics
courses but are also beneficial to language courses. Apart from being built around a grid of cells
that hold numerical data, it also contain text, dates, and other content that can be presented in
language courses for discussions.
The following are essential ideas that teachers may consider when employing spreadsheets
in the language classrooms:
1. Reinforce learning scientific and mathematical languages that are also relevant in
language learning.
2. Add well-designed charts and tables to reports to enhance students' non-verbal
reading skills.
3. Allow students to create their own charts, graphs, tables, and the like, to develop
and enhance their language and spatial skills.
4. Give students completed chart and see if they can reconstruct underlying worksheet.
This goes a long way toward helping them to understand the relationships between
the data and the chart.
5. Require that language reports and research papers contain some type of chart to
help support their findings. Encourage them to look for samples form the World Wide
Web.
 6. Let students explore websites that have table presentation for language teaching
and let them discuss how these were used to facilitate the acquisition of language
competencies.
7. Let the students look for charts in language learning materials like textbooks,
workbooks and others and discuss why these were used.
8. Teach the language and principles of financial literacy and management as it is also
important to learn these concepts in the context of purposive communication and life
skills.
9. Explain numerical concepts by showing the relationships between numbers and their
concrete representation in charts and graphs. As language teachers, this is needed
to understand language researches with quantitative designs.
10. Demonstrate how spreadsheets are useful in preparing assessment and evaluation
tools for students' performance.

Experience
With the advent of web-based word processing software and with the exposure of a lot
of students in exploring new innovative media tools, explore the following online Microsoft Word
Alternatives (Investintech, 2020).
1. Drop Box Paper
Dropbox Paper is a free online word processor offered by the online cloud storage
provider. To start using it, you will need a Dropbox account. Once logged in, you get full
access to the online suite. The minimalist interface is very intuitive and its simplicity
allows you to focus on your content. You can also do many things that go beyond
creating a textual document. You can add rich media, such as audio, video and images.
Dropbox Paper also allows you to access apps that let you embed Trello cards, Youtube
videos or SlideShare decks. Other collaborative features include document link-sharing,
creating and assigning checklist items to members or embedding one of your Dropbox
documents. Dropbox Paper, overall, does an excellent job at creating dynamic
documents you can share and access online.

2. Office Online
For Microsoft Word and Office aficionados, the best possible free online alternative
for their document editing needs is Word online, which comes as part of the Office
Online suite. Although free MS Word web app is not a full-fledged version of its paid
counterpart, it allows you to open, create and edit Word documents online. Also, it offers
some additional benefits of online software tools. For example, enables you to access
and see updates from co-authors literally from anywhere in real time with only an
Internet connection and the latest 2016 version. You can share and collaborate on
documents. An equally alluring feature of Office Online is its cross-platform compatibility.
So, if you're a Chromebook or Linux OS user. MS Word web app is the most elegant
way to get access to Microsoft's document editing features - for free!
3. Google Docs
Google Docs allows you to create, collaborate and share documents,
spreadsheets, presentations, drawings and even forms. Google Docs is packed with
features, which can be further extended with various add-ons. While it will automatically
save the file online and store it there, you can also have the documents published web
page, downloaded or emailed as an attachment in Word, ODT, PDF, plain text or RTF
formats. You can invite collaborators to work on the document with you or only allow
others to view it without the ability to edit. If you are apprehensive of having to depend
on the Internet connection for document processing, don't worry. You can enable Google
Docs offline access and keep editing your documents even when you are disconnected
from Internet. All it takes is a free Google account.

4. Etherpad
Etherpad is an online document editor primarily intended for collaborative editing
in, as the site claims, "really real time". It's an open source, highly customizable tool for
online document collaboration with friends, fellow students and classmates, or
colleagues at work. One of its advantages, especially appealing to users who are
reluctant to use services which require email registration, is that there is no sign up with
Etherpad. All you need to do is start a new pad and share the link to it with your
collaborators. You can also invite them by email if you prefer. After that, you can start
working on the planned writing project together, in real-time, even if you are miles apart.

5. Zoho
Zoho offers around 20 free online applications including Writer for word
processing. You can link your Zoho account to your Google and Yahoo accounts, as
well. The Writer's interface should not cause anyone problems as it is comfortably
familiar. When working online there's always the risk of losing data due to a lost network
connection, accidentally closing your browser or having your browser crash. Luckily
Zoho automatically saves your documents for you, as you finish typing. Zoho Writer is
well-equipped with features that allow you to work easily online: two-way desktop sync,
large file transfer, encryption, file recovery, two-step authentication, in-app chat, and
more. You can import and work with MS Word documents, allowing you to insert images,
and edit content as needed. Zoho Writer offers all the standard text formatting and
document creation features and can export to DOCX, ODF, PDF, Latex, RTF, TXT and
even HTML. It can plug into Echosign for digital signatures, publish the document to a
blog or make it public for all to see. Zoho Docs is completely free to use.

6. OpenOffice
The OpenOffice package includes six programs that use the same engine
making them inherently the same and extremely easy to learn and use. The 6
applications included in the OpenOffice suite are: Writer (word processor), Calc
(spreadsheets), Impress (presentations), Draw (graphics) and Base (database
manipulation) and Math (mathematical equations). Writer can even natively do some
things that Word cannot, like open PDF files without the addition of a plug-in or
commercial add-on. As the software is open source, it is maintained by a large
community meaning help and bug fixes are freely available and quickly created. This is
 perhaps the leading free desktop alternative to Microsoft Word/Office. You can install
this suite on Windows XP to Windows 10, macOS (OS X) and Linux.

7. AbiWord
Abi Word is a free word processing application very similar to Microsoft Word. It
is available for Linux distributions only. The software is fully compatible with not only
Microsoft Word, but also OpenOffice.org, Word Perfect, Rich Text Format and more. It
has advanced document layout capabilities and can do mail merge as well, which allows
you to automatically fill in specific form fields in documents with information from
databases and comma separated or tabbed text files. It is a highly useful feature if you
need to work with many formats at the office. Additionally, the software can be enhanced
and expanded with freely available plug-ins that will give you even more features and
functions.

8. Jarte
Jarte is based on Microsoft WordPad Engine, but is still free. There is a paid version of
the software that adds on some extra functionality, but the free version is more than
adequate and fully compatible with Word and WordPad documents. Features include an
ergonomic tabbed interface, small resource requirements, portability, support for
touchscreens, and quick loading time. It also has built-in spell checking and can export
to HTML and PDF files. Jarte allows you to insert images, tables, hyperlinks and
everything else that you have come to expect from Word.

9. WPS Office 2016 Free

WPS Office 2016 Free is a free document processing suite whose WPS Writer
app will serve you well as a Microsoft Word alternative, WPS Office 2016 Free can open
and save to a long list of popular file formats native to those applications like docx, doc,
and more. You can get the application in languages other than English: French, German,
Spanish, Portuguese, Polish and Russian. The suite has the same familiar look and feel
of MS Office with one exception--it has a tabbed viewing window, so you can open more
than one document at a time. And also worth mentioning is WPS Cloud, the company's
cloud document storage service that offers up to 1GB of free storage that you can use.
This is perfect if you're trying to find a free Word alternative that's not only scalable for
teams, but can also be as collaborative and seamless as its Microsoft counterpart.

10. SoftMaker FreeOffice

SoftMaker FreeOffice is another great free suite that offers a full featured
Microsoft Word alternative. The suite's TextMaker application allows you to focus on
creating documents just as you would in MS Word. This suite offers up essential editing
features and even a handful of basic templates for creating and editing documents.
Tables, charts, shapes and graphics are available along with standard text formatting
options. This application provides you with everything you need. The entire suite is
available for Windows, Linux, and Android, so you can keep your document processing
tasks going even while away from your desktop.
Examine
Activity 1
Developing Your Learning Plan
In this step, you will be mapping the content of your learning plan using the template
provided below. The template parts were considered as these are essential in developing a
learning plan and are based on the principles of ICT-pedagogy integration principles.
Remember that this is the starting point of your major requirement in this course and you will be
modifying it as the succeeding activities in the succeeding modules are discussed and
developed.
In developing the learning plan summary and learning outcomes, be reminded of the
need to integrate any of the learning approaches (i.e, project-based learning and research-
based learning whichever is applicable) to have the opportunity to be able evaluate the extent of
demonstration of the performance standards of your unit. Moreover, you must bear in mind that
you also need to integrate ICT in your pedagogical procedures to make sure that your learning
plan delivery will be enhanced by the appropriateness of your technology integration. This will
serve as an evidence of your understanding and appreciation of the lessons of this course.

Step 1: The Learning Area of the Learning Plan

Identify the learning area in language education that your plan will cover. Is it English,
Filipino, Mother Tongue, or other Foreign Language Course? What year level and what grading
period?

Step 2: The Specific Coverage of the Learning Plan

Identify the topics which your teaching will cover. Give a brief description of the main
concepts that must be learned by your students during this lesson.

Step 3: K to 12 Standards and Competencies

Identify the Basic Education Competencies, with the content and performance
standards, that are targeted by your learning plan. This will ensure that the students meet
important curriculum standards and goals, Focus on few targeted competencies to ensure that
these will be fully demonstrated by your students at the end of the implementation of the
learning plan. Search for the Curriculum Guide from the Official Website of the Department of
Education (DepEd).

Step 4: The Learning Plan Summary

Briefly describe the topics, key activities, student products, and possible roles that
students assume in a project scenario.

Step 5: The Learning Objectives or Learning Outcomes of the Learning Plan

Based on the standards and competencies identified by DepEd for the Learning Plan
Topic, list the general objectives that focus on your learning concepts.

Activity 2
Up-to-date and Emerging Productivity Tools for Language Teaching
In an increasingly digital learning environment, the rapid change of technology
requirements in delivering the language curriculum is a fact of life and is inevitable. Hence, in
this activity, you will be tasked to report some of the latest and also the emerging hardware and
software applications that can be maximized by any language teacher.
Step 1: Review all the open-ended tools or productivity tools presented and discussed by your
TTL 2 teachers in the previous modules.
Step 2: Search from the World Wide Web some new or emerging productivity tools that were
not presented by your TTL 2 teacher. Moreover, you may inquire about these from some
colleagues or other teachers who are knowledgeable of some of these. Note what you have
researched.
Step 3: Prepare the results of your inquiry by following the table below.

Productivity Tools Features Language Skills that can

Be Developed by its
Usage
1.

2.

3.

4.

5.

LESSON 2
Student Sample Projects Using Open-Ended Tools
Lesson Outcomes
At the end of the lesson, the learner should be able to:
 explore existing web-based publishing tools;
 create student sample projects as digital authors;
 analyze some articles on the use of digital story telling;
 create a digital story telling output using story telling software; and
 publish digital stories using some storytelling apps explored in class guided by
publication requirements or laws.

Excite
Simply knowing the principles of ICT Pedagogy integration is not enough to make
learning efficient and meaningful. Moreover, an effective and efficient technology-supported
lesson does not only end with having a well-designed learning plan. This means that there is a
need to prepare all the learning tools and materials articulated in the learning plan and these
must be ready for implementation. A plan not supported and implemented is a plan that is void.
This module aims to ensure that after you were able to clearly identify the coverage of
your learning plan and after clearly identifying the documents, materials, and presentations that
you need to prepare, you will be tasked to develop student sample presentations and teacher
presentations to support the implementation of your learning plan.
 In doing the activities for this specific lesson, you will be able to come up with well-
designed presentations and documents. By these documents, you will be able to make the
teaching and learning of language motivating and fulfilling.

Explore
As a would-be teacher who will facilitate the learning plan that you developed in Activity
1, you need to study some principles behind creating or developing documents and
presentations using the productivity software applications or open-ended tools.

Students as Digital Authors

As the quality of authoring software increases and as you are exposed to online
learning, it is but proper for you as would-be facilitators of learning to explore and understand
some principles and guidelines to help your future students author or write digitally. Moreover,
you may also facilitate some online language courses for any distance learning or blended
learning that require digital authoring.
A. Language Learning Via Web Publishing
Language skills can be fully developed by allowing students to communicate through the
internet. This may take place when the students or the class will be required to post a story or
other products on a bulletin board or web page. There are two ways to contribute any authored
documents to the World Wide Web. First, with the advent of ready-made websites that are
meant to invite and encourage contributors to share their authored stories, research,
commentaries, and the like, students may publish their work by submitting their products to
these websites. Second, the students may create their own web pages because there are a lot
of free apps for web page development, or they may place them on their institution's official
website.
To help you submit your authored products in an existing website, you may search for
these sites that are designed to highlight students' researches, narratives, stories, literary
works, and other academic writings. The following are examples of existing websites that inspire
students to submit their authored products. To be able to submit to these websites, it pays to
explore their web sites and pay attention to their submission guidelines.

a. The Diary Project

http://www.diaryproject.com
This digital authoring website encourages students to contribute their narrations or daily
diaries with different themes required by the web site. Some of the themes or topics can be on
school activities, relationships, family, managing stress and others.
For the Students: You are encouraged to read diary entries from youth around the
world to author a diary project. There are thousands of entries in 24 categories posted on the
Diary Project site. Topics include a wide range of issues. For those who want to read more
about the entries provided in the website, or just want to read other diary project entries, visit
www.diaryproject.com. Use the search function to find specific entries by title or keyword. Write
your own entry. Go to diaryproject.com and click on Submit Entry to write your own. It must be
noted that the Diary Project is monitored by a team of adults and teens who read all the material
that is sent to The Diary Project website. If you would like to volunteer, email them at staff@
diaryproject.com.
b. CyberKids
http://www.cyberkids.com
The mission of Cyberkids is to provide a voice for young people on the internet. It
accomplishes this by publishing original creative work by kids ages 7-12.
For the Students: Here are some points the CyberKids' editors consider to decide what
to publish: a) We especially like stories, articles and poems that are funny; b) Art and written
submissions can be on any topic that is appropriate for our audience; c) Stories which include
an original illustration or photo are more likely to be published than stories without pictures; d)
Originality is very important-make sure the work you submit is your own and not copied from
someone else; and e) In addition to art and writing, we also like to publish games, puzzles, brain
teasers, jokes, and multimedia creations by kids.
c. Global Show-N-Tell
http://www.telenaut.com/gst
Wabisabi Learning (n.d.) was able to present some lists of online publishing tools for
avid writer students who are looking for an online publishing tool to publish their works.
d. Atavist
https://atavist.com
Atavist is a beautiful tool. It was founded in 2011 on the heels of what we once called the
"death of longform." As you can imagine, it's highly visual. It's a drag-and-drop editor for
creating beautiful online publications.
For the Students: Students have total creative design power here. They can submit
assignments with visual flair. Get them doing presentations and online journalling with this tool.
It also supports bigger writing projects. If they're feeling ambitious, they can promote and sell
work if they wish.
e. Calameo
https://en.calameo.com
If students are looking to do magazines, Calameo is the tool to use. It's an online e-
magazine publishing tool that lets you add multimedia and personal branding to anything you
create. With one click publishing, you can share it instantly. Websites, social media, and more
all integrate with Calameo.
For the Students: This is a great tool for learning about design and layout for
magazines. It's perfect for smaller writing projects, like a brochure or flyer design. Students
writing for the school paper can link to custom publications. They can even promote their own
series of e-magazine using Calameo.
f. Tikatok
https://tikatok.com
This is a creative publishing studio for young children. K-6 kids will love Tikatok. They
can use it to publish digital and printed books of all kinds. Tikatok was designed specifically for
the K-6 classroom. It's media literacy-oriented and aligned with Common Core. Take a look at
their subscriptions page for plans.
For the Students: Kids can upload their photos and drawings for their creations. They
can also take advantage of preloaded project templates for classroom lessons. Tikatok's digital
library contains lots of ideas to get kids inspired.

g. Storybird
https://storybird.com
This online publishing tool brings your words and global artists' work together in amazing
storybooks. Be sure to check out the section. for educators. Storybird is at work in hundreds of
thousands of classrooms all over the world. It's free for educators, now and forever. Take a look
at what's possible with this tool.
For the Students: Students can create storybooks, long chapter books, and poetry
books with Storybird. They also have a fundraising program for students to get into. This is a
great way to use creativity for raising money for great causes.

h. Lulu
http://www.lulu.com/us/en/create/ebooks
LuLu was one of the first players that offered serious online publishing features. They
established themselves in 2002 and they're still going strong. They've greatly expanded their
interface over the last few years. Everything you need to know about doing online publishing is
right here. They offer tutorials, resources, guides, and more to learn with.
For the Students: LuLu is a great information database for self-publishing. They can
create all sorts of projects. These include print books, ebooks, photo books, and calendars.
Check out this article on how graduate students are even using LuLu for publishing a thesis.

i. Flipsnack
https://www.flipsnack.com
 Flipsnack is a flip book creator. It's as simple as uploading a PDF file. It also supports
PNG and JPG files. It renders shareable interactive creations that can also include multimedia.
Flipsnack looks great across all online platforms and social media.
For the Students: This is a simple way to create and share a publication that has a
unique look and feel. Flipsnack lets students upload 3 publications of 15 pages each on their
free plan. Paid plans are quite reasonable and offer lots more features.

j. Penzu
https://penzu.com
Online journalling is the focus of Penzu and it works well. Journalling is a great writing
and self-reflective exercise. With a free online tool like Penzu, it becomes more appealing. The
interface replicates an old leather-bound journal with lined paper. The basic formatting features
are everything you need to get started. Upload photos to your journals, too. You can also Go
Pro for even more features.
For the Students: With Penzu Classroom, you can create class journals that can be
graded and managed. Students can also submit diary entries by email. They can even receive
comments from their teacher right inside the journal. Create and send assignments to students
with due data, grading scheme, and more.
If you decide to let your students' works to be hosted by your institutions' official website,
this can also be. Today, there are a lot of academic institutions whose website serves as their
information dissemination center for their customers and stakeholders. Barron et al. (2002) state
that there are two fundamental stages in creating a website or web pages. First, the page files
and all associated images, sounds, and so forth must be created in the proper format and
tested. Second, the files must all be transferred to a host computer called a web server.
Barron et al. further state that web page files must adhere to a specific format or
language, called hypertext markup language (HTML). HTML uses tags to define how
information is formatted on a screen. In creating a web page using HTML, students may find it
intimidating but even elementary students can do it. For language learners, using HTML may
gradually expand their horizons and enrich their vocabulary and communication skills.
You may search for the steps in developing a web page by using HTML through the
following:

Author URL Address

John Neuhaus (2006) https://www.jneuhaus.com/write.html
Codecademy (2020) https://www.codecademy.com/articles/local-web-
page
InternetingIsHard 92017) https://internetingishard.com/html-and-ccs/basic-
web-pages/
w3schools https://www.w3schools.com/html/
html_editors.asp

B. Enhancing Language Skills through Digital Storytelling

 One of the most exciting ICT-based language tasks that can done to develop all the
macro skills is to create digital stories. This language task meets the demands of today’s
learners living in a rapidly changing world with opportunities and challenges that are
different from the ones many of the previous generations grew up with. Today’s learners are
more demanding and are willing to discover new ways to apply, extend, and expand on
existing knowledge (Kaminskiene &Khetsuriani, 2018.)
Responding to these challenges, language classroom facilitators need to migrate to a
more flexible and modernized delivery of the language curriculum. Doing so, leads to
changes in the technological pedagogical role of the teacher and learner, so the language
competencies to today’s learners will be developed beyond the use and aid of traditional
writing tools. Contemporary language learning needs to create a new culture of teaching
and learning that focuses on how to develop the ability of the students to listen, speak, read,
and write in the digital age.
In language education, storytelling is a common requirement that aims to share one’s
stories, culture, knowledge, values, language, and others. Storytelling is something new
because it has been one of the oldest activities not only inside the classrooms but even in
the communities. Storytelling has been considered to have great contribution to literacy
development by improving learners’ language, writing, reading, or listening skills
(Kaminskiene & Khetsuriani,2018.) At present, storytelling is not just done face-to-face or
through the aid of traditional technologies. This can already be done digitally. Hence, the
word digital storytelling.
Numerous researches have proven that digital storytelling can bring benefits to students
and other individuals. In research conducted by Olivia and Bidarra (2017), they affirmed that
digital stories are very helpful because they help develop understanding individual
experiences and perception of real world among learners. Rong and Noor (2019) cited some
researches conducted in various countries saying that in the basic schools in Oya state, it
was discovered that digital storytelling was able to improve kindergarten pupils’ achievement
in moral instruction. Moreover, it was proven in Portugal that the use of digital storytelling
among secondary school students encouraged multimodal literacy in education.
Additionally, in southern Taiwan, research showed that project-based digital storytelling
technique improved elementary school students’ learning motivation, problem-solving
competence as well as their learning achievement. Lenette et al. (2019) in their paper
highlights the broader potential of digital storytelling particularly in mental health research in
collaboration with refugee participants. Their research concludes that digital storytelling is a
valuable and ethical research tool to engage in collaborative research. This was proven by
their research that recounts how digital storytelling was used in a mixed-methods study on
settlement, to document the journeys of women who entered Australia through the Woman
at Risk program. McDurry and Alterio (2000) claim that digital storytelling, as one of the ICT
based pedagogical tool, provides student-centered learning strategies based on learners’
engagement, reflection, project-based learning, and the effective integration of technology
into instruction.
As an innovative and interactive approach to language skills acquisition, storytelling is
seen as a very responsive variation of the traditional methods because it brings more
meaningful and essential learners' engagement into the language skills acquisition process.
As pointed out by Gils (2005), the employment of digital storytelling as a pedagogical tool
 enables teachers to elucidate certain complex topics in a simpler manner and create real life
or problem-solving situations where learners get actively involved.

The following are some of the existing storytelling tools listed and described by Knapen (2018).
1. Steller
https://steller.co
This is a free storytelling application developed by Mombo Labs, which lets you create photo
and video stories with an emphasis on design. - the next web. Steller focuses on telling a story
through pictures and text. The simple, yet structured layout options allow even a beginner to
produce a professional standard of work.
2. Adobe Spark Page
https://spark.adobe.com
Adobe Spark Page is a free online web page builder. No coding or design skills needed.
Create your own beautiful web story using videos, pictures and text. The templates and layout
options available are very modern and are designed to present your work in an elegant and
engaging way, focusing on visual content.

3. WeVideo
https://www.wevideo.com
This has the goal of bringing its educational creative toolbox to a broader global audience of
students and educators. We Video wants to make video editing available for everyone. They
make it possible for friends, families, teachers, students and businesses small and large to
create incredible videos that motivate and inspire. "We Video has deep roots in education and
believes that creativity is driven by what is inside the hearts and minds of people, not by
complicated technology".
4. Popplet
http://popplet.com

Popplet, an iPad and web app, is a tool to capture and organize your ideas. Students can for
example use Popplet for learning. Used as a mind-map, it helps students think and learn
visually. Students can capture facts, thoughts, and images to structure their stories.
5. Storybird
https://storybird.com
Storybird not only gives you the simple tools to create books in minutes, the application lets
you discover an endless library of free books, picture books and poetry as well. Storybird lets
anyone make visual stories in seconds. The site mentions that they are a storytelling
community, rather than an application. For them, it's more about creating a creative world where
anyone can tell their stories, as crazy as they get.
6. Bookcreator
https://bookcreator.com
Book Creator is an open-ended book creation app that unleashes creativity. Create your
teaching resources, or have your students take the reins. Combine text, images, audio and
video to create interactive stories, digital portfolios, research journals, poetry books, science
reports, and instruction manuals.

C. Enhancing Language Skills through E-mail Activities

Email activities are very good activities to develop language skills. Through some e-mail
activities that can be facilitated by a teacher, the students are given the opportunity to practice
and demonstrate their reading and writing skills. It may also enhance further their research and
ICT skills. Barron et al. (2002) were able to present the following email activities that can be fully
maximized to develop the various language skills of students:

1. Pen-Pal Activities
This is the most common form of e-mail projects called electronic pen pals or e-pals.
Students can practice their written communication skills and can become aware of other
cultures and practice foreign language skills. This can be done through the following:
a. Belouga
https://belouga.org
Founded in 2016, Belouga was started with the mission to encourage intercultural
communication to create a better tomorrow. Belouga is a global ecosystem connecting classes
throughout the world where students and teachers can connect, collaborate and learn from one
another by identifying similarities and embracing differences through everyday communication
that is fun and educational.
b. Epals
https://www.epals.com/#/connections
It enriches K-12 learning in the classroom to create real world, culturally- enriching learning
experiences for students. With ePals classroom matching, teachers can connect their classes
with other classes around the world who are interested in collaborating on a special project
together.
c. Empatico
https://empatico.org
 It empowers teachers and students to explore the world through experiences that spark
curiosity, kindness, and empathy.

2. Peer-to-Peer Tutoring
Another form of electronic communication is peer-to-peer tutoring or mentoring. By using e-
mail communication, students will be provided with opportunities to practice their mentoring
skills apart from enhancing their language skills.
3. Ask an Expert
Email is a very powerful tool for students to use to engage the experts in the field especially
if the experts are far from their institution. They can engage the Ask An Expert Website at
http://www. askanexpert.com.
4. Round Robin Stories
In a round-robin approach, a participating class starts a story with one paragraph. The story
starter is sent to a predetermined class (class one sends its story class two, and so on).
Students work in small groups to add a new paragraph to the story.

Publication Requirements in the Light of the Digital Age

While there is a ubiquity of productivity tools for students to maximize, it is your
responsibility as the facilitator of the learning process to ensure that your students will be fully
guided to observe several guidelines in publishing their products. It must be noted that the
development of high-quality digital learning products and materials involves a complex
combination of subject matter expertise, instructional design knowledge, and technical skills –
graphic design, photography, audio, video, computer programming, etc. (Wilde, 2004). With the
engagements of all of this, it is very important to be mindful of the following:
A. Copyright Laws
Copyright Law protects works of authorship. Hence, it is very important for
teachers and students to learn more about copyrights laws and copyright acts to
ensure that there will be no copyright infringements that will happen in the process of
authoring of publishing materials offline or online.

According to FindLaw (2020), the Copyright Act states that works of authorship
include the following types of works:
 Literary works. Novels, nonfiction prose, poetry, newspaper articles and
newspapers, magazine articles and magazines, computer software,
software documentation and manuals, training manuals, manuals,
catalogs, brochures, ads (text), and compilations such as business
directories
 Musical works. Songs, advertising jingles, and instrumentals.
 Dramatic works. Plays, operas, and skits.
  Pantomimes and choreographic works. Ballets, modern dance, jazz
dance, and mime works
 Pictorial, graphic, and sculptural works. Photographs, posters, maps,
paintings, drawings, graphic art, display ads, cartoon strips and cartoon
characters, stuffed animals, statues, paintings, and works of fine art.
 Motion pictures and other audiovisual works . Movies, documentaries,
travelogues, training films and videos, television. shows, television ads,
and interactive multimedia works.
 Sound recordings. Recordings of music, sounds, or words.
 Architectural works. Building designs, whether in the form of architectural
plans, drawings, or the constructed building itself.
FindLaw (2020) further states that Copyright Law is important for
multimedia developers and publishers for two reasons:
a. Original multimedia works are protected by copyright. The Copyright
Act's exclusive rights provision gives developers and publishers the
right to control unauthorized exploitation of their works.
b. Multimedia works are created by combining "content" music, text,
graphics, illustrations, photographs, software that is protected under
copyright law. Developers and publishers must avoid infringing
copyrights owned by others.
The detailed information about Copyright Laws can be searched
from the World Wide Web. Some of these can be read in Appendix A.

B. Anti-Bullying Act of 2013

Republic Act No. 10627 otherwise known as the Anti-Bullying Act of 2013 of the
Philippines directs all elementary and secondary schools to adopt policies to address
the existence of bullying in their respective institutions. Bullying refers to any severe
or repeated use by one or more students of a written, verbal or electronic expression,
or a physical act or gesture, or any combination thereof, directed at another student
that has the effect of actually causing or placing the latter in reasonable fear of
physical or emotional harm or damage to his property; creating a hostile environment
at school for the other student; infringing on the rights of the other student at school;
or materially and substantially disrupting the education process or the orderly
operation of a school.
One of the most common problems encountered today by internet users is
bullying online which we call cyberbullying. Consequently, it is important for teachers
to be very judicious and alert in advising students as they publish their requirements
online or as they communicate or collaborate through the World Wide Web.

C. Republic Act 101751

This is known as Cybercrime Prevention Act of 2012 declaring a policy that
states that the State recognizes the vital role of information and communications
industries such as content production, telecommunications, broadcasting electronic
commerce, and data processing, in the nation's overall social and economic
 development. The State also recognizes the importance of providing an environment
conducive to the development, acceleration, and rational application and exploitation
of information and communications technology (ICT) to attain free, easy, and
intelligible access to exchange and/ or delivery of information; and the need to
protect and safeguard the integrity of computer, computer and communications
systems, networks, and databases, and the confidentiality, integrity, and availability
of information and data stored therein, from all forms of misuse, abuse, and illegal
access by making punishable under the law such conduct or conducts. In this light,
the State shall adopt sufficient powers to effectively prevent and combat such
offenses by facilitating their detection, investigation, and prosecution at both the
domestic and international levels, and by providing arrangements for fast and reliable
international cooperation.

Experience
Step 1: Considering the tasks (e.g. project-based learning output, research output and the like)
you required your students to do in your learning plan, it will be good to let them experience
writing their thoughts and ideas about the task you gave them through a group blog. Hence,
think of a very good title for a blog that your future students will do to allow them to share their
thoughts about their requirements in your class.
Step 2: After thinking of what the blog title is, develop storyboard for the blog and prepare for
the rubric that will be used to evaluate it. Please remember that you are acting here as your
future student (for your learning plan) and not as the teacher. Hence, the blog that you will
develop is a student sample of a blog that you will present to your students for them to pattern
or learn from. You may use the following guidelines or come up with your own which is the
same guidelines you will give your students to follow after showing them your student sample:

Instructions:
1. Please read these guidelines carefully and write on your group blog all information
included in the guidelines by using communicative language with video, photos and
pictures during the development of your project.
2. Your blog will be reviewed according to the criteria applied and give one week as of the
announcement for those who have to revise it.
3. You can also include in the blog your reflection after doing your project.

Blog Assessment Criteria:

1. Project: General Information of the developed project (15%)
The blog will report about the general information of the language project required to be
accomplished in the learning plan (refer to your required project in your learning plan). It
must have the following information:
a. Title of the Project
 b. Targeted Language Competencies of the Project
c. The Aim of the Project
d. Beneficiaries of the Project
2. Pedagogical and Technological Contents (15%) The blog will also report the
pedagogical and technological requirements of the project. It needs to discuss the
mentoring methods used by the members of the group to be able to accomplish the
project. This has to include also the technological tools that they employed in the
development of their project.
3. Project Plan (20%)
The group blog will also present how the group was able to plan for their project and how
they were able to implement the plan.
4. Project Development (20%) The group blog will feature the processes and their
experiences while developing the project.
5. Aesthetics (15%)
For this criterion, please remember that content is king, but design is queen. You could
write the most gripping articles on your blog, but if your site is too disorganized or simply
too drab, then people might find you uninteresting. But if your blog design is too loud and
too jam-packed, then you would just end up giving your readers a headache. Consider
the following qualities:
a. User-friendliness: readable, navigable and usable
b. Reading Enjoyment: content is a king, writings on a blog should not sound stiff and
cold, because it should primarily be written with a personal touch
c. Useful Information
d. Overall Experience: great content, design, usability and interesting

6. Reflections (15%)
After doing the project, it is very important for you to share your lessons learned and cite
some possible suggestions as to how to improve the project planning and
implementation.

Step 3: After having a clear plan on the contents of your student sample blog, develop this using
any of the productivity tools discussed in class or you may choose to use an application familiar
to you.

Step 4: Present your student sample blog in the TTL 2 class for peer evaluation using the
criteria you developed.

Examine
Activity 1
Revisiting Your Learning Plan
 After thoroughly discussing the principles behind developing learning plans in language
teaching in Module 1; presenting the various active learning approaches in Module 2; and
exploring various open-ended tools or productivity software applications in this Module, revisit
the learning plan that you started to do in the first lesson of this Module. Guided by all the
lessons in the first three modules, develop and finish your daily learning outcomes and daily
learning procedures.
Step 1: Reread the learning plan that you developed in Lesson 1: Activity 1 of this Module. If
there is a need to modify some of the information you stated earlier, feel free to modify it.
Step 2: After finalizing the earlier parts of your learning plan, start developing your Daily
Learning outcomes and Daily Learning Procedures. Consider the following in the development
of these sections.
a. Presentation of the learning plan to your students on the first day of its implementation;
b. Language learning activities directly targeting the standards and language
competencies;
c. Taxonomies of learning to ensure that you will not just target lower order thinking skills
but to target higher order thinking skills;
d. Holistic development of students (Cognitive, Affective, and Psychomotor);
e. Integration of the active learning approaches (e.g. project based learning, inquiry-based
learning, research-based learning whichever is applicable);
f. Integration of appropriate ICT tools to aid the acquisition of the language skills by the
students and to aid you as the teacher to manage the attainment of the learning plan
objectives;
g. Alignment of your learning plan assessment activities to the learning objectives;
h. Estimated time for each activity; and
i. Planning and development of the student projects and presentation.

Step 3: Write your Daily Learning Objectives immediately followed by the Daily Learning
Procedures. If the space below is not enough, feel free to insert additional page following the
format.

Daily Learning Objectives:

____________________________________________________________________________
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Daily Learning Procedures

____________________________________________________________________________
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____________________________________________________________________________
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Activity 2
Creating Digital Stories
It is highly recommended that you include as part of your learning plan the task for your
future students to write any of your given requirements digitally. For you to be able to present to
your future students an example of a digital story that they can create to allow them to deepen
their understanding of your learning plan, do the following steps.
Step 1: Think of any story that you can use as a springboard to allow the students to
understand the content of your learning plan.
Step 2: Search for some existing rubrics about digital stories from the World Wide Web. If there
is a need to modify your adapted rubric, modify it.
Step 3: Develop a story board.
Step 4: Develop the Digital Story guided by your rubric and story board.
Activity 3
Examining Copyright Law Knowledge
Step 1: Testing Your Knowledge about Copyright Law
 Begin this activity by answering the following online quizzes on copyright law:
j. Quiz 1: Copyright and Fair Use
https://quizizz.com/admin/quiz/56cf948c3db845c367a0f4c3/copyright-and-fair-use
k. Quiz 2: Copyright Fair Use Quiz
https://www.proprofs.com/quiz-school/story.php?title-copyrightfair-use-quiz
l. Quiz 3: Copyright and Fair Use
https://reviewgamezone.com/mc/candidate/test/?test_ id=6813&title=Copyright And Fair
Use

Step 2: Read the Copyright Documents of Intel Teach from the following websites:
a. Copyright Guidelines and Resources
https://educate.intel.com/download/K12/elements/lead_html/ resources/13 Copyright
Guidelines_and_Resources.pdf
b. Copyright Chaos, an Educator's Guide to Copyright Law and "Fair Use"
https://www.scribd.com/presentation/109980665/Copyright Chaos

Step 3: After reading all the documents about copyright laws, answer the following questions:
a. What does copyright law say about a work, e.g. photo, diagram, chart, or whole journal
article, which does not have the copyright symbol? How will you include these in your
project presentation?
____________________________________________________________________________
_____
____________________________________________________________________________
_____
____________________________________________________________________________
_____
b. Are patchwriting and rephrasing a good remedy to avoid obtaining copyright permission
to an existing work? Why?
____________________________________________________________________________
_____
____________________________________________________________________________
_____
____________________________________________________________________________
_____
c. What does copyright law say about a generally copyright protected work such as a chart,
graph, diagram, figure, drawing, photograph or map? Can this be copied without
permission? Why?
____________________________________________________________________________
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____________________________________________________________________________
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____________________________________________________________________________
_____
d. How is copyright infringement related to plagiarism? Explain.
____________________________________________________________________________
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____________________________________________________________________________
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____________________________________________________________________________
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e. Are the Filipinos covered by the Copyright Laws of other countries? Why?
____________________________________________________________________________
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____________________________________________________________________________
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____________________________________________________________________________
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MODULE 4
Producing Learning Resources Using Technology Tools

Learning Outcomes
At the end of the module, the students should be able to:
 identify various instructional materials (IMS) and technology tools in language teaching
and learning;
 explain the characteristics of good/appropriate IMs and technology tools in learning
language;
 prepare IMs that will enhance language learning utilizing selected technology tools in
delivering the learning plan; and
 create appropriate IMs using technology tools in learning language.

Introduction
Instructional Materials (IMS) are very important because they contribute a lot to student
learning and teaching. It is never new to claim that IMs help to improve students' knowledge and
skills and teachers' management of the class requirements. Much has been written to present
the relevance of instructional materials in general and for language teaching in particular. Using
instructional materials in language classes makes language learning fascinating and authentic.
It enables both the teacher and the student to enthusiastically participate in the language
learning activities; hence, giving the students the opportunity to acquire the knowledge and the
skills of language aimed at in their lessons. By the use of well-prepared IMs, teachers" self-
confidence to deliver their lessons is also heightened while the students are also given the
opportunity to actualize their learning.
There are a lot of teachers who use traditional instructional materials to enhance the
teaching learning process. This module aims to present to you the innovative ICT-based
instructional materials that can be used to enhance language instruction. The texts, charts,
models, graphics, and other objects usually presented in printed materials will be shown using
interactive ICT tools to enrich IM development and presentation.

LESSON 1

Characteristics of Appropriate Instructional Materials in Language Teaching

Lesson Outcomes

At the end of the lesson, the learner should be able to:

 identify various instructional materials (IMs) and technology tools in language learning;
 explain the characteristics of good/appropriate IMs and technology tools in learning
language;
 create appropriate IMs using technology tools in learning language; and
 evaluate the relevance and appropriateness of ICT resources in language learning.

Excite
STEP 1: Review the Blogs Developed in Module 3
In this activity, you will exchange and share your general evaluation of the blogs your
class created in Module 3. In the sharing, consider the following:
 Do the student sample blogs meet the desired outcomes and expectations? Explain.
______________________________________________________________________
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______________________________________________________________________
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 ______________________________________________________________________
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 How do the blogs support language learning?
______________________________________________________________________
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______________________________________________________________________
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______________________________________________________________________
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STEP 2: List ideas to improve the student sample blogs

______________________________________________________________________
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______________________________________________________________________
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______________________________________________________________________
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Explore
Information and Communication Technologies (ICTs) can be significantly useful as tools
for language instruction. In the Philippines, the languages that are being taught are Mother
Tongue; Filipino, English and other foreign languages. With the integration of ICTs in teaching
languages, the need to process data quickly and integrate voice, music, video, pictures, and text
into lessons can be fully addressed. Eslit (2017) claims that ICTs can be programmed to tailor
instruction and tests for each individual language learner.
To be able to use these technologies successfully as tools and materials and to help in
effective conduct of language classes, some principles on suitability, adequacy, and efficient
utilization will also be discussed in this Module. The effectiveness of instructional tools in
promoting students' academic performance in teaching and learning is indisputable. It provides
the much needed sensory experiences needed by the learners for an effective and meaningful
behavioral change (Ajoke, 2017). Slavin (2010) also added that, well-planned and imaginative
use of visual aids in lessons banish apathy. supplement inadequacy of books as well as arouse
student's interest by giving them something practical to see and do, and at the same time help
to train them to think things out themselves.
In language teaching and learning, there are a lot of instructional materials that can be
prepared to enhance the teaching-learning process. These instructional materials can be
prepared with the support of technologies.
 Some of the common language teaching materials will be presented in this module and
the technological tools that can be used to prepare them are also described. Gone are the days
when cassette tapes, radios, and televisions were the only technologies being used to allow
students to demonstrate language skills for the English or Filipino subjects or courses. Today
there are a lot of instructional materials that are being used to enhance language learning that
are ICT-based.

Computer-Based Instructional Tools and Materials in Language Teaching

The numerous technology tools being used in language teaching are fully supportive of
the different types of instructional materials commonly used in language teaching. Below are
some computer-based instructional tools, strategies and materials in language teaching.
A. Computer-Assisted Language Learning (CALL)
Computer-assisted language learning (CALL) is a fundamental part of English teaching
methodology and it is a highly acknowledged means in attaining learning objectives. Computers
provide many opportunities of exchanging ideas and information at both national and
international level. Before this technology, students were not able to learn language easily and
they had to face many hurdles and difficulties. The classical and traditional methods used by the
old teachers couldn't help them to learn foreign language effectively. The old teaching methods
couldn't fulfill the requirements of learning and learners. But now the advanced and progressive
technology of the computer has motivated the learners to learn language effectively. The
computer has become a valuable tool of learning for modern students (Lohdi, 2019). Eslit (2017)
also described CALL as one of the many tools and techniques that can help improve the
students' language competencies. He claims that this new technology in language education
has increased learner autonomy, creativity, productivity and team work. It has been used with
interactive teaching approach to tutor language learners through language drills or skills
practice. It has also been used as stimulus for discussion and interaction; or as a tool for writing
and research.
Abate (2018) conducted a research on blending Content and Language Integrated Learning
(CLIL) and CALL. The research found out that the use of simple but efficacious web tools during
lessons in CLIL approach improved learners' competencies. The web tools enable
communication; facilitate access to knowledge, online dictionaries and other learning resources
and increase exposure to using a foreign language. CLIL develops cognitional improvement,
cultural understanding without any substantial loss to content learning. The use of ICT
enhances effective student's motivation to learn languages.
The use of CALL in today's language classroom has improved a lot because of the new
trends of technologies and because of the various challenges and innovations in language
teaching and learning. In research conducted by Paul Lyddon (2018), it was pointed out that
digital technologies have increased communications between speakers of different languages,
but the widespread use of online machine translation has become a disruptive force for foreign
language education; as it permits intelligible exchanges between persons with little or no
knowledge of a foreign tongue. The research further notes that as machine translation
technology only continues to improve, the entire purpose of foreign language learning,
computer-assisted or otherwise, may one day soon likely be called into question. It is, therefore,
recommended that while nothing is ever truly future-proof, the sustainability of foreign language
education may require a shift in focus, away from traditional language acquisition and toward
social semiotic awareness and multimodal intercultural communication. This suggests possible
roles for digital technologies in sustainable language teaching

B. Language Instructional Materials Supported by Technology Tools

Ajoke (2017) cited the different types of instructional materials in teaching English as a
second language. These types are also useful in teaching other languages.
1. Instructional Charts
One of the common types of instructional materials in language teaching and
learning is a chart. Charts can be seen on printed materials but their presentation can be
enhanced and are presented in 3D or 4D form with the aid of technology. Charts can
help language learners read with understanding data and concepts that are not
presented in text forms. By the use of charts, students' writing skills beyond text writing
are enhanced because some charts also involve how to show relationships and
demonstrate processes and so on. The following are some of the many technology tools
that can be used to develop charts:
a. Microsoft Word
Microsoft Word does not only allow you to create documents but it also has a
provision to allow you to create charts or graphs that will add to the visual appeal of
the presentation of your text.
b. Microsoft Excel
One of the main features of Microsoft Excel and other spreadsheets applications
is to create charts and graphs. For language learners, a simple chart in Excel is more
comprehensible than to see a lot of sheets and cells full of numbers.
c. Microsoft PowerPoint
PowerPoint offers various tools that can make your presentation interactive. One
of its features is to present charts in a slide.
d. iOs, Andriod, and Windows Phone and iPad Chart Maker Apps
These are Numbers, Viz, 3D Charts, Chart Maker, Graphing Calculator HD, Roambi
Analytics, and Graph

2. Posters
Many of the schools in the Philippines have been requiring their students to
participate in poster-making activities to further develop their creativity and to help them
express their ideas through a pictorial device. With the advent of tutorial videos on
YouTube, students can develop more creative and digitalized posters. Moreover, there
are several applications that students can download and use for their poster making
activity. These are free samples of the free poster maker applications available:
A. Spark Post
https://spark.adobe.com/make/posters/
 Adobe Spark is a suite of design tools that allows you to make your own posters, videos
and webpages using your computer or iOS mobile device. The poster-making tool of this
collection of apps is called Spark Post. This app offers a range of poster templates and layouts
that you can use to create your own custom posters for sharing on social media and for print.
B. Canva's Poster Maker
https://www.canva.com/create/posters/
Canva's poster maker has hundreds of templates designed by their team of professional
designers. Templates are have shortcuts to great design: You'll have a custom poster in
minutes.
C. Block Posters
https://www.blockposters.com/ C.
Block Posters can let you make your own custom poster for free. Upload an image, choose
your options, and then download and print out your own personalized huge poster.
D. Posterini
https://www.posterini.com/
Posterini poster maker redefines the meaning of design, combining augmented reality,
artificial intelligence and gamification in a unique way.
E. PosterMyWall
https://www.postermywall.com/
It is a website that features amazing poster templates and has an easy-to-use custom
graphics service.
3. Flashcards
Flashcards are indispensable instructional materials in language teaching. These
are commonly used in reading and in teaching lessons in phonology and morphology.
With the presence of free educational websites, language teachers will not have difficulty
in preparing their flashcards. The following websites, organized by Softonic (2020), may
help you prepare your flashcards for your language classes:

A. Anki
https://anki.en.softonic.com/
Anki is a powerful, multi-purpose application. Flashcards created using Anki can contain
text, sound, images, and formatted documents in standard LaTeX.
B. Vocabla: English Dictionary
https://en.softonic.com/android/education-reference
Vocabla focuses on the study of words. To make expanding your vocabulary more fun
and addictive, Vocabla introduces competitive elements, with achievements and points in the
rankings, just like in games. The unique feature of Vocabla is an add-on for Mozilla Firefox,
which allows you to add words and create flashcards directly online.
 C. Learn Spanish with EduKoala
https://en.softonic.com/android/education-reference Edukoala is pretty similar to the
previously mentioned app, but its uniqueness is in the way it lets you learn new words every
time you unlock your Android phone. In the settings, you can choose to be challenged with
words, instead of the traditional code or swipe pattern, to unlock your phone. Edukoala will
display a question and three possible answers; answer the question correctly to unlock your
Android. It's an interesting approach, but as the developer admits, it doesn't work on every
phone, and you'll need to download a different app for each language you want to learn (the app
offers English, Spanish, German, French, Chinese, Italian, Russian, Portuguese, Hindi,
Japanese, Norwegian, and Greek).
D. Study Blue
https://en.softonic.com/iphone/education-reference
Study blue allows you to easily create flashcards with text, sound and images. You can, for
example, take a photo or draw something, and then add more information manually or verbally.

4. Slide
Among the various types of materials that are available for projection, slides and film strips
are the foremost visual aids. They are of great value in teaching traditionally, slide projectors
have been used by teachers for their slide presentation. These slide projectors have been used
for projecting pictures from a transparent slide on a wall or screen. Nowadays, innovative and
stimulating presentation applications are commonly used by teachers. These presentation
software applications have very good features that can make the presentation of lessons near to
seeing real objects and subjects. Some of these are:
A. Microsoft PowerPoint
Segundo and Salazar (2011) in their research state that PowerPoint this program has
become the world's most widely used presentation program and is a complete presentation
program that allows teachers to produce professional-looking presentation in EFL classrooms.
B. PowToon
Semaan and Ismail (2018) stated in their research that PowToon is a web-based tool that
offers a wide array of media options, graphics, cartoons, and animated images to create
animated presentations that flow smoothly and logically. It also features classroom accounts for
project-based learning PowToon can be used to teach any subject. In 2014, Tracy Weber cited
by Semaan and Ismail (2018) described PowToon as a potential application to teach language
courses particularly English. She said, it could be employed in an English class to demonstrate
knowledge of Romeo and Juliet from a students' perspective; and even in industrial arts class
by demonstrating welding techniques. PowToon paves the way towards teaching higher order
thinking skills like critical thinking, summarizing, and problem-solving which are basic skills for a
successful global citizen in the 21" Century.
C. Google Drive Presentation
 Google Drive Presentation is a cloud-based presentation; hence, it is always available
because you can always access it anytime there is net connection using your PC, Chrome
Book, Android etc.
Since it is part of the Google's Software Office Suite within the Google Drive, you can also
easily share it to your students in your language classes.
D. Slide Rocket
This is a web-based program that will allow you to create presentations for your language
classes. This software is very similar to other presentation software like PowerPoint and Prezi.
Its notable features are its templates which can be used to make presentations more visually
appealing.
E. Prezi
Just like PowerPoint Presentations, there are several pieces of research that claim that
Prezi is commonly used for presentation in academic instructions. Houska (2013) stated that
Prezi is taking hold in some disciplines and circles. Instructors, professional speakers and
students continue to post presentations created though Prezi online for public perusal. These
presentations can be an excellent starting point for tech-savvy instructors intending to
reinvigorate their classroom instruction or present material in a novel, engaging format. In
language teaching, the research of Yusny and Kumita (2016) concludes that teaching grammar
utilizing Prezi presentation helps students improve their grammar mastery. Additionally, it also
shows that the students have positive responses toward utilizing Prezi presentation in grammar
lessons. However, they emphasized that the development of Prezi presentation in all education
materials should carefully adhere to the principles of instructional design and must not overuse
the features as it could also lead to negative effect to the learners.

5. Work Sheets and Forms

A worksheet is not only completed on printed materials but these can also be
accomplished through the web. By the use of some word processing software like Microsoft
Word, a teacher can also develop electronic forms.
a. Google Forms
b. Monkey Survey Form
c. Paper Forms
d. Survey Planet
e. QuickTapSurvey
f. Type Form
g. Cognito Form
h. Ninja Forms
 6. Newsletters
A newsletter is a very useful material in language teaching and learning. Preparing a
newsletter will develop and build the vocabulary and writing skills of students through
drafting, revising, editing, and publishing. Students will become familiar with the process of
producing formal written documents, such as magazines and newspapers. Through
interacting with others in the class, students will also learn how to work within a team.
Moreover, the following skills can also be developed:
 Receptiveness to language, reading, listening and understanding
 Writing, spelling, grammar, drafting, revising and editing
 Imagination, confidence in using oral language and creative skills
 Use of dictionaries and thesauruses to extend and develop vocabulary and spelling

The following are also important factors to consider when preparing a newsletter
(explorer, n.d.):
 Accuracy: Ensure the facts are right (including how to spell names). Always use the five
W`s and H (Who, What, When, Where, Why, How?).
 Audience: Who will read the paper? Is your story of interest to them?
 Research: Always check facts that you have collected - use reference materials if
needed.
 Images: Don't leave the images to the last minute - always think how the image can grab
the reader's attention- that can be used with the article.
 Writing: What is the WOW factor of the story? - Start with a good lead. Remember that
you want to grab the reader's attention and then want to read more. Use the worksheet
below to assist with writing stories.

7. Pamphlets
A pamphlet is a small, unbound booklet focused on a single subject for educational
purposes. Pamphlets are non-periodical. They are written for the layman, simply and without
excessive jargon. Authors present text and images in an organized fashion to communicate a
clear message. Pamphlets can be folded in a variety of ways, such as in half, in thirds, or in
fourths (Lucid Press, 2020). The sample technology tools that you can use to develop your
pamphlets are:
a. Microsoft Publisher
b. Adobe Spark c. Lucid Press
c. Brochures

8. Brochures
A brochure is used to advertise a company and its products or services (Lucid Press, 2020).
Some applications that you may use to develop your brochures are:
a. Microsoft Publisher
b. Canva
c. Venngage
d. Visme
e. flipsnack

9. Cartoons
A cartoon is a simple picture of an amusing situation; sometimes it is a satirical comment
on a serious or topical issue. A strip cartoon is a sequence of framed drawings, which tell a
story. Both types are to be found in newspapers, magazines and leaflets. In development
situations a cartoon is a method of conveying a specific message. How to use cartoons
Cartoon pictures enable people to discuss sensitive issues and so are useful for teaching
and training. Listening skills in the language class can be extended and developed using
cartoon strips. You can read out a description of something, which needs to be drawn in
sequence, each part in a separate frame. Ask the students to listen carefully, while you read
the piece two or three times. Then ask them to draw what they have heard. You could
provide a template with several ready frames for them to fill in. You could do this with two
separate groups and ask the students to discuss what they see in the picture. You can then
evaluate how well they have understood the piece you read. Cartoon strips can be used to
teach sequencing to students. Find, or draw, a cartoon strip with between three and eight
separate frames. Cut out each frame and rearrange them so that they are in the wrong
order. Stick them down in the new order and make one copy for each group. Ask them to cut
each frame out and put them in the correct order. Before you do this, show the students an
example on the chalkboard of pictures in the wrong order and ask them to put them in the
correct sequence. The above exercise can also be used in a workshop or training session,
using a topic related to the subject of the workshop or session. As it encourages discussion
and team decision-making, it can be introduced as an ice-breaker. The less obvious the
order, the more interactive the process will be as each group may suggest different
answers. This creates an opportunity for each group to explain their answers and defend
their position (Ajoke, 2017). There are cartoon making software that can be paid online but
the following are free cartoon making software that you may use or let your students use:
A. Animaker
B. Pencil 2D
C. Synfig
D. Inkskape
E. Pixton

10. Journals
Journals are records of personal insights and experiences of students. These can serve
also as instructional materials to be used by teachers to be able to manage the reflections
and sharing of insight in the class. Journal writing is a very good activity for students
because they have the freedom to write their thoughts and feelings about their learning
 experiences. The following are some examples of free technological applications that can be
used to help students write their journals digitally:
a. Perspective App by Blinky
b. Journey Journal App
c. Momento Journal App
d. Penzu Journal App
e. Diaro Journal App

11. Bulletins Boards

Digitally, a teacher can develop online bulletin boards where he or she may post some
language activities or information that are helpful for the students' acquisition of the
language competencies. There are applications (Ferlazzo, 2011) that can be used for this
purpose, and these are:
a. Wallwisher (now called Padlet)
This was the first online application that enables you to place virtual post-it notes on
a virtual corkboard or bulletin board easily and allow you to post text, images, and/or
videos on them.
b. Corkboard Me
This is now called NoteApp which is a Wallwisher-like tool. The site enables you to
embed your virtual bulletin boards. Other features include real-time collaboration and
a chat room for the people collaborating.

c. Popplet
You can make an online "bulletin board" with virtual "post its" (called "popplets".
Except for the fact you have to register to use it, Popplet is just as easy and, in some
ways, easier to use with a lot more functionality.
d. Spaaze
This is similar to the others on this list; with registration is required.
e. Group Zap
This app joins a long list of online virtual "corkboards." It has some nice features,
including the ability to convert your board to a PDF and being able to "drag-and-
drop" images and documents from your files.
f. Realtime Board
This is an online whiteboard that seemed like a decent tool for real-time
collaboration. It's easy to use, and lets you upload images from your computer or by
its URL address. They offer free "Pro" accounts to educators.

Characteristics of Effective and Efficient Instructional Tools

Simply using technology is not enough to learn a language. An effective ICT-based
instructional material is a well-planned and a well-designed one. This means that the
preparation of the IMS must be planned very well and it must be ensured that they are
developed to meet the learning objectives of the language class. In addition, English language
competencies should be given importance during the planning, in-service training and in the
making of ICT strategic plan, action plans and strategic intervention materials for English
language instruction. It is also highly recommended that teachers maximize the use of teacher-
made websites, OER (open educational resources) and, software or mobile applications to
encourage autonomous learning of students at the same time utilize these tools in flipping the
classroom along with task-based language activities, content and language integrated learning
and project-based outputs (Beduya, 2018).
The following are the characteristics of an instructional tool that is effective in the
classrooms.

1. Enhances instructional effectiveness

The instructional material must be able to facilitate the increase of students'
achievement in language classes. Through the instructional materials, all students
including those with special learning needs and students at risks will be benefited and
will be helped to demonstrate the intended learning outcomes of their language courses.
With the use of technological tools, students' progress is monitored and acted upon by
concerned individuals like the teachers, the parents, and the school as a whole.

2. Promotes active learning

Instructional materials are expected to help promote active learning. Through the
use of interactive technological tools, learning interest is stimulated and students' focus
is redirected. By this, students and teachers will be highly engaged in the learning
process. The International Society for Technology in Education (ISTE) cited by Barron
(2002) gave the following descriptions of a learning environment that uses interactive
technologies:

Traditional Learning Environment New Learning Environment

Teacher-centered instruction Student-centered learning
Single-sense stimulation Multisensory stimulation
Single-path progression Multipath progression
Single media Multimedia
Isolated work Collaborative work
Information delivery Information exchange
Passive learning Active, exploratory, inquiry-based learning
Factual, knowledge-based learning Critical thinking and informed decision-
making
Reactive response Proactive/planned action
Isolated, artificial context Authentic, real-world content

3. Develops critical thinking

Technological tools and instructional materials must be designed and implemented in
such a way that they help develop critical thinking skills among the learners. According
to Barron et al. (2002), the structure and use of technology can promote higher-level
thinking skills. They further stated that some technological tools are designed to
encourage problem-solving skills.
 4. Accommodates differentiated instruction
Students have diverse backgrounds and have diverse intelligences and learning
styles. They learn in different ways. They express their thoughts and ideas also
differently. Consequently, instructional materials and tools must be of help to the teacher
to facilitate his or her classes considering the different profiles of the students. There
must also be an opportunity for individualized and independent learning with
collaborative and cooperative learning.
5. Motivating
The use of instructional materials is a big help for the teacher to facilitate the teaching-
learning process. The use of these materials is expected to motivate the students to pay
attention and actively participate. With the ubiquity and variety of educational tools
available to language teachers, selecting the most appropriate and best format is very
critical to stimulate learner motivation.
6. Multisensory
One of the biggest challenges among teachers is to prepare for instructional materials
that are multisensory. With the advent of technological tools developed by very good
programmers, multimedia are available that allow teachers to just learn how to use them
the maximum in the teaching of their lessons.

Universal Design for Learning (UDL)

The concept of UDL is a very important concept in preparing instructional
tools in language teaching. The concept stemmed originally from the UD principles, as well as
from research in neuroscience on how the brain learns (Rose & Meyer 2002). According to
Dalton et al. (2019), universal design for learning applies the concepts of accessibility and
inclusion beyond physical environments, to design teaching and learning opportunities in ways
that are varied, accessible and engaging for all students, including those with differing needs
and/or disabilities. In this way, appealing to the broadest range of diversity in our student
populations, the framework of UDL strives to remove discriminatory practices, as the learning
needs of most students are taken into account when instruction is designed.
Professional practitioners and academicians were able to share their
thoughts about UDL principles. These principles are very important for us to appreciate how we
can integrate the concept in our ICT-pedagogy integration.
A. National Disability Authority (2020)
The National Disability Authority cited the following 7 Principles of Universal Design
which were developed by Ronald Mace and group in North Carolina State University.

Principle 1: Equitable Use

The design is useful and marketable to people with diverse abilities.
Guidelines:
a. Provide the same means of use of all users: identical whenever possible; equivalent
when not.
 b. Avoid segregating or stigmatizing any users
c. Give provision for privacy, security and safety should be equally available to all users.
d. Make the design appealing to all users.
Principles 2: Flexibility in Use
The design accommodates a wide range of individual preferences and abilities.
Guidelines:
a. Provide a choice in methods of use.
b. Accommodate right-or-left-handed access and use.
c. Facilitate the user’s accuracy and precision.
d. Provide adaptability to the user’s pace.
Principles 3: Simple and Intuitive Use
Use of the design is easy to understand, regardless of the user’s experience, knowledge,
language skills, or current concentration level.
Guidelines:
a. Eliminate unnecessary complexity.
b. Be consistent with user expectations and intuition.
c. Accommodate a wide range of literacy and language skills.
d. Arrange information consistent with its importance.
e. Provide effective prompting and feedback during and after task completion.
Principles 4: Perceptible Information
The design communicates necessary information to the user effectively, regardless of the
ambient conditions or the user’s sensory abilities.
Guidelines:
a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential
information.
b. Provide adequate contrast between essential information and its surroundings.
c. Maximize “legibility” of essential information.
d. Differentiate elements in ways that can be described (i.e., make it easy to give
instructions or directions).
e. Provide compatibility with a variety of techniques or devices used by people with sensory
limitations.
Principle 5: Tolerance for Error
The design minimizes hazards and the adverse consequences of accidental or unintended
actions.
Guidelines:
a. Arrange elements to minimize hazards and errors: most used elements, most
accessible; hazardous elements eliminated, isolated, or shielded.
b. Provide warnings of hazards and errors.
 c. Provide fail safe features.
d. Discourage unconscious action in tasks that require vigilance.
Principles 6: Love Physical Effort
The design can be used efficiently and comfortably and with a minimum of fatigue.
Guidelines:
a. Allow user to maintain a neutral body position.
b. Use reasonable operating forces.
c. Minimize repetitive actions.
d. Minimize sustained physical effort.
Principles 7: Size and Space for Approach and Use
Appropriate size and space are provided for approach, reach, manipulation, and use, regardless
of user’s body size posture, or mobility.
Guidelines:
a. Provide a clear line of sight to important elements for any seated or standing user.
b. Make reach to all components comfortable for any seated or standing user:
c. Accommodate variations in hand and grip size.
d. Provide adequate space for the use of assistive devices or personal assistance

B. Center for academic and Faculty Development (2020)

The Center for academic and Faculty Development of Durham College cited the
following 3 UDL Principles. These principles are deem important to educators as we
are often challenged to design and deliver curriculum for an increasingly diverse student
population. Each student learns differently and can benefit from having a variety of
learning formats to choose from, flexible assessments, and tools to help with
organization of new information and skills. UDL provides us with a variety of strategies
and resources to help meet diverse learning needs, improve accessibility to learning
opportunities, and increase student success.
Principle 1: Provide multiple means of representation
Present information and content in different ways
Principle 2: Provide Multiple Means of Action and Expression Differentiate the ways that
students can express what they know
Stimulate interest and motivation for learning
The above cited concepts and principles of Universal Design Learning are
very helpful to rationalize why it is very important for every teacher not to just pick
instructional tool for the sake of having one and for the teacher to integrate technologies
without understanding some learning principles. In language teaching, a teacher must be
vigilant, innovative, and creative in choosing and/or in developing instructional materials
to ensure that the above cited UDL principles will be put to practice. Language learning
is very crucial among students because language is the main tool in our day-to-day
living.
 Experience

To allow you to apply and experience working as a student and as a teacher,

you will do the following activities:

Activity 1
Evaluating Language Teachers’ Multimedia Presentations
Step 1: Identifying Objectives
To review the potential benefits of facilitating learning with multimedia
presentations, identify some of the reasons behind going over some samples of well-
designed multimedia presentations.

Step 2: Citing Best Features of Multimedia Presentations

Recall the features of multimedia presentations and note if these features are
demonstrated by the multimedia presentations you will review. Recall also the principles
and guidelines in developing instructional materials.

Step 3: Reviewing Shared Multimedia Presentations

Search from the internet shared language multimedia presentations that were
developed by English and Filipino Teachers. Download 5 presentations for English
Language courses and 5 presentations for Filipino Language courses. It will be easy for
you to get some from the Slideshare website. Observe the following inclusion criteria in
choosing the ten multimedia presentations given below.
A. 5 multimedia presentations for lesson in English courses written in English.
B. 5 multimedia presentations for lesson in Filipino courses written in Filipino
C. Developed from 2015 to current time.
D. With a minimum of 10 slides.
E. Must engage more than one senses.
F. Must be developed by a professional teacher
G. Freely shared.

Step 4: Preparing for the Review Report

Prepare your review reports by answering the following questions:
a. Are the contents supported by research or are based on proven facts?
b. Are the contents logically organized?
c. Did the presentations highlight the key points about the topic?
d. Are the languages used appropriate to the age and experience of the audience?
e. Are all the references cited properly?
f. Are the objectives of the presentation stated clearly?
g. Is there an opportunity for checking understanding?
h. Is there an opportunity for the audience to participate in the presentations?
i. Can the presentations be delivered within the allotted time?
j. Did the presentations follow appropriate designs along the following:
 The presentations generally have a title page.
 Dark texts are displayed on light background or white texts on dark background
  The backgrounds are simple
 The presentations used only one color scheme
 Slides are not cluttered with too many elements
 The presentations stimulate interests through the use of layouts, graphics,
sounds ad or transitions.
k. The textual elements meet appropriate design:
 Text is kept to a minimum
 Font types are easy to read
 No more than two types of fonts are used
 Slides do not have too many bullets
 Spelling, grammar and punctuations are correct.
l. The presentations feature interesting images or visuals.
m. The use of multimedia elements helps explain the concepts better.
n. The images are appropriate to the age and experience of the audience.
o. The multimedia elements are not distracting or repetitive.

Step 5: Reporting the Review

Organize your report and prepare to discuss it in class. Start with the best
features followed by the points for improvement.

Step 6: Recommending for the Areas of Improvement

Provide some tips to come up with improved multimedia presentations
benchmarking from the reviewed multimedia presentations.

Activity 2
Making table, graphs, ad charts using web-based applications
Step 1: Exploring Apps for making table, graphs, and charts
Exploring the different applications on developing charts, tables, and graphs
that were represented earlier.

Step 2: Using the Software Applications

You explore and learned how to use the software applications in making
graphs and charts, think of your language lesson plan and identify data that you have to present
using charts or graphs. Develop your graphs or charts for presentation.
In preparing your graphs and charts, you need to consider the following:
a. Your lesson objectives;
b. Your target audience;
c. The role of the charts in conveying your message;
 d. How you will present the charts; and
e. The best type of chart or graph with which to present the information.

Step 3: Presenting Developed Graphs and Charts

You will be asked to pair with a classmate and share your graphs and charts
with one another. After this, share you graphs and charts with the rest of the group.
During the graphs and charts sharing, try to compare your graphs and charts
with the other pairs and identify the best presentation and reflect why such is the case.
To check further on your graphs and charts, consider the following:
a. Can you and your students easily understand the chart or the graph?
b. Was the message that you wanted to convey the message conveyed?
c. Are all the essential information provided by the charts and the graphs?
d. Is the chart or graph positioned in the document properly?
Activity 1
Creating Newsletter
During this activity, develop a newsletter that will become a component of
your learning plan portfolio. Develop a newsletter to help you meet your targeted student
learning objectives. Since the newsletter that you will develop is a student sample, make
sure that the content of your newsletter is appropriate to your learner’s profile and are
relevant to the contents of your learning plan.
The rubric below (Intel, 2010) will be used to evaluate your newsletter.

4 3 2 1
Knowledge of My newsletter My newsletter My newsletter My newsletter
Subject Matter shows that I shows that I shows that I shows that I do
understand the understand the understand most not understand
subject matter subject matter. of the subject the subject
well and matter. matter very well.
explains why the
subject is
important.
Understanding I understand I understand I understand I do not
Concepts relevant major concepts. some of the understand
concepts. I offer I offer major concepts. major concepts.
unique interpretations or I offer some I offer no
interpretations or extensions. simple interpretations or
extensions, interpretations extensions.
including and extensions.
generalizations,
applications, and
analogies.
Language I use interesting I use language I try to use I do not use
language that that holds the language that language that
 appeals to the audience’s holds the holds the
audience. attention. audience’s audience’s
attention. attention.
Writing Style My writing uses My writing uses My writing My writing does
many features of features of sometimes uses not use features
journalistic style, journalistic style. features of of journalistic
such as leads, journalistic style. style.
compact
paragraphs, and
sentences.
Sentence My sentences My sentences My sentences My sentences
Structure flow together vary and flow show little are all simple in
naturally and are together variety. structure.
varied in length naturally.
and structure to
enhance
meaning.
Conventions My newsletter My newsletter My newsletter My newsletter
has no spelling, has only one or has some major has many
grammatical, or two minor spelling or spelling and
typing errors. spelling, grammatical grammatical
grammatical, or errors. errors.
typing errors.
Graphics The graphics The graphics Most of the Many of the
add information add to the graphics relate graphics distract
to my content of my to the content of readers from the
newsletter. The newsletter. my newsletter. content of my
graphics and newsletter.
text flow
together
naturally.
Design My newsletter My newsletter My newsletter is My newsletter
uses a good uses a good nicely designed design and
design and design and in some parts, layout is
layout. I planned layout. but other parts confusing and
my design and are confusing or hard to read.
made color and hard to read.
layout choices
for a reason.
Creativity I use language I use newsletter I try to use I do not use
and newsletter features to newsletter newsletter
features to communicate features to features to
communicate most of my communicate communicate
my ideas in ideas in original some of my my ideas in
original ways ways. ideas in original original ways.
that surprise ways.
readers.
Connection o My content is My content is My content is My content is
Resources supported by a supported by supported by supported by a
wide variety of good sources. only a few single source or
 good sources. Most of my sources. Some by unreliable
My sources are sources are of my sources sources. My
cited correctly in cited correctly in are cited sources are
the newsletter. the newsletter. correctly. cited incorrectly.
Audience I think about and I think about and I try to think I don’t try to
answer answer about questions answer
questions and questions my my reader might questions my
concerns that readers might have, but I readers might
my readers may have. overlook some have.
have. obvious
questions.
Newsletter My newsletter My newsletter My newsletter The purpose of
Features includes all includes all the has a sense of my newsletter is
required required purpose, but a unclear, and
features, such features, and the few newsletter several
as a table of target audience features may be newsletter
contents, a main is clear. missing or features are
article, poorly done. missing or
supporting incomplete.
articles, graphics
with captions,
editorial, and
comics. All
features relate to
the subject and
are appropriate
for the targeted
audience.

Step 1: Exploring Samples of Newsletters from the World Wide Web

Check on the following websites for additional newsletter writing ideas. In
case the identified websites are not available, you may search for other websites for
your reference.

Newsworthy Journey
http:www.microsoft.com/Educatipon/journey.aspx

TEACH Newsletter
https://www.k12.wa.us/success/learning-standards-instructional-materials/materials-
adoption-course-supports/teach

Step 2: Planning the Content

Remember that you are creating a newsletter for your students to understand
your lessons. Hence, you need to think about how targeted learning objectives will be
achieved. In defining your contents, be guided by the following:
Overall Goal of the Newsletter
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________________

Title of the Newsletter

______________________________________________________________________
________

Elements Necessary for the Targeted Learning Objectives

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________________

Topics and Reference Materials needed

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________

Other Resources that will be Used in the Creation of the Content.

The following are some possible information that you need to gather to
include in the newsletter:
 Letter to the editor
 Cartoons or sketches
 Puzzles or trivia questions
 Survey
 Public opinion poll
 Features
 New discoveries
Step 3: Creating a Newsletter Story Board
To ensure that you are guided by the principles of lay outing a newsletter and
of the development of its essential contents, it will help if you create first a story board.

Newsletter Title:
_______________________________________________________________________

Lead Story Headline:

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________________

Second Story Headline:

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________________

Feature Articles
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________________

Activity 2
Creating Multimedia Presentation
For Presentations to be appealing, language teachers need to design your
presentations properly by utilizing a variety of media. That is why, it is called a multimedia
presentation. Apart from the teachers, students can also develop presentations to present their
reports or projects in a visually engaging manner. In creating slide presentations, variety of
language skills can be developed apart from computer operations and visual design skills.
In this activity, you will create multimedia presentations for your role as a
teacher to present some important concepts of your learning plan and create another
multimedia presentation as student sample for the presentation of the final outputs of the
projects of the students (output of integrating project-based learning).
For the Teacher Support Material
Step 1: Reviewing the Learning Plan
Go back to your learning plan and identify the learning objectives and the topic that
require the use of a multimedia presentation.

Step 2: Explore Presentation Software Applications

Go back again to the different presentations, software applications and explore how
these are used and choose which to use for your teacher sample presentation.

Step 3: Planning the Content

To be able to recognize the content of the different slides of your
presentation, it will help if you will develop your storyboard. The following is a sample of
a storyboard presentation adapted from World Links (2008) that may help you. Fill it out
for this activity.
Part A

Subject and Year Level

Lesson Title/Topic

Learning Objectives
 Target Date of Presentation

Part B
Plan the parts of your multimedia presentation using the following boxes.

Slide 1: Title of the Presentation and your name

Slide 2: Objective/s of the presentation or the intended learning outcomes

Slide 3: Something to generate interest in the topic ((e,g, a quote, a photo, a video, or a
chart)
Slide 4: First main idea (specify the text, as well as the non-textual element, to be put in this
slide)

Slide 5: Support for the first main idea (e.g. example, short quiz, chart)

Slide 6: Second main idea (specify the text, as well as the non-textual element to be put in
this slide

Slide 7: Support for the second main idea (e.g. example, miniquiz, chart)
Slide 8: Third main idea (specify the text, as well as the non-textual element, to be put in
this slide)

Slide 9: Support for the third main idea (e.g. example, miniquiz, chart)

Slide 10: Summary (may be presented visually, as in a table, or a concept map

 Slide 11: List of references used

Activity 3
Understanding UDL in the context of Language Teaching
Answer the following questions:
1. How will the following UDL principles guide you in delivering your learning plan?

Learning Plan Topic:

Learning Plan Objectives
UDL Principles Practical Application to the
Implementation of my Learning Plan
Principle 1: Equitable use

Principle 2: Flexibility in Use

Principle 3: Simple and Intuitive

Principle 4: Perceptible Information

Principle 5: Tolerance for Error

Principle 6: Low Physical Effort

Principles 7: Size and Space for

Approach and Use

2. Learning technologies are an integral part of a UDL Approach. However, simply using
technology in the language classroom is not implementing UDL. How do you understand
this statement in the light of the three principles of UDL?
Provide Multiple Means of Representation

Provide Multiple Action and Expression

Provide Multiple Means of Engagement

3. How can language teachers and administrators best support the development of UDL
learning environment?

4. What other questions do you have about Universal Design for Learning, based on your
own experience and current context?