Republic of the Philippines

Department of Education
Region XII
Schools Division of South Cotabato
POLOMOLOK NATIONAL HIGH SCHOOL
School: POLOMOLOK NATIONAL HIGH Grade: 11-ABM EARNINGS
SCHOOL
Teacher: AURA LEE B. CARISMA Learning Area: EMPOWERMENT TECHNOLOGIES
Observation Date: Quarter: I

I. RPMS: KRA’s
O Objectives

A. ICT in the context of global communication for

C specific professional tracks

B. At the end of the 2-week period independently

P compose an insightful reflection paper on the nature
of ICT in the context of their lives, society, and
professional tracks (Arts, Tech-Voc, Sports,
Academic)
C. • Compare and contrast the nuances of varied online
L platforms, sites and content to best achieve
specific class objectives or address situational
challenges CS_ICT11/12-ICTPT-Ia-b-1

D. A learner-centered
teaching philosophy that
O At the end of the lesson, the learners must be able focuses on the needs of the
to: student that is based on the
• Give the overview of the subject Empowerment positive changes and
problem-solving approach.
Technologies by running through the (Progressivism)
curriculum guide;
• Discuss and run through the activities in the
Student Reader
• Introduce an exercise such as researching
about ICT or any digital tools and asking the
students to share their findings to the class
• Identify the benefits of Networked World
• Explain the categories of Networked World
through a group reporting
• Appreciate a Networked World Society
II. INFORMATION AND COMMUNICATION
C TECHNOLOGY: THE NETWORKED WORLD

III.
L

A.Empowerment Technologies, Teacher’s Guide

R

B.Laptop, ppt presentation, video clip Objective 8

Le

Octavio Village, Brgy. Cannery Site, Polomolok, South Cotabato

(083) 878-8996
304560@deped.gov.ph
304560
 Republic of the Philippines
Department of Education
Region XII
Schools Division of South Cotabato
POLOMOLOK NATIONAL HIGH SCHOOL
Selected, Developed,
Organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals

IV.
P

A. Drill, review • Start the lesson with a prayer. After the prayer, Objective 4
previous explain the importance of respect for all the Managed classroom
lesson or diversities and beliefs in the class and in the structure to engage
present the community. (5 minutes) learners, individually or in
groups, in meaningful
new lesson exploration, discovery and
• Check the attendance of the class to monitor hands-on activities within a
the number of students. Make sure that all range of physical learning
environments
students are in their right seat plan. Remind
learners to pick up pieces of papers and
ensure that the surroundings are clean. (2
minutes)

B. Establishing Presentation of the objectives by letting the students Objective 2

a purpose for read the objectives all together on the board to Used a range of teaching
the lesson improve literacy skills. The teacher will present her strategies that enhance
PowerPoint presentation. (1 minute) learner achievement in
literacy and numeracy skills

C. Presenting As part of the introduction and motivation of the

Objective 3
Examples/ins lesson, they will be asked to participate in a Hashtag
tances of the Activity. They will be asked to write hashtags on a Applied a range of teaching
new lesson specific picture and write them on the board.(15 strategies to develop
critical and creative
minutes) thinking, as well as other
To approximate the “likes” in an online social media, higher-order thinking skills
ask a raise of hands for every hashtags and count
A learner-centered
the number of the likes. Rank the most number of teaching philosophy where
votes and highlight the top three with the highest learners will be undergone
number of likes. problem solving to identify
and correct many
Ask the learners of the following questions. noteworthy social problems
 What is the importance of hashtags? that faces our nation, with
diverse targets including
 How does it feel when you receive likes for racism, pollution, homeless
poverty, and violence.
your hashtags? (Social reconstructionism)

 How can a developing country participate in a

Objective 2
Networked World?
Used research-based
Using verbal instruction to learners and giving knowledge and principles
them additional information on the visual contents for of teaching and learning to
learner’s understanding, participation, engagement enhance professional
practice.
and achievement. Non-verbal instruction to the John Dewey, a proponent
reactions and sending or delivering the teacher- of educational
students engagement to the lesson progressivism held that
education is a participation

Octavio Village, Brgy. Cannery Site, Polomolok, South Cotabato

(083) 878-8996
304560@deped.gov.ph
304560
 Republic of the Philippines
Department of Education
Region XII
Schools Division of South Cotabato
POLOMOLOK NATIONAL HIGH SCHOOL
of the individual in the
social consciousness of the
race. (Progressivism)
D. Discussing In discussion, the delivery of instruction is purely .
new visual and will use mother tongue for them to clearly Objective 5
concepts and apply a particular skill. A variety of actual or real-life
practicing examples are used to illustrate networking checking Managed learner behavior
constructively by applying
new skills #1 techniques and procedures. positive and non-violent
Every correct answer will be given positive feedback discipline to ensure
and wrong answer will be redirected to the main learning-focused
environments.
purpose of the activity.
The teacher displayed
The discussion will be linked across curriculum such proficient use of Mother
Tongue, Filipino and
as: English to facilitate
 Economics where they will analyze the teaching and learning.
economic status of developed and developing Objective 1
countries and their capacity to implement and
participate in the Networked World. Apply knowledge of content
within and across
curriculum teaching areas
 Practical Research looking and finding out
problems and recommending solutions to the
problem.
 Entrepreneurship. As business people, how
can they survive the demanding trends.
(5 minutes)
E. Discussing Discussions on the Readiness to be a Networked Objective 7
new World will be made with visual representations of Planned, managed and
concepts and how a specific country can participate the Networked implemented
practicing developmentally
World. sequenced teaching and
new skills #2 learning process to meet
Compare and Contrast countries that are ready to curriculum requirements
and varied teaching
become a Networked World (8 minutes) contexts

F. Developing Group members will be asked regarding the activity Objective 6

Mastery (includes learners with disabilities): They will be Used differentiated,
given categories to be able to participate in the developmentally
appropriate learning
Networked World. They will analyze and present the experiences to address
status of the Philippines in terms of the Readiness to learners’ gender, needs,
the Networked World. They will do survey based on strengths, interests and
experiences.
observation and research. They will present in a
form of:
Designed, adapt and
 First Group: Role Playing implement teaching
 Second Group: Song Number or Rap strategies that are
responsive to learners with
 Third Group: Poem Making disabilities giftedness and
talents.
 Fourth Group: Job Interview Scenario
 Fifth Group: News Reporting

The environment should be conducive for learning

Octavio Village, Brgy. Cannery Site, Polomolok, South Cotabato

(083) 878-8996
304560@deped.gov.ph
304560
 Republic of the Philippines
Department of Education
Region XII
Schools Division of South Cotabato
POLOMOLOK NATIONAL HIGH SCHOOL
for they will discuss per group. Group ethics such the
right use of words, good treatment will be
emphasized since there are also persons with
disability. (15 minutes)

Rubrics will be given as to how the performance

tasks should be graded.
G. Finding The learners will be asked some practical questions
practical to be able to apply the skills in their daily living.
applications
of concepts  How can one country participate in a
and skills in Networked World?
daily living  As a business individual, how can you cope
with the demanding trends of this generation?

H. Making The results from the Readiness assessment act as

Adapt and use culturally
generalizatio the starting point in a participatory planning dialogue. appropriate teaching
ns and They should heighten awareness of the opportunities strategies to address the
abstractions and challenges of joining the Networked World. needs of learners from
indigenous groups.
about the A planning process should be undertaken as a true
lesson partnership among business, government and other
members of the community. The process should
encourage but not require participation from the
whole community. Participants should be key
stakeholders that might include local carriers
(incumbent and competitors), ISPs, high-tech
companies, business users, appropriate government
officials, educators, universities, bankers and
community groups.
Just as the other components of Readiness have
been assessed, the nature and progress of the
planning dialogue that is currently underway within
the community should also be carefully understood.
This is valuable whether a plan has already been put
into action or if there is not yet any planning
underway.
(Teachers Reminders)
In delivering the topic, carefully choosing of words in
describing, giving examples, comments and suggestions.
Always consider that we have students which belongs to
the indigenous groups, in that way we will not use words
or gestures which can offend their cultural beliefs and
practices.

I. Evaluating Identification. Write the category of what is being Objective 9

learning described : (10 minutes) Designed, Selected,
Organized and used
1. Businesses and Governments should be able diagnostic, formative and
summative assessment
to employ ICT in managing external strategies consistent with
relationships and communications. curriculum requirements

Octavio Village, Brgy. Cannery Site, Polomolok, South Cotabato

(083) 878-8996
304560@deped.gov.ph
304560
 Republic of the Philippines
Department of Education
Region XII
Schools Division of South Cotabato
POLOMOLOK NATIONAL HIGH SCHOOL
2. Policy-makers must realize the implications of
their decisions upon adoption and use.
3. Without ICT education, no community can
fully participate in the Networked World
4. Combination of the availability and
affordability of use of the network itself, as
well as of the hardware and software needed
for network interface
5. Assess not only how many members of the
community have access to the technologies,
but
also how they are using them
J. Additional For those who’ll get 80% below mastery level,
activities for additional activity will be given. They will be given
application or demonstration activities to cope up.
remediation
Prepared by: Checked and observed:

AURA LEE B. CARISMA RHODELINE D. DOTE

Teacher II School Academic Head

Octavio Village, Brgy. Cannery Site, Polomolok, South Cotabato

(083) 878-8996
304560@deped.gov.ph
304560