A Lesson Plan in Media and Information Literacy

(Week 5/ Days 1)

Content Standard The learners demonstrate an understanding of the values and differences of the
sources of media and information.
Performance Standard The learner shall be able to examine the reliability, accuracy, value, authority, and
timeliness of the different sources of media and information.
Learning Competencies The learner…
1. compares potential sources of media and information
MIL11/12MIS-IIIe-13

I. Learning Objectives

At the end of the lesson, the students will be able to:

1.identify and explain basic criteria for evaluating information;
2. Value the advantage of obtaining and creating real, confirmed and credible information;
3. spot real from fake news thru group discussion.
II. Subject Matter
Topic Sources of Media and Information
References: Commission on Higher Education (CHED). MEDIA AND INFORMATION
LITERACY Teaching Guide for Senior High School. Manila: PNU
Magpile, Christine Marie (2016). Media and Information Literacy: Enhancing Education
Through Effective communication. Intelegente Publishing: Quezon City
Materials: Laptop, PowerPoint Presentation, Blackboard
Values Integration: Team work and Self-awareness

III. Learning Activities

A. Preliminary Activities
a. 1 Prayer
a. 2 Greetings
a. 3 Classroom Management
a. 4 Checking of Attendance
a. 5 Review
a. 6 Motivation
B. Developmental Activities
b. 1 Activity
The students will identify which of the information sources (indigenous, library, internet, and mass media)
they prefer to use for the following topics:
1. The Ambush Killing of Trece Martires City Vice Mayor Alex Lubigan
2. The story of Mt. Makiling
3. FIBA 2018 PH-AUS brawl at the Philippine Arena
4. Updates on the k-12 Senior High School and CHED memorandum on College admission
5. The history (or legend) of your current baranggay
 b. 2 Analysis
Call on the learners to answer the following questions:

1. What is the basis for your choice of information source for each item? Give a brief explanation.
2. Why do you think the type of information source you choose is well-matched to each topic?
3. How do you identify credible sources for your information need?

b. 3 Abstraction
From the students’ work, the teacher will discuss more about the following:

Sources of Information
 Indigenous
 Library
 Internet
 Mass Media

b. 4 Application
The teacher will call the students one at a time to explain the topic discussed.

Generalization
Oral tradition, which includes epic, legend, and folklore can be considered as sources of information. The
library is an ideal venue to get information as it has a wide collection of books from different subject areas.
Through the internet, users can also visit different websites where they can view and download text, audio,
and video information.

IV. Evaluation
Answer each question briefly based on your objective insight and critical thinking.

1. How should you behave in the library?

2. What will you do if you have accidentally damaged the book you have borrowed from the library?
3. All your classmates have Internet access at home. You feel left out since they chat online. How will you tell
your parents that you want an Internet connection at home too?

V. Assignment

1. Create a mind map about different sources of information. Do this on Oslo paper.

Prepared by: Checked by:

GERALD M. DESACULA HAROLD B. PANGILINAN, Ed. D.

Subject Teacher Subject group Head, SHS-TVL
 A Lesson Plan in Media and Information Literacy
(Week 5/ Days 2 and 3)

Content Standard The learner demonstrates understanding of media and information literacy (MIL)
and MIL related concepts.
Performance Standard The learner organizes a creative and interactive symposium for the community
focusing on being a media and information literate individual.
Learning Competencies Leaners…
compares potential sources of media and information
MIL11/12MIS-IIIe-13

I. Learning Objectives
At the end of the lesson, the students will be able to:
1. Identify the criteria of a credible information;
2. Value the essence of checking the information during the discussion, brainstorming and class forum;
and
3. Create leaners’ own checklist on how to spot and get rid of fake news.

II. Subject Matter

Topic Identifying credible information
References: Commission on Higher Education (CHED). MEDIA AND INFORMATION
LITERACY Teaching Guide for Senior High School. Page 19-22. Manila: PNU
Magpile, Christine Marie (2016). Media and Information Literacy: Enhancing Education
Through Effective communication. Intelegente Publishing: Quezon City
http://www.lib.vt.edu/help/research/info-sources.html
https://www.umflint.edu/library/identifying-information-sources
http://www.library.illinois.edu/ugl/howdoi/selectingsources.html
http://www.unesco.org/new/en/kathmandu/about-this-office/single-
view/news/indigenous_media_empowering_indigenous_voices/#.V7B3MFR944k
Materials: Laptop, PowerPoint Presentation, Blackboard
Values Integration: Team work and Self-awareness

III. Learning Activities

A. Preliminary Activities
a. 1 Prayer
a. 2 Greetings
a. 3 Classroom Management
a. 4 Checking of Attendance
a. 5 Review
a. 6 Motivation (per group)

III. Learning Activities

A. Preliminary Activities
a. 1 Prayer
a. 2 Greetings
a. 3 Classroom Management
a. 4 Checking of Attendance
a. 5 Review
a. 6 Motivation
B. Developmental Activities
b. day 1 Activity
Students will be grouped into four. Each group will be given two types of news: 1 from a
newspaper and another from a website. This two news will be of the same issue but one will be a product
of a fake news. Students will be given 10 minutes to spot difference and shall criticize which of which is
fake or not.

Day 2 Activity
The students will be divided into five groups. Each group will collaborate to answer and discuss
the set questions gave by their teacher.

1. What are the different types of media that can be used as a source of information?
2. What are the advantages and disadvantages of the different types of media as sources of information?
3. How can you evaluate or measure information quality?

b. 2 Analysis
Each group will answer and discuss the following questions:

1. How can you evaluate or measure information quality?

2. How can you say if a news is fake or not?
3. What is the best way to combat fake news?

b. 3 Abstraction
From the students’ work, the teacher will discuss more about the following:

Evaluating Information (Eastern Kentucky University Libraries based on the work of Paul and Elder)

 Accuracy- content is grammatically correct, verifiable and cited when necessary.

 Author- defines who created the content, the individual or group’s credentials/ expertise and
provides contact information.
 Currency- information is current and updated frequently.
 Fairness- content is balanced, presenting all sides of an issue and multiple points-of-view.
 Relevance- content is relevant to your topic or research.

Day 2
From the students’ work, the teacher will discuss more about the following:
How to spot Fake News
1. Consider the source 5. Check the date
2. Read beyond 6. Is it a joke?
3. Check the Author 7. Check your biases
4. Supporting sources? 8. Ask the experts
 b. 4 Application
Day 1
The teacher will call the students one at a time to explain the topic discussed.

Day 2
Students shall create a checklist on how to spot a fake news online and offline. Student will create a
poster with the list of these steps. Students shall be guided with the below criteria:
Content – 10
Graphics – 10
Impact – 5
Total: 25 points
Students will be given 2 minutes to report after 10 minutes of completion of work.

Generalization
The different types of media help us to make our life easier in some aspects but there are limitations
or disadvantages on using it. As a student, it is important to understand how to evaluate the different
information to get accurate and relevant information.

IV. Evaluation
Select one topic from newspaper and evaluate the accuracy, reliability and value of its information.

Selection Criteria Questions to ponder Student Answer

Reliability What are the details of this piece of news?
Which of these details can be verified in other
sources?
Could these details be true? Why or why not?
Accuracy Which of these facts are measurable? How
were they derived? Was the article written in
an objective manner? Is the article written
with care?
Value Consider the audience of the article? Who
could find this article valuable?
Authority Who wrote the article? How is the author
related to the article? What was his source?
Are the sources properly cited? What is the
reputation of the author? Is he known for
some biases?
Timeliness When was the article written? Is it possible
that some of the information in the article has
changed in time? If yes, would the change
have any effect on the conclusion of the
article?
V. Assignment

1. Interview two elders coming from two families. Ask about the cultural beliefs or practices in the community
valued by the elders. Ask also to share the type of information they are responsible for, or the information that
they receive and pass on to the community.

Prepared by: Checked by:

GERALD M. DESACULA HAROLD B. PANGILINAN, Ed. D.

Subject Teacher Subject group Head, SHS-TVL
 A Lesson Plan in Media and Information Literacy
(Week 5/ Days 4)

Content Standard The learners demonstrate an understanding of how representations are constructed
in diverse media types and how they converged.
Performance Standard The learner shall provide an outline of media convergence in different areas by
identifying the different platforms and the convergence therein.
Learning Competencies Leaners…
interview an elder from the community regarding indigenous media and
information resource
MIL11/12TYM-IIIe-14

I. Learning Objectives
At the end of the lesson, the students will be able to:
1. Determine indigenous practices of elders in the community;
2. Appreciate the cultural beliefs and practices of elders in today’s generation by showing the
indigenous ways of communicating; and
3. interview an elder from the community regarding indigenous media and information resource

II. Subject Matter

Topic Different sources of media and information
References: Commission on Higher Education (CHED). MEDIA AND INFORMATION
LITERACY Teaching Guide for Senior High School. Page 19-22. Manila: PNU
Magpile, Christine Marie (2016). Media and Information Literacy: Enhancing Education
Through Effective communication. Intelegente Publishing: Quezon City
Materials: Laptop, PowerPoint Presentation, Blackboard
Values Integration: Team work and Self-awareness

III. Learning Activities

A. Preliminary Activities
a. 1 Prayer
a. 2 Greetings
a. 3 Classroom Management
a. 4 Checking of Attendance
a. 5 Review
a. 6 Motivation
B. Developmental Activities
b. 1 Activity
The students will be divided into five groups. Each group will do the following activity to show and
determine the cultural beliefs and practices of elders they interviewed.

Group 1: Role play

Group 2: Jingle
Group 3: Infomercial
Group 3: Radio Drama

b. 2 Analysis
Each group will answer and discuss the following questions based from their interview:

1. How is the type of information that you handle helpful to the community? In what ways does passing
on this information help the community?
2. How do you know that the information you pass on is true?
3. What difficulties do you face in passing on this information to others?
4. Are these pieces of information available in popular media?

b. 3 Abstraction
From the students’ work, the teacher will discuss more about the following:

Importance of Indigenous Media and Information

1. Popular media cannot reach some rural areas. While print, broadcast, and new media have a wide reach,
there are still areas that these forms of media have not reached.
2. Indigenous media and information are highly credible because they are near the source and are seldom
circulated for profit.
3. Indigenous media are channels for change, education, and development because of its direct access to
local channels.
4. Ignoring indigenous media and information can result in development and education programs that are
irrelevant and ineffective.
5. Forms of indigenous media and their local examples:
a. Folk or traditional media
b. Gatherings and social organizations
c. Direct observation
d. Records- may be written, carved, or oral
e. Oral instruction

b. 4 Application
The teacher will call the students one at a time to explain the topic discussed.

Generalization

Technology now a days still continue to improve as well as the different platforms that people used
in media. As media changes its form, people also changed and forgot the importance of indigenous media
and information. Ignoring indigenous media and information can result in irrelevant and ineffective
development and education programs. That’s why, we need to preserve the cultural traditions of some
elders in passing information so that next generation will reached the information pass on by seniors.
IV. Evaluation

Answer each question briefly based on your objective insight and critical thinking.

1. How does one access indigenous sources of information?

2. Why should indigenous sources of information be preserved?

V. Assignment

1. Who evaluates media programs and output to ensure that it will be beneficial for the stakeholders?
2. Why is it necessary for producers of media to practice their code of ethics?
3. What can conventions do to improve the media, which the audience sees every day?
4. How can stakeholders express their views to the producers of media so that they will provide better output?

Prepared by: Checked by:

GERALD M. DESACULA HAROLD B. PANGILINAN, Ed. D.

Subject Teacher Subject group Head, SHS-TVL