CIDAM Media and Information Literacy1

LAKE VIEW ADVENTIST ACADEMY
Classroom Instruction Delivery Alignment Map

Prepared By:
Ms. Jan Gabrielle O. Portillas
Grade: 11 Semester: 1st

Core Subject Title: Media and Information Literacy No. of Hours: 80 hours (20 Weeks)
Pre-requisite: N/A
Core Subject 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.
Culminating Performance Standard: It covers the different lesson on how and where to acquire and gather information and to have a responsible use of different media forms.
Power Standard: Broaden and acquire the necessary interpersonal skills that open opportunities in pursuing their individual career goals and aspirations.
FIRST QUARTER
Highest enabling Strategy
Highest Thinking Skill to Assess to use in Developing the
Content Content Performance Learning Competencies KUD Highest Thinking Skill to
Essential Topic Standards Standards The learner… Classificatio Assess
The learner The learner … n Assessment Technique
demonstrates RBT Level Enabling Teaching
understanding WW QA PC General Strategy
of… Strategy
Introduction to Media and Organizes a 1. Describes how communication is K Understa Exam Represe Discussion
Media and Information creative and affected by media and nding ntation
Information Literacy (MIL) interactive information
Literacy and MIL related symposium 2. Identifies the similarities and U Analyzing QUIZ Exam Essay Commun Critique or
concepts. for the differences of media literacy, ication Reflection
a. Media community information literacy, and
Literacy focusing on technology literacy
b. Information being a media 3. Editorializes the value of being a K Understa Exam Represe Discussion
Literacy and media and information literate nding ntation
Technology information individual
Literacy literate. 4. Identifies U Analyzing Quiz Exam Venn Commun Discussion
characteristics/describes a Diagram ication
responsible uses and competent
producers of media and
information.
5. Shares to class media, habits, D Creating Quiz Exam By pair Problem Think-pair-
lifestyles and preferences discussion Solving share
The Evolution 1. identifies traditional media U Analyzing Exam Commun Discussion
of Traditional to and new media and their ication
New Media relationships
a. Prehistoric
Age 2. editorializes the roles and K Understa Exam Represe Discussion
b. Industrial functions of media in nding ntation
Age democratic society
c. Electronic
Age 3. searches latest theory on D Creating Exam Problem Discussion
d. New information and media Solving
(Information)
Age
Information 1. defines information needs, locates, U Analyzing Exam Commun Discussion
Literacy accesses, assesses, organizes, and ication
communicates information
2. demonstrates ethical use of D Creating QUIZ Exam Essay Problem Scenario
information Solving Thinking
Types of Media 1. classifies contents of different media K Understa Exam Represe Discussion
a. Print types nding ntation
(books,
newsletter,m
agazines,
journals and 2. defines media convergence through U Applying Exam Connecti Discussion
other printed current examples on
materials)
b. Broadcast
(radio,
television and
film) 3. discusses to class on how a particular K Understa LONG Exam Essay Represe Critique or
c. New Media individual/ or society is portrayed in nding QUIZ ntation Reflection
(internet) public using different type of media
Media and 1. compares potential sources of media U Evaluating Exam Reasonin Discussion
Information and information g and
Sources Proof
a. Indigen
ous
b. Library
c. Internet
d. Others
2. interviews an elder from the D Creating Exam Problem Discussion

community regarding indigenous media Solving
and information resource
Media and The learner… U Evaluating Exam Reasonin Discussion

Information 1. evaluates everyday media and g and
Languages information with regard to with codes, Proof
a. Codes, convention, and messages; in regards
Convent with audience, producers, and other
ions stakeholders
and
messag 2. produces and assesses the codes, D Creating LONG Exam Problem Discussion
es convention, and messages of a group QUIZ Solving
b. Audienc presentation
es,
Produce
rs, and
other
stakeho
lders
7. Legal, Ethical, 1. puts into practice their understanding D Creating Exam Problem Discussion
and Societal of the intellectual property, copy right, Solving
Issues in Media and fair use guidelines
and
Information
a. Copy
Right/F
air/Plag
iarism 2. demonstrates proper conduct and D Creating Exam Problem Case Analysis
b. Netique behaviour online (netiquette, virtual Solving
tte self)
c. Digital 3. puts into action their personal resolve D Creating Exam Problem Discussion
Divide, to combat digital divide, addiction, and Solving
Addictio bullying
n, and 4. Explains copyright, fair use, etc. vis-a- U Analyzing Exam Commun Discussion
Bullying vis human rights ication
d. Virtual
Self 5. Discusses current issues related to U Evaluating Exam Reasonin Discussion
e. Others copyright vis-à-vis gov’t./provide sectors g and
actions Proof
6. Explains actions to promote ethical D Creating Exam Essay Problem Discussion
use of media and information. Solving
7. Enumerates opportunities and K Understa LONG Exam Represe Discussion

challenges in media and information. nding QUIZ ntation
8. The student…/learner U Applying Exam Connecti Discussion
Opportunities, 1. realizes opportunities and challenges on
Challenges, and in media and information
Power of Media
and
Information
a. Economic,
Education
al, Social,
and
Political
b. Threats,
Risks,
Abuse,
and
Misuse 2. researches and cites recent examples D Creating Exam Problem Discussion
of the power of media and information Solving
to affect change
9. Current and The student… U Evaluating Exam Reasonin Discussion

Future Trends 1. evaluates current trends in media and g and
of Media and information and how it will affect/how Proof
Information they affect individuals and the society as
a. Massive a whole
open online
content b. 2. describes massive open on-line K Understa Exam Represe Discussion
Wearable nding ntation
technology
(i.e. Google
glass, iPhone
watch, etc.)
c. 3D 3. predicts future media innovation U Analyzing Exam Commun Discussion
Environment ication
(i.e. 3D
printer, 3D
films,
holograms,
etc.) d. 4. synthesizes the overall knowledge U Evaluating Exam Reasonin Discussion
Ubiquitous about media and information with skills g and
Learning e. for producing a prototype of what the Proof
Others learners think is a future media
innovation
Media and U Applying LONG Exam Connecti Scenario

Information QUIZ on Thinking
Literate
Individual
a. Improved
quality of life The student…
b. Greater
political synthesizes the overall implication of
participation media and information to an individual
c. Better (personal, professional, educational, and
economic others) and the society as a whole
opportunitie (economic, social, political, educational,
s and others)
d. Improved
learning
environment
e. More
cohesive
social units
f. Others
SENIOR HIGH SCHOOL SUBJECT
QUARTER 1- MEDIA AND INFORMATION LITERACY
TOPIC/ LESSON NAME Lesson 1: Introduction to Media and Information Literacy (part 1)
CONTENT STANDARD The learners demonstrate understanding of media and information literacy and MIL related concepts.
PERFORMANCE STANDARD The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
LEARNING COMPETENCIES The learners will be able to…
1. Define communication and media (SSHS)
2. Identify and explain the two basic types of communication (SSHS)
3. Discuss the elements of communication and communication models (SSHS)
4. Describes how communication is affected by media and information (MIL11/12IMIL-IIIa-1)
5. Define Media Literacy, Information Literacy, and Technology (SSHS)
6. Identify the similarities and differences of Media Literacy, Information Literacy and Technology Literacy (MIL11/12IMIL-IIIa-2) and
7. Define and explain Media and Information Literacy (SSHS)
TIME ALLOTMENT 60 minutes
INTEGRATED FAITH AND LIFE Our prayer with God is our only communication to him, therefore if we ask help from him we must directly pray to him.
LESSONS
Lesson Outline:
During the lesson, the learners will:
1. Introduction: Check the students stored knowledge on the topic.
2. Motivation: Allow learners to connect the lesson to real-life questions.
3. Instruction/Delivery: Give a short lecture, demonstration or simulation
4. Practice: Venn Diagram
5. Enrichment: Define Media and Information Literacy in your own words?
6. Evaluation: Essay
Materials PowerPoint presentation, scoring rubrics, video clip

Resources Ping, A. (2017). Media and Information Literacy (MIL). Retrieved from https://www.slideshare.net/arnielping
Procedure Meeting the Learner’s Need

INTRODUCTION (10 mins.)
Questions:
1. What is Communication?
2. Why do we Communicate?
3. How do we Communicate?
Key Words:
Communication – the act of using words, sounds, signs or behaviors to express or exchange information or
to express your ideas, thoughts, feelings, etc., to someone else.
Non-verbal communication – signs, symbols, colors, sending messages without voice or sound or texts
Verbal communication – oral, written
Media - communication tools
Information – knowledge of specific events or situation
Media Literacy – the ability to read, analyze, evaluate, and produce communication, in variety of media
forms
Information literacy – the ability to recognize when information is needed and to locate, evaluate,
effectively use and communicate information in its various formats.
Technology (Digital Literacy) – the ability to use digital technology, communication tools or networks to
locate, evaluate, use and create information
MOTIVATION (10 mins)
1. Show the picture analysis on 10 levels of intimacy in today’s communication and ask if it is true in
today’s generation. What can they say about this one?
2. Show the picture analysis on a meme with the message: “Half of my problems are because of the
tone of my voice. Everyone thinks that I’m arguing while actually I’m just talking”. What can they
say about this one?
INSTRUCTION/DELIVERY (30 mins)
Quescussion on: Communication, its processes, communication models, and the differences and
similarities on Media, Information and Technology literacies.
PRACTICE (10 mins)
Make them make a Venn Diagram and tell them to write what are the differences between Media,
Information and Technology literacies.
ENRICHMENT
Encourage learners to read an article about media and information literacy and to define it in their own
words.
EVALUATION Exceeds expectation= 20 pts.

Write an essay about what is media information literacy in their own words. Meets Expectation= 15 pts.
Needs Improvement= 10 pts.
Not Visible= 8 pts.
1. Discuss and evaluate the characteristics of a responsible user and competent producer of media and information (SSHS)
2. Editorialize the value of being a media and information literate individual
INTEGRATED FAITH AND LIFE Our prayer with God is our only communication to him, therefore if we ask help from HIM, we must directly pray to him.
LESSONS
Lesson Outline:
7. Introduction: Recap what the students learn on yesterday’s topic.
10. Practice: Strategy: think-pair-share
11. Enrichment: What are the characteristics of responsible users and competent producers of media and information?
Materials PowerPoint presentation, scoring rubrics, video clip


Questions:
1. What can they recall from yesterday’s lesson?
Key Words:
Preference – the selecting of someone or something over another or others
Habit – a recurrent, often unconscious pattern of behavior that is acquired through frequent repetition.
Lifestyle – a way of life or living of a person or group.
2. Make them analyze an infographic and what can they say about this one.
3. Show the picture analysis on “Keep calm and remember your netiquette”, what can the learner’s
say about the picture and do they agree on this one.
4. Show the picture analysis on “Don’t believe everything you read on the internet just because
there’s a picture with a quote next to it” – with Abraham Lincoln’s picture, ask the learner’s what’s
their reaction on this one.
5. Show a meme about Bill, quoting “Bill is on the internet. Bill sees something on the internet that
offends him. Bill moves on. Bill is smart. Be like Bill” and what can they say on this one
6. Show a picture analysis about safebook and what can they say on this one
Quescussion on: Responsible use of Social Media THINK, Do’s and Don’ts when using social networks, and
Oversharing: think before you post
PRACTICE (10 mins)
Oral questioning on selected students with the following questions:
1. Do you consider yourself as media and information literate individual? Why or Why not?
2. Why is being a media and information literate very important in this modern world?
ENRICHMENT
Show some cartoon analysis about the importance of media and information literacy.

Write an essay about the value of being a media and information literate individual. Meets Expectation= 15 pts.
Not Visible= 8 pts.
Very Good Good Poor Needs Improvement

INTRODUCTION background/Define Well-developed introductory Introductory paragraph contains Introduction does not adequately Introduction was not presented
the problem paragraph contains detailed background information and states explain the background of the
background information, a clear the problem, but does not explain problem. The problem is stated but
explanation or definition of the using details. lacks detail.
problem
(6 pts) (5 pts) (4 pts) (0 pts)

BODY PARAGRAPHS Body is well developed with two Body was presented with one Body was presented but does not Body was not presented
supporting facts/examples. supporting fact/example. have any example
(7pts) (6pts) (5pts) (0pts)
CONCLUSION Conclusion was presented. Opinions Conclusion was presented. Opinions Conclusion was presented but no Conclusion was not presented.
and suggestions for change are and suggestions for change are suggestions for change and/or
logical and well thought out. evident. opinions are included.
(6pts) (5pts) (4pts) (0 pts)
1. Discuss basic text and visual design elements and principles (SSHS)
2. Identify design elements and principles used in different text and visual media (SSHS)
3. Produce and evaluate a creative text based presentation using design principle and elements (MIL 11/12/12TIM-IVb-6)
4. Produce and evaluate a creative visual based presentation using design principle and elements (MIL 11/12/12TIM-IVb-10)
5. Create a text and visual digital poster which will campaign for high school students to be a responsible user and competent producer of
media and information (SSHS)
INTEGRATED FAITH AND LIFE Our prayer with God is our only communication to him, therefore if we ask help from HIM, we must directly pray to him.
LESSONS
Lesson Outline:
4. Practice: Picture analysis
5. Enrichment: Explain their performance task that is going to be passed for this sem.
6. Evaluation: Performance Task – Digital Poster Making
Materials PowerPoint presentation, scoring rubric


Questions:
Key Words:
Contrast – two elements are different from each other
Perspective – created through the arrangement of objects in 2D space to look like they appear in real life
2. Show some sample of Digital Poster Making
Quescussion on: Text design principles and elements and Visual Design Elements and principles
PRACTICE (10 mins)
Discuss text and visual design elements and principles applied in the media that is going to be showed.
ENRICHMENT
Explain their performance task that is going to be passed for this sem.

Performance task: Digital Poster Making Meets Expectation= 25 pts.
Not Visible= 18 pts.
Criteria Excellent Good Fair NI

Content Message is clear, accurate, and Message is clear and accurate. Message is clear but questionable. Message is unclear and/or
- Be a responsible user and strong. inaccurate.
producer of media
information
10 8 5 2
Graphic All graphics are related to the topic All graphics are related to the topic All graphics relate to the topic. Graphics do not relate to the topic
- Relevance and Citation and make it easier to understand. and most make it easier to Two borrowed graphics have no and/or three or more borrowed
All borrowed graphics have a understand. source citation. graphics do not have a source
source citation. One borrowed graphics have no citation.
source citation.
10 8 5 2
Design and Layout The poster is exceptionally The poster is attractive in terms of The poster is acceptably attractive The poster is poorly designed, and
attractive in terms of design, layout design, layout and neatness. though layout is cluttered. the layout is cluttered.
and neatness.
10 8 5 2
TOPIC/ LESSON NAME Lesson 4: The Evolution of Traditional to New Media (Part 1)
1. Identify traditional media and new media and their relationships (MIL11/12EMIL-IIIb-5)
2. Discuss the characteristics of traditional media and new media (SSHS)
3. Define technological determinism and cultural determinism (SSHS)
4. Compare technological determinism with cultural determinism (SSHS)
5. Search latest theory on information and media (MIL11/12EMIL-IIIb-7)
6. Discuss the Normative Theories of the Press (SSHS) and
7. Evaluate the type of media in the Philippines using the Normative Theories of the Press (SSHS)
INTEGRATED FAITH AND LIFE The starting point for a Biblical worldview is the existence of God who is personal and moral; and the creator of all else that exists.
LESSONS
Lesson Outline:
1. Introduction: Recap what the students learn on yesterday’s topic and show the learners a video clip about the History of communication.
2. Motivation: Show the cartoon analysis and formative assessment
4. Practice: Class Discussion - Explain the statement of Marshall Mcluhan that “The Medium is the Message”
5. Enrichment: How will you describe media in the Philippines using the normative theories of the press?
6. Evaluation: Class Debate
Materials PowerPoint presentation, Video clips


Questions:
2. Show the learners a video clip about the History of Communication
Key Words:
Traditional Media – media experience is limited.
New Media - media experience is more interactive.
1. Show the cartoon analysis about the Evolution of Communication
2. Show a formative assessment about traditional and new media
Quescussion on:
Traditional Media and New Media, History of Social Media, and How has technological changed
us?, Normative Theories of the Press
PRACTICE (10 mins)
1. In the class discussion, the learners must explain the statement of Marshall Mcluhan that “The
Medium is the Message”
2. Does technology shaped us or is it us who shaped technology? Explain your answer and give an
example.
ENRICHMENT
How will you describe media in the Philippines using the normative theories of the press?
EVALUATION “Research about how to score a class debate”
Class Debate: Is censorship in the media necessary?
TOPIC/ LESSON NAME Lesson 5: The Evolution of Traditional to New Media (Part 2)
1. Identify the functions of communication and media (SSHS)
2. Discuss the role and functions of media in a democratic society (SSHS)
3. Editorialize the roles and functions of media in democratic society (MIL11/12EMIL-IIIb-6)
4. Identify and discuss current issues in Philippine Media (SSHS)
5. Evaluate the impact of these issues to Philippine Democracy (SSHS)
INTEGRATED FAITH AND LIFE The starting point for a Biblical worldview is the existence of God who is personal and moral; and the creator of all else that exists.
LESSONS
Lesson Outline:
During the lesson, the teacher will:
2. Motivation: Show the cartoon analysis
4. Practice: Recitation – video clip about World Press Freedom Day 2017
5. Enrichment: Short Quescussion about the Current Issues in Philippine Media
6. Evaluation: Recitation


Question:
What can they recall from yesterday’s lesson?
Key Words:
Public Opinion – views prevalent among the general public
Advocacy - the act of pleading or arguing in favor of something, such as a cause, policy, or interest; active
support of an idea
Show the learners a cartoon analysis about Medias Surrounding People
Quescussion on:
Functions of communication and media and Current Issues in Philippine Media
PRACTICE (10 mins)
Recitation: Show the learners a video clip about World Press Freedom Day 2017: UNESCO Calls for better
protection of press
1. What is the news all about?
2. What issues facing journalist are mentioned in the news?
3. Are the issues mentioned also evident in the Philippines?
ENRICHMENT
Short Quescussion about the Current Issues in Philippine Media showing some infographics and
picture
EVALUATION
Recitation: What can the learners say about the quote by Warren Christopher saying, “Without a
free and independent media, true democracy is unattainable”.
TOPIC/ LESSON NAME Lesson 6: Types of Media (Part 1)

1. Identify the different types of media (SSHS)
2. Classify contents of different media types (MIL11/12TYM-IIId-10)
3. Discuss the effects of media to culture and society (SSHS)
4. Evaluate the effects of media to culture and society (SSHS)
5. Define media convergence through current examples (MIL11/12TYM-IIId-11)
6. Evaluate why media convergence is a trend that cannot be done away (SSHS)
INTEGRATED FAITH AND LIFE “God’s word can and should be spread any way. If reaching it means reaching more people digitally, then that’s what should be done.”
LESSONS
Lesson Outline:
8. Motivation: Make the learners define media in their own words and do a formative assessment
10. Practice: Class Discussion
12. Evaluation: Recitation


Question:
Key Words:
 New Media – digital media that are interactive, incorporate two-way communication and involve
some form of computing
 Convergence - is considered a new trend because technological capabilities were only recently
established to allow for cheaper and widespread implementation. The simple concept of
convergence allows multiple tasks to be performed on a single device, which effectively conserves
space and power.
Make the learners define media in their own words and do a formative assessment regarding the
lesson
Quescussion on:
1. Types of Media
a. Print Media
b. Broadcast Media
c. Film/Cinema
d. Video Games (Digital Games)
e. New Media
PRACTICE (10 mins)
Class Discussion with the following questions:
1. What is the emerging role of social media in the society?
2. How do you think social media is affecting our culture?
ENRICHMENT
Show a cartoon analysis to the students and ask them what they think about it
EVALUATION
Recitation: Ask the learners with these following questions:
 What is media convergence?
 Why media convergence a trend that cannot be done away?
 What are other examples of media convergence?

1. Define mass media and media effects (SSHS)
2. Discuss and evaluate the different theories on media effects (SSHS)
3. Discuss in class how an individual or society is portrayed in public using different types of media (MIL11/12TYM-IIId-12)
4. Analyze and evaluate the effects of new media to the youth (SSHS)
5. Editorialize the effects of new media to the Filipino youth (SSHS)
LESSONS
Lesson Outline:
14. Motivation: Show a viral post and ask the learners what they think of it
16. Practice: Class Discussion
Materials PowerPoint presentation, Video clips, Rubric


Question:
Key Words:
 Mass Media – refers to channels of communication that involves transmitting information in some
way, shape or form to large numbers of people
 Media Effects – are the intended or unintended consequences of what the mass media does
Show a viral post, the “Upuan Girl”, and ask the learners what they think of it
Quescussion on:
1. What is Mass Media?
2. Types of Media Effects
3. What is Propaganda?
PRACTICE (10 mins)
Class Discussion with the following questions:
1. How do you know when what is posted social media is a propaganda? How do you react on it?
2. How can you protect yourself from being influenced by propaganda messages in social media?
ENRICHMENT
Show a short video clip about Media Effects and ask the learners, why is it important to understand how
media effects work? Show some pictures of different media figures ask the learners, how is this person
portrayed in public by different types of media.
EVALUATION
Essay: Write an essay about your analysis and evaluation of the effects of media to the Filipino
Youth.
Very Good Good Poor Needs Improvement

INTRODUCTION Well-developed introductory Introductory paragraph contains Introduction does not adequately Introduction was not presented.
paragraph contains detailed some background information and explain the background of the
background information, a clear states the problem but does not problem. The problem is stated but
explanation or definition of the explain using details. lacks detail.
problem.
(5 pts) (4 pts) (15 pts) (0 pts)
BODY PARAGRAPH Argument is well developed with Argument was presented with Argument was presented but lacks Argument was not presented.
supporting examples. some supporting examples. example.
(5 pts) (4 pts) (15 pts) (0 pts)
CONCLUSION Conclusion was presented. Opinions Conclusion was presented. Some Conclusion was presented but no Conclusion was not presented.
and suggestions for change are suggestions for change are evident. suggestions for change and/or
logical and well thought out. opinions are included.
(5 pts) (4 pts) (15 pts) (0 pts)

1. Define propaganda (SSHS)
2. Discuss the characteristics of propaganda materials (SSHS)
3. Explain the need to be aware and understand propaganda materials (SSHS)
4. Identify propaganda materials that are spread on social media (SSHS)
5. Evaluate the dangers of propaganda to a democratic country
LESSONS
Lesson Outline:
19. Introduction: Recap what they learn on yesterday’s topic.
20. Motivation: Watch a video clip about how social media for propaganda is big business
21. Instruction/Delivery: Listen to a short lecture, demonstration or simulation
22. Practice: Do a Class Activity about the lesson
23. Enrichment: Have an oral recitation on some questions
24. Evaluation: Have an Assignment about Propaganda
Materials PowerPoint presentation

Ressa, M. (2016). Propaganda war: Weaponizing the internet. Retrieved from www.rappler.com/nation/148007-propaganda-war-weaponizing-internet

Question:
Key Words:
 Propaganda - information, especially of a biased or misleading nature, used to promote or publicize a
political cause or point of view.
 Weaponizing - adapt for use as a weapon.
Show a video clip about How Social Media for Propaganda is Big Business and ask what are the
learners reaction to it.
Quescussion on:
1. What is Propaganda
2. Why be aware of Propaganda
3. How to spot Propaganda
4. Propaganda in Digital World
PRACTICE (10 mins)
Class Activity on the Article “Propaganda War: Weaponizing the Internet” By Maria Ressa and discuss
what are their reactions on this one.
ENRICHMENT
Oral Recitation about the Article with the following questions:
1. What does weaponizing the internet means?
2. What do you think are the real dangers of propaganda? Why?
EVALUATION
Assignment following these instructions:
1. Look for propaganda posted on Facebook.
2. Print screen and paste it on MS Word (letter size). Crop if needed.
3. Prove that the post is a propaganda material. Answer in not less than 3 sentences. (Font: Times
New Roman, Size:12)
TOPIC/ LESSON NAME Lesson 9: Media Literacy (Part 1)

1. Define media literacy
2. Discuss and value the importance of media literacy
3. Explain the fundamental elements of media literacy
4. Value the importance of critical thinking in media literacy
5. Apply critical thinking by identifying fallacies arguments
INTEGRATED FAITH AND LIFE “God has blessed us with minds to discern messages that come to us. Don’t just receive the things that are presented to you, but take the time
LESSONS to stop and ASK questions.”
Lesson Outline:
2. Motivation: Investigate the controversial events that became viral in the Philippines
4. Practice: Formative Assessment Applying critical thinking
5. Enrichment: Formative Assessment: Oral Recitation
6. Evaluation: Formative Assessment: Recitation
Materials PowerPoint presentation, Video clip

Question:
Key Words:
 Sexism - prejudice or discrimination based on sex or gender, especially against women and girls
 Racism - any action, practice, or belief that reflects the racial worldview—the ideology that humans
may be divided into separate and exclusive biological entities called “races”
 Media Literacy – ability to decode, analyze, evaluate, and produce communication in a variety of
forms
 Critical thinking - is the ability to think clearly and rationally about what to do or what to believe
 Logical fallacy - is an error in reasoning that renders an argument invalid
Show some pictures about controversial events that became viral in the Philippines and explain why
it is controversial
Quescussion on:
1. What is Media Literacy
2. Fundamental Elements of Media Literacy
3. What is Critical Thinking
4. Types of Logical Fallacies
PRACTICE (10 mins)
Formative Assessment: Make the learners identify the fallacy by showing some statements.
ENRICHMENT
Oral Recitation by showing a poster and answering the following questions:
1. What message or argument is presented in this poster?
2. Do you agree with the message or argument? Why or why not?
EVALUATION
Formative Assessment: Recitation
1. Why is critical thinking very important to media literacy?
2. Why is it important for students to develop their critical thinking skills?

1. Define media literacy
2. Discuss and value the importance of media literacy
3. Explain the fundamental elements of media literacy
4. Value the importance of critical thinking in media literacy
5. Apply critical thinking by identifying fallacies arguments
INTEGRATED FAITH AND LIFE “God has blessed us with minds to discern messages that come to us. Don’t just receive the things that are presented to you, but take the time
LESSONS to stop and ASK questions.”
Lesson Outline:
2. Motivation: Investigate the controversial events that became viral in the Philippines
4. Practice: Formative Assessment Applying critical thinking
5. Enrichment: Formative Assessment: Oral Recitation


Question:
Key Words:
 Sexism - prejudice or discrimination based on sex or gender, especially against women and girls
 Racism - any action, practice, or belief that reflects the racial worldview—the ideology that humans
may be divided into separate and exclusive biological entities called “races”
 Media Literacy – ability to decode, analyze, evaluate, and produce communication in a variety of
forms
 Critical thinking - is the ability to think clearly and rationally about what to do or what to believe
 Logical fallacy - is an error in reasoning that renders an argument invalid
Show some pictures about controversial events that became viral in the Philippines and explain why
it is controversial
Quescussion on:
1. What is Media Literacy
2. Fundamental Elements of Media Literacy
3. What is Critical Thinking
4. Types of Logical Fallacies
PRACTICE (10 mins)
Formative Assessment: Make the learners identify the fallacy by showing some statements.
ENRICHMENT
Oral Recitation by showing a poster and answering the following questions:
1. What message or argument is presented in this poster?
2. Do you agree with the message or argument? Why or why not?
EVALUATION
1. Why is critical thinking very important to media literacy?
2. Why is it important for students to develop their critical thinking skills?

1. Identify and explain the key concepts in media analysis
2. Identify and discuss the key questions to ask when analysing media messages
3. Explain deconstruction of media messages
4. Apply strategies in analysing and deconstructing media messages
INTEGRATED FAITH AND LIFE Every human being created in the image of God, is endowed with a power akin to that of the Creator – individuality, power to think and to do. The men in
LESSONS whom this power is developed are the men who bear responsibilities, who are leader in enterprise and who influence character. It is the work of true
education to develop this power, to train the youth to be thinkers, and not mere reflectors of other men’s thought. Instead of confining their study to that
which men have said or written, let students be direct to the sources of truth, to the vast fields opened for research in nature and revelation” (1903:17).
Conformism and loss of individuality is one of the major concerns of media literacy.
Lesson Outline:
2. Motivation: Watch a video presentation and answer some questions
4. Practice: Formative Assessment: Deconstructing Media messages: Advertisement
5. Enrichment: Formative Assessment: Deconstructing Media messages: Advertisement
6. Evaluation: Formative Assessment: Deconstructing Media messages: Advertisement


Question:
Key Words:
 Construct - to make or form by combining or arranging parts or elements
 Concept - an abstract or generic idea generalized from particular instances
Watch a video presentation and answer the following questions:
1. What valuable lessons can we learn from the video?
2. How is being a media and information literate related to being a wise consumer?
3. How can media and information literacy make producers or companies be more honest in their
advertisements?

Quescussion on:
1. Six key concepts in media analysis
2. Key questions to ask when analysing media messages
PRACTICE (10 mins)
Formative Assessment: Deconstructing Media messages: Advertisement
ENRICHMENT
EVALUATION
TOPIC/ LESSON NAME Lesson 11: Current and Future Trends in Media and Information
1. Define ubiquitous learning
2. Discuss the characteristics of ubiquitous learning
3. Describe massive open on-line
4. Identify current trends in media information
5. Evaluate current trends in media and information and how will it affect/how they affect individuals and the society as a whole
6. Predict future innovation
7. Synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media
information
INTEGRATED FAITH AND LIFE Solomon tells us that the basis of all true knowledge is the fear of the Lord (Proverbs 1:7). The word fear here does not carry the idea of terror
LESSONS or dread; rather, it is awe and reverence for the holiness and majesty of God and a reluctance to disappoint or disobey Him. Jesus said that
when we know the truth, the truth will make us free (John 8:32). Freedom from fear comes from being educated in Truth.
Lesson Outline:
2. Motivation: Show a picture about media and what can they say about it
4. Practice: Formative Assessment: Class discussion
5. Enrichment: Formative Assessment: Identifying some technological tools


Question:
Key Words:
 Ubiquitous – learning at any time, at any place.
 MOOC – Massive, Open, Online, Course
Show a picture about the media and information in Education and what ask the learners what can
they say about this one
Quescussion on:
1. What is Ubiquitous learning
2. Main characteristics of Ubiquitous learning
3. What is MOOC?
PRACTICE (10 mins)
Formative Assessment: Class Discussion on the following questions
1. What is MOOC?
2. How MOOC was made possible today?
3. How is it different from taking a course from a college or university?
4. How is it changing or influencing education at present?
ENRICHMENT
Formative Assessment: Showing some pictures of some technological tools and making the learners
identify what this is
EVALUATION
Ask the learners, which of the discussed trends in media and information do you think will have the most
impact or influence to people and to the society as a whole? Why?
TOPIC/ LESSON NAME Lesson 12: Information Literacy

1. Define Information Literacy (SSHS)
2. Identify and explain the components of information literacy (SSHS)
3. Define information needs (MIL11/12IL-IIIc-8)
4. Locate, access, assess, organize and communicate information (MIL11/12IL-IIIc-8)
5. Demonstrate ethical use of information (MIL11/12IL-IIIc-9)
6. Produce and evaluate a creative text, visual and audio based presentation using design principle and elements (MIL11/12TIM-IVb-6/MIL11/12VIM-
IVc-10/MIL11/12AIM-lvd)
INTEGRATED FAITH AND LIFE God supports the concept of information literacy.
LESSONS
a. We could read about that from Deuteronomy 13, how that a prophet who gives a sign and the sign comes true, must be rejected if he tries
to lead people away from God.
b. We could read about that from 1 Kings 13, where God gave a young prophet explicit instructions, but an older prophet lied to the young
man. And the young man died for believing and acting on a lie.
c. We could read about that from 1 John 4:1, “Beloved, do not believe every spirit, but test the spirits, whether they are of God; because many
false prophets have gone out into the world.”
d. We could read about that from Acts 17:11, “These were more fair-minded than those in Thessalonica, in that they received the world with
all readiness, and searched the Scriptures daily to find out whether these things were so.”
Lesson Outline:
2. Motivation: Show a video presentation and ask the learners what can they say about it
4. Practice: Ask some question regarding the lesson
5. Enrichment: Ask if they have any questions or clarifications regarding the lesson
6. Evaluation: Learners Performance Task


Question:
Key Words:
 Information Literacy – the ability to recognize when information is needed and to locate, evaluate,
effectively use and communicate information in its various formats
Show a video presentation about the following and ask what can they say about these:
1. What is Information Literacy?
2. 21st Century Literacy
Quescussion on:
4. What is Information Literacy?
5. 5 Components of Information Literacy?
PRACTICE (10 mins)
Ask the following questions to the students:
5. What is the importance of Information Literacy to the society?
6. Give at least one ethical use of information literacy to the students?
ENRICHMENT
Ask the learners if they have any questions regarding the lesson
EVALUATION
Performance Task: Audio-Visual Presentation
Instructions:
1. The class will be divided into groups with 3 members.
2. Each group will create an audio-visual presentation (text, pictures and audio) about what
information literacy is and why information literacy skills are important.
3.

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LAKE VIEW ADVENTIST ACADEMY

Classroom Instruction Delivery Alignment Map

Grade: 11 Semester: 1st

2. interviews an elder from the D Creating Exam Problem Discussion

Media and The learner… U Evaluating Exam Reasonin Discussion

7. Enumerates opportunities and K Understa LONG Exam Represe Discussion

9. Current and The student… U Evaluating Exam Reasonin Discussion

Media and U Applying LONG Exam Connecti Scenario

Materials PowerPoint presentation, scoring rubrics, video clip

Procedure Meeting the Learner’s Need

EVALUATION Exceeds expectation= 20 pts.

Materials PowerPoint presentation, scoring rubrics, video clip

Procedure Meeting the Learner’s Need

EVALUATION Exceeds expectation= 20 pts.

Very Good Good Poor Needs Improvement

(6 pts) (5 pts) (4 pts) (0 pts)

Materials PowerPoint presentation, scoring rubric

Procedure Meeting the Learner’s Need

EVALUATION Exceeds expectation= 30 pts.

Criteria Excellent Good Fair NI

Materials PowerPoint presentation, Video clips

Procedure Meeting the Learner’s Need

Materials PowerPoint presentation, Video clips

Procedure Meeting the Learner’s Need

TOPIC/ LESSON NAME Lesson 6: Types of Media (Part 1)

Materials PowerPoint presentation, Video clips

Procedure Meeting the Learner’s Need

TOPIC/ LESSON NAME Lesson 7: Types of Media (Part 2)

Materials PowerPoint presentation, Video clips, Rubric

Procedure Meeting the Learner’s Need

Very Good Good Poor Needs Improvement

TOPIC/ LESSON NAME Lesson 8: Types of Media (Part 3)

Materials PowerPoint presentation

Procedure Meeting the Learner’s Need

TOPIC/ LESSON NAME Lesson 9: Media Literacy (Part 1)

Procedure Meeting the Learner’s Need

TOPIC/ LESSON NAME Lesson 9: Media Literacy (Part 1)

Materials PowerPoint presentation, Video clip

Procedure Meeting the Learner’s Need

TOPIC/ LESSON NAME Lesson 10: Media Literacy (Part 2)

Materials PowerPoint presentation, Video clip

Procedure Meeting the Learner’s Need

INSTRUCTION/DELIVERY (30 mins)

Materials PowerPoint presentation, Video clip

Procedure Meeting the Learner’s Need

TOPIC/ LESSON NAME Lesson 12: Information Literacy

Materials PowerPoint presentation, Video clip

Procedure Meeting the Learner’s Need

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