SEMI-DETAILED School Jabonga National High School Grade Level 12-Lavoiser

LESSON PLAN

Teacher Helariona T. Ado Learning Area Media and Information Literacy

Teaching Dates and Time June 4-7, 2018 7:20 AM -8:20 AM Quarter Quarter 1

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of media and information sources, and values them as part of communication tools.
B. Performance The learners shall be able to enroll in the earning management system and explore portal features and functions.
Standards
C. Learning 1. Describes how much media and information affect communication. MIL11/12IMIL-IIIa-1
Competencies 2. Identifies the similarities and differences of media literacy, information literacy, and technology literacy. MIL11/12IMIL-IIIa-2
3. Editorializes the value of being literate in media and information. MIL11/12IMIL-IIIa-3
4. Shares to the class media habits, lifestyles and preferences. MIL11/12IMIL-IIIa-4
Objectives The learners are expected to: The learners will be able to

1. Determine the course objectives and to let them 1. Create a log that reflects their current use and
understand the importance of passing the Media and interaction with media and information.
Information Literacy Course. 2. Define the key concepts (media, information,
2. Introduce themselves among their classmates and technology literacy, and media and information
create rapport. literacies).
3. Recognize and understand teacher’s classroom policies. 3. Compare and relate the media and information
literacy framework to their own understandings
and competencies.
II. SUBJECT MATTER Introductory Session Introduction to Media and Information Literacy
A. Content/Topic 1. Check students and knowing oneself (Part1A)
2. School and Classroom Policy and discipline
3. Grading System
 4. Course objectives
5. Course requirements

III. LEARNING
RESOURCES
A. References

1. Curriculum Guide Page 1

2. Teachers Guide Page 9-13

3. Additional Materials
from Learning
Resource (LR) portal
B. Materials bond/pad paper, pen, board marker,
computers/tablets, printed sample
interaction log matrix

IV. PROCEDURES

A. Daily routine - Prayer - Prayer

- Attendance
- Classroom Management
B. Activity “Flipped Introduction”
Each student will provide a one-fourth (¼) sheet of
intermediate paper indicating their full personal contact
information, including their social media accounts.
1. Students will be grouped in pairs. The student will
introduce his/her partner to the class, and vice versa.
- Attendance
- Classroom Management
- Ice breaker
- Brief review on the previous topic
Media use Log
1. The learners inform that today’s topic
embodies essential knowledge should allow users
to engage with media and information channels
in a meaningful manner.
2. The learners instruct to bring out a sheet of
paper.
3. The learners 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 10
minutes for this activity.

3. The learners instruct to prepare a report by

answering the following questions:
 Which media provider did they spend the
most?
 What roles does media play in their lives?
(leisure, learning, communication, etc.)
4. Call learners to present to class their report.
C. Analysis 1. How will they be able to confidently introduce their The Low-tech Future
selves in front of the class? 1. Ask the learners to imagine waking up one day
to find no Internet, libraries, and cell phones,
2. How are their social media accounts important in their newspapers, magazines, radio stations and TV
lives? channels have also disappeared.

2. 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?

D. Abstraction 1. What are your expectations for this course?
2. What are your expectations to your teacher?
Flash News and Visuals
Show the class samples of fake news headlines
found online. Engage the 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.
Lecturette:
1. What is Literacy?
2. What is Media?
3. What is Media Literacy?
4. What is Information?

E. Application The students will be going to answer the teacher’s
follow-up questions during their introduction.
Show a video presentation introducing the Media and
Information Literacy course.
V. Assessment The students will be graded base on the accuracy of their
answers based on their application.
VI. Assignment Search about the definition of MIL or “Media and
Information Literacy” May be a dictionary definition or a
definition taken from online sources. It may be printed or
hand written.
VII. Concluding Activity Keep everything clean and in proper order.
VIII. REMARKS
5. What is Information Literacy?
6. What is Technology Literacy?
7. What is Media and Information Literacy?
Generalization:
The teacher recap the lesson by asking the
students randomly:
1. Why do we need to be literate in media,
information and technology?
2. What are the important benefits of media and
information literacy in our daily lives?
The learners will be grouped into 4 and will be
tasked to create a log that reflects their current
use of and interaction with media and
information literacies that will relate to their
present condition as SHS Learners preparing for
college.
Essay quiz. Write it in ½ cross wise of paper.
In your opinion, what makes an individual literate
in media and information?
Essay assignment. Write it in 1 whole sheet of
paper
What activities/habits do you practice which
illustrate media and information literacy? Give at
least three example
Keep everything clean and in proper order.
 IX. REFLECTION

A. No of learners who
earned in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson works? No of
learners who have
caught up with the
lesson
D. No. of learners who
continue require
remediation

SEMI-DETAILED School Jabonga National High School Grade Level 12-Lavoiser

LESSON PLAN

Teacher Helariona T. Ado Learning Area Media and Information Literacy

Teaching Dates and Time June 11-14, 2018 7:20 AM -8:20 AM Quarter Quarter 1
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of media and information sources, and values them as part of communication tools.
B. Performance Standards The learners shall be able to enroll in the earning management system and explore portal features and functions.
C. Learning Competencies 1. Identifies the similarities and differences of media literacy, information literacy, and technology literacy. MIL11/12IMIL-IIIa-2
2. Editorializes the value of being literate in media and information. MIL11/12IMIL-IIIa-3
3. Shares to the class media habits, lifestyles and preferences. MIL11/12IMIL-IIIa-4
Objectives The learners are expected to:

1. Sign-up/enroll online in the MIL Portal as the class

learning management system.
2. Create an e-Portfolio (personal online page).
II. SUBJECT MATTER Introduction to Media Information Literacy (Part 1 B)
A. Content/Topic
The learner demonstrates an understanding of media and
information sources, and values
them as part of communication tools
III. LEARNING
RESOURCES
A. References

B. Curriculum Guide Page 1

C. Teachers Guide Page 14-15

D. Additional Materials
from Learning Resource
(LR) portal
E. Materials bond/pad paper, pen, board marker, computers with
Internet connection, masking tape, printed MIL design
framework matrix.
IV. PROCEDURES

A. Daily routine - Prayer

- Attendance
 - Classroom Management
- Ice breaker
- Brief review on the previous topic (10 minutes) Review

Ice Breaker: Students perform a parody of the “Pen-

Pineapple-Apple-Pen” song using the Media and
Information Literacy concept.

Direction: The students will interact on the previous sub-

topic and relate to the current sub-topic.

B. Activity Slide presentation

- Review of the definition of communication and
communication models.
- Definition of media literacy, information literacy
and technology literacy.
Performance task
Create a model showing the communication process in
Facebook.
C. Analysis - How media has affected the way we communicate?

D. Abstraction Differentiate media literacy, information literacy, and QUIZ proper

technology literacy.

E. Application Recitation: communication being affected by Facebook. QUIZ proper

Sign-up/enroll online in the MIL Portal as the class

learning management system.

V. Assessment Briefly explain the different components (e.g. sender, Paper and pencil (25-items quiz)
receiver, channel, events, feedback, etc.) in your
communication model (5 points)
 Essay: In your own opinion, what makes people become
literate in media, information and technology?
VI. Assignment Students will also register for an Edmodo account.

VII. Concluding Activity Keep everything clean and in proper order. Keep everything clean and in proper order.

VIII. REMARKS All students should be able to get 80% the

level of mastery

IX. REFLECTION

A. No of learners who
earned in the evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lesson works? No of
learners who have caught
up with the lesson
D. No. of learners who
continue require
remediation
E. Which teaching
strategies worked well?
Why this these work
SEMI-DETAILED School Jabonga National High School Grade Level 12
LESSON PLAN

Teacher Helariona T. Ado Learning Area Media and Information Literacy

Teaching Dates and Time June 18-21, 2018 7:20 AM -8:20 AM Quarter Quarter 1

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of media and information sources, and values them as part of communication tools.
B. Performance Standards The learners shall be able to enroll in the earning management system and explore portal features and functions.
C. Learning Competencies 1. Editorializes the value of being literate in media and information. MIL11/12IMIL-IIIa-3
 2. Shares to the class media habits, lifestyles and preferences. MIL11/12IMIL-IIIa-4
Objectives The learners will be able to

1. Identify the characteristics of

responsible users and competent
producers of media and
information; and
2. Editorialize the value of being a
media and information literate
individual.
3. Define media habit, lifestyle, and
preference.
II. SUBJECT MATTER Introduction to Media and
A. Content/Topic 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)

III. LEARNING
RESOURCES
A. References

B. Curriculum Guide Page 1

C. Teachers Guide
D. Additional Materials Responsible Use of Social Media
from Learning Resource THINK
(LR) portal by Projonmo Agami
https://www.youtube.com/watch?
v=qKxJA7bE-xw
Dos and Don'ts when using social
networks
By leadinginnovation
https://www.youtube.com/watch?
v=hqezbib5qpQ

C. Materials bond/pad paper, pen, board

marker, computers with Internet
connection, masking tape, printed
MIL design framework matrix.

IV. PROCEDURES

A. Daily routine - Prayer

- Attendance
- Classroom Management
- Ice breaker
- Brief review on the 10 minutes) Review
previous topic

B. Activity Direction: During the slide QUIZ proper

presentation, students will interact
to their teacher about the posters
and images being flashed on the
screen.
C. Analysis Students will answer the following
question on each image:

- What is the message of this

poster?
- Do you agree with the
message? Why or why not?
D. 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.

E. Application Recitation: Students will be asked: QUIZ proper

Do you consider yourself as a
media and information literate
individual? Why or why not?

V. ASSESSMENT The students will be graded base Paper and pencil 15-items
on the responses of the students
participating in the recitation.

Performance work rubrics:

* Introduction – 5 pts.
* Main argument – 5 pts
* Conclusion – 5pts.
VI. ASSIGNMENT Performance task: Students will
write an essay about the value of
being a media and information
 literate individual.

To be typewritten in a one short

bond paper and submitted on the
next meeting.

VII. CONCLUDING
ACTIVITY
VIII. REMARKS All students should be able to get
80% the level of mastery

IX. REFLECTION

A. No of learners who
earned in the evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lesson works? No of
learners who have caught
up with the lesson
D. No. of learners who
continue require
remediation
E. Which teaching
strategies worked well?
Why this these work