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.: 21 Learning Area: MEDIA AND Grade Level: 11 Quarter: 3 Duration:
INFORMATION LITERACY 60 MINUTES
Learning Discusses current issues related to copyright vis-à-vis Code:
Competency/ies: gov’t./provide sectors actions MIL11/12LESI-IIIg-
(Taken from the Curriculum Guide) 21
Key Concepts /
Understandings to be Current issues related to copyright
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize,
condition of The learner can recall information and retrieve relevant duplicate, list, memorize,
knowing something knowledge from long-term memory repeat, describe, reproduce
with familiarity interpret, exemplify, classify, Explain the meaning of the word “copyright”
gained through
Understanding
The learner can construct meaning from oral, written summarize, infer, compare,
experience or explain, paraphrase, discuss
association and graphic messages

Skills Applying execute, implement, demonstrate, Interpret the current issues related to
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, copyright vis-à-vis government
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,
sustained effort to determine how they relate to one another, and to the attribute, deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities or
Evaluating coordinate, measure, detect,
The learner can make judgments and justify defend, judge, argue, debate,
... the ability, describe, critique, appraise,
coming from one's decisions
evaluate
knowledge,
practice, aptitude, Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct,
etc., to do
functional whole, create a new product or point of formulate, assemble, devise
something
view

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention
e Self-esteem, Self-confidence,
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
in name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
feelings 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical
or reacts to a particular phenomenon. Learning outcomes may emphasize compliance in thinking, Open-mindedness,
emotiona responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience,
l areas. Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Hope, Charity, Fortitude,
A settled perform, practice, present, read, recite, report, select, tell, write Resiliency, Positive vision,
way of 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Acceptance, Determined,
Independent , Gratitude, Tolerant, Practice
thinking simple acceptance to the more complex state of commitment. Valuing is based on the
or feeling internalization of a set of specified values, while clues to these values are expressed in Cautious, Decisive, Self-Control, critical
Calmness, Responsibility,
about the learner's overt behavior and are often identifiable. thinking in
someone Accountability, Industriousness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industry, Cooperation, Optimism, analyzing the
or initiate, invite, join, justify, propose, read, report, select, share, study
somethin Satisfaction, Persistent, Cheerful, current
g, Reliable, Gentle, Appreciation of
one’s culture, Globalism,
issues shown
typically
4. Organization - Organizes values into priorities by contrasting different values, resolving Compassion, Work Ethics,
one that
conflicts between them, and creating a unique value system. The emphasis is on Creativity, Entrepreneurial Spirit,
is
comparing, relating, and synthesizing values. Financial Literacy, Global,
reflected
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Solidarity, Making a stand for the
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, good, Voluntariness of human act,
relate, synthesize
person’s 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Appreciation of one’s rights,
behavior The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Inclusiveness, Thoughtful,
the learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Realistic, Flexible, Considerate,
practice, 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, Love of God, Faith, Trusting ,
principles locate, name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. truth, Kindness, Humble
standards Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
of compliance in responding, willingness to respond, or satisfaction in responding
behavior; (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, 2. Maka-tao
judgment Concern for Others, Respect for
label, perform, practice, present, read, recite, report, select, tell, write
of what is human rights, Gender equality,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
importan Family Solidarity, Generosity, Demonstrate
from simple acceptance to the more complex state of commitment. Valuing is
t in life. Helping, Oneness solidarity in group
based on the internalization of a set of specified values, while clues to these values
discussion on the
are expressed in the learner's overt behavior and are often identifiable.
Go current issues
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, related to copyright
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values,
life on
resolving conflicts between them, and creating a unique value system. The
earth,
emphasis is on comparing, relating, and synthesizing values.
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, 3. Makakalikasan
than defend, explain, formulate, generalize, identify, integrate, modify, order, Care of the environment, Disaster
wealth organize, prepare, relate, synthesize Risk Management, Protection of the
and 5. Internalizing values - (Characterization): Has a value system that controls their Environment, Responsible
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, Consumerism, Cleanliness,
and characteristic of the learner. Instructional objectives are concerned with the Orderliness, Saving the ecosystem,
would student's general patterns of adjustment (personal, social, emotional). Environmental sustainability
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
eternal practice, propose, qualify, question, revise, serve, solve, verify 4. Makabansa
destiny of Peace and order, Heroism and
millions Appreciation of Heroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity

2. Content Current Issues Related to Copyright

3. Learning Resources Laptop, Projector, Internet Connectivity, Learning Material (LM), Curriculum Guide
(CG)
4. Procedures
4.1 Introductory Activity (__5__ minutes). This part introduces the lesson content.
Although at times optional, it is usually included to serve as a warm-up activity to give the Giving of instruction.
learners zest for the 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.
4.2 Activity (__5__ minutes). This is an interactive strategy to elicit learner’s prior learning ANAGRAM: Direction – Arrange the letters properly
experience. It serves as a springboard for new learning. It illustrates the principle that learning to form a word.
starts where the learners are. Carefully structured activities such as individual or group reflective
1. T R I C O P H G Y (COPYRIGHT)
exercises, 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 2. P L I A S M A G R I (PLAGIARISM)
instructions should be considered in this part of the lesson.

4.3 Analysis (__5__ minutes). Essential questions are included to serve as a guide for the 1. What are the words form from the anagram?
teacher in clarifying key understandings about the topic at hand. Critical points are organized to
structure the 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 2. What do these words mean?
learners about the activity 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.
4.4 Abstraction (__5__ minutes). This outlines the key concepts, important skills that should Copyright – a set of rights granted to the
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 author or creator of a work, to restrict others’
this part of the lesson. ability to copy, redistribute and reshape the
content. Rights are frequently owned by the
companies who sponsor the work rather than
the creators themselves and can be bought and
sold on the market.

1. Plagiarism – the act of taking another

person’s ideas, writings, inventions, and similar
intellectual products as one’s own without
knowledge, consent and/or accreditation.

2. Digital Divide

4.5 Application (__20__ minutes). This part is structured to ensure the commitment of the
learners to do something to apply their new learning in their own environment. Group Activity:
Group the students into three (3) let them discuss
the current issues related to copyright.

4.6 Assessment (_10__ 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 Musical Performance, Skill Demonstration, Group
learners’ performance or behaviors are Activity (e.g. Choral Reading), Debate, Motor &
recorded, based on 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’ Worksheets for all subjects, Essay, Concept

Maps/Graphic Organizer, Project, Model, Artwork, Oral Presentation / Reporting by group
Products Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects, Oral presentation
produced by learners according to agreed
criteria)

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 Diagnostic Test, Oral Test, Quiz
skill or knowledge of content)

4.7 Assignment (__5__ 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

 Preparing for the new lesson Read Chapter 6: Codes and Self-Regulation on
pages 81-84. Answer the following questions:
1. State the Article III, section 4 of the
Philippine Constitution.
2. Give the ten-point code of ethics that each
members of the PPC should be guided.

4.8 Concluding Activity (__5__ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Honesty is the best policy.
parable or a letter that inspires the learners to do something to practice their new learning.

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.

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: MYNETH E. BOYLES School: BONBONON HIGH SCHOOL
Position/Designation: SST - I Division: Bohol
Contact Number: O9179920411 Email Address: boylesmyneth@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