Classroom Instruction Delivery Alignment Map

Grade: 11/12 Semester: 1st

Core Subject Title: Empowerment Technologies No. of Hours/Semester: 80
hours/ semester
Prerequisites (If needed):

Core Subject Description: Information and communication technologies as a tool for curating, contextualizing, collaborating, and creating content and experiences for learning in the professional
tracks.
Culminating Performance Standard: At the end of the week independently reflect on the ICT learning process and how his/her world view has evolved over the past semester . Outputs during
this week may be in the form of, but not limited to: 1. Video blog 2. Presentation or image gallery 3. Website 4. Illustrated document 5. Podcast or webcast
Power Standard: The students shall develop and use media and information using proper sources and searching techniques by utilizing appropriate media technology suitable for a target
audience.
st
1 Quarter
Learning Competencies Highest Enabling
Strategy to Use in
Performance Standards Developing the
Content KUD KUD Highest Thinking Skill to Assess Highest Thinking
Content CLAS CLA Skill to Assess
Standards MINIMUM
SIFIC BEYOND MINIMUM SSIF
BEYOND ATIO ICAT
MINIMUM Assessment Technique Enabling
MINIMUM N ION RBT Teaching
General
Level WW QA PC Strategy
Strategy
QUARTER 1 The learners At the end of
WEEKS 1–2 shall be able the 2-week
The learners
Information and to: period the The learners:
demonstrate The learners will be
Communication learners shall 1. Compare and Group
an able to evaluate the
Technology covering At the end of be able to contrast the work
understandin differences of various Group
the topics of: the 2-week create a nuances of varied (Evalua
Discussion
g of: ICT in platforms, sites and ting
1. The current state period reflection online platforms, Reasoning
the context content to best achieve differen
of ICT independently paper on sites, and content U U Evaluating & And
of global specific class objectives ces of
technologies compose an how they to best achieve Proof
communicati and address situational various
(i.e., Web 2.0, Venn
insightful understand specific class platfor
on for challenges that they Diagram
3.0, convergent reflection and how they objectives or ms and
specific may encounter through etc.)
technologies, paper on the could apply address situational
professional their daily lives.
social, mobile, nature of ICT the natures challenges.
track.
and assistive in the context of ICT in their
media) of their lives, daily lives,
 society, and
professional
2. Online systems, society, and
tracks (Arts,
functions, and professional
TechVoc,
platforms tracks.
Sports,
Academic)
2. Apply online The learners will be
safety, security, able to demonstrate
ethics, and online safety, security,
Online safety, etiquette standards ethics, and etiquette
Script Connectio
security, ethics, and and practice in the U standards and practice U Applying
Writing ns
Role Playing
etiquette use of ICTs as it in the use of ICTs and
would relate to how it affects them as a
their specific student of their chosen
professional tracks professional tracks.
The learners will be
able to select and
3. Use the Internet
evaluate reliable and
as a tool for credible
credible websites from
research and Informati
the internet in on
Contextualized online information
gathering information gathering
search and research gathering to best U U Analyzing Communic Webcast
to effectively address from
ation
skills achieve specific reliable
situational challenges
class objectives or sources
in their immediate
address situational
community and
challenges.
achieve their learning
objectives.
WEEKS 3–4 The learners The learners The learners The learners: U The learners will be U Applying Connectio Case Based
Applied productivity demonstrate shall be able shall be able 4. Use common able to ns Learning
(Design
tools with advanced an to: to: productivity comprehensively utilize Thinking)
application understandin tools effectively common productivity
techniques These g of: at the end of by maximizing tools with advanced
advanced tools and The use of the 2-week advanced application techniques
techniques currently advanced period application in creating certain
include, but are not tools and independently techniques. multimedia Content
limited to: techniques apply presentations. D Creating Review
1. Mail merge and found in advanced 5. Creates an D Problem Poster-
Solving making
label generation common productivity original or The learners will be
2. Custom productivity tools to create derivative ICT able to create an
 or develop ICT
content for
use in specific
professional
tracks These
may be in the
form of, but
not limited to:
animations and
timing 1. Calculating effectively informative
3. Hyperlinking in spread infographic using
presentations sheet of content to common productivity
4. Integrating and software athletic effectively tools regarding their
images and applications statistics communicate or chosen professional
external material
in developing (Sports) present data or tracks.
in word ICT content 2. Layout of information
processors for specific catalogue of related to
5. Embedded files professional creative specific
and data tracks. works (Arts) professional
6. Advanced and 3. Materials/ tracks.
complex ingredients
formulas and projections
computations for batches
of baked
goods (Tech-
Voc)
4. Letterhead/
business
card design
(Business/
Academic)
WEEKS 5–6 How to At the end of 6.Evaluate existing
Imaging and Design manipulate the 2-week websites and The learners will be
For the Online text, period online resources able to create their Creating Content Problem
Environment covering graphics, and independently based on the U own basic web designs D Designing Solving
the topics of images to apply the principles of and share their own Web-page
1. Basic principles create ICT techniques of layout, graphic, ideas and messages designing
of graphics and content image and visual using graphical design.
layout intended for manipulation message design.
2. Principles of an online and graphic The learner will be able
visual message environment design to 7.Use image to create, manipulate
D Content
design using create original manipulation and enhance graphic Creating Designing
infographics or derivative techniques on U content for Problem
3. Online file ICT content existing images to communication with solving
formats for from existing change or other people for better
images and text images, text enhance their communication.
4. Principles and and graphic current state to
basic techniques elements for communicate a
of image use in specific message for a
manipulation professional specific purpose.
5. Basic image tracks. D D Creating Content Problem Web-
manipulation 8. Create an original The learners will be Designing solving Content
using offline or These may be or derivative ICT able to develop and manipulatio
open-source in the form of, content to n and
enhance an infomercial design
software but not effectively that may inform their
6. Combining text, limited to: communicate a audience regarding
graphics, and 4. Team/ visual message in their selected
images athlete/ an online professional tracks
7. Uploading, league environment online.
sharing, and recruitment related to specific
image hosting posters professional
platforms (Sports) tracks
5. Logo or
Usable platforms/ crest for a
applications community,
currently include but school
are not limited to: organization
1. Google Sketch or barkada
Up (freeware) (Arts)
2. GIMP (open 6. Labeling and
source/ manual of
freeware) operation
for tools and
equipment
(Tech-Voc)
7. Presentation
of cafeteria
patronage
 data
(Business/
Academic)
WEEKS 7–8 The At the end of 9. Evaluate The learners will be Web
Online platforms as principles the 2-week existing online able to support existing content
U creation
tools for ICT content and period creation tools, online creation
development techniques of independently platforms and platforms by designing D Creating Problem
covering the topics design using apply the applications in and creating their own Solving
of: online principles and developing ICT web-pages and ICT
1. The nature and creation techniques of content for content for specific
purposes of tools, design using specific professional tracks.
online platforms platforms, online professional
and applications and creation tools, tracks
2. Basic web design applications platforms, and
principles and to develop applications to 10. Apply web The learners will be
elements ICT content create original design able to create, design
3. Web page design for specific or derivative principles and and manipulate their
using templates professional ICT content elements using own websites using
and online tracks for use in online creation U
online creation tools, D Creating Problem
WYSIWYG specific tools, platforms, and Solving
platforms professional platforms, and applications from a
tracks applications to collaboration of
These online communicate a existing ideas to
platforms currently These may be message for a communicate a
include, but are not in the form of, specific message for a specific
limited to: but not purpose in purpose in specific
1. Presentation/ limited to: specific professional tracks.
visualization professional
(Prezi, Soho, 1.Survey tracks.
Slideshare, instrument
mindmeister) s using
2. Cloud computing Google The learners will be
11. Create an D able to develop and D Creating Problem
(Google Drive, forms Solving
Evernote,Dropbo (Business/ original or enhance an infomercial
x) Academic) derivative ICT that may inform their
3. Social Media 2.Athletic content using audience regarding
(Twitter, match-ups online creation their selected
Facebook, and league tools, professional tracks
Tumblr) standings platforms, and online.
applications to
 using
Mindmeist
er (Sports)
3.Catalogues
/Swatches/
options for
products
and
4. Web Page services effectively
Creation (Wix, using Prezi communicate
Weebly) (TechVoc) messages
5. File 4.Online related to
Management photo specific
(zamzar, album of professional
word2pdf) artistic tracks
6. Mapping works or
(Google Maps, photograp
Wikimapia) hs using
Picasa
(Arts)
5.Online
music
production
using
Sibelius
(Music)
WEEKS 9–10 At the end of 12. Evaluate the U D Creating Web Web-page
Collaborative The key the 2-week quality, value, content designing
creation
development of ICT learnings period and and
content covering the from the quarter appropriateness The learners will be
topics of: previous collaboratively of peer’s able to design their
1. Team structure weeks, which develop an existing or own ICT content with
and dynamics they will online portal previously their theme intented
for ICT content synthesize or website to developed ICT also evaluate its
2. Online into an showcase and content in quality, value, and
collaborative integrated share existing relation to the appropriateness of an
tools and ICT content and previously theme or ICT project.
processes through developed intended U
3. Project collaboration content These audience/
 management for with may be in the viewer of an ICT
ICT content classmate form of, but project.
U
4. Curating existing and teacher not limited to:
content for use as both peer 1. Online 13. Share and
on the web. and partner newsletter 2. showcase The learners will be
Blog 3. Issuu existing or able to show and to
online previously discuss their previous
“magazine” developed or existing developed
material in the material in the form of
Online collaborative form of a a collaborative
tools that may be collaboratively designed particularly to
used currently designed the grade 11 ICT
include, but are not newsletter or students.
limited to: blog site
1. Google Docs/ intended for a
MS Office 365 specific
2. Prezi audience or
3. Google Chat/ viewer
Hangouts
4. Skype/ Viber/
Kakao Talk/
WeChat/ Line

Platforms that may

be currently used to
host newsletters and
similar ICT content
include but are not
limited to:

1. Presentation/
visualization
(Prezi, Soho,
Slideshare,
Mindmeister)
2. Cloud computing
(Google Apps)
3. Social Media
(Facebook
 Pages, Tumblr)
4. Web Page
Creation (Wix,
Weebly)
5. Blog sites
(Blogger,
Wordpress,
Livejournal,
Issuu)
2nd Quarter
QUARTER 2 WEEK 11
Multimedia and ICTs
covering the topics
of:
1. Rich content in
The learners
the online
demonstrate
environment and
an
the user The learners:
understandin The learners :
experience
g of: at the end of
2. Multimedia and 14. Explore the
how rich the week
interactivity principles of
media independently
3. Web 2.0, Web interactivity and
content and assess one’s
3.0, and user rich content in
interactivity experience
participation in the context of
affects and along a range
the web Web 2.0 and
changes the of online rich
the
user content on the
Types of rich and participation of
experience in basis of the
multimedia content the user in the
the delivery usability of
currently include but online
and the interface
are not limited to: 1. experience
consumption
Video and audio,
of ICT
embedded and on
content
demand 2. Online
games, tests,and
courseware 3. Web - ,
game - , pod - , and
vod - casting
WEEK 12 ICT as a tool, at the end of 15. Share anecdotes
ICTs as platform for medium, and the week of how he/she has
change covering the
topics of:
1. ICT as medium
for advocacy and
developmental
communication
2. The social power
of social media
3. Digital citizenship
independently
and the Filipino
articulate how
people
ICT tools and
force in platforms
Samples of this
bringing have changed used ICTs to be part
phenomenon include
about action the way of a social
but are not limited to:
and mobilize people movement, change,
change in a communicate, or cause to illustrate
1. EDSA and Cardinal
population, and how aspects of digital
Sin’s call to action via
society, or social change citizenship
radio broadcast
culture. has been
2. EDSA Dos and the
brought about
us e of text
by the use of
messaging to
ICTs
mobilize people
3. Million People
March against Pork
barrel via Facebook
4. Disaster relief
operations and
mobilization via
Internet and text
brigades
WEEKS 13–16 How to work At the end of 16. Identify a local or
Developing an ICT with peers the 4-week regional cause or
Project for Social and external period issue for Social
Change covering the publics/ collaboratively Change related to
specific
topics of: partners for participate
professional
1.Planning and the actively in the tracks that can be
conceptualizing an development creation and addressed or
ICT Project for of an ICT development tackled using an
 Social Change of an ICT
2.Research for ICT Project for
Projects, Audience Social Change
profiling, relating to an ICT Project for
(demographics and issue in Social Change
psychographics) specific
3.Designing and professional 17. Analyze how
target or
copywriting for ICT tracks
intended users
Projects
and audiences
4.Developing and Topics may are expected to
constructing the ICT cover, but are respond to the
project not limited to: proposed ICT
1. Promotion Project for Social
Samples of these of wellness in Change on the
advocacies or project that the home basis of content,
projects include but advocates or (Sports) value, and user
are not limited to: mobilizes for 2. Street food experience.
a specific safety and
1.Anti-drug Social Change cleanliness 18. Content in design
campaigns. or cause. drive (Tech - and development
2.Youth election Voc) to best enhance
volunteer 3. Cultural the user
mobilization. heritage experience and
3.Animal welfare and promotion deliver content of
an ICT Project for
rights. through new
Social Change
4.Environmental designs “Pinoy
conservation and pride” (Arts) 19. Develop a
action. 4. Savings and working
5.Contemporary ICT financial prototype of an
issues such as cyber literacy drives ICT Project for
bullying, copyright and Social Change
infringement, green advocacies
technology, and (Business/
Internet addiction. Academic)

WEEK 19 How to At the end of

Sustaining an ICT maintain and the week 22. Generate a
Project for Social sustain the independently report on the
Change covering the operation of evaluate the performance of
 performance
of an
topics of:
advocacy via
an ICT Project
1.Updating content their ICT Project
for Social
and maintaining for Social
Change
traffic to an ICT Change on the
through
Project for Social basis of data
an ICT Project available
Change. gathered from
for Social monitoring
available
Change tools and
2.Monitoring social monitoring
evaluating
impact of tools and
techniques
advocacies evaluating
such as user
communicated via techniques
interviews,
an ICT Project for
feedback
Social Change
forms, and
Analytics data
WEEK 20 How to At the end of 23. Create a
Reflecting on the ICT reflect on the the week reflexive piece
learning process nature of ICT independently or output using
covering the topics and the reflect on the an ICT tool
of: manner by ICT learning platform, or
which the process and application of
ICT, the self, and learning how his/her choice on the
society process has world view learning
changed has evolved experience
his/her world over the past undergone
view. semester during the
semester
Outputs
during this
week may be
in the form of,
but not
limited to:
1.Video blog
2.Presentation
or image
gallery
 3.Website
4.Illustrated
document
5.Podcast or
webcast

Performance Task: The members of CFSI will celebrate the Media and Information Week. As peace advocates of the school. You will create a short video blog about the proper usage of media
and information and present it to students of both JHS and SHS. Your objective is to inform your fellow students how important it is to become a media and information literate individual. Your short
film must have an excellent cinematography, striking message, and clear articulation of words from the characters, good lighting, and moral.

Literal Transfer Task: As a peace and media literacy advocate. You will create a short film about the proper usage of media and information and upload it to a social media platform (facebook,
twitter, or instagram). Your objective is to inform the public how important it is to become a media and information literate individual. Your short film must have an excellent cinematography, striking
message, clear articulation of words from the characters, good lighting, and moral.

G – To inform your fellow students how important it is to become a media and information literate individual.
R – Members of CFSI Peace advocates.
A – Students of both JHS and SHS.
S – The members of CFSI will celebrate the Media and Information Week.
P – A short video blog about the proper usage of media and information
S – Must have an excellent cinematography, striking message, and clear articulation of words from the characters, good lighting, and moral.