Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 22 Learning Area: MEDIA AND Grade Level: 11 Quarter: 3 Duration:
INFORMATION LITERACY 60 MINUTES
Learning Competency/ies: Explain actions to promote ethical use of media and Code:
(Taken from the Curriculum Guide) information MIL11/12LESI-IIIg-22
Key Concepts /
Understandings to be Ethical use of media and information
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify, Explain the phrase “Code of Ethics”
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
graphic messages

Skills Applying execute, implement, demonstrate, Illustrate the ten-point code of ethics that each
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, members of the PPC should be guided
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, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
... the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

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, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking or Resiliency, Positive vision,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform,
feeling Acceptance, Determined,
practice, present, read, recite, report, select, tell, write
about Independent , Gratitude, Tolerant,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Demonstrat
someone Cautious, Decisive, Self-Control,
acceptance to the more complex state of commitment. Valuing is based on the internalization
or Calmness, Responsibility,
something
of a set of specified values, while clues to these values are expressed in the learner's overt
Accountability, Industriousness,
e personal
behavior and are often identifiable. discipline in
, typically Industry, Cooperation, Optimism,
one that is Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
promoting
in a one’s culture, Globalism, ethical use
person’s Compassion, Work Ethics, Creativity,
behavior Entrepreneurial Spirit, Financial
of media
Literacy, Global, Solidarity, Making a and
stand for the good, Voluntariness of
human act, Appreciation of one’s
information
4. Organization - Organizes values into priorities by contrasting different values, resolving rights, Inclusiveness, Thoughtful,
conflicts between them, and creating a unique value system. The emphasis is on comparing, Seriousness, Generous, Happiness,
relating, and synthesizing values. Modest, Authority, Hardworking,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Realistic, Flexible, Considerate,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Sympathetic, Frankness
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify

Values Categories: List of Values:

A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting ,
or name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
of and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
behavior; in responding, willingness to respond, or satisfaction in responding (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
judgment 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
of what is Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
important human rights, Gender equality, Family
simple acceptance to the more complex state of commitment. Valuing is based on the
in life. Solidarity, Generosity, Helping,
internalization of a set of specified values, while clues to these values are expressed in
Oneness
the learner's overt behavior and are often identifiable.
Go beyond
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
learner’s
form, initiate, invite, join, justify, propose, read, report, select, share, study
life on
4. Organization - Organizes values into priorities by contrasting different values, 3. Makakalikasan
earth,
resolving conflicts between them, and creating a unique value system. The emphasis is Care of the environment, Disaster Risk
include
on comparing, relating, and synthesizing values. Management, Protection of the
more than
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Environment, Responsible
and fame, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Consumerism, Cleanliness,
and would relate, synthesize Orderliness, Saving the ecosystem,
affect the 5. Internalizing values - (Characterization): Has a value system that controls their Environmental sustainability
eternal behavior. The behavior is pervasive, consistent, predictable, and most importantly,
destiny of characteristic of the learner. Instructional objectives are concerned with the student's 4. Makabansa Display social
millions general patterns of adjustment (personal, social, emotional). Peace and order, Heroism and responsibility in using
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes, National media and
practice, propose, qualify, question, revise, serve, solve, verify Unity, Civic Consciousness, Social information
responsibility, Harmony, Patriotism,
Productivity

2. Content Ethical Use of Media and Information

3. Learning Resources Laptop, Projector, Internet Connectivity, LM, CG

4. Procedures
4.1 Introductory Activity (__10__ minutes). This part introduces the lesson content. Although at Presentation of video clip showing a person’s action
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the violating a law.
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.

4.2 Activity (__5__ minutes). This is an interactive strategy to elicit learner’s prior learning After presenting the video clip, the teacher will give
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts time for the students to organize their insights, and,
where the learners are. Carefully structured activities such as individual or group reflective exercises,
the teacher will ask the following questions:
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 1. What has been violated based on the video clip?
considered in this part of the lesson. 2. What are your bases why you can say that he/she
violated the law?

4.3 Analysis (__5__ minutes). Essential questions are included to serve as a guide for the teacher in 1. What is a code of ethics? Explain.
clarifying key understandings about the topic at hand. Critical points are organized to structure the
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about 2. What are the ten-point code of ethics that each
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 members of the PPI should be guided?
concepts or skills that are to be presented in the next part of the lesson.
4.4 Abstraction (__5__ minutes). This outlines the key concepts, important skills that should be Code of ethics/ethical codes serve as principles,
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that values, standards, or rules of behavior that guide the
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
decisions, procedures, and conduct of media
lesson.
practitioners.
Under the PPI is the Philippine Press Council,
composed of publishers, members of the academe and
civil society. It functions as a sort of grievance
committee where anyone can file a complaint against a
newspaper report that may be offensive or faulty.
Moreover, members are guided by this ten-point code
of ethics: (Please refer to powerpoint presentation)
4.5 Application (__15__ minutes). This part is structured to ensure the commitment of the Group the class into four and let them illustrate some
learners to do something to apply their new learning in their own environment. of the code of conduct in media and information. They
are given 15minutes to practice.

4.6 Assessment (_10__ 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 & They will be graded based on the following rubric:
assessment criteria) Psychomotor Games, Simulation Activities, Science Collaboration 3
Experiment Creativity 3
Relevance to the topic 3
Mastery 3
 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 Maps/Graphic Organizer, Project, Model, Artwork,
by learners according to agreed criteria) Multi-media Presentation, Product made in technical-
vocational subjects, Oral presentation

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)

4.7 Assignment (__5__ minutes). Fill-in below any of the four purposes:

● Reinforcing / strengthening the day’s lesson

● Enriching / inspiring the day’s lesson Using the same groupings, each group is given
the copy of Adboard code of ethics. Each group
will be assign to look for an advertisement on
TV that seems to violate the Adboard code.
Let them discuss the following:
1. What point in the code of ethics does it
violate?
2. How do you think this violation impacts on
the audience?

● Enhancing / improving the day’s lesson

● Preparing for the new lesson

4.8 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 learners to do something to practice their new learning.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
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 work?

F. What difficulties did

I encounter which
my principal or
supervisor can help
me solve?

G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: School:
Position/Designation: Division: CEBU PROVINCE
Contact Number: Email address:

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others