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 1
4.11 Media and Information Literacy 11 Quarter: 4 Duration:
No.: Area: Level: Hr.
Learning Competency/ies: Describes the different dimensions of MIL11/12AIM-IVd-
(Taken from the Curriculum audio information and media Code:
Guide) 11
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 Remembering identify, retrieve, recognize, duplicate, Recall creative visual-based
of knowing The learner can recall information and retrieve relevant list, memorize, repeat, describe, presentation using design
something with knowledge from long-term memory reproduce principle and elements.
familiarity gained interpret, exemplify, classify, summarize,
through experience
Understanding
The learner can construct meaning from oral, written infer, compare, explain, paraphrase, N/A
or association discuss
and graphic messages

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 audio
The learner can make judgments and justify decisions judge, argue, debate, describe,
or ... the ability, information and media.
critique, appraise, evaluate
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 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Determined, Independent , Demonstrate
someone acceptance to the more complex state of commitment. Valuing is based on the internalization Gratitude, Tolerant, Cautious, interest and
or of a set of specified values, while clues to these values are expressed in the learner's overt Decisive, Self-Control, Calmness, cooperation in
something behavior and are often identifiable. Responsibility, Accountability, describing the
, typically Industriousness, Industry, dimensions of
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism, audio
reflected initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful, information
in a Reliable, Gentle, Appreciation of and media.
person’s 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
behavior conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics,
relating, and synthesizing values. Creativity, Entrepreneurial Spirit,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Financial Literacy, Global,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Solidarity, Making a stand for the
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The good, Voluntariness of human act,
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Appreciation of one’s rights,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Inclusiveness, Thoughtful,
(personal, social, emotional). Seriousness, Generous, Happiness,
Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness
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 , Humble
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 2. Maka-tao
of in responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality, Family
one's perform, practice, present, read, recite, report, select, tell, write Solidarity, Generosity, Helping,
judgment Oneness
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from 3. Makakalikasan
important simple acceptance to the more complex state of commitment. Valuing is based on the Care of the environment, Disaster Risk
in life. internalization of a set of specified values, while clues to these values are expressed in Management, Protection of the
the learner's overt behavior and are often identifiable. Environment, Responsible
Go Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Consumerism, Cleanliness,
beyond form, initiate, invite, join, justify, propose, read, report, select, share, study Orderliness, Saving the ecosystem,
learner’s 4. Organization - Organizes values into priorities by contrasting different values, Environmental sustainability
life on resolving conflicts between them, and creating a unique value system. The emphasis is
earth, on comparing, relating, and synthesizing values. 4. Makabansa
include Peace and order, Heroism and
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
more than Appreciation of Heroes, National
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
wealth Unity, Civic Consciousness, Social
relate, synthesize
and fame, responsibility, Harmony, Patriotism,
5. Internalizing values - (Characterization): Has a value system that controls their
and would Productivity
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
affect the
characteristic of the learner. Instructional objectives are concerned with the student's
eternal
general patterns of adjustment (personal, social, emotional).
destiny of
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
2. Content Media and Information Literacy

3. Learning Resources  LCD Projector

 Laptop
 Cartolina
 Pen
 Internet
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at  The students will be given two sets of pictures
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the using a PowerPoint presentation.
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs a.audio information
when it is conducted in a pleasurable and comfortable atmosphere. b.media
 The class will be divided into 5 groups. Each
group will be given meta strips and a pentel
pen.
 The answers of each group will be posted on
the board and will be reported by one member.
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts  The class will watch a video presentation about
where the learners are. Carefully structured activities such as individual or group reflective exercises, broadcasting.
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-  Hear a recorded audio
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
considered in this part of the lesson.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in  Guide Questions:
clarifying key understandings about the topic at hand. Critical points are organized to structure the a.What part of the video you like most?
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about b.What can you say about the video being
expected issues. Affective questions are included to elicit the feelings of the learners about the activity presented?
or the topic. The last questions or points taken should lead the learners to understand the new c. How did you find the activity?
concepts or skills that are to be presented in the next part of the lesson.
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be Discussion:
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that a.Enumerate and describe different dimensions
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the 1. Audio information and media
a. Radio Broadcasting
lesson.
b. Recordings
4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners  Let the students perform a group activity
to do something to apply their new learning in their own environment. 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, 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,
Diagnostic Test, Oral Test, Quiz Paper and Pencil Test
learners’ ability to demonstrate mastery of a skill
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, “Life is really simple, but we insist
parable or a letter that inspires the learners to do something to practice their new learning. 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.

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: LUCIANO R. BARGASO School: SAN ROQUE NATIONAL HIGH SCHOOL
Position/Designation: SHST - 2 Division: BOHOL
Contact Number: 09291996041 Email address: erianbale@yahoo.com