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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.: 2 Learning Area: Media and Information Grade Level: 11 Quarter:3 Duration: 120
Literacy minutes
Learning Competency/ies: The student synthesizes the overall knowledge about media and Code: MIL11/12CFT-
(Taken from the Curriculum Guide) information with skills for producing a prototype of what the learners IIIi-28
think is a future media.
Key Concepts / Media and information literacy and MIL related concepts.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
through experience
Understanding interpret, exemplify, classify, Summarize ideas about media and
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss information literacy and their
graphic messages
related concept.

Skills Applying execute, implement, demonstrate,


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

Attitude Categories: List of Attitudes:


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

Values Categories: List of Values:


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

4. Procedures
4.1 Introductory Activity (__5__ minutes). This part introduces the lesson content. Although at  Inform the class about the purpose or
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the objective of (gallery walk)
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.
 Give the class a positive reinforcement in
order to realize the project.
4.2 Activity (_15_ minutes). This is an interactive strategy to elicit learner’s prior learning COLLABORATIVE LEARNING
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts
where the learners are. Carefully structured activities such as individual or group reflective exercises,
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-  Divide the class into ten. Let them choose
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be a facilitator, secretary, supply manager
considered in this part of the lesson.
and a process observer.
 Each group is given the following topics to
conceptualize using pictures.
 Group 1- Introduction to media
and information literacy
 Group 2- the evolution of
traditional to new media
 Group 3- information literacy
 Group 4- Types of media
 Group 5-Media and information
sources
 Group 6- Media and information
languages
 Group 7- Legal, Ethical and
Societal issues in media and
information
 Group 8-Oppurtunities,
Challenges and power of media
and information
 Group 9-Current and future trends
of media and information
 Group 10- Media and information
literate individual
4.3 Analysis (_15___ minutes). Essential questions are included to serve as a guide for the teacher Critical thinking
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 learners about the activity  Which group has created a complete
or the topic. The last questions or points taken should lead the learners to understand the new conceptual content based on the
concepts or skills that are to be presented in the next part of the lesson.
assigned topic? Why?
 Which work needs improvement? Why?
 Jot down the concept learned from the
gallery.
4.4 Abstraction (__10__ minutes). This outlines the key concepts, important skills that should be
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson. Media and information literacy would lead the
individual to be responsible users and competent
producers of media and information.
4.5 Application (__10__ minutes). This part is structured to ensure the commitment of the
learners to do something to apply their new learning in their own environment.
Think-Pair-Share
 How did you gain the skills that enable
you to be media and information literate?
 What are the five most important and
meaningful things you can do with your
literacy?
 How did these skills stay with you
throughout the years?
 What did you do to enhance these skills?

4.6 Assessment (5 minutes). For the Teacher to: a) Assess whether learning objectives have been met for Judge each group’s output based on the
a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate
following criteria:
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: 1. content
2. creativity
3. interactivity
4. organization

Assessment Method Possible Activities


a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

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


Picture Analysis, Comic Strip, Panel Discussion, Conferencing
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
Each assigned group leader will rate the
thinking) gallery of pictures presented by each group.

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept


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

d) Tests Skill Performance Test, Open-Ended Question,


(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)

4.7 Assignment (3) 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

Prepare yourselves for a symposium tomorrow.

4.8 Concluding Activity (2) minutes).


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

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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: LIGAYA A. BATIANCILA School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SECONDARY SCHOOL TEACHER III Division: CEBU PROVINCE
Contact Number: 09212482821 Email address: batiancilal@yahoo.com

Bibliography
Zarate, Maria Jovita E. 2016. Media and Information Literacy. Rex Bookstore, Quezon city.

Appendices: (attach all materials that will be used)


1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others