GRADE 1 TO 12 School: ILOCOS SUR NATIONAL HIGH SCHOOL Grade Level: Grade - 12

Daily Learning Senior High School

Teacher: SHELANIEJEAN L. LIM EMPOWERMENT TECHNOLOGIES (E-TECH)
Area: 300072
Lesson Log Teaching Dates
June 18-22, 2018 Week: 1
and Time:

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material
Pages
3. Textbook Pages
The learners demonstrate an understanding of Information Communication Technology (ICT) in the context of global communication for specific professional track.
The learners should be able to independently 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)
 CS_ICT11/12-ICTPT-Ia-b-1
Objectives:
 At the end of the session, the learners
shall be able to:
1. Define Information and
Communication Technology
2. Improve their knowledge on how
ICT affects their everyday lives
and the state of our nation.
The current state of ICT technologies
- Web 1.0, 2.0
p. 5
 Empowerment Technologies (Argel
A. Bandawa, 2016) p. 3 - 11
 Empowerment Technologies (Erwin
Reyes Callo) p. 1 - 5
 CS_ICT11/12-ICTPT-Ia-b-1
Objectives:
 At the end of the session, the learners
shall be able to:
1. Understand the features of Web 2.0
1. Features of Web 2.0
p. 5
 Empowerment Technologies (Argel A.
Bandawa, 2016) p 14 - 17
 Empowerment Technologies (Erwin
Reyes Callo) p. 6
 CS_ICT11/12-ICTPT-Ia-b-1
Objectives:
 At the end of the session, the
learners shall be able to:
1. Undestand the future of the
World Wide Web through
Web 3.0
1. Web 3.0 and Semantic Web
p. 5
 Empowerment Technologies
(Argel A. Bandawa, 2016) p 12-
13
 Empowerment Technologies
(Erwin Reyes Callo) p 7 - 8
 CS_ICT11/12-ICTPT-Ia-b-1
Objectives:
 At the end of the session, the
learners shall be able to:
1. Compare and contrast the
nuances of varied online
platforms, sites, and
content to best achieve
specific class objectives or
address situational
challenges.
1. Social Media
2. Online Systems, Functions
and Platforms
p. 5
 Empowerment Technologies
(Argel A. Bandawa, 2016) p 3 -
11
 Empowerment Technologies
(Erwin Reyes Callo) p 1 - 5

4. Additional Materials
from Learning
Resources
B. Other Learning  Empowerment Technologies  Empowerment Technologies  Empowerment Technologies  Empowerment Technologies
Resources Curriculum Guide by DepEd Curriculum Guide by DepEd Curriculum Guide by DepEd Curriculum Guide by DepEd
 Powerpoint Presentation, LCD  Powerpoint Presentation, LCD  Powerpoint Presentation, LCD  Powerpoint Presentation, LCD
Projector, Laptop Projector, Laptop Projector, Laptop Projector, Laptop
IV. PROCEDURES
A. Presenting the new
lesson/Discussion
B. Establishing a purpose for
the lesson
C. Presenting Examples /
Instances of the new
lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing Mastery (Leads
to Formative Assessment)
The teacher will ask the learners:
“How many times have you checked your
phone this morning?”
The teacher will ask the learners:
1. Did you use the internet after you
woke up this morning?”
2. Do you follow a celebrity via his/her
social media account?
The teacher will ask the students how
information and communication
technology affects our daily lives?
The teacher gives a brief discussion of the
information and communication
technologies in the Philippines
The teacher will discuss how ICT evolve
in the Philippines
Individual Activity: ICT, Me, and My
Community
To fully understand the importance of
ICT, a short interview to small business
owners around their community will be
conducted by the students using the guide
questions from the teacher.
The teacher will ask students to have a
recap on yesterday's topic.
The teacher will ask the learners:
1. What are the online platforms
(websites/applications) they usually
visit and their reasons why they visit
those websites/online platforms and
how often?
2. The teacher will connect it to the
different features of Web 2.0
Key Take-aways: (Discussion)
The teacher will ask the students of their
ideas about web 2.0 if web 1.0 is static and
it doesn’t change its content. If you were
the given the chance, What would be the
updates or additional features you would
like to incorporate in web 2.0?
The teacher will present different features
of Web 2.0 with examples.
Activity: #Hashtag
The teacher will show pictures of a
religious icon, verses of a poem, lyrics of a
popular song, and images of book covers
from the internet and will ask students to
formulate their own hash tag then the
teacher will collect and write them on the
board. To approximate the “likes” in an
online social media The teacher will ask the
students to raise their hands for every
hashtag and count the number of likes and
then rank the most number of votes and
highlight the top three highest number of
likes.
Review the key points in the
discussion of the features of Web 2.0
from the previous lesson
The teacher will show several words
in the presentation slide and let the
learners guess the topic
During the slide presentation,
students will interact to their teacher
about the images of the different
websites examples being flashed on
the screen.
The teacher will discuss the third
generation of the web showing
several examples.
Group Activity:
The teacher will instruct the learners
to look for ten websites and classify
them as static or dynamic. Put a check
mark on the appropriate category.
What makes each website static or
dynamic? Use the sample table:
Website Static Dynamic Reason
URL
1.
2.
3.
4.
Review and recap the key points in
the discussion of the Semantic Web
from the previous lesson
The teacher will ask the learners:
1. The teacher will show students
pictures social networking sites
such as Facebook, Twitter,
Snapchat, Instagram, and ask
what they know about these
social networking sites.
2. Do you use them? How often do
you check your social media
account? What for?
3. Which are their favourites and
why?
The teacher will ask the students:
1. How many friends have you got
on Facebook?
2. What’s the friends’ limit on
Facebook?
3. How many social media
accounts do you have?
The teacher will discuss the different
online platforms and systems with
examples shown during presentation
Are you a social media addict? Take
the following quiz. Check your score
with your teacher.
1. The teacher will tell the students to
imagine that they want to join an
imaginary social networking
website called Friendpage.
2. Display Task 1 in the classroom
and do an example profile as a
class. Elicit or feed in useful
language e.g. Interested in: sports,
languages, travel, music, films
Personality: sporty, artistic,
unconventional, chatty, studious,
musical.
3. Right now I feel: Relaxed, stressed,
bored, energetic, tired.
• Hand out the task 2 profiles and
ask students to use their

G. Finding Practical
applications of concepts
and skills
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Group Activity: Brainstorming
The teacher will divide the class into
groups, and have each group meet to
brainstorm and list down at least 10
technological advances they think should
be included on a time line of the most
important technological advances in the
human history.
The teacher will allow students to use their
android phones and have them search and
find the dates for the technological
advances they plan to include in their time
lines. (Prehistoric technology can be dated
simply by the word "prehistoric. Students
will create their own time lines on long
strips of paper, cut out and tape together or
on brown paper that comes in rolls. Time
lines should include illustrations of the
technological advances students wish to
highlight.
Assignment:
From the previous discussion, list all the
technologies developed from the past
years. Group these technologies
according to the following:(30 points)
- Hardware/Software
- Influence in ICT
- Generated by electricity
During the ‘Web 1’ era, content was
produced and consumed in the traditional
way: organizations produced it and
people consumed it. The only difference
between this and the Industrial Era was
the content was offered online to the
The teacher will ask the students to answer
the following in a ¼ sheet of paper:
1. What is the importance of hashtag?
2. How does it feel when you receive
likes for your hashtag?
The teacher will ask learners about the web
2.0 technology issues it brings to the
people.
1. Now, where do you stand in all this?
2. Are you a social media addict?
3. Do you think social networking is
worth all the importance people give
to it?
Assignment: Quiz (15 points)
1. How do digital natives and digital
migrants see the world today?
2. What does keeping up with friends
require nowadays?
3. Who are the majority of social media
users in the world?
A lot of people don’t realize that twitter is a
very powerful search engine. Just like
google, if you know how to search
effectively you can find pretty much
anything. After the lesson, learners will
realize the power of hasgtags. Well, there are
5.
1. The teacher engage the class in a
sharing of their ICT experience,
what tools do they use?
2. What do they like about these
tools?
This lesson takes a look at trends in
online social networking. It gives
students chance to create an
imaginary online ‘wall’ where they
can interact with each other.
This lesson Web 2.0 technologies —
wikis, blogs, social networking, and
so on — all encourage a more active,
participatory role for users.
Communities no longer use the web
to obtain information, but instead
imagination to complete the
profile.
• Collect in the completed profiles
and then redistribute them so that
each student now has a different
profile.
The teacher will instruct the students
to search for at least 3 examples of
social netwotking website and
describe each. Make a report about
your research using a slideshow
presentation.
Write a balanced paragraph about
the advantages and disadvantages of
using social media. Your paragraph
must contain the following elements:
1. A topic sentence to introduce
both aspects (advantages and
disadvantages)
2. Arguments to substantiate each
aspect
3. Examples to illustrate your
arguments
4. A concluding sentence or
restatement to end your
paragraph
What social media applications
affect your day-to-day activities.
And how did it improve your life?
One of the most influential medias of
our time is the social media and this
lesson has got to the point where it
shapes our life and makes a great
impact in it. In every era, cultures go
through numerous changes, and in
 consumers. The Web 1.0 presented data loads of great educational hashtags that have create information and share it with recent years ours has been more
and information in a predominantly static been created that anyone can search out and others using Web 2.0 technologies. impacted than anything else by social
way,resulting in considerable changes in see what folks are posting. This technology changed the way we media. In the end, if you can keep
several aspects of daily life. (teachers/students)deals with your own life centered in reality and
Internet, especially with certain use social networking as a small part
technologies, such as, social of it, you should be just fine.
networking, instant messaging,
Internet telephony, and video sharing
sites
A. No. of learners who earned 11 – Opal __________ 11 – Opal __________ 11 – Opal __________ 11 – Opal __________
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching Group Activity because students can easily Visual presentation because they can easily
strategies worked well? do the task if there’s collaboration of ideas understood the lesson if there are additional
Why did these work? images during the discussion.
F. What difficulties did i
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did i use
/ discover which i wish to
share with other teachers?

Prepared by: Checked by:

SHELANIEJEAN L. LIM, MIT CHRISTIAN GIRON, Ed. D

SHS – Subject Teacher, HUMSS Subject Group Head, HUMSS