Instructional Planning (I-Plan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

DLP Learning Grade
Media and Information Literacy 12 Quarter: 2 Duration: 1 Hr.
No.: 10 Area: Level:
Learning Competency/ies: Produce and evaluate a creative visual based presentation using MIL11/12VIM
(Taken from the Curriculum Guide) Code:
design, principle and elements. (OP2) -IVc-10
Key Concepts /
Understandings to be Understanding Visual-based presentation
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, duplicate,
of knowing The learner can recall information and retrieve relevant list, memorize, repeat, describe,
something with knowledge from long-term memory reproduce
familiarity gained
through experience
Understanding interpret, exemplify, classify, summarize,
infer, compare, explain, paraphrase,
Interpret what visual -
or association The learner can construct meaning from oral, written
and graphic messages discuss based presentation is
using design and
elements.

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, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities
Evaluating coordinate, measure, detect, defend,
judge, argue, debate, describe,
Evaluate a creative
or ... the ability, The learner can make judgments and justify decisions
coming from one's
critique, appraise, evaluate visual-based presentation
knowledge, practice,
aptitude, etc., to do
using design, principle
something and elements.
Creating generate, hypothesize, plan, design,
develop, produce, construct,
Plan and construct visual-
The learner can put elements together to form a
functional whole, create a new product or point of view formulate, assemble, devise based presentation using
design, principle and
element.

Attitude Categories: List of Attitudes: Name what

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, visual based
emotional point to, reply, select, sit, Study, use Personal discipline, Perseverance, presentation
areas. Sincerity, Patience, Critical
A settled thinking, Open-mindedness, using design,
way of Interest, Courteous, Obedience, principle and
thinking Hope, Charity, Fortitude, Resiliency,
or feeling Positive vision, Acceptance, elements to
about Determined, Independent , make.
someone 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Gratitude, Tolerant, Cautious,
or reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Decisive, Self-Control, Calmness, Assist other
something responding, willingness to respond, or satisfaction in responding (motivation). Responsibility, Accountability, classmates on
, typically Industriousness, Industry,
one that is
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Cooperation, Optimism, how to make
perform, practice, present, read, recite, report, select, tell, write
reflected Satisfaction, Persistent, Cheerful, a visual-
in a Reliable, Gentle, Appreciation of
person’s one’s culture, Globalism, based
behavior Compassion, Work Ethics, presentation
Creativity, Entrepreneurial Spirit,
Financial Literacy, Global, with design
Solidarity, Making a stand for the principles and
good, Voluntariness of human act,
Appreciation of one’s rights, elements.
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
acceptance to the more complex state of commitment. Valuing is based on the internalization
Inclusiveness, Thoughtful,
Seriousness, Generous, Happiness,
Justify the
of a set of specified values, while clues to these values are expressed in the learner's overt Modest, Authority, Hardworking, virtue of
behavior and are often identifiable. Realistic, Flexible, Considerate,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Sympathetic, Frankness being
initiate, invite, join, justify, propose, read, report, select, share, study
creative
towards
 works.
4. Organization - Organizes values into priorities by contrasting different values, resolving Organize
conflicts between them, and creating a unique value system. The emphasis is on comparing,
relating, and synthesizing values. good human
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, relation to
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
others within
the group.
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The Display a
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student's general patterns of good image
adjustment (personal, social, emotional). to others and
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify create good
human
relation.
Values Categories:
1. Receiving Phenomena - Awareness, willingness to hear, selected attention
List of Values: Study on how
A 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting , to accept the
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 reality of life.
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
of in responding, willingness to respond, or satisfaction in responding (motivation). (Love of God)
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, 2. Maka-tao Assist skills of
one's Concern for Others, Respect for
perform, practice, present, read, recite, report, select, tell, write
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
human rights, Gender equality, Family other students
of what is Solidarity, Generosity, Helping, and let them
simple acceptance to the more complex state of commitment. Valuing is based on the
important Oneness
internalization of a set of specified values, while clues to these values are expressed in
in life. the learner's overt behavior and are often identifiable.
develop their
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, skills.
Go
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study (Solidarity)
4. Organization - Organizes values into priorities by contrasting different values, 3. Makakalikasan
learner’s
resolving conflicts between them, and creating a unique value system. The emphasis is Care of the environment, Disaster Risk
Share the skills
life on
earth,
on comparing, relating, and synthesizing values. Management, Protection of the by helping and
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Environment, Responsible
include
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Consumerism, Cleanliness,
teaching
more than
wealth relate, synthesize Orderliness, Saving the ecosystem, others who
5. Internalizing values - (Characterization): Has a value system that controls their Environmental sustainability
and fame,
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
need such
and would
affect the characteristic of the learner. Instructional objectives are concerned with the student's skills.
general patterns of adjustment (personal, social, emotional).
eternal (Advocacy
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
millions practice, propose, qualify, question, revise, serve, solve, verify campaign on
Climate Crisis)
4. Makabansa Perform good
Peace and order, Heroism and
Appreciation of Heroes, National works for the
Unity, Civic Consciousness, Social environment
responsibility, Harmony, Patriotism,
Productivity and for the
people in the
community as
well.
(Social
Responsibility)
2. Content Visual information and Media(design principles and elements)
3. Learning Resources ▪ Texkbooks
▪ Media printed materials like newspapers and online news portals
▪ Cartolina
▪ Pentel Pen
▪ Laptop/Computer with Internet access/Power Point
Presentation/webpages with weblinks on Climate Change
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at In this activity, the teacher applies
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 knowledge of content within and across
when it is conducted in a pleasurable and comfortable atmosphere. curriculum teaching areas.(1)

Give/present a model sample of a

 visual-based presentation with the
design principle and element.

The class will be divided into 4

groups and each group will be given
guide questions to answer based on
the posted material or the websites @
http://www.instantshift.com/2014/07/22/newspa
per-website-design/ and
https://www.climate.news/
The teacher uses a range of teaching
strategies that enhance learner achievement in
literacy and or numeracy skills (2)
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning The teacher manages classroom structure to
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts
engage learners individually or in groups in
where the learners are. Carefully structured activities such as individual or group reflective exercises,
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role- meaningful exploration discovery and hands-on
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be activities within a range of physical learning
considered in this part of the lesson.
environments.(4)
The students will answer the guide
questions.
●Each group will choose one
representative to present a group
output.
●The teacher will assess and process
the answers of students.
●Give rewards and appreciation of
students’ good works.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in The teacher applies a range of teaching
clarifying key understandings about the topic at hand. Critical points are organized to structure the
strategies to develop critical and creative thinking,
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 as well as other higher-order skills.(3)
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.
The teacher will discuss the topic
following with the guide questions:
● What is Visual-Based
presentation? Define.
● Explain what is visual-based
presentation. Example.
● How to create visual-based
presentation?
● When/why do we use visual-
based presentation?
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be Interactive discussion:
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 The teacher manages learner behavior
lesson. constructively by applying positive and non-
violent discipline to ensure learning-focused
environments.(5)

a. How to produce the visual-

based presentation.
b. Why visual-based presentation is
useful?

4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners
to do something to apply their new learning in their own environment.
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
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
a) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment criteria)
b) Talking to Learners /
Conferencing
(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)
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
● Reinforcing /
strengthening the day’s
lesson
● Enriching / inspiring the
day’s lesson
● Enhancing / improving
The teacher applies positive discipline inside
the computer laboratory
The teacher plans, manages and implements
developmentally sequenced teaching and learning
processes to meet curriculum requirements and
varied teaching contexts.(7)
● The teacher will demonstrate on how
to create the visual-based
presentation using Google Site or
Online Slides that will be linked in the
webpage.
● The students will be grouped into 4.
They will choose a leader, assistant
leader and a secretary.
● Each group is going to make visual –
based presentation about
___________ .
● Criteria: design, principle and
element
Make and evaluate a visual based presentation using Power Point Presentation and or
Google Site linking the Online Slides Presentations from other sites pertaining to topics
for class discussions.
Possible Activities
Investigation, Role Play, Oral Oral Presentation
Presentation, Dance, Musical
Performance, Skill Demonstration, Skill demonstration on how to produce and to evaluate
Group Activity (e.g. Choral Reading), the visual-based presentation made.
Debate, Motor & Psychomotor Games,
Simulation Activities, Science
Experiment
Hands-on Math Activities, Written Work
and Essay, Picture Analysis, Comic
The teacher will give the positive and negative comments
Strip, Panel Discussion, Interview,
Think-Pair-Share, Reading (correct and mistakes)during the conference /talking to
learners
Worksheets for all subjects, Essay,
Concept Maps/Graphic Organizer,
Multi-media Presentation-visual based presentation
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 Oral Test/Pen and Paper Test
N/A
Quotation: Never give up on something that you can't go a day without thinking about.
- Unknown
 the day’s lesson
N/A

● Preparing for the new

N/A
lesson

4.8 Concluding Activity (____ “People are sheep. TV is the shepherd.”

minutes).
This is usually a brief but affective
closing activity such as a strong ― Jess C. Scott, Literary Heroin (Gluttony): A Twilight Parody
quotation, a short song, an anecdote,
parable or a letter that inspires the
learners to do something to practice
their new learning.

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.

N/A

6. 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.
N/A

B. No. of learners who require additional

activities for remediation.

N/A

C. Did the remedial lessons work? No. of

learners who have caught up with the
lesson.
N/A

D. No. of learners who continue to

require remediation.
N/A

E. Which of my learning strategies

worked well? Why did these work?
N/A

F. What difficulties did I encounter which

my principal or supervisor can help
me solve?
N/A

G. What innovation or localized N/A

materials did I use/discover which I
wish to share with other teachers?
This DLP was adapted from the ePortfolio of Manatad, Jesus G. (2017) DepEd Daily Lesson Plan in MIL. Compostela
National High School. City of Bogo, Cebu, Philippines

Modified by:
Bibliography / Internet Sources:
http://www.instantshift.com/2014/07/22/newspaper-website-design/
https://www.climate.news/
https://www.google.com.ph/search?q=visual+based+presentation&client=firefox-
b&biw=1255&bih=581&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjh0rX59rrOAhXHq5QKHb7eAlQQsAQIbA&dpr=0.8
http://www.goodreads.com/quotes/tag/mass-media
http://boardofwisdom.com/togo/?viewid=1005&listname=Inspirational#.V611ShIV4yc
https://www.nwea.org/blog/2015/growing-list-50-digital-education-tools-apps-formative-assessment-success/
http://www.dictionary.com/browse/criteria
https://www.google.com/?client=firefox-b-ab#q=wekpedia&gfe_rd=cr
https://www.hostgator.com/blog/popular-types-websites-create/

Appendices: (attach all materials that will be used)

1. Activity Sheet …
Study the visual-based presentation, then evaluate the said item with the following criteria:
a.) Design = 35%

b.) Principle = 30%

c.) Element = 35%

TOTAL = 100%
VISUAL BASED PRESENTATION/PICTURE

2. Formative Assessment
=is a part of the instruction process, where students are given the opportunity to demonstrate their learning. The
assessments are 'formative' because the results don't determine a grade, but they do determine the direction
instruction will take. Teachers may change the lesson content or any number of things after a formative
assessment to help students successfully complete the unit.

Instructions:
____A) A free tool that allows teachers to text students and stay in touch with parents. A great ‘check for
understanding’ tool that’s easy to use.
____B.) A mind mapping software for use on computers and laptops.

____C.) Engaging exercises and games that engage students using smartphones, laptops and tablets.

____D.) A combination of a voice recorder and notepad that captures both audio and notes for student collaboration.

____ E.) An iPad app that allows a leader to facilitate a collaborative browsing experience.

3. Answer Key …
a. REMIND
 b. XMIND
c. SOCRATIVE
d. AUDIO NOTE
e. RABBLE BROWSER
4. Handouts …

5. Power Point Presentation …

6. Others
Definition of Terms:
a. A presentation program is often used to generate the presentation content, some of which also allow
presentations to be developed collaboratively, e.g. using the Internet by geographically disparate
collaborators. Presentation viewers can be used to combine content from different sources into one
presentation.
b. Visual learning is a teaching and learning style in which ideas, concepts, data, and other information are
associated with images and techniques.
c. Design is the creation of a plan or convention for the construction of an object, system or measurable
human interaction (as in architectural blueprints, engineering drawings, business processes, circuit
diagrams, and sewing patterns).[1] Design has different connotations in different fields (see design
disciplines below). In some cases, the direct construction of an object (as in pottery, engineering,
management, coding, and graphic design) is also considered to be design.
d. Elements - An essential or characteristic part of something abstract:
the death had all the elements of a great tabloid story there are four elements to the proposal
e. Criteria - a standard of judgment or criticism; a rule or principle for evaluating or testing something.
f. Anecdote is defined as a short and interesting story or an amusing event often proposed to support or
demonstrate some point and make readers and listeners laugh.

Poems about Life

We are the sum of experiences that we encounter as we go through life. Day to day struggles and triumphs are
experienced by all of the world's creatures. As human beings, when we encounter a challenge, we have
freedom to choose how to react. Every decision that we make leads us down a different road. We will never
come to exactly the same crossroads. Every decision that we make has significance. The tiniest choice that we
make reverberates throughout the entire universe.