Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: MEDIA AND Grade Level: 11/12 Quarter: 3 Duration:
INFORMATION LITERACY 240 MINUTES
Learning Competency/ies: The student synthesizes the overall implication of media and Code:
(Taken from the Curriculum Guide) information to an individual (personal, professional, educational, and MIL11/12MILI-IIIj-29
others) and the society as a whole (economic, social, political,
educational, and others)
Key Concepts /
Understandings to be Media and Information Literacy (MIL) and MIL related concepts
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, Retrieve the definition of the different types of
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize, Media, Information, and Technology and its
something with knowledge from long-term memory repeat, describe, reproduce examples.
familiarity gained interpret, exemplify, classify, Supply the students with a list of literacies (at least
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare, 15 literacies). And then let the students classify
or association explain, paraphrase, discuss them according to its kind.
graphic messages

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend, Evaluate the overall implication of media and
complex activities
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe, information.
or ... the ability, critique, appraise, evaluate
coming from one's
knowledge, practice, Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do
functional whole, create a new product or point of view formulate, assemble, devise
something

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
or feeling practice, present, read, recite, report, select, tell, write Acceptance, Determined,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
someone acceptance to the more complex state of commitment. Valuing is based on the internalization Cautious, Decisive, Self-Control,
or of a set of specified values, while clues to these values are expressed in the learner's overt Calmness, Responsibility,
something behavior and are often identifiable. Accountability, Industriousness,
, typically Industry, Cooperation, Optimism,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
initiate, invite, join, justify, propose, read, report, select, share, study
reflected 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of Synthesize the
in a conflicts between them, and creating a unique value system. The emphasis is on comparing, one’s culture, Globalism,
challenges that
person’s relating, and synthesizing values. Compassion, Work Ethics, Creativity,
behavior Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Entrepreneurial Spirit, Financial the youth, the
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Literacy, Global, Solidarity, Making a future leaders
stand for the good, Voluntariness of and
human act, Appreciation of one’s
administrators
rights, Inclusiveness, Thoughtful,
Seriousness, Generous, Happiness, of the nation
Modest, Authority, Hardworking, faces in the
Realistic, Flexible, Considerate, local and global
Sympathetic, Frankness
environment.
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student's general patterns of adjustment
(personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting ,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao Concern for the proper
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for behavior towards media
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality, Family especially for the young
simple acceptance to the more complex state of commitment. Valuing is based on the
important Solidarity, Generosity, Helping, ones.
internalization of a set of specified values, while clues to these values are expressed in
in life. Oneness
the learner's overt behavior and are often identifiable.
3. Makakalikasan
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Care of the environment, Disaster Risk
Go
form, initiate, invite, join, justify, propose, read, report, select, share, study Management, Protection of the
beyond
4. Organization - Organizes values into priorities by contrasting different values, Environment, Responsible
learner’s
resolving conflicts between them, and creating a unique value system. The emphasis is Consumerism, Cleanliness,
life on
on comparing, relating, and synthesizing values. Orderliness, Saving the ecosystem,
earth,
include Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Environmental sustainability
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
wealth relate, synthesize 4. Makabansa
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their Peace and order, Heroism and
and would behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of Heroes, National
affect the characteristic of the learner. Instructional objectives are concerned with the student's Unity, Civic Consciousness, Social
eternal general patterns of adjustment (personal, social, emotional). responsibility, Harmony, Patriotism,
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Productivity
millions practice, propose, qualify, question, revise, serve, solve, verify

2. Content Symposium on Media, Information and Technology Literacy

3. Learning Resources Projector, Laptop, Internet Connectivity, Learning Material, Curriculum Guide, Other Multimedia
Facilities
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at Retrieve the definition of the different types of Media,
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the Information, and Technology and its examples.
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
when it is conducted in a pleasurable and comfortable atmosphere.
Initiate a community dialogue: organizing a panel
discussion with media players and actors.
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning The idea is to hear the situation from media industry
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts players and actors themselves. The ideal composite
where the learners are. Carefully structured activities such as individual or group reflective exercises,
panel will have representations from various media
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be industries: from small to big companies and from print,
considered in this part of the lesson. broadcast, and web-based industries. Build a composite
panel where all gender orientations can be
represented, and, if possible, ethnicities other than the
dominant ones. You may also choose representatives of
the market model and the public share.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in Keep in mind that the idea is for a dialogue or a
clarifying key understandings about the topic at hand. Critical points are organized to structure the conversation to happen. The players and actors are
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about
expected issues. Affective questions are included to elicit the feelings of the learners about the activity expected to have knowledge of the industries they
or the topic. The last questions or points taken should lead the learners to understand the new work for, to appreciate its dynamics, and be truly aware
concepts or skills that are to be presented in the next part of the lesson.
of the challenges it faces in the local and global
environment.

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be Depending on the field or industry the panel members
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that are coming from, express your views on the
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
contributions and even omissions of media or its
lesson.
successes and failures.
4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners Assign class members who can moderate and who can
to do something to apply their new learning in their own environment. synthesize the discussion that we expected to touch on
many of the issues we have discussed in the previous
chapters.
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)

c) Analysis of Learners’ Products
(Teachers judge the quality of products produced
by learners according to agreed criteria)
d) Tests
(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of a skill
or knowledge of content)
Worksheets for all subjects, Essay, Concept The students will present a Multi-Media
Maps/Graphic Organizer, Project, Model, Artwork, Multi-
media Presentation, Product made in technical- Presentation synthesizing the overall
vocational subjects implication of Media and Information to
an individual and the society as a whole.
Skill Performance Test, Open-Ended Question,
Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson The students will conduct an interview with a
professional broadcaster. He or she may be a
scriptwriter, a radio announcer, an actor, a
director, a production designer, or any other
function attached to the industry of
broadcasting.
 Preparing for the new lesson

4.8 Concluding Activity (____ minutes). Ask the students if they are to create/propose a
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, theme for the community dialogue, what should
parable or a letter that inspires the learners to do something to practice their new learning.
it be?

(The theme must be something that will

resonate the questions and challenges to post as
the youth, the future leaders and administrators
of the nation.)
5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

This competency/DLP is good for 1 week.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of
learners who
earned 80% in the
evaluation.
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
learning strategies
worked well? Why
did these work?
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:
Name: Mylen C. Mondigo School: Borbon National High School
Position/Designation: Teacher I Division: Cebu Province
Contact Number: 0916 4417071 Email address: mylenmondigo18@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others