LITERACY Teaching Guide For Senior High School. Manila: PNU
LITERACY Teaching Guide For Senior High School. Manila: PNU
LITERACY Teaching Guide For Senior High School. Manila: PNU
(Week 5/ Days 1)
Content Standard The learners demonstrate an understanding of the values and differences of the
sources of media and information.
Performance Standard The learner shall be able to examine the reliability, accuracy, value, authority, and
timeliness of the different sources of media and information.
Learning Competencies The learner…
1. compares potential sources of media and information
MIL11/12MIS-IIIe-13
I. Learning Objectives
1. What is the basis for your choice of information source for each item? Give a brief explanation.
2. Why do you think the type of information source you choose is well-matched to each topic?
3. How do you identify credible sources for your information need?
b. 3 Abstraction
From the students’ work, the teacher will discuss more about the following:
Sources of Information
Indigenous
Library
Internet
Mass Media
b. 4 Application
The teacher will call the students one at a time to explain the topic discussed.
Generalization
Oral tradition, which includes epic, legend, and folklore can be considered as sources of information. The
library is an ideal venue to get information as it has a wide collection of books from different subject areas.
Through the internet, users can also visit different websites where they can view and download text, audio,
and video information.
IV. Evaluation
Answer each question briefly based on your objective insight and critical thinking.
V. Assignment
1. Create a mind map about different sources of information. Do this on Oslo paper.
Content Standard The learner demonstrates understanding of media and information literacy (MIL)
and MIL related concepts.
Performance Standard The learner organizes a creative and interactive symposium for the community
focusing on being a media and information literate individual.
Learning Competencies Leaners…
compares potential sources of media and information
MIL11/12MIS-IIIe-13
I. Learning Objectives
At the end of the lesson, the students will be able to:
1. Identify the criteria of a credible information;
2. Value the essence of checking the information during the discussion, brainstorming and class forum;
and
3. Create leaners’ own checklist on how to spot and get rid of fake news.
Day 2 Activity
The students will be divided into five groups. Each group will collaborate to answer and discuss
the set questions gave by their teacher.
1. What are the different types of media that can be used as a source of information?
2. What are the advantages and disadvantages of the different types of media as sources of information?
3. How can you evaluate or measure information quality?
b. 2 Analysis
Each group will answer and discuss the following questions:
b. 3 Abstraction
From the students’ work, the teacher will discuss more about the following:
Evaluating Information (Eastern Kentucky University Libraries based on the work of Paul and Elder)
Day 2
From the students’ work, the teacher will discuss more about the following:
How to spot Fake News
1. Consider the source 5. Check the date
2. Read beyond 6. Is it a joke?
3. Check the Author 7. Check your biases
4. Supporting sources? 8. Ask the experts
b. 4 Application
Day 1
The teacher will call the students one at a time to explain the topic discussed.
Day 2
Students shall create a checklist on how to spot a fake news online and offline. Student will create a
poster with the list of these steps. Students shall be guided with the below criteria:
Content – 10
Graphics – 10
Impact – 5
Total: 25 points
Students will be given 2 minutes to report after 10 minutes of completion of work.
Generalization
The different types of media help us to make our life easier in some aspects but there are limitations
or disadvantages on using it. As a student, it is important to understand how to evaluate the different
information to get accurate and relevant information.
IV. Evaluation
Select one topic from newspaper and evaluate the accuracy, reliability and value of its information.
1. Interview two elders coming from two families. Ask about the cultural beliefs or practices in the community
valued by the elders. Ask also to share the type of information they are responsible for, or the information that
they receive and pass on to the community.
Content Standard The learners demonstrate an understanding of how representations are constructed
in diverse media types and how they converged.
Performance Standard The learner shall provide an outline of media convergence in different areas by
identifying the different platforms and the convergence therein.
Learning Competencies Leaners…
interview an elder from the community regarding indigenous media and
information resource
MIL11/12TYM-IIIe-14
I. Learning Objectives
At the end of the lesson, the students will be able to:
1. Determine indigenous practices of elders in the community;
2. Appreciate the cultural beliefs and practices of elders in today’s generation by showing the
indigenous ways of communicating; and
3. interview an elder from the community regarding indigenous media and information resource
b. 2 Analysis
Each group will answer and discuss the following questions based from their interview:
1. How is the type of information that you handle helpful to the community? In what ways does passing
on this information help the community?
2. How do you know that the information you pass on is true?
3. What difficulties do you face in passing on this information to others?
4. Are these pieces of information available in popular media?
b. 3 Abstraction
From the students’ work, the teacher will discuss more about the following:
b. 4 Application
The teacher will call the students one at a time to explain the topic discussed.
Generalization
Technology now a days still continue to improve as well as the different platforms that people used
in media. As media changes its form, people also changed and forgot the importance of indigenous media
and information. Ignoring indigenous media and information can result in irrelevant and ineffective
development and education programs. That’s why, we need to preserve the cultural traditions of some
elders in passing information so that next generation will reached the information pass on by seniors.
IV. Evaluation
Answer each question briefly based on your objective insight and critical thinking.
V. Assignment
1. Who evaluates media programs and output to ensure that it will be beneficial for the stakeholders?
2. Why is it necessary for producers of media to practice their code of ethics?
3. What can conventions do to improve the media, which the audience sees every day?
4. How can stakeholders express their views to the producers of media so that they will provide better output?