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The document provides the lesson plan for a 12th grade Media and Information Technology class. The objectives are for students to understand media and information sources, create a log of their media use, and define key concepts like media literacy. The lesson plan motivates students by having them log their weekly media interactions. It then introduces the concepts of media and information literacy. Students imagine a world without technology and discuss the impact. They examine fake news headlines and learn the definitions of terms like technology literacy, media literacy, and information literacy through group work and discussion.

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Grace Magallanes Tagadiad
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198 views4 pages

1 Lec

The document provides the lesson plan for a 12th grade Media and Information Technology class. The objectives are for students to understand media and information sources, create a log of their media use, and define key concepts like media literacy. The lesson plan motivates students by having them log their weekly media interactions. It then introduces the concepts of media and information literacy. Students imagine a world without technology and discuss the impact. They examine fake news headlines and learn the definitions of terms like technology literacy, media literacy, and information literacy through group work and discussion.

Uploaded by

Grace Magallanes Tagadiad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
Region X – Northern Mindanao
Division of Malaybalay City
District IX
MANAGOK NATIONAL HIGH SCHOOL
Managok, Malaybalay City

School MANAGOK NATIONAL HIGH SCHOOL Grade Level 12


Teacher MARY GRACE M. TAGADIAD Learning Area Media and Information
Technology
Time & Dates November 5, 2019 1st Quarter 2nd Semester

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of media and information
sources, and values them as part of communication tools.
B. Performance Standards The learners shall be able to create a log of their use and interaction
with media and information providers to aid in their understanding of
media and information literacy.
C. Learning Competencies / • Describes how much media and information affect communication.
Objectives. MIL11/12IMIL-IIIa-1
• Identifies the similarities and differences of media literacy,
information literacy, and technology literacy. MIL11/12IMIL-IIIa-2
• Editorializes the value of being literate in media and information.
MIL11/12IMIL-IIIa-3
• Shares to the class media habits, lifestyles and preferences. 

MIL11/12IMIL-IIIa-4
Specific Learning Objectives At the end of the lesson, the learners are
able to:
• Create a log that reflects their current use and interaction with media
and information.
• Define the key concepts (media, information, technology literacy, and
media and information literacies).
• Compare and relate the media and information literacy framework to
their own understandings and competencies

II. CONTENT Introduction to Media and Information Literacy (Lec)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pp. 9-13
2. Learner’s Materials pages
3. Materials bond/pad paper, pen, board and marker, computers/tablets, printed
sample interaction log matrix
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources Adobo Chronicles. Your Best Source of Up-to-date Unbelievable.
Retrieved from https://adobochronicles.com/ Wilson, Carolyn; Grizzle,
Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung, Chi-Kim
(2011). Media and Information Literacy: Curriculum for Teachers.
UNESCO Press ISBN 978-92-3-104198-3 (EN); 978-959-18-07; 978-
959-18-0787-8 (ES)
V. PROCEDURES 1. Prayer
2. Check attendance
3. Initiate classroom cleanliness

MOTIVATION (10 MINS) Media Use Log


1. Inform the learners that today’s topic embodies essential
knowledge that should allow users to engage with media and
information channels in a meaningful manner.
2. Instruct the learners to bring out a sheet of paper.
3. Direct the learners to think of the past week, and record their use
and interaction with media and information providers (such as internet,
social media, TV, radio, newspaper, etc.). Have them indicate how
many hours were spent engaged with each one. Remind them that
these do not have to be exact, and they can estimate the number of
hours they spend
each week. Allot
5 minutes for this
activity.

4. Instruct the learners to prepare a report by answering the following


questions:
• Which media provider did they spend the most time?
• What roles do media play in their lives? (leisure, learning,
communication, etc.)
5. Call earners to present to class their report.
INTRODUCTION (5 MINS) Communicate Learning Objectives Introduce the following by stating
that at the end of the lesson, the learners shall be able to:
1. Describe how media and information affect communication.
2. Editorialize the value of being a media and information literate
individual.
3. Share to class their media lifestyle, habits, and preferences.

INSTRUCTION (35 MINS)


The Low-tech Future

1. Remind the learners that they are living in the 21at Century, where
people are dependent on technology.

2. As the learners to imagine waking up one day to find no Internet,


libraries, and cell phones. Newspapers, magazines, radio stations and
TV channels have also disappeared.

3. Call on learners to answer the following questions:

• How would you be informed of anything now?

• What ways would you have to communicate with one another?

• How would you share information and communicate news and


events?

• What would happen with the decisions you usually make?

• How would it affect the way you live?

• What would you personally miss most in such a situation?

• What would society lose in this situation?

Flash News and Visuals Show the class samples of fake news
headlines found online. Engage your learners in a quick discussion
about examining and believing in news. Guide questions:

• Did you believe these news items were true? How did you know they
were true/false?

• Are all news and information on the Internet true? Why or why not?
• Who gets to post news items online? Expound.

Unlock the Definitions

1. Divide the learners into groups of five (5) members in a group.

2. Assign one (1) term of the following terms to each group:

a. Technology Literacy

b. Media Literacy

c. Information Literacy

d. Media and Information Literacy

3. Have each group formulate their own definition of the term assigned
to them, and have each group present to the class.

4. Show the correct definitions and have the learners compare it with
their work.

5. Synthesize the activity by listing misconceptions on the board.

• Literacy: The ability to identify, understand, interpret, create,


communicate and compute, using printed and written materials
associated with varying contexts. Literacy involves a continuum of
learning, wherein individuals are able to achieve their goals, develop
their knowledge and potential, and participate fully in their community
and wider society.

• Media: The physical objects used to communicate with, or the mass


communication through physical objects such as radio, television,
computers, film, etc. It also refers to any physical object used to
communicate messages.

• Media Literacy: The ability to access, analyze, evaluate, and create


media in a variety of forms. It aims to empower citizens by providing
them with the competencies (knowledge and skills) necessary to
engage with traditional media and new technologies.

• Information: A broad term that covers processed data, knowledge


derived from study, experience, instruction, signals or symbols.

• Information Literacy: The ability to recognize when information is


needed, and to locate, evaluate, and effectively communicate
information in its various formats.

• Technology Literacy: The ability of an individual, either working


independently or with others, to responsibly, appropriately, and
effectively use technological tools. Using these tools an individual can
access, manage, integrate, evaluate, create and communicate
information.

• Media and Information Literacy: The essential skills and


competencies that allow individuals to engage with media and other
information providers effectively, as well as develop critical thinking
and life-long learning skills to socialize and become active citizens.
EVALUATION (10 MINS) Small Group Discussions Engage the learners in a class discussion by asking
the following questions:

• In your opinion, what makes an individual literate in media and information?

• What activities/habits do you practice which illustrate media and information


literacy? Give at least three examples.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on the


formative assessment.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Prepared by:

MARY GRACE M. TAGADIAD


SST-II

Checked by:

MARJON BRIAN V. UAYAN


SHS Focal Person

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