Mrs. Jane Shaira A.

Biatingo
TEACHER: GRADE LEVEL: XI
Mr. Gary S. Torreon

LEARNING
Empowerment Technology QUARTER:2nd Semester
AREA:

The learners demonstrate an understanding of:

 ICT and the technologies comprise ICT
 How the Internet and the World Wide Web works
CONTENT  Internet threats and high- profile events in ICT world
STANDARD:  Use of advanced tools and techniques found in common
productivity and software applications in developing ICT
content for specific professional tracks
 How to manipulate text, graphics, and images to create
ICT content intended for an online environment

The learners will:

 Compose an insightful reflection paper on the nature of
ICT in the context of their lives, society, and professional
tracks.
 Differentiate the Internet from the World Wide Web
PERFORMANCE
 Explore the different security measures that can be
STANDARD:
taken to prevent threats
 Create projects that use the features of different
productivity tools
 Create graphical design using Inkscape tools

The learner understands the essentials of Empowerment of

Information and Communication Technology so that in the long
run, the learner will be able on their own to:
FORMATION  Understand ICT in the context of global communication
STANDARD:  use the Internet as a tool for credible research and
information gathering to specific class objectives
 apply online safety, security, ethics, and etiquette
standards and practice in the use of ICTs as it would
relate to their specific professional tracks
Competencies:
 Define the word ‘Empowerment’ in the world of Information and
Communication Technology
 Compare and contrast the nuances of varied online platforms, sites, and
content to best achieve specific class objectives or address situational
challenges
 Use the Internet as a tool for credible research and information gathering
to best achieve specific class objectives or address situational challenges.
 Apply online safety, security, ethics, and etiquette standards and practice
in the use of ICTs as it would relate to their specific professional tracks
 Understand the common functions of productivity tools that can be used for
academic outputs such as papers and reports
 Utilize common productivity tools effectively by maximizing advanced
application techniques.
 Creates an original or derivative ICT content to effectively communicate or
present data or information related to specific academic tracks.
MODULE 1: LESSON 1: ICT In
Today’s World DATE: November 26-Decmber 11, 2024

INSTRUCTIONAL MATERIALS: GRADE & SECTION:

 LearnIT-Empowerment Tim Mond Tuesday Wedne Thursd Friday

e ay sday ay
Technologies for Today’s
Generation by: June Rabi
 Quipper Learning 8:0 XI- St.
0- DonSelm
Management System 9:0
 Use of 0
Computer/Laptop/Televisio 9:3
0
n 10:
30
10: XI- St.
30- DonSel
11: m
30
12;
10
1:1
0
1:1 XI- St. XI- St.
0- Ansgar Ansgar
2:1
0
2:1 XI- St.
0- Ansgar
3:1
0
3:1 XI- XI- St. XI- St.
0 St. DonSelm DonSel
4:1 Ansg m
0 ar

TARGET COMPENTENCIES:
 Define the word ‘Empowerment’ in the world of information and
Communication Technology
 Identify the recent trends and development of ICT
 Compare and contrast the nuances of varied online platforms, sites, and
content to best achieve specific class objectives or address situational
challenges
LESSON OBJECTIVES:
At the end of the lesson the learners are expected to. . .
define empowerment in the context of Information and
KNOWLEDGE
Communications Technology (ICT);
SKILLS enumerate the components and uses of ICT;
appreciate the value of teamwork in achieving common goals
ATTITUDES
through technology.
LESSON ESSENTIAL QUESTION
1. How do you define Empowerment in the world of Information and
Communications Technology?
Value Focus:
Manifest camaraderie in Benedictine Hallmark:
class. Community
Develop confidence in Stability
expressing his/her opinion
TEACHING PROCEDURE / STRATEGIES
A. INTRODUCTION What is ICT(Information and Communication Technology?
 Mind Map
Instruction: Students will group themselves into four (4)
groups and share their own definition of Empowerment
using a mind map.

EXPLORE

The following topics will be discussed:

1. What is ICT?
2. What Technologies Comprise ICT?
3. Where is ICT Used?
FIRM-UP  Home
 Education
B. DISCUSSION  Business
 Manufacturing
 Entertainment
 Healthcare
 Agriculture
4. Recent Trends in ICT
Self-Reflection
Instruction: Students will reflect on the following
questions.
Guide Question
DEEPEN
1. How does ICT influence your life at home and as a
student?
C. DEEPEN /
2. How does ICT figure into your own track or discipline?
INTEGRATION
Cite examples of how ICT is being used in the actual
practice of your field.
3. Look for a prevalent issue or problem in your
community. List ways what technologies can help solve
that problem and how.
Key- Concepts
D. LESSON Instruction: Students discussed their own understanding
SYNTHESIS / of Information & Communication Technology, its uses and
WRAP-UP components and relate the concepts with their own
experience.
FORMATIVE ASSESSMENT
E. ASSESSMENT 1. Concept Map
2. Oral Recitation
3. Classification Box
SUMMATIVE ASSESSMENT
Pen-and-Paper Quiz
F. PERFORMANCE N/A
TASK
G. REMARKS November 25 – Subject Orientation for 2nd semester
subject
Dec 12-13 Pre-midterm Exam
Completed.
 Ms. Jane Shaira A.
TEACHER: GRADE LEVEL: XI
Biatingo
LEARNING Empowerment
QUARTER:2nd Semester
AREA: Technology
MODULE 1: LESSON 2: DATE: January 6 - 22, 2024
Time Monda Tuesday Wednesd Thursday Friday
y ay
INSTRUCTIONAL
MATERIALS:
8:00- XI- St.
9:00 DonSelm
 LearnIT- 9:30
Empowerment 10:3
Technologies for 0
10:3 XI- St.
Today’s Generation 0- DonSelm
by: June Rabi 11:3
 Quipper 0
12;1
 Use of 0
Computer/Laptop/ 1:10
Television 1:10- XI- St. XI- St.
2:10 Ansgar Ansgar
2:10- XI- St.
3:10 Ansgar
3:10 XI- St. XI- St. XI- St.
4:10 Ansgar DonSelm DonSelm

TARGET COMPENTENCIES:
 Use the Internet as a tool for credible research and information gathering
to best achieve specific class objectives or address situational challenges.
 Compare and contrast Internet and World Wide Web
 Apply online safety, security, ethics, and etiquette standards and practice
in the use of ICTs as it would relate to their specific professional tracks
LESSON OBJECTIVES:
At the end of the lesson the learners are expected to. . .
define internet and world wide web
KNOWLEDGE
differentiate internet from world wide web
use the internet as a tool for credible research and
SKILLS
information gathering.
ATTITUDES practice computer ethics, online safety, and security.
LESSON ESSENTIAL QUESTION
1. Why do we need to be vigilant in accessing online resources?
Value Focus:
Benedictine Hallmark:
Develop confidence in
Stability
expressing his/her opinion
TEACHING PROCEDURE / STRATEGIES
A. INTRODUCTION How does Internet work?
To begin understanding the concept of the lesson, the
EXPLORE students will try to browse the internet and use major
search engines to find the best way to look for an
information.

The following topics will be discussed:

 The Internet and the World Wide Web
FIRM-UP  How Network Works
 The Internet and the Web Through the Decades
B. DISCUSSION  Navigating the Web
 Information Disorder
 Fact- Checking

Self-Reflection
DEEPEN Instruction: Students will reflect on the following
questions.
H. DEEPEN / As a student, why is it important to
INTEGRATION • cite the original author or publisher or site?
• practice online safety and netiquette?
321 Format
321 Exit Ticket
Things I learned on this
3
lesson…
2 Things I found interesting.
I. LESSON
1 Questions I still have…
SYNTHESIS /
WRAP-UP
 The students encircle the thumbs up icon if they
understand the lesson, otherwise thumbs down and tell
what they didn’t understand on the lesson by writing
their comments.

FORMATIVE ASSESSMENT
 Self – Reflection
 Worksheet
J. ASSESSMENT
 Contextualizing Online Search

SUMMATIVE ASSESSMENT
Pen-and-Paper Test
Summative Exam

K. PERFORMANCE Reflection Paper: "Reflecting on my Digital Footprint:

TASK Navigating Daily Internet Use”
Instruction: In a short bond paper, compose an insightful
reflection paper about your daily Internet usage. Note the
apps and websites you usually use and visit. Write down
your thoughts with not less than 500 words.
Please follow the format below.

Font size: 12 Font style: Arial

Narrow
Paragraph: Justified Margin : 1-inch in
all sides
Line Spacing : 1.5
Title: Center ; Bold ;
L. REMARKS January 13-17 RSPC/ Performance Task Week
January 23—25 – Midterm Exam
Completed.
 Ms. Jane Shaira A.
TEACHER: Biatingo/ Mr. Gary S. GRADE LEVEL: XI
Torreon
LEARNING
ICT QUARTER:3RD Quarter
AREA:
MODULE 1: LESSON 3:
Threats and DATE: January 27 – February 7,2025
Cybersecurity

INSTRUCTIONAL GRADE & SECTION:

MATERIALS:
Time Monda Tuesday Wednesd Thursday Friday
y ay
 LearnIT-
Empowerment
Technologies for 8:00- XI- St.
9:00 DonSelm
Today’s 9:30
Generation by: 10:3
June Rabi 0
10:3 XI- St.
 Use of 0- DonSelm
Computer/Laptop/ 11:3
Television 0
12;1
0
1:10
1:10- XI- St. XI- St.
2:10 Ansgar Ansgar
2:10- XI- St.
3:10 Ansgar

TARGET COMPENTENCIES:

Apply online safety, security, ethics, and etiquette standards and practice
in the use of ICTs as it would relate to their specific professional tracks
LESSON OBJECTIVES:
At the end of the lesson the learners are expected to. . .
KNOWLEDGE define cybersecurity threats;

SKILLS list and explore various security measures to prevent threats.

ATTITUDES practice computer ethics, online safety, and security.

LESSON ESSENTIAL QUESTION
Why do we need to be vigilant in accessing online resources?
Value Focus:
Develop confidence in Benedictine Hallmark:
expressing his/her opinion Stability
Show camaraderie in Community
completing a certain task
TEACHING PROCEDURE / STRATEGIES
A. INTRODUCTION What is cybersecurity threat?
Video Presentation
5 Most Devastating Cyber Attacks | Cybersecurity
EXPLORE Video link: https://www.youtube.com/watch?v=IJc3viPKXk4
Guide questions:
a. Why do we need to worry about information security?
b. What are the biggest cybersecurity threats right now?
c. Do we know where our data is and how it is protected?
FIRM-UP The following topics will be discussed:
1. Threats
B. DISCUSSION  Malware
 Social Engineering
  Vulnerabilities
 Denial of Service
 Password Attacks
 Person-in-the-Middle
 Injection and Cross-site Scripting
 Data Breaches

Processing Questions:
1. What are the common cyber-crimes nowadays?
2. What could be the possible reasons why people are
vulnerable with such crimes?
3. How can we protect ourselves from cyber-criminals?
Case Study
Instruction: Students will group themselves into 5 groups.
Using the Internet, each group must make research about
DEEPEN
any major hacking attacks or events that happened in the
Internet for the past 5 years. They should also discuss the
M. DEEPEN /
following topics in the class:
INTEGRATION
 the source of their information
 title of the article, tv shows, blog etc.
 summary of the event

321 Format
321 Exit Ticket
Things I learned on this
3
lesson…
2 Things I found interesting.
N. LESSON
1 Questions I still have…
SYNTHESIS /
WRAP-UP
 The students encircle the thumbs up icon if they
understand the lesson, otherwise thumbs down and tell
what they didn’t understand on the lesson by stating
their comments.

FORMATIVE ASSESSMENT
 Oral Recitation
O. ASSESSMENT
 321 Exit Ticket

SUMMATIVE ASSESSMENT
 Quiz
Instruction: Student answer the quiz written in the book.

P. REMARKS COMPLETED.
 Ms. Jane Shaira A.
TEACHER: Biatingo/ Mr. Gary S. GRADE LEVEL: XI
Torreon
LEARNING
ICT QUARTER:3RD Quarter
AREA:
MODULE 1: LESSON 4.1:
DATE:February 10 -19, 2025
MS Word Skills
GRADE & SECTION:
INSTRUCTIONAL Time Monday Tuesday Wednesda Thursday Friday
y
MATERIALS:

 LearnIT- 8:00- XI- St. DonSelm

9:00
Empowerment 9:30
Technologies for 10:30
Today’s Generation 10:30- XI- St.
11:30 DonSelm
by: June Rabi 12;10
 Quipper Learning 1:10
Management System 1:10- XI- St. Ansgar XI- St.
2:10 Ansgar
 Use of 2:10- XI- St.
Computer/Laptop/ 3:10 Ansgar
Television

TARGET COMPENTENCIES:
 Understand the common functions of productivity tools that can be used for
academic outputs such as papers and reports
 Utilize common productivity tools effectively by maximizing advanced application
techniques.
 Creates an original or derivative ICT content to effectively communicate or present
data or information related to specific academic tracks.
LESSON OBJECTIVES:
At the end of the lesson the learners are expected to. . .
KNOWLEDGE recall the use of productivity tools;

SKILLS format and organize a research paper using Advance Word Tools;

appreciate the importance of productivity tools in creating and

ATTITUDES
presenting data effectively.
LESSON ESSENTIAL QUESTION
How productivity tools affect our daily lives?
Value Focus:
Develop confidence in Benedictine Hallmark:
expressing his/her opinion Stability
Show camaraderie in Community
completing a certain task
TEACHING PROCEDURE / STRATEGIES
A. INTRODUCTION What is a word processor?
Quote to Ponder
Students reflect on the following quote:
EXPLORE “Composing, editing, and formatting text can be both your tool and
your weapon in the world.”
Guide Question:
1. In what aspect does a word processor can be a tool in 21 st
century?
The following topics will be discussed:
1. Tools
FIRM-UP
 Word Processing
 Organizing a Document
B. DISCUSSION
 Citing Sources
 Reviewing a Document
Processing Questions:
 1. What is a word processor?
2. What are the features of a word processor?
3. Why is it necessary to organize a document?
4. What are the steps in organizing a document
Self-reflection
Instructions: Students will reflect on the following questions and
DEEPEN share
their answer in the class:
C. DEEPEN /
INTEGRATION 1. Why is it important to know some of the common productivity
tools?
2. How will it affect your productivity in creating a content?
3. In life, why is important to learn how to sort things out?
Twitter Board
Summarize what you learned from the lesson in a short sentence.

D. LESSON
SYNTHESIS /
WRAP-UP

E. ASSESSMENT FORMATIVE ASSESSMENT

 Oral Recitation
 Twitter Board
SUMMATIVE ASSESSMENT
•Letter Formatting
Academic Paper Formatting
F. PERFORMANC
E TASK Instructions: Students will be given an unformatted research paper
and will apply the skills they have learned to format a research
paper.

G. Remarks February 20-22 -Pre-Final Exam

Completed.
Performance Task 3

I. Objectives
 Format Headings and Paragraph of a document using Styles feature
of MS Word.
 Apply page numbering of document in different page number
format.
 Use the automatic Table of Contents feature of MS Word.
II. Materials and Tools
Copy of Sample Unformatted Research Paper
PC Unit
III. Procedure
Structure the given unformatted Research Paper according to the given
instruction

1. Paragraph formatting using and customizing the Paragraph Style with

these settings:
a. Font Family = Arial
b. Font Size = 12
c. Alignment = Justified
d. Indentation = before:0 | after:0 | Special: First Line by: 1.27cm
e. Spacing = Line Spacing: 1.5 | Paragraph Spacing: After: 6pt Before:
6pt
2. Main Heading formatting using and customizing the heading 1 style
with these settings:
a. Font Family = Arial
b. Font Size = 14
c. Font Weight = Bold
d. Alignment = Centered
e. Indentation = before:0|after:0 Special: None
f. Spacing = Line Spacing: 1.5 | Paragraph Spacing: After: 6pt Before:
6pt
3. Subheading formatting using and customizing the heading 2 style with
these settings:
a. Font Family = Arial
b. Font Size = 14
c. Font Weight = Bold
d. Alignment = Centered
e. Indentation = before:0|after:0 Special: None
f. Spacing = Line Spacing: 1.5 | Paragraph Spacing: After: 6pt Before:
6pt
4. Page Layout using and customizing the margins and size.
a. Left = 1.5”
b. Right = 1”
c. Top= 1”
 d. Bottom=1”
5. Page numbering using small Roman numerals for preliminary pages
and Arabic for chapters
Note: Title Page and Table of Contents page should be considered in
Roman numeral (i).
6. Automatic Table of Content
7. Adding Citation and Bibliography – Add source using the Insert Citation
tab and create a Bibliography from the sources cited.
IV. Rubrics
Criteria Excellent (15- Very Good (8- Needs Practice
20) 14) (1-7)
Formatting Using Styles are set Styles are Styles are used
Styles correctly as partially set as with their
shown in the indicated in the default setting
 Heading 1 formatted formatted as indicated in
(20pts) paragraphs and paragraphs or the formatted
 Heading heading. headings paragraphs or
2(20pts) headings
 Paragraphs
(20pts)
Applying Page Document is Document page Document page
Numbers on correctly page numbers are numbering
document in numbered not correctly follows one
different formats according to assigned but page format
and citations from from. Citations follows the only.
the bibliography. are correctly different page Citations are
(20pts) added. formatting. not present.
Title Page has Citations are Title Page has
hidden page incomplete. hidden page
number as Title Page has number as
shown in the hidden page shown in the
Table of number as Table of
Contents shown in the Contents.
Table of
Contents.
Creating Table of Table of Table of
automatic Table of Contents is Contents is Contents is
Contents (20pts) generated generated generated
correctly with correctly with incorrectly: or is
correct heading heading levels manually
levels. partially encoded.
assigned.
 Ms. Jane Shaira A. Biatingo/ Mr.
TEACHER: GRADE LEVEL: XI
Gary S. Torreon
LEARNIN
ICT QUARTER:2nd Sem- Midterm
G AREA:
MODULE 1: LESSON
4..3: The Use of
Advance Excel Tools in DATE: March 3-14, 2024
Processing and
Presenting Data
GRADE & SECTION:
INSTRUCTIONAL Time Monda Tuesday Wednesd Thursday Friday
y ay
MATERIALS:

 LearnIT- 8:00- XI- St. DonSelm

9:00
Empowerment 9:30
Technologies for 10:30
Today’s Generation 10:30 XI- St.
- DonSelm
by: June Rabi 11:30
 Quipper Learning 12;10
Management 1:10
1:10- XI- St. XI- St.
System 2:10 Ansgar Ansgar
 Use of 2:10- XI- St.
Computer/Laptop/ 3:10 Ansgar
Television

TARGET COMPENTENCIES:
 Understand the common functions of productivity tools that can be used for
academic outputs such as papers and reports
 Utilize common productivity tools effectively by maximizing advanced
application techniques.
 Creates an original or derivative ICT content to effectively communicate or
present data or information related to specific academic tracks.
LESSON OBJECTIVES:
At the end of the lesson the learners are expected to. . .
KNOWLEDG define spreadsheet tools, functions and formulas;
E
construct Formulas to manipulate numeric data in an Excel
worksheet;
SKILLS organize data using the Sort and Filter features in MS Excel;
set up chart function of Excel to represent numeric data in multiple
format;
appreciate the importance of spreadsheet tools in organizing,
ATTITUDES
creating and presenting numeric data effectively.
LESSON ESSENTIAL QUESTION
How can Microsoft Excel be utilized effectively to organize, analyze, and visualize
data to make informed decisions?
Value Focus:
Benedictine Hallmark:
Develop confidence in
Stability
expressing his/her opinion
Community
Show camaraderie in
Silence and Good Speech
completing a certain task
TEACHING PROCEDURE / STRATEGIES
A.
INTRODUCTIO What is a spreadsheet?
N
Problem- Solving
EXPLORE Instruction: Get the total average & total score of Contestant 1.
Solve it manually.
Guide Question:
1. How can you lessen the time of solving this table?
 2. What applications or software can help you solve numeric
data faster?
CONTESTAN
T1
JUDGES TASTE PRESENTATI Techniq AVERA
ON ue GE
JUDGE 1 7 9 8
JUDGE 2 6 8 7
JUDGE 3 8 8 9
TOTAL
SCORE:
TOTAL
AVERAGE
The following topics will be discussed:
1. What is a Spreadsheet?
2. Formulas and Functions
FIRM-UP 3. Sorting and Filtering Data
4. Charts
B. Processing Questions:
DISCUSSION 1. In what ways do you think you can use MS Excel other than
computing tons of numbers?
2. How will you use charts in your future work?
3. Can you identify what kind of data you will present in the
future and which chart will you use?
COMPUTING AND COMPARING GRADES USING
EXCEL FUNCTIONS, FORMULA & CHARTS
Instruction:
DEEPEN
 Format data with effective visual concept.
 Sort data using Excel sorting tool.
H. DEEPE
 Provide clear computation within the spreadsheet to
N/
explain the grading criteria, formulas used, and
INTEGR
interpretation of results.
ATION
 Apply conditional formatting to highlight students who
perform exceptionally well or poorly.
 Visualize the percentage of students who perform
exceptionally well or poorly using Excel Pie chart.
Twitter Board
Summarize what you learned from the lesson in a short sentence.
I. LESSO
N
SYNTH
ESIS /
WRAP-
UP

J. ASSESS FORMATIVE ASSESSMENT

MENT  Hands-On Activity
 Oral Recitation
 Twitter Board
SUMMATIVE ASSESSMENT
•QUIZ
MONTHLY EXPENSES DATA ANALYSIS (A Minor Subject Integration
K. PERFO of E-Tech, Statistics and Probability, & Creative Writing)
RMANC
E TASK Instruction: Provide clear computation within the spreadsheet to
explain their monthly expenses, formulas used, and interpretation
of results through appropriate use of charts.

Rubrics for Scoring:

Criteria Excelle Good Satisfacto Needs SCOR
nt (20) (19-18) ry Improvem E
(17-16) ent 100/1
(15-10) 00
Data All data Minor Some Numerous
Entry entered errors errors in errors in
accurat in data data data
ely with entry. entry. entry.
appropr Mostly Inaccurat Significan
iate accurat e data or t
labels e with formattin inaccuraci
and few g issues. es and
formatti formatti formattin
ng. ng g
issues. problems.
Formul Utilizes Formul Basic Limited
a Usage comple as are formulas use of
x mostly used but formulas
formula accurat with some or
s e and errors or significant
efficient appropr inefficienc errors in
ly and iate. ies. formula
correctl implemen
y. tation.
Calcula All Mostly Some Numerous
tion calculat accurat errors in errors in
Accurac ions are e calculatio calculatio
y accurat calculat ns, ns,
e with ions affecting significant
no with accuracy. ly
errors. minor impacting
errors. accuracy.
Chart Charts Charts Charts Charts
Creatio are are contain are
n visually clear inaccuraci inaccurat
appeali and es or lack e or
ng, mostly clear poorly
accurat accurat labeling. presented
ely e but .
represe may
nt data, lack
and are some
appropr labeling
iately or
labeled. visual
appeal.
Present Well- Present Presentati Presentati
ation organiz ation is on is on lacks
ed, organiz somewhat organizati
professi ed and disorganiz on and
onal mostly ed or profession
present professi lacks alism
ation onal profession
with but alism.
attentio may
n to lack
detail. some
polish.
TOTAL
SCORE:
L. Remark March 3-11– Discussion & Performance Task/ Hands-on activities
s
March 12-14 – 2nd Sem Midterm Exam

Completed.
 TEACHER: Mr. Gary Torreon/ Ms.
GRADE LEVEL: Grade 11
Jane Shaira Biatingo
LEARNING AREA: EMPOWERMENT
QUARTER: FINAL (2ND SEMESTER)
TECHNOLOGY
The students…

1. name the elements and principles of design.

2. describe each image file formats in relation to a web

graphic.

3. name the different types of infographics.

CONTENT STANDARD: 4. know the features of an effective infographic.

5. name the pros and cons of making a video.

6. know the parts of a storyboard.

7. learn the stages of video production.

8. understand online collaboration

9. know the different online collaboration tools

The students. . .
1. create a poster using an image manipulation
program.

2. create an Infographic that will present the current

PERFORMANCE data of your project.
STANDARD:
3. create an audio-presentation that will convey
information.

4. use online collaboration tools for project

management

The students…
1. develop a strong appreciation for the power of visual
communication in conveying messages, evoking
emotions, and influencing perceptions.
2. manipulate text, graphics, and images so that in the
long run, they may be able to use and manipulate
image and video authoring/editing tools that produce
media to convey information.
3. know the principles and techniques in using online
FORMATION
platform so that in the long run, they may be able to
STANDARD:
use these principles in designing and creating
original derivative ICT content.
4. know the principles and techniques in using online
platform so that in the long run, they may be able to
learn how to create videos as media to convey
information that will help the society in a good way.
5. know the key learnings from the previous weeks so
that in the long run, they may be able to
collaboratively synthesize an integrated ICT content

I. OVERVIEW:
 This module will cover an overview of how to create a visual presentation
intended to make an impact. File sharing over the Internet and the elements
necessary to create an effective Iinfographics and a video presentation.

II. GENERAL INSTRUCTIONS:

To be able to understand the content of this module, the students need to do

the following:
1. Understand what they are reading.
2. The students should also access his/her Empowerment Technology E-Book to
maximize the use of this module. The E-Book will give them additional
information not found on the module.
3. The students must do the required learning activities and answer the guide
questions. This will help them assess themselves as to how far did they
understand the lesson.
4. After reading each lesson in the module, the students must answer the
quizzes and other activities found on this module to test their
understanding.
5. The students are required to submit an output in every submission of answered
modules. For any digital outputs, they have to save it in their storage device
with a respective file name (formats can be found on every activity) or upload
the files on the LMS (class codes will be given by the subject teacher).
6. The students must submit their finished outputs on the next scheduled
distribution. The students are also given points on how they submitted their
answered modules.

III - IV. FOURTH QUARTER MODULE SUBJECT OUTLINE, MELC’s and

OBJECTIVES
 Most Essential Learning
Lesson Objectives
Competencies
Lesson 5: Using CS_ICT11/12-ICTPT-Ie-f-6:  Apply the basic techniques of
Technology for evaluate existing websites image manipulation.
Visual and online resources based
Communication on the principles of layout,  Follow the steps to create and
graphic, and visual message manipulation the chosen image
Ways to create design. using the authoring or editing
and manipulate tools Interface.
images to CS_ICT11/12-ICTPT-Ie-f-7:
convey use image manipulation
information. techniques on existing
images to change or
enhance their current state
to communicate a message
for a specific purpose.
Lesson 5-A: The ➢Create an infographic that will
CS_ICT11/12-ICTPT-Ie-f-8:
use present the current data of your
create an original or
infographics to project.
derivative ICT content to
present the ➢Create images through their chosen
effectively communicate a
Data. images manipulation or editing tool.
visual message in an online
Vlogging: The ➢Create scripts and storyboards.
environment related to
use of videos as ➢Apply tools used in the making of a
specific professional tracks.
media to convey mini-video clip.
Information
Online CS_ICT11/12-ICTPT-Ii-j-12:  Discover the importance of
Collaboration evaluate the quality, value, collaboration and coordination in
Tools and appropriateness of project development.
peer’s existing or
Lesson 6: previously developed ICT  Differentiate various online
Collaboration content in relation to the collaboration tools.
and Teamwork theme or intended audience/
 Use online collaboration tool in
viewer of an ICT project
project management.

Module Output/Project
 Poster

 Infographics

 Audio- Visual Presentation

Ms. Jane Shaira A.

TEACHER: Biatingo/ Mr. Gary S. GRADE LEVEL: XI
Torreon
LEARNING
ICT QUARTER:4th Quarter
AREA:
MODULE 1: LESSON 4.2:
The Advance Use of DATE: February 24-28,2025
Presentation Software
GRADE & SECTION:
INSTRUCTIONAL Time Monday Tuesday Wednesda Thursday Friday
y
MATERIALS:

 LearnIT- 8:00- XI- St. DonSelm

9:00
Empowerment 9:30
Technologies for 10:30
Today’s Generation 10:30- XI- St.
11:30 DonSelm
 by: June Rabi 12;10
1:10
 Quipper Learning 1:10- XI- St. XI- St. Ansgar XI- St.
Management System 2:10 Ansgar Ansgar
 Use of 2:10- XI- St. XI- St. XI- St.
3:10 DonSel DonSelm Ansgar
Computer/Laptop/ m
Television

TARGET COMPENTENCIES:
 Understand the common functions of productivity tools that can be used for
academic outputs such as presentation for proposal hearing/ thesis defense.
 Utilize common productivity tools effectively by maximizing advanced application
techniques.
 Creates an original or derivative ICT content to effectively communicate or present
data or information related to specific academic tracks.
LESSON OBJECTIVES:
At the end of the lesson the learners are expected to. . .
define Presentation software;
KNOWLEDGE
identify different presentation software both online and offline;
produce an effective presentation material;
SKILLS
manipulate colors and images in MS PowerPoint presentation;
appreciate the importance of presentation tools in creating and
ATTITUDES
presenting data effectively.
LESSON ESSENTIAL QUESTION
How can we ensure that our use of PowerPoint promotes effective, engaging and
responsible information sharing?”
Value Focus:
Develop confidence in
Benedictine Hallmark:
expressing his/her opinion
Stability
Show confidence in
Community
Show camaraderie in
completing a certain task
TEACHING PROCEDURE / STRATEGIES
A. INTRODUCTION What is a Presentation Software?
Quote to Ponder
Instruction: Students identify the picture posted and share what
they know about it.

EXPLORE

1. What are this software?

2. What are the differences and similarities of these softwares?
The following topics will be discussed:
FIRM-UP 1.What is a presentation software?
2. Top 3 commonly used presentation software
B. DISCUSSION 3.Elements of an Effective Presentation?
4. Tips in Creating a Presentation

HANDS-ON ACTIVITY
DEEPEN Instruction: Students are tasked to create a sample presentation
related to the following situation:
M. DEEPEN / 1. You are tasked to inform your community about the do’s and
INTEGRATION don’ts during the extreme heat.
2. You are trying to convince your neighbor to minimize the
loudness of their karaoke since you are having a homebased
learning.
 Twitter Board
Summarize what you learned from the lesson in a short sentence.

N. LESSON
SYNTHESIS /
WRAP-UP

O. ASSESSMENT FORMATIVE ASSESSMENT

 Oral Recitation
 Hands-on Activity
SUMMATIVE ASSESSMENT
•Quiz
ACADEMIC PAPER PRESENTATION (PROPOSAL HEARING
P. PERFORMANC PRESENTATION)
E TASK
Instruction: Using what you’ve learned in this lesson, prepare a slide
presentation with a minimum of 5 slides that will present the
concept of your academic paper that was created from the previous
lesson. (100 pts)

Q. Remarks Completed.
 Ms. Jane Shaira A. Biatingo/ Mr.
TEACHER: GRADE LEVEL: XI
Gary S. Torreon
LEARNING
EMPOWERMENT TECHNOLOGY QUARTER: FINAL (2ND SEMESTER)
AREA:
MODULE 2: LESSON _6: Using
Technology for Visual DATE: APRIL 16-18, 2024
Communication
Time Monda Tuesday Wednesd Thursday Friday
y ay
INSTRUCTIONAL MATERIALS:

Inkscape Software 8:00-

9:00
Use of 9:30
Computer/Laptop/Television 10:3
0
10:3
0-
11:3
0
12;1
0
1:10
2:10- XI- St. XI- St. XI- St. XI- St.
3:10 Willibro Ansgar Willibrod Willibrod
d
3:10 XI- St. XI- St. XI- St. XI- St. Ansgar
4:10 Ansgar Willibrod Ansgar

TARGET COMPENTENCIES:
 Evaluate existing websites and online resources based on the principles of layout,
graphic, and visual message design.
 Create an original or derivative ICT content to effectively communicate a visual
message in an online environment related to specific professional tracks.
LESSON OBJECTIVES:
At the end of the lesson the learners are expected to. . .
define visual communication;
KNOWLEDGE
enumerate the elements and principles of design;
create and manipulate the chosen images using the authoring or
SKILLS
editing tools interface;
develop a strong appreciation for the power of visual communication
ATTITUDES in
conveying messages, evoking emotions, and influencing perceptions.
LESSON ESSENTIAL QUESTION
1. How does technology enhance the effectiveness of visual communication?
Value Focus:
Develop confidence in
expressing his/her opinion Benedictine Hallmark:
Show willingness to fulfill a Silence and Good Speech
certain task Obedience
Inculcate the spirit of Community
community in doing a task

TEACHING PROCEDURE / STRATEGIES

Recapitulation:
1. What is a presentation software?
A. 2. What are the elements of an effective presentation?
INTRODUCTION 3. How can we ensure that our use of PowerPoint promotes effective,
engaging and responsible information sharing?

Compare & Contrast

EXPLORE Instruction: The students compare two illustrations and answer the
following questions.
 Guide Questions:
1. What is the difference between the two illustrations?
2. Between the two illustrations, which one would you prefer to post in
your social media account? Why?
3. What software or site that can manipulate images and create
something eye catching and persuasive? Give at least 5 that you are
familiar of.
The following topics will be discussed:
FIRM-UP 1. Visual Communication
2. Elements of Design
B. DISCUSSION 3. Principles of Design
4. Image File Formats
5. Image Authoring & Editing Tools
6. Image Manipulation Using Canva
Processing Questions:
 In your own opinion, what are the things that need to be
considered in order to create an organized and interesting graphic?
 What are best image file formats to use in creating graphics online?

DEEPEN Self- Reflection:

1. How can we use the elements and principles of design in
C. DEEPEN / creating a visually appealing design?
INTEGRATI 2. As a Scholastican, how can you empower technology to
ON enhance the effectiveness of visual communication?

Lesson Summary
Instruction: Students answer the following question
D. LESSON
1. What Is Visual Communication?
SYNTHESIS /
2. Enumerate the Elements and Principles of Design.
WRAP-UP
3. What are the different image authoring tools and image file type?
Formative Assessment
1. Compare & Contrast
Instruction: Students compare two illustrations and answer the following
questions.
E. ASSESSMEN
2. Oral Recitation
T
Instruction: Students are randomly called to answer questions related to
the topic.
3. Image Editing Using Canva
Instruction: Students are tasked to open Canva and create a simple
poster about visual communication.
Summative Assessment
1. Quiz
F. PERFORMAN POSTER- MAKING
CE TASK Instruction: Students are tasked to create a poster related to their
academic research using a photo-editing software like Canva.
Deadline : April 22, 2024.

Rubrics for scoring:

Criteria Exceptional Proficient (19- Basic (16-15) SCOR

(20) 17) E
Visual The poster The poster The poster
Impact immediately effectively captures
grabs captures attention with
attention with attention with basic design
visually strong design elements.
stunning elements. Graphics,
 design Graphics, images, and
elements. images, and text are
Graphics, text are somewhat
images, and engaging and engaging but
text are contribute to lack the wow
exceptionally the overall factor.
engaging and message.
effectively
convey the
message.
Clarity of The main The main The main
Message message of message of message of
the poster is the poster is the poster is
crystal clear, clear and somewhat
easily understandabl clear but may
understandabl e. Information be obscured
e, and is organized by clutter or
prominently and effectively lack of
displayed. communicated organization.
Information is , though minor Some
well-organized improvements information
and efficiently could be made may be
communicated for clarity. difficult to
. understand.
Design Graphics, Graphics, Graphics,
Elements images, text, images, text, images, text,
Integration and other and other and other
design design design
elements are elements are elements are
seamlessly well- somewhat
integrated to integrated and integrated but
create a contribute to may lack
cohesive and the overall cohesion or
visually design. The harmony.
appealing composition is Some
composition. visually elements
Each element appealing and distract from
enhances the effectively the message.
overall design communicates
and the message.
contributes to
the message.
Typograph Typography is Typography is Typography is
y carefully well-chosen somewhat
chosen and and effective but
effectively contributes to may lack
used to readability consistency or
enhance and emphasis. impact. Fonts,
readability Fonts, sizes, sizes, or
and and styles are styles may be
emphasize appropriate, inappropriate
key points. though some or distract
Fonts, sizes, minor from the
and styles are improvements message.
purposefully could be made
selected and for
contribute to consistency or
the overall impact.
design
aesthetic.
Overall The poster The poster The poster
Presentatio presentation is presentation is presentation
n polished and well-executed is adequate
professional, and but may lack
demonstrating professional, polish or
exceptional with attention professionalis
attention to to detail m in some
 detail and evident areas.
craftsmanship. throughout. Attention to
Every aspect The design detail could
of the design creates a be improved
is thoughtfully positive to enhance
executed to impression overall
create a and effectively impact.
memorable communicates
and impactful the intended
visual message.
experience.
OVERALL SCORE 100/100
G. REMARKS April 16, 2024- The topic will be introduced to Grade 11- St. Willibrod.
April 17, 2024- The topic will be introduced to Grade 11- St. Ansgar.
 Ms. Jane Shaira A. Biatingo/ Mr.
TEACHER: GRADE LEVEL: XI
Gary S. Torreon
LEARNING
ICT QUARTER: 2ND SEM -FINAL
AREA:
MODULE 2: LESSON 6: The Use
of Infographics in Presenting Date: April 22-April 30, 2024
Data

INSTRUCTIONAL MATERIALS: Time Mond Tuesday Wednesd Thursd Friday

ay ay ay

Inkscape Software
Use of Computer/Laptop/ 8:00-
9:00
Television 9:30
10:3
0
10:3
0-
11:3
0
12;1
0
1:10
2:10- XI- St. XI- St. XI- St. XI- St.
3:10 Willibro Ansgar Willibro Willibrod
d d
3:10 XI- St. XI- St. XI- St. XI- St.
4:10 Ansga Willibrod Ansgar Ansgar
r

TARGET COMPENTENCIES:
 Evaluate existing websites and online resources based on the principles of
layout, graphic, and visual message design.
 Create an original or derivative ICT content to effectively communicate a
visual message in an online environment related to specific professional
tracks.
LESSON OBJECTIVES:
At the end of the lesson the learners are expected to. . .
KNOWLEDG define information graphic;
E compare and contrast graphic design and information design;
create an infographic that will present the current data of academic
SKILLS
project;
appreciate the importance of infographic design in creating an
ATTITUDES
effective visual message appropriate to certain real-life scenarios.
LESSON ESSENTIAL QUESTION
1. Why it is better to convey information or ideas using Infographics?
Value Focus:
Develop confidence in
expressing his/her opinion
Benedictine Hallmark:
Show willingness to fulfill a
Stability
certain task
Obedience
Inculcate the spirit of
Community
collaboration in doing a
task.

TEACHING PROCEDURE / STRATEGIES

A. What is the difference between Graphic and Information
INTRODUCTION design?
Compare & Contrast
EXPLORE Instruction: The students compare two illustrations and answer
the following questions.
 1. What is the difference between the two illustrations?
2. Between the two illustrations, which one would you prefer to
post in your social media account? Why?
3. What software or site that can manipulate images and create
something eye catching and persuasive? Give at least 5 that
you are familiar of.
The following topics will be discussed:
FIRM-UP 1. Graphic Design VS Information Design
2. Infographic Design
B. DISCUSSION 3. Elements of Infographics
4. Types Of Infographics
5. Steps in Creating an Infographic
Processing Questions:
1. How is Infographics different from poster?
2. What are the different types of Infographics and when to use
them?
Concept Map
C. DEEPEN Instruction: Students create a concept-map showing the
relevance of infographic design in presenting data from
DEEPEN / research.
INTEGRATIO Guide Question:
N 1. How is Infographic similar to research?
2. How data in research represented using Infographic design?

Emoji-meter

A. LESSON
SYNTHESIS /
WRAP-UP Instruction: The students select an emoji based on what
they understand in the lesson and share it to the class.
Formative Assessment
1. Compare & Contrast
B. ASSESSMENT Instruction: The students compare two illustrations and
answer the following questions.
2. Oral Recitation
Instruction: The students are randomly called to answer
questions related to the topic.
Summative Assessment
1. Quiz
C. PERFORMAN INFOGRAPHIC
CE TASK Instruction: Students are grouped and tasked to create any
type of infographic showing accurate details related to their
academic research using different software like Canva,
Adobe AI, PIXLR and GIMP.
Rubrics for scoring:
Criteria Description Sco
re
Visual Overall attractiveness, design, and use of
Appeal color, imagery, typography, and layout.
(25
points)
Readabilit Ease of reading and understanding the
y text, including font choice, size, and
(15 points) contrast.
Use of Appropriateness and effectiveness of
Graphics visual elements, such as charts, graphs,
(15 points) and illustrations.
 Originality Uniqueness and creativity in presenting
& the content and engaging the audience.
Creativity
( 20
points)
Alignment  How well the infographic aligns with
with the stated objectives or goals of the
Objectives project or event.
(25 points)  How well the infographic
communicate its main message or
information.
TOTAL TOTAL SCORE :
SCORE:
D. REMARKS APRIL 24 – Topic discussion with Grade 11- St. Ansgar
APRIL 26- Topic discussion with Grade 11- St. Willibrod
APRIL 29- Quiz day
May 3- Deadline of Performance Task
May 2-8 Distance Learning
Last topic discussed to give students ample time to finish
their mini- research.
May 9-11- Final Exam
 Ms. Jane Shaira A. Biatingo/ Mr.
TEACHER: GRADE LEVEL: XI
Gary S. Torreon
LEARNING
ICT QUARTER:3RD Quarter
AREA:
MODULE __: LESSON
__6: COLLABORATION
Date: April 17-May 3, 2024
AND TEAMWORK -
VIDEO PRODUCTION

INSTRUCTIONAL Time Monday Tuesday Wednesday Thursday Friday

MATERIALS:
8:00- XI-St.
Video Editing Software 9:00 DONATUS
9:30 XI-ST. XI-St. XI-St.
Use of 10:3 MEINRAD DONATUS MEINRAD
Computer/Laptop/Telev 0
ision 10:3 XI-ST. XI-St.
0- MEINRAD DONATUS
11:3
0
12;1
0
1:10
2:10-
3:10
3:10
4:10

TARGET COMPENTENCIES:
 Understand Online Collaboration.
 Know the different online collaboration tools.
 Create an audio-presentation that will convey information.
 Use online collaboration tools for project management.
 Know the principles and techniques in using online platform so that in the
long run, they may be able to learn how to create videos as media to
convey information that will help the society in a good way.
LESSON OBJECTIVES:
At the end of the lesson the learners are expected to. . .
KNOWLEDG enumerate the different tool used in collaboration online;
E differentiate various online collaboration tools;
create a role-play activity using video conferencing apps;
SKILLS use the different video-editing software to create a successful short
movie;
appreciate and discover the importance of collaboration and
ATTITUDES
coordination in project development.
LESSON ESSENTIAL QUESTION
1. Why are collaboration and teamwork important in project management?
Value Focus:
Develop confidence
in expressing his/her
opinion Benedictine Hallmark:
Show willingness to Stability
fulfill a certain task Obedience
Inculcate the spirit of Community
collaboration in doing
a task.

TEACHING PROCEDURE / STRATEGIES

A.
INTRODUCTION
The students list at least 5 online collaboration tools in order to
EXPLORE accomplish a given task and explain the different features of
 each application.
The teacher will discuss the following topics:
FIRM-UP 1. Online Collaboration
2. Online Collaboration Tools: E-Mail, Instant Messaging and
B. DISCUSSION Conferencing, Social Networks
3. Document Sharing and Management
4. Video Production
5. Elements of a Video
6. Storyboarding
7. Elements of a Story
Discussion Questions:
1. What are the different online collaboration tools?
2. What is the difference between digital to online collaboration?

C. DEEPEN Self- Reflection

Guide Question:
DEEPEN / Miscommunication often led to various problems in project
INTEGRATIO development. How can you address this kind of issue if you
N don’t have internet access?

Emoji-meter

E. LESSON
SYNTHESIS /
WRAP-UP

Instruction: The students select an emoji based on what

they understand in the lesson and share it to the class.
Formative Assessment
Oral Recitation
F. ASSESSMENT
Instruction: The students are randomly called to answer
questions related to the topic.
Summative Assessment
Quiz
Instruction: Students answer the activity sheet attached in
their book
G. PERFORMAN Role-Play
CE TASK Instruction: Create a short movie about a business meeting
with your business partners or your employees
(groupmates). Make use of Google Meet, Zoom, Skype or
any video conferencing app that you can freely use in
conducting your role-play activity. The video should be a
minimum of 7-10 minutes duration. Deadline April 27, 2024.
Criteria for Scoring:
H. REMARKS Completed.