Detailed Lesson Plan (DLP)
School ALAE NATIONAL HIGH SCHOOL
Teacher RUSSEL C. LINONDO JR
Time & Dates 10:00-11:00 (NOVA)
2:00-3:00(NOKIA)
July 9-13, 2018
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
Grade Level 11
Learning Area Media and Information Literacy
Quarter 1st Quarter
The learners demonstrate an understanding of the values and
differences of the sources of media and information
The learners shall be able to examine the reliability, accuracy,
value, authority, and timeliness of the different sources of
media and information.
The learners compare potential sources of media and
information.
MIL11/12MIM-IIIe-13
44-51
Blackboard/Projectors/Laptop
Review on Previous Topics
At the end of the lesson, the learners must be able to:
• Demonstrate an ability to examine and compare information
from various sources in order to evaluate its reliability,
accuracy, authority, timeliness, and bias.
• Determine the accuracy, reliability and value of information
by questioning the source of data, limitations of the
information gathering tools or strategies, and the rationale of
the conclusions. 

Day 1
1. Bring the class to a focus by stating the specific learning
objectives. At the end of the lesson, the learner should be able
to:
• Demonstrate an ability to examine and compare information
from various sources in order to evaluate its reliability,
accuracy, authority, timeliness, and bias
• Determine the accuracy, reliability and value of information
by questioning the source of data, limitations of the
information gathering tools or strategies, and the rationale of
the conclusions.
2. Define keywords in the objectives as an overview of the
lesson. These keywords include:
• Reliability of information - Information is said to be reliable if
it can be verified and evaluated. Others refer to the
trustworthiness of the source in evaluating the reliability of
information.
• Accuracy of information - Accuracy refers to the closeness of
the report to the actual data. Measurement of accuracy varies,
depending on the type of information being evaluated.
Forecasts are said to be accurate if the report is similar to the
actual data. Financial information is considered accurate if the
values are correct, properly classified, and presented
• Value of information - Information is said to be of value if it
aids the user in making or improving decisions.
• Authority of the source - Much of the information we gather
daily do not come from a primary source but are passed on
through secondary sources such as writers, reporters, and the
like. Sources with an established expertise on the subject
matter are considered as having sound authority on the subject.
• Timeliness - Reliability, accuracy, and value of information
may vary based on the time it was produced or acquired. While
a piece of information may have been found accurate, reliable,
and valuable during the time it was produced, it may become
irrelevant and inaccurate with the passing of time (thus making
it less valuable). Other information may be timeless, proven to
be the same in reliability, accuracy, and value throughout
history.

3. Discuss the following topics on libraries:

a. Types of libraries - Libraries are often classified in 4 groups,
namely: academic, public, school and special. These libraries
may be either digital or physical in form. b. Skills in accessing
information from libraries - Due to the wealth of information in
a library, it is important to know the following:
• The access tool to use
• How the information being accessed may be classified
• The depth of details required--some libraries provide only an
abstract of the topic
• More detailed information might require membership or
some conformity to set rules of the source (ex databases). c.
Characteristics of libraries in terms of reliability, accuracy and
value - Libraries of published books are often considered highly
reliable, accurate, and valuable. Books and documents from
dominant sources are often peer reviewed. ISSN or ISBN
registration ensures that standards were followed in producing
these materials.
 4. Discuss the following topics about the Internet:
a. Information found on the Internet
b. Characteristics of Internet information in terms of reliability,
accuracy, value, timeliness, and authority of the source
c. Realities of the Internet
d. Information found on the Internet may be quite varied in
form and content. Thus, it is more difficult to determine its
reliability and accuracy. Accessing information on the Internet is
easy, but requires more discipline to check and validate. Factual
and fictitious data are often merged together. Sources always
have to be validated.
5. Discuss the skills in determining the reliability of
information.
a. Check the author. The author’s willingness to be identified is
a good indication of reliability.
b. Check the date of publication or of update. While the
information may be true, it may not be reliable if it is outdated
and may have lost relevance.
c. Check for citations. Reliable authors have the discipline of
citing sources of their information.
d. Check the domain or owner of the site or page. The domains
.edu and .gov are reserved for academic institutions and the
government respectively. Information from such sites are
presented with caution and are usually well-grounded. Site
owners may have an agenda that affects the manner by which
information is presented.
e. Check the site design and the writing style. Credible sources
take time to make their information accessible and easy to
comprehend.
6. Discuss the skills in determining accurate information.
a. Look for facts.
b. Cross-reference with other sources to check for consistency.
c. Determine the reason for writing and publishing the
information. Check if the author is objective or leaning heavily
on a certain point of view.
d. Check for advertising. Advertisers may use related
information to market their product.

7. Discuss the following topics on the alternative media:

a. Current popular alternative media
b. Rise of alternative media and information.
c. Other alternative forms of communication and distribution
have become popular. These include social media, blogs, and
flash mob performances. These alternative forms provide
greater freedom and power to ordinary individuals and are a
quicker way of distributing information. The downside is that a
lot of the information being passed around is biased and
inaccurate.
D. Discussing new concepts and Day 2
practicing new skills #1 Evaluating Information Using Articles from the Internet
Mocha Uson “ Hondurian Soldiers” Picture
Analyze the picture using criterias in evaluating information

E. Discussing new concepts and Day 3

practicing new skills #2
Mind Mapping Discuss the concepts of indigenous media and
information by developing a mind map. Start by defining
keywords and connect it to other terms. If new related ideas
come to mind, write it on the board and draw a line to the
other ideas related to it.
• Indigenous - native; local; originating or produced naturally in
a particular region.
• Indigenous knowledge - knowledge that is unique to a specific
culture or society; most often it is not written down.
• Indigenous communication - transmission of information
through local channels or forms. It is a means by which culture
is preserved, handed down, and adapted.
• Indigenous media and information - original information
created by a local group of people. This also refers to content
about indigenous peoples that may be distributed through
dominant forms of media or through forms of communication
unique to their people group.

Discussion
Discuss the importance of indigenous media and information.
• Popular media cannot reach some rural areas. While print,
broadcast, and new media have a wide reach, there are still
areas that these forms of media have not reached.
• Indigenous media and information are highly credible because
they are near the source and are seldom circulated for profit.
• Indigenous media are channels for change, education, and
development because of its direct access to local channels.
• Ignoring indigenous media and information can result in
development and education programs that are irrelevant and
ineffective.
• Forms of indigenous media and their local examples:
a. Folk or traditional media
b. Gatherings and social organisations
c. Direct observation
d. Records - may be written, carved, or oral
e. Oral instruction

F. Developing mastery (Leads to

Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Day 4
Criteria in evaluating Information
1. Reliability
2. Accuracy
3. Value
4. Timeliness
5. Authority
4 types of libraries
6. Academic
7. School
8. Public
9. Special
Identification
10. Reliability
11. Accuracy
12. Value
13. Timeliness
14. Authority
Forms of indigenous media
15. Folk or traditional media
16. Gatherings and social organisations
17. Direct observation
18. Records - may be written, carved, or oral
19. Oral instruction
20. Indigenous

Essay
Have the learners write an essay on the topic:
1. “How do people find information that matches their
needs?” and
2. “How do I choose from the wide variety of information
made available by different sources?

J. Additional activities for

application or remediation
 Assignment/Agreement

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%in the
evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
 C. Did the remedial lessons work? No. of learnes
who caught up with the lesson.

D. No of learners who continue to require

remediation

E. Which of my teaching 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/discoverwhich I wish to share with other
teachers?

Prepared by: Checked by:

RUSSEL C. LINONDO JR AMOR C. CORBITA

SHS Teacher SHS Coordinator