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,
Evaluating The learner can make 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)
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
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
comfortable atmosphere.
Activity (10minutes)
This is an interactive strategy to elicit learner's prior
learning experience. It serves as springboard for
new learning. It illustrates the principle that
learning starts 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 considered in this part of the
lesson
Analysis (5 minutes)
Essential questions are included to serve as a guide
for the teacher in clarifying key understandings
about the topic at hand. Critical points are
organized to structure the discussions allowing the
learners to maximize interactions & sharing of ideas
and opinions about 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 (15 minutes)
This outlines the key concepts, important skills that
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a
lecture that summarizes the learning emphasized
from the activity, analysis and new inputs in this
part of the lesson.
Application (5 minutes)
This part is structured to ensure the commitment
of the learners to do something to apply their new
learning in their own environment.
Assessment (10 minutes)
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 success
criteria have been met.
(Reminder: Formative Assessment maybe given
before, during, or after the lesson.)
Assignment (5 minutes)
Note: Fill-in any of the four purposes
In this activity, the teacher applies knowledge of content within and across
curriculum teaching areas. (1)
● Prayer
● Checking of Attendance
● Review of the previous topics
The teacher uses a range of teaching strategies that enhance learner
achievement in literacy and or numeracy skills.(2)
● Think- pair- share
Students will find a partner and share to one another as to how they produce,
organize and disseminate text information to their friends, family or
classmates, etc.
The teacher applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order skills. (3)
● What did you come up with your sharing activity?
● Based on your sharing, how do you usually produce, organize and
disseminate text information in your daily activities?
The teacher manages classroom structure to engage learners individually
or in groups in meaningful exploration discovery and hands-on activities
within a range of physical learning environments.(4)
The teacher manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning-focused
environments.(5)
Interactive learning among teacher to student, student to teacher and
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)
The teacher plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements and
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?
Idea presentation through graphic organizer on both formal and
informal productions, organizations and disseminations of text
information and media with the use of activity sheets
Criteria:
● Content 40%
● Organization of ideas 30%
● Delivery/ Performance 30%
Reinforcing / strengthening the
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:

Name: GEORGE P. LUMAYAG School: DALAGUETE NATIONAL HIGH

SCHOOL
Position/Designation: TEACHER III Division: CEBU PROVINCE
Office Telephone Number: 4840051 Personal Website: www.georgelumayag.weebly.com
Contact Number: 09213964825 Email Address: george.lumayag@deped.gov.ph
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TEXT INFORMATION AND MEDIA

FORMAL
INFORMAL

1. Production

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2. Organization

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3. Dissemination

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