SENIOR HIGH SCHOOL CORE SUBJECT

MEDIA AND INFORMATION LITERACY

TOPIC/ LESSON NAME Media and Information Sources

CONTENT STANDARDS The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
PERFORMANCE STANDARDS The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate
individual
LEARNING COMPETENCIES 1. Compares potential sources of media and information
2. Interviews an elder from the community regarding indigenous media and information resource
SPECIFIC LEARNING OUTCOMES At the end of the lesson, students are able to:
 Identify properly the various types and sources of information; and
 Apply the criteria for evaluating media and information sources in researching about the audience of a given social media
platform
TIME ALLOTMENT 120 minutes

CONTENT:

Media and Information Sources

 Citation of Information Sources
 Criteria for evaluating media and information sources

LESSON OUTLINE:
1. Introduction/ Review: 5 minutes
2. Motivation: 10 minutes
3. Instruction/ Delivery: 30 minutes
4. Practice: 10 minutes
5. Enrichment: 10 minutes
6. Evaluation: 55 minutes

MATERIALS Computer, Projector, Presentation Software, Lecture Material, Whiteboard and Marker
RESOURCES  Magpile, Christine Marie, Media and Information Literacy, Inteligente Publishing House: 2016
 Zarate, Maria Jovita, Phd. Media and Information Literacy, Rexstore Publishing: 2016
PROCEDURE MEETING LEARNERS’ NEEDS
INTRODUCTION (5 MINUTES)
Teacher’s Tip:
1. Perform preliminaries (opening prayer and attendance checking)  Provide a specific scenario/ situation to let students
2. Present the topic to the class provide accurate responses.
3. Present the objectives that should be addressed by the end of the entire lesson/ topic
4. Ask students where and how they usually acquire information about a certain topic  Suggestion: “Possible cancellation of Classes”

MOTIVATION (10 MINUTES)

Teacher’s Tip:
Think-pair share Activity  Let students face one another in order for each
individual in a pair for proper communication
1. Instruct the class to get their notebook and pen. Then, each student in the class should find a partner
2. Play a video using the link: https://www.youtube.com/watch?v=jHrGsxSpM5E
3. Ask the class to first answer the guide questions individually. Afterwards, they share their answers/ ideas to their partner.

Guide Question(s):
 Why does it matter to know if Wikipedia’s content is credible?
 Aside from Wikipedia, what other sources of information do you turn to whenever you want to know about something?
 What is the implication and the effect if a given source of information is unreliable?

4. Select at least two students to share what he/ she has learned from his partner’s answer as well as his/ her difference or
similarity from his/her answer.

INSTRUCTION/ DELIVERY (30 MINUTES)

Interactive Discussion

1. Conduct Activity #1:

 Ask the class to form a group with 3 members.
 One member of the group will pick a piece of paper that contains an action which he/ she will silently perform in front
of the second member
 Second member of the group will be asked to observe and write in specific detail about the action being performed by
the first member. This includes his observations as well as his/ her understanding of the action being performed.
 After the second member has finished documenting the action being performed by the first member, he/ she will give
the document to the 3rd member. Then, the 3rd member writes a summary based on the document provided by the 2nd
member.
 The other groups will be asked to answer the class the following:
  Which of the 3 individuals would be considered “most reliable” in term of the assigned action for the group?
Why?

2. Present and discuss the 3 types of information sources.

a. Primary Source
b. Secondary Source
c. Tertiary Source

3. Conduct Activity #2
a. Using the same groups from the previous activity, each group will be provided with a whiteboard marker and will be
asked to list down all possible sources of information that they go to or consult when looking for information on a
specific topic.
b. The teacher creates a list that combines all the responses of the groups
c. Ask the class with the following questions:
i. What are the differences between each source of information on a specific topic?
ii. What specific information can one get out of a specific source?
iii. What limitation(s) does each source have?

4. Present and discuss the following:

a. Indigenous Knowledge
b. Library
c. Museum
d. Archives
e. Internet

5. Ask the class on things to consider when evaluating media and information sources.
6. Present and discuss the criteria for evaluating media and information sources.
7. Ask a student his/ her realization or the things that he/ she learned about the lesson

PRACTICE (10 MINUTES)

Locate two information sources about a specific model of a smartphone (one coming from www.gsmarena.com and the other
from a product review of a Youtuber). Compare the two source of information and identify applicable criteria in evaluating
information sources. Write your result in your notebook.

ENRICHMENT (10 MINUTES)

Conduct an interview to at least two elderly individuals in your community and ask them about how their environment/
surroundings have changed from their childhood years until the current year. Let them narrate the changes and the effects of
such change. Write an essay about this in a short size bond paper.
 COMPONENT EXPERT PROFICIENT NOVICE
(3) (2) (1)
Content Essay provides an excellent Essay provides gives a Essay provides very few
and interesting. It provides decent insight of the insight on the subject’s
an in-depth content about difference of their content. The difference of
the difference of their environment before and the subject’s environment
environment before and now before and now is not
now. properly established
Structure and Flow of the essay’s idea is Flow of the essay’s idea is Flow of the essay’s idea is
Organization easy to follow and generally alright. Certain difficult to follow and
understand. The parts of the idea’s understand. The
organization of the ideas organization deviates organization of the ideas
are cohesive from the rest of the idea are disjointed
Writing Style Essay is very well written. It Essay is decently Essay has major flaws in its
does not contain any error composed. Minor errors composition. Numerous
in spelling, grammar and in grammar, spelling, and errors in grammar,
punctuation. It reflects punctuation are spelling, and punctuation
writer’s unique style of observed. The essay are observed. The essay
conveying that he/ she somehow reflects the does not convey much
wants to communicate to writer’s unique way of information to readers
the reader(s) conveying information to
the readers