Immaculate Conception Parochial School

Gen. Luna St. Concepcion, Malabon City

TEACHING GUIDE
SY 2019-2020

GRADE LEVEL: 11 SEMESTER: FIRST SEMESTER

TOPIC/LESSON NAME 1. Introduction to Media and Information Literacy

a. Media Literacy
b. Information Literacy
c. Technology Literacy
CONTENT STANDARDS The learner demonstrates understanding of media and information literacy (MIL) and MIL related
concepts.
PERFORMANCE STANDARDS The learner organizes a creative and interactive symposium for the community focusing on being a media
and information literate individual
The Learner
LEARNING COMPETENCIES 1. describes how communication is affected by media and information MIL11/12IMIL-IIIa-1
2. identifies the similarities and differences of media literacy, information literacy, and technology
literacy MIL11/12IMIL-IIIa-2
3. editorializes the value of being a media and information literate individual
4. identifies characteristics /describes a responsible uses and competent producers of media and
information. MIL11/12IMIL-IIIa-3
5. shares to class media habits, lifestyles and preferences MIL11/12IMIL-IIIa-4
At the end of the lesson, the learners will be able to:
SPECIFIC LEARNING 1. Define the key concepts (media, information, technology, literacies and media and information
OUTCOMES literacies.)
2. Compare and relate the media and information literacy framework to their own understanding and
competencies.
3. Apply media, information and technology literacies concepts and use it in their current interaction
with media and information.
TIME ALLOTMENT 240 minutes (5 days)
 Immaculate Conception Parochial School
Gen. Luna St. Concepcion, Malabon City

LESSON OUTLINE:
During the lesson, the learners will:
1. Introduction: Communicating learning objectives, performance task, overview of the key concepts and class prior knowledge on the
lesson. (15 minutes)
2. Motivation: Pass the Message 2.0 (15 minutes)
3. Instruction/Delivery: Discussions on the introduction of Media and Information Literacy (120 minutes)
4. Practice: Venn Diagram Difference and Similarities of Media, Information and Technology Literacy (20 minutes)
5. Enrichment: Applying Media Literacy Five Key Questions (30 minutes)
6. Evaluation: GRASPS statement (40 minutes)

MATERIALS Computer, HDMI, Marker, Phones, PowerPoint Presentation

RESOURCES Media and Information Literacy (Maria Jovita E. Zarate)

https://www.youtube.com/watch?v=0sLxe3CqnPE
 Immaculate Conception Parochial School
Gen. Luna St. Concepcion, Malabon City

PROCEDURE MEETING THE LEARNERS’ NEEDS

INTRODUCTION (15 minutes) Teacher Tip:

1. Preparation  Introducing the following learning objectives can be
a. Prayer done using any of the suggested protocols (Verbatim,
b. Greetings Own Words, Read-aloud)
c. Checking of Attendance
2. Communicate Learning Objectives
3. Set expectation on class regarding on the subject, learners and the
teacher as well.

MOTIVATION (15 minutes) Teacher Tip:

Pass the Message 2.0  Other learner was instructed to observed on what takes place
1. Call a student volunteer of at least 10 and divide the learners in their motivation.
into groups of five members.
2. Assign each member for their task.
One has to
a. Read the message on a piece of paper
b. Encode the message and sent it through messenger.
c. Memorized received message
d. Pass it on the other learner
e. Write it down the message received

INSTRUCTIONS/DELIVERY (120 minutes) Teacher Tip

 Connect this activity with media, information, technology,
 Discussed about the important of communication in changing and media and information literacies.
society
 Engaged learner about what they observed while doing the
activities and explained the process of communication

The Low-tech Future

 Immaculate Conception Parochial School
Gen. Luna St. Concepcion, Malabon City

1. Remind the learners that they are living in the 21at

Century, where people are dependent on technology.
2. As the learners to imagine waking up one day to find no
Internet, libraries, and cell phones. Newspapers, magazines, radio
stations and TV channels have also disappeared.
3. Call on learners to answer the following questions:
• How would you be informed of anything now?
• What ways would you have to communicate with one
another?
• How would you share information and communicate news
and events?
• What would happen with the decisions you usually make?
• How would it affect the way you live?
• What would you personally miss most in such a situation?
• What would society lose in this situation?

Flash News and Visuals Show the class samples of fake news  Emphasize the importance of the source of the news.
headlines found online. Engage your learners in a quick discussion Connect this activity with the media, information, technology,
about examining and believing in news. Guide questions: and media and information literacies.
• Did you believe these news items were true? How did you
know they were true/false?
• Are all news and information on the Internet true?
Why or why not?
• Who gets to post news items online? Expound.

Unlock the Definitions

1. Divide the learners into groups of five (5) members in a
group.
2. Assign one (1) term of the following terms to each group:
a. Technology Literacy
b. Media Literacy
c. Information Literacy
d. Media and Information Literacy
3. Have each group formulate their own definition of the
term assigned to them, and have each group present to the class.
4. Show the correct definitions and have the learners compare
it with their work.

5. Synthesize the activity by listing misconceptions on the

 Immaculate Conception Parochial School
Gen. Luna St. Concepcion, Malabon City

board.

Engage the learners in a class discussion by asking the

following questions:
• In your opinion, what makes an individual literate in media
and information?
• What activities/habits do you practice which illustrate
media and information literacy? Give at least three examples.

 Allow students to choose their partner and let them

cooperatively discussed about their media habits, lifestyle and
preferences
- Correct their misconceptions regarding their use on media

Teacher Tip:
PRACTICE (20 minutes)  The member of the group members varying depending on the
1. Divide the learners into group of five (5) class size.
a. Let them draw a three (3) Venn Diagram
b. Ask the learners about similarities and differences of
o Media Literacy
o Information Literacy
o Technology Literacy
c. Instruct them to write it on a one (1) whole sheet of paper.
 Immaculate Conception Parochial School
Gen. Luna St. Concepcion, Malabon City

ENRICHMENT (30 minutes) Teacher Tip:

Ask the learners to observed the video being played.
1. Turn to this music video published in  Checking for Understanding: Remind the learners that if
https://www.youtube.com/watch?v=0sLxe3CqnPE they have any questions and/or clarifications, they should
2. Apply the Media Literacy’s Five Key Questions when engaging raise it as soon as possible.
with images and information messages around us.
 Who created this message?
 What creative techniques were used to attract my
attentions?
 How might different people appreciate and understand
these messages?
 What lifestyle, value system, perspective, and points-of-
view are represented in this message? Conversely, what is
omitted?
 Why is this message being sent?

3. Engaged in reflection questions regarding this video.

4. Summarized the topic.

EVALUATION (40 minutes)

GRASPS STATEMENT

You are at a Café Restaurant busy using your social media

application in your phone. While scrolling down your Facebook wall,
you watched a video that was shared by your friend. It got caught
your attention and you decided to share it and post a more personal
message about it. As a Media and Information literate person, what
will be the content of your post for you to gain a positive feedback
from your friends in social media. You will be evaluated according to
the quality and depth of your message.
 Immaculate Conception Parochial School
Gen. Luna St. Concepcion, Malabon City

Rubric for Evaluation:

CATEGORIES AND
CRITERIA EXCELLENT (3) VERY GOOD (2) SATISFACTORY (1)

ORGANIZATION
(The order developed and Content somewhat disagrees
Clear, logically organized and well
sustained within and across from the central idea, ideas Central point and flow of content is lost;
structured. Critical thinking skills
paragraphs using transitional do not logically follow each lacks organization and continuity.
are evident.
devices and including other.
introduction and conclusions)

Substantial, specific, and/or

CONTENT/DEVELOPMENT Sufficiently developed
illustrative content demonstrating Limited content with inadequate
(The presence of ideas content and adequate
strong development and elaboration or explanations.
developed through facts, elaboration or explanation.
sophisticated ideas.
examples, details, and
opinions)
Sufficient control of
Evident control of grammar,
grammar, spelling, usage and Limited control of grammar, spelling,
CONVENTIONS spelling, usage and sentence
sentence formation, usage and sentence formation, punctuation
(Grammar, mechanics, formation, punctuation and
punctuation and and capitalization.
spelling, usage and sentence capitalization.
capitalization.
formation)

Prepared by: Mr. Crizaldy T. Talon

Checked by: Mrs. Charlene T. Villaluna
Submitted to: (Principal) Mr. Rafael P. Limbauan