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.: Quarter: 4 Duration: 1Hr. Date: 8/11/2016
Learning Code:
Competency/ies: Describes the different dimensions of manipulative information and media MIL11/12MPIM-
(Taken from the IVgh-19
Curriculum Guide)
Key
Concepts/Unders
tanding to be The different dimensions of manipulative information and media.
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 the different dimensions of
something with recognize, duplicate, list,
memorize, repeat, manipulative information and media
familiarity gained describe, reproduce
through Understanding The learner can construct
experience or meaning from oral,
association written and graphic
messages: interpret, N/A
exemplify, classify,
summarize, infer,
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,
differentiate the different dimensions of
from one's interpret, solve, use, manipulative information and media
illustrate, convert,
knowledge, discover
practice, The learner can make
Evaluating
aptitude, etc., to judgments and justify
do something decisions: coordinate,
measure, detect, defend, N/A
judge, argue, debate,
describe, critique,
appraise, 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, N/A
develop, produce,
construct, formulate,
assemble, device
Attitude A settled way of thinking or feeling about differentiate the different dimensions of
someone or something, typically one that is
reflected in a person's behavior: manipulative information and media
Values (RA 8491)
* A learner's principles or standards of Maka-Diyos Humble
behavior; one's judgment of what is important
in life. Maka-Tao Generosity
Maka-kalikasan
* Go beyond learner's life on earth, include
more than wealth and fame, and would affect Maka-bansa Social responsibility
the eternal destiny of millions.
Content  Manipulative Information and Media
Resources Needed  Books
 Web
 Visual Aids
  Power point presentation
Procedures
Introductory Activity (____ minutes The teacher presents using powerpoint presentation the different dimension of
This part introduces the lesson content. Although at manipulative information and media then let them guess the dimension of
times optional, it is usually included to serve as a
warm-up activity to give the learners zest for the manipulative information and media.
incoming lesson and an idea about what it to 1.What have you observe in the presentation?
follow. One principle in learning is that learning
2. Are they the same or different?
occurs when it is conducted in a pleasurable and
comfortable atmosphere. 3. What are their similarities?
4. What are the different dimensions of manipulative information and media?
Activity (____ minutes The teacher provides another set of presentation leads to the target. He let
This is an interactive strategy to elicit learner's prior students to answer these following questions:
learning experience. It serves as springboard for
new learning. It illustrates the principle that
1. What are those elements being use in the presentation?
learning starts where the learners are. Carefully 2.What can you describe to those elements?
structured activities such as individual or group 3. Are those elements are important to the manipulative information?
reflective exercises, group discussion, self or group 4. Why or Why not?
assessment, dyadic or triadic interactions, puzzles,
simulations or role-play, cybernetics exercise,
gallery walk and the like may be created. Clear
instructions should be considered in this part of the
lesson
Analysis (____ minutes The teacher let the other group members to process their answer base on the
Essential questions are included to serve as a guide activity given but the teacher always give feedback to the students after they
for the teacher in clarifying key understandings
about the topic at hand. Critical points are express their ideas.
organized to structure the discussions allowing the
learners to maximize interactions & sharing of ideas
and opinions abut 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 (____ minutes Guide questions to lead the class for a generalization
This outlines the key concepts, important skills that  Enumerate those elements used in the manipulative information and
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a lecture media.
that summarizes the learning emphasized from the  How is it being used?
activity, analysis and new inputs in this part of the
lesson.
 What is your new learned concepts from the topic?
Application (____ minutes The teacher let the class to choose a partner to share more about the different
This part is structured to ensure the commitment of dimensions in manipulative information and media.
the learners to do something to apply their new
learning in their own environment.
Assessment (____ minutes  Conferencing
For the teachers to:
1.) Assess whether learning objectives have been
met for a specified duration.
2. Remediate and / or enrich with appropriate
strategies as needed
3.. Evaluate whether learning intentions and succes
criteria have been met.
(Reminder: Formative Assessment maybe given
before, during, or after the lesson.)

Assignment (____ minutes Reinforcing / strengthening the

Note: Fill-in any of the four purposes day's lesson
Enriching / inspiring the day's lesson Research about the different dimensions
in the manipulative information and
media.
Enhancing / improving the day's
lesson
Preparing for the new lesson
Concluding Activity (____ 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 Checking of outputs
learners to do something to practice their new
learning.
REMARKS Accomplished
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?
Prepared by:
Name JAYSON F. MANGUBAT School KANSI NATIONAL HIGH SCHOOL
Position/Designation SST-1 Division CEBU PROVINCE
Contact Number 0936 392 3736 Email jmangubat37@yahoo.com