Instructional Plan [iPlan]

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

Learning Area: MEDIA AND INFORMATION LITERACY Grade Level:11

iPlan No.: Quarter: 4 Duration: 1 HR Date: Feb. 2017
Content Visual Information and Media
a. Definition, characteristics, format and types, sources, advantages and limitations, and value
b. Visual Message Design
c. Selection Criteria
d. Design principle and Elements
Learning Code:
Competency/ies: evaluates the reliability and validity of visual
[Taken from the information and media and its/their sources MIL11/12VIM-IVc-9
Curriculum using selection criteria
Guide]
Key Concept understanding different resources of media and information, their design principle and
elements and selection criteria
Learning Adapted Cognitive Process Dimensions
Objectives Knowledge Remembering The learner can recall
The factor or condition information and
of knowing something retrieve relevant
with familiarity gained knowledge from long-
through experience or term memory: identify,
association retrieve, recognize,
duplicate, list,
memorize, repeat,
describe, reproduce
Understanding The learner can
construct meaning
from oral, written and Discuss usefulness or appropriateness
graphic messages: of information found.
interpret, exemplify,
classify, summarize,
infer, compare, explain,
paraphrase, discuss
Skills Applying The learner can use
The ability and information to
capacity acquired undertake a procedure
through deliberate, in familiar situations
systematic, and or in a way: execute,
sustained effort to implement,
smoothly and demonstrate,
adaptively carryout dramatize, interpret,
complex activities or.. solve, use, illustrate,
the ability, coming convert, discover
from one’s knowledge, Analyzing The learner can
practice, aptitude, etc., distinguish between
to do something 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, Evaluate reliability, accuracy, validity,
defend, judge, argue, authority, timeliness, and point of
debate, describe,
critique, appraise, view or bias of information found.
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 someone or something, typically
one that is reflected in a person’s
Demonstrate critical thinking
behavior:
Values [RA 849]
 A learner principles Maka-Diyos Love of truth
or standards of
behavior; one’s Maka-tao Oneness
judgment of what is
important in life.
Makakalikasan Responsible Consumerism
 Go beyond learner’s Makabansa
life on earth, include
more than
wealthand fame and Productivity
would affect the
eternal destiny of
millions
Resources Listing of all resources
needed
 Multimedia presentation
Needed  Activity Sheets
 Learning Module

METHODOLOGY
Introductory Activity Picture analysis.
This part introduces the lesson content. Although Show to students pictures of controversial and banned pinoy
at times optional, it is usually included to serve
as a warm-up activity to give the learners zest advertisements
for the incoming lesson and an idea about what a. Napoleon Brandy
it to follow. One principle in learning is that b. Pure 'n Fresh (Feminine Wash)
learning occurs when it is conducted in a
pleasurable and comfortable atmosphere.
Activity Effective Discussion
This is an interactive strategy to elicit learner’s Discuss among your group the answers to the following questions.
prior learning experience. It serves as
springboard for new learning. It illustrates the 1. How credible the material is?
principle that learning starts where the learners 2. If you are a member of the MTRCB will you allow this material to be
are. Carefully structured activities such as shown on National TV?
individual or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play, 3. How will this material be improved?
cybernetics exercise, gallery walk and the like
may be created. Clear instructions should be
considered in this part of the lesson.

Analysis Guide Questions:

Essential questions are included to serve as a What part of the activity you like most?
guide for the teacher in clarifying key
understandings about the topic at hand. Critical What have you learned from it?
points are organized to structure the discussion What do you need to know before doing the activity?
allowing the learners to maximize instructions
and sharing of ideas and opinions about expected
issues. Affective questions are included to elicit
the feelings of the learners about the activity or
the 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
This outlines the key concepts, important skills Discuss by group the different criteria in selecting a visual information and
that should be enhanced, and the proper attitude
 that should be emphasized. This is organized as a media.
lecturette that summarizes the learning
emphasized from the activity, analysis and new
inputs in this part of the lesson.

Application Cooperative Learning

This part is structured to ensure the commitment
of the learners to do something to apply their
new learning in their own environment. Provide the students with downloaded materials/newspaper clippings and
evaluate its reliability and validity based on the given criteria.

Assessment
For the Teacher to:
1. Assesses whether learning objectives have
been met for a specified duration Conferencing with Learner
2. Remediate and/or enrich with appropriate
strategies as needed Reading/Oral presentation
3. Evaluate whether learning intentions and
success criteria have been met

[Reminder: Formative Assessment may be

given before, during or after the lesson.]

Assignment Reinforcing/
Note: Fill-in any of the strengthening
four purposes the day’s lesson
Enhancing/
inspiring the
day’ lesson
Preparing for
the new lesson Research on a creative visual-based presentation using design principle
and elements

Concluding
Activity Sharing of insights
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.
Remarks
Reflection
Prepared by:

Name: ROGENO Q. VALENZUELA School: CITY OF BOGO SCIENCE AND ARTS ACADEMY
Position/Designation: T1 Division: CITY OF BOGO
Contact Number: Email Address: valgenox@gmail.com

Bibliography
Appendix A

Selection Criteria for Library Media Materials

Appropriate for recommended levels

media materials should be accessible to students of varied abilities, and meet informational and interest
needs of all students.

Pertinent to the curriculum and the objectives of the instructional program

Visual information/media materials should be selected on the basis of assessed curricular needs. Materials
should reflect the identified learning outcomes of the instructional program

Accurate in terms of content

Visual information/media materials should present facts in an objective manner. Authority of the author,
organization, publisher/producer should be a consideration in selection. Materials concerning human
development and family life should contain facts which are presented in a manner appropriate to the level of the
students.

Reflective of the pluralistic nature of a global society

Visual information/media materials should provide a global perspective and promote diversity as a
positive attribute of our society. It is important to include materials by authors and illustrators of all cultures.

Free of bias and stereotype

Materials should reflect the basic humanity of all people and be free of stereotypes, caricatures, distorted
dialect, sexual bias, and other offensive characteristics. Visual information/ materials concerning religious, social,
and political content should inform rather than indoctrinate.

Representative of differing viewpoints on controversial subjects

Students have the right to information on both sides of a controversial issue. By having access to a variety
of resources students will have the knowledge base to develop critical thinking and problem solving skills. The
Visual information/media center provides free and equitable access to all information.

Appropriate format to effectively teach the curriculum

Visual information/media materials should be available in variety of formats, e.g., print, nonprint,
electronic, multimedia, to meet the needs and learning styles of a diverse student population.

Recent copyright date as appropriate to the subject

Visual information/media materials should be assessed for currency of the information as it relates to the
content and purpose of the item.

Acceptable in literary style and technical quality

Literary quality, technical merit, physical arrangement, and aesthetic characteristics should be considered
as integral components in the evaluation of all media formats.

Cost effective
in terms of use Visual information/media materials should be evaluated for cost effectiveness in terms of
accessibility, projected use, and durability.
 Appropriate for students with special needs
Visual information/media materials should be provided to meet curricular needs and the individual needs,
interests, and learning styles of all students at all levels.

Appendix B

Pictures of:

a. Napoleon Brandy
b. Pure 'n Fresh (Feminine Wash)