Senior High School Department

ADAPTIVE TEACHING GUIDE

Most Essential Topic (MET) Media and Information Literacy

Lesson Information Literacy in Theory

 Realizes opportunities and challenges in media and information.

Kinakailangang Kaalamang Pangnilalaman
 Researches and cites recent examples of the power of media and information to affect change.
(Prerequisite Content-knowledge)

Activity: "Fact or Fake?"

Kinakailangang kasanayan
(Prerequisite Skill)
 Students will be presented with various online articles and social media posts. They must analyze and classify them as either credible or misleading using fact-checking techniques.

Task: Students create a short reflection on how they determine the credibility of sources they encounter in daily life.
Kinakailangang Pagtatasa
(Prerequisites Assessment)

For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s) Activity: "Credibility Checklist"
Pre-lesson Remediation na gawain
(Pre-lesson Remediation Activity)
 Students work in pairs to apply a checklist (e.g., CRAAP Test) to evaluate sample sources.

For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Activity : "Detect the Bias"
Skill(s)
 Students compare two articles covering the same topic and identify potential biases in tone, language, and content.

INTRODUCTION

Time Frame 5 hours

Learning Competency  Realizes opportunities and challenges in media and information (MIL11/12OCP-IIIh24).
  Researches and cites recent examples of the power of media and information to affect change (MIL11/12OCP-IIIh25).

Preparatory Assessment Activity/ies (PAA) or Enabling "Mind Map: The Power of Information" – Students create a mind map illustrating how information can influence decision-making, society, and culture.
Formative Assessment Activity/ies (EFAA) or Performance
Task

Overview of the Lesson This lesson introduces the concept of information literacy, its importance, and how individuals can develop the skills needed to analyze, evaluate, and use information effectively. Students will explore different models of information liter-
acy and engage in activities to assess their understanding and application of these concepts.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1 Defining Information Literacy

Formative Question  What does it mean to be information literate?

 Why is information literacy essential in the 21st century?

Discussion  Definition and evolution of information literacy.

 Importance in academic, professional, and daily life.
 The role of media and technology in information consumption.

"Information Hunt" – Students search for definitions and interpretations of information literacy from various sources and present their findings.

Chunk 2 Developing Information Literacy

Formative Questions  What are the characteristics of an information-literate person?

 How can we apply information literacy in different fields?

Discussion  Characteristics of the information-literate individual.

 Characteristics of the information literacy process.
 Evaluating sources and ethical use of information.

Activity:

 "Source Evaluation Relay" – Students in teams evaluate multiple sources based on credibility, relevance, authority, accuracy, and purpose.

Chunk 3 Research Saves the Day!

Formative Questions  How does research contribute to informed decision-making?

  What strategies can help in efficient information retrieval?

Discussion Activity:

 "Inquiry Challenge" – Students conduct a mini-research activity on a current social issue, applying information literacy principles to find and assess sources.

Chunk 4
Information Literacy in Action

Formative Questions  How can information literacy combat misinformation?

 What are the responsibilities of an information-literate individual?

Discussion  Ethical considerations in information use.

 Strategies for identifying misinformation and disinformation.
 The role of institutions in promoting information literacy.

Activity:

 "Media Detective" – Students analyze real-world cases where misinformation had an impact and discuss strategies to counteract it.

SYNTHESIS 1. "Information Literacy Self-Assessment" – Students reflect on their strengths and areas for improvement in information literacy through a guided questionnaire.
2. Discussion Prompt: "How can we apply information literacy to our daily lives to make informed decisions?"

RUA (Remembering, Understanding, Applying) OF STUDENT’S LEARNING

Option 1 for RUA Option 2 for RUA Option 3 for RUA

Define information literacy and explain its significance. Compare different frameworks of information literacy. Apply information literacy skills in real-world scenarios.
POST-LESSON REMEDIATION ACTIVITY

For Students with Insufficient Level on Prerequisite For Students with Insufficient Level on Prerequisite Content Knowledge and/or Skill(s):
Content-knowledge and/or Skill (s)
Activity: "Fact-Check It!" – Students receive additional practice in verifying online claims using fact-checking tools (e.g., Snopes, Google Fact Check).

For Students with Fairly Sufficient Level on Prerequisite For Students with Fairly Sufficient Level on Prerequisite Content Knowledge and/or Skill(s):
Content-knowledge and/or Skill (s)

Activity: "Media Watchdog" – Students track and analyze how news outlets report on a specific event, identifying biases and discrepancies.

PREPARATORY ASSESSMENT ACTIVITY (PAA) OR ENABLING FORMATIVE ASSESSMENT ACTIVITY (EFFA) OR PERFORMANCE TASK

Preparatory Assessment Activity/ies (PAA) or Enabling "Digital Literacy Debate" – Students engage in a debate about the role of digital platforms in spreading or combating misinformation.
Formative Assessment Activity/ies (EFAA)