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    Topic/Lesson Name Content Standards Performance Standards Learning Competencies

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    The document outlines a lesson plan for a classroom debate activity on the impact of media and information technologies. Students are divided into groups to debate motions such as whether technologies promote greater socio-political participation. The lesson involves introducing the debate format, providing topics for the groups to research, facilitating the debates, and concluding with a synthesis of the arguments and benefits of being media literate.

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    Topic/Lesson Name Content Standards Performance Standards Learning Competencies

    Uploaded by

    rhiantics_kram11
    185 views5 pages
    The document outlines a lesson plan for a classroom debate activity on the impact of media and information technologies. Students are divided into groups to debate motions such as whether technologies promote greater socio-political participation. The lesson involves introducing the debate format, providing topics for the groups to research, facilitating the debates, and concluding with a synthesis of the arguments and benefits of being media literate.

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    MIL SESSION 19

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    The document outlines a lesson plan for a classroom debate activity on the impact of media and information technologies. Students are divided into groups to debate motions such as whether technologies promote greater socio-political participation. The lesson involves introducing the debate format, providing topics for the groups to research, facilitating the debates, and concluding with a synthesis of the arguments and benefits of being media literate.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    185 views5 pages

    Topic/Lesson Name Content Standards Performance Standards Learning Competencies

    Uploaded by

    rhiantics_kram11
    The document outlines a lesson plan for a classroom debate activity on the impact of media and information technologies. Students are divided into groups to debate motions such as whether technologies promote greater socio-political participation. The lesson involves introducing the debate format, providing topics for the groups to research, facilitating the debates, and concluding with a synthesis of the arguments and benefits of being media literate.

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    of 5

    GRADES 1 TO 12 SCHOOL LEON GUINTO MEMORIAL COLLEGE, INC.

    GRADE LEVEL 12- HUMSS BLK 1


    DAILY LESSON LOG TEACHER CHRISTIAN MARK A. AYALA LEARNING AREA MEDIA AND INFORMATION
    LITERACY
    TEACHING DATES AND MONDAY TO THURSDAY QUARTER First/ SESSION 18
    TIME 3:40-4:40

    TOPIC/LESSON NAME Media and Information Literate Individual (Lab)


    CONTENT STANDARDS The learners demonstrate an understanding of the overall impact of media and
    information on the individual and society as a whole.
    PERFORMANCE STANDARDS The learners shall be able to conduct a debate about the present status of MIL
    in the country and its value in nation building through a global perspective.
    LEARNING COMPETENCIES The learners synthesize the overall impact of media and information on the
    individual (personal, professional, educational, and others) and on the society as a whole
    (economic, social, political, educational, and others).
    MIL11/12MILI-IIIj- 29
    SPECIFIC LEARNING OUTCOMES • Synthesize the overall impact of technology on education, business, politics, and
    governance.
    • Present a debate on the said effects of technology on specific sectors.
    TIME ALLOTMENT 120 MINUTES
    MATERIALS video clips, articles, references
    RESOURCES Media and Information Literacy in the 21st Century by; Angelito P. Bautista Jr. & Jessica
    Mariz R. Ignacio, Brilliant Creations Pub.
    Teaching Guide for Senior High School MEDIA AND INFORMATION LITERACY Philippine
    NormaL University

    PROCEDURES MEETING LEARNER’S NEED


    INTRODUCTION Teacher Tips
    The Anxiety Over the Impact of Technology on Children • To avoid Internet connection issues,
    1. Have the learners watch the 3-minute excerpt of the debate (“The Anxiety Over the Impact of Technology on Children,” viewable download/pre-load the file from
    here: https://www.youtube.com/watch?v=EheCmXH0jU0 ) Youtube.com.
    2. Have the learners answer the following questions and discuss: • If there more contextualized videos
    a. What is the stand of Mr. Nicholas Carr on the issue? Is he on the affirmative or on the negative? available, feel free to use them.
    What are his arguments?
    b. What is the stand of Ms. Genevieve Bell on the issue? Is she on the affirmative or on the negative? What are her arguments?
    c. Do you think elementary school children should be allowed to own smart phones? Explain.
    MOTIVATION
    INSTRUCTION/DELIVERY Teacher Tips
    • Depending on the context of the
    Introducing Debate learners, you may have other topics
    Discuss with the learners the mechanics of the classroom debate: conduct, time, rebuttal, and the roles of students. Discuss the flow of more feasible and realistic to utilize
    the debate using the structure of LeBeau, Harrington, Lubetsky (2000 as cited in Krieger, 2005):
    (1 min) Speech 1: The first affirmative speaker introduces the topic and states the affirmative team's first argument.
    in-class.
    (1 min) Speech 2: The first negative speaker states their first argument. • Example of another topic: Media
    (1 min) Speech 3: The second affirmative speaker states their second argument. and information technologies
    (1 min) Speech 4: The second negative speaker states their second argument. promote economic opportunities.
    (1 min) Speech 5: The negative team states two rebuttals for the affirmative team's two arguments and summarizes their own two
    reasons.
    (1 min) Speech 6: The affirmative team states two rebuttals for the negative team's two arguments and summarizes their own two
    reasons.
    (1 min) Speech 7: The negative team states two rebuttals for the affirmative team's two arguments and summarizes their own two
    reasons.
    (1 min) Speech 8: The affirmative team states two rebuttals for the negative team's two arguments and summarizes their own two
    reasons.
    (1 min) Speech 9: The negative team states their closing arguments
    (1 min) Speech 10: The affirmative team states their closing arguments

    Group the class into the following categories: Teacher Tips


    • Topic: Media and information technologies promote greater socio-political participation among the citizens. • Provide learners with the topic at least a
    • Affirmative Group week before the lesson and encourage
    • Negative Group learners to research beforehand.
    • Topic: Media and information technologies improve learning environments. • Emphasize to the learners that small
    • Affirmative Group group discussions and consultations
    • Negative Group before their presentations are welcome.
    Present to the groups the debate guidelines (see below) and rubrics (found at the end of this guide):
    • Time limit: Research and discussion (30 minutes)
    • Presentation per group (12 minutes)
    PRACTICE

    Debate
    Facilitate the debate among the learners. Ensure that the mechanics of the debate are followed, and that the learners have had ample
    time to prepare for the discussion. Have the learners themselves make statements that synthesize what they have learned.
    ENRICHMENT

    SYNTHESIS (10 MINUTES)


    1. Give the graded rubrics to each group.
    2. Provide positive and encouraging comments to the debaters. From the debate, synthesize the arguments of the students.
    3. What are the benefits of being a media and information literate individual? Stress that being a media and literate individual can make
    a lot of difference to the community.
    a. Improved quality of life
    b. Greater political participation
    c. Better economic opportunities
    d. Improved learning environment
    e. More cohesive social units
    f. Others
    4. Challenge the learners to share their knowledge on media and information literacy to the community to with the aim to improve
    lives.
    5. Media artifacts of the debate and reflection papers should be uploaded at MIL Portal.
    EVALUATION

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