REPUBLIC OF THE PHILIPPINES

Department of Education
Dipolog City Schools Division
Region IX, Zamboanga Peninsula
ZAMBOANGA DEL NORTE NATIONAL HIGH SCHOOL
Dipolog City 7100
SY. 2020-2021

SEMI-DETAILED LESSON PLAN

MEDIA & INFORMATION LITERACY

Teacher:
Date: June 30, 2021 Wednesday
Time: ASYNCHRONOUS Class. Video link will be provided in the class GCs and during our MIL Discussion at FB
Messenger (Class schedule: Wednesdays & Thursdays, 3:30 – 5:00 PM)
Venue: Youtube, Facebook (learners’ own pace)

I. OBJECTIVE
Content Standard The learner demonstrates understanding of different resources of
media and information, their design principle, and elements, and
selection criteria.
Performance Standard The learner produces a living museum or electronic portfolio or any
other creative forms of multimedia showcasing their/his/her
understanding, insights, and perceptions of the different resources
of media and information.
Most Essential Learning • describes the different dimensions of manipulative information and
Competencies/CODE media (MIL11/12MPIMIVgh-19)
• comprehends how manipulative information and media is /are
formally and informally produced, organized, and disseminated
(MIL11/12MPIMIVgh-20)
• evaluates the reliability and validity of manipulative information and
media and its/their sources using selection criteria
(MIL11/12MPIMIVgh-21)
• produces and evaluates a creative manipulative-based presentation
using design principle and elements (MIL11/12MPIMIVgh-22)
Specific Learning 1. differentiate the types of manipulative information & media;
Objectives: 2. evaluate and rate manipulative information
3. display understanding of the manipulative media by creating
manipulative-based materials --
a. song (for HUMSS learners)
b. conceptualizing an interactive game (for STEM learners)
c. flyer (for ABM learners)

II. CONTENT
 Subject Matter: MANIPULATIVE INFORMATION AND MEDIA
 Learning Resources:
o References:
  Media and Information Literacy Quarter 2-Module 6: Manipulative and Multimedia
Dimensions of Information and Media
 Magpile, C. (2016). Media and Information Literacy (Enhancing Education through
Effective Communication). Quezon City: The Inteligente Publishing, Inc.
 Yuvienco, J. (2017). Media and Information Literacy (Being a B.E.S.T. Digital Citizen for
Senior High School). Quezon City: C&E Publishing, Inc.
o Materials/Equipment: Computer (Desktop or Laptop) or Mobile device (cellphone or
tablet) Internet connection, Facebook or Youtube App, Google Drive

III. PROCEDURE
A. Preparation
1. Prayer, greeting, checking of attendance, reminders on netiquette.
2. Brief review about the past lesson.
a. Identify the dimensions involved in the following multimedia content. Check the
corresponding boxes.
 B. Motivation
“Toy Store” (3 minute-activity)
Mechanics:
1. The learners will be presented with 5 photos of educational toys, gadgets, and online
applications
2. They will be given the options to categorize each photo according to the following
criteria:
Box = Simulators Star = Builders Triangle = Puzzles
C. Analysis
The teacher asks:
1. How did you go with the activity? Were you able to classify the toys well?
2. What do you think when you hear the word “Manipulation”?
3. If you will observe our day-to-day living and our society, can you say that we are
being manipulated?

D. Abstraction
The teacher will also ask the learners while presenting about the concepts of:
a. Manipulation and Manipulative Media
b. Ways in which media can be manipulated
c. Classification of Manipulatives
d. Types of Manipulative Information and Media
e. Interactivity
f. Characteristics
g. Pros and Cons of Manipulative Media and Information

E. Application
The teacher will check the learners’ understanding by asking the class to make manipulative-
based materials and by applying the principles and elements in different forms of
information and media (text, audio, visual, motion and manipulative/interactive.

a. for HUMSS learners: Compose an Original Song

b. for STEM learners: Conceptualize an interactive game

c. for ABM learners: Design a Flyer for a product they want to sell

IV. EVALUATION
Quizizz. (Individual, self-paced activity)
In a form of a game, the students will have to answer a 15-item quiz by selecting the correct
answer to each of the questions. The game is individually scored and is self-paced. The teacher
 will post the Quizizz link on the screen and will ask the students to go to the Quizizz website and
enter the pass code. The students will be asked to take a screenshot of their score and send the
image file thru FB messenger.

ASSIGNMENT:
The teacher will check the learners’ understanding by having them complete the worksheet below.

Instructions: Share your experience on your favorite toys, both traditional and
digital? Here is a matrix for you to fill up:

MY FAVORITE MANIPULATIVES
TRADITIONAL DIGITAL
(A childhood toy or non-digital manipulative) (A game app and the likes)
1. Ex: Lego building blocks 1. Ex: Diner Dash

1. 1.
2. 2.
3. 3.

WHAT IS THE IMPACT OF THESE ON ME?

1. Lego building blocks help me create 1. Gives me ideas on how to be my own
things I imagine to build. restaurant manager.
1. 1.
2. 2.
3. 3.

Write in in a bond paper and take a photo or you may also use MS Word for this and send it
to my FB account: __________
Please don’t forget our subject code for this lesson: ___________

Please make sure to include your name, section, and date submitted.
REMARKS

REFLECTIONS (after conducting classes)

Noted by: