Instructional Plan [iPlan]
[With inclusion of the provision of DepEd Order No. 8, s. 2015]
Learning Area: Media And Information Literacy
iPlan No.: 7 Quarter: 4
Learning
Competency/ies: Describe the different dimensions of visual information and
[Taken from the
Curriculum Guide] media (OP3)
Key Concepts/
Understandings to
be Developed
Visual Information and Media
Learning Adapted Cognitive Process Dimensions
Objectives Knowledge Remembering
The factor or condition of
knowing something with
familiarity gained
through experience or
association
Skills
The ability and capacity
acquired through
deliberate, systematic,
and sustained effort to
smoothly and adaptively
carryout complex
activities or.. the ability,
coming from one’s
knowledge, practice,
aptitude, etc., to do
something
Attitude
Values
 A learner principles or
standards of behavior;
one’s judgment of what is
important in life.
 Go beyond learner’s life
on earth, include more
than wealth and fame and
would affect the eternal
destiny of millions
Resources Listing of all resources
needed
Needed
Introductory Activity (2 minutes)
This part introduces the lesson content. Although at times
optional, it is usually included to serve as a warm-up
activity to give the learners zest for the 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.
Activity (10 minutes)
This is an interactive strategy to elicit learner’s prior
learning experience. It serves as springboard for new
learning. It illustrates the principle that learning starts
where the learners are. Carefully structured activities such
as individual or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play, cybernetics
Grade Level: 11/12
Duration: 1 hour
Code:
MIL11/12VIM-IVc-7
The learner can recall
information and retrieve
relevant knowledge from long-
term memory: identify,
retrieve, recognize, duplicate,
list, memorize, repeat,
describe, reproduce
Understanding The learner can construct
meaning from oral, written
Describe the different dimensions of
and graphic messages: visual information and media
interpret, exemplify, classify,
summarize, infer, compare,
explain, paraphrase, discuss
The learner can use
Applying
information to undertake a
procedure in familiar
situations or in a way:
execute, implement,
demonstrate, dramatize,
interpret, solve, use,
illustrate, convert, discover
Analyzing The learner can distinguish
between parts and determine
how they relate to one
another, and the 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 Design sample dimension of visual
or point of view: generate,
hypothesize, plan, design, information and media
develop, produce, construct,
formulate, assemble, devise
A settled way of thinking or feeling about Appreciate the importance of visual
someone or something, typically one that is
reflected in a person’s behavior: information and media
[RA 849]
Maka-Diyos
Maka-tao
Makakalikasan
Concern for the environment.
Makabansa
Realia, Powerpoint presentation, Metastrips, Hand outs, LM pp. 237-243,
CG p.13, Smart TV, and laptop, Host PC and Share Clients
METHODOLOGY
PICTURE ANALYSIS
In this activity, the teacher applies knowledge of content within and
across curriculum teaching areas. (1)
Flash on the screen the different dimensions of visual information and
media.
Using their prior knowledge, they are to identify some of the
dimensions of visual information and media
 Collaborative Learning”
The teacher uses a range of teaching strategies that enhance learner
achievement in literacy and or numeracy skills.(2)
Group 1: A random- dot stereogram
Group 2: Mental Rotation
exercise, gallery walk and the like may be created. Clear
instructions should be considered in this part of the
Group 3: Computational Approach to Vision
lesson. Group 4: Primal Sketch
 Group presentation

Analysis (10 minutes) EFFECTIVE DISCUSSION

Essential questions are included to serve as a guide for
the teacher in clarifying key understandings about the
The teacher applies a range of teaching strategies to develop critical and
topic at hand. Critical points are organized to structure creative thinking, as well as other higher-order skills. (3)
the discussion allowing the learners to maximize
instructions and sharing of ideas and opinions about  What are the different dimensions of visual information and media?
expected issues. Affective questions are included to elicit  Describe the intensity changes in an image?
the feelings of the learners about the activity or the topic.
The last questions or points taken should lead the learners  Give samples of each dimension.
to understand the new concepts or skills that are to be The teacher manages classroom structure to engage learners individually or
presented in the next part of the lesson.
in groups in meaningful exploration discovery and hands-on activities within a
range of physical learning environments.(4)
Abstraction (25 minutes) EFFECTIVE DISCUSSION:
This outlines the key concepts, important skills that
should be enhanced, and the proper attitude that should
The teacher manages learner behavior constructively by applying positive
be emphasized. This is organized as a lecturette that and non-violent discipline to ensure learning-focused environments.(5)
summarizes the learning emphasized from the activity,
analysis and new inputs in this part of the lesson.  The students discuss the different dimensions of visual information
and media
Application (30 minutes) The teacher plans, manages and implements developmentally sequenced
This part is structured to ensure the commitment of the
learners to do something to apply their new learning in
teaching and learning processes to meet curriculum requirements and varied
their own environment. teaching contexts.(7)
Given the materials, the students share their own sample drawings of the
different dimensions of information and media. Or use the paint app on PC.
Be ready to present their work on a “Gallery Walk”
Assessment (3 minutes) Output of the students will be rated based on Rubrics.
For the Teacher to: RUBRICS FOR BOX PACKAGING/PACKAGING
1. Assesses whether learning objectives have been met
for a specified duration EXCELLENT (4) VERY SATISFACTORY NEEDS
2. Remediate and/or enrich with appropriate strategies SATISFACTORY (2) IMPROVEMENT
as needed (3) (1)
3. Evaluate whether learning intentions and success CREATIVITY Able to show Able to show Able to show Show less
criteria have been met creativity of output in creativity of output creativity of output creativity of output
an excellent manner in a very in a satisfactory that needs
with the time given satisfactory manner with the improvement with
[Reminder: Formative Assessment may be given before, manner with the time given the time given
during or after the lesson.] time given
QUALITY/ Able to show Able to show Able to show Show less
DURABILITY quality/durability of quality/durability quality/durability in quality/durability
output in an output in a very a satisfactory output that needs
excellent manner satisfactory manner with the improvement with
with the time given manner with the time given the time given
time given
USABILITY The output is highly The output is less The output quite The output is not
usable highly usable usable usable
Assignment Reinforcing/
(2 minutes) strengthening the
Note: Fill-in any of the day’s lesson
four purposes Enhancing/
inspiring the day’
lesson
Preparing for the Research on how visual information and media are formally and
new lesson
informally produced, organized and disseminated.
Concluding
Activity (2 minutes)
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.
This DLP was adapted from the ePortfolio of Gealon, Ana Loraine H. (2017) DepEd Daily Lesson Plan in MIL.
Sibbonga National High School. Poblacion, Sibonga, Cebu, Philippines

Modified by:

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

Position/Designation: TEACHER III Division: CEBU PROVINCE

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

Contact Number: 09213964825 Email Address: george.lumayag@deped.gov.ph

BIBLIOGRAPHY: