Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade & Section: Quarter: Date:
Media & Information Literacy 12- Hawking 2 Monday (holiday)
Schedule: Tuesday- Thursday
Mon-Thurs 1:50-2:50 August 13-15, 2019
Learning Competency/ies: 1. cites studies showing proofs of positive and negative effects of Code:
(Taken from the Curriculum Guide) media, information on individual and society. MIL11/12PM-Iva-1
2. describes the different dimensions of people media MIL11/12PM-Iva-2
3. categorizes different examples of people and state reasons for such
categorization
Key Concepts /
Understandings to be People as Media and People in Media
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, Identify the types and characteristics
of knowing The learner can recall information and retrieve duplicate, list, memorize, repeat, of people media
something with relevant knowledge from long-term memory describe, reproduce
familiarity gained Identify and explain the different roles
through experience of people in media and information.
or association
Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written summarize, infer, compare, explain,
and graphic messages paraphrase, discuss

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, Compare people as media with
sustained effort to determine how they relate to one another, and to the attribute, deconstruct people in media
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect,
complex activities or
Evaluating Describe the different dimensions of
The learner can make judgments and justify decisions defend, judge, argue, debate, people media
the ability, coming describe, critique, appraise,
from one's evaluate Evaluate the role played by people
knowledge, practice, media as source of important
aptitude, etc., to do information
something generate, hypothesize, plan,
Creating
The learner can put elements together to form a design, develop, produce,
functional whole, create a new product or point of construct, formulate, assemble,
view devise

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,
areas. Perseverance, Sincerity,
A settled 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking,
way of reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
thinking responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
or feeling Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Charity, Fortitude, Resiliency,
about practice, present, read, recite, report, select, tell, write Positive vision, Acceptance,
someone Determined, Independent ,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
or Gratitude, Tolerant, Cautious,
acceptance to the more complex state of commitment. Valuing is based on the internalization
something Decisive, Self-Control,
of a set of specified values, while clues to these values are expressed in the learner's overt
, typically Calmness, Responsibility,
behavior and are often identifiable.
one that is Accountability, Industriousness,
reflected Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industry, Cooperation,
in a initiate, invite, join, justify, propose, read, report, select, share, study Optimism, Satisfaction,
person’s 4. Organization - Organizes values into priorities by contrasting different values, resolving Persistent, Cheerful, Reliable, Categorize
behavior conflicts between them, and creating a unique value system. The emphasis is on comparing, Gentle, Appreciation of one’s different examples
relating, and synthesizing values. culture, Globalism, of people and
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Compassion, Work Ethics,
Creativity, Entrepreneurial
state reasons for
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize such
Spirit, Financial Literacy,
categorization
 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The Global, Solidarity, Making a
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the stand for the good,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Voluntariness of human act,
(personal, social, emotional). Appreciation of one’s rights,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Inclusiveness, Thoughtful,
propose, qualify, question, revise, serve, solve, verify Seriousness, Generous,
Happiness, Modest, Authority,
Hardworking, Realistic,
Flexible, Considerate,
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,
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 Display
of in responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for cooperation,
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality, Family
one's Solidarity, Generosity, Helping,
oneness and unity
perform, practice, present, read, recite, report, select, tell, write
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Oneness in accomplishing
of what is simple acceptance to the more complex state of commitment. Valuing is based on the the tasks
important internalization of a set of specified values, while clues to these values are expressed in 3. Makakalikasan
in life. the learner's overt behavior and are often identifiable. Care of the environment, Disaster Risk
Management, Protection of the
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
Go Environment, Responsible
form, initiate, invite, join, justify, propose, read, report, select, share, study
beyond Consumerism, Cleanliness,
4. Organization - Organizes values into priorities by contrasting different values,
learner’s Orderliness, Saving the ecosystem,
resolving conflicts between them, and creating a unique value system. The emphasis is
life on Environmental sustainability
on comparing, relating, and synthesizing values.
earth, 4. Makabansa
include Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Peace and order, Heroism and
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Appreciation of Heroes, National
wealth relate, synthesize Unity, Civic Consciousness, Social
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their responsibility, Harmony, Patriotism,
and would behavior. The behavior is pervasive, consistent, predictable, and most importantly, Productivity
affect the characteristic of the learner. Instructional objectives are concerned with the student's
eternal general patterns of adjustment (personal, social, emotional).
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
millions. practice, propose, qualify, question, revise, serve, solve, verify
Intentiona
lly add
value to
ourselves
and to our
learners’
every day.
2. Content People Media
3. Learning Resources AV Room materials
Multimedia presentation
Media and Information Literacy by Christine Marie Magpalie pp. 29-44
Curriculum Guide
Online resources
Computers with internet connection
4. Procedures
4.1 Introductory Activity (__2__ minutes). This part introduces the lesson content. Although at A. Routine
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the Prayer
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs Checking of Attendance
when it is conducted in a pleasurable and comfortable atmosphere.
Classroom Management
Presentation of Objectives

B. Motivation
(Flash on the TV screen):
How do you understand the term “people media”?
Who do you think are “people media”?
Present a picture showing the different media
related jobs and let the students identify each
picture; their functions/ roles/ job descriptions
4.2 Activity (__10__ minutes). This is an interactive strategy to elicit learner’s prior learning
Key Type: Write “PAS” for PEOPLE MEDIA and
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, “PIN” for PEOPLE IN MEDIA.
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be 1. SHS Teacher
considered in this part of the lesson. 2. Independent Blogger
3. Print Journalist
4. Your Classmate
5. Movie Director
6. Radio Commentator
7. YouTubers
8. News Reporter
9. Facebook User
10. College Professor
4.3 Analysis (__15__ minutes). Essential questions are included to serve as a guide for the teacher
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 What is the difference between people in media
or the topic. The last questions or points taken should lead the learners to understand the new and people as media?
concepts or skills that are to be presented in the next part of the lesson.
What are their commonalities?
What are the similarities and differences between
citizen journalism and social journalism?

 4.4 Abstraction (__15__ 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. What are the types of Journalism?
How does media affect the people in our
community today?
What are the advantages and disadvantages of
media to people?
How traditional media has affected Filipinos in the
past?

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. Venn Diagram
Let the students differentiate the two forms of
People Media.

PEOPLE MEDIA

Cartoon Analysis: Social Journalism

(Flash the picture on TV the screen)
Guide Questions:
1. What is the message of the cartoon
2. Is this scenario true today? Why or why
not?
3. Is this scenario a good or a bad thing?
Why?

Cartoon Analysis:
(Flash the picture on TV the screen)
Guide Questions:
1. What symbolisms are used in the cartoon
2. What is the message in the cartoon?
3. Do you think this scenario is true in the
Philippines? Why or why not?
(Present the slide on the TV screen):
What are the similarities and differences
between citizen journalism and social journalism?
 (Present the slide on the TV screen):
1. What is the difference between people as
media and people in media?
2. What are the advantages and limitations of
people as media/ people in media?

4.6 Assessment (__5_ 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 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
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)
4.7 Assignment (___ minutes). Fill-in below any of the four purposes:
Maps/Graphic Organizer, Project, Model, Artwork, Multi-
media Presentation, Product made in technical-
vocational subjects
Skill Performance Test, Open-Ended Question,
Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz
(Present the slide on the TV screen):
Cooperative Learning: Case Study
Instruction
1. Divide the class into group of 3-4
students.
2. Watch the Video (News) about the
event or case to be studied.
3. Students will discuss then answer
the given questions on a 1 whole
yellow pad.
4. Each group will have a
representative who will share their
answers to the class.

 Reinforcing / strengthening the day’s lesson

1. Enriching / inspiring the day’s lesson

1. Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ 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.

Prepared by:

Name: LISSA MAE T. MACAPOBRE School: TOLEDO CITY SCIENCE HIGH SCHOOL
Position/Designation: Substitute Teacher Division: TOLEDO CITY
Contact Number: 09351077321 Email address:

Bibliography:

Appendices: (attach all materials that will be used)

1. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others