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: 2
13 INFORMATION LITERACY hours
Learning The learner compares potential sources of media and Code:
Competency/ies: information. MIL11/12MIS-III-e-
(Taken from the Curriculum Guide) 13
Key Concepts /  Comparing potential sources of media and information.
Understandings to be
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 knowledge from long-term memory repeat, describe, reproduce
something with
familiarity
Understanding interpret, exemplify, classify,  compares indigenous, library, internet and
The learner can construct meaning from oral, written summarize, infer, compare, other potential sources of media and
gained through explain, paraphrase, discuss
experience or and graphic messages information
association

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 Analyzing differentiate, distinguish, compare,  distinguishes the strengths and
deliberate, The learner can distinguish between parts and contrast, organize, outline, weaknesses of indigenous, library,
systematic, and determine how they relate to one another, and to the attribute, deconstruct internet and other potential sources of
sustained effort overall structure and purpose media and information
to smoothly and
adaptively
Evaluating coordinate, measure, detect,
The learner can make judgments and justify defend, judge, argue, debate,
carryout complex describe, critique, appraise,
activities or ... decisions
evaluate
the ability,
coming from Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct,
one's knowledge,
functional whole, create a new product or point of formulate, assemble, devise
practice,
aptitude, etc., to view
do 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, Wellness, Respect, Honesty,
emotional locate, name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Sincerity, Patience, Critical
A settled Attends and reacts to a particular phenomenon. Learning outcomes may thinking, Open-mindedness,
way of emphasize compliance in responding, willingness to respond, or satisfaction in Interest, Courteous, Obedience,
thinking or responding (motivation). Hope, Charity, Fortitude,
feeling Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, Resiliency, Positive vision,
about label, perform, practice, present, read, recite, report, select, tell, write Acceptance, Determined,
someone Independent , Gratitude, Tolerant,
or
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
Cautious, Decisive, Self-Control,
 shares ideas on the
from simple acceptance to the more complex state of commitment. Valuing is strengths and
something based on the internalization of a set of specified values, while clues to these Calmness, Responsibility,
, typically Accountability, Industriousness, weaknesses of
values are expressed in the learner's overt behavior and are often identifiable. indigenous, library,
one that is Industry, Cooperation, Optimism,
reflected
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Satisfaction, Persistent, Cheerful, internet and other
in a follow, form, initiate, invite, join, justify, propose, read, report, select, share, Reliable, Gentle, Appreciation of potential sources of
study one’s culture, Globalism, media and
information
person’s 4. Organization - Organizes values into priorities by contrasting different values, Compassion, Work Ethics,
behavior resolving conflicts between them, and creating a unique value system. The Creativity, Entrepreneurial Spirit,
emphasis is on comparing, relating, and synthesizing values. Financial Literacy, Global,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Solidarity, Making a stand for the
defend, explain, formulate, generalize, identify, integrate, modify, order, good, Voluntariness of human act,
organize, prepare, relate, synthesize Appreciation of one’s rights,
5. Internalizing values - (Characterization): Has a value system that controls their Inclusiveness, Thoughtful,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Seriousness, Generous, Happiness,
characteristic of the learner. Instructional objectives are concerned with the Modest, Authority, Hardworking,
student's general patterns of adjustment (personal, social, emotional). Realistic, Flexible, Considerate,
Sympathetic, Frankness
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
standards 2. Responding to Phenomena - Active participation on the part of the learners. of truth, Kindness, Humble
of Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
behavior; compliance in responding, willingness to respond, or satisfaction in responding
one's (motivation).
judgment Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, 2. Maka-tao  shows collaboration
of what is Concern for Others, Respect in making an
perform, practice, present, read, recite, report, select, tell, write
important for human rights, Gender output.
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
in life. equality, Family Solidarity,
simple acceptance to the more complex state of commitment. Valuing is based on the
Generosity, Helping, Oneness
internalization of a set of specified values, while clues to these values are expressed in
Go beyond the learner's overt behavior and are often identifiable. 3. Makakalikasan
learner’s Care of the environment,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Disaster Risk Management,
life on
form, initiate, invite, join, justify, propose, read, report, select, share, study Protection of the
earth,
4. Organization - Organizes values into priorities by contrasting different values, Environment, Responsible
include
resolving conflicts between them, and creating a unique value system. The emphasis Consumerism, Cleanliness,
more than
is on comparing, relating, and synthesizing values. Orderliness, Saving the
wealth and
fame, and Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, ecosystem, Environmental
would explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, sustainability
affect the relate, synthesize 4. Makabansa
eternal 5. Internalizing values - (Characterization): Has a value system that controls their Peace and order, Heroism and
destiny of behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of Heroes,
millions characteristic of the learner. Instructional objectives are concerned with the student's National Unity, Civic
general patterns of adjustment (personal, social, emotional). Consciousness, Social
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, responsibility, Harmony,
practice, propose, qualify, question, revise, serve, solve, verify Patriotism,
Productivity
2. Content  Media and Information Sources
◦ Indigenous
◦ Library
◦ Internet
◦ Others
3. Learning Resources  textbooks, PPT presentation

4. Procedures
4.1 Introductory Activity (__5__ minutes). This part introduces the lesson content. Although at  Project #RioOlympicGame2016 on a projector
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the screen and ask the students:
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs ◦ “What information can you give out from
when it is conducted in a pleasurable and comfortable atmosphere. this hashtag?”
◦ “What is your source of such information?”
 Process students’ answers and lead them to the
next activity.
4.2 Activity (__20__ minutes). This is an interactive strategy to elicit learner’s prior learning  Show the following topics on a white screen :
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts ◦ History of How a Municipality is
where the learners are. Carefully structured activities such as individual or group reflective exercises, Named
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role- ◦ Life of the Centenarians in a
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be Municipality
considered in this part of the lesson.
◦ New Inventions and Discoveries in
Science
◦ Evolution of Traditional to New Media
◦ Philippine Football
◦ Recent National Issues
  Ask students: “If you will be asked to search for
the topics/information listed on the board,
where could you possibly locate/search for these
information?”
 For collaboration, group students into 5
members each.
 Each group should choose a leader and a
secretary.
 Distribute metacards and ask each group to write
their answers on the strips of paper and let them
paste it on the board. The first to post their
answers will have an extra point.
4.3 Analysis (__25__ minutes). Essential questions are included to serve as a guide for the teacher  Ask:
in clarifying key understandings about the topic at hand. Critical points are organized to structure the ◦ “Among the list found on the board, what
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about could be best responded with indigenous
expected issues. Affective questions are included to elicit the feelings of the learners about the activity source of information? with library as
or the topic. The last questions or points taken should lead the learners to understand the new source of information? with internet as
concepts or skills that are to be presented in the next part of the lesson.
source of information?”
◦ What other potential sources of
information that you know that might
respond to your queries about the
presented topics?”
◦ “How can you retrieve information from
these sources?”
◦ “When can each of the identified
potential sources of media and
information be used?”
◦ “What could be the strengths and
weaknesses of these potential sources of
media and information?”
 Encourage students to share their ideas and
traffic their answers. Remind them to
demonstrate respect for their classmates’
opinions and ideas.
4.4 Abstraction (_20__ minutes). This outlines the key concepts, important skills that should be  To validate and process students’ answers,
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that present the following to the class:
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the þ Potential Media and Information Sources:
lesson.  Indigenous
 Library
 Internet
 Others
þ Strengths of Indigenous Source of
Information:
 can be generated within communities
 is location and culture specific
þ Strengths of Library as Source of
Information:
 high quality research data
 international collaboration
 well-structured information
 saves time searching and appraising
þ Strengths of Internet Source of Information:
 very up-to-date
 valuable/unique information
 professional networking information
exchange
 full-text
 access to world-wide information
 24-hour access
þ Weaknesses of Indigenous Source of
Information:
 not systematically documented
 is oral and rural in nature
þ Weaknesses of Library as Source of
Information:
 some subject areas are under-represented
 reviews need updating
þ Weaknesses of Internet as Source of

4.5 Application (_15__ minutes).
to do something to apply their new learning in their own environment.
This part is structured to ensure the commitment of the learners
Information:
 no central directory; information and sites
difficult to locate
 no censorship or editing procedures
 no quality guarantee/not validated
 can be slow depending on network
 needs computer and ICT skills
 costs of getting addicted
 During the discussion, encourage students’
participation.
 Ask students’ experiences in locating information
using the aforementioned sources.
 Ask:
◦ “What are the top 2 media and
information sources you usually use?”
◦ “Why do you prefer these sources?”
 Say: Based on what you feel are your top two
potential sources of media and information, list
down at least 5 topics per subject area in which
you could make research about.

4.6 Assessment (_20__ 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  Ask the students to compare the potential
Maps/Graphic Organizer, Project, Model, Artwork,
sources of media and information using graphic
Multi-media Presentation, Product made in technical-
vocational subjects organizers. Let them point out the strengths and
weaknesses of these potential media and
information sources. They can use as many
applicable graphic organizers possible for the
topic.
Skill Performance Test, Open-Ended Question,
Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz

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  Let students list down at least 3 potential
indigenous sources (a name of a person, a copy
of a folk song, etc…) of information in their
community.

4.8 Concluding Activity (__10__ minutes).  End the class by saying the quote of Michael
This is usually a brief but affective closing activity such as a strong quotation, a short song, an Springer: “The biggest strength can be found in
anecdote, parable or a letter that inspires the learners to do something to practice their new learning. how you understand and confront your greatest
weaknesses.”
 Ask student volunteers to relate this quote to the
discussion of the day.

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 DLP can be carried out for two days.

7. Reflectio 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
ns 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