PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY

LESSON PLAN IN MEDIA AND INFORMATION LITERACY

Date: October 3, 2019
FIRST SEMESTER

Topic: Manipulatives / Interactive Media

Content Standards: The learners demonstrate an understanding of manipulatives / interactive media and information,
and gain comprehensive knowledge on how to effectively evaluate them.

Performance Standards: The learners shall be able to produce a presentation on manipulatives / interactive media that is
anchored on design elements and principles.

Learning Competencies: The learners

1. Describe the different dimensions of manipulatives/interactive media.
MIL11/12MPIM-IVgh-19
2. Comprehends how manipulative information and media is/are formally and informally
produced, organized and disseminated. MIL11/12MPIM-IVgh-20
3. Evaluates the reliability and validity of manipulative information and media and
its/their sources using selection criteria. MIL11/12MPIM-IVgh-21
4. Produces and evaluates a creative manipulative-based presentation using design
principle and elements. MIL11/12MPIM-IVgh-22

Specific Learning Outcomes:

At the end of the lesson, the learners will be able to:
1. Explain what manipulatives/interactive media are.
2. Compare the different platforms and uses of manipulatives/interactive media software.

Time Allotment: 2 hours

Introduction :
Communicate Learning Objectives
1. Present the topic titles on different sources of media and information.
a. People Media e. Motion
b. Text f. Manipulatives/Interactive
c. Visual g. Multimedia
d. Audio
2. Highlight Manipulatives/Interactive Media as the topic for today’s session.

Motivation:
Interacting with Social Media
1. Have the learners think about their experiences using their social media accounts (e.g. FB, IG, Twitter, etc.)
2. Ask the learners why they think Facebook is very popular. Ask them the ways in which they interact with their
social media accounts.
3. Present an infographic on the “Top Ten Most Popular Actions on Facebook”
4. Ask the learners which of the actions they have done on Facebook.
5. Start a discussion: “Which of the following actions are interactive?”
6. Ask the learners what content a user is providing to Facebook everytime they do that action. Guide answers:
a. Clicked the “Like” button
b. “Commented” on a friend’s photo or video.

Instruction:
1. Discuss the definition of interactive media and interactivity:
a. Interactive Media
b. Interactivity
c. One area where interactivity is most useful
2. Have the learners related their experiences in using interactive media by identifying the software or media used and
how they interacted.
a. Example 1: Social Media (Facebook)
b. Example 2: Online Booking
3. Briefly describe to the learners the different platforms of interactive media.
a. Mobile apps
b. 3D TV
c. Video Games (multi-player)
d. Role-Playing Games (RPG)
e. Massively Multiplayer Online Role Playing Game (MMORPG)
 f. Interactive Websites (pools, surveys, exams, exercises)
g. Virtual Reality and Immersive Environments
h. Social Media

Evaluation:
1. Have the learners take a short quiz on media and interactivity:
a. Name 3 actions that demonstrate the interactivity of online shopping.
b. Name 4 advantages and 4 disadvantages of online gaming

Prepared by:

KENT JOSHUA G. TANGAN

Media and Info. Literacy Intstructor
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN EARTH AND LIFE SCIENCE - G11
Date: Oct
1ST SEMESTER

Topic: Nutrition

Content Standards: The learners demonstrate an understanding of the body in motion.

Performance Standards: The learners shall be able to make a presentation of some diseases that are associated with the
various organ systems.
Learning Competencies: The learners shall:
1. Explain the different metabolic processes involved in the various organs systems.
(S11/12LTIIIaj-20)
2. Describe the general and unique characteristics of the different organs systems in
representative animals. (S11/12LTIIIaj-21)

Time Allotment: 1 hour

Learning Objectives:
At the end of this lesson, the learners will be able to:
1. Know the structure-function relationship in the various organ systems.
2. Synthesize the various functions of the organ systems in the day-to-day activity of an individual.
3. Use their knowledge on physiological processes to understand the different diseases associated with the
organ systems.

Introduction/Motivation:
1. Introduce the learning objectives.
2. Give the learners 5 minutes to write down on a piece of paper what they already know or what they expect to learn
under the specified topics.
3. Ask the learners of a native food that they know and let them recite the ingredients of the recipe.
4. Help the student/s in classifying if the food is mostly or high in carbohydrates, proteins, fats, or nucleic acids.

Lesson Proper:
1. Define what is animal nutrition and enumerate the four main stages of food processing:
a. Ingestion
b. Digestion
c. Absorption
d. Elimination/Egestion
2. Differentiate mechanical digestion from chemical digestion.
3. Enumerate and define each of the four main feeding mechanisms. Provide example organisms.
a. Filter feeding
b. Substrate feeding
c. Fluid feeding
d. Bulk feeding
4. Discuss the human digestive system/tract. Use the downloaded videos as a supplement.

Evaluation:

Formative Quiz:
Let the learners group in pairs to allow them to further discuss the lesson and learn more from their partner.
1. What is the difference between intracellular and extracellular digestion?
2. What is the difference between mechanical and chemical digestion? What is the importance of
mechanical digestion?
3. What is an enzyme? What is its function in digestion?
4. Why there is a need for different digestive enzymes?
5. How does your knowledge in nutrition determine your diet? Explain.

Prepared by:

KENT JOSHUA G. TANGAN

Earth and Life Science Instructor
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN MEDIA AND INFORMATION LITERACY G12
Date:
SECOND QUARTER

Topic: People Media

Content Standards: The learners demonstrate an understanding of people media and gain the comprehensive
knowledge to effectively evaluate them.

Performance Standards: The learners shall understand the similarities and differences of people as a medium of
information.

Learning Competencies: The learners:

1. Cite studies to support theories on the positive and negative effects of media and information
on the individual and society. MIL11/12PM-IVa-1
2. Describe the different dimensions of people media. MIL11/12PM-IVa-1
3. Categorize different examples of people and state reasons for such categorizations.
MIL11/12PM-IVa-2

Time Allotment: 2 hours

Learning Objectives: At the end of the lesson, the learners must be able to
1. Explain from the studies how media affects the individual and the society.
2. Identify and explain the different roles of people in media and information.
3. Describe how people can be a medium of communication to other people.
4. Write an article on how social media affects each learner’s own family, community, and self.

Introduction:
1. Present the topic titles on different resources of media and information:
a. People Media
b. Text
c. Visual
d. Audio
e. Motion
f. Manipulatives/Interactive
g. Multimedia
2. Highlight People Media and information as the topic for the week’s lesson. State the specific learning
outcomes.
3. Show to the learners through a visual presentation the prepared ads from the internet on media-related
jobs.
4. Let the learners identify the different jobs found in the ads.
5. Ask the learners to identify the following from each ad: Job Title; Job Description; Qualifications; Salary
6. Explain to the learners that careers in media have changed throughout the history of the Philippines

Instruction:
Discussion about People Media
1. Explain briefly how Philippine media has grown throughout history and how new professions for people
in media have involved.
2. Discuss how traditional media has affected Filipinos in the past, throughout different eras.
a. Pre-Spanish Era
b. Spanish Era
c. American and Japanese Era
d. Post-war Era
e. Martial Law Era
f. Post-EDSA Era
g. Modern Era
3. Inform the learners that next meeting’s topic will be “people as media”.

Practice:
Analyzing Media Jobs
1. Form the learners into five groups. Using the materials from the introduction, have them evaluate the ads.
2. Have the learners suggest groups in which they will categorize the jobs from the ads. Have them write
their answers on the board. Suggested categories are: a. Print, broadcast and new media, b. Education,
entertainment, news archiving, c. Formal or informal, and d. communications, mass comm., and ICT.
3. Ask each group to classify the jobs based on at least two categories written on the board.
4. Have each group briefly share the basis of their categorization to the rest of the class.
5. End the activity by discussing how the standards of the media and information industries may be gleaned
from the functions of each job and the qualifications required by the industry for that job.

Prepared by:

KENT JOSHUA G. TANGAN

Media and Information Literacy Teacher
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN MEDIA AND INFORMATION LITERACY G12
Date:
SECOND QUARTER

Topic: People Media

Content Standards: The learners demonstrate an understanding of people media and gain the comprehensive
knowledge to effectively evaluate them.

Performance Standards: The learners shall understand the similarities and differences of people as a medium of
information.

Learning Competencies: The learners:

1. Cite studies to support theories on the positive and negative effects of media and information
on the individual and society. MIL11/12PM-IVa-1
2. Describe the different dimensions of people media. MIL11/12PM-IVa-1
3. Categorize different examples of people and state reasons for such categorizations.
MIL11/12PM-IVa-2

Time Allotment: 2 hours

Learning Objectives: At the end of the lesson, the learners must be able to
1. Explain from the studies how media affects the individual and the society.
2. Identify and explain the different roles of people in media and information.
3. Describe how people can be a medium of communication to other people.
4. Write an article on how social media affects each learner’s own family, community, and self.

Introduction:
1. Review the careers of people in media and ask learners who among them want to have such careers.
2. Focus on new careers in modern media.
3. Ask who among them would like to be a blogger, an animator, or a social media manager. Have them explain
why.

Instruction:
Discussion
1. Discuss with the learners people in social media. Explain that social media has enabled people to be channels
of information, thereby becoming a medium of communication.
2. Discuss with the learners the following:
a. People as Media
b. Characteristics of social media
c. Formats and examples of social media
- Social Networks
- Micro-blogging
- Special Interests Networks
- Media sharing
- Collaborative news
- Discussion Forums
- Merchant sites
- Virtual Worlds
d. Advantages and limitations of using social media in the following areas:
- Relationships
- Diversion/ Entertainment
- Learning
- Recognition
- Career Progression
3. Explain to the learners that the five areas are the key important reasons why social media is popular, and hint at
the value of social media.

Evaluation:
Presentations
1. Divide the class into groups and have each of them report what they have learned to the class.
2. Highlight key ideas from each group.
3. All each group to answer 2-3 questions from the class.
Prepared by:
KENT JOSHUA G. TANGAN
 Media and Information Literacy Teacher
PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN MEDIA AND INFORMATION LITERACY G12
Date:
SECOND QUARTER

Topic: Text Media and Information

Content Standards: The learners demonstrate an understanding of text media and gain the comprehensive
knowledge to effectively evaluate them.

Performance Standards: The learners shall be able to produce a text-based presentation anchored on design principles
and elements.

Learning Competencies: The learners:

1. Describe the different dimensions of text information and media. MIL11/12PM-IVb-3
2. Comprehend how text information and media is/are formally and informally produced,
organized, and disseminated. MIL11/12PM-IVb-4
3. Evaluate the reliability and validity of text information and media and its/their sources using
selection criteria. MIL11/12PM-IVb-5
4. Produce and evaluate a creative text-based presentation using design principles and
elements.
MIL11/12PM-IVb-6

Time Allotment: 4 hours

Learning Objectives: At the end of the lesson, the learners must be able to
1. Identify the basic elements in creating a text-based presentation.
2. Evaluate the text-based presentation through the design principles and elements.

Introduction:
Communicate Learning Objectives
1. Review the key points in the discussion of People Media from the previous lesson.
2. Present the topic titles on the different resources of media and information:
a. People Media f. Manipulatives/ Interactive
b. Text g. Multimedia
c. Visual
d. Audio
e. Motion
3. Emphasize that Text Media and information as the topic for this week’s lesson.
4. State the objectives of the lesson.

Motivation:
1. Show to the learners an example of a fraudulent text message:
“ I am Attorney Robert Limco of Happy Cola Company. Congratulations! Your SIM number has been
chosen in our raffle draw. You have won 500,000 pesos. Please give me your bank account number so we
can deposit your reward. For more details, please contact me.
2. Ask the following questions to the learners and discuss:
a. What is the tone of this fraudulent message?
b. Why do you think Filipinos fall for this kind of fraudulent or scam text message?
c. Do you think that text-based messages are powerful?

Instruction:
Discussion on the following topics:
1. Text
2. Text as Visual
3. Types of Typefaces
4. Design Principles and Elements

Evaluation:
1. Divide the class into four groups.
2. Have the learners imagine that each group is an advertising firm. The task for each group is to discuss creating
a brochure for a client with specific needs.
3. Assign each group the following topics:
Group 1 - Tourism Campaign - This brochure will invite the readers to spend their vacation in your city.
Group 2 - Election Campaign - This brochure will promote to the readers a local politician who will run
for mayor in the upcoming election.
 Group 3 - School Admission - This brochure will advertise to the readers a college/university in your
place
Group 4 - Community Advisory - This brochure will inform the readers about the new policy for
garbage collection schedule and segregation in your community.
4. Have the learners identify the appropriate content for the brochure based on the Media and Design Framework.
Let the learners provide the answers on the following table:

Component Guide Questions Learner’s Answers

Target Audience Who are the possible readers
of this brochure?
Sender/Author Who is the author of this
brochure?
Key Content What is the tone of the text in
the brochure?

What are the sample phrases

or taglines that you will
write?

What are the facts/ figures

that you will include in the
brochure?
Purpose What is the intention of the
brochure?
Form/Style What are the font
types/colors/ highlights that
you will use in the brochure?

What are the word/phrases

that you need to emphasize in
the brochure?
Medium/Format What are the black of the
brochure?
-paper type
-texture
-glossy
-matte

Prepared by:

KENT JOSHUA G. TANGAN

Media and Information Literacy Teacher
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN MEDIA AND INFORMATION LITERACY G12
Date:
SECOND QUARTER

Topic: Visual Information and Media

Content Standards: The learners demonstrate an understanding of visual media and gain the comprehensive
knowledge to effectively evaluate them.

Performance Standards: The learners shall be able to produce a visual-based presentation anchored on design principles
and elements.

Learning Competencies: The learners:

1. Describe the different dimensions of visual information and media. MIL11/12PM-IVc-7
2. Comprehend how visual information and media is/are formally and informally produced,
organized, and disseminated. MIL11/12PM-IVc-8
3. Evaluate the reliability and validity of visual information and media and its/their sources
using selection criteria. MIL11/12PM-IVc-9
4. Produce and evaluate a creative visual-based presentation using design principles and
elements.MIL11/12PM-IVc-10

Time Allotment: 4 hours

Learning Objectives: At the end of the lesson, the learners must be able to:
1. Identify the different types of visual content.
2. Describes the purposes of visual media and information.
3. Analyze the design principles and elements used in a given visual media.
4. Critique the effectiveness of visual information.

Introduction:
Communicate Learning Objectives
1. Present the topic titles on the different resources of media and information:
f. People Media f. Manipulatives/ Interactive
g. Text g. Multimedia
h. Visual
i. Audio
j. Motion
2. Emphasize that Text Media and information as the topic for this week’s lesson.
3. State the objectives of the lesson.
4. Using a presentation, discuss the following survey results about “The Power of Visual Content” by DemandGen
Report (2014):
a. 40% of people will respond better to visual information than plain text.
b. Publishers who use infographics grow in traffic an average of12% more than those who don’t.
c. 80% of what is seen is retained.
d. Only 20% of words on a web page is read by an average user.
e. Landing pages with videos are 40 times more shareable.
5. Ask the learners what can be concluded about the importance of visual content based on the survey results.
6. Present the following infographic to the class:

7. Ask the learners whether they thought the infographic was a better way of presenting the results of the survey.
The learners must be able to explain their answers.
 8. Ask the learners if there are other ways of presenting the same information.

Instruction:
Discussion/presentation on:
1. Visual media and information.
2. Types of visual media.
3. Formally and informally produced visual media.
4. Purpose of visual information.
5. Visual design elements.
a. Line
b. Shape
c. Value
d. Texture
e. Color
f. Form
6. Visual design principles
a. Consistency of margins,typeface, typestyle, and colors
b. Center of interest
c. Balance
d. Harmony
e. Contrast
f. Directional Movement
g. Rhythm
h. Perspective

Practice:
1. Present magazine covers to the class through a presentation.
2. Ask the learners to evaluate the visual by filling up the media and information design framework work sheet.

Component Guide Questions Answers

Target Audience Who is/are the intended audience?

Sender/Author Who is the producer?

Purpose What is the purpose?

Key Content What is the topic or message?

Form/Style How was the information presented?

Medium/Format Is this the best platform to use?

Why?

Evaluation:
Making Infographics
1. Ask the learners to form 3-5 members each and research facts and figures about a social or ethical issue on media
and information literacy?
2. Using any desktop software, the group must create an infographic to show the facts and figures virtually.
3. The groups should choose a presenter who will be given to minutes to present their group’s output in class.
Other members of the class will be given the opportunity to give comment or critique on the presentation.

Prepared by:

KENT JOSHUA G. TANGAN

Media and Information Technology Teacher
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN MEDIA AND INFORMATION LITERACY G12
Date:
SECOND QUARTER

Topic: Audio Information and Media

Content Standards: The learners demonstrate an understanding of audio media and gain the comprehensive
knowledge to effectively evaluate them.

Performance Standards: The learners shall be able to produce a audio-based presentation anchored on design principles
and elements.

Learning Competencies: The learners:

1. Describe the different dimensions of audio information and media. MIL11/12PM-IVd-11
2. Discuss how audio information and media is/are formally and informally produced,
organized, and disseminated. MIL11/12PM-IVd-12
3. Evaluate the reliability and validity of audio information and media and its/their sources
using selection criteria. MIL11/12PM-IVd-13
4. Produce and evaluate a creative audio-based presentation using design principles and
elements.MIL11/12PM-IVd-14

Time Allotment:

Learning Objectives: At the end of the lesson, the learners must be able to:
1. Identify the different types of audio content.
2. Describes the purposes of audio media and information.
3. Analyze the design principles and elements used in a given audio media.
4, Critique the effectiveness of audio information.

Introduction:
Communicate Learning Objectives
1. Present the topic titles on the different resources of media and information:
k. People Media f. Manipulatives/ Interactive
l. Text g. Multimedia
m. Visual
n. Audio
o. Motion
2. Emphasize that Audio and information as the topic for this week’s lesson.
3. State the objectives of the lesson.
4. Review prerequisite knowledge and understanding of text and visual by asking questions about their use and
limitations.
5. Ask the learners what the purpose of text is.
6. Ask the learners to name one design element or principle employed in creating visual media.

Motivation:
1. Show the learners a video clip of a Charlie Chaplin movie (silent movie) without audio.
2. Start a quick discussion about how they found the experience of watching something without audio.

Instruction:
Types and Categories of Audio Information
1. Play to the learners different samples of audio files. Let the learners identify the type.
a. Radio Broadcast
b. Music
c. Sound recording
d. Sound clips/effects
e. Audio podcast
2. Discuss the different ways of storing audio media.
a. Tape
b. CD
c. USB Drive
d. Memory Card
e. Computer Hard Drive
f. Internet/Cloud
 3. Discuss the different audio file formats.
a. MP3 (MPEG Audio Layer 3)
b. M4A/AAC (MPEG-4 Audio/Advanced Audio Coding)
c. WAV
d. WMA (Windows Media Audio)

Hearing vs. Listening

1. Call the attention of the learners and have them be quiet to listen to the short audio clip (A French monologue)
2. Ask the learners whether they hear the audio or listened to the audio? ( Did you hear the audio or listen to the
audio?)
3. Ask the learners if they can differentiate between hearing and listening.
4. Explain the difference between hearing and listening.

Sound Characteristics and Purposes

1. Show to the learners a visual of a stereo or sound mixer and point out the different controls and their uses.

2. Discuss the characteristics of sound: Volume,tone, pitch,loudness.

3. Discuss the purposes of using sound or audio media
- to give instruction and information
- to provide feedback
- to personalize or customize
4. Discuss the elements and principles of sound design
Elements:
a. Dialogue
b. Sound Effects
c. Music
d. Silence
Principles:
a. Mixing
b. Pace
c. Transitions
d. Stereo Imaging

Practice:
Producing Podcasts
1. Divide the learners into small groups. Have the learners plan to design a podcast about their school, class subject, or
a class or school activity or advocacy.
2. Briefly explain to the learners the general procedure for creating a podcast.
a. Planning - choosing a topic and answering the guide questions.
b. Pre-recording - choosing your equipment and software for recording.
c. Creating you Podcast- audio recording and converting it to MP3
d. Uploading your Podcast
3. After completing the activity, have each group to submit their output via USB drive.
4. Have the learners write short reflection on what they have learned about podcasts, as well as the importance of
sound or audio in media production.

Evaluation:
Group Listening
1. Have each group play their podcast to the class.
2. Give other learners the opportunity to comment or critique the presentation.
3. Ask the learners to write a short paragraph evaluating the activity.

Prepared by:

KENT JOSHUA G. TANGAN

 Media and Information Literacy Teacher

PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY

LESSON PLAN IN MEDIA AND INFORMATION LITERACY G12
Date:
SECOND QUARTER

Topic: Motion Media and Information

Content Standards: The learners demonstrate an understanding of motion media and gain the comprehensive
knowledge to effectively evaluate them.

Performance Standards: The learners shall be able to produce a motion-based presentation anchored on design
principles and elements.

Learning Competencies: The learners:

1. Describe the different dimensions of motion information and media. MIL11/12PM-IVef-15
2. Comprehend how motion information and media is/are formally and informally produced,
organized, and disseminated. MIL11/12PM-IVef-16

Time Allotment: 2 hours

Learning Objectives: At the end of the lesson, the learners must be able to:
1. Define motion media and information and key terms such as animation frames per
second(FPS), rendering, and storyboard.
2. Explain the basic steps involved in producing motion media and information.
3. Classify motion media according to their format, purpose, method, types, sources, audience.

Introduction:
Communicate Learning Objectives
1. Present the topic titles on the different resources of media and information:
p. People Media f. Manipulatives/ Interactive
q. Text g. Multimedia
r. Visual
s. Audio
t. Motion
2. Emphasize that Audio and information as the topic for this week’s lesson.
3. State the objectives of the lesson.
4. Discuss the following points:
a. There is no universally adopted definition for motion media.
b. Motion media in essence is visual media that gives appearance of movement.
c. Motion of media can be a collection of graphics, footage, videos. It is combined with audio, text, and/or
interactive content to create multimedia.
5. Review prerequisite knowledge and understanding of text, visual and audio media by asking questions about their
uses, limitations and when it is best to utilize them.

Motivation:
1. Show learners a few samples of motion media and information that they already are familiar with.
Examples are: Animations, videos, live streaming, screencasts,and others.
2. Have the learners work within groups of three members per group.
3. Let each group to think three more examples of motion media and information.

Instruction:
Flipbook
1. Using a video presentation, an example of a flipbook.
2. Challenge the learners to quickly create a motion media by making a flipbook.
a. Show a sample of a flipbook. Point out how minor changes in the picture for each page create the illusion of
motion.
b. After showing the example, have each learner think of a simple motion. Let them draw the picture to show
the starting position of the object. This must be drawn on the last page of the flipbook.
c. Next, have them draw the last picture on the top page of their flipbook.
d. Let them draw the pictures in between in the succeeding pages until they finish all the pages of the
flipbook.
e. Have them show their flipbook to another learner for feedback.

Motion Media
 1. Discuss with the learners that in motion media:
a. Each picture is a frame and that motion is created by rendering or showing consecutively several frames
per second.
b. 24 frames or more per second makes for a smooth animation.; videos, film, slides also use frames.
c. The series of graphics or images follow a sequence to create a story.
2. Motion media can be produced formally and informally.
Formal production involve the following steps:
a. Writing the story
b. Script is written and dialogue is recorded.
c. Animators sketch major scenes; inbetweeners fill in the gaps
d. Background music and background details are added
e. Drawings are rendered
3. Videos are produced in the same manner except that instead of drawing the scenes, they are acted out and shot.
Once the scenes have been shot, all clips are edited and put together in a final product.

Motion Media Formats, Types and Sources

1. Discuss with the learners that widely accepted formats, types and sources of motion-media and how there are
decided/selected by creators and users of motion media and information.
a. According to format:
- Animations
- Video formats/Video Codecs
b. According to purpose: Education, Entertainment, advertising
c. According to source: Personal, social media, media companies
d. According to audience: Private or public; directed or general

Enrichment
1. Have the learners write reflection essay by answering the following questions:
a. What are the best three motion media that they have seen?
b. What makes these motion media memorable?
c. Other reflections on motion media and information that they want to share?

Prepared by:

KENT JOSHUA G. TANGAN

Media and Information Literacy Teacher
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN MEDIA AND INFORMATION LITERACY G12
Date:
SECOND QUARTER

Topic: Motion Media and Information

Content Standards: The learners demonstrate an understanding of motion media and gain the comprehensive
knowledge to effectively evaluate them.

Performance Standards: The learners shall be able to produce a motion-based presentation anchored on design
principles and elements.

Learning Competencies: The learners:

1. Describe the different dimensions of motion information and media. MIL11/12PM-IVef-15
2. Comprehend how motion information and media is/are formally and informally produced,
organized, and disseminated. MIL11/12PM-IVef-16
3. Evaluate the reliability/effectiveness and validity of motion media and info.MIL11/12PM-
IVef-17

Time Allotment: 2 hours

Learning Objectives: At the end of the lesson, the learners must be able to:
1. Examine existing motion media and information on the Internet and identify their possible
source, advantages and limitations.
2. Make a guideline on selecting reliable motion media and information
3. Critique the effectiveness and appropriateness of these media by designing their own criterion.
4. Design a storyboard for a motion media and information.

Introduction:
1. Review key concepts from the previous lesson.
2. State the lesson objectives for this lesson.

Instruction:
1. Discuss with the learners the basic methods on determining the credibility of motion media:
a. Validity of information
b. Source
c. Relationship of the author to the event
d. Technical of detecting tampering/fake video like the smoothness, lighting coverage, and scale and size
consistency of the video.
2. Discuss with the learners the advantages of motion media and information
a. It captures motion in a manner that can be viewed repeatedly
b. It can show process in detail and in sequence.
c. Simulations allow for safe observation.
d. It can cut across different cultures and groups.
e. It allow scenes, history, events, and phenomenon to be created.
f. It enables learning with emotions.
3. Discuss with the learners the limitations of motion media and information:
a. Compared to other forms of visual media that viewers cannot usually interrupt the presentation.
b. It is often times more costly than other forms of visual media.
c. Other data may be presented best using still images. Examples are graphs, diagrams, and maps.
d. It is subject to misinterpretation.

Evaluation:
1. Execute a summative test that covers Motion Media and Information.
a. Enumerate the steps in making a Flipbook.
b. Enumerate the different motion media formats.
c. How to formally produce a motion media and information.

Prepared by:
 KENT JOSHUA G. TANGAN
Media and Information Literacy Teacher

PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY

LESSON PLAN IN MEDIA AND INFORMATION LITERACY G12
Date:
SECOND QUARTER

Topic: Motion Media and Information

Content Standards: The learners demonstrate an understanding of motion media and gain the comprehensive
knowledge to effectively evaluate them.

Performance Standards: The learners shall be able to produce a motion-based presentation anchored on design
principles and elements.

Learning Competencies: The learners:

1. Describe the different dimensions of motion information and media. MIL11/12PM-IVef-15
2. Evaluate a creative motion-based presentation using design principles and elements.
MIL11/12PM-IVef-18

Time Allotment: 2 hours

Specific Learning Objectives:

At the end of the lesson, the learners must be able to:
1. Categorize the different formats of motion media and information and explain how the format affects
the design of the media presentation.
2. Design a rubric for evaluating the design of popular motion-based media presentation based on their
design and use of elements.

Introduction:
Communicate Learning Objectives
1. Clearly state the desired learning outcomes.
2. Review the previous lesson on motion media and information by asking the following questions:
a. Do you remember the different design principles and elements you learned in the previous lessons on
different media and information?
b. Can you apply these design principles and elements to motion media and information?why/why not?
3. Summarize by focusing on design principles that are relevant to motion media and information.

Instruction:
1. Explain that design principles motion media and information revolve around the following essential elements:
a. Speed can be constant or variable.
b. Direction can indicate a movement from one direction to another.
c. Motion Path refers to the route that the object will take.
d. Timing can be objective or subjective.
2. Explain that these elements when used with other forms of media and information such as audio, visual and people
media create movement that convey different emotions, impact, and results.
3. Discuss the following design principles in creating movement.
a. Speed, direction, and timing should depict natural laws of physics.
b. Timing affects recall.
c. Transitions are used to switch between scenes.
d. Sound and color adds depth and meaning to the movement.
e. Cartooning your graphic and text provides dynamic movement.
f. Blurring can be used in different ways.
g. Always review the purpose of the movement.

Enrichment:
1. Show an old commercial/advertisements to the learners.
2. Let them identify the various movements in the video that contributes to the message. Have them discuss in their
mini group how the elements of motion design are used in the video.

Prepared by:
 KENT JOSHUA G. TANGAN
Media and Information Literacy Teacher
PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN MEDIA AND INFORMATION LITERACY G12
Date:
SECOND QUARTER

Topic: Motion Media and Information

Content Standards: The learners demonstrate an understanding of motion media and gain the comprehensive
knowledge to effectively evaluate them.

Performance Standards: The learners shall be able to produce a motion-based presentation anchored on design
principles and elements.

Learning Competencies: The learners:

1. Produces and evaluate a creative motion-based presentation using design principles and
elements. MIL11/12PM-IVef-18

Time Allotment: 2 hours

Specific Learning Objectives:

At the end of the lesson, the learners must be able to:
1. Categorize the different formats of motion media and explain how the format affects the design
of the media presentation.
2. Critique the design of popular motion-based media presentation based on their design and elements.
3. Create a motion-based media and information presentation using the design elements.

Introduction:
1. Ask the learners about their project and their storyboard. Answer pertinent questions.

Instruction:
1. Ask if the learners have experienced making an animation before.
2. Let them open an animation maker and teach/demonstrate how to use the software by going through basic
features such as:
a. Creating movement
b. Establishing direction , motion, or path.
c. Establishing the speed of the motion.
d. Other features.
3. Give the learners ample time to explore the software.

Practice:
1. Tell the learners that they have the remainder of the period to finish their project.
2. They can produce their products in any of the following:
a. Play-acting
b. Use an animation maker software
c. Using other presentation software
3. Go around the room and check on the following:
a. Work is divided equally among members.
b. Each member knows what to do.
c. Limit their scope to what is doable.

Evaluation:
1. When everyone is finished, showcase to class all of their projects.
2. Have the learners choose their top 3 favorites aside from their own.

Prepared by:

KENT JOSHUA G. TANGAN

Media and Information Literacy Teacher
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN MEDIA AND INFORMATION LITERACY
Date: October 3, 2019
FIRST SEMESTER

Topic: Manipulatives / Interactive Media

Content Standards: The learners demonstrate an understanding of manipulatives / interactive media and information,
and gain comprehensive knowledge on how to effectively evaluate them.

Performance Standards: The learners shall be able to produce a presentation on manipulatives / interactive media that is
anchored on design elements and principles.

Learning Competencies: The learners

1. Describe the different dimensions of manipulatives/interactive media.
MIL11/12MPIM-IVgh-19
2. Comprehends how manipulative information and media is/are formally and informally
produced, organized and disseminated. MIL11/12MPIM-IVgh-20
3. Evaluates the reliability and validity of manipulative information and media and
its/their sources using selection criteria. MIL11/12MPIM-IVgh-21
4. Produces and evaluates a creative manipulative-based presentation using design
principle and elements. MIL11/12MPIM-IVgh-22

Specific Learning Outcomes:

At the end of the lesson, the learners will be able to demonstrate through hands-on experience the different types
of manipulatives/interactive media.

Time Allotment: 2 hours

Introduction:
1. Review with the learners the main concepts of interactivity and interactive media.
2. Explain the objectives of the lesson.

Practice:
Interacting with the Internet
Have the learners perform each activity and follow the instructions given.
1. Social Media
a. Name at least 5 actions that give social media its interactivity.
b. Interact with your teacher’s social media account by doing 5 actions you have listed.
c. Write a brief evaluation or assessment of the social media you used, focusing on the following:
-social media as means of communicating people
- interactivity of social media
-social media as a way of posting news
2. Online Diagnostic Exam
a. Search for an online psychological test on the internet.
b. Take the test and submit your results either through email or printout
3. Online Shopping
a. Go to an online shopping site.
b. Choose items to purchase and then add to cart.
c. Determine the total price of all items to be purchased.
d. Screenshot the list of items and their price.
e. Submit a copy of the screenshot through email

Prepared by:

KENT JOSHUA G. TANGAN

Media and Information Literacy Teacher
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN MEDIA AND INFORMATION LITERACY
Date: October 3, 2019
FIRST SEMESTER

Topic: Manipulatives / Interactive Media

Content Standards: The learners demonstrate an understanding of manipulatives / interactive media and information,
and gain comprehensive knowledge on how to effectively evaluate them.

Performance Standards: The learners shall be able to produce a presentation on manipulatives / interactive media that is
anchored on design elements and principles.

Learning Competencies: The learners

1. Describe the different dimensions of manipulatives/interactive media.
MIL11/12MPIM-IVgh-19
2. Comprehends how manipulative information and media is/are formally and informally
produced, organized and disseminated. MIL11/12MPIM-IVgh-20
3. Evaluates the reliability and validity of manipulative information and media and
its/their sources using selection criteria. MIL11/12MPIM-IVgh-21
4. Produces and evaluates a creative manipulative-based presentation using design
principle and elements. MIL11/12MPIM-IVgh-22

Specific Learning Outcomes:

At the end of the lesson, the learners will be able to:
1. Demonstrate what interactivity is.
2. Discuss the types of interactivity and their purpose.

Time Allotment: 2 hours

Introduction:
Review
1. Review the learners the definitions of interactive media and interactivity.
2. Check the learners understanding by having them complete the worksheet below:

Instruction:
Interacting with Social Media
1. Discuss with the learners the different ways of interacting with the Internet:
a. Online Shopping
b. Online Gaming
c. Online Classes
d. Chat
e. News and Information
 f. Videos

2. Discuss with the learners some of the types of interactivity and their purposes:
a. Click on Images
b. Hotspot
c. Rollover
d. Tabs
e. Timeline
f. Numbers/processes
g. Slideshow
h. FAQs
i. Flipcards
3. Discuss with the learners the following emerging interactive media:
a. Interactive television
b. Allows viewers to participate game shows
c. Select alternate endings to their favorite programs
d. Encourage children to interact with educational programs

Enrichment:
Have the learners think about the future of TV News Broadcasting. Ask them to give 5 ways we may soon be able
to interact with a TV news broadcast.

Prepared by:

KENT JOSHUA G. TANGAN

Media and Information Literacy Teacher
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN MEDIA AND INFORMATION LITERACY
Date: October 3, 2019
FIRST SEMESTER

Topic: Manipulatives / Interactive Media

Content Standards: The learners demonstrate an understanding of manipulatives / interactive media and information,
and gain comprehensive knowledge on how to effectively evaluate them.

Performance Standards: The learners shall be able to produce a presentation on manipulatives / interactive media that is
anchored on design elements and principles.

Learning Competencies: The learners

1. Describe the different dimensions of manipulatives/interactive media.
MIL11/12MPIM-IVgh-19
2. Comprehends how manipulative information and media is/are formally and informally
produced, organized and disseminated. MIL11/12MPIM-IVgh-20
3. Evaluates the reliability and validity of manipulative information and media and
its/their sources using selection criteria. MIL11/12MPIM-IVgh-21
4. Produces and evaluates a creative manipulative-based presentation using design
principle and elements. MIL11/12MPIM-IVgh-22

Specific Learning Outcomes:

At the end of the lesson, the learners will be able to:
1. Create manipulatives/interactive media by making an online interactive form.

Time Allotment: 2 hours

Introduction:
1. Explain the lesson’s objectives to the learners.
2. Demonstrate how to create an online form (e.g. Google Forms), how to ask people to fill up the form, and how
to collect and use the data.

Practice:
Making an Online Form
1. Divide the learners into groups of 5 to 6.
2. Instruct each group to think of a topic for survey research wherein the respondents will be the class.
3. Instruct the groups to pick 5 questions to use for the survey.
4. Using Google Forms, each group must create an online form that can be filled by their classmates.
5. After all respondents have answered the forms, the group should then collate the data and save it on a worksheet
The learners should create charts to display the survey results.
6. Post-activity. Have each learner write a short reflection paper about the activity, and how it might helped them
become media-literate.

Prepared by:

KENT JOSHUA G. TANGAN

Media and Information Literacy Teacher
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN Math 9
Date: November 8,12,13,14- 2018
THIRD QUARTER

Topic: Geometry

Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity

Performance Standards: is able to investigate, analyze and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representations

Learning Competencies: Uses properties to find measures of angles, sides and other quantities involving parallelograms
{M9GE-IIIb-1 }

Time Allotment: 4 hours

Learning Objectives:
a. List properties of a parallelogram
b. Apply the properties of the parallelogram in solving problems related to parallelograms
Values: Sportmanship

Introduction:
Ask the students to lead the prayer
 Greet the students
 Pick up pieces of papers under the chair
 Ask the class secretary to report the attendance for today

Motivation:
A. Ask: What makes parallelogram special from other types of quadrilaterals?
B. Show this illustration to the class

Quadrilateral
Trapezoi Parallelogram
d
 C. The students answer lead to the properties of parallelogram
Instruction/Delivery:
 Introduce to the students the properties of parallelogram in if – then form. Refer to the page 279 of the
work text
 Emphasize that this properties are theorems, so they need to be proved
 Guide them to present a formal proof of each property
 Tell: take note that you will use the previously learned definition – properties of equality, postulates, and
theorems to write the proof.
 Have a skillful art of questioning in a step by step manner until the desires statement in proven.
 Discuss the application of properties of parallelogram through examples 1 and 2 on page 280-281 of the
work text
Practice:
Activity 2 – tell the students to answer guided practice on page 281 of the work text
Activity 3 – have them answer skill booster 6.3 { number 1,2,and 4 } on page 282-283 of the work text

Evaluation: 1. Reflective Assessment

 Ask the students to complete this statement.
I learned the lesson today because ___________
Ask: what experienced did you have when you contributed the formulation of the proof of the theorem of
properties of the parallelogram?2. Formative Test
* let them answer skill booster 6.3 {number 3} on page 282 of the work text
Assignment: Have the students answer critical thinking on page 283 of the work text

Prepared by:
RAYDEE T. ASILUM Math Teacher

PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY

LESSON PLAN IN Math 9
Date: November 15,19,20,21 - 2018
THIRD QUARTER

Topic: GEOMETRY
Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity

Performance Standards: is able to investigate, analyze and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representations

Learning Competencies: Proves theorems on the different kinds of the parallelogram { rectangle, rhombus, square }
{M9GE-III-c-1}
Time Allotment: 4 hours
Learning Objectives:
a. State and illustrates the properties of square , rectangle and rhombus
b. Apply these properties in proving and solving problems

Introduction: Ask the students to lead the prayer

 Greet the students
 Pick up pieces of papers under the chair
 Ask the class secretary to report the attendance for today
 Ask them about their past lesson
Motivation:
a. Have the students write the name of quadrilateral in the box
 b. Tell them to define each
Introduction/delivery:
a. Tell: we can also say that:
1. A rectangle is an equiangular parallelogram
2. A rhombus is an equilateral
3. A square is both equilateral and equiangular parallelograms
b. Introduce the properties of diagonal in a parallelogram
c. Show that the diagonal of a parallelogram maybe congruent, perpendicular, or they maybe bisect the
opposite angle
d. Verify statement with each parallelogram – rectangle rhombus and square. Refer to page 292 – of the
work text
e. Present formal proof about the diagonal of the square , rhombus, and rectangle
f. Discuss example { number 1,2,3,and 4} on page 292 – 293 of the work text
Practice:
1. Ask the students to answer guide practice on page 294 of the work text
2. Let them to skill booster 6.5 on page 294-295 of the work test
Evaluation: Reflective Assessment
 Ask the students to complete this statement.
 I fully understand the lesson because ______________.
Assignment: Have the students answer critical thinking on page 295 of the work text

Prepared by:
RAYDEE T. ASILUM
Math Teacher

PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY

LESSON PLAN IN Math 9
Date: November 22 - 2018
THIRD QUARTER

Topic: GEOMETRY

Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity

Performance Standards: is able to investigate, analyze and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representations

Learning Competencies: Proves theorems on trapezoid and kites

{M9GE-III-d-2}
Time Allotment: 1 hour

Reference: Math builders 9 work text

Learning Objectives:
A. Define
1. Trapezoid and its parts
2. Isosceles trapezoid
3. Kite
B. State the properties of trapezoid and kite
C. Apply the properties in solving problems
Values: Creativity

Introduction: Ask the students to lead the prayer

 Greet the students
 Let the students pick a piece of paper under the chair
 Ask the class secretary to report the attendance for today
Motivation: Ask them
a. What are the three kinds of quadrilateral?
b. What is trapezoid?
 c. How do you make a kite?
Instruction/Delivery:
a. Have the students draw trapezoid and identify its parts legs, bases, median, base angle and diagonals
b. Tell in an isosceles trapezoid, verify by actual measurement
1. Measures of the base
2. Measures of diagonals
c. Discuss the examples 1-3 page 296-298 of the work text
d. Introduce a kite as a special kind of quadrilateral
e. Verify the relation of sides, angles and diagonals
f. Discuss and explain examples 4-6 on pages 299-300 of the work text
Practice:
1. Have the students answer guided practice on page 301 of the work text
2. Let them answer skill booster 6-6 {number 1-4} page 302 of the work text
Evaluation:
1. Reflective Assessment
 Ask: How do you compare this lesson to the previous lesson? Is there any part of the lesson you find
confusing?
2. Formative test
 Have them answer skill booster 6-6 {number 5-10} on pages 303-304 of the work text

Assignment: 1. Assign the students to answer critical thinking on pages 304 of the work text
2 Let them answer chapter on pages 305-3-7 of the work text

Prepared by:
RAYDEE T. ASILUM
Math Teacher

PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY

LESSON PLAN IN Math 9
Date: November 26,27,28 - 2018
THIRD QUARTER

Topic: GEOMETRY

Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity

Performance Standards: is able to investigate, analyze and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representations

Learning Competencies: Solves problems involving parallelograms, trapezoid and kites

{M9GE-III-e-1}
Time Allotment: 3 hours
Learning Objectives:
1. define trapezoid and its parts
2. Define isosceles trapezoid
3. Define kite
Values: follow the rules and Accuracy

Introduction: Ask the students to lead the prayer

 Greet the students
 Pick up pieces of papers under the chair
 Ask the class secretary to report the attendance for today
 Ask them about their past lesson
Motivation:
Ask them:
a. What are the quadrilaterals?
b. Do you know how to make a kite?
c. Do you want to play a kite?
Instruction/Delivery:
  The teacher introduces the lesson automatically. She/he gives an example about parallelograms, trapezoid
and kite. The teacher discussed what is parallelogram, trapezoid and kites. The teacher asked any
questions regarding to the topic discussed to check if they really listen to the discussion
Practice:
 Show the FADE is a trapezoid with vertices F{0,5}, A{4,7}, D{7,4},E { 5,0}.

4 A
3
2 F D
1 E
1 2 3 4 5 6 7 8 9 10

Evaluation: Find the measures of all angles of the diagram on the left.

A
2X
B
3X-40
2X

Assignment: Prove that the diagonals of a kite are perpendicular to each other.
Given: pink is a kite. PN. IK are diagonals
K
Prove: PN, IK

P I

Prepared by:
0
Raydee T. Asilum
Math Teacher

PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY

LESSON PLAN IN Math 9
Date: Nov. 29 Dec. 3, 2018
THIRD QUARTER

Topic: GEOMETRY

Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity

Performance Standards: is able to investigate, analyze and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representations

Learning Competencies: Described a proportion

{M9GE-III-f-1}
Time Allotment: 2 hours
Learning Objectives:
a. Define ratio and proportion
b. Apply the properties of proportion
c. Solve for the missing term in a proportion
d. Solve problems involving proportion

Values: Accuracy and always think positive.

Introduction: Ask the students to lead the prayer

 Greet the students
 Pick up pieces of papers under the chair
 Ask the class secretary to report the attendance for today
 Ask them about their past lesson
Motivation:
 Compare the Philippine economy to Japanese economy
Instruction / Delivery:
 a. Present the number of boys and girls of a class in 3 sections
Section Newton boys {20} girls {25}
Section Galileo boys {22} girls {22}
Section Pythagoras boys {18} girls {27}
b. Ask the students to compare the number of boys to girls the number of boys to the total number of the
students in each class.
c. Recall the concept of ratio and that when comparing quantities in the form of ratio, quantities should be
expressed with the same unit of measure.
d. Discuss the examples on page 216-217 of the work text.
e. Recall the concept of proportion and their application. Use the examples on page 217-218 of the work
text.
Practice:
Activity 3 – have the students do guided practice on page 221 of the work text
Activity 4 – tell them to answer skill booster 5.1A-E {even numbers only} on pages 221-223 of the work
text
Evaluation:

1. Reflective Assessment
Ask what part of the lesson can/cannot you teach to your classmates? Why?
2. Formative test
Let them answer skill booster 5.1 A-E {odd numbers} on pages 222-223 of the work text
Assignment: ask the student to skill booster 5.1 and critical thinking on pages 223-224 of the work text

Prepared by:

Raydee T. Asilum
Math Teacher

PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY

LESSON PLAN IN Math 9
Date: December 4,5 - 2018
THIRD QUARTER

Topic: GEOMETRY

Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity

Performance Standards: is able to investigate, analyze and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representations

Learning Competencies: Applies the fundamental theorems of proportionality to solve problems involving
{M9GE-III-f-2}
Time Allotment: 2 hours

Learning Objectives:
a. Illustrates the following theorems
1. Basic proportionality theorem
2. Segments cut by transversal theorem
3. Angle bisector theorem

Values: Perseverance

Introduction: Ask the students to lead the prayer

 Greet the students
 Pick up pieces of papers under the chair
 Ask the class secretary to report the attendance for today
 Ask them about their past lesson

Motivation: ask who are the top 10 richest men in the Philippines? Where should we store our riches? Why?
Instruction /Delivery:
a. Introduce the basic proportionality theorem. Illustrates it using the figure on pages 225 of the work text
b. Introduce the converse, giving the proportional segments and as a consequence the parallel lines.
c. Discuss the problems on pages 225-226 of the work text
d. Introduce the other two theorems
e. Illustrates them using the figure on pages 226-227 of the work text
f. Discuss the problems on pages 226-228 of the work text
Practice:
Activity 2 – ask the students to do guided practice on pages 228-229
Activity 3 – let them answer skill booster 5.2 {even numbers only} on pages 229—230 of the work text.

Evaluation:
1. Reflective Assessment
Tell : suppose a classmate approaches you and ask you to explain the days lesson, can you explain it
accurately? Why?
2. Formative test
Ask them to accomplish skill booster 5.2 {odd numbers only} on pages 229-230 of the work text

Assignment: assign the students to do critical thinking on pages 230 of the work text

Prepared by:

Raydee T. Asilum
Math Teacher

PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY

LESSON PLAN IN Math 9
Date: Dec. 6,10 - 2018
THIRD QUARTER

Topic: GEOMETRY

Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity

Performance Standards: is able to investigate, analyze and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representations

Learning Competencies: solves problems that involve triangle similarity and right triangles
{M9GE-IIIj-1}
Time Allotment: 2 hours

Learning Objectives:
A. Given the altitude to the hypotenuse of a right triangle, state the relation between:
1. The new triangles formed each of these triangles to the given triangle
2. The altitude and the segments of the hypotenuse
3. Either leg, the segment of the hypotenuse adjacent to the leg and the hypotenuse
VALUES: Perseverance

Introduction: Ask the students to lead the prayer

 Greet the students
 Pick up pieces of papers under the chair
 Ask the class secretary to report the attendance for today
 Ask them about their past lesson

Motivation: ask: why is an scalene triangle envious of a right triangle?

 a. Because it has nice legs
b. Because it can never be right

Instruction/Delivery:
Activity 1
a. Instruct the students to draw a right triangle. Let them draw the altitude to the hypotenuse
b. Have them measure one pair of corresponding angles of each new triangle. Ask the questions.
{1} what have you observed on the pair of angle measurements?
{2} give another pair of angles that are congruent. Give reasons for this congruence.
{3} since there are two pairs of congruent angles in the new triangles, what can be deduced about these
triangles? Why?
c. lead them to the Geometric Mean Theorems
d. challenge them to make a two-column proof of these theorems.
Practice:
Activity 3- tell the students to do guided practice on page 252 of the work text

Activity 4 – let them answer skill booster 5.6 {numbers 1-3} on pages 253-254 of the work text
Evaluation:
1. Reflective Assessment
Ask the students to list down the ideas/concepts and processes that they find easy/hard
2. Formative test
Have them accomplish skill booster 5.6 {number 4} on pages 254-255 of the work text

Assignment: assign the students to answer skill booster 5.6 {number 5} and critical thinking pages 255 of the work text

Prepared by:

Raydee T. Asilum
Math Teacher
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN Math 9
Date: December 11,12,13 - 2018
THIRD QUARTER

Topic: GEOMETRY

Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity

Performance Standards: is able to investigate, analyze and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representations

Learning Competencies: proves the conditions for similarity of triangles

SAS similarity theorem
SSS similarity theorem
AA similarity theorem
Right triangles similarity theorem
Special right triangle theorems
{M9GE-IIIg-h-1}
Time Allotment: 3 HOURS
Learning Objectives:
a. State illustrates and prove the similarity tools
b. Apply the similarity tools
Values: Always think positive and open-mindedness
Introduction: Ask the students to lead the prayer
 Greet the students
 Pick up pieces of papers under the chair
 Ask the class secretary to report the attendance for today
 Ask them about their past lesson
Motivation; ODD ONE OUT
Ask: Which one is not a congruence postulate/theorem?
 SAS AAA SSS ASA LL LM HYA HYM
Instruction/Delivery:
a. Tell the students to draw a triangle and name it HON
b. Tell them to measure H and O
c. Tell them to draw ES with E and S as vertices. Then, let them to draw angles congruent to H and
O, respectively.
d. Tell them to form second EST. Measure N and T. Ask what have you observed.
e. Let them to measure the side of triangle
f. Have them take the ratio of the corresponding side and compare them.
g. In using the definition of congruent triangle, how many pairs of parts must be shown congruent? But
with the use of congruence postulate and theorems, lesser number of congruent parts are sufficient to
show congruence between triangles. What are these congruence?
h. Discuss the similarity tools and the examples on pages 237-240 of the work text
i. Prove theorems. Provide the proof leaving several blanks in both statement and reason columns.
Practice:
a. Have the students guided practice on page 241 of the work text.
b. Have them answer skill booster 5.4 {numbers 1-4} on pages 242-243 of the work text
Evaluation: Reflective Assessment
Tell the students to illustrates the similarity tools
1. Formative Test
Let them do skill booster 5.4 {numbers 5 and 6} on page 244 of the work text
Assignment: Assign the students to answer critical thinking on page 244 of the work text.

Prepared by:
Raydee T. Asilum
Math Teacher
 PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY
LESSON PLAN IN Math 9
Date: January 3,7,8 - 2019
THIRD QUARTER

Topic: GEOMETRY

Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity

Performance Standards: is able to investigate, analyze and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representations

Learning Competencies: Applies the theorems to show that given triangles are similar
{M9GE-IIIi-1}
Time Allotment: 3 hrs
Learning Objectives:
c. State, illustrates and prove the similarity tools
d. Apply the similarity tools
Values: Follow the rules and instructions
Introduction: Ask the students to lead the prayer
 Greet the students
 Pick up pieces of papers under the chair
 Ask the class secretary to report the attendance for today
 Ask them about their past lesson
Motivation: ODD ONE OUT
Ask: Which one is not a congruence postulate/theorem?
SAS AAA SSS ASA LL LM HYA HYM
Instruction/Delivery:
j. Tell the students to draw a triangle and name it HON
 k. Tell them to measure H and O
l. Tell them to draw ES with E and S as vertices. Then, let them to draw angles congruent to H and
O, respectively.
m. Tell them to form second EST. Measure N and T. Ask what have you observed.
n. Let them to measure the side of triangle
o. Have them take the ratio of the corresponding side and compare them.
p. In using the definition of congruent triangle, how many pairs of parts must be shown congruent? But
with the use of congruence postulate and theorems, lesser number of congruent parts is sufficient to
show congruence between triangles. What are this congruence?
q. Discuss the similarity tools and the examples on pages 237-240 of the work text
r. Prove theorems. Provide the proof leaving several blanks in both statement and reason columns.
Practice:
c. Have the students guided practice on page 241 of the work text.
d. Have them answer skill booster 5.4 {numbers 1-4} on pages 242-243 of the work text
Evaluation: Reflective Assessment
Tell the students to illustrates the similarity tools
2. Formative Test
Let them do skill booster 5.4 {numbers 5 and 6} on page 244 of the work text
Assignment: Assign the students to answer critical thinking on page 244 of the work text.

Prepared by:
Raydee T. Asilum
Math Teacher

PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY

LESSON PLAN IN Math 9

Date: January 9,10,14 - 2019
THIRD QUARTER

Topic: GEOMETRY

Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity

Performance Standards: is able to investigate, analyze and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representations

Learning Competencies: Proves the Pythagorean Theorem

{M9GE-IIIi-2}
Time Allotment: 3 HOURS
Learning Objectives:
a. State, illustrates the Pythagorean theorem
b. State and illustrate the relation among the sides of a 30-60-90 triangle and an isosceles right triangle
Values: Golden rule and accuracy and positive thinking
Introduction: Ask the students to lead the prayer
 Greet the students
 Pick up pieces of papers under the chair
 Ask the class secretary to report the attendance for today
 Ask them about their past lesson
Motivation:
Most Popular
Who is the most popular dropout of the famed Harvard University and also one of the richest men in the
world?
Instruction/Delivery:
a. Activity 2: have the students perform the following:
 1. Draw a right triangle
2. Measure the legs and the hypotenuse of the legs. Compare it with the square of the hypotenuse.
b. Inform them that the Pythagorean theorem is the most famous and most proved theorem in mathematics
c. Introduce the Pythagorean theorem and the illustration on page 256 of the work text
d. Discuss the plan of proof and the two-column proof on page 256-257 of the work text
e. Discuss the examples on page 257 of the work text
f. Discuss the converse of the Pythagorean Theorem. Use the examples on page 258 of the work text
g. Ask the students what kind of triangle a 45-45 triangle is.
h. Have them derive the relationship between a leg and the hypotenuse using the Pythagorean theorem
i. Discuss examples 1 and 2 on pages 258-259 of the work text
j. Explain the relationship among the sides of a 30-60-90 triangle. Discuss the example on page 259 of the
work text
Practice:
1. Have the students do guided practice on pages 260-261 of the work text
2. Have them answer skill booster 5.7 A-D {odd numbers} on page 261-263 of the work text
Evaluation:
1. Reflective Assessment
Tell the students to explain and illustrates the relation among the sides of a right triangle, isosceles
triangle and 30-60-90 triangle
2. Formative test
Let them do skill booster 5.7 for A-D {even numbers} and E on pages 261-263 of the work text.
Assignment:
Ask the students to do skill booster 5.7 F and G and critical thinking on pages 263 of the work text
Have them answer chapter review on pages 264-265 of the work text

Prepared by:
Raydee T. Asilum
Math Teacher

PRESIDENT GARCIA MEMORIAL INSTITUTE OF TECHNOLOGY

LESSON PLAN IN Math 9
Date: Jan. 15,16 - 2019
THIRD QUARTER
Topic: GEOMETRY

Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity

Performance Standards: is able to investigate, analyze and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representations

Learning Competencies: illustrate similarity of figures

Time Allotment: 2 HOURS
Learning Objectives:
a. Define and illustrate similar triangles
b. Solve problems involving the similarity idea
Values: Sharing, Patience and Interest

CODE: M9GE-IIIj- 1

INTRODUCTION: Ask the students to lead the prayer.

Greet the students.

Let the students pick up pieces of papers under the chair.

Ask the class secretary to report the attendance for today.

MOTIVATION:
 Discuss the “ SPOT THE DIFFERENCE” on page 231 of the worktext.

INSTRUCTION/DELIVERY:
a. Show cutouts of similar triangles.
1. Let them compare the triangles according to their sizes and shape.
2. Fit corresponding angles then ask what they observed.
3. Let them measure and take the ratio of corresponding sides then ask them of their
observation.
b. Discuss similar polygon and triangles. Lead the students to the definition of similar triangles and
polygons. Ask : What can be said about the sides of similar triangles? Polygons? The angles?
c. Discuss the examples on pages 232-234 of the worktext.

PRACTICE:
Ask the students to guided practice on pages 234-235 of the worktext.
Tell them to answer skill booster 5.3 (numbers 1-4) on pages 235-236 of the worktext.

EVALUATION:
Reflective assessment – Ask the students to answer the following questions.
a. What are similar triangles?
b. How will you solve for the missing angles/sides in two similar triangles?
Formative Test
Have them accomplish skill booster 5.3 (numbers 5 and 6) on page 236 of the worktext.

ASSIGNMENT:
Assign them to do critical thinking on page 236 of the worktext.

Prepared by:
Raydee T. Asilum
Math Teacher