Fidp Mil

FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)
SY 2022-2023
Teacher: KARLA MAE L. MALLARI, LPT Semester/Quarter: 2ND Semester, 1ST Quarter
Core Subject Title: MEDIA AND INFORMATION LITERACY Grade Level/ No. of Hours: 12/
Core Subject Description: The course introduces the learners to basic understanding of media and information as channels of
communication and tools for the development of individuals and societies. It also aims to develop students to be creative and
critical thinkers as well as responsible users and competent producers of media
400457.nissai@gmail.com www.nissai1.wixsite.com/abantenissai
09534157933 (Globe) / 09982614449 (Smart) www.facebook.com /NISSAI400457
HIGHEST ENABLING
STRATEGY TOUSE
HIGHEST LEVEL SKILLS
LEARNING COMPETENCIES IN DEVELOPING THE
TO ASSESS
CONTENT MOST ESSENTIAL PERFORMANCE HIGHEST THINKING
CONTENT SKILL TO ASSESS
STANDARDS TOPICS STANDARDS
FLEXIBLE
K K FLEXIBLE
ASSESSMENT ENABLING
COMPL MOST RBT ACTIVITIES LEARNING
U ESSENTIAL U LEVEL
GENERAL
STARTEGIE
ETE PERFORMANCE STRATEGY
D D CHECKS S
1ST Quarter
1. The learner Communication The learner organizes The
Introduction demonstrates is influenced by a creative and learne
to Media and understand ng of media and interactive symposium r...
Information media and information for the community
Literacy information focusing on being a Descri K Descri K Analy Multiple Comm Discus
literacy (MIL) media and information bes bes zing Choice unica sion
and MIL related literate individual. how how (short tion
concepts. comm commu Quiz)
unica nica
tion is tion is
affecte affecte
d by d by
media media
and and
inform inform
ation ation
Similarities and Identifi K Reme Repres
different between es the mberi entatio
and among media similar ng n
literacy, ities
information and
literacy, and differe
technology nces
literacy of
media
literac
y,
inform
ation
literac
y, and
techno
logy
400457.nissai@gmail.com literac
www.nissai1.wixsite.com/abantenissai
y
Responsible use Discus U Discus U Analy Timeline Repres Discus
Culminating Performance Standard:
G You are an advocate of “No to cyberbullying” and wants to encourage the people to stop doing this through an advocacy
video
R Advocate
A The community
S You are a senior high school student who wants to stop cyberbullying. As an MIL student, you want to influence the people
about your advocacy through your advocacy video.
P Advocacy Video
S Your output will be evaluated based on the: Topic/Content, Product, Basic Camera Skills, Shots, Editing, Effective use of time, Sound,
Time,and Treatment/Script
Excellent Proficient Lacking Poor

10 pts 8 pts 5 pts 2 pts
Topic/Content Topic thoroughly covered in an Topic generally covered in an Topic somewhat covered in an Topic not thoroughly covered
interesting and creative manner. interesting and creative manner. interesting and creative manner. in an interesting and creative
Made excellent persuasive Made good persuasive statement. Made somewhat persuasive manner. Made poor
statement. statement. persuasive statement.
Product Effectively showed desired Generally showed desired action Somewhat showed desired Not effectively shown desired
action during and at end of during and at end of advocacy action during and at end of action during and at end of
advocacy video video advocacy video advocacy video
Basic Camera Footage steady and in focus;no 1 or 2 errors that could not be Some parts are difficult to watch Errors make viewing difficult
Skills headroom or alignment errors removed in editing because basic camera skills are
weak
Shots Creative shots used for a A few long stretches of time Minimal effort to add variety in Not much beyond pointing
purpose: basic sequence, where it would have been good to shots and shooting
matching action, over the change shots
shoulder, plus a variety of
distances and angles
Editing Shots left in serve a purpose; Lack of or over-use in several message is lost by over-use of Minimal effort to improve
transitions and special effects areas; long scene which is not special effects or transitions; too quality of footage through
used when necessary necessary much unnecessary footage kept editing
in video
Effective use of Class time used effectively to Class time generally used well to Class time poorly used in Considerable time spent off
time create a successful project create a successful project creating a successful project task and/of ineffective use of
class time to create a
successful project.
Sound Effective use of sound, music, Generally showed use of sound, Somewhat showed use of Poor/no use of sound, music,
sound effects audio. music, sound effects audio. One sound, music, sound effects sound effects audio.
Voice levels are consistent, and or two weak areas where sound audio. Sound levels are Sound quality is poor;
understandable quality is poor. inconsistent; narration is too audience will have a hard
soft. time hearing on TV
Time Within 1:30-3 minutes 3-5 seconds over/under 5-15 seconds over/under More than 15 seconds
over/under
Treatment/Script Script showed effective use of Script is weak in 1 or 2 areas A few areas planned, but more Very little effort demonstrated
Pre-Production planning. effort should have been put into in planning
the script
Storyboard Storyboard is thorough and Storyboard generally understood Storyboard is vague and Storyboard was not
descriptive. Well done. and formatted well. confusing submitted
Prepared by:
KARLA MAE L. MALLARI, LPT

Subject Teacher
Checked by:
JERRY R. POBRE, JR., LPT

Assistant Principal
FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)
SY 2022-2023
Teacher: KARLA MAE L. MALLARI, LPT Semester/Quarter: 2ND Semester, 1ST Quarter
Core Subject Title: MEDIA AND INFORMATION LITERACY Grade Level/ No. of Hours: 12/
Core Subject Description: The course introduces the learners to basic understanding of media and information as channels of
communication and tools for the development of individuals and societies. It also aims to develop students to be creative and
critical thinkers as well as responsible users and competent producers of media
HIGHEST ENABLING
STRATEGY TOUSE
HIGHEST LEVEL SKILLS
LEARNING COMPETENCIES IN DEVELOPING THE
TO ASSESS
CONTENT MOST ESSENTIAL PERFORMANCE HIGHEST THINKING
CONTENT SKILL TO ASSESS
STANDARDS TOPICS STANDARDS
FLEXIBLE
K K FLEXIBLE
ASSESSMENT ENABLING
COMPL MOST RBT ACTIVITIES LEARNING
U ESSENTIAL U LEVEL
GENERAL
STARTEGIE
ETE PERFORMANCE STRATEGY
D D CHECKS S
2nd Quarter
The learner The learner Cite U
demonstrates produces a living an
understanding of museum or examp
different electronic portfolio le of
resources or any other an
of media and creative forms of issue
information, their multimedia showi
design principle showcasing their / ng the
and elements, his/her power
and understanding, of
selection criteria insights, and media
perceptions of the and
different resources inform
of media and ation
information. to
affect
chang
e
Descri
be the
impact
of
massi
ve
open
on-line
Discus U Discus U Reme Poster Repres Discus
s the s the mberi entatio sion
implic implica ng n
ation tion of
of media
media and
and inform
400457.nissai@gmail.com inform
www.nissai1.wixsite.com/abantenissai ation to
ation an
to an individ
Culminating Performance Standard:
G Create a promotional video
R Content Creator
A Students and the community
S The enrolment for S.Y. 2023-2024 had already started. The school principal presented the idea of creating a promotional
video that will encourage learners to enrol in your school. Your video should also consist of the biographies of successful
persons who studied in your school.
P School Promotional Video
S Your output will be evaluated based on the following criteria:
4 3 2 1
Audience Video was geared toward a Video was geared toward an Video was geared toward an Video was not geared toward a
specific audience that included audience that only included one audience that included only one specific audience.
elementary students, teachers, or two of the following; of the following; elementary
and parents. elementary students, teachers, students, teachers, and parents
and parents
Promotional value The message was thoroughly Some key information was not Weak, but adequate Minimal, if any, effort
covered in an interesting and included
creative manner
Visual Impact Footage steady and in focus;no 1 or 2 errors that could not be Some parts are difficult to watch Errors make viewing difficult; no
headroom or alignment errors; removed in editing; some visual because basic camera skills are visual impact
shots used are very creative; impact weak; visuals are not original
good graphics or special effects
added to the video (if applicable)
Editing Shots serve a purpose; Lack of or over-use in several Message is lost by over-use of minimal effort to improve quality
transitions and special effects areas special effects or transitions; too through editing
used when necessary much unnecessary footage left
in video
Audio Music and audio recording were Music and audio recording were Music and audio recording were Music and audio recording were
balanced and recorded at high recorded at low levels at time, lacking and recorded poorly and not recorded properly.
level and added to to the but did not add or take away took away from the promotional
promotional value of the video. from the promotional value of value of the video.
the video.
Information Interviews, biographies, general Interviews, biographies, and Interviews, biographies, general No interviews, biographies, or
information is correct and clearly some information is correct and information is not correct and general information is presented
presented. presented. clearly presented
Prepared by:
KARLA MAE L. MALLARI, LPT

Subject Teacher
Checked by:
JERRY R. POBRE, JR., LPT

Assistant Principal

Fidp Mil

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FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Excellent Proficient Lacking Poor

KARLA MAE L. MALLARI, LPT

JERRY R. POBRE, JR., LPT

KARLA MAE L. MALLARI, LPT

JERRY R. POBRE, JR., LPT

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