Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade & Section: Quarter: 1 Date:
Media & Information Literacy 12- Hawking
Schedule:
Mon-Thurs 8:30-9:30
Learning Competency/ies: Identify traditional media and new media, and their relationships.
Code:
(Taken from the Curriculum Guide) MIL11/12EMIL-IIIb-5
Key Concepts /
Understandings to be Evolution and Ages of Media
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, Identify the devices used by people to
of knowing The learner can recall information and retrieve duplicate, list, memorize, repeat, communicate with each other, store
something with relevant knowledge from long-term memory describe, reproduce
familiarity gained
information, and broadcast
through experience information across the different ages.
or association Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written summarize, infer, compare, explain,
and graphic messages paraphrase, discuss

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, Examine the technology or resources
systematic, and The learner can distinguish between parts and contrast, organize, outline, available during the prehistoric age,
sustained effort to determine how they relate to one another, and to the attribute, deconstruct
smoothly and
the industrial age, the electronic age,
overall structure and purpose
adaptively carryout and the new or digital age.
complex activities or Evaluating coordinate, measure, detect,
the ability, coming The learner can make judgments and justify decisions defend, judge, argue, debate,
from one's describe, critique, appraise,
knowledge, practice, evaluate
aptitude, etc., to do Creating generate, hypothesize, plan,
something The learner can put elements together to form a design, develop, produce,
functional whole, create a new product or point of construct, formulate, assemble,
view devise

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,
emotional point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. Sincerity, Patience, Critical
A settled 2. Responding to Phenomena - Active participation on the part of the learners. Attends and thinking, Open-mindedness, Perform the
way of reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Interest, Courteous, Obedience, activity showing
thinking responding, willingness to respond, or satisfaction in responding (motivation). Hope, Charity, Fortitude, responsibility
or feeling Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision, and self-
about practice, present, read, recite, report, select, tell, write Acceptance, Determined, confidence
someone Independent , Gratitude, Tolerant,
or 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Cautious, Decisive, Self-Control,
something acceptance to the more complex state of commitment. Valuing is based on the internalization Calmness, Responsibility,
, typically of a set of specified values, while clues to these values are expressed in the learner's overt Accountability, Industriousness,
one that is behavior and are often identifiable. Industry, Cooperation, Optimism,
reflected Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
in a initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
person’s 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
behavior Compassion, Work Ethics,
conflicts between them, and creating a unique value system. The emphasis is on comparing,
Creativity, Entrepreneurial Spirit,
relating, and synthesizing values.
Financial Literacy, Global,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Solidarity, Making a stand for the
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize good, Voluntariness of human act,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The Appreciation of one’s rights,
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Seriousness, Generous, Happiness,
(personal, social, emotional). Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness
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 Kindness, Humble
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends 2. Maka-tao
of and reacts to a particular phenomenon. Learning outcomes may emphasize compliance Concern for Others, Respect for Influence oneness
behavior; in responding, willingness to respond, or satisfaction in responding (motivation). human rights, Gender equality, Family and optimism in the
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Solidarity, Generosity, Helping, group activity
judgment perform, practice, present, read, recite, report, select, tell, write Oneness
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from 3. Makakalikasan
important simple acceptance to the more complex state of commitment. Valuing is based on the Care of the environment, Disaster Risk
in life. internalization of a set of specified values, while clues to these values are expressed in Management, Protection of the
the learner's overt behavior and are often identifiable. Environment, Responsible
Go Consumerism, Cleanliness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
beyond Orderliness, Saving the ecosystem,
form, initiate, invite, join, justify, propose, read, report, select, share, study
learner’s Environmental sustainability
4. Organization - Organizes values into priorities by contrasting different values,
life on 4. Makabansa
resolving conflicts between them, and creating a unique value system. The emphasis is
earth, Peace and order, Heroism and
on comparing, relating, and synthesizing values.
include Appreciation of Heroes, National
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Unity, Civic Consciousness, Social
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, responsibility, Harmony, Patriotism,
and fame, relate, synthesize Productivity
and would 5. Internalizing values - (Characterization): Has a value system that controls their
affect the behavior. The behavior is pervasive, consistent, predictable, and most importantly,
eternal characteristic of the learner. Instructional objectives are concerned with the student's
destiny of general patterns of adjustment (personal, social, emotional).
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
Intentiona practice, propose, qualify, question, revise, serve, solve, verify
lly add
value to
ourselves
and to our
learners’
every day.
2. Content The Evolution of Traditional to New Media
3. Learning Resources AV Room materials, Multimedia presentation, Teacher’s Guide, Manila papers, Markers
4. Procedures
4.1 Introductory Activity (__2__ minutes). This part introduces the lesson content. Although at A. Routine
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the Prayer
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs Checking of Attendance
when it is conducted in a pleasurable and comfortable atmosphere.
Classroom Management
Presentation of Objectives

B. Motivation
Let the students examine the picture being
presented. Have them share to the class their
observations.

Show a picture of the sinking of the RMS (Royal

Mail Ship) Titanic.

4.2 Activity (__10__ minutes). This is an interactive strategy to elicit learner’s prior learning 1. If the Titanic sank somewhere in the Atlantic
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts Ocean, how do you think the news reached people
where the learners are. Carefully structured activities such as individual or group reflective exercises,
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-
in England and New York at that time?
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
considered in this part of the lesson. (Possible Answers: Telephone, letter, newspaper,
etc.)

2. If the Titanic sank today, in what format would

people receive or read the news?
4.3 Analysis (__15__ minutes). Essential questions are included to serve as a guide for the teacher
in clarifying key understandings about the topic at hand. Critical points are organized to structure the 1. What are the technology or resources available
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about during the prehistoric age, the industrial age, the
expected issues. Affective questions are included to elicit the feelings of the learners about the activity
electronic age and the new or digital age?
or the topic. The last questions or points taken should lead the learners to understand the new
concepts or skills that are to be presented in the next part of the lesson. 2. Describe the four evolution of ages of media.
 4.4 Abstraction (__15__ minutes). This outlines the key concepts, important skills that 1. What are the advantages and disadvantages of
should be enhanced, and the proper attitude that should be emphasized. This is organized as a
lecturette that summarizes the learning emphasized from the activity, analysis and new inputs in
Traditional and New Media?
this part of the lesson. 2. How did the media and information evolved
throughout the history?
3. Given the available media that we now have in
the world, what are its roles and functions in a
democratic society?
4. In what way does media affect your life
(personal, professional, academic and social)?
4.5 Application (___10_ minutes). This part is structured to ensure the commitment of the Knowing You Media at Different Ages
learners to do something to apply their new learning in their own environment. Have the learners form groups of four (4)
members. Using Manila paper and markers, each
group should provide answers to fill in the table.
Let the learners share their responses to the rest
of the class. Groups can assign reporters that can
simultaneously present to the other groups.

4.6 Assessment (__5_ 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, Let the students construct an essay base on
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing the questions provided.
Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
1. Given the available media that we have in
understanding and to progress and clarify their
thinking) the world, what do you think is the future of
media?
2. Is there a technology that you have seen
in a science-fiction film or read in a book that
you want to become a reality in the near
future?
c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept
(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork, Multi-
by learners according to agreed criteria) media Presentation, Product made in technical-
vocational subjects
d) Tests Skill Performance Test, Open-Ended Question,
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)
4.7 Assignment (___ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

1. Enriching / inspiring the day’s lesson

1. Enhancing / improving the day’s lesson

 Preparing for the new lesson Have a research about the roles and
function of media in a democratic society.
4.8 Concluding Activity (____ minutes). Technological evolution is the result of our
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.
own desire to lead a better life.
–R.S. Amblee

1. 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.

3. 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: LISSA MAE T. MACAPOBRE School: TOLEDO CITY SCIENCE HIGH SCHOOL
Position/Designation: Substitute Teacher Division: TOLEDO CITY
Contact Number: 09351077321 Email address:

Bibliography:

Khan, R. (2006). Internet 101: The new mass medium for Filipinos. Anvil Publishing, Inc.
Neuman, R. (2010). Theories of media evolution. Media, Technology, and Society: Theories of Media Evolution.
Retrieved from http://press.umich.edu/titleDetailDesc.do?id=293114
Noll, A. M. (2006). The evolution of media. Rowman & Littlefield.
Using Media Sources. (2015 October 20). Retrieved from http://www.library.illinois.edu/ugl/howdoi/medialiteracy.html
Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung, Chi-Kim (2011). Media and Information
Literacy: Curriculum for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN); 978-959-18-07; 978-959-18-0787-8
(ES)

Appendices: (attach all materials that will be used)

1. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others