Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade & Section: Quarter: Date:
Media & Information Literacy 12- Hawking 1 Monday
Schedule: July 15, 2019
Mon-Thurs 8:30-9:30
Learning Competency/ies: Searches latest theory on information and media
Code:
(Taken from the Curriculum Guide) MIL11/12EMIL-IIIb-7
Key Concepts /
Understandings to be Theories on Media and Information
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing duplicate, list, memorize, repeat, Identify the selected theories in
The learner can recall information and retrieve
something with relevant knowledge from long-term memory describe, reproduce media and information
familiarity gained
through experience
Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written summarize, infer, compare, explain,
or association paraphrase, discuss
and graphic messages

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

Attitude Categories: List of Attitudes:

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,
emotional point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. Sincerity, Patience, Critical
A settled 2. Responding to Phenomena - Active participation on the part of the learners. Attends and thinking, Open-mindedness,
way of reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Interest, Courteous, Obedience, Show ethical
thinking responding, willingness to respond, or satisfaction in responding (motivation). Hope, Charity, Fortitude, use of
or feeling Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision, information
about practice, present, read, recite, report, select, tell, write Acceptance, Determined,
someone Independent , Gratitude, Tolerant,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
or Cautious, Decisive, Self-Control,
acceptance to the more complex state of commitment. Valuing is based on the internalization
something Calmness, Responsibility,
of a set of specified values, while clues to these values are expressed in the learner's overt
, typically Accountability, Industriousness,
behavior and are often identifiable.
one that is Industry, Cooperation, Optimism,
reflected Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
in a initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
person’s 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
behavior conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics,
relating, and synthesizing values. Creativity, Entrepreneurial Spirit,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Financial Literacy, Global,
Solidarity, Making a stand for the
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
good, Voluntariness of human act,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The
Appreciation of one’s rights,
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of adjustment
Seriousness, Generous, Happiness,
(personal, social, emotional).
Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
or Kindness, Humble
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends 2. Maka-tao Display
of and reacts to a particular phenomenon. Learning outcomes may emphasize compliance Concern for Others, Respect for cooperation,
behavior; in responding, willingness to respond, or satisfaction in responding (motivation). human rights, Gender equality, Family
one's Solidarity, Generosity, Helping,
oneness and unity
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, in accomplishing
judgment perform, practice, present, read, recite, report, select, tell, write Oneness
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from the tasks
important simple acceptance to the more complex state of commitment. Valuing is based on the 3. Makakalikasan
in life. internalization of a set of specified values, while clues to these values are expressed in Care of the environment, Disaster Risk
the learner's overt behavior and are often identifiable. Management, Protection of the
Go Environment, Responsible
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Consumerism, Cleanliness,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study
learner’s Orderliness, Saving the ecosystem,
4. Organization - Organizes values into priorities by contrasting different values,
life on Environmental sustainability
resolving conflicts between them, and creating a unique value system. The emphasis is
earth, 4. Makabansa
on comparing, relating, and synthesizing values.
include Peace and order, Heroism and
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Appreciation of Heroes, National
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Unity, Civic Consciousness, Social
and fame, relate, synthesize responsibility, Harmony, Patriotism,
and would 5. Internalizing values - (Characterization): Has a value system that controls their Productivity
affect the behavior. The behavior is pervasive, consistent, predictable, and most importantly,
eternal characteristic of the learner. Instructional objectives are concerned with the student's
destiny of general patterns of adjustment (personal, social, emotional).
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
Intentiona practice, propose, qualify, question, revise, serve, solve, verify
lly add
value to
ourselves
and to our
learners’
every day.
2. Content Information Literacy
3. Learning Resources AV Room materials, Multimedia presentation, Computers with internet connection, books
and other references, online resources
4. Procedures
4.1 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
A. Routine
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs Prayer
when it is conducted in a pleasurable and comfortable atmosphere. Checking of Attendance
Classroom Management
Presentation of Objectives

B. Review

Long Test-
The Evolution of Traditional Media to New
Media/ Roles and Functions of Media in the
Democratic Society/ The Internet of Things
4.2 Activity (__10__ minutes). This is an interactive strategy to elicit learner’s prior learning
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts Present the introductory statement:
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-
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
Nowadays, accessing information and
considered in this part of the lesson. communicating with other people are fast and easy
because there are different forms of media we can
use. Apart from the inventors who made high-end
gadgets to improve our information and
communication technology (ICT), we should also
be grateful to researchers who were proponents of
the theories about information and media. With
these theories our modes of communication have
become more efficient and effective.

4.3 Analysis (__15__ minutes). Essential questions are included to serve as a guide for the teacher What does a theory mean?
in clarifying key understandings about the topic at hand. Critical points are organized to structure the What is Media Richness Theory?
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about What is Information Processing Theory?
expected issues. Affective questions are included to elicit the feelings of the learners about the activity
What is Contingency Theory?
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. What is Media Naturalness Theory?
What is Media Synchronization Theory?
What is Channel Expansion Theory?
 4.4 Abstraction (__15__ minutes). This outlines the key concepts, important skills that Selected Theories on Media and Information:
should be enhanced, and the proper attitude that should be emphasized. This is organized as a 1. Media Richness Theory
lecturette that summarizes the learning emphasized from the activity, analysis and new inputs in
this part of the lesson.
2. Information Processing Theory
3. Contingency Theory
4. Media Naturalness Theory
5. Median Synchronization Theory
6. Channel Expansion Theory
4.5 Application (___10_ minutes). This part is structured to ensure the commitment of the How important are these theories in Information
learners to do something to apply their new learning in their own environment. and Media?

4.6 Assessment (__5_ 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 Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(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 Worksheets for all subjects, Essay, Concept

(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)
Maps/Graphic Organizer, 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
Modified True or False. Write True if the
underlined concept is correct. If it is false, write
the correct concept on the blank to make the
statement true.
_________1. Draft and Hengel proposed the
Media Richness Theory, which cites e-mails and
video calls as examples of media richness.
_________2. Media Naturalness Theory suggests
that people should communicate in real time to
clearly understand their exchange of messages.
_________3. According to the Channel
Expansion Theory, people should talk face-to-
face as human interaction allows them to get the
message directly.
_________4. The first functional digital computer
is the ENIAC which is completed in 1946.

_________5. During People Power I, Preseident

Jospeh Estrada declared the Martial Law and
controlled all forms of mass media.
4.7 Assignment (___ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

1. Enriching / inspiring the day’s lesson

1. Enhancing / improving the day’s lesson

 Preparing for the new lesson What is information literacy?
When can you say that a person is
information literate?
Why is ethical use of information important?
4.8 Concluding Activity (____ minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Who does the theories differ from each
parable or a letter that inspires the learners to do something to practice their new learning. other?

Prepared by:

Name: LISSA MAE T. MACAPOBRE School: TOLEDO CITY SCIENCE HIGH SCHOOL
Position/Designation: Substitute Teacher Division: TOLEDO CITY
Contact Number: 09351077321 Email address:

Bibliography:

Appendices: (attach all materials that will be used)

1. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others