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 Learning Grade 11/ 1
4.11 Media and Information Literacy Quarter: 2 Duration:
No.: Area: 11 Level: 12 Hr.
Learning Competency/ies: Describe the different dimensions of audio
(Taken from the Curriculum information and media (OP3) Code: MIL11/12AIM-IVd-11
Guide)
Key Concepts /
Understandings to be Media and information literacy and MIL related concepts.
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition
of knowing
Remembering identify, retrieve, recognize, duplicate, Recall creative visual-based
The learner can recall information and retrieve relevant list, memorize, repeat, describe,
something with knowledge from long-term memory reproduce presentation using design
familiarity gained principle and elements.
through experience interpret, exemplify, classify, summarize,
or association
Understanding
The learner can construct meaning from oral, written infer, compare, explain, paraphrase, N/A
and graphic messages discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use, N/A
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 deconstruct N/A
determine how they relate to one another, and to the
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities
Evaluating Describe the dimensions of
The learner can make judgments and justify decisions judge, argue, debate, describe,
or ... the ability, critique, appraise, evaluate audio information and media.
coming from one's
knowledge, practice, Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct, N/A
aptitude, etc., to do
functional whole, create a new product or point of view formulate, assemble, devise
something

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
emotional point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical thinking,
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
way of responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Charity, Fortitude, Resiliency,
or feeling practice, present, read, recite, report, select, tell, write Positive vision, Acceptance,
about Determined, Independent ,
someone
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
Gratitude, Tolerant, Cautious, Demonstrate
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 Decisive, Self-Control, Calmness, interest and
something Responsibility, Accountability,
, typically
behavior and are often identifiable.
Industriousness, Industry,
cooperation
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism, in describing
initiate, invite, join, justify, propose, read, report, select, share, study
reflected Satisfaction, Persistent, Cheerful, the
in a Reliable, Gentle, Appreciation of
person’s one’s culture, Globalism, dimensions
behavior Compassion, Work Ethics, of audio
Creativity, Entrepreneurial Spirit,
Financial Literacy, Global, information
Solidarity, Making a stand for the and media.
4. Organization - Organizes values into priorities by contrasting different values, resolving good, Voluntariness of human act,
conflicts between them, and creating a unique value system. The emphasis is on comparing, Appreciation of one’s rights,
relating, and synthesizing values. Inclusiveness, Thoughtful,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Seriousness, Generous, Happiness,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The
Sympathetic, Frankness
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 learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting ,
or name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth, Humble
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
of and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
behavior; in responding, willingness to respond, or satisfaction in responding (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, 2. Maka-tao
Concern for Others, Respect for
judgment perform, practice, present, read, recite, report, select, tell, write human rights, Gender equality, Family
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Solidarity, Generosity, Helping,
important simple acceptance to the more complex state of commitment. Valuing is based on the Oneness
in life. internalization of a set of specified values, while clues to these values are expressed in 3. Makakalikasan
the learner's overt behavior and are often identifiable. Care of the environment, Disaster Risk
Go beyond Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Management, Protection of the
learner’s form, initiate, invite, join, justify, propose, read, report, select, share, study Environment, Responsible
life on 4. Organization - Organizes values into priorities by contrasting different values, Consumerism, Cleanliness,
earth, resolving conflicts between them, and creating a unique value system. The emphasis is Orderliness, Saving the ecosystem,
include on comparing, relating, and synthesizing values. Environmental sustainability
more than
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
wealth 4. Makabansa
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
and fame, Peace and order, Heroism and
relate, synthesize
and would Appreciation of Heroes, National
5. Internalizing values - (Characterization): Has a value system that controls their
affect the Unity, Civic Consciousness, Social
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
eternal responsibility, Harmony, Patriotism,
characteristic of the learner. Instructional objectives are concerned with the student's
destiny of Productivity
general patterns of adjustment (personal, social, emotional).
millions
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
Media and Information Literacy
2. Content
3. Learning Resources  Smart TV
 Laptop
 Sub-Host PCs and terminals
 router
 Internet
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at In this activity, the teacher applies knowledge
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the
of content within and across curriculum teaching
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. areas. (1)
 The teacher will present to the class the
webpage pertaining to creative visual-
based presentation.
a. audio information
b. media
 The class will be divided into 5 groups.
Each group will use the computer.
 The performance of each group shall be
shared to other groups.
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning The teacher uses a range of teaching
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts
strategies that enhance learner achievement in
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- literacy and or numeracy skills.(2)
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be  The class will watch a video presentation
considered in this part of the lesson.
about broadcasting.
@ https://www.youtube.com/watch?
v=51yic9HdAHE
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in The teacher applies a range of teaching
clarifying key understandings about the topic at hand. Critical points are organized to structure the
strategies to develop critical and creative thinking,
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 as well as other higher-order skills. (3)
or the topic. The last questions or points taken should lead the learners to understand the new  Guide Questions:
concepts or skills that are to be presented in the next part of the lesson.
a. What part of the video you like
most?
b. What can you say about the video
being presented?
c.How did you find the activity?
The teacher manages classroom structure to
engage learners individually or in groups in
meaningful exploration discovery and hands-on
activities within a range of physical learning
environments.(4)
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be The teacher manages learner behavior
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that
constructively by applying positive and non-
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson. violent discipline to ensure learning-focused
environments.(5)
Discussion:
a. Enumerate and describe different
dimensions
 1. Audio information and media
a. Radio Broadcasting
b. Recordings
4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners The teacher plans, manages and implements
to do something to apply their new learning in their own environment.
developmentally sequenced teaching and learning
processes to meet curriculum requirements and
varied teaching contexts.(7)

 Let the students perform a group activity

a. Broadcasting
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 Test
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
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 Worksheets for all subjects, Essay, Concept
(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork,
by learners according to agreed criteria) Multi-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 Paper and Pencil Test
or knowledge of content)
4.7 Assignment (__2__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

Recording a group broadcasting
activity.

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

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,
parable or a letter that inspires the learners to do something to practice their new learning.
“Life is really simple, but we insist on
making it complicated.”

Confucius

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.

It can be carried for one (1) session.

6. 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?

This DLP was adapted from the ePortfolio of Bargaso, Luciano R. (2017) DepEd Daily Lesson Plan in MIL. San Roque
National High School. Bohol, Philippines

Modified by:

Name: GEORGE P. LUMAYAG School: DALAGUETE NATIONAL HIGH SCHOOL

Position/Designation: TEACHER III Division: CEBU PROVINCE

Office Telephone Number: 4840051 Personal Website: www.georgelumayag.weebly.com

Contact Number: 09213964825 Email Address: [email protected]

Bibliography
Internet Sources:
https://infovis-wiki.net/wiki/Visual_Presentation
https://www.youtube.com/watch?v=51yic9HdAHE
http://www.filmsound.org/filmart/bordwell2.htm
http://www.tnl.net/blog/2009/09/25/the-three-dimensions-of-media/
https://opentextbc.ca/teachinginadigitalage/chapter/8-4-synchronous-vs-asynchronous/

Appendices: (attach all materials that will be used)

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