Instructional Plan [iPlan]

[With inclusion of the provision of DepEd Order No. 8, s. 2015]

Learning Area: MEDIA AND INFORMATION LITERACY Grade Level:11

iPlan No.: Quarter: 4 Duration: 1 HR Date: Feb. 2017
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: Comprehends how visual information
[Taken from the MIL11/12VIM-Ivc-8
Curriculum
and media is/are formally and informally
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
The factor or condition information and
of knowing something retrieve relevant
with familiarity gained knowledge from long-
through experience or term memory: identify,
association retrieve, recognize,
duplicate, list,
memorize, repeat,
describe, reproduce
Understanding The learner can
construct meaning
from oral, written and Explain how audience and theme are
graphic messages: of concern while producing,
interpret, exemplify,
classify, summarize,
organizing, and disseminating
infer, compare, explain, information
paraphrase, discuss
Skills Applying The learner can use
information to
The ability and
undertake a procedure Illustrate the processes of Visual
capacity acquired
through deliberate, in familiar situations or Information and Media in terms of:
systematic, and in a way: execute, a. production
sustained effort to implement,
demonstrate, b. organization
smoothly and
adaptively carryout dramatize, interpret, c. dissemination
complex activities or.. solve, use, illustrate,
the ability, coming convert, discover
from one’s knowledge, Analyzing The learner can
practice, aptitude, etc., distinguish between
to do something 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

elements together to
form a functional
whole, create a new
product or point of
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 Responsible Consumerism
 Go beyond learner’s Makabansa
life on earth, include
more than
wealthand fame and Productivity
would affect the
eternal destiny of
millions
Resources Listing of all resources  Multimedia presentation
needed
Needed  Activity Sheets
 Learning Module

METHODOLOGY
Introductory Activity Show students examples of visual media that you have already used in your
This part introduces the lesson content. Although daily life.
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 Students will watch the given short video clips/pictures
follow. One principle in learning is that learning
occurs when it is conducted in a pleasurable and
comfortable atmosphere.
Activity Visual Thinking Stragegies
This is an interactive strategy to elicit learner’s
prior learning experience. It serves as
springboard for new learning. It illustrates the 1. What's going on in this clip?
principle that learning starts where the learners 2. What does it remind me of?
are. Carefully structured activities such as
individual or group assessment, dyadic or triadic
3. How is this material produced, organized, and disseminated?
interactions, puzzles, simulations or role-play,
cybernetics exercise, gallery walk and the like (Activity sheets are provided)
may be created. Clear instructions should be
considered in this part of the lesson.

Analysis Guide Questions

Essential questions are included to serve as a
guide for the teacher in clarifying key
understandings about the topic at hand. Critical What part of the activity you like most?
points are organized to structure the discussion What have you learned from it?
allowing the learners to maximize instructions
and sharing of ideas and opinions about expected
What do you need to know before doing the activity?
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
This outlines the key concepts, important skills
that should be enhanced, and the proper attitude
that should be emphasized. This is organized as a Video Documentary film watching on the stages of production,
lecturette that summarizes the learning organization, and dissemination of visual information and media (any
emphasized from the activity, analysis and new
inputs in this part of the lesson.
available written text may also apply)

Application
This part is structured to ensure the commitment
of the learners to do something to apply their
new learning in their own environment.
Inquiry-Guided Learning
Based on a given documentary material/written text, students will illustrate the
processes of visual information and media in terms of; production, organization,
and dissemination using a concept map)

Assessment
For the Teacher to:
1. Assesses whether learning objectives have
been met for a specified duration Conferencing with Learner
2. Remediate and/or enrich with appropriate Think-Pair-Share
strategies as needed
3. Evaluate whether learning intentions and
success criteria have been met

[Reminder: Formative Assessment may be

 given before, during or after the lesson.]

Assignment Reinforcing/
Note: Fill-in any of the strengthening
four purposes the day’s lesson
Enhancing/
inspiring the continue reading materials related to the lesson
day’ lesson
Preparing for
the new lesson Research on the reliability and validity of visual information and media and
its/their sources using 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:

Name: ROGENO Q. VALENZUELA School: CITY OF BOGO SCIENCE AND ARTS ACADEMY
Position/Designation: T1 Division: CITY OF BOGO
Contact Number: Email Address: valgenox@gmail.com

Bibliography

Appendix A