Milq3 LC3

Instructional Plan [iPlan]
[With inclusion of the provision of DepEd Order No. 8, s. 2015]
Learning Area: MEDIA AND INFORMATION LITERACY Grade Level: 12 GAS

iPlan No.: 3 Quarter: 3 Duration: ONE HOUR
Learning  Editorializes the value of being a media and information literate Code:
Competency/ies:  Identifies characteristics/ describes a responsible uses and competent MIL11/12MIL-
[Taken from the producers of media and information IIIa-3
Curriculum Guide]
Key Concepts/  Media and Information literate
Understandings  Characteristics of a responsible uses and competent producers of media and
to be Developed information
Learning Adapted Cognitive Process Dimensions

Objectives Knowledge Remembering The learner can recall
The factor or condition information and retrieve
of knowing something relevant knowledge from
with familiarity gained long-term memory:
through experience or identify, retrieve,
association recognize, duplicate, list,
memorize, repeat,
describe, reproduce
Understanding The learner can construct Compare the value of being media and
meaning from oral, written
and graphic messages: information literate
interpret, exemplify,
classify, summarize, infer,
compare, explain,
paraphrase, discuss
Skills Applying The learner can use
The ability and capacity information to undertake a
acquired through procedure in familiar
deliberate, systematic, situations or in a way:
and sustained effort to execute, implement,
smoothly and demonstrate, dramatize,
adaptively carryout interpret, solve, use,
complex activities or.. illustrate, convert, discover
the ability, coming from Analyzing The learner can distinguish Distinguish the characteristics of a
one’s knowledge, between parts and
determine how they relate responsible uses and competent
practice, aptitude, etc.,
to do something to one another, and the producers of media and information
overall structure and
purpose: differentiate,
distinguish, compare,
contrast, organize, outline,
attribute, deconstruct
Evaluating The learner can make
judgments and justify
decisions: coordinate,
measure, detect, defend,
judge, argue, debate,
describe, critique,
appraise, evaluate
Creating The learner can put
elements together to form
a functional whole, create
a new product or point of
view: generate,
hypothesize, plan, design,
develop, produce,
construct, formulate,
assemble, devise
Attitude A settled way of thinking or feeling about Demonstrate cooperation in working with
someone or something, typically one that a group
is reflected in a person’s behavior:
Values [RA 849]
 A learner principles or Maka-Diyos
standards of
Maka-tao Work well with others in performing the
behavior; one’s
judgment of what is given task
important in life. Makakalikasan
 Go beyond learner’s
life on earth, include Makabansa
more than wealth
and fame and would
affect the eternal
destiny of millions
Resources Listing of all resources Manila paper, markers, masking tape
Needed needed
METHODOLOGY
Introductory Activity (5 min.)  Giving of the lesson objectives
This part introduces the lesson content. Although  Ask students:
at times optional, it is usually included to serve as
a warm-up activity to give the learners zest for the 1. How can you be a media and information literate individual?
incoming lesson and an idea about what it to 2. How can you distinguish reliable producers of media and
follow. One principle in learning is that learning
occurs when it is conducted in a pleasurable and
information from mock producers?
comfortable atmosphere.
Activity (20 min) GROUP WORK
This is an interactive strategy to elicit learner’s  Divide the class into 5 groups. They are to choose a facilitator, a
prior learning experience. It serves as springboard
for new learning. It illustrates the principle that recorder and a rapporteur.
learning starts where the learners are. Carefully  Each group is given 20 minutes to brainstorm and share their ideas
structured activities such as individual or group
assessment, dyadic or triadic interactions, puzzles,
about characteristics of a responsible uses and competent
simulations or role-play, cybernetics exercise, producers of media and information.
gallery walk and the like may be created. Clear  Ask the group to display their work and ask the group reporter to
instructions should be considered in this part of
the lesson.
share their work.
Analysis (15 min) EFFECTIVE DISCUSSION
Essential questions are included to serve as a
guide for the teacher in clarifying key
understandings about the topic at hand. Critical • How can you be a media, and information literate individual?
points are organized to structure the discussion • Why is being a media and information literate individual considered a
allowing the learners to maximize instructions and
sharing of ideas and opinions about expected
necessity at present?
issues. Affective questions are included to elicit the • How do you know if the source of information from the media is
feelings of the learners about the activity or the reliable or not?
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.
Abstraction (10 min) EFFECTIVE DISCUSSION
This outlines the key concepts, important skills Power Point Presentation
that should be enhanced, and the proper attitude
that should be emphasized. This is organized as a An Information literate person can:
lecturette that summarizes the learning  Identify
emphasized from the activity, analysis and new
inputs in this part of the lesson.
 Find
 Evaluate
 Apply
 Acknowledge
Media Literacy is the ability to read media, including its underlying messages.
Information Literacy is the ability to know when there is a need for
information, while at the same time, being able to identify, locate and
effectively use sources of information.
Application (5 min) Let the students will assess the information they post and share in
This part is structured to ensure the commitment their Facebook account.
of the learners to do something to apply their new
learning in their own environment.
Assessment (10 min) Pen and Paper Test. Pen and Paper Test (Please refer to the attached test)
For the Teacher to:
1. Assesses whether learning objectives have
been met for a specified duration
2. Remediate and/or enrich with appropriate
strategies as needed
3. Evaluate whether learning intentions and
success criteria have been met
[Reminder: Formative Assessment may be given

before, during or after the lesson.]
Assignment (2 Reinforcing/ Cut out one article from the newspaper or magazine and analyze the media
min) strengthening messages, the source and its function.
Note: Fill-in any of the the day’s lesson
four purposes Enhancing/
inspiring the day’
lesson
Preparing for the
new lesson
Concluding “Whoever controls the media controls the mind.”-Jim Morrison
Activity (3 min)
This is usually a brief but
effective 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.
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.
Remarks
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
Reflections needs to be done to help the student’s 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.

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Milq3 LC3

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Instructional Plan [iPlan]

[With inclusion of the provision of DepEd Order No. 8, s. 2015]

Learning Area: MEDIA AND INFORMATION LITERACY Grade Level: 12 GAS

Learning Adapted Cognitive Process Dimensions

[Reminder: Formative Assessment may be given

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