Detailed Lesson Plan

Learning Area: MEDIA AND INFORMATION LITERACY Grade Level: 12

Plan No.: 8 Quarter:2 Duration: 4 HR Date: March 14,

2025

Content Visual Information and Media

a. Definition, characteristics, format and types, sources, advantages and limitations, and value
b. Visual Message Design
c. Selection Criteria
d. Design principle and Elements

Learning Code:
Competency/ies:
Comprehend how visual information and
[Taken from the
media are formally and informally
Curriculum MIL11/12VIM-Ivc-8
Guide] produced, organized, and disseminated

Key Concept Understanding Different Resources of Media and Information, their Design Principle
and Elements and Selection Criteria

Learning Adapted Cognitive Process Dimensions

Objectives
Knowledge Remembering The learner can recall
information and
The factor or condition retrieve relevant
of knowing something knowledge from long-
with familiarity gained term memory: identify,
through experience or retrieve, recognize,
association duplicate, list,
memorize, repeat,
describe, reproduce

Understanding The learner can Define Visual, Information, Media and

construct meaning
from oral, written and other terms
graphic messages:
interpret, exemplify,
classify, summarize,
infer, compare, explain,
paraphrase, discuss

Skills Applying The learner can use

information to
Illustrate the processes of Visual
The ability and undertake a procedure
capacity acquired in familiar situations Information and Media in terms of:
through deliberate, or in a way: execute, a. production (using Google Sites)
implement,
systematic, and
demonstrate,
b. organization (Google Site Apps)
sustained effort to
smoothly and dramatize, interpret, c. dissemination (Internet Digital
adaptively carryout solve, use, illustrate, Media) @
complex activities or.. convert, discover
https://sites.google.com/deped.gov.ph
the ability, coming
from one’s knowledge, /mil/home/students-sites
practice, aptitude, etc.,
to do something Analyzing The learner can
distinguish between
parts and determine
how they relate to one
another, and the
overall structure and
purpose: differentiate,
distinguish, compare,
contrast, organize,
outline, attribute,
deconstruct
 Evaluating The learner can make
judgments and justify
decisions: coordinate,
measure, detect,
defend, judge, argue,
debate, describe,
critique, appraise,
evaluate

Creating The learner can put Create a webpage or webpages using the
elements together to
form a functional personal or group website (e.i.
whole, create a new https://sites.google.com/deped.gov.ph/
product or point of
mil/home/students-sites)
view: generate,
hypothesize, plan,
design, develop,
produce, construct,
formulate, assemble,
devise

Attitude A settled way of thinking or feeling

about someone or something, typically
one that is reflected in a person’s
Demonstrate critical thinking
behavior:

Values [RA 849]

● A learner principles Maka-Diyos Kindness

or standards of
behavior; one’s Maka-tao Concern for others
judgment of what is
important in life. Makakalikasan
● Go beyond learner’s
Advocacy campaign on climate change
life on earth, include
Makabansa
more than
wealthand fame and
would affect the Environmental Awareness
eternal destiny of
millions

Resources Listing of all resources ❖ Multimedia presentation

needed
Needed ❖ Activity Sheets
❖ Learning Module

METHODOLOGY

Introductory Activity In this activity, the teacher applies knowledge of content within and
across curriculum teaching areas.(1)
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 Define terms visual, information and media
for the incoming lesson and an idea about what
it to follow. One principle in learning is that Show students visual media that advocate climate change.
learning occurs when it is conducted in a
pleasurable and comfortable atmosphere.

Students will watch the given short video clips/pictures

Activity Visual Thinking Strategies

The teacher uses a range of teaching strategies that enhance learner

This is an interactive strategy to elicit learner’s achievement in literacy and or numeracy skills (2)
prior learning experience. It serves as
springboard for new learning. It illustrates the
principle that learning starts where the learners How many of you who have created your personal website? How many are
are. Carefully structured activities such as you in the class? To get the percentage, justly divide the number of students
individual or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play,
who have created their website to the total number of students in the class,
cybernetics exercise, gallery walk and the like then, multiple it by 100.
may be created. Clear instructions should be
considered in this part of the lesson.

1. What does it remind us of?

2. How is the material produced, organized, and disseminated?

Analysis Guide Questions

Essential questions are included to serve as a The teacher applies a range of teaching strategies to develop critical and
guide for the teacher in clarifying key
understandings about the topic at hand. Critical creative thinking, as well as other higher-order skills. (3)
points are organized to structure the discussion
allowing the learners to maximize instructions What have you learned from the presented video?
and sharing of ideas and opinions about expected
issues. Affective questions are included to elicit If you like and adopt the video, how will you disseminate such video using
the feelings of the learners about the activity or
the topic. The last questions or points taken your personal or group website?
should lead the learners to understand the new
concepts or skills that are to be presented in the
next part of the lesson.
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)

Abstraction The teacher manages learner behavior constructively by applying positive

and non-violent discipline to ensure learning-focused environments. (5)
This outlines the key concepts, important skills
that should be enhanced, and the proper attitude
that should be emphasized. This is organized as a To disseminate such video using the students’ personal or group
lecturette that summarizes the learning website, the teacher will present first the Principles and Design on
emphasized from the activity, analysis and new
inputs in this part of the lesson. the production of visual information and media @
https://creativemarket.com/blog/10-basic-elements-of-design

Application Inquiry-Guided Learning

This part is structured to ensure the commitment
The teacher plans, manages and implements developmentally sequenced
of the learners to do something to apply their
new learning in their own environment. teaching and learning processes to meet curriculum requirements and varied
teaching contexts. (7)

Based on the principles and design, the teacher and students will
create their webpage/s to link the video pertaining to climate
change in response to the processes of visual information and
media in terms of: production, organization, and dissemination
using a group or personal website

Assessment The teacher designs, selects, organizes, and uses diagnostic,

For the Teacher to: formative and summative assessment strategies consistent with
curriculum requirements. (9)
1. Assesses 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 Online Quiz @ https://sites.google.com/deped.gov.ph/mil/online-
success criteria have been met quizzes?authuser=0

[Reminder: Formative Assessment may be

given before, during or after the lesson.]
Assignment Reinforcing/
strengthening
Note: Fill-in any of the the day’s lesson
four purposes

Enhancing/
inspiring the
day’ lesson Continue reading other sources or materials related to the lesson

Preparing for Research on the reliability and validity of visual information and
the new lesson media and its/their sources using the selection criteria

Concluding
Activity
Sharing of insights
This is usually a brief but
effective 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

Reflection

Prepared by:

RANDILLE S. CAPILI
Teacher

Internet sources:
https://www.dictionary.com/browse/visual?s=ts
https://www.dictionary.com/browse/information?s=t
https://sites.google.com/deped.gov.ph/mil/home/online-quizzes
https://www.youtube.com/watch?v=ZnEBH0N4aqo
https://www.youtube.com/watch?v=HnhJ-g_nO00
https://creativemarket.com/blog/10-basic-elements-of-design
https://docs.google.com/presentation/d/1_ys3f8ns2b6GYFJ6L8h0NDscMrpYc4BP/edit#slide=id.p1
https://drive.google.com/file/d/1nCIvU1F-ayyXWU7CzxQYsQrLjF4nVBcH/view?usp=sharing