Technology for School Schola de San Jose Grade Level Third Year

Teaching and Learning College

2 Teacher Learning Area TTL2
Teaching Dates and Quarter
Time

I. OBJECTIVES
A. Content Standards
B. Performance Standards

C. Learning Competencies/ At the end of the lesson, the learner should be able to:
Objectives
Write the LC code for each. a. explore existing web-based publishing tools;
b. create student sample projects as digital authors;
c. analyze some articles on the use of digital story telling;
d. create a digital story telling output using story telling software ; and
e. publish digital stories using some storytelling apps explored in class guided by
publication requirements or laws.
II. CONTENT/TOPIC Student Sample Projects Using Open-Ended Tools

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Textbook
2. Learner’s Materials pages
3. Textbook pages Technology for Teaching and Learning 2 pages 101 - 119
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Visual Aids, laptop, powerpoint presentation, website, internet connection

IV. PROCEDURES
A. Reviewing previous lesson or *Giving of Classroom Rules ( tacked on the board)
presenting the new lesson * The 5 P’s:
1. Be Positive
2. Be Productive
 3. Be Polite
4. Be Prepared
5. Be Respectful

*Review:
Using Open - Ended Tools in Facilitating Language Learning
Productivity Software Applications for Teaching and Learning

 What should teachers do to respond to the demands of 21st-century learners?

B. Establishing a purpose for the Activity 1: THE LUCKY SIX

lesson/Motivation/Motive Questions
 The task of the students they will pick a piece of paper in a jar of luck.
 YouTube, Microsoft Office, Google, Google Classroom, Meet,
Google Scholar.
 The lucky six students will come in front.
 The students will be given 2 to 3 minutes to perform and complete the task.
 The students will share their idea about this tools that can used in learning.
C. Presenting examples/instances of  Show a picture of the following examples of web-based publishing tools.
the new lesson
 Are you familiar of these web - based publishing tools?
 Were you able to use these for your projects?

D. Discussing new concepts and Discuss the Students as Digital authors and the examples of language learning via
practicing new skills #1 web publishing and enhancing language skills through digital story telling and email
activities .
 As an educator what is the importance of using open - ended tools?

Students as Digital Authors

Digital Authors
-Independent of a publisher: the work is more visible: attention is directed at the
work at the expense of its medium
-A concept that is used to describe the knowledge and competencies required to
engage in the practice of creating media in a wide variety of forms as a way to learn

A. Language Learning via Web Publishing

Two ways to contribute any authored documents to the World Wide Web:
1. With ready-mode websites that are meant to invite and encourage contributors to
share their work by submitting their products to the websites
2. 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 institution's official website.
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.
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.
c. GLOBAL SHOW-N-TELL
http://www.telenaut.com/gst
Wasabi 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.
e. CALAMEO
(https:en.calameo.com)
Calameo is the tool used if students are looking to do magazines. It is an
online e-magazine publishing tool that can add multimedia and personal
branding to create brochure or flyer design.
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. It
was also designed with Common Core.
g. STORYBIRD
(https://storybird.com)
This online publishing tool brings words and global artists work together
in amazing storybooks Students can compose text, but they can't upload their
own art; they must use Storybird's curated collection in their picture books
and illustrated poems. There's a seven-day free trial, but after that most
features-outside of reading stories-require a paid account both for teachers
and students.
h. LULU
(https://ww.lulu.com/us/en/create/ebooks)
Lulu was one of the first players that offered serious online publishing
features. It is established year 2002 and they're still going strong. They offer
tutorials, resources, guides, and more to learn with.
i. FLIPSNACK
j. (https:www.flipsnack.com)
 a flip book creator. It is as simple as uploading a PDF file. It also suppots
PNG and JPG files. It renders shareable interactive creations that can also
include multimedia.
k. PENZU
(https://penzu.com)
The focus on penzu is online journalling and it works well. It is a great
writing and self-reflective exercise, with a free online tools. The interface
replicates an old leather-bound journal with lined paper. The basic formatting
features are everything we need to get started.
 How can we help our students to develop their skills in language using
technology?
B. Enhancing Language Skills through Digital Storytelling
1. Steller
https://steller.com
2. Adobe Spark Page https://spark.adobe.com
3. Wevideo
https://www.wevideo.com
4. Popplet
https://popplet.com
5. Storybird
https://storyboard.com
6. Bookcreator
https://bookcreator.com
C. Enhancing language skills through E- mail Activities
1. Pen-Pal Activities
a. Belouga
 b. Epals
https://belouga.org
https://www.epals.com/#/connections
c. Empatico
https://empatico.org
2. Peer-to-Peer Tutoring
3. Ask an expert https://www.askanexpert.com
4. Round Robin Stories

E. Discussing new concepts and Discuss the example of Publication Requirements in the light of the Digital Age.
practicing new skills #2
 How copyright laws protect the rights of creator?

 What do the Anti-Bullying Act of 2013 and Republic Act 101751 address?

A. Copyright Laws

B. Anti-Bullying Act of 2013

C. Republic Act 101751

F. Developing mastery (leads to Set the mood of the class. Give the rules of the activity.
Formative Assessment 3)
Present the rubrics to the class.
Creativity- 30 points
Delivery- 10 points
Overall Impact- 10 points
Total- 50 points

The class will be divided into 2 groups. Each leader of the group will pick out their
 chosen task in presenting the given data. Each group will be given (10) ten minutes
to prepare and complete their task.

Group 1- Create Story using one web publishing tools.

Group 2- Create Story using Round robin

G. Finding practical applications of 1. Mrs. Santos encourages her students to start keeping a digital diary. She
concepts and skills in daily living explains that this can help them improve their writing skills, express their
thoughts and feelings, and document their daily experiences.
 What students can use to publish their entries?
2. Mrs. Santos assigns her students to create a digital project that represents
their hobbies or interests. This could be a digital painting, a short animation, or a
simple video clip.
 What students can use the tools and resources provided to create their projects?
H. Making generalizations and  Based on the discussion, what insight/realization you have gained about
abstractions about the lesson Student sample projects using open - ended tools?
 What is the importance of copyright laws, the Anti-Bullying Act of 2013, and
Republic Act 101751 in the light of the digital age?

I. Evaluating learning In a 1/2 crosswise, the students will answer the following.
Modified TRUE or FALSE, write T if the given definition or statement is correct and
write F if the given definition or statement is incorrect then change the word or
phrase that make the given statement incorrect.

____________1. Digital Authors is a concept that is used to describe the knowledge

and competencies required to engage in the practice of creating media in a wide
variety of forms as a way to learn
____________2. Tikatok is a beautiful tool. It was founded in 2011 on the heels of
what we once called the "death of longform."
____________3. Popplet is a free storytelling app developed by Mombo Labs, which
 lets you create photo and video stories with an emphasis on design-the next web.
____________4. Anti - bullying Act of 2013 this is known as Cybercrime Prevention of
2012.
____________5. Copyright laws protect the works of authors.

J. Additional activities for application Assignment:

or remediation
Advance reading about the Characteristics of Appropriate Instructional Materials in
Language Teaching.

V. REMARKS
___Lesson carried. Move on to the next ___Lesson not carried.
objective.

VI. REFLECTION
___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of a lack of knowledge, skills, and interest in the lesson.
___Pupils were interested in the lesson, despite some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.
A. No. of learners who earned 80% in the
evaluation ___ of Learners who earned 80% above

B. No. of learners who require additional ___ of Learners who require additional activities for remediation
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of ___Yes ___No
learners who have caught up with the lesson ____ of Learners who caught up the lesson
D. No. of learners who continue to require
remediation ___ of Learners who continue to require remediation

E. Which of my teaching strategies worked Strategies used that work well:

well? Why did these work? ___Metacognitive Development: Examples: Self assessments, note taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and
projects.
___Contextualization:
 Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to
use, and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation of the lesson
F. What difficulties did I encounter which my __ Bullying among pupils
principal or supervisor can help me solve? __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
G. What innovation or localized materials did I Planned+72:74 Innovations:
use/discover which I wish to share with other __Contextualized/Localized and Indigenized IM’s
teachers? __ Localized Videos
__ Making big books from
views of the locality

Prepared by:

Marollano, Julie Mae B.

Sambial, Raop
Endencio, Sharmaine
Gallego, Lieza Mae
Cami, Arliza
Mindal, Kyra Grace

Checked and observed by:

JOANE U. JAVIER
Instructor/Master Teacher I