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 Describes the different dimensions of text information and media. (OP4) Code:
Competency/ies: MIL11/12TIM-
(Taken from the IVb-3
Curriculum Guide)
Key Understanding different resources of media and information, their design principle and elements
Concepts/Unders 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
experience or meaning from oral,
association written and graphic Explain the different dimensions of
messages: interpret, media and text information and each
exemplify, classify,
summarize, infer, characteristics;
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 Compare and contrast the different
carryout complex
activities or … the
situations or in a new dimensions of media and text
way: execute, implement,
ability, coming demonstrate, dramatize, information from one another and
from one's interpret, solve, use, their characteristics;
illustrate, convert,
knowledge, discover
practice,
Evaluating The learner can make
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 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 critical thinking and
someone or something, typically one that is
reflected in a person's behavior: appreciation of rights in describing the
different dimensions of text
 information and media.
Values (RA 8491)
* A learner's principles or standards of Maka-Diyos
behavior; one's judgment of what is important
in life.
Maka-Tao
Maka-kalikasan
* Go beyond learner's life on earth, include Maka-bansa Civic consciousness, Respect for
more than wealth and fame, and would affect
the eternal destiny of millions. Human Rights
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 (____ minutes In this activity, the teacher applies knowledge of content within and
This part introduces the lesson content. Although at across 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 ● Checking of Attendance
follow. One principle in learning is that learning
occurs when it is conducted in a pleasurable and
● Review of the previous topics
comfortable atmosphere.
Activity (____ minutes 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 ● Picture analysis (4 pics, 1 word) The teacher will present the pictures from
learning starts where the learners are. Carefully the classroom website and students will think and share their ideas that can
structured activities such as individual or group describe the picture/s by reciting the word or words.
reflective exercises, group discussion, self or group
assessment, dyadic or triadic interactions, puzzles, ● Effective behaviour management
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 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 does the picture depict?
organized to structure the discussions allowing the ● How did you able to connect the pictures to come up with the word?
learners to maximize interactions & sharing of ideas
and opinions abut expected issues. Affective
● What do you think the picture tells about the upcoming lesson?
questions are included to elicit the feelings of the The teacher manages classroom structure to engage learners individually
learners about the activity or the topic. The last or in groups in meaningful exploration discovery and hands-on activities
questions or points taken should lead the learners
to understand the new concepts or skills that are to within a range of physical learning environments.(4)
be presented in the next part of the lesson
Abstraction (____ 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 Effective discussion on the different dimensions of text information and media
from the activity, analysis and new inputs in this
part of the lesson.
Application (____ 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 varied
of the learners to do something to apply their new
learning in their own environment. teaching contexts.(7)
● How can you show respect from each individual right in the responsible use
of the different dimensions of text information and media?
● In what way can you show responsibility in the effective use of the different
dimensions of text information and media in day-to-day activities?
Assessment (____ minutes The teacher designs, selects, organizes, and uses diagnostic, formative
For the teachers to: and summative assessment strategies consistent with curriculum
1. ) Assess whether learning objectives
have been met for a specified duration. requirements. (9)
2. Remediate and / or enrich with The teacher utilizes the Venn Diagram (Graphic Organizer) on the comparison
appropriate strategies as needed
of the different dimensions of text information and media. The students shall
3. . Evaluate whether learning intentions
and succes criteria have been met. use the Activity Notebook.
(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 Cite personal experiences on the
responsible use of the different
dimensions of text information and
media
Enhancing / improving the day's
lesson
Preparing for the new lesson
Concluding Activity (____ minutes Checking of outputs (Venn diagram)
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
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 Samuel C. Villa, Jr. 2017) DepEd Daily Lesson Plan in MIL.
Cogon National High School. Cebu Province.
Prepared by:
Name School Dalaguete National High School
GEORGE P. LUMAYAG Poblacion, Dalaguete, Cebu
Position/Designation SHST-111 Division CEBU PROVINCE
Office Tel. Number: 4840051 Website: www.georgelumayag.weebly.com
Contact Number 09213964825 Email [email protected]

Internet sources:
https://www.slideshare.net/arnielping/media-and-information-literacy-mil-text-information-and-media-part-1
https://sites.google.com/deped.gov.ph/mil/dlps
 Teaching Media Text with the Key Concepts
The media text is any media product we wish to examine. Every description or representation of the
world, fictional or otherwise, is an attempt to describe or define reality, and is in some way a
construct of reality, a text. 

A text is any media product we wish to examine, whether it is a television program, a book, a poster, a
popular song, the latest fashion, etc. We can discuss with students what the type of text is—cartoon, rock
video, fairy tale, police drama, etc.—and how it differs from other types of text. We can identify its
denotative meaning and discuss such features as narrative structure, how meanings are communicated,
values implicit in the text, and connections with other texts. 

The central concept of the model is the idea that all communication, all discourse, is a construct of reality.
Every description or representation of the world, fictional or otherwise, is an attempt to describe or define
reality, and is in some way a construction—a selection and ordering of details to communicate aspects of
the creator's view of reality. There are no neutral, value-free descriptions of reality—in print, in word, in
visual form. An understanding of this concept is the starting point for a critical relationship to the media. 

This concept leads to three broad areas within which we can raise questions that will help students to
"deconstruct" the media: text, audience and production. Anyone who receives a media text, whether it is
a book read alone or a film viewed in a theatre, is a member of an audience. It is important for children to
be able to identify the audience(s) of a text. Texts are frequently designed to produce audiences, which
are then sold to advertisers. 

Modern communication theory teaches that audiences "negotiate" meaning. That is to say, each individual
reader of a text will draw from its range of possible meanings a particular reading that reflects that
individual's gender, race or cultural background, skill in reading, age, etc. Thus the "meaning" of a text is
not something determined by critics, teachers or even authors, but is determined in a dynamic and
changeable relationship between the reader and the text. The role of the teacher is to assist students in
developing skills which will allow them to negotiate active readings—readings which recognize the range of
possible meanings in a text, the values and biases implicit in those meanings, and which involve conscious
choices rather than the unconscious acceptance of "preferred" readings. Children who can choose meaning
are empowered. Institution and Production refer to everything that goes into the making of a media text—
the technology, the ownership and economics, the institutions involved the legal issues, the use of
common codes and practices, the roles in the production process. Students are often fascinated by the
details and "tricks" of production. It is important that the teacher keep in focus the relationship between
the various aspects of production, and the other two broad areas of text and audience. What is the
relationship between story content and commercial priorities? How are values related to ownership and
control? How does technology determine what we will see? How does the cost of technology determine
who can make media productions? Often, understanding in these areas is best developed through the
students’ involvement in their own production work.
On the Internet and as defined by Request for Comments ( Request for Comments ) 1521, a media type (also
referred to as a content type ) is a general category of data content, such as: application (executable program),
audio content, an image, a text message, a video stream, and so forth. The media type tells the application
that receives the message what kind of application is needed to process the content (for example, RealAudio
or a similar program to play the audio content for a user).
Each of these media types have subtypes. For example, the ;"text" media type has four subtypes: plain,
richtext, enriched, and tab-separated values.
E-mail users sometimes receive an attachment that describes its media type and subtype. For example, the
media type and subtype of: "application/octet-stream" describes an application organized in eight-bit units
( octet ). (Since this content is likely to be an executable program, it should be saved to disk so that it can be
scanned by virus-scanning software before trying to run it.) Your browser may have assigned an application to
handle each of several media types and subtypes or it may ask you to select an application. In the latter case,
you need to know one or more applications that handle that particular media type and subtype.