Instructional Plan (iPlan) Template

(With inclusion of the provisions of DepEd Order No. 8, s. 2015)

Learning Area Media and Information Literacy Grade Level 11/12

iPlan No.: 4.3.1 Quarter: 2 Duration: 1Hr. Date: 8/11/2016
Learning The learners comprehend how text information and media are formally Code:
Competency/ies: and informally produced, organized and disseminated. (OP3) MIL11/12TIM-
(Taken from the IVb-4
Curriculum Guide)
Key Understanding Different Resources of Media and Information, their Design Principle and
Concepts/Unders Elements and Selection Criteria
tanding to be
developed
Learning Adaptive Cognitive Process Dimensions
Objectives KNOWLEDGE Remembering The learner can recall
information and retrieve
The factor relevant knowledge from
condition of long-term memory;
knowing Identify, retrieve,
recognize, duplicate, list, N/A
something with
memorize, repeat,
familiarity gained describe, reproduce
through
Understanding The learner can construct Exemplify the formal and informal
experience or meaning from oral,
association written and graphic production, organization and
messages: interpret, dissemination of text information and
exemplify, classify,
summarize, infer, media;
compare, explain,
paraphrase, discuss
SKILLS Applying The learner can use
information to undertake
The ability and a procedure in familiar
capacity acquired situations or in a new
through way: execute, implement,
demonstrate, dramatize, N/A
deliberate,
interpret, solve, use,
systematic, and illustrate, convert,
sustained effort discover
to smoothly and Analyzing The learner can use
adaptively information to undertake
a procedure in familiar
carryout complex situations or in a new
activities or … the way: execute, implement,
ability, coming demonstrate, dramatize,
from one's interpret, solve, use,
illustrate, convert,
knowledge, discover
practice, The learner can make
Evaluating Appraise both formal and informal
aptitude, etc., to judgments and justify
do something decisions: coordinate, production, organization and
measure, detect, defend, dissemination of text information and
judge, argue, debate,
describe, critique, media.
appraise, evaluate
Creating The learner can put
elements together to
form a functional whole,
create a new product or N/A
point of view: generate,
hypothesize, plan, design,
develop, produce,
construct, formulate,
assemble, device
Attitude A settled way of thinking or feeling about Demonstrate interest in
someone or something, typically one that is
reflected in a person's behavior: comprehending how text information
and media are formally and informally
produced, organized and disseminated
Values (RA 8491)
* A learner's principles or standards of Maka-Diyos
behavior; one's judgment of what is important
in life.
Maka-Tao Concern for others, Respect for
Human Rights
* Go beyond learner's life on earth, include Maka-kalikasan
more than wealth and fame, and would affect
the eternal destiny of millions. Maka-bansa Civic consciousness,
Content Text Information and Media
a. Definition, characteristics, format and types, sources, advantages and limitations, and
 value
b. Text as Visual
c. Selection Criteria
d. Design Principle and Elements
Resources Needed Laptop, Projector/ LED TV, Manila papers, Marker pens, Chalk, Reference books
Procedures
Introductory Activity (5 minutes) In this activity, the teacher applies knowledge of content within and across
This part introduces the lesson content. Although at curriculum teaching areas. (1)
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 when it is conducted in a pleasurable and
● Checking of Attendance
comfortable atmosphere.
● Review of the previous topics

Activity (10minutes) The teacher uses a range of teaching strategies that enhance learner
This is an interactive strategy to elicit learner's prior achievement in literacy and or numeracy skills.(2)
learning experience. It serves as springboard for
new learning. It illustrates the principle that ● Think- pair- share
learning starts where the learners are. Carefully
structured activities such as individual or group Students will find a partner and share to one another as to how they produce,
reflective exercises, group discussion, self or group organize and disseminate text information to their friends, family or
assessment, dyadic or triadic interactions, puzzles,
simulations or role-play, cybernetics exercise, classmates, etc.
gallery walk and the like may be created. Clear
instructions should be considered in this part of the
lesson
Analysis (5 minutes) The teacher applies a range of teaching strategies to develop critical and
Essential questions are included to serve as a guide creative thinking, as well as other higher-order skills. (3)
for the teacher in clarifying key understandings
about the topic at hand. Critical points are ● What did you come up with your sharing activity?
organized to structure the discussions allowing the
learners to maximize interactions & sharing of ideas
and opinions about expected issues. Affective ● Based on your sharing, how do you usually produce, organize and
questions are included to elicit the feelings of the disseminate text information in your daily activities?
learners about the activity or the topic. The last
questions or points taken should lead the learners The teacher manages classroom structure to engage learners individually
to understand the new concepts or skills that are to or in groups in meaningful exploration discovery and hands-on activities
be presented in the next part of the lesson
within a range of physical learning environments.(4)
Abstraction (15 minutes) The teacher manages learner behavior constructively by applying
This outlines the key concepts, important skills that positive and non-violent discipline to ensure learning-focused
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a environments.(5)
lecture that summarizes the learning emphasized Interactive learning among teacher to student, student to teacher and
from the activity, analysis and new inputs in this
part of the lesson. student to student and inquiry- guided learning about the formal and
informal production, organization and dissemination of text information
and media and give concrete examples
The teacher uses differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, strengths, interests and
experiences.(6)
Application (5 minutes) The teacher plans, manages and implements developmentally sequenced
This part is structured to ensure the commitment teaching and learning processes to meet curriculum requirements and
of the learners to do something to apply their new
learning in their own environment. varied teaching contexts.(7)
● Give some commonly observed examples of formal and informal text
information and/or media.
● With these, how are they formally and informally produced,
organized and disseminated to others concerned?

Assessment (10 minutes) Idea presentation through graphic organizer on both formal and
For the teachers to: informal productions, organizations and disseminations of text
1. ) Assess whether learning objectives
have been met for a specified duration. information and media with the use of activity sheets
2. Remediate and / or enrich with Criteria:
appropriate strategies as needed
3. Evaluate whether learning intentions and success ● Content 40%
criteria have been met.
(Reminder: Formative Assessment maybe given
before, during, or after the lesson.) ● Organization of ideas 30%

● Delivery/ Performance 30%

Assignment (5 minutes) Reinforcing / strengthening the
Note: Fill-in any of the four purposes day's lesson
Enriching / inspiring the day's lesson
Enhancing / improving the day's
lesson
Preparing for the new lesson Research or read in advance the
selection criteria as to the reliability
and validity of text information and
media and its sources
Concluding Activity (5 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 Processing the group oral presentation as to its performance and content
learners to do something to practice their new
learning.
REMARKS
REFLECTIONS

A. No. Of learners
who earned 80% in
the evaluation
B. No. Of learners
who require
additional activities
for remediation
C. Did the remedial
lessons work?No.
Of learners who
have caught up with
the lesson.
D. No. of learners
who continue to
require remediation.
E. Which of my
learning strategies
worked well?Why
did these worked?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
used/discover which
I wish to share with
other teachers?
This DLP was adapted from the ePortfolio of Villa, Jr., Samuel C. (2017) DepEd Daily Lesson Plan in MIL.
Cogon National High School. Cebu, Philippines

Modified by:
 ACTIVITY SHEET NO.______

TEXT INFORMATION AND MEDIA

FORMAL
INFORMAL

1. Production

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2. Organization

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3. Dissemination

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