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JOJI ILAGAN BIAN COLLEGE OF BUSINESS AND TOURISM

LESSON PLAN
MEDIA AND INFORMATION LITERACY

Course Description: The course introduces the learners to basic understanding of media and information as channels of
communication and tools for the development of individuals and societies. It also aims to develop students to be creative and critical
thinkers as well as responsible users and competent producers of media and information.
It covers core competencies, namely: 1) Describe how much media and information affect communication; 2) Identify the similarities
and differences of media literacy, information literacy, and technology literacy; 3) Editorialize the value of being literate in media and
information; and 4) Use Information and Communications Technology (ICT) skills for information processing.

At the end of the course, the student should be able to:

1. Define the nature and extent of media and information.


2. Identify types of media and information resources available.
3. Locate or access information resources on topic.
4. Evaluate media and information resources being found.
5. Use the information found ethically to satisfy the information needed.

PREPARED BY: Kenneth Bernejay H. Porio Page 1


WEEK NO.: 1

SESSION NO.: 1

LEARNING TEACHING
TOPIC/CONTENT LEARNING OUTCOMES ASSESSMENT ASSIGNMENT RESOURCES
ACTIVITY
Introductory Session At the end of the Preparatory Activity The students will Search about the Introduction to
1. Check students session, students - Prayer be graded base definition of Media and
and knowing should be able to: - Getting to Know on the accuracy media, Information
oneself You of their answers information and Literacy
2. School and Introduce themselves based on their communication. YouTube
Classroom among their classmates Getting to know each application. May be a Channel: Arniel
Policy and and create rapport. other. dictionary Ping
discipline (JIBCBT-SHS) definition or a Retrieved
3. Grading Direction: Each student definition taken October 26,
System Understand school and will introduce their from online 2016 from
4. Course classroom policies and selves to the class. They sources. https://www.yout
objectives discipline to will share their course ube.com/watch?
5. Course distinguishing sense of expectations and To be typewritten v=b-Y6LRIppU4
requirements self-discipline. (JIBCBT- teachers expectations. in a one short
SHS) bond paper and
A. Activity submitted on the
Recognize and next meeting.
understand teachers Each student will provide
classroom policies. a one-fourth () sheet of
(JIBCBT-SHS) yellow paper indicating
their full personal
Know and understand on contact information.
how they were being They will be introducing
graded for them to their selves to the class.
develop as well
competitiveness within B. Analysis
themselves to aim a high
grade. (JIBCBT-SHS) How will they be able to

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Determine the course confidently introduce
objectives and to let them their selves in front of
understand the the class?
importance of passing
the Media and C. Abstraction
Information Literacy
Course. (JIBCBT-SHS) -What are your
expectations for
this course?

-What are your


expectations to
your teacher?

D. Application

The students will be


going to answer the
teachers follow-up
questions during their
self-introduction.

Show a video
presentation introducing
the Media and
Information Literacy
course.

PREPARED BY: Kenneth Bernejay H. Porio Page 3


WEEK NO.: 1

SESSION NO.: 2

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Introduction to Media On successful Preparatory Activity Assignment: Students will Media and
and Information completion of this - Prayer definitions of enter the MIL Information
Literacy (Part 1A) chapter, the students will - Attendance media, Portal Facebook Literacy
be able to: - Submission of information and group by Curriculum
The learner assignment communication entering the Guide by
demonstrates an describe the nature of - Brief overview and . group through DepEd
understanding of media communication and idea about the - Worth 5 points their Facebook
and information the concepts related course. per complete accounts. Wilson,
sources, and values to it (JIBCBT-SHS); definition (15 Carolyn;
them as part of describe how Direction: Students will points total). Students will Grizzle, Anton;
communication tools. communication is interact to their teacher also like and Tuazon,
affected by media about their idea on the Class activity: share the Ramon;
Discussion of the and information topic. Write students Facebook page Akyempong;
different (MIL11/12IMIL-IIIa-1); media usage JIB Senior High Kwane;
communication models. and A. Activity per week (5 Media and Cheung, Chi-
identify the points), with Information Kim (2011).
similarities and Direction: The students recitation Literacy. Media and
differences of media will be asked to get activity (5 Information
literacy, information crosswise sheet of yellow points) Literacy:
literacy, and paper and record their Curriculum
technology literacy use and interaction of for Teachers.
(MIL11/12IMIL-IIIa-2). different media and UNESCO Press
information sources and
how many hours do they Media and
spent on each one per Information
week. The figures to be Literacy by
provided do not have to Boots C.
be exact, just a rough Liquigan, Diwa
Learning
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estimate. Systems Inc.

B. Analysis
- Which media
provider did they
spend most of the
time?
- Ask the learners to
imagining one day
they find no
Internet, libraries,
newspapers,
phones, etc. How
would it affect on
how they live?
- Why do we
communicate?

C. Abstraction
- Slide show
discussion on the
definition of
communication
- Discuss the
different models of
communication.

D. Application
Oral Recitation
A few students will be
called randomly and
going to present their
report about what they
have written on the

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paper.

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WEEK NO.: 2

SESSION NO.: 3

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Introduction to Media On successful Preparatory Activity Group task: Students will Wilson,
and Information completion of this - Prayer - Create a sign up for an Carolyn;
Literacy (Part 1B) chapter, the students will - Attendance model showing Edmodo Grizzle, Anton;
be able to: - Ice breaker the account and Tuazon,
The learner - Brief review on the communication enter the JIB Ramon;
demonstrates an Identify the previous topic process in Media and Akyempong;
understanding of media similarities and Facebook. (5 Information Kwane;
and information differences of media Ice Breaker: Students points) Literacy group. Cheung, Chi-
sources, and values literacy, information perform a parody of the Kim (2011).
them as part of literacy, and Pen-Pineapple-Apple- - Briefly explain Media and
communication tools. technology literacy. Pen song using the the different Information
(MIL11/12IMIL-IIIa-2) Media and Information components Literacy:
Editorialize the value Literacy concept. (e.g. sender, Curriculum
of being literate in receiver, for Teachers.
media and Direction: The students channel, UNESCO Press
information. will interact on the events,
(MIL11/12IMIL-IIIa-3) previous sub-topic and feedback, etc.) Media and
Share to the class relate to the current sub- in your Information
media habits, topic. communication Literacy
lifestyles and model (5 points) Curriculum
preferences A. Activity Guide by
(MIL11/12IMIL-IIIa-4). Slide presentation Essay: How is DepEd
- Review of the communication
definition of affected by Media and
communication media and Information
and information in Literacy by
communication your Boots C.
models. communication Liquigan, Diwa
model Learning
PREPARED BY: Kenneth Bernejay H. Porio Page 7
- Definition of media Systems Inc.
literacy,
information literacy
and technology
literacy.

Performance task
- Create a model
showing the
communication
process in
Facebook.
B. Analysis
- How media has
affected the way
we communicate?

C. Abstraction
- Differentiate media
literacy,
information
literacy, and
technology
literacy.

D. Application
Recitation:
communication being
affected by Facebook.

Sign-up/enroll online in
the MIL Portal as the
class learning
management system.

PREPARED BY: Kenneth Bernejay H. Porio Page 8


WEEK NO.: 2

SESSION NO.: 4

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Introduction to Media Learners will be able Preparatory Activity The students will Performance Media and
and Information to: - Prayer be graded base task: Students Information
Literacy (Part 2) identify the - Attendance on the will write an Literacy
characteristics of - Brief overview and responses of the essay about the Curriculum
Discussion of the responsible users idea about the students value of being a Guide by
responsible and and competent topic. participating in media and DepEd
competent use of producers of the recitation. information
media information media and A. Activity literate Responsible
information Direction: During the Performance individual. Use of Social
- Characteristics of a (MIL11/12IMIL- slide presentation, work rubrics: Media THINK
Media and Information IIIa-3); and students will interact to * Introduction 5 To be by Projonmo
Literate Individual editorialize the their teacher about the pts. typewritten in a Agami
value of being a posters and images * Main argument one short bond https://www.you
- Importance of Media media and being flashed on the 5 pts paper and tube.com/watch
and Information information screen. * Conclusion submitted on the ?v=qKxJA7bE-
Literacy (MIL) literate individual 5pts. next meeting. xw
(MIL11/12IMIL- B. Analysis
IIIa-3). Students will answer the
following question on Dos and Don'ts
each image: when using
social networks
- What is the By
message of this leadinginnovatio
poster? n
- Do you agree with https://www.you
the message? tube.com/watch
Why or why not? ?
v=hqezbib5qpQ

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C. Abstraction
Direction: Students will
watch two videos about
the responsible use of
social media.

After which, students will


be asked to complete a
table on the
characteristics of a
responsible and
competent user of media
information.

D. Application
Recitation: Students will
be asked: Do you
consider yourself as a
media and information
literate individual? Why or
why not?

PREPARED BY: Kenneth Bernejay H. Porio Page 10


WEEK NO.: 3

SESSION NO.: 5

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Introduction to Media Learners will be able Preparatory Activity Performance Take pictures to Media and
and Information to: - Prayer Task: be used for the Information
Identify and - Attendance The students will poster. Venue Literacy
Literacy (Part 3A) be graded base must be strictly Curriculum
explain basic - Submission of
design elements assignment on the following within JIB-CBT Guide by
Design Elements and and principles - Brief review about criteria: premises only. DepEd
Principles (JIBCBT-SHS); the previous topic
discuss how the about being a Content (10 - Create the Design
- Discussion on discussed design media and points) digital poster Elements and
the foundations elements and information literate - Be a using Canva. Principles
of design. principles are individual. responsible user https://designsc
used in posters - Brief overview of and producer of - Students are hool.canva.com
(JIBCBT-SHS); the lesson. media allowed to use /design-
Performance Task: create a text and information additional tools. elements-
Digital Poster Project visual digital A. Activity principles/
poster which will Direction: Slide show Graphic (10 - Each group will
(Concept) points) present each of https://designsc
influence high discussing the
school students to fundamental design - Relevance and their concepts hool.canva.com
be a responsible elements and principles. Citation next meeting. /blog/visual-
user and design-
competent B. Analysis Design and composition/
producer of media - What makes a Layout (10
information good and effective points)
(JIBCBT-SHS); design?
and - Analyze samples Work Ethics (10
produce and of digital posters. points)
evaluate a C. Abstraction - Cooperation
creative text and - What are the

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visual fundamental
presentation using principles of
design principle design?
and elements - What is the design
(MIL11/12TIM- principles that
IVb-6/ make a media
MIL11/12VIM-IVc- output effective?
10)
D. Application
Performance Task: Digital
Poster project (group of 3
students)

MATERIALS / TOOLS
-Computer
-Smartphone Camera
-Web tool : Canva
(www.canva.com)
-Photo editing software or
applications

Create a digital poster


which will influence high
school and college
students to be a
responsible user and
competent producer of
media information

1. Conceptualize the
poster. (Message and
Design)

2. Take pictures to be

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used for the poster.
Venue must be strictly
within JIB-CBT premises
only.

3. Gather the pictures


and create the digital
poster using Canva.

4. Submit the digital


poster in three (3)
channels: via email, in
the JIB MIL Edmodo
group and the JIB MIL
Facebook group.

PREPARED BY: Kenneth Bernejay H. Porio Page 13


WEEK NO.: 3

SESSION NO.: 6

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Introduction to Media Learners will be able Preparatory Activity Performance - Create the Media and
and Information to: - Prayer Task: digital poster Information
create a text and - Attendance The students will using Canva. Literacy
Literacy (Part 3B) be graded base Curriculum
visual digital - Brief review about
poster which will the previous topic on the following - Students are Guide by
Design Elements and influence high on design criteria: allowed to use DepEd
school students to principles additional tools.
Principles
be a responsible Content (10 Design
user and A. Activity points) - Submit the Elements and
Performance Task: competent Direction: Each group of - Be a digital poster in Principles
Digital Poster Project producer of media 3 students presents their responsible user the Edmodo https://designsc
information poster (or their poster and producer of account and hool.canva.com
(Laboratory) (JIBCBT-SHS); concept) to the class. media Facebook /design-
and B. Analysis information group. elements-
produce and - Analyze the principles/
evaluate a concept being Graphic (10 - Print a copy of
creative text and chosen by each points) the poster in a https://designsc
visual group. - Relevance and short bond hool.canva.com
presentation using C. Abstraction Citation paper and /blog/visual-
design principle - How will the submit next design-
and elements chosen topic be Design and meeting. composition/
(MIL11/12TIM- relevant to both Layout (10
IVb-6/ senior high and points)
MIL11/12VIM-IVc- college students?
10) D. Application Work Ethics (10
The digital posters will points)
be shared on the JIB MIL - Cooperation
Facebook page.

PREPARED BY: Kenneth Bernejay H. Porio Page 14


WEEK NO.: 4

SESSION NO.: 7

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
The Evolution of Learners will able to: Preparatory Activity Formative Research on the Media and
Traditional to New identify traditional - Prayer Assessment: current issues of Information
Media (Part 1) media and new - Attendance Traditional vs media in the Literacy
media and their - Check submission New Media Philippines. Curriculum
Traditional vs. New relationships of digital poster Guide by
Media (MIL11/12EMIL-IIIb- project Recitation: DepEd
5); - Brief review and What issues
Technological compare overview and idea facing journalist Teaching Guide
Determinism vs. technological about the course. are mentioned in on Media and
Cultural Determinism determinism with the news? Information
cultural determinism Direction: Students will Literacy by
(JIBCBT-SHS); interact to their teacher The students will CHED
search latest theory about their idea on the be graded based
on information and topic. on the accuracy Media and
media of their answers Information
(MIL11/12EMIL-IIIb- A. Activity during the class Literacy by
7); Video Watching: recitation. Boots C.
Examine the Direction: Students will Liquigan, Diwa
technology or watch the History of Learning
resources available Communication video. Systems Inc.
during the prehistoric
age,the industrial Assessment Activity: History of
age, the electronic Students will compare Communication
age, and the new or different types of media by Volke.com
digital age. (CHED- then determine if the https://www.you
DepEd-TG) medium is traditional or tube.com/watch
Identify the devices new media. ?
used by people to v=rDkxsNmKD
communicate with Gk
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each other, store
information, and B. Analysis
broadcast - What is the difference
information across between traditional media
the different ages. and new media?
(CHED-DepEd TG)
C. Abstraction
Lecture:
- Discuss the approach of
traditional media vs. new
media.
Video Watching: Students
will watch the three
videos:
- History of Social
Media
- How Has
Technology
Changed Us?: The
Medium is the
Message
- World Press
Freedom Day
2017: UNESCO
calls for better
protection of press

D. Application
Class recitation activity:
A. The Medium is the
Message
1. Explain the statement
of Marshall McLuhan that
The Medium is the

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Message.
2. Does technology
shaped us or is it us who
shaped technology?
Explain your answer and
give an example.

B. News Report
1. What is the news all
about?
2. What issues facing
journalist are mentioned
in the news?

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WEEK NO.: 4

SESSION NO.: 8

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
The Evolution of The learners will be Preparatory Activity Performance Research on the Media and
Traditional to New able to: - Prayer task: Political different types of Information
Media (Part 2) discuss the - Attendance Cartoon Literacy
functions of media in terms Curriculum
- Brief review about
Functions of communication the previous topic. Students will be of classification. Guide by
and media graded based on DepEd
Communication and (JIBCBT-SHS); the following
A. Activity
Media editorialize the rubrics: Media and
roles and Direction: Discuss the 1. Drawing Information
functions of media five (5) functions of (10pts.) - The Literacy by
Current Issues in
in democratic communication and drawing is very Boots C.
Philippine Media society media. artistic and neat. Liquigan, Diwa
(MIL11/12EMIL- It communicates Learning
IIIb-6); and B. Analysis the message Systems Inc.
discuss current For each point: clearly.
issues in - What symbolisms are Websites
Philippine Media used in this illustration? 2. Explanation (5
(JIBCBT-SHS). - What is the message of pts.)
the illustration? Explanation
- Do you agree with the must be very
message? Why or why comprehensive.
not?

C. Abstraction
- Relate these points into
the current issues of
Philippine Media
- Analysis: Discuss on the

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issue of media in the
Philippines
a. Media Killings
b. Unfair, Twisted
Coverage comments by
President Rodrigo
Duterte.

D. Application
Activity: Political cartoon
drawing
Instructions: Group of 3
students
1. Draw on a short bond
paper a political cartoon
depicting your opinion
about how the Philippine
media performs its roles
and functions in the
Philippines which is a
democratic country. (10
points)
2. Explain the message
of your political cartoon in
not less than 3
sentences. (5 points)

PREPARED BY: Kenneth Bernejay H. Porio Page 19


WEEK NO.: 5

SESSION NO.: 9

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Types of Media (part 1) Learners will be able Preparatory Activity Formative Media and
to: - Prayer Assessment: Information
Types of Media identify the - Attendance Students will Literacy
Media Convergence different types of - Brief review about answer in a Curriculum
media (JIBCBT- the previous topic. sheet of paper Guide by
SHS); - Overview of the 10 questions on DepEd
classify contents current topic. which type of
of different media media is a Media and
types Direction: Students will particular item. Information
(MIL11/12TYM- be asked about their (10 points) Literacy by
IIId-10); idea/experience about Boots C.
discuss the different kinds of media. Recitation on Liquigan, Diwa
effects of social Media Learning
media in society A. Activity Convergence: Systems Inc.
(JIBCBT-SHS); The students will
and Formative assessment: be graded based http://www.glob
define media Answer which key type of on their alization101.org
convergence media is a particular performance in /types-of-media-
through current media item. recitation. 2/
examples
(MIL11/12TYM- Lecture: Discussion on http://online.seu
IIId-11). the types of media .edu/what-is-
1. Print media new-media/
2. Broadcast media
3. Film / Cinema
4. Video games
5. New media

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B. Analysis
Activity: Analyze the
infographics on digital
media in the Philippines

What important
information can we derive
from these data?

C. Abstraction
Class discussion:
1. What is the emerging
role of social media in the
society?
2. How do you think
social media is affecting
our culture?

D. Application
a. Direction: Students will
watch a video Media
Convergence (2013)
Recitation guide
questions:
1. What is media
convergence?
2. Why media
convergence a trend that
cannot be done away?
3. What are other
examples of media
convergence?

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b. Directions: Students
will be shown illustrations
about certain media
convergence scenarios.
Guide Questions:
1. What is the message
in this picture?
2. Where do you get this
type of medium?

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WEEK NO.: 5

SESSION NO.: 10

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Types of Media (part 2) Learners will be able Preparatory Activity The students will Write an essay MIL Curriculum
to: - Prayer be graded using answering this Guide by
Mass Media discuss in class - Attendance a rubrics base question: DepEd
Media Effects how a particular - Review about the on their Is the media
individual or previous performance in effects on Media and
society is discussion. recitation. Filipino youth Information
portrayed in public good or bad? Literacy by
using different Direction: Students will Essay Rubrics: Boots C.
types of media interact to their teacher Introduction - Essay must Liquigan, Diwa
(MIL11/12TYM- about the ideas they 5pts. have a title, an Learning
IIId-12n); were able to gather all Body introduction, a Systems Inc.
define mass throughout the Paragraphs 5 body paragraph
media and media discussion. pts. (1 main Websites
effects (JIBCBT- Conclusion 5 argument with 2
SHS);and A. Activity pts. examples), and
discuss and a conclusion.
evaluate the Direction: Students will - Not less than
different theories look at images of 12 sentences.
on media effects personalities and they will - Must be
(JIBCBT-SHS). be asked the following typewritten and
question for analysis: printed on a
short bond
How is this person paper.To be
portrayed in public by submitted next
different types of media? meeting.

B. Analysis Refer to the


Direction: Students be rubric for criteria
and grading.
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called at random and will
give out their comments
about how the certain
personality is being
portrayed or depicted in
media.

C. Abstraction
Direction: Discussion on
the definition, Mass
Media, Media Effects and
Propaganda.

Discussion question: How


does media effects relate
to the local context?
- e.g. MTRCB Rating

D. Application

Assignment: Write an
essay answering this
question:
Is the media effects on
Filipino youth good or
bad?

(see assignment column)

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WEEK NO.: 6

SESSION NO.: 11

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Media Literacy (part 1) Learners will be able Preparatory Activity The students will Students will Media and
to: - Prayer be graded based research on Information
Definition, Importance, define media - Attendance on their Literacy
Fundamental Elements, performance in being a media Curriculum
literacy (SHS); - Brief review about
and Critical Thinking discuss and value the previous topic. recitation. and information Guide by
the importance of - Overview of the literate DepEd
media literacy current topic. individual.
(SHS); Media and
explain the Direction: Students will Information
fundamental be asked about their Literacy by
elements of media idea/experience about Maria Jovita E.
literacy (SHS); being literate in media. Zarate, Ph. D.
value the (Rex Book
importance of A. Activity Store)
critical thinking in
media literacy Direction: Students will
(SHS); and be watching videos about
apply critical What is Media Literacy.
thinking by
identifying B. Analysis
fallacies in Guide questions:
arguments (SHS). - How will they
relate the video?
- What is media
literacy?
- Why do we need
to read media from
a critical point of

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view?
- Why is media
literacy very
important to
democracy?

C. Abstraction
Discussion:
- Fundamental Elements
of Media Literacy
- Critical Thinking
- Fallacies of Thinking

Guide questions: Why is


critical thinking
important?

D. Application
Recitation
- Why is critical thinking
very important to media
literacy?
- Why is it important for
students to develop their
critical thinking skills?

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WEEK NO.: 6

SESSION NO.: 12

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Media Literacy (Part 2) Learners will be able Preparatory Activity The students will Performance Media and
to: - Prayer be graded base Task: Information
Identify and - Attendance on the accuracy Media Message Literacy
Key Concepts in Media of their answers Analysis Curriculum
explain the key - Brief overview and
Analysis and how deep Students will be Guide by
concepts in media idea about the
analysis (JIBCBT- topic. are their group by 3s and DepEd
Discussion of key understanding will be asked to
SHS);
concepts and questions about the topic. watch the Media and
Discuss key A. Activity
when analyzing media advertising Information
questions to ask
messages. Media Analysis video clip: Literacy by
when analyzing Direction: Students will
media messages first watch a video about performance - Behind the Maria Jovita E.
(JIBCBT-SHS); the Top 10 Misleading task: Scenes at a Zarate, Ph. D.
and Marketing Tactics. 1. Who made McDonalds (Rex Book
apply the the ad? On what Photo Shoot by Store)
discussed B. Analysis purpose? (2 McDonalds
strategies in points) Canada Websites
analyzing and Activity: Students will 2. Who do you
deconstructing then watch a video clip think is the Analyze the
media messages target audience? commercial by
(JIBCBT-SHS). Photos will be displayed Why? (2 points) answering the
throughout some of the 3. What is this given questions
key points. ad about? (2 in the
- What valuable points) Assessment
lessons can we 4. What ideas, column.
learn from the values,
video? information, Research on
and/or points of facts or statistics
C. Abstraction view are overt? about media
Implied? (2 usage in the
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- How is being a points) Philippines. (i.e.
media and 5. What is left television, print,
information literate out in the ad that radio, Internet,
related to being a might be social media,
wise consumer? important to etc.)
- How can media know? (2 points)
and information 6. What is your
literacy make conclusion about
producers or this ad after
companies be answering
more honest in questions no. 1-
their 5? (5 points)
advertisements?

D. Application
Oral Recitation
The students will be
going to answer the
questions that the
teacher will be asking
with regards to their
understanding on the
discussion.

Performance Task:
Media Message Analysis
Students will be group by
3s and will be asked to
watch the advertising
video clips.
Analyze the commercial
by answering the given
questions.

PREPARED BY: Kenneth Bernejay H. Porio Page 28


PREPARED BY: Kenneth Bernejay H. Porio Page 29
WEEK NO.: 7

SESSION NO.: 13

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Information Literacy The learners will be Preparatory Activity Students will be Audio Visual Media and
(lecture) able to: - Prayer assessed based Presentation Information
- Attendance on their Literacy
define information - Brief review about performance in Write a story line Curriculum
Definition and needs the previous topic. their recitation. and design the Guide by
Importance (MIL11/12IL-IIIc- - Overview of the flow of DepEd
8); current topic. information to be
Components of locate, access, shared. Media and
Information Literacy assess, organize, Direction: Students will Information
and communicate be asked about their Photo shoot in Literacy by
Ethical Use of information idea/experience about the library and Boots C.
Information (MIL11/12IL-IIIc- information. classroom. Liquigan, Diwa
8); Learning
demonstrate A. Activity Only original Systems Inc.
Performance Task
ethical use of pictures taken
(Project): Audio-Visual by students What is
information Direction: Students will
Presentation using their Information
(MIL11/12IL-IIIc-9) be watching videos about
Information Literacy & smartphone will Literacy?
21st Century Literacy. be used in the YouTube
project. Pictures Channel:
B. Analysis can be uniSheffieldLib
Guide question: enhanced or Date Published:
- How will they edited using any November 7,
relate the video? photo editing 2012
- Why is information software, web https://www.you
literacy important tool, or mobile tube.com/watch
when processing application. ?
thoughts or facts? v=7sHvQa0vR_
Photos may be M
PREPARED BY: Kenneth Bernejay H. Porio Page 30
stored in the
C. Abstraction Edmodo 21st Century
Discussion: accounts or via Literacy
- Definition of Information email. YouTube
Literacy Channel:
- Components of jjkeigher29
Information Literacy Date Published:
April 19, 2012
Guide questions: https://www.you
What are the five tube.com/watch
components of ?v=dGTl-
information literacy? OdkVIE
Explain each component
by relating it to your
experience in doing
research (relate to
concepts in Practical
Research course).

D. Application
Audio Visual
Presentation

The class will be divided


into groups with 3
members.
Each group will create an
audio - visual
presentation (Text,
Pictures, and Audio)
about what information
literacy is and why
information literacy skills
are important.

PREPARED BY: Kenneth Bernejay H. Porio Page 31


WEEK NO.: 7

SESSION NO.: 14

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Information Literacy The learners will be Preparatory Activity Students will be Audio Visual Media and
(laboratory) able to: - Prayer assessed on Presentation Information
- Attendance their attendance Literacy
create an audio- - Check status of and performance Create the Curriculum
Performance Task visual each groups in their work audio-visual Guide by
(Project): Audio-Visual presentation audio-visual ethics during the presentation. DepEd
Presentation about what presentation laboratory
information project session. Students can Media and
literacy is and why use any Information
information Direction: Students will computer Literacy by
literacy skills are be asked about their software, web Boots C.
important experience about their tools, or mobile Liquigan, Diwa
(JIBCBT-SHS); project making. application for Learning
and making an Systems Inc.
produce and A. Activity audio-visual
evaluate a presentation. What is
creative text, Direction: Students will (e.g. Windows Information
visual, and audio be making their audio- Movie Maker, Literacy?
presentation using visual presentation at the iMovie, Animoto, YouTube
design principle computer laboratory VideoShow, Channel:
and elements etc.) uniSheffieldLib
(MIL11/12TIM- B. Analysis Date Published:
IVb-6/ Guide question: Soundtrack or November 7,
MIL11/12VIM-IVc- - How do students music must be 2012
10/ MIL11/12AIM- use appropriate in minus one https://www.you
Ivd) tools in providing (instrumental). tube.com/watch
an effective Although minus ?
presentation? one, the music v=7sHvQa0vR_
must not be M
PREPARED BY: Kenneth Bernejay H. Porio Page 32
associated with
C. Abstraction cursing, vulgar 21st Century
Review: words, or Literacy
- Definition of Information profanity. YouTube
Literacy Channel:
The audio-visual jjkeigher29
presentation Date Published:
D. Application must not attack April 19, 2012
Audio Visual or make fun of https://www.you
Presentation any tube.com/watch
personalities. ?v=dGTl-
Create the audio-visual Foul words are OdkVIE
presentation. not allowed.
Running time
(see assignment column should be from 3
for details) - 4 minutes
including the
intro and credits.
Proper citation
and
acknowledgmen
t is required.

Videos will be
submitted via
email or
uploaded to the
students
Google Drive
account. Link
must be shared
via email for the
teacher to
download.

PREPARED BY: Kenneth Bernejay H. Porio Page 33


WEEK NO.: 8

SESSION NO.: 15

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Information Literacy The learners will be Preparatory Activity Rubrics for Academic Field Teaching Guide
(presentation) able to: - Prayer Audio-Visual Trip Planning on Media and
- Attendance Presentation Information
Performance Task produce and - Check status of On a Microsoft Literacy by
(Project): Audio-Visual evaluate a each groups Content Word document, CHED
creative text, audio-visual Learning the group will
Presentation
visual, and audio presentation competencies answer out the
presentation using project (10 points) following
Academic Field Trip design principle questions:
Planning Session and elements Direction: Students will Relevance of
(primary activity for JIB (MIL11/12TIM- be asked about their pictures (10 1. Identify the
Moments Proposal) IVb-6/ experience about what points) information
MIL11/12VIM-IVc- they did during the needed what,
10/ MIL11/12AIM- project production Overall quality where, who,
Ivd) process. (10 points) when, why, how.
demonstrate
ethical use of A. Activity Citations or 2. Determine all
information References (10 the possible
(MIL11/12IL-IIIc-9) Direction: Students will points) sources, select
search for be presenting their final the best sources
pertinent output of their audio- Work Ethics (10 the world wide
information in visual presentation. points) web, travel
planning an guide
academic field B. Analysis Academic Field books,
trip. (CHED TG) How does information Trip planning brochures, maps
become knowledge? and atlases, tour
Students will be bureaus, family
Did the AVPs provide assessed on members, and
how well the friends.
PREPARED BY: Kenneth Bernejay H. Porio Page 34
enough information for students were
students to become able to plan out 3. Locate and
information literate? their Academic find information
Field Trip. within the
C. Abstraction sources blogs,
Given the provided travel reviews,
principles of gathering posts from
information, ask the social
students on how they can networking
ethically gather sites, travel
information from a features,
number of sources. pictures, stories,
and
D. Application testimonials.
Academic Field Trip
Planning 4. Extract the
best relevant
This is a primary activity information and
to the proposal for the cite pertinent
JIB Moments activity to sources.
be conducted on Week
14. Students will
submit their
Instruct learners to form outputs (field trip
groups of seven to ten plan) at the MIL
members. Assign a Portal on
leader and an assistant Facebook and
leader to facilitate the Edmodo.
group.

The group is tasked to


plan an academic trip.
List pertinent information
on two possible

PREPARED BY: Kenneth Bernejay H. Porio Page 35


destinations.

PREPARED BY: Kenneth Bernejay H. Porio Page 36


WEEK NO.: 8

SESSION NO.: 16

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Media and Information Learners will be able Preparatory Activity The students will Interview Activity Media and
Sources to: - Prayer be graded base Information
- Attendance on the accuracy Divide the class Literacy
compare potential - Brief review on of their answers into groups with Curriculum
A. Sources of sources of media previous topic. and how deep is 3- 4 members. Guide by
Information and information there DepEd
(MIL11/12MIS-IIIe- Direction: Students will understanding -Each group will
B. Pros and Cons of
13); analyze a photo about a about the topic. interview two Media and
the Different Types of assess information person being bombarded elders coming Information
Media as Sources of quality by studying with information. from two Literacy by
Information the pros and cons of families. They Boots C.
different types of A. Activity will ask about Liquigan, Diwa
C. Evaluating media as sources of cultural beliefs Learning
Information Sources information (JIBCBT- Discussion on different or practices in Systems Inc.
SHS); and sources of information: the community
interview an elder 1. Indigenous Knowledge valued by the Teaching Guide
from the community - video presentation elders. Students on Media and
regarding indigenous 2. Library need to identify Information
media and -show and discuss and gather Literacy by
information resource modern library interiors information to at CHED
(MIL11/12MIS-IIIe- -video presentation least two cultural
14). 3. Internet beliefs or
4. Mass Media practices.
B. Analysis -Encode the
- How will you information on a
understand the short bond
importance of paper, identify
each source of the source of
information.
PREPARED BY: Kenneth Bernejay H. Porio Page 37
information? -Students will
C. Abstraction interview 10
Discussion: Pros and classmates and
Cons of the Different find out if these
Types of Media as cultural beliefs
Sources of Information or practices are
and Evaluating still known and
Information Sources being valued by
- What are the pros their generation.
and cons when (Example 3 out
using each of 10)
information Submit it to the
source? teacher via
D. Application email and
Group Discussion Edmodo not
Guide Questions: more than 2
1. What are the weeks after it
advantages and was assigned.
disadvantages of the
different types of media
as sources of
information?
2. How can you evaluate
or measure information
quality?

PREPARED BY: Kenneth Bernejay H. Porio Page 38


WEEK NO.: 9

SESSION NO.: 17

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
The learners will be Preparatory Activity Formative Prepare for the Media and
Media and Information able to: - Prayer Assessment: major Information
Languages (Part 1) - Attendance Board Work. Performance Literacy
-define genres, codes, - Review about the Task Curriculum
Genre, Codes and and conventions previous Group Guide by
Conventions (JIBCBT-SHS); discussion. Discussion Students will DepEd
-discuss the different - Preview on the The students will prepare the
types of code (JIBCBT- current topic. be graded base following Media and
SHS); on the accuracy materials for Information
-evaluate everyday Direction: Students will of their answers major Literacy by
media and information interact to their teacher and how deep is Performance Boots C.
with regard to codes, about the ideas they there Task: Liquigan, Diwa
conventions, and were able to gather all understanding - Smartphone Learning
messages; in regard to throughout the about the topic. with camera, Systems Inc.
the audience, producers, discussion. digital camera,
and other stakeholders DSLR camera or Teaching Guide
(MIL11/12MILA-IIIf15); A. Activity camcorder on Media and
and - Laptop, if Information
-create a short video clip Direction: The students available Literacy by
and apply the different will be watching a series - Pencils CHED
types of code (JIBCBT- of movie trailers of films
SHS). released in 2016 and
2017.

B. Analysis
- How will you
describe each
movie based on

PREPARED BY: Kenneth Bernejay H. Porio Page 39


their trailers?
C. Abstraction
Discussion on Genre,
Codes and Conventions
-Camera angles
-Camera shots
-Camera movements

Guide questions
- How will they
apply and use all
the techniques and
methods in
producing certain
forms of media?

D. Application
Class Discussion
The students will be
watching a clip of a scene
in a TV series and
analyze the codes and
conventions being used
in the certain segments in
the scene. They will be
tested on how deep their
understanding is.

PREPARED BY: Kenneth Bernejay H. Porio Page 40


WEEK NO.: 9

SESSION NO.: 18

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Media and Information At the end of the Preparatory Activity Students will be Prepare for Media and
Languages (Part 2) lesson, the learners - Prayer assessed on Midterm Information
should be able to: - Attendance their attendance Examination. Literacy
-discuss the different - Brief review, Curriculum
and performance
Major Performance camera techniques in overview and idea Video shooting: Guide by
film making (JIBCBT- in their work 1. Shoot the DepEd
Task: Video Project about the course.
SHS); ethics during the scenes using
A. Camera techniques laboratory
Direction: Students will their Media and
B. Treatment -produce a video interact to their teacher session. smartphones or Information
C. Storyboard treatment and a about their idea on the cameras. Literacy by
storyboard for a 30-50 topic. 2. Use a video Boots C.
seconds story applying Rubrics of Video editing mobile Liquigan, Diwa
the different camera A. Activity Project (total of application to Learning
techniques (JIBCBT- Review: Codes and 60 points): edit and create a Systems Inc.
SHS); conventions of the 30- 50 seconds
camera: Content (15pts) video clip. Teaching Guide
-shoot and edit the video Quality (15pts) 3. Present the on Media and
using a smartphone -Camera angles Citations (15pts) work to the class Information
(mobile applications) -Camera shots Work Ethics (15 next meeting. Literacy by
(JIBCBT-SHS); -Camera movements pts) CHED

-share their video in the Direction: The students 10 Ideas for


class (JIBCBT-SHS); will watch a video about Classroom
and film making basics. Video Projects
http://education
-value the importance of Discussion: Making a altechnology.ca/
video treatment and video treatment and couros/2127
storyboard in video video storyboard.
project (JIBCBT-SHS) Websites
PREPARED BY: Kenneth Bernejay H. Porio Page 41
B. Analysis
- How will you
understand the
video?

C. Abstraction
- What are the
terms being used
in creating a
treatment and a
storyboard?
D. Application
Video Treatment and
Storyboard
The students will group
themselves into 3 to 5
members and will create
their own video treatment
and storyboard.

1. Write a video treatment


for a 30-50 seconds
story.
2. Draw a storyboard for
the story applying the
different camera
techniques.

MIDTERM EXAMINATION

PREPARED BY: Kenneth Bernejay H. Porio Page 42


WEEK NO.: 10

SESSION NO.: 19

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Legal, Ethical, and The learners will be Preparatory Activity Major What are the Media and
Societal Issues able to: - Prayer performance most acceptable Information
- Attendance task (peer means of getting Literacy
in Media and explain intellectual evaluation): information from Curriculum
- Major performance
Information (part 1) property and its different task viewing. Students will other sources? Guide by
types (JIBCBT-SHS); - Brief overview and grade their other DepEd
idea about the groups based on How do you
Current Events:
explain copyright, fair course. the rubrics properly cite Media and
Digital Piracy in use, etc.vis-a-vis human mentioned in information Information
the Philippines rights (MIL11/12LESI- Direction: Students will Week 9 Session produced by Literacy by
IIIg20); be asked about the 18. other people or Boots C.
Intellectual
importance of intellectual other sources? Liquigan, Diwa
Property in discuss current issues property. The students will Learning
International and related to copyright vis- be graded base Students will Systems Inc.
Local Context -vis govt./provide A. Activity on the accuracy study on the
sectors actions of their answers definition and Websites
Definition of IP (MIL11/12LESI-IIIg21); 1) Students will watch and how deep is examples of
Types of IP their major performance there digital literacy.
put into practice their task presentation and will understanding
IP Rights (WIPO
understanding of the assess them through a about the topic
and R.A. 8293) intellectual property, peer evaluation.
Fair Use (Fair copy right, and fair use
guidelines 2) Direction: The students
Dealings) and
(MIL11/12LESI-IIIg17); will be watching a video
Creative on intellectual property
Commons explain actions to crimes.
promote ethical use of
media and information B. Analysis
(MIL11/12LESI-IIIg22);
PREPARED BY: Kenneth Bernejay H. Porio Page 43
- How will you
understand the
video?
- Did the AVPs
provide enough
information for
students to
become
information
literate?

C. Abstraction
- What are the
issues that were
discussed in the
video?
- How important is
intellectual
property in
producing media
and information?

D. Application
Oral Recitation
The students will be
going to answer the
questions that the
teacher will be asking
with regards to their
understanding on the
discussion.

PREPARED BY: Kenneth Bernejay H. Porio Page 44


WEEK NO.: 10

SESSION NO.: 20

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Legal, Ethical, and Learners will be able Preparatory Activity The students will WRITTEN Media and
Societal Issues to: - Prayer be graded base WORK Information
in Media and explain digital - Attendance on the accuracy Literacy
Information (part 2) citizenship, - Brief review about of their answers Research a Curriculum
netiquette, and the previous and how deep is news article Guide by
Digital Citizenship, digital footprints discussion. there (2015 - up to DepEd
Netiquette, Digital (JIBCBT-SHS); understanding present) on the
Footprints demonstrate proper Direction: about the topic. Internet about Media and
and Digital Issues in conduct and Students will watch a an event that Information
the Philippines behavior online video on Digital Literacy. that shows the Literacy by
(netiquette, virtual power of media Boots C.
self) (MIL11/12LESI- A. Activity and information Liquigan, Diwa
IIIg18); to affect change Learning
discuss some of the Discussion on Core or an event Systems Inc.
digital issues in the Rules of Netiquette: where media
Philippines (JIBCBT- Students will identify or and information Teaching Guide
SHS); analyze the pictures was on Media and
put into action flashing on screen. instrumental in Information
personal resolve to making a Literacy by
combat digital divide, B. Analysis change. CHED
addiction, and Digital Footprint
bullying - What is your digital Copy and paste
(MIL11/12LESI- footprint? the article on a
IIIg19); - What do you want short bond
explain actions to your digital paper.
promote ethical use footprint to say
of media and about you? Cite the source
information of the news
(MIL11/12LESI- using APA style.
PREPARED BY: Kenneth Bernejay H. Porio Page 45
IIIg22);
enumerate C. Abstraction Write a
opportunities and Is a positive digital summary and a
challenges in media reputation important? reaction about
and information Why? the article.
(MIL12LESI-IIIg-23);
and D. Application
value the importance Recitation
of netiquette and
having a positive Students will watch a
digital footprint. video on digital issues in
(JIBCBT-SHS) the Philippines.

-What digital issues were


presented in the given
news?
- Why do internet
addiction and
cyberbullying an alarming
digital issues at present?
- How can you help in
preventing internet
addiction and
cyberbullying in our
school?

PREPARED BY: Kenneth Bernejay H. Porio Page 46


WEEK NO.: 11

SESSION NO.: 21

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Opportunities, The learners will be Preparatory Activity The students will Students will Media and
Challenges, and Power able to: - Prayer be graded base research on Information
of Media and - Attendance on the accuracy technology Literacy
Information realize opportunities - Brief review about of their answers trends in the Curriculum
and challenges in the definition of and how deep is hospitality and Guide by
media and media. there tourism industry. DepEd
Economic, Educational, information understanding To be used for
Social, and Political (MIL11/12OCP-IIIh- Direction: Students will about the topic. next meetings Media and
Threats, Risks, Abuse, 24); interact to their teacher performance Information
and Misuse create infographics about their idea on the task. Literacy by
showing topic. Boots C.
opportunities and Liquigan, Diwa
challenges in media A. Activity Learning
and information Systems Inc.
(SSHS); and Discussion on
research and cite opportunities and https://www.wef
recent examples of challenges of media. orum.org/agend
the power of media a/2016/04/6-
and information to Direction: The students ways-social-
affect change will be analyzing images media-is-
(MIL11/12OCP-IIIh- and videos being shown changing-the-
25). on the screen. world/

B. Analysis https://itconnect
- How will they .uw.edu/learn/re
relate it to the next search/ecar-
topic? social-
media/#opps

PREPARED BY: Kenneth Bernejay H. Porio Page 47


http://www.cepa
C. Abstraction l.org/elac2015/n
- What are the oticias/paginas/
opportunities and 7/40837/flavio-
challenges of calonge.pdf
media in the local
context?

D. Application
Inforgraphic Making
(group of 3 students)

MATERIALS / TOOLS
-Computer
-Web tool : Piktochart
(www.piktochart.com)
-Photo editing software or
applications

Create a digital
inforgraphic which shows
opportunities and
challenges in media and
information.
1. Conceptualize
the poster.
(Message and
Design)

2. Take pictures to
be used for the
poster. Venue
must be strictly
within JIB-CBT

PREPARED BY: Kenneth Bernejay H. Porio Page 48


premises only.

3. Gather the
pictures and
create the digital
poster using
Piktochart.

Submit the digital


infographic in three (3)
channels: via email, in
the JIB MIL Edmodo
group and the JIB MIL
Facebook group.

PREPARED BY: Kenneth Bernejay H. Porio Page 49


WEEK NO.: 11

SESSION NO.: 22

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Current and Future Learners will be able Preparatory Activity The students will Instruct students Media and
Trends in Media and to: - Prayer be graded base prior to this Information
Information describe massive - Attendance on the accuracy Literacy
open on-line of their answers meeting to bring Curriculum
- Brief overview and
(MIL11/12CFT-IIIi-26) idea about the and how deep is ruler, colored Guide by
evaluate current course. there pens, and a DepEd
trends in media and understanding
bond paper
information and how it Direction: Students will about the topic. Media and
will affect/how they interact to their teacher which will be Information
affect individuals and about their idea on the Performance used for the Literacy by
the society as a whole topic. task: Prototyping graphic Boots C.
(MIL11/12CFT-IIIi-26) Design (10 Liquigan, Diwa
predict future media A. Activity points) organizer in next Learning
innovation meetings Systems Inc.
(MIL11/12CFT-IIIi-27) Direction: Students will Relevance of activity. Websites
synthesize the overall watch AVPs on MOOC. item (10 points)
knowledge about Students will then identify
media and information images of latest Overall quality
with skills for technology tools. (10 points)
producing a prototype
of what the learners B. Analysis Work Ethics (10
think is a future media - How will they points)
innovation relate to it?
(MIL11/12CFT-IIIi-28) C. Abstraction
- How can they
relate the latest
technologies to
their everyday

PREPARED BY: Kenneth Bernejay H. Porio Page 50


living?

D. Application
Prototyping
Students will create a
mock or prototype of a
technology product that
may help solve problems
in the hospitality and
tourism industry.

Tools:
cartolina
pencil
eraser
marker pen
ruler
masking tape
scissors
coloring materials
art paper
glue

(see assessment column


for details)

PREPARED BY: Kenneth Bernejay H. Porio Page 51


WEEK NO.: 12

SESSION NO.: 23

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Media and Information The learners will be Preparatory Activity The students will Students are Media and
Literate Individual able to: - Prayer be graded base asked to list Information
- Attendance on the correct news Literacy
Improved Quality synthesize the - Brief review about data that they personalities Curriculum
of Life overall implication of the previous topic. were able to that appear on Guide by
Greater Political media and gather from the television for the DepEd
Participation information to an Direction: Students will application. next meeting.
Better Economic individual (personal, interact to their teacher Media and
Opportunities professional, about their idea on the Information
Improved educational, and previous topic. Literacy by
Learning others) and the Boots C.
Environment society as a whole A. Activity Liquigan, Diwa
More Cohesive (economic, social, Learning
Social Units political, educational, Direction: The teacher Systems Inc.
and others) will be showing a video
(MIL11/12MILI-IIIj- presentation of a Websites
29) conference session about
being media and
information literate.

B. Analysis
- How will you
understand the
video?

C. Abstraction
- How to become a
media and

PREPARED BY: Kenneth Bernejay H. Porio Page 52


information literate
individual?

D. Application
Brainstorming Session
Divide the class into
smaller groups. (4- 5
members)
Each group will be
assigned to a topic and
conduct a brainstorming
session about it.

Each group will be


assigned in a specific
topic based on the
Overall Implication of
Media and Information.

PREPARED BY: Kenneth Bernejay H. Porio Page 53


WEEK NO.: 12

SESSION NO.:24

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
People Media Learners will be able Preparatory Activity The students will Students will Media and
(lecture part 1) to: - Prayer be graded base bring a Information
Cite studies to - Attendance on the correct Literacy
support theories on data that they broadsheet Curriculum
- Brief review about
People as Media and the positive and the previous topic. were able to newspaper Guide by
People in Media negative effects of gather from the containing a DepEd
media and Direction: Students will application.
1. Definition classified ads
information on the share their thoughts on Media and
2. Characteristics individual and the class about the section for the Information
3. Format and Types society. previous topic. next session. Literacy by
MIL11/12PM-IVa-I Boots C.
Describe the A. Activity Liquigan, Diwa
different dimensions Learning
of people media. Direction: The students Systems Inc.
MIL11/12PM-IVa-I will be given a graded
Categorize different quiz identifying people as Websites
examples of people media vs. people in
and state reasons for media.
such categorizations.
MIL11/12PM-IVa-2 B. Analysis
- How will you
understand the
course?
- How is information
being relayed
through people in
media and people
as media?

PREPARED BY: Kenneth Bernejay H. Porio Page 54


C. Abstraction
- What is the
difference between
people as media
and people in
media?
- What are the
advantages and
limitations of
people as media?
People in media?
D. Application
Case Study
The students will be with
their group mates and will
do a case study on a
media report.

Guide questions:
-What role was played by
citizen journalism and
social media in this
incident?
-What positive and
negative effects of media
and information on
individual and society
were evident in this
incident?

PREPARED BY: Kenneth Bernejay H. Porio Page 55


WEEK NO.: 13

SESSION NO.:25

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
People Media Learners will be able Preparatory Activity The students will Students will Teaching Guide
(lecture part 2) to: - Prayer be graded base prepare on Media and
Cite studies to - Attendance on the correct themselves for Information
support theories on - Brief review about data that they the JIB (Joint Literacy by
People as Media and the positive and the previous topic. were able to Industry CHED
People in Media negative effects of - Update on JIB gather from the Bonding)
media and (Joint Industry application. Moments Websites
4. Advantages and
information on the Bonding) Moments activity
Limitations individual and / Culminating
5. Value society. Activity Direction:
6. Others MIL11/12PM-IVa-I Students will be
Describe the Direction: Students will informed of the
different dimensions share their thoughts on JIB Moments
of people media. the class about the details (venue,
MIL11/12PM-IVa-I previous topic. date, time, etc.).
Categorize different Instructor will
examples of people A. Activity be assigning
and state reasons for students who
such categorizations. Direction: The students will facilitate
MIL11/12PM-IVa-2 must have their different
broadsheet newspaper aspects of the
with them and will be trip.
asked to proceed to the
classified ads section.
They will be asked to
identify the different jobs
in the ads and their
details: Job title; Function

PREPARED BY: Kenneth Bernejay H. Porio Page 56


or job description;
Qualifications;
Benefits/compensation/sa
lary

Explain briefly how


Philippine media has
grown throughout history
and how new professions
for people in media have
evolved.

B. Analysis
- How careers in
have changed in
the past years?
- How media
professions have
also evolved in the
past years?

C. Abstraction
- What are the
advantages and
limitations of
working in media
as a journalist,
entertainer,
director, producer,
etc.?
- How the standards
of the media and
information

PREPARED BY: Kenneth Bernejay H. Porio Page 57


industries may be
gleaned from the
functions of each
job and the
qualifications
required by the
industry for that
job?

D. Application
Case Study
Have the learners
suggest groups in which
they will categorize the
jobs from the
advertisements.
Write their answers on
the board.

Ask each group to


classify the jobs based on
at least 2 categories
written on the board.
Assign the categorization
scheme to the groups.
Inform them that they
must use the
qualifications and job
descriptions/functions
when classifying the jobs.

PREPARED BY: Kenneth Bernejay H. Porio Page 58


WEEK NO.: 13

SESSION NO.: 26

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
People Media Learners will be able Preparatory Activity The students will Students will Media and
(laboratory) to: - Prayer be graded base submit a Information
Cite studies to - Attendance on their Literacy by
*JOINT INDUSTRY involvement in reflection paper Maria Jovita E.
support theories - Brief review about
BONDING (JIB) the previous topic. the activity and in which they will Zarate, Ph. D.
on the positive
MOMENTS - Discuss the travel their write out their (Rex Book
and negative
itinerary, rules and participation in Store)
effects of media reflections on
Industry Visit to a guidelines the class
Media Organization and information discussion what they have Teaching Guide
(Broadcast Station/ on the individual Direction: Students will towards the end learned during on Media and
Newspaper/Publisher) and society. share their expectations of the activity. the activity. Information
MIL11/12PM-IVa-I in this industry visit Literacy by
activity. CHED
Describe the To be submitted
different A. Activity on the next
dimensions of meeting.
people media. Direction: Students will
MIL11/12PM-IVa-I be listening to a
Categorize motivational talk by a
different examples media practitioner on how
of people and media affects the society.
state reasons for
such Students may also
categorizations. witness or get involved in
MIL11/12PM-IVa- the production process of
2 a broadcast program or a
Identify and print publication,
discuss the whichever applies.

PREPARED BY: Kenneth Bernejay H. Porio Page 59


workflow of a
media B. Analysis
organization. - How will the
(JIBCBT-SHS) student relate the
Enumerate the said talk?
key production - How does a media
standards of the organization
media produce programs
organization. or publications?
(JIBCBT-SHS) - Why is the media
Learn the secret industry important
to making a in the society?
successful
episode of a TV or C. Abstraction
radio - What is the role of
program/issue of a media
a news practitioner in the
publication. society?
(JIBCBT-SHS) - How can media be
applied in the
students field of
study?

D. Application
Class Discussion
Students must be able to
discuss the points that
have been presented by
the guest speaker.

PREPARED BY: Kenneth Bernejay H. Porio Page 60


WEEK NO.: 14

SESSION NO.: 27

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Text Media and Learners will be able Preparatory Activity The students will Students will Teaching Guide
Information to: - Prayer be graded base prepare a on Media and
(lecture) - Attendance on the accuracy Information
describes the of their answers concept for the Literacy by
- Submission of
a. Definition, different dimensions reflection paper. and how deep is laboratory CHED
characteristics, format, of text information - Brief review about there activity
types, sources, and media the previous topic. understanding Websites
(brochure
advantages and (MIL11/12TIM-IVb-3) about the topic.
limitations, and value comprehends how Direction: Students will making) next
b. Text as Visual text information and interact to their teacher meeting.
c. Selection Criteria media is/are formally about the previous JIB
d. Design principle and and informally Moments Activity.
Elements produced, organized,
and disseminated A. Activity
(MIL11/12TIM-IVb-4)
evaluates the Direction: The students
reliability and validity will be comparing a
of text information series of texts on the
and media and its/ screen.
their sources using
selection criteria B. Analysis
(MIL11/12TIM-IVb-5) - How will you
understand the
texts given certain
factors in style,
typeface and
legibility?
PREPARED BY: Kenneth Bernejay H. Porio Page 61
C. Abstraction
- How to balance
readability and
attractiveness in a
text document,
given different
circumstances?

D. Application
Essay
Explain the process in
creating a text document
in different situations?
Which typeface/font to
use in a given document?

PREPARED BY: Kenneth Bernejay H. Porio Page 62


WEEK NO.: 14

SESSION NO.: 28

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Text Media and Learners will be able Preparatory Activity The students will Prepare for the Front Office
Information to: - Prayer be graded next topic about Skills: A
(laboratory) - Attendance through rubrics. visual Practical
produces and - Brief review about They must be information. Approach,
Creative Text Creation evaluates a creative the previous topic. able to perform OShannessy,
text-based the methods and Vivienne,
presentation using Direction: Students will procedures in Pearson
design principle and interact to their teacher designing the Australia Group
elements about the previous brochure. Pty, Ltd, 2009.
(MIL11/12TIM-IVb-6) lesson.
Rubrics: Websites
A. Activity Communication
to Audience (10
Direction: Have the points)
learners be grouped into
four. Have them imagine Organization of
that each group is an elements (10
advertising firm. The task points)
for each group is to
discuss creating a Spelling &
brochure for an assigned readability (10
client with specific needs. points)

B. Analysis
- What is the tone of
the text in the
brochure the
students will

PREPARED BY: Kenneth Bernejay H. Porio Page 63


make?
- What are the facts,
sample phrases or
taglines that can
be applied in the
brochure?
C. Abstraction
- How will the
brochure be
produced and how
to distribute them?
- In what manner a
brochure should
be presented?
D. Application
Create a digital brochure
which will represent the
assigned ad campaign of
the group.

1. Conceptualize the
brochure. The campaign
poster will have a
statement consisting of
10-20 words.

2. Create the campaign


brochure using Canva.

Submit the digital


brochure via email, in the
JIB MIL Edmodo group
and the JIB MIL
Facebook group.

PREPARED BY: Kenneth Bernejay H. Porio Page 64


WEEK NO.: 15

SESSION NO.: 29

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Visual Media and Learners will be able Preparatory Activity The students will Student groups Teaching Guide
Information to: - Prayer be graded base will submit a on Media and
(lecture) - Attendance on the accuracy Information
Describe the of their answers one-page visual Literacy by
- Submission of
different dimensions reflection paper. and how deep is critique of a CHED
of visual information - Brief review about there media item from
and media the previous topic. understanding Websites
the hospitality
(MIL-11/12VIM-IVc- about the topic.
7) Direction: Students will and tourism
Comprehend how interact to their teacher industry.
visual information about the previous
and media is/are activity.
formally and Bring 1-whole
informally produced, A. Activity illustration board
organized and and art materials
disseminated. Direction: The students
for the next
(MIL11/12-VIM-IVc- will be comparing a
8) series of images on the activity.
Evaluate the screen and analyze the
reliability and validity visual elements used.
of visual information
and media and its/ B. Analysis
their sources using - What element of
selection criteria. style is being
(MIL11/12-VIM-IVc- emphasized in
9) each image?
Produce and - What can be done
PREPARED BY: Kenneth Bernejay H. Porio Page 65
evaluates a creative to achieve a good
visual-based visual design?
presentation using C. Abstraction
design - How to create a
principles and good visual design
elements. (MIL11/12- in a media
VIM-IVc-10) material?

D. Application
Essay
Students will be grouped
in 3-4. They will pick out
a brochure, digital
advertisement or any
other promotional
material from a certain
establishment in the
hospitality and tourism
industry.

PREPARED BY: Kenneth Bernejay H. Porio Page 66


WEEK NO.: 15

SESSION NO.: 30

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Visual Media and Learners will be able Preparatory Activity The students will Prepare for the Teaching Guide
Information to: - Prayer be graded next topic about on Media and
(laboratory) - Attendance through rubrics. Information
produces and They must be audio Literacy by
- Submission of
Creative Poster Making evaluates a creative critique essay. able to perform information. CHED
visual-based - Brief review about the methods and
presentation using the previous topic. procedures in Websites
design principle and designing the
elements Direction: Students will poster.
(MIL11/12VIM-IVc- interact to their teacher
10)) about the previous Rubrics: Content
activity. (10 points)

A. Activity Presentation of
information (10
Direction: The students points)
will be comparing a
series of images on the Use of visual
screen and analyze the elements (10
visual elements used. points)

B. Analysis Use of visual


- What element of design principles
style is being (10 points)
emphasized in
each image? Mechanics (10
- What can be done points)
to achieve a good

PREPARED BY: Kenneth Bernejay H. Porio Page 67


visual design?
C. Abstraction
- How to create a
good visual design
in a media
material?

D. Application
In a 1-whole illustration
board, make a creative
poster presenting the
impacts of visual design
in the students field of
specialization (especially
hospitality and tourism
industry).
1. Conceptualize
the brochure.
(Message and
Design)

2. Create the
poster using art
materials.
.

PREPARED BY: Kenneth Bernejay H. Porio Page 68


WEEK NO.: 16

SESSION NO.: 31

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Audio Media and Learners will be able Preparatory Activity The students will Student groups Teaching Guide
Information to: - Prayer be graded base will submit a on Media and
- Attendance on the accuracy Information
Motion Media and Describe the of their answers one-page script Literacy by
- Brief review about
Information different dimensions the previous topic. and how deep is for a CHED
of audio information there promotional
(lecture) and media. Direction: Students will understanding Websites
radio ad of the
(MIL-11/12AIM-IVd- be asked on their about the topic.
11) favorite song or music school.
Discuss how audio genre.
information and Students may
media is/are formally A. Activity
and informally begin to record
produced, organized, Direction: The students voices and edit
and disseminated. will be comparing a video their radio ad
(MIL11/12-AIM-IVd- with only text and
which will be
12) images, and the same
Evaluate the video with audio. used in the
reliability and validity laboratory
of audio information B. Analysis activity.
and media and their - What are the
sources using different audio
selection criteria. elements in
(MIL11/12-AIM-IVd- media?
13) - What is the
Describe the difference of a
different dimensions motion media with
of motion information audio and without
and media.
PREPARED BY: Kenneth Bernejay H. Porio Page 69
(MIL11/12MIM- audio?
IVef15) - Why is audio
Comprehend how important in
motion media and relaying media
information is/are information?
formally and
informally produced, C. Abstraction
organized and - What makes
disseminated. effective audio
(MIL11/12MIM- information?
IVef16)
Produce and D. Application
evaluate a creative Essay
audio-based Students will be grouped
presentation using in 3-4. They will
design principles and conceptualize a 10-15
elements. (MIL11/12- second audio-visual ad
AIM-IVd-14) promoting the school and
the students degree or
specialization program.

PREPARED BY: Kenneth Bernejay H. Porio Page 70


WEEK NO.: 16

SESSION NO.: 32

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Audio Media and Learners will be able Preparatory Activity The students will Students will Teaching Guide
Information to: - Prayer be graded prepare on Media and
- Attendance through rubrics. Information
Motion Media and Describe the They must be themselves for Literacy by
- Brief review about
Information different dimensions the previous topic. able to perform the multimedia CHED
of audio information the methods and activity in the
(laboratory) and media. Direction: Students will procedures in Websites
next meeting.
(MIL-11/12AIM-IVd- discuss on the previous producing the
11) topic. audio-visual ad.
Discuss how audio
information and A. Activity Rubrics: Content
media is/are formally (10 points)
and informally Direction: The students
produced, organized, will share their concepts Presentation of
and disseminated. of their audio-visual ad. information (10
(MIL11/12-AIM-IVd- points)
12) B. Analysis
Evaluate the - What are the Use of visual
reliability and validity different audio elements (10
of audio information elements that will points)
and media and their be applied in their
sources using presentation? Use of visual
selection criteria. C. Abstraction design principles
(MIL11/12-AIM-IVd- - What makes (10 points)
13) effective audio
Describe the advertisments? Mechanics.
different dimensions
of motion information D. Application
and media.
PREPARED BY: Kenneth Bernejay H. Porio Page 71
(MIL11/12MIM- Audio-Visual Ad
IVef15) Students edit their audio
Comprehend how ad using Audacity tool.
motion media and
information is/are The ad must not be
formally and longer than 15 seconds.
informally produced,
organized and
disseminated.
(MIL11/12MIM-
IVef16)
Produce and
evaluate a creative
audio-based
presentation using
design principles and
elements. (MIL11/12-
AIM-IVd-14)

PREPARED BY: Kenneth Bernejay H. Porio Page 72


WEEK NO.: 17

SESSION NO.: 33

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Manipulative Media Learners will be able Preparatory Activity The students will Students will Teaching Guide
and Information to: - Prayer be graded base make a one- on Media and
- Attendance on the accuracy page research Information
Describe the - Brief review about of their answers on different Literacy by
different dimensions the previous and how deep is kinds of CHED
of manipulatives / discussion. there interactive
interactive media. understanding media in the Websites
MIL-11/12MPIM- Direction: Students will about the topic. hospitality or
IVgh-19 share their tourism industry.
Comprehend how understanding about Submit the
manipulatives / interactive media. paper on the
interactive media are next meeting.
produced, A. Activity
organized, and
disseminated. Direction: The students
MIL11/12-MPIM- will interact and discuss
IVgh-20 on different methods of
Evaluate the interactive media. (social
reliability and validity media, online booking,
of manipulatives / mobile apps, games, etc.)
interactive media, as
well as their sources B. Analysis
using selection - How will you
criteria. MIL11/12- understand how
MPIM-IVgh-21 they are being
Produce and manipulated or
evaluate a creative persuaded through
presentation on interactive media?
manipulatives
PREPARED BY: Kenneth Bernejay H. Porio Page 73
interactive, using
design principles and C. Abstraction
elements. - How to manage
MIL11/12-MPIM- interactive media?
IVgh-22
D. Application
Research Work
The students will
research on different
forms of interactive media
related to their field of
specialization (hotel,
restaurant, cruise, travel,
tourism, etc.).

Cite sources when


possible.

PREPARED BY: Kenneth Bernejay H. Porio Page 74


WEEK NO.: 17

SESSION NO.: 34

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Multimedia Information Learners will be able Preparatory Activity The students will Students Teaching Guide
and Media to: - Prayer be graded prepare the on Media and
- Attendance through rubrics. materials Information
(lecture) Describe the They must be necessary for Literacy by
- Submission of
different dimensions research paper. able to perform the MIL Exhibit CHED
of multimedia - Brief review about the methods and and
information and the topic given. procedures in Symposium. Websites
media. producing the
(MIL11/12MM-IVij- Direction: Show to the framework.
23) learners a 3-minute
Comprehend how multimedia video that Rubrics:
multimedia explains an advocacy, Content (10
information and lesson, or concept. points)
media are formally
and informally A. Activity Presentation of
produced, organized, information (10
and disseminated. Direction: The students points)
(MIL11/12MM-IVij- will be doing an
24) evaluation about their Relevance to
understanding about the topic (10 points)
topic.

B. Analysis
- How will they
apply the
techniques and
methods in
producing

PREPARED BY: Kenneth Bernejay H. Porio Page 75


multimedia?

C. Abstraction
- What are the
techniques they
will be using in
multimedia?

D. Application
Conceptual Framework
Remind the learners that
in the previous lessons
they have learned about
the different types of
information and media.
For each type, they have
learned and made use of
design principles and
elements for their
projects.

Create a conceptual
framework for a program
for a focused group
discussion for senior high
and college students that
will be conducted during
the MIL Exhibit and
Symposium event.

PREPARED BY: Kenneth Bernejay H. Porio Page 76


WEEK NO.: 18

SESSION NO.: 35

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Multimedia Information Exhibit Media Outputs Preparatory Activity The students will Students Media and
and Media Produced Throughout - Prayer be graded base prepare the Information
the Course - Attendance on their work venue for the Literacy by
(laboratory part 1) performance in Media and Maria Jovita E.
- Venue Preparation
Synthesize overall - Briefing on event their respective Information Zarate (Rex
CULMINATING knowledge about rules and exhibit booths. Literacy Book Store)
different information guidelines. Symposium
ACTIVITY:
and media sources event. Teaching Guide
Media and by producing and Direction: Students will on Media and
Information Literacy subsequently be asked what they have The students will Information
Exhibit evaluating a creative been learning throughout also furnish Literacy by
multimedia the course. invitations to CHED
presentation (living school heads
museum, electronic Students will invite their and guests for Websites
portfolio, others). schoolmates and faculty the Media
(MIL11/12MM-IVij- to be in the exhibit to Symposium
26) witness their course Event.
outputs.
Guest speaker
A. Activity must be a media
practitioner,
Direction: The students blogger, or an
will organize a Media and ICT professional
Information Literacy working with
Exhibit. Each group will multimedia.
present each of their
major performance works
that were conducted

PREPARED BY: Kenneth Bernejay H. Porio Page 77


throughout the course.

B. Analysis
- How will the
audience relate to
the students
outputs?

C. Abstraction
- What can the
audience learn
about the
importance of
media and
information
literacy?

D. Application

Exhibition
Each group will station
themselves in their
exhibit booth and present
their outputs to the
audience.

PREPARED BY: Kenneth Bernejay H. Porio Page 78


WEEK NO.: 18

SESSION NO.: 36

LEARNING LEARNING TEACHING


TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Multimedia Information Conduct a School- Preparatory Activity The students will Students Media and
and Media Wide Symposium on - Prayer be graded base prepare a Information
Media and Information - Attendance on their work documentation Literacy by
(laboratory part 2) Literacy performance in and reflection Maria Jovita E.
- Venue Preparation
- Briefing on event their respective paper for the Zarate (Rex
CULMINATING Synthesize overall rules and exhibit booths. MIL Exhibit and Book Store)
ACTIVITY: knowledge about guidelines. Symposium
Media and different information event. To be Teaching Guide
Information Literacy and media sources Direction: Students will submitted before on Media and
Symposium by producing and be asked what they have the final Information
subsequently been doing in the MIL examination. Literacy by
evaluating a creative Exhibit. CHED
multimedia
presentation (living Students will invite their Websites
museum, electronic schoolmates and faculty
portfolio, others). to be in the symposium.
(MIL11/12MM-IVij-
26) A. Activity

Direction: The students


will organize a Media and
Information Literacy
Symposium. The
programme flow must be
according to the
preparations conducted
in the previous meetings.

PREPARED BY: Kenneth Bernejay H. Porio Page 79


They will also listen and
take note the talks
conducted by the guest
speaker(s) during the
event.

B. Analysis
- How will the
audience relate to
the students
outputs?

C. Abstraction
- What can the
audience learn
about the
importance of
media and
information
literacy?

D. Application
Documentation

Students must be able to


document the whole
event, gather photos, and
prepare the media
materials used during the
event.

FINAL EXAMINATION

PREPARED BY: Kenneth Bernejay H. Porio Page 80


Prepared by: Reviewed by: Approved by:

KENNETH BERNEJAY H. PORIO ROSEMARIE M. GRASPARIL, MBA NICOLE NIA I. HAO BIAN, MIHM, CHE
Associate Dean Vice President for Education Development
Date Revised: __________________

PREPARED BY: Kenneth Bernejay H. Porio Page 81