Objective: The students will be able to identify the similarities and differences of

media literacy, information literacy, and technology literacy in the linguistic and
ethnic dimensions of Philippine literary history from pre-colonial to the
contemporary.

Subject: MIL11/12IMIL-IIIa-2

Grade Level: Grade 12

Learning across curriculum:

1. English Language - Analyzing the impact of media, information, and technology on
Philippine literary history.
2. Filipino Language - Comparing the linguistic and ethnic dimensions of Philippine literary
history with media, information, and technology literacy.
3. History - Tracing the historical development of media, information, and technology
literacy in the Philippines.

Review Motivation:
1. Show a video clip of a popular Filipino film that incorporates elements of Philippine
literary history, media, information, and technology.
2. Conduct a class discussion on the influence of media, information, and technology on the
preservation and promotion of Philippine literary history.
3. Present examples of contemporary Philippine literary works that utilize media,
information, and technology platforms for dissemination.

Activity 1: Comparative Analysis of Media, Information, and Technology Literacy

Materials: Chart paper, markers, handouts with excerpts from pre-colonial, colonial,
and contemporary Philippine literary works.

Instructions:
1. Divide the class into groups and provide each group with a handout containing excerpts
from different periods of Philippine literary history.
2. In their groups, students will analyze the excerpts and identify the presence or absence of
media, information, and technology literacy in the linguistic and ethnic dimensions.
3. Each group will create a chart comparing the similarities and differences of media,
information, and technology literacy across the different periods.

Rubrics:
- Chart presentation: 10 points
- Accuracy of comparison: 10 points

Assessment Questions:
1. How did media, information, and technology literacy evolve in Philippine literary history?
2. What similarities and differences did you observe in the linguistic and ethnic dimensions
of media, information, and technology literacy?

Activity 2: Case Study Analysis of Contemporary Philippine Literary Works

Materials: Laptops or tablets, internet access, handouts with case studies of
contemporary Philippine literary works.

Instructions:
1. Provide each student with a case study of a contemporary Philippine literary work that
utilizes media, information, and technology platforms.
2. Individually, students will analyze the case study and identify the impact of media,
information, and technology literacy on the linguistic and ethnic dimensions of the work.
3. Students will present their analysis to the class using multimedia presentations.

Rubrics:
- Analysis of case study: 15 points
- Presentation: 10 points

Assessment Questions:
1. How did media, information, and technology literacy contribute to the linguistic and ethnic
dimensions of the contemporary Philippine literary work?
2. What insights did you gain from analyzing the case study?

Activity 3: Creative Application of Media, Information, and Technology Literacy

Materials: Art supplies, digital cameras or smartphones, laptops or tablets.

Instructions:
1. In groups, students will create a multimedia project that combines elements of media,
information, and technology literacy with Philippine literary history.
2. The project can take the form of a short film, a digital storytelling presentation, or an
interactive website.
3. Each group will present their project to the class, explaining how they incorporated media,
information, and technology literacy in their creation.

Rubrics:
- Creativity and originality: 15 points
- Integration of media, information, and technology literacy: 15 points

Assessment Questions:
1. How did your group's project showcase the linguistic and ethnic dimensions of Philippine
literary history using media, information, and technology literacy?
2. What challenges did you encounter in integrating media, information, and technology
literacy in your project?

Analysis:
Based on the outcomes of the activities, it can be observed that students were able to identify
the similarities and differences of media, information, and technology literacy in the
linguistic and ethnic dimensions of Philippine literary history. They were able to analyze and
apply their understanding of how media, information, and technology have influenced the
preservation and promotion of Philippine literary works.

Abstraction:
The students have gained a deeper understanding of the interplay between media,
information, technology, and the linguistic and ethnic dimensions of Philippine literary
history. They have recognized the importance of media, information, and technology literacy
in the preservation and promotion of Philippine literary works.

Application:
To apply their knowledge, students will be given a real-life problem related to the objective,
such as analyzing the impact of social media on the dissemination of Philippine literature.
They will be tasked to research and present their findings, highlighting the linguistic and
ethnic dimensions influenced by media, information, and technology literacy.

Assessment:
Teachers can assess the learning of students through various methods, such as quizzes on the
similarities and differences of media, information, and technology literacy in Philippine
literary history, presentations on case studies, and evaluations of the multimedia projects.
Rubrics will be used to ensure fair and consistent grading.

Assignment:
For their assignment, students will be asked to write a reflective essay discussing their
personal insights and experiences in relation to media, information, and technology literacy in
the linguistic and ethnic dimensions of Philippine literary history. They will also be
encouraged to propose ways to further promote and preserve Philippine literary works using
media, information, and technology platforms.