Lesson Plan MIL COR11

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. 2. 3. 4. 5.

Define the nature and extent of media and information. Identify types of media and information resources available. Locate or access information resources on topic. Evaluate media and information resources being found. Use the information found ethically to satisfy the information needed.

PREPARED BY: Kenneth Bernejay H. Porio

Page 1

WEEK NO.: 1 SESSION NO.: 1 TOPIC/CONTENT Introductory Session 1. Check students and knowing oneself 2. School and Classroom Policy and discipline 3. Grading System 4. Course objectives 5. Course requirements

LEARNING OUTCOMES At the end of the session, students should be able to: Introduce themselves among their classmates and create rapport. (JIBCBT-SHS) Understand school and classroom policies and discipline to distinguishing sense of self-discipline. (JIBCBTSHS) Recognize and understand teacher’s classroom policies. (JIBCBT-SHS) Know and understand on how they were being graded for them to develop as well competitiveness within themselves to aim a high grade. (JIBCBT-SHS)

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Getting to Know You Getting to know each other. Direction: Each student will introduce their selves to the class. They will share their course expectations and teachers’ expectations. A. Activity

ASSESSMENT

ASSIGNMENT

RESOURCES

The students will be graded base on the accuracy of their answers based on their application.

Search about the definition of “media,” “information” and “communication.” May be a dictionary definition or a definition taken from online sources.

Introduction to Media and Information Literacy YouTube Channel: Arniel Ping Retrieved October 26, 2016 from https://www.yout ube.com/watch? v=b-Y6LRIppU4

To be typewritten in a one short bond paper and submitted on the next meeting.

Each student will provide a one-fourth (¼) sheet of yellow paper indicating their full personal contact information. They will be introducing their selves to the class. B. Analysis How will they be able to Page 2

Determine the course objectives and to let them understand the importance of passing the Media and Information Literacy Course. (JIBCBT-SHS)

confidently introduce their selves in front of the class? C. Abstraction -What are your expectations for this course? -What are your expectations to your teacher? D. Application The students will be going to answer the teacher’s 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 TOPIC/CONTENT Introduction to Media and Information Literacy (Part 1A) The learner demonstrates an understanding of media and information sources, and values them as part of communication tools.

LEARNING OUTCOMES On successful completion of this chapter, the students will be able to: 



Discussion of the different communication models. 

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Submission of assignment describe the nature of - Brief overview and communication and idea about the the concepts related course. to it (JIBCBT-SHS); Direction: Students will describe how interact to their teacher communication is about their idea on the affected by media topic. and information (MIL11/12IMIL-IIIa-1); A. Activity and identify the Direction: The students similarities and will be asked to get ½ differences of media crosswise sheet of yellow literacy, information paper and record their literacy, and use and interaction of technology literacy (MIL11/12IMIL-IIIa-2). different media and information sources and how many hours do they spent on each one per week. The figures to be provided do not have to be exact, just a rough

PREPARED BY: Kenneth Bernejay H. Porio

ASSESSMENT

ASSIGNMENT

Assignment: definitions of “media”, “information” and “communication” . - Worth 5 points per complete definition (15 points total).

Students will enter the MIL Portal Facebook group by entering the group through their Facebook accounts.

Class activity: Write student’s media usage per week (5 points), with recitation activity (5 points)

Students will also “like” and “share” the Facebook page “JIB Senior High Media and Information Literacy”.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung, ChiKim (2011). Media and Information Literacy: Curriculum for Teachers. UNESCO Press Media and Information Literacy by Boots C. Liquigan, Diwa Learning Page 4

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 PREPARED BY: Kenneth Bernejay H. Porio

Page 5

paper.

PREPARED BY: Kenneth Bernejay H. Porio

Page 6

WEEK NO.: 2 SESSION NO.: 3 TOPIC/CONTENT Introduction to Media and Information Literacy (Part 1B) The learner demonstrates an understanding of media and information sources, and values them as part of communication tools.

LEARNING OUTCOMES On successful completion of this chapter, the students will be able to: 





Identify the similarities and differences of media literacy, information literacy, and technology literacy. (MIL11/12IMIL-IIIa-2) Editorialize the value of being literate in media and information. (MIL11/12IMIL-IIIa-3) Share to the class media habits, lifestyles and preferences (MIL11/12IMIL-IIIa-4).

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Ice breaker - Brief review on the previous topic Ice Breaker: Students perform a parody of the “Pen-Pineapple-ApplePen” song using the Media and Information Literacy concept. Direction: The students will interact on the previous sub-topic and relate to the current subtopic. A. Activity Slide presentation - Review of the definition of communication and communication models.

ASSESSMENT Group task: - Create a model showing the communication process in Facebook. (5 points) - Briefly explain the different components (e.g. sender, receiver, channel, events, feedback, etc.) in your communication model (5 points) Essay: How is communication affected by media and information in your communication model

ASSIGNMENT Students will sign up for an Edmodo account and enter the JIB Media and Information Literacy group.

RESOURCES Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung, ChiKim (2011). Media and Information Literacy: Curriculum for Teachers. UNESCO Press Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Page 7

-

Definition of media literacy, information literacy and technology literacy.

Systems Inc.

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 TOPIC/CONTENT Introduction to Media and Information Literacy (Part 2) Discussion of the responsible and competent use of media information - Characteristics of a Media and Information Literate Individual - Importance of Media and Information Literacy (MIL)

LEARNING OUTCOMES Learners will be able to:  identify the characteristics of responsible users and competent producers of media and information (MIL11/12IMILIIIa-3); and  editorialize the value of being a media and information literate individual (MIL11/12IMILIIIa-3).

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief overview and idea about the topic. A. Activity Direction: During the slide presentation, students will interact to their teacher about the posters and images being flashed on the screen. B. Analysis Students will answer the following question on each image: -

PREPARED BY: Kenneth Bernejay H. Porio

What is the message of this poster? Do you agree with the message? Why or why not?

ASSESSMENT

ASSIGNMENT

The students will be graded base on the responses of the students participating in the recitation.

Performance task: Students will write an essay about the value of being a media and information literate individual.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd

Responsible Performance Use of Social work rubrics: Media THINK * Introduction – 5 To be by Projonmo pts. typewritten in a Agami * Main argument one short bond https://www.you – 5 pts paper and tube.com/watch * Conclusion – submitted on the ?v=qKxJA7bE5pts. next meeting. xw Dos and Don'ts when using social networks By leadinginnovatio n https://www.you tube.com/watch ? v=hqezbib5qpQ Page 9

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 TOPIC/CONTENT Introduction to Media and Information Literacy (Part 3A) Design Elements and Principles - Discussion on the foundations of design. Performance Task: Digital Poster Project (Concept)

LEARNING OUTCOMES Learners will be able to:  Identify and explain basic design elements and principles (JIBCBT-SHS);  discuss how the discussed design elements and principles are used in posters (JIBCBT-SHS);  create a text and visual digital poster which will influence high school students to be a responsible user and competent producer of media information (JIBCBT-SHS); and  produce and evaluate a creative text and

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Submission of assignment - Brief review about the previous topic about being a media and information literate individual. - Brief overview of the lesson. A. Activity Direction: Slide show discussing the fundamental design elements and principles. B. Analysis - What makes a good and effective design? - Analyze samples of digital posters. C. Abstraction - What are the

ASSESSMENT

ASSIGNMENT

Performance Task: The students will be graded base on the following criteria:

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

Media and Information Literacy Curriculum Guide by DepEd

Content (10 points) - Be a responsible user and producer of media information

- Create the digital poster using Canva.

Design Elements and Principles https://designsc hool.canva.com /designelementsprinciples/

Graphic (10 points) - Relevance and Citation

- Each group will present each of their concepts next meeting.

Design and Layout (10 points)

- Students are allowed to use additional tools.

RESOURCES

https://designsc hool.canva.com /blog/visualdesigncomposition/

Work Ethics (10 points) - Cooperation

Page 11

visual presentation using design principle and elements (MIL11/12TIMIVb-6/ MIL11/12VIM-IVc10)

-

fundamental principles of design? What is the design principles that make a media output effective?

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 PREPARED BY: Kenneth Bernejay H. Porio

Page 12

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 TOPIC/CONTENT Introduction to Media and Information Literacy (Part 3B) Design Elements and Principles Performance Task: Digital Poster Project (Laboratory)

LEARNING OUTCOMES Learners will be able to:  create a text and visual digital poster which will influence high school students to be a responsible user and competent producer of media information (JIBCBT-SHS); and  produce and evaluate a creative text and visual presentation using design principle and elements (MIL11/12TIMIVb-6/ MIL11/12VIM-IVc10)

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic on design principles A. Activity Direction: Each group of 3 students presents their poster (or their poster concept) to the class. B. Analysis - Analyze the concept being chosen by each group. C. Abstraction - How will the chosen topic be relevant to both senior high and college students? D. Application The digital posters will be shared on the JIB MIL Facebook page.

ASSESSMENT Performance Task: The students will be graded base on the following criteria: Content (10 points) - Be a responsible user and producer of media information Graphic (10 points) - Relevance and Citation Design and Layout (10 points)

ASSIGNMENT - Create the digital poster using Canva. - Students are allowed to use additional tools. - Submit the digital poster in the Edmodo account and Facebook group. - Print a copy of the poster in a short bond paper and submit next meeting.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Design Elements and Principles https://designsc hool.canva.com /designelementsprinciples/ https://designsc hool.canva.com /blog/visualdesigncomposition/

Work Ethics (10 points) - Cooperation

Page 14

WEEK NO.: 4 SESSION NO.: 7 TOPIC/CONTENT The Evolution of Traditional to New Media (Part 1) Traditional vs. New Media Technological Determinism vs. Cultural Determinism

LEARNING OUTCOMES Learners will able to:  identify traditional media and new media and their relationships (MIL11/12EMIL-IIIb5);  compare technological determinism with cultural determinism (JIBCBT-SHS);  search latest theory on information and media (MIL11/12EMIL-IIIb7);  Examine the technology or resources available during the prehistoric age,the industrial age, the electronic age, and the new or digital age. (CHEDDepEd-TG)  Identify the devices used by people to communicate with

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Check submission of digital poster project - Brief review and overview and idea about the course. Direction: Students will interact to their teacher about their idea on the topic. A. Activity Video Watching: Direction: Students will watch the History of Communication video. Assessment Activity: Students will compare different types of media then determine if the medium is traditional or new media.

ASSESSMENT Formative Assessment: Traditional vs New Media Recitation: What issues facing journalist are mentioned in the news? The students will be graded based on the accuracy of their answers during the class recitation.

ASSIGNMENT Research on the current issues of media in the Philippines.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Teaching Guide on Media and Information Literacy by CHED Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. History of Communication by Volke.com https://www.you tube.com/watch ? v=rDkxsNmKD Gk Page 15

each other, store information, and broadcast information across the different ages. (CHED-DepEd TG)

B. Analysis - What is the difference between traditional media and new media? 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

PREPARED BY: Kenneth Bernejay H. Porio

Page 16

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?

PREPARED BY: Kenneth Bernejay H. Porio

Page 17

WEEK NO.: 4 SESSION NO.: 8 TOPIC/CONTENT The Evolution of Traditional to New Media (Part 2) Functions of Communication and Media Current Issues in Philippine Media

LEARNING OUTCOMES The learners will be able to: • discuss the functions of communication and media (JIBCBT-SHS); • editorialize the roles and functions of media in democratic society (MIL11/12EMILIIIb-6); and • discuss current issues in Philippine Media (JIBCBT-SHS).

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic. A. Activity Direction: Discuss the five (5) functions of communication and media. B. Analysis For each point: - What symbolisms are used in this illustration? - What is the message of the illustration? - Do you agree with the message? Why or why not?

ASSESSMENT Performance task: Political Cartoon Students will be graded based on the following rubrics: 1. Drawing (10pts.) - The drawing is very artistic and neat. It communicates the message clearly.

ASSIGNMENT Research on the different types of media in terms of classification.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

2. Explanation (5 pts.) – Explanation must be very comprehensive.

C. Abstraction - Relate these points into the current issues of Philippine Media - Analysis: Discuss on the PREPARED BY: Kenneth Bernejay H. Porio

Page 18

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 TOPIC/CONTENT Types of Media (part 1) Types of Media Media Convergence

LEARNING OUTCOMES Learners will be able to:  identify the different types of media (JIBCBTSHS);  classify contents of different media types (MIL11/12TYMIIId-10);  discuss the effects of social media in society (JIBCBT-SHS); and  define media convergence through current examples (MIL11/12TYMIIId-11).

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic. - Overview of the current topic. Direction: Students will be asked about their idea/experience about different kinds of media. A. Activity Formative assessment: Answer which key type of media is a particular media item. Lecture: Discussion on the types of media 1. Print media 2. Broadcast media 3. Film / Cinema 4. Video games 5. New media

ASSESSMENT Formative Assessment: Students will answer in a ¼ sheet of paper 10 questions on which type of media is a particular item. (10 points) Recitation on Media Convergence: The students will be graded based on their performance in recitation.

ASSIGNMENT

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. http://www.glob alization101.org /types-of-media2/ http://online.seu .edu/what-isnew-media/

Page 20

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?

PREPARED BY: Kenneth Bernejay H. Porio

Page 21

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?

PREPARED BY: Kenneth Bernejay H. Porio

Page 22

WEEK NO.: 5 SESSION NO.: 10 TOPIC/CONTENT Types of Media (part 2) Mass Media Media Effects

LEARNING OUTCOMES Learners will be able to:  discuss in class how a particular individual or society is portrayed in public using different types of media (MIL11/12TYMIIId-12n);  define mass media and media effects (JIBCBTSHS);and  discuss and evaluate the different theories on media effects (JIBCBT-SHS).

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Review about the previous discussion. Direction: Students will interact to their teacher about the ideas they were able to gather all throughout the discussion. A. Activity Direction: Students will look at images of personalities and they will be asked the following question for analysis: How is this person portrayed in public by different types of media? B. Analysis Direction: Students be

PREPARED BY: Kenneth Bernejay H. Porio

ASSESSMENT The students will be graded using a rubrics base on their performance in recitation. Essay Rubrics: Introduction – 5pts. Body Paragraphs – 5 pts. Conclusion – 5 pts.

ASSIGNMENT Write an essay answering this question: Is the media effects on Filipino youth good or bad? - Essay must have a title, an introduction, a body paragraph (1 main argument with 2 examples), and a conclusion. - Not less than 12 sentences. - Must be typewritten and printed on a short bond paper.To be submitted next meeting.

RESOURCES MIL Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

Refer to the rubric for criteria and grading. Page 23

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)

PREPARED BY: Kenneth Bernejay H. Porio

Page 24

WEEK NO.: 6 SESSION NO.: 11 LEARNING OUTCOMES Media Literacy (part 1) Learners will be able to: Definition, Importance,  define media Fundamental Elements, literacy (SHS); and Critical Thinking  discuss and value the importance of media literacy (SHS);  explain the fundamental elements of media literacy (SHS);  value the importance of critical thinking in media literacy (SHS); and  apply critical thinking by identifying fallacies in arguments (SHS). TOPIC/CONTENT

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic. - Overview of the current topic. Direction: Students will be asked about their idea/experience about being literate in media. A. Activity

ASSESSMENT

ASSIGNMENT

The students will be graded based on their performance in recitation.

Students will research on being a media and information literate individual.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Maria Jovita E. Zarate, Ph. D. (Rex Book Store)

Direction: Students will be watching videos about What is Media Literacy. B. Analysis Guide questions: - How will they relate the video? - What is media literacy? - Why do we need to read media from a critical point of Page 25

-

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?

PREPARED BY: Kenneth Bernejay H. Porio

Page 26

WEEK NO.: 6 SESSION NO.: 12 LEARNING OUTCOMES Media Literacy (Part 2) Learners will be able to:  Identify and Key Concepts in Media explain the key Analysis concepts in media analysis (JIBCBTDiscussion of key SHS); concepts and questions  Discuss key when analyzing media questions to ask messages. when analyzing media messages (JIBCBT-SHS); and  apply the discussed strategies in analyzing and deconstructing media messages (JIBCBT-SHS). TOPIC/CONTENT

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief overview and idea about the topic. A. Activity Direction: Students will first watch a video about the “Top 10 Misleading Marketing Tactics”. B. Analysis Activity: Students will then watch a video clip Photos will be displayed throughout some of the key points. - What valuable lessons can we learn from the video? C. Abstraction

PREPARED BY: Kenneth Bernejay H. Porio

ASSESSMENT

ASSIGNMENT

The students will be graded base on the accuracy of their answers and how deep are their understanding about the topic.

Performance Task: Media Message Analysis Students will be group by 3’s and will be asked to watch the advertising video clip: - Behind the Scenes at a McDonald’s Photo Shoot by McDonald’s Canada

Media Analysis performance task: 1. Who made the ad? On what purpose? (2 points) 2. Who do you think is the target audience? Why? (2 points) 3. What is this ad about? (2 points) 4. What ideas, values, information, and/or points of view are overt? Implied? (2

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Maria Jovita E. Zarate, Ph. D. (Rex Book Store) “Websites”

Analyze the commercial by answering the given questions in the Assessment column. Research on facts or statistics about media usage in the Page 27

-

-

How is being a media and information literate related to being a wise consumer? How can media and information literacy make producers or companies be more honest in their advertisements?

points) 5. What is left out in the ad that might be important to know? (2 points) 6. What is your conclusion about this ad after answering questions no. 15? (5 points)

Philippines. (i.e. television, print, radio, Internet, social media, etc.)

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 3’s 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 TOPIC/CONTENT Information Literacy (lecture)

LEARNING OUTCOMES The learners will be able to: 

Definition and Importance Components of Information Literacy



Ethical Use of Information Performance Task (Project): Audio-Visual Presentation



LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic. - Overview of the current topic.

define information needs (MIL11/12IL-IIIc8); locate, access, Direction: Students will assess, organize, be asked about their and communicate idea/experience about information information. (MIL11/12IL-IIIc8); A. Activity demonstrate ethical use of Direction: Students will information (MIL11/12IL-IIIc-9) be watching videos about Information Literacy & 21st Century Literacy. B. Analysis Guide question: - How will they relate the video? - Why is information literacy important when processing thoughts or facts?

PREPARED BY: Kenneth Bernejay H. Porio

ASSESSMENT Students will be assessed based on their performance in their recitation.

ASSIGNMENT

RESOURCES

Audio Visual Presentation

Media and Information Literacy Write a story line Curriculum and design the Guide by flow of DepEd information to be Media and shared. Information Photo shoot in Literacy by the library and Boots C. classroom. Liquigan, Diwa Learning Only original Systems Inc. pictures taken by students What is using their Information smartphone will Literacy? be used in the YouTube project. Pictures Channel: can be uniSheffieldLib enhanced or Date Published: edited using any November 7, photo editing 2012 software, web https://www.you tool, or mobile tube.com/watch application. ? v=7sHvQa0vR_ Photos may be M Page 30

C. Abstraction Discussion: - Definition of Information Literacy - Components of Information Literacy Guide questions: What are the five components of information literacy? Explain each component by relating it to your experience in doing research (relate to concepts in Practical Research course).

stored in the Edmodo accounts or via email.

21st Century Literacy YouTube Channel: jjkeigher29 Date Published: April 19, 2012 https://www.you tube.com/watch ?v=dGTlOdkVIE

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 TOPIC/CONTENT Information Literacy (laboratory)

LEARNING OUTCOMES The learners will be able to: 

Performance Task (Project): Audio-Visual Presentation



create an audiovisual presentation about what information literacy is and why information literacy skills are important (JIBCBT-SHS); and produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIMIVb-6/ MIL11/12VIM-IVc10/ MIL11/12AIMIvd)

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Check status of each group’s audio-visual presentation project Direction: Students will be asked about their experience about their project making. A. Activity Direction: Students will be making their audiovisual presentation at the computer laboratory B. Analysis Guide question: - How do students use appropriate tools in providing an effective presentation?

ASSESSMENT Students will be assessed on their attendance and performance in their work ethics during the laboratory session.

ASSIGNMENT Audio Visual Presentation Create the audio-visual presentation. Students can use any computer software, web tools, or mobile application for making an audio-visual presentation. (e.g. Windows Movie Maker, iMovie, Animoto, VideoShow, etc.) Soundtrack or music must be in minus one (instrumental). Although minus one, the music must not be

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. What is Information Literacy? YouTube Channel: uniSheffieldLib Date Published: November 7, 2012 https://www.you tube.com/watch ? v=7sHvQa0vR_ M Page 32

C. Abstraction Review: - Definition of Information Literacy D. Application “Audio Visual Presentation” Create the audio-visual presentation. (see assignment column for details)

associated with cursing, vulgar words, or profanity. The audio-visual presentation must not attack or make fun of any personalities. Foul words are not allowed. Running time should be from 3 - 4 minutes including the intro and credits. Proper citation and acknowledgmen t is required.

21st Century Literacy YouTube Channel: jjkeigher29 Date Published: April 19, 2012 https://www.you tube.com/watch ?v=dGTlOdkVIE

Videos will be submitted via email or uploaded to the student’s 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 TOPIC/CONTENT Information Literacy (presentation) Performance Task (Project): Audio-Visual Presentation

LEARNING OUTCOMES The learners will be able to: 

Academic Field Trip Planning Session (primary activity for JIB Moments Proposal)





LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Check status of produce and evaluate a each group’s creative text, audio-visual visual, and audio presentation presentation using project design principle and elements Direction: Students will (MIL11/12TIMbe asked about their IVb-6/ experience about what MIL11/12VIM-IVc- they did during the 10/ MIL11/12AIMproject production Ivd) process. demonstrate A. Activity ethical use of information (MIL11/12IL-IIIc-9) Direction: Students will be presenting their final search for output of their audiopertinent visual presentation. information in planning an B. Analysis academic field How does information trip. (CHED TG) become knowledge? Did the AVPs provide

PREPARED BY: Kenneth Bernejay H. Porio

ASSESSMENT Rubrics for Audio-Visual Presentation Content – Learning competencies (10 points) Relevance of pictures (10 points) Overall quality (10 points) Citations or References (10 points) Work Ethics (10 points) Academic Field Trip planning Students will be assessed on how well the

ASSIGNMENT

RESOURCES

Academic Field Trip Planning

Teaching Guide on Media and Information Literacy by CHED

On a Microsoft Word document, the group will answer out the following questions: 1. Identify the information needed – what, where, who, when, why, how. 2. Determine all the possible sources, select the best sources – the world wide web, travel guide books, brochures, maps and atlases, tour bureaus, family members, and friends.

Page 34

enough information for students to become information literate? C. Abstraction Given the provided principles of gathering information, ask the students on how they can ethically gather information from a number of sources. D. Application “Academic Field Trip Planning” This is a primary activity to the proposal for the JIB Moments activity to be conducted on Week 14. Instruct learners to form groups of seven to ten members. Assign a leader and an assistant leader to facilitate the group.

students were able to plan out their Academic Field Trip.

3. Locate and find information within the sources – blogs, travel reviews, posts from social networking sites, travel features, pictures, stories, and testimonials. 4. Extract the best relevant information and cite pertinent sources. Students will submit their outputs (field trip plan) at the MIL Portal on Facebook and Edmodo.

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 TOPIC/CONTENT Media and Information Sources A. Sources of Information B. Pros and Cons of the Different Types of Media as Sources of Information C. Evaluating Information Sources

LEARNING OUTCOMES Learners will be able to: 





compare potential sources of media and information (MIL11/12MIS-IIIe13); assess information quality by studying the pros and cons of different types of media as sources of information (JIBCBTSHS); and interview an elder from the community regarding indigenous media and information resource (MIL11/12MIS-IIIe14).

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review on previous topic. Direction: Students will analyze a photo about a person being bombarded with information. A. Activity Discussion on different sources of information: 1. Indigenous Knowledge - video presentation 2. Library -show and discuss modern library interiors -video presentation 3. Internet 4. Mass Media B. Analysis - How will you understand the importance of each source of

ASSESSMENT

ASSIGNMENT

The students will be graded base on the accuracy of their answers and how deep is there understanding about the topic.

Interview Activity Divide the class into groups with 3- 4 members. -Each group will interview two elders coming from two families. They will ask about cultural beliefs or practices in the community valued by the elders. Students need to identify and gather information to at least two cultural beliefs or practices. -Encode the information on a short bond paper, identify the source of information.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. Teaching Guide on Media and Information Literacy by CHED

Page 37

information? C. Abstraction Discussion: Pros and Cons of the Different Types of Media as Sources of Information and Evaluating Information Sources - What are the pros and cons when using each information source? D. Application Group Discussion Guide Questions: 1. What are the advantages and 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

-Students will interview 10 classmates and find out if these cultural beliefs or practices are still known and being valued by their generation. (Example 3 out of 10…) Submit it to the teacher via email and Edmodo not more than 2 weeks after it was assigned.

Page 38

WEEK NO.: 9 SESSION NO.: 17 TOPIC/CONTENT Media and Information Languages (Part 1) Genre, Codes and Conventions

LEARNING OUTCOMES The learners will be able to: -define genres, codes, and conventions (JIBCBT-SHS); -discuss the different types of code (JIBCBTSHS); -evaluate everyday media and information with regard to codes, conventions, and messages; in regard to the audience, producers, and other stakeholders (MIL11/12MILA-IIIf15); and -create a short video clip and apply the different types of code (JIBCBTSHS).

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Review about the previous discussion. - Preview on the current topic. Direction: Students will interact to their teacher about the ideas they were able to gather all throughout the discussion. A. Activity Direction: The students will be watching a series of movie trailers of films released in 2016 and 2017.

ASSESSMENT Formative Assessment: Board Work. Group Discussion The students will be graded base on the accuracy of their answers and how deep is there understanding about the topic.

ASSIGNMENT “Prepare for the major Performance Task” Students will prepare the following materials for major Performance Task: - Smartphone with camera, digital camera, DSLR camera or camcorder - Laptop, if available - Pencils

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. Teaching Guide on Media and Information Literacy by CHED

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 TOPIC/CONTENT Media and Information Languages (Part 2) Major Performance Task: Video Project A. Camera techniques B. Treatment C. Storyboard

LEARNING OUTCOMES At the end of the lesson, the learners should be able to: -discuss the different camera techniques in film making (JIBCBTSHS); -produce a video treatment and a storyboard for a 30-50 seconds story applying the different camera techniques (JIBCBTSHS); -shoot and edit the video using a smartphone (mobile applications) (JIBCBT-SHS);

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review, overview and idea about the course. Direction: Students will interact to their teacher about their idea on the topic. A. Activity Review: Codes and conventions of the camera: -Camera angles -Camera shots -Camera movements

-share their video in the class (JIBCBT-SHS); and

Direction: The students will watch a video about film making basics.

-value the importance of video treatment and storyboard in video project (JIBCBT-SHS)

Discussion: Making a video treatment and video storyboard.

PREPARED BY: Kenneth Bernejay H. Porio

ASSESSMENT Students will be assessed on their attendance and performance in their work ethics during the laboratory session. Rubrics of Video Project (total of 60 points): Content (15pts) Quality (15pts) Citations (15pts) Work Ethics (15 pts)

ASSIGNMENT Prepare for Midterm Examination. Video shooting: 1. Shoot the scenes using their smartphones or cameras. 2. Use a video editing mobile application to edit and create a 30- 50 seconds video clip. 3. Present the work to the class next meeting.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. Teaching Guide on Media and Information Literacy by CHED 10 Ideas for Classroom Video Projects http://education altechnology.ca/ couros/2127 “Websites” 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 TOPIC/CONTENT Legal, Ethical, and Societal Issues in Media and Information (part 1) 



Current Events: Digital Piracy in the Philippines Intellectual Property in International and Local Context



Definition of IP



Types of IP



IP Rights (WIPO and R.A. 8293)



Fair Use (Fair Dealings) and Creative Commons

LEARNING OUTCOMES The learners will be able to: explain intellectual property and its different types (JIBCBT-SHS); explain copyright, fair use, etc.vis-a-vis human rights (MIL11/12LESIIIIg20); discuss current issues related to copyright visà-vis gov’t./provide sectors actions (MIL11/12LESI-IIIg21); put into practice their understanding of the intellectual property, copy right, and fair use guidelines (MIL11/12LESI-IIIg17); explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22);

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Major performance task viewing. - Brief overview and idea about the course. Direction: Students will be asked about the importance of intellectual property. A. Activity 1) Students will watch their major performance task presentation and will assess them through a peer evaluation.

ASSESSMENT

ASSIGNMENT

Major performance task (peer evaluation): Students will grade their other groups based on the rubrics mentioned in Week 9 Session 18.

“What are the most acceptable means of getting information from other sources?”

The students will be graded base on the accuracy of their answers and how deep is there understanding about the topic

How do you properly cite information produced by other people or other sources? Students will study on the definition and examples of digital literacy.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

2) Direction: The students will be watching a video on intellectual property crimes. B. Analysis 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 TOPIC/CONTENT Legal, Ethical, and Societal Issues in Media and Information (part 2) Digital Citizenship, Netiquette, Digital Footprints and Digital Issues in the Philippines

LEARNING OUTCOMES Learners will be able to:  explain digital citizenship, netiquette, and digital footprints (JIBCBT-SHS);  demonstrate proper conduct and behavior online (netiquette, virtual self) (MIL11/12LESIIIIg18);  discuss some of the digital issues in the Philippines (JIBCBTSHS);  put into action personal resolve to combat digital divide, addiction, and bullying (MIL11/12LESIIIIg19);  explain actions to promote ethical use of media and information (MIL11/12LESI-

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous discussion. Direction: Students will watch a video on Digital Literacy. A. Activity Discussion on Core Rules of Netiquette: Students will identify or analyze the pictures flashing on screen. B. Analysis Digital Footprint - What is your digital footprint? - What do you want your digital footprint to say about you?

ASSESSMENT The students will be graded base on the accuracy of their answers and how deep is there understanding about the topic.

ASSIGNMENT WRITTEN WORK Research a news article (2015 - up to present) on the Internet about an event that that shows the power of media and information to affect change or an event where media and information was instrumental in making a change.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. Teaching Guide on Media and Information Literacy by CHED

Copy and paste the article on a short bond paper. Cite the source of the news using APA style. Page 45





IIIg22); enumerate opportunities and challenges in media and information (MIL12LESI-IIIg-23); and value the importance of netiquette and having a positive digital footprint. (JIBCBT-SHS)

C. Abstraction Is a positive digital reputation important? Why?

Write a summary and a reaction about the article.

D. Application “Recitation” Students will watch a video on digital issues in 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 TOPIC/CONTENT Opportunities, Challenges, and Power of Media and Information Economic, Educational, Social, and Political Threats, Risks, Abuse, and Misuse

LEARNING OUTCOMES The learners will be able to: 





realize opportunities and challenges in media and information (MIL11/12OCP-IIIh24); create infographics showing opportunities and challenges in media and information (SSHS); and research and cite recent examples of the power of media and information to affect change (MIL11/12OCP-IIIh25).

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the definition of media. Direction: Students will interact to their teacher about their idea on the topic. A. Activity Discussion on opportunities and challenges of media. Direction: The students will be analyzing images and videos being shown on the screen. B. Analysis - How will they relate it to the next topic?

PREPARED BY: Kenneth Bernejay H. Porio

ASSESSMENT

ASSIGNMENT

The students will be graded base on the accuracy of their answers and how deep is there understanding about the topic.

Students will research on technology trends in the hospitality and tourism industry. To be used for next meeting’s performance task.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. https://www.wef orum.org/agend a/2016/04/6ways-socialmedia-ischanging-theworld/ https://itconnect .uw.edu/learn/re search/ecarsocialmedia/#opps Page 47

C. Abstraction - What are the opportunities and challenges of media in the local context?

http://www.cepa l.org/elac2015/n oticias/paginas/ 7/40837/flaviocalonge.pdf

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 TOPIC/CONTENT Current and Future Trends in Media and Information

LEARNING OUTCOMES Learners will be able to:  describe massive open on-line (MIL11/12CFT-IIIi-26)  evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)  predict future media innovation (MIL11/12CFT-IIIi-27)  synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief overview and idea about the course. Direction: Students will interact to their teacher about their idea on the topic. A. Activity

ASSESSMENT

ASSIGNMENT

The students will be graded base on the accuracy of their answers and how deep is there understanding about the topic.

Instruct students prior to this meeting to bring ruler, colored pens, and a bond paper which will be used for the graphic organizer in next meeting’s activity.

Performance task: Prototyping Design (10 points)

Direction: Students will watch AVPs on MOOC. Students will then identify images of latest technology tools.

Relevance of item (10 points)

B. Analysis - How will they relate to it? C. Abstraction - How can they relate the latest technologies to their everyday

Work Ethics (10 points)

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

Overall quality (10 points)

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 TOPIC/CONTENT Media and Information Literate Individual     

LEARNING OUTCOMES The learners will be able to:

Improved Quality  of Life Greater Political Participation Better Economic Opportunities Improved Learning Environment More Cohesive Social Units

synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) (MIL11/12MILI-IIIj29)

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic. Direction: Students will interact to their teacher about their idea on the previous topic. A. Activity Direction: The teacher will be showing a video presentation of a conference session about being media and information literate.

ASSESSMENT

ASSIGNMENT

The students will be graded base on the correct data that they were able to gather from the application.

Students are asked to list news personalities that appear on television for the next meeting.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

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 TOPIC/CONTENT People Media (lecture part 1) People as Media and People in Media 1. Definition 2. Characteristics 3. Format and Types

LEARNING OUTCOMES Learners will be able to:  Cite studies to support theories on the positive and negative effects of media and information on the individual and society. MIL11/12PM-IVa-I  Describe the different dimensions of people media. MIL11/12PM-IVa-I  Categorize different examples of people and state reasons for such categorizations. MIL11/12PM-IVa-2

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic. Direction: Students will share their thoughts on the class about the previous topic. A. Activity Direction: The students will be given a graded quiz identifying people as media vs. people in media.

ASSESSMENT The students will be graded base on the correct data that they were able to gather from the application.

ASSIGNMENT Students will bring a broadsheet newspaper containing a “classified ads” section for the next session.

RESOURCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

B. Analysis - How will you understand the course? - How is information being relayed through people in media and people as media? 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 TOPIC/CONTENT People Media (lecture part 2) People as Media and People in Media 4. Advantages and Limitations 5. Value 6. Others

LEARNING OUTCOMES Learners will be able to:  Cite studies to support theories on the positive and negative effects of media and information on the individual and society. MIL11/12PM-IVa-I  Describe the different dimensions of people media. MIL11/12PM-IVa-I  Categorize different examples of people and state reasons for such categorizations. MIL11/12PM-IVa-2

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic. - Update on JIB (Joint Industry Bonding) Moments / Culminating Activity Direction: Students will share their thoughts on the class about the previous topic. A. Activity Direction: The students must have their broadsheet newspaper with them and will be 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

ASSESSMENT

ASSIGNMENT

RESOURCES

The students will be graded base on the correct data that they were able to gather from the application.

Students will prepare themselves for the JIB (Joint Industry Bonding) Moments activity

Teaching Guide on Media and Information Literacy by CHED “Websites”

Direction: Students will be informed of the JIB Moments details (venue, date, time, etc.). Instructor will be assigning students who will facilitate different aspects of the trip.

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 OUTCOMES People Media Learners will be able (laboratory) to:  Cite studies to *JOINT INDUSTRY support theories BONDING (JIB) on the positive MOMENTS and negative effects of media Industry Visit to a and information Media Organization on the individual (Broadcast Station/ Newspaper/Publisher) and society. MIL11/12PM-IVa-I TOPIC/CONTENT







Describe the different dimensions of people media. MIL11/12PM-IVa-I Categorize different examples of people and state reasons for such categorizations. MIL11/12PM-IVa2 Identify and discuss the

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic. - Discuss the travel itinerary, rules and guidelines Direction: Students will share their expectations in this industry visit activity. A. Activity Direction: Students will be listening to a motivational talk by a media practitioner on how media affects the society.

ASSESSMENT

ASSIGNMENT

The students will be graded base on their involvement in the activity and their participation in the class discussion towards the end of the activity.

Students will submit a reflection paper in which they will write out their reflections on what they have learned during the activity.

RESOURCES Media and Information Literacy by Maria Jovita E. Zarate, Ph. D. (Rex Book Store) Teaching Guide on Media and Information Literacy by CHED

To be submitted on the next meeting.

Students may also witness or get involved in the production process of a broadcast program or a print publication, whichever applies. 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 student’s 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 TOPIC/CONTENT Text Media and Information (lecture)

LEARNING OUTCOMES Learners will be able to: 

a. Definition, characteristics, format, types, sources, advantages and limitations, and value b. Text as Visual c. Selection Criteria d. Design principle and Elements





describes the different dimensions of text information and media (MIL11/12TIM-IVb-3) comprehends how text information and media is/are formally and informally produced, organized, and disseminated (MIL11/12TIM-IVb-4) evaluates the reliability and validity of text information and media and its/ their sources using selection criteria (MIL11/12TIM-IVb-5)

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Submission of reflection paper. - Brief review about the previous topic. Direction: Students will interact to their teacher about the previous JIB Moments Activity.

ASSESSMENT The students will be graded base on the accuracy of their answers and how deep is there understanding about the topic.

ASSIGNMENT Students will prepare a concept for the laboratory activity (brochure making) next meeting.

RESOURCES Teaching Guide on Media and Information Literacy by CHED “Websites”

A. Activity Direction: The students will be comparing a series of texts on the screen. B. Analysis - How will you understand the texts given certain factors in style, typeface and legibility? 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 TOPIC/CONTENT Text Media and Information (laboratory)

LEARNING OUTCOMES Learners will be able to: 

Creative Text Creation

produces and evaluates a creative text-based presentation using design principle and elements (MIL11/12TIM-IVb-6)

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic. Direction: Students will interact to their teacher about the previous lesson. A. Activity Direction: Have the learners be grouped into four. Have them imagine that each group is an advertising firm. The task for each group is to discuss creating a brochure for an assigned client with specific needs.

ASSESSMENT

ASSIGNMENT

RESOURCES

The students will be graded through rubrics. They must be able to perform the methods and procedures in designing the brochure.

“Prepare for the next topic about visual information.”

Front Office Skills: A Practical Approach, O’Shannessy, Vivienne, Pearson Australia Group Pty, Ltd, 2009.

Rubrics: Communication to Audience (10 points)

“Websites”

Organization of elements (10 points) Spelling & readability (10 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 TOPIC/CONTENT Visual Media and Information (lecture)

LEARNING OUTCOMES Learners will be able to: 

 









Describe the different dimensions of visual information and media (MIL-11/12VIM-IVc7) Comprehend how visual information and media is/are formally and informally produced, organized and disseminated. (MIL11/12-VIM-IVc8) Evaluate the reliability and validity of visual information and media and its/ their sources using selection criteria. (MIL11/12-VIM-IVc9) Produce and

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Submission of reflection paper. - Brief review about the previous topic. Direction: Students will interact to their teacher about the previous activity. A. Activity Direction: The students will be comparing a series of images on the screen and analyze the visual elements used.

ASSESSMENT

ASSIGNMENT

RESOURCES

The students will be graded base on the accuracy of their answers and how deep is there understanding about the topic.

Student groups will submit a one-page visual critique of a media item from the hospitality and tourism industry.

Teaching Guide on Media and Information Literacy by CHED “Websites”

Bring 1-whole illustration board and art materials for the next activity.

B. Analysis - What element of style is being emphasized in each image? - What can be done 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. (MIL11/12in 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 TOPIC/CONTENT Visual Media and Information (laboratory)

LEARNING OUTCOMES Learners will be able to: 

Creative Poster Making

produces and evaluates a creative visual-based presentation using design principle and elements (MIL11/12VIM-IVc10))

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Submission of critique essay. - Brief review about the previous topic. Direction: Students will interact to their teacher about the previous activity. A. Activity Direction: The students will be comparing a series of images on the screen and analyze the visual elements used. B. Analysis - What element of style is being emphasized in each image? - What can be done to achieve a good

PREPARED BY: Kenneth Bernejay H. Porio

ASSESSMENT

ASSIGNMENT

RESOURCES

The students will be graded through rubrics. They must be able to perform the methods and procedures in designing the poster.

“Prepare for the next topic about audio information.”

Teaching Guide on Media and Information Literacy by CHED “Websites”

Rubrics: Content (10 points) Presentation of information (10 points) Use of visual elements (10 points) Use of visual design principles (10 points) Mechanics (10 points)

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 TOPIC/CONTENT Audio Media and Information Motion Media and Information

LEARNING OUTCOMES Learners will be able to: 

(lecture) 





Describe the different dimensions of audio information and media. (MIL-11/12AIM-IVd11) Discuss how audio information and media is/are formally and informally produced, organized, and disseminated. (MIL11/12-AIM-IVd12) Evaluate the reliability and validity of audio information and media and their sources using selection criteria. (MIL11/12-AIM-IVd13) Describe the different dimensions of motion information and media.

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic. Direction: Students will be asked on their favorite song or music genre. A. Activity Direction: The students will be comparing a video with only text and images, and the same video with audio. B. Analysis - What are the different audio elements in media? - What is the difference of a motion media with audio and without

ASSESSMENT

ASSIGNMENT

RESOURCES

The students will be graded base on the accuracy of their answers and how deep is there understanding about the topic.

Student groups will submit a one-page script for a promotional radio ad of the school.

Teaching Guide on Media and Information Literacy by CHED “Websites”

Students may begin to record voices and edit their radio ad which will be used in the laboratory activity.

Page 69





(MIL11/12MIMIVef15) Comprehend how motion media and information is/are formally and informally produced, organized and disseminated. (MIL11/12MIMIVef16) Produce and evaluate a creative audio-based presentation using design principles and elements. (MIL11/12AIM-IVd-14)

PREPARED BY: Kenneth Bernejay H. Porio

-

audio? Why is audio important in relaying media information?

C. Abstraction - What makes effective audio information? D. Application “Essay” Students will be grouped in 3-4. They will conceptualize a 10-15 second audio-visual ad promoting the school and the student’s degree or specialization program.

Page 70

WEEK NO.: 16 SESSION NO.: 32 TOPIC/CONTENT Audio Media and Information Motion Media and Information

LEARNING OUTCOMES Learners will be able to: 

(laboratory) 





Describe the different dimensions of audio information and media. (MIL-11/12AIM-IVd11) Discuss how audio information and media is/are formally and informally produced, organized, and disseminated. (MIL11/12-AIM-IVd12) Evaluate the reliability and validity of audio information and media and their sources using selection criteria. (MIL11/12-AIM-IVd13) Describe the different dimensions of motion information and media.

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous topic. Direction: Students will discuss on the previous topic. A. Activity Direction: The students will share their concepts of their audio-visual ad. B. Analysis - What are the different audio elements that will be applied in their presentation? C. Abstraction - What makes effective audio advertisments?

ASSESSMENT The students will be graded through rubrics. They must be able to perform the methods and procedures in producing the audio-visual ad.

ASSIGNMENT Students will prepare themselves for the multimedia activity in the next meeting.

RESOURCES Teaching Guide on Media and Information Literacy by CHED “Websites”

Rubrics: Content (10 points) Presentation of information (10 points) Use of visual elements (10 points) Use of visual design principles (10 points) Mechanics.

D. Application Page 71





(MIL11/12MIMIVef15) Comprehend how motion media and information is/are formally and informally produced, organized and disseminated. (MIL11/12MIMIVef16) Produce and evaluate a creative audio-based presentation using design principles and elements. (MIL11/12AIM-IVd-14)

PREPARED BY: Kenneth Bernejay H. Porio

“Audio-Visual Ad” Students edit their audio ad using Audacity tool. The ad must not be longer than 15 seconds.

Page 72

WEEK NO.: 17 SESSION NO.: 33 TOPIC/CONTENT Manipulative Media and Information

LEARNING OUTCOMES Learners will be able to: 







Describe the different dimensions of manipulatives / interactive media. MIL-11/12MPIMIVgh-19 Comprehend how manipulatives / interactive media are produced, organized, and disseminated. MIL11/12-MPIMIVgh-20 Evaluate the reliability and validity of manipulatives / interactive media, as well as their sources using selection criteria. MIL11/12MPIM-IVgh-21 Produce and evaluate a creative presentation on manipulatives

PREPARED BY: Kenneth Bernejay H. Porio

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Brief review about the previous discussion. Direction: Students will share their understanding about interactive media.

ASSESSMENT

ASSIGNMENT

RESOURCES

The students will be graded base on the accuracy of their answers and how deep is there understanding about the topic.

Students will make a onepage research on different kinds of interactive media in the hospitality or tourism industry. Submit the paper on the next meeting.

Teaching Guide on Media and Information Literacy by CHED “Websites”

A. Activity Direction: The students will interact and discuss on different methods of interactive media. (social media, online booking, mobile apps, games, etc.) B. Analysis - How will you understand how they are being manipulated or persuaded through interactive media? Page 73



interactive, using design principles and C. Abstraction elements. - How to manage MIL11/12-MPIMinteractive 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 TOPIC/CONTENT Multimedia Information and Media (lecture)

LEARNING OUTCOMES Learners will be able to: 



Describe the different dimensions of multimedia information and media. (MIL11/12MM-IVij23) Comprehend how multimedia information and media are formally and informally produced, organized, and disseminated. (MIL11/12MM-IVij24)

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Submission of research paper. - Brief review about the topic given. Direction: Show to the learners a 3-minute multimedia video that explains an advocacy, lesson, or concept. A. Activity Direction: The students will be doing an evaluation about their understanding about the topic.

ASSESSMENT The students will be graded through rubrics. They must be able to perform the methods and procedures in producing the framework.

ASSIGNMENT “Students prepare the materials necessary for the MIL Exhibit and Symposium.”

RESOURCES Teaching Guide on Media and Information Literacy by CHED “Websites”

Rubrics: Content (10 points) Presentation of information (10 points) Relevance to topic (10 points)

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 TOPIC/CONTENT Multimedia Information and Media (laboratory part 1)

LEARNING OUTCOMES Exhibit Media Outputs Produced Throughout the Course 

CULMINATING ACTIVITY: Media and Information Literacy Exhibit

Synthesize overall knowledge about different information and media sources by producing and subsequently evaluating a creative multimedia presentation (living museum, electronic portfolio, others). (MIL11/12MM-IVij26)

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Venue Preparation - Briefing on event rules and guidelines. Direction: Students will be asked what they have been learning throughout the course. Students will invite their schoolmates and faculty to be in the exhibit to witness their course outputs. A. Activity Direction: The students will organize a Media and Information Literacy Exhibit. Each group will present each of their major performance works that were conducted

PREPARED BY: Kenneth Bernejay H. Porio

ASSESSMENT The students will be graded base on their work performance in their respective exhibit booths.

ASSIGNMENT Students prepare the venue for the Media and Information Literacy Symposium event.

RESOURCES Media and Information Literacy by Maria Jovita E. Zarate (Rex Book Store)

Teaching Guide on Media and The students will Information also furnish Literacy by invitations to CHED school heads and guests for “Websites” the Media Symposium Event. Guest speaker must be a media practitioner, blogger, or an ICT professional working with multimedia.

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 TOPIC/CONTENT Multimedia Information and Media (laboratory part 2) CULMINATING ACTIVITY: Media and Information Literacy Symposium

LEARNING OUTCOMES Conduct a SchoolWide Symposium on Media and Information Literacy 

Synthesize overall knowledge about different information and media sources by producing and subsequently evaluating a creative multimedia presentation (living museum, electronic portfolio, others). (MIL11/12MM-IVij26)

LEARNING TEACHING ACTIVITY Preparatory Activity - Prayer - Attendance - Venue Preparation - Briefing on event rules and guidelines. Direction: Students will be asked what they have been doing in the MIL Exhibit. Students will invite their schoolmates and faculty to be in the symposium.

ASSESSMENT

ASSIGNMENT

The students will be graded base on their work performance in their respective exhibit booths.

Students prepare a documentation and reflection paper for the MIL Exhibit and Symposium event. To be submitted before the final examination.

RESOURCES Media and Information Literacy by Maria Jovita E. Zarate (Rex Book Store) Teaching Guide on Media and Information Literacy by CHED “Websites”

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: KENNETH BERNEJAY H. PORIO

Reviewed by: ROSEMARIE M. GRASPARIL, MBA Associate Dean

Approved by: NICOLE NIÑA I. HAO BIAN, MIHM, CHE Vice – President for Education Development

Date Revised: __________________

PREPARED BY: Kenneth Bernejay H. Porio

Page 81