Instructional Planning (iPlan)

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

Detailed Lesson Plan (DLP) Format

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

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline,
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, Evaluate the overall implication of media and
The learner can make judgments and justify defend, judge, argue, debate, information.
... 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 formulate, assemble, devise
something functional whole, create a new product or point of
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,
thinking simple acceptance to the more complex state of commitment. Valuing is based on the Independent , Gratitude, Tolerant,
or feeling internalization of a set of specified values, while clues to these values are expressed in Cautious, Decisive, Self-Control,
about the learner's overt behavior and are often identifiable. Calmness, Responsibility,
someone Accountability, Industriousness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industry, Cooperation, Optimism,
or initiate, invite, join, justify, propose, read, report, select, share, study
somethin 4. Organization - Organizes values into priorities by contrasting different values, resolving Satisfaction, Persistent, Cheerful, Synthesize the
g, conflicts between them, and creating a unique value system. The emphasis is on Reliable, Gentle, Appreciation of
challenges
typically comparing, relating, and synthesizing values. one’s culture, Globalism,
one that Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Compassion, Work Ethics, that the
is explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Creativity, Entrepreneurial Spirit, youth, the
reflected relate, synthesize Financial Literacy, Global, future leaders
in a Solidarity, Making a stand for the
and
person’s good, Voluntariness of human act,
behavior Appreciation of one’s rights, administrators
Inclusiveness, Thoughtful, of the nation
Seriousness, Generous, Happiness, faces in the
Modest, Authority, Hardworking,
local and
Realistic, Flexible, Considerate,
Sympathetic, Frankness global
environment.
5. Internalizing values - (Characterization): Has a value system that controls their behavior.
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of
the learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, 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 Concern for the proper
judgment Concern for Others, Respect for behavior towards media
label, perform, practice, present, read, recite, report, select, tell, write
of what is human rights, Gender equality, especially for the young
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
importan Family Solidarity, Generosity, ones.
from simple acceptance to the more complex state of commitment. Valuing is
t in life. Helping, Oneness
based on the internalization of a set of specified values, while clues to these values
are expressed in the learner's overt behavior and are often identifiable. 3. Makakalikasan
Go Care of the environment, Disaster
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Risk Management, Protection of the
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study Environment, Responsible
learner’s
4. Organization - Organizes values into priorities by contrasting different values, Consumerism, Cleanliness,
life on
resolving conflicts between them, and creating a unique value system. The Orderliness, Saving the ecosystem,
earth,
emphasis is on comparing, relating, and synthesizing values. Environmental sustainability
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete,
than defend, explain, formulate, generalize, identify, integrate, modify, order, 4. Makabansa
wealth organize, prepare, relate, synthesize Peace and order, Heroism and
and 5. Internalizing values - (Characterization): Has a value system that controls their Appreciation of Heroes, National
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, Unity, Civic Consciousness, Social
and characteristic of the learner. Instructional objectives are concerned with the responsibility, Harmony, Patriotism,
would student's general patterns of adjustment (personal, social, emotional). Productivity
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
eternal practice, propose, qualify, question, revise, serve, solve, verify
destiny of
millions
2. Content Symposium on Media, Information and Technology Literacy

3. Learning Resources Projector, Laptop, Internet Connectivity, Learning Material, Curriculum Guide, Other
Multimedia Facilities
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although Retrieve the definition of the different types of
at times optional, it is usually included to serve as a warm-up activity to give the learners zest for Media, Information, and Technology and its
the incoming lesson and an idea about what it to follow. One principle in learning is that learning
examples.
occurs when it is conducted in a pleasurable and comfortable atmosphere.

Initiate a community dialogue: organizing a panel

discussion with media players and actors.

4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning The idea is to hear the situation from media industry
experience. It serves as a springboard for new learning. It illustrates the principle that learning players and actors themselves. The ideal composite
starts where the learners are. Carefully structured activities such as individual or group reflective panel will have representations from various media
exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles,
industries: from small to big companies and from
simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Clear
instructions should be considered in this part of the lesson. print, broadcast, and web-based industries. Build a
composite panel where all gender orientations can
be represented, and, if possible, ethnicities other
than the dominant ones. You may also choose
representatives of the market model and the public
share.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the Keep in mind that the idea is for a dialogue or a
teacher in clarifying key understandings about the topic at hand. Critical points are organized to conversation to happen. The players and actors are
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 expected to have knowledge of the industries they
learners about the activity or the topic. The last questions or points taken should lead the work for, to appreciate its dynamics, and be truly
learners to understand the new concepts or skills that are to be presented in the next part of the
lesson. aware of the challenges it faces in the local and
global environment.

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should Depending on the field or industry the panel
be enhanced, and the proper attitude that should be emphasized. This is organized as a members are coming from, express your views on
lecturette that summarizes the learning emphasized from the activity, analysis and new inputs in
the contributions and even omissions of media or its
this part of the lesson.
successes and failures.
4.5 Application (____ minutes). This part is structured to ensure the commitment of the Assign class members who can moderate and who
learners to do something to apply their new learning in their own environment. can synthesize the discussion that we expected to
touch on many of the issues we have discussed in
the previous chapters.

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been
met for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c)
Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the lesson). Choose any from the Assessment Methods
below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of 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’
Products
(Teachers judge the quality of products
produced by learners according to agreed
criteria)
d) Tests
(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of a
skill or knowledge of content)
Worksheets for all subjects, Essay, Concept The students will present a Multi-Media
Maps/Graphic Organizer, Project, Model, Artwork,
Presentation synthesizing the overall
Multi-media Presentation, Product made in technical-
vocational subjects implication of Media and Information to
an individual and the society as a whole.
Skill Performance Test, Open-Ended Question,
Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
  Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

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

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

(The theme must be something that will

resonate the questions and challenges to post
as the youth, the future leaders and
administrators of the nation.)

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

This competency/DLP is good for 1 week.

7. Reflection 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
s 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