Mil TG

The Commission on Higher Education
in collaboration with the Philippine Normal University
Teaching Guide for Senior High School
MEDIA AND
INFORMATION
LITERACY
CORE SUBJECT
This Teaching Guide was collaboratively developed and reviewed by

educators from public and private schools, colleges, and universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Commission on Higher Education, K
to 12 Transition Program Management Unit - Senior High School Support
Team at [email protected]. We value your feedback and recommendations.
Development Team
Team Leader: Ferdinand B. Pitagan, Ph.D.
Writers: Virginia P. Andres, Louis Mark N. Plaza,
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Lesson 4: Types of Media
Table of Contents 23 Print, Broadcast, New Media
24 Media Convergence
Lesson 1: Introduction to Media and
Information Literacy

149 Media, Information, Technology Literacies

150 Media and Information Literacy

151 Media and Information Design
Framework

152 Media and Information Literacy (MIL)
Portal

153 Electronic Portfolio

154 Creative Commons
Lesson 2: The Evolution of Traditional to New Media

23 Pre-Industrial, Industrial, Electronic,
New (Information) Ages
24 Internet of Things
Lesson 3: Information Literacy

23 Information
24 Information Literacy
25 Elements / Stages of Information Literacy
Lesson 5: Media and Information Sources
23 Library and Internet Sources
24 Skills in Determining Reliability and Accuracy of Information
25 Alternative Media
26 Mind Mapping
27 Indigenous Media and Information Sources
28 Open Educational Resource (OER)
Lesson 6: Media and Information Languages

23 Media Languages
24 Codes, Conventions, and Messages
25 Audiences, Producers and Other Stakeholders
Lesson 7: Legal, Ethical, and Societal Issues in Media

and Information
23 Copyright and Plagiarism
24 Cyber Bullying, Computer Addiction, Digital Divide
25 Netiquette
26 Internet Cafe near Schools
Lesson 8: Opportunities, Challenges and Power of Media

and Information
23 Opportunities: Online Shopping, Citizen Journalism, and
The Internet as a Tourism Support
24 Challenges: Phishing and Human Trafficking
25 Power of Media and Information
Lesson 9: Current and Future Trends of Media Lesson 12: Text Media and Information
and Information 23 Text (definition, characteristics, formats, types, others)
23 ICT in the Future: Haptics Technology, Contextual 24 Text as Visual
Awareness, Voice and Tone Recognition, Gamification,
25 Design Principles and Elements
Intelligent Routing Devices, Eye Tracking Technology, and
26 Text-based Presentation (analysis, design, development
Internet Glasses
and evaluation)
24 Massive Open Online Courses (MOOC)
25 Wearable Technology
Lesson 13: Visual Media and Information
26 Technology Prototyping for Fishing, Agriculture, Women,
23 The Power of Visual Content
and Indigenous People
24 Visual Media and Information (definition, types, purpose,
Lesson 10: Media and Information Literate Individual production, others)
25 Visual Design Elements
23 Media Literate Individual
26 Visual Design Principles
24 Social Media
27 Visual-based Presentation (analysis, design, development
25 Media and information technologies promote greater
and evaluation)
socio-political participation among the citizens and
improve learning environments
Lesson 14: Audio Media and Information
26 Media and Information Literate Individual (improved
quality of life, greater political participation, better 5888 Audio Information (definition, types, category,
economic opportunities, improved learning environment, storage, formats, others)
more cohesive social units, others) 5889 Hearing VS Listening
5890 Sound Characteristics and Purposes
Lesson 11: People Media 5891 Elements and Principles of Sound Design
23 People in Media 5892 Audio-based Presentation (analysis, design, development
24 History of Philippine Media and Emerging Careers and evaluation)
25 People as Media
26 Social Media
27 Drivers for Change
Lesson 15: Motion Media and Information
List of Outputs
0 Flipbook
Lesson 2: Timeline of exposure to traditional/new media
I Motion Media (definition, formats, types, others)
Lesson 3: Essay about information literacy
II Motion Media and Information (credibility, validity,
Lesson 4: Sketch / Drawing on how media is affecting everyday life
advantages, limitations)
Lesson 5: Essay on media and information sources
III Motion Media and Information Design Principles and
Lesson 6: Presentation on latest technology trends
Elements
IV Motion-based Presentation (description, script, storyboard, Lesson 7: Oral presentation on legal, ethical and societal issue
others) Lesson 8: Mind map and 500-word essay about the transformative
Lesson 16: Manipulatives / Interactive Media and Information power of media and information
0 Social Media Lesson 9: Prototype of future media and information
1 Interactive Media and Interactivity Lesson 10: Reflection and artefacts on the class debate on the impact
2 Interacting with the Internet (social media, online diagnostic of MIL
exam, online game, online shopping) Lesson 11: Report and Presentation on effects of social media
3 Emerging Interactive Media Lesson 12: Text-based Presentation - Typography Campaign Poster
4 Manipulatives / interactive presentation (analysis, design, Lesson 13: Visual-based Presentation - Infographic
development and evaluation) Lesson 14: Audio-based Presentation - Podcast
Lesson 17: Multimedia Information and Media
Lesson 15: Motion-based Presentation- Storyboard and Motion
0 Synthesis: Design Principles and Elements Media Presentation
1 The Design Process Lesson 16: Manipulatives / Interactive Presentation- Online Survey
2 Multimedia Project: Storyboard and Collation of Pertinent Lesson 17: Final Project: Multimedia Presentation
Outputs
3 Use of Multimedia
4 Peer Feedback and Revisions
5 Multimedia Project: Finalization, Gallery Walk and Best Award
Motion Media and Information Design Principles and Elements
Motion-based Presentation (description, script, storyboard,
others)
List of Sample Rubric
Lesson 2: Timeline
Lesson 3 Essay
Lesson 4 Sketch / Drawing
Lesson 5: Essay
Lesson 6: Presentation (postcard, collage, advertisement, i
infomercial, others)
Lesson 7: Oral Presentation, Role Play, and Rap
Lesson 8: Essay, Oral Presentation, and Mind Map
Lesson 9: Prototype
Lesson 10: Reflection and Artefacts, Performance for the
Positive and
Negative Teams
Lesson 11: Report
Lesson 12: Typography Campaign Poster
Lesson 13: Infographic
Lesson 14: Podcast
Lesson 15: Storyboard and Motion Media Presentation
Lesson 17: Multimedia Presentation
Introduction
As the Commission supports DepEds implementation of Senior High School (SHS), it upholds the vision
and mission of the K to 12 program, stated in Section 2 of Republic Act 10533, or the Enhanced Basic
Education Act of 2013, that every graduate of basic education be an empowered individual, through a
program rooted on...the competence to engage in work and be productive, the ability to coexist in fruitful
harmony with local and global communities, the capability to engage in creative and critical thinking, and
the capacity and willingness to transform others and oneself.
To accomplish this, the Commission partnered with the Philippine Normal University (PNU), the National
Center for Teacher Education, to develop Teaching Guides for Courses of SHS. Together with PNU, this
Teaching Guide was studied and reviewed by education and pedagogy experts, and was enhanced with
appropriate methodologies and strategies.
Furthermore, the Commission believes that teachers are the most important partners in attaining this
goal. Incorporated in this Teaching Guide is a framework that will guide them in creating lessons and
assessment tools, support them in facilitating activities and questions, and assist them towards deeper
content areas and competencies. Thus, the introduction of the SHS for SHS Framework.
The SHS for SHS Framework, which stands for Saysay-Husay-Sarili for Senior High School, is at
SHS for SHS the core of this book. The lessons, which combine high-quality content with flexible elements to
Framework accommodate diversity of teachers and environments, promote these three fundamental concepts:
SAYSAY: MEANING HUSAY: MASTERY SARILI: OWNERSHIP

Why is this important? How will I deeply understand this? What can I do with this?
Through this Teaching Guide, Given that developing mastery When teachers empower
teachers will be able to facilitate goes beyond memorization, learners to take ownership of
an understanding of the value teachers should also aim for their learning, they develop
of the lessons, for each learner deep understanding of the independence and self-
to fully engage in the content subject matter where they lead direction, learning about both
on both the cognitive and learners to analyze and the subject matter and
affective levels. synthesize knowledge. themselves.
1
This Teaching Guide is intended for Science, Technology, Engineering, and Mathematics (STEM) Strand
About this teachers who are teaching learners under the Academic Track. The prerequisite course for this subject
is General Biology 1, that primarily focuses on life processes at the cellular and molecular levels. The
Teaching Guide said prerequisite course also covers the transformation of energy in organisms.
As we go broader on a macro-level perspective, General Biology 2 is designed to enhance the

understanding of the principles and concepts in the study of Biology, particularly heredity and variation,
and the diversity of living organisms, their structure, function, and evolution. It is with passionate desire
that the teachers who will tackle the concepts in General Biology 2 lead Grade 12 students to pursue
Science-related courses in college. Studies conducted across the globe have identified innovation and
education in the fields of Science, Technology, Education and Mathematics (STEM) as critical
determinants economic prosperity. Indeed, STEM educated and trained individuals have been shown to
be major determinants of innovation and, thus, contributors to significant economic productivity.
Through this Teaching Guide, teachers are also empowered to be Designers, Facilitators, and
Learners of their own lessons:
0 When teachers are Designers, they should be able to:
0 Contextualize available resources, content, and tools to fit their learners and environments
1 Collaborate with fellow teachers in preparing materials and lessons
2 Create and utilize assessments (rubrics, exams, projects)
3 Leverage Pedagogical-Content Knowledge in developing lessons
4 Design lessons that encourage creativity and leadership
1 When teachers are Facilitators, they should be able to:
0 Ask questions, facilitate discussions, and encourage student reflection
1 Use learner-centered teaching strategies
2 Provide useful feedback for learners
3 Mentor learners for careers and further education
4 Be sensitive to teenage development (gender, identity, character, grit)
2 When teachers are Learners, they should be able to:
0 Gather data and student feedback
1 Reflect on student feedback and classroom insights to improve teaching
2 Use teacher/peer observations
3 Critically use research and information
4 Connect prior knowledge and debunk common misconceptions in education
This Teaching Guide is mapped and aligned to the DepEd SHS Curriculum, designed to be highly
Parts of the usable for teachers. It contains classroom activities and pedagogical notes, and is integrated with
Teaching Guide innovative pedagogies. All of these elements are presented in the following parts:
1. Introduction
Highlight key concepts and identify the essential questions
Show the big picture
Connect and/or review prerequisite knowledge
Clearly communicate learning competencies and objectives
Motivate through applications and connections to real-life
2. Motivation
Give local examples and applications
Engage in a game or movement activity
Provide a hands-on/laboratory activity
Connect to a real-life problem
3. Instruction/Delivery
Give a demonstration/lecture/simulation/hands-on activity
Show step-by-step solutions to sample problems
Give applications of the theory
Connect to a real-life problem if applicable
4. Practice
Discuss worked-out examples
Provide easy-medium-hard questions
Give time for hands-on unguided classroom work and discovery
Use formative assessment to give feedback
5. Enrichment
Provide additional examples and applications
Introduce extensions or generalisations of concepts
Engage in reflection questions
Encourage analysis through higher order thinking prompts
6. Evaluation
Supply a diverse question bank for written work and exercises
Provide alternative formats for student work: written homework, journal, portfolio, group/individual
projects, student-directed research project
3
On DepEd Functional Skills and CHED College Readiness Standards
As Higher Education Institutions (HEIs) welcome the graduates of On the other hand, the Commission declared the College
the Senior High School program, it is of paramount importance to Readiness Standards that consist of the combination of knowledge,
align Functional Skills set by DepEd with the College Readiness skills, and reflective thinking necessary to participate and succeed -
Standards stated by CHED. without remediation - in entry-level undergraduate courses in
st
The DepEd articulated a set of 21 century skills that should be college.
embedded in the SHS curriculum across various subjects and The alignment of both standards, shown below, is also presented in
tracks. These skills are desired outcomes that K to 12 graduates this Teaching Guide - prepares Senior High School graduates to the
should possess in order to proceed to either higher education, revised college curriculum which will initially be implemented by AY
employment, entrepreneurship, or middle-level skills development. 2018-2019.
College Readiness Standards Foundational Skills DepEd Functional Skills
Produce all forms of texts (written, oral, visual, digital) based on:
0 Solid grounding on Philippine experience and culture;
1 An understanding of the self, community, and nation; Visual and information literacies, media literacy, critical thinking
2 Application of critical and creative thinking and doing processes;
and problem solving skills, creativity, initiative and self-direction
3 Competency in formulating ideas/arguments logically, scientifically, and creatively; and
4 Clear appreciation of ones responsibility as a citizen of a multicultural Philippines and a
diverse world;
Systematically apply knowledge, understanding, theory, and skills for the development of Global awareness, scientific and economic literacy, curiosity,
critical thinking and problem solving skills, risk taking, flexibility
the self, local, and global communities using prior learning, inquiry, and experimentation and adaptability, initiative and self-direction
Work comfortably with relevant technologies and develop adaptations and innovations for Global awareness, media literacy, technological literacy,
creativity, flexibility and adaptability, productivity and
significant use in local and global communities accountability
Communicate with local and global communities with proficiency, orally, in writing, and Global awareness, multicultural literacy, collaboration and
interpersonal skills, social and cross-cultural skills, leadership
through new technologies of communication and responsibility
Media literacy, multicultural literacy, global awareness,

Interact meaningfully in a social setting and contribute to the fulfilment of individual and
collaboration and interpersonal skills, social and cross-cultural
shared goals, respecting the fundamental humanity of all persons and the diversity of
skills, leadership and responsibility, ethical, moral, and spiritual
groups and communities values
Media and UNESCO defines Media and Information Literacy as a set of competencies that empowers citizens to
access, retrieve, understand, evaluate and use, to create as well as share information and media
Information content in all formats, using various tools, in a critical, ethical and effective way, in order to participate
and engage in personal, professional and societal activities.
Literacy The Philippines is among the first country to adapt Media and Information Literacy as part of basic
Teaching education curriculum. The Department of Education in the new K-12 Basic Education Curriculum
included Media and Information Literacy as part of the Core Subjects under the Communication
Guide Learning Area for Senior High School (SHS) at Grade 11 or 12 with one semester allocation.
The Media and Information Literacy course introduces the learners to basic understanding of media and
information as channels of communication and tools for the development of individuals and societies. It
also aims to develop students to be creative and critical thinkers as well as responsible users and
competent producers of media and information.
Primarily, this Teaching Guide is intended to be used by current and future Grade 11 or 12 teachers of
Target Media and Information Literacy. In addition, teachers from all educational levels across all content and
Teachers subject areas are also welcome to explore it as a guide to integrate technology into their class activities.
Teachers will master (1) prioritizing literacy ; (2) learning and teaching media and information literacy
through constructivist approach; (3) becoming competent consumers and producers of information and
media resources; and (4) developing digital citizenship and lifelong learning.
Moreover, we envision an MIL teacher with the following qualifications:
5888 Masters in Education Major in Education Technology or IT/ICT Education or any related field;
5889 Three-year experience in teaching education technology or T/ICT Education or any related field
5890 Three-year experience in the analysis, design, development, implementation and
assessment of different types of media and information;
5891 High competencies in online / offline software technologies;
5892 Highly motivated, outcome-based oriented and life-long learner.
5
The Teaching Guide is based on the MIL Curriculum Guide of DepEd. Each Lesson is divided into two
Parts and parts: Lecture and Laboratory. The Lecture class has an allocation of 60 minutes and could be delivered
inside a traditional classroom although some topics would require a computer with presentation
Schedule software . The Laboratory class has an allocation of 120 minutes and highly recommended to be
conducted inside a computer laboratory with Internet connection. In most Lessons, there is a continuous
flow of discussions and activities from the Lecture to Laboratory.
The time allocation is limited to 3 hours (180 minutes) per week compared to the four 4 hours per week
in DepEd Curriculum Guide to accommodate schedule changes, unannounced/abrupt class
suspensions, and other distractions. Your school might have a different scheduling scheme.
Take note that there are Lessons with two Lecture and Laboratory parts (Motion Media and Information,
Manipulatives / Interactive Media and Information, and Multimedia Information and Media).
The Media and Information Design Framework aims as a guide in the analysis, design, development,
Media and implementation and evaluation of pertinent media and information outputs.
Information Design Components Guide Questions
Target Audience refers to the the intended audience
Sender/Author refers to the producer / creator of the the media and information
Key content refers to the topic, facts, figures and others used in the media and information
Purpose refers to the reason, motivation or intention of the message.
Form/Style refers to presentation across the different formats guided by design principles and
elements: tone, mood, color, font types, manipulation of space, speed, direction,
balance, repetition, emphasis, movement, rhythm, unity, contrast, hierarchy, contrast,
proportion, alignment, proximity, pattern, others.
Medium / Format refers to the format or platform used in presenting the media and information
The use of the MIL Portal is a crucial part of teaching MIL. It refers to the system for submission,
MIL checking, tracking, and displaying learners work. Because of the project-based nature of the course, we
Portal highly recommend that you use an online platform that can keep all files in a single library. Some
recommendations for MIL Portal are listed below.
Learning Management Systems They are free to use, but might require a reliable internet connection.
Edmodo Require proper self-learning on your part before providing access to
Moodle students.
Google Classroom It involves you setting up a class/section, and enrolling students into
Blackboard their accounts.
Canvas
Others
Cloud Storage Folders It will will be easy for checking
Dropbox It allows you to look at all submissions in one folder, and organize them
Google Drive into multiple folders for easy tracking.
Others It would be difficult for you to display their work though, as the files will
be shown as simply a folder.
Email and egroups You can one email address for your class to avoid mixing with your
Yahoo personal messages
Gmail You can create an group for each class
Others You can use powerful tools such as labels and folders to organize student
submissions.
Offline Submission Asking students to have USB thumb drives can be the simplest method
of submissions and checking
Be aware of viruses and malware.
Ask students to have a dedicated USB drive that they cant use on
computers outside the classroom laboratory.
Make sure that all students are enrolled/registered in your MIL Portal during the first Laboratory class.
Also, for all pertinent output submissions, the teachers may opt to use standard Naming Conventions
(Ex <Section> <Output Name> <Student Name>: Diamond Infographics Juan Dela Cruz)
7
The learners would create their own individual personal online page which will be called ePortofolio. An
Electronic electronic portfolio or ePortfolio is a collection of outputs developed by the learners uploading at an
Portfolio online platform. In recent years, it has become valuable learning and assessment tool. Some
recommendations for ePortfolio are listed below.
Blogs and Personal Websites The learners would decide on the platform their they would use.
Wordpress Its a good tool for displaying student submissions publicly, and you can
Blogspot also track students progress by going through their individual pages and
Tumblr their body of work
Wix It might be difficult for you to check each submission by going to the
Others students personal pages one-by-one so you may want to ask the
learners to also submit at MIL Portal all their outputs.
The Media and Information Literacy is an output-based subject. In most of the lessons, an output is
Output and expected from the learners to synthesize content with skills.
Rubric In all pertinent output a sample rubric is provided. The teacher will assign weights on each component
in the rubric. For instance, if content is an important part of the project, the teacher can give a higher
weight in the total score.
We would like to express our deepest and heartfelt gratitude to our families, friends, colleagues, and
everyone else in between for their support, time, suggestion, comment, reaction, and love.
Acknowledgement
We dedicate this resource to the Filipino teacher and learner. #parasabayan
For HIM who brings knowledge into all information.

Media and Information Literacy 60 MINS
Introduction to Media and Information

Literacy (Lec)
Content Standards
The learner demonstrates an understanding of media and information sources, LESSON OUTLINE
and values them as part of communication tools.
Motivation Media Use Log 10
Performance Standards Introduction Learning Objectives 5
The learners shall be able to create a log of their use and interaction with
media and information providers to aid in their understanding of media and Instruction The Low-tech Future, Flash News, and 35
information literacy.
Unlocking Definitions
Learning Competencies Evaluation Discussion 10
23 Describes how much media and information affect communication.
MIL11/12IMIL-IIIa-1
24 Identifies the similarities and differences of media literacy, information Materials
bond/pad paper, pen, board and marker, computers/tablets,
literacy, and technology literacy. MIL11/12IMIL-IIIa-2
printed sample interaction log matrix
25 Editorializes the value of being literate in media and information.
MIL11/12IMIL-IIIa-3
Resources
26 Shares to the class media habits, lifestyles and preferences. Adobo Chronicles. Your Best Source of Up-to-date Unbelievable. Retrieved
MIL11/12IMIL-IIIa-4 from https://adobochronicles.com/
Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
Specific Learning Objectives Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
At the end of the lesson, the learners are able to: for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN); 978-
5888 Create a log that reflects their current use and interaction with media 959-18-07; 978-959-18-0787-8 (ES)
and information.
5889 Define the key concepts (media, information, technology literacy,
and media and information literacies).
5890 Compare and relate the media and information literacy framework to
their own understandings and competencies
!9
MOTIVATION (10 MINS) Teacher tip
23 A sample interaction log matrix
Media Use Log may be printed on paper or illustrated
23 Inform the learners that todays topic embodies essential knowledge that should allow users to on the board.
engage with media and information channels in a meaningful manner. 24 The learner can opt to use an
online personal diary like Penzu, a
24 Instruct the learners to bring out a sheet of paper. free application for creating a journal
25 Direct the learners to think of the past week, and record their use and interaction with media and and downloadable to mobile phones
information providers (such as internet, social media, TV, radio, newspaper, etc.). Have them and tablets (2016, April 6). Retrieved
from http://classic.penzu.com/
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 5 minutes for
this activity.
Sample Responses
Weekly Interaction Log with Information and Information Providers
Media or Information Provider Number of hours in a week
Youtube 3 hours
Facebook 12 hours
Television 20 hours
Books 10 hours
Others
5888 Instruct the learners to prepare a report by answering the following questions:
5888 Which media provider did they spend the most time?
5889 What roles does media play in their lives? (leisure, learning, communication, etc.)
5889 Call earners to present to class their report.
!10
INTRODUCTION (5 MINS) Teachers tip
Introducing the objectives can be done
Communicate Learning Objectives using any of the suggested protocols:
Introduce the following by stating that at the end of the lesson, the learners shall be able to: Verbatim, Own Words, Read-aloud.
5888 Describe how media and information affect communication.

5889 Editorialize the value of being a media and information literate individual.
5890 Share to class their media lifestyle, habits, and preferences.
INSTRUCTION (35 MINS) Teacher tip

Connect this activity with media,
The Low-tech Future information, technology, and media and
at
23 Remind the learners that they are living in the 21 Century, where people are dependent on information literacies.
technology.
24 As the learners to imagine waking up one day to find no Internet, libraries, and cell phones.
Newspapers, magazines, radio stations and TV channels have also disappeared.
25 Call on learners to answer the following questions:
23 How would you be informed of anything now?
24 What ways would you have to communicate with one another?
25 How would you share information and communicate news and events?
26 What would happen with the decisions you usually make?
27 How would it affect the way you live?
28 What would you personally miss most in such a situation? Teacher tip
29 What would society lose in this situation? 23 In social media, look for such news
items, or refer to sites such as Adobo
Chronicles (2016, April 6). Retrieved from
http:// adobochronicles.com/
Flash News and Visuals
24 Use content that your learners will
Show the class samples of fake news headlines found online. Engage your learners in a quick find entertaining and interesting (ex:
discussion about examining and believing in news. Guide questions: AlDub, naghiwalay!, President Obama,
5888 Did you believe these news items were true? How did you know they were true/false? may dugong Pilipino, China, sasakupin
na ang Intramuros).
5889 Are all news and information on the Internet true? Why or why not? 25 Emphasize the importance of the
5890 Who gets to post news items online? Expound. source of the news. Connect this activity
with the media, information, technology,
and media and information literacies.
!11
Unlock the Definitions Teacher tip
23 Divide the learners into groups of five (5) members in a group. 5888 Be prepared to address some
24 Assign one (1) term of the following terms to each group: possible setbacks in groupwork: a single
member dominating the discussion,
23 Technology Literacy leaving other members passive; most
24 Media Literacy members stuck on the passage given to
them; and some members not observing
25 Information Literacy
the one-voice rule.
26 Media and Information Literacy
25 Have each group formulate their own definition of the term assigned to them, and have each group 5889 The number of group members
varying, depending on the class size
present to the class.
26 Show the correct definitions and have the learners compare it with their work.
27 Synthesize the activity by listing misconceptions on the board.
23 Literacy: The ability to identify, understand, interpret, create, communicate and compute, using
printed and written materials associated with varying contexts. Literacy involves a continuum of Teacher tip
Note that these definitions are grounded in
learning, wherein individuals are able to achieve their goals, develop their knowledge and potential,
MIL framework, so they may vary in different
and participate fully in their community and wider society. contexts.
24 Media: The physical objects used to communicate with, or the mass communication through physical
Other Definitions
objects such as radio, television, computers, film, etc. It also refers to any physical object used to
Media - physical objects used to
communicate messages. communicate including mass media (radio,
25 Media Literacy: The ability to access, analyze, evaluate, and create media in a variety of forms. It television, computers, film, etc.).
aims to empower citizens by providing them with the competencies (knowledge and skills) necessary Traditionally, media are source of credible
to engage with traditional media and new technologies. information in which contents are provided
through an editorial process determined by
26 Information: A broad term that covers processed data, knowledge derived from study, experience,
journalistic values and where editorial
instruction, signals or symbols. accountability can be attributed to an
27 Information Literacy: The ability to recognize when information is needed, and to locate, evaluate, organization or a legal person. In more
recent years the term media is often used
and effectively communicate information in its various formats.
to include new online media.
28 Technology Literacy: The ability of an individual, either working independently or with others, to
responsibly, appropriately, and effectively use technological tools. Using these tools an individual can Information Literacy - includes the
access, manage, integrate, evaluate, create and communicate information. competencies to be effective in all stages of
the lifecycle of documents of all kinds, the
29 Media and Information Literacy: The essential skills and competencies that allow individuals to
capacity to understand the ethical
engage with media and other information providers effectively, as well as develop critical thinking implications of these documents, and the
and life-long learning skills to socialize and become active citizens. ability to behave in an ethical way
throughout these stages.
!12
EVALUATION (10 MINS)
Teacher tip
Small Group Discussions 5888 Depending on the class size, you
Engage the learners in a class discussion by asking the following questions: can have them start discussing in pairs
first, before sharing to the whole group
23 In your opinion, what makes an individual literate in media and information? (Think-Pair-Share).
24 What activities/habits do you practice which illustrate media and information literacy? Give at 5889 If you dont have time, this can
least three examples. also be assigned as an essay
assignment.
!13
Introduction to Media and Information

Literacy (Lab)
Content Standards
The learner demonstrates an understanding of media and information sources, LESSON OUTLINE
and values them as part of communication tools. Review Literacy Definitions 20
Performance Standards Instruction Media and Information Design 20
The learners shall be able to enroll in the earning management system and
Framework
explore portal features and functions.
Practice Computer Laboratory Use, MIL Portal, 80
Learning Competencies
ePortfolio, Creative Commons
23 Identifies the similarities and differences of media literacy, information
literacy, and technology literacy. MIL11/12IMIL-IIIa-2 Materials
24 Editorializes the value of being literate in media and information. computers with Internet connection, bond/pad paper/cards,
MIL11/12IMIL-IIIa-3 pen, board and marker, masking tape, printed MIL design
25 Shares to the class media habits, lifestyles and preferences. framework matrix
MIL11/12IMIL-IIIa-4 Resources
5888 Sign-up/enroll online in the MIL Portal as the class learning 959-18-07; 978-959-18-0787-8 (ES)
management system.
5889 Create an e-Portfolio (personal online page).
!14
REVIEW (20 MINS) Teacher tips
23 Cold call using equity sticks
Literacy Definitions or name cards.
23 Ask learners to state the meaning of the following in their own words: 24 Interactive Word Wall - a
systematically organized collection of
23 Media Literacy
words displayed in large letters on a wall
24 Information Literacy or other large display place in the
classroom.
25 Technology Literacy
25 Prior to this lesson, set-up and
26 Media and Information Literacy design a board in the classroom to use
as an interactive word wall; also, prepare
24 Ask for volunteers to share their definitions to the larger class, and instruct learners to use the
blank cards to be used by learners where
Thumb-O-Meter (thumbs-up to agree, thumbs-down to agree/disagree) method to provide quick they can write their answers then pin it
feedback interactive word wall.
25 Interactive Word Wall - show to the learners the common online activities and solicit from them the
competencies that would fall under the three literacies.
Sample Responses
Online Activities Media Literacy Information Literacy Technology Literacy

Sending an as platform (text; email; content (appropriateness, tools (mobile, computers,
messenger; video message;

electronic message tone, recipient, others) others)
voice message; others)
traditional (newspaper, tv, content (appropriateness, knowing how to use mass
media platforms (tv, radio,

radio, others) reliability, accuracy, tone,
Getting the latest others)
audience, others)
news where to access digital
digital (websites, social giving feedback (reactions,
content
media, others) comments, rate, others)
navigational skills
Entertainment
Others
!15
5888 Based from the activity above, ask the learners:
5888 How do Media Literacy, Information Literacy, and Technology Literacy and Media and Information Literacy differ in terms of use?
5889 Are they similar in form? Elaborate.
5890 Are they similar in use? Elaborate.
INSTRUCTION (20 MINS) Teacher tip

Media and Information Design Framework Prepare the material for this activity by
printing the MIL design framework matrix.
0 Facilitate the activity among the learners: Imagine yourself as a journalist. You were tasked to write
Each question may be labeled with time
an article. Accomplish the media and information design framework for this article by answering the (in minutes) so that the learners can
matrix below: estimate finishing the answers.
Form/Style can also pertains to tone,
mood, color, font types, space, speed,
Component Guide Questions Your Answer
direction, balance, repetition, emphasis,
movement, rhythm, unity, contrast,
hierarchy, contrast, proportion, alignment,
Target Audience Who is the intended audience? proximity, pattern, others.
Medium/Format can also pertains to the
Sender / Author Who is the producer? platform that the learners would be
presenting their output (i.e. handwritten,
Purpose What is the purpose? blogs, presentation, others).
What is the topic?

Key Content
What are the facts?
How can I present this information?
Form / Style
How would this affect my audience?
Medium / Format What platform will I use? Why?
0 Ask learners to share their responses. Start a discussion with the class: How did these
questions help you as a journalist?
!16
PRACTICE (80 MINS) Teacher tips
Policies, Security, Netiquette Discuss the following: 0 Prior to this activity, it is assumed that the
preferred e-learning tool to serve as an
0 School policies regarding the use of ICT facilities
MIL Portal as the class learning
1 Computer laboratory policies management system have been created.
2 Acceptable use of MIL Portal and online personal page 1 Write a welcome greeting for the class at
3 Appropriate online behavior the MIL Portal. Learners may then reply to
the message or give feedback by
introducing themselves.
MIL Portal Registration 2 It is expected that the teacher is very
0 Write on the board the detailed procedure for registration to the MIL Portal familiar with the MIL Portal. Be ready to
1 Make sure that all learners have registered. answer pertinent questions in using the
MIL Portal.
2 Give the learners time to explore the MIL Portal.
3 Cold call learners and ask them about features and their corresponding functions.
4 Ask the learners to reply to a post on your welcome greeting by introducing themselves.
Start an ePortfolio
Teacher tips
0 Have the learners create their personal online page (blog, webpage, others).
0 Provide a list of available platforms/
1 Have the learners make an introduction of their personal online page in the homepage. websites that could be used as the
2 Make a directory of the personal online page of the learners. personal online page of the learner as
3 Describe how the learner pages may be expanded later to become an ePortfolio. suggested in the preface.
1 Before the end of the class, make sure
that all the learners are enrolled in the MIL
Licensing output in the ePortfolio
Portal.
0 From this point onwards, learners will start producing their own media products, pass it at the MIL
Portal and upload them onto their ePortfolios.
1 It will be important to teach them how they can freely share their output while protecting their
intellectual property with a flexible way of applying copyright: Creative Commons.
2 To know more about creative commons, ask them to watch this video: (https://vimeo.com/
13590841). You may download this video under the attribution license of Creative Commons 2.5
(http://creativecommons.org/licenses/by/2.5/).
17!
Using the Creative Commons License
Option 1 Teacher tip
In the footer section, type the following: 0 Encourage learners to habitually use
!!<put!the!ePortfolio!title!here>!by!<put!your!name!here>!is!licensed!under!a!Creative!! Creative Commons licenses when
!!Commons!Attribution!4.0!International!License.! they produce work/output.
1 Ask them to look out for Creative
0 Example: If the title is MIL ePortfolio and your name is Juan dela Cruz, this is what you should
Commons licenses everywhere.
type: MIL ePortfolio by Juan dela Cruz is licensed under a Creative Commons Attribution 4.0 2 Alternatively, show them this teaching
International License. guide as a local example.
Option 2
If you want your ePortfolio to be easily searchable, follow these steps and refer to the screenshots in
the next page:
0 Go to https://creativecommons.org/choose/
1 Fill out the form to generate your Creative Commons License.
2 Embed the HTML code in your ePortfolio using your platforms editor.
!18
The Evolution of Traditional to New

Media (Lec)
Content Standards LESSON OUTLINE
The learners demonstrate an understanding of the historical background of Introduction Learning Objectives 5
media and information; basic theories of media and information systems; and Motivation Media Then 5
concepts of ownership, control, and regulation of media.
Instruction Evolution and Ages of Media 10
Performance Standards
The learners shall be able to examine technology and identify media through Practice Knowing You Media at Different Ages 35
the different ages. Evaluation Discussion 5
0 Identify traditional media and new media, and their relationships. Materials
MIL11/12EMIL-IIIb-5 projector and computer with presentation software, manila
1 Editorialize the roles and functions of media in democratic society. paper, markers/pens, printed activity matrix
MIL11/12EMIL-IIIb-6 Resources
Khan, R. (2006). Internet 101: The new mass medium for Filipinos.
Specific Learning Objectives Anvil Publishing, Inc.
At the end of the lesson, the learners will be able to: Neuman, R. (2010). Theories of media evolution. Media, Technology, and
0 Examine the technology or resources available during the prehistoric age, Society: Theories of Media Evolution. Retrieved from http://
press.umich.edu/titleDetailDesc.do?id=293114
the industrial age, the electronic age, and the new or digital age. Noll, A. M. (2006). The evolution of media. Rowman & Littlefield.
1 Identify the devices used by people to communicate with each other, store Using Media Sources. (2015 October 20). Retrieved from http://
www.library.illinois.edu/ugl/howdoi/medialiteracy.html
information, and broadcast information across the different ages. Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN); 978-
959-18-07; 978-959-18-0787-8 (ES)
!19
INTRODUCTION (5 MINS)
Communicate Learning Objectives
0 Review the key points of Introduction to Media and Information Literacy from the previous
lesson.
1 State the objectives of todays lesson:
256 Examine the technology or resources available during the prehistoric age, the industrial age, the electronic age, and the new or
digital age.
257 Identify the devices used by people to communicate with each other, store information, and broadcast information across the
different ages.
MOTIVATION (5 MINS) Teacher Tip

0 The use a notable event in Philippine
Media Then
history is highly encouraged.
0 Show a picture of the maiden voyage or sinking of the RMS (Royal Mail Ship) Titanic. Talk about this 1 Some suggestions: the beginning of
famous world event of April 14, 1912. the Japanese occupation of the
Philippines, the death of President
1 Pose this question to the learners: If the Titanic sank somewhere in the Atlantic Ocean, how do you
Ramon Magsaysay, the winning of the
think the news reached people in England and New York at that time? Miss Universe pageant by Gloria
(Sample answers: telephone, letter, newspaper, etc.) Diaz, the declaration of Martial Law.
2 Discuss how people used the telegraph and telegrams for faster means of communication during that
time.
3 Pose this question to the learners: If the Titanic sank today, in what format would people receive or
read the news?
INSTRUCTION (10 MINS) Teacher Tips

23 Use presentation software in
Evolution of Media the discussion to show visuals and
Engage the learners in a discussion on how media and information has evolved throughout history. demonstrate how people have used
these tools.
Describe the four ages to the class.
24 Emphasize that technology
allows people to have better and
Pre-Industrial Age (Before 1700s) - People discovered fire, developed paper from plants, and forged
faster access to information, which
weapons and tools with stone, bronze, copper and iron. Examples: in turn allows them to easily adopt
Cave paintings (35,000 BC) Papyrus in Egypt (2500 BC) newer media technologies.
Clay tablets in Mesopotamia (2400 BC) Acta Diurna in Rome (130 BC)
!20
Dibao in China (2nd Century) Codex in the Mayan region (5th Century)
Printing press using wood blocks (220 AD)
Industrial Age (1700s-1930s) - People used the power of steam, developed machine tools, established iron production, and the
manufacturing of various products (including books through the printing press). Examples:
Printing press for mass production (19th Motion picture photography/projection Telegraph
century) (1890) Punch cards
Newspaper- The London Gazette (1640) Commercial motion pictures (1913)
Typewriter (1800)Telephone (1876) Motion picture with sound (1926)
Electronic Age (1930s-1980s) - The invention of the transistor ushered in the electronic age. People harnessed the power of transistors that
led to the transistor radio, electronic circuits, and the early computers. In this age, long distance communication became more efficient.
Examples:
Transistor Radio Mainframe computers - i.e. IBM 704 OHP, LCD projectors
Television (1941) (1960)
Large electronic computers- i.e. EDSAC Personal computers - i.e. Hewlett-
(1949) and UNIVAC 1 (1951) Packard 9100A (1968), Apple 1 (1976)
Information Age (1900s-2000s) - The Internet paved the way for faster communication and the creation of the social network. People
advanced the use of microelectronics with the invention of personal computers, mobile devices, and wearable technology. Moreover, voice,
image, sound and data are digitalized. We are now living in the information age. Examples:
Web browsers: Mosaic (1993), Internet Video: YouTube (2005) Portable computers- laptops (1980),
Explorer (1995) Augmented Reality / Virtual Reality netbooks (2008), tablets (1993)
Blogs: Blogspot (1999), LiveJournal Video chat: Skype (2003), Google Smart phones
(1999), Wordpress (2003) Hangouts (2013) Wearable technology
Social networks: Friendster (2002), Search Engines: Google (1996), Yahoo Cloud and Big Data
Multiply (2003), Facebook (2004) (1995)
Microblogs: Twitter (2006), Tumblr (2007)
PRACTICE (35 MINS)

Knowing You Media at Different Ages. Have the learners form groups of six (6) members. Using Manila paper and markers, each group
should provide answers to fill in the table in the next page:
!21
What format/ equipment What format/ equipment What format/ equipment Teacher Tip
Emphasize to the learners that the
Age did people use to did people use to share
did people use to store coexistence of traditional and new
communicate with each or broadcast
information? media is a reality called media
other? information? convergence.
Pre-Industrial Age
Industrial Age
Electronic Age
Information Age
What format/ equipment did people use to What format/ equipment did What format/ equipment did
Age people use to share or broadcast
communicate with each other? people use to store information?
information?
Pre-Industrial Age Traditional paper and writing materials Traditional paper and writing materials, Traditional paper and writing materials,
Cave paintings/stone tablets Cave paintings/stone tablets
Industrial Age Paper and Pen, Typewriter Printing press or books Printing press or books, Newspaper/
magazines
Electronic Age Printing press or books, Computers,

Telegraph, Telegram, Telephone, Computers Printing press or books, Computers Radio, Newspaper/magazines, Personal
computers
Printing press or books, Digital books, Printing press or books, Newspaper/
magazines, Television, Radio, Digital
Information Age Personal computers, Mobile phones, Smart phones, Personal computers, Mobile phones,
books, Websites, Mobile phones, Smart
Wearable technology, Social Media Smart phones, Wearable technology,
phones, Wearable technology, Social
Social Media
Media
!22
Give the learners 20 minutes to perform the group activity. After filling-out the table, tell the learners to share their responses to the rest of the
class. Groups can assign reporters that can go around and simultaneously present to the other
groups. Below are sample answers:
Teacher Tip
Roles and functions of media in a democratic
EVALUATION (5 MINUTES) society (possible answers)
After reporting, discuss with the learners the roles and functions of media in democratic society. 23 Channel - provides opportunities for
Discuss with the learners the following questions: people to communicate, share ideas,
speculate, tell stories and give information
5888 Given the available media that we now have in the world, what are its roles and 24 Watchdog - exposes corrupt practices
functions in a democratic society? of the government and the private sector.
5889 In what way does media affect your life (personal, professional, academic, social, Creating a space wherein governance is
others)? challenged or scrutinized by the governed. It
also guarantees free and fair elections
25 Resource center - acts as a gateway
of information for the societys consumption.
Also, it becomes a keeper of memories of the
community, preserver of heritage and source
of academic knowledge.
26 Advocate - through its diverse
sources or formats, it bridges the gap of
digital divide.
!23
The Evolution of Traditional to New

Media (Lab)
Content Standards
The learners demonstrate an understanding of the historical background of LESSON OUTLINE
media and information; basic theories of media and information systems; and
concepts of ownership, control, and regulation of media. Review Key Points 5
Laboratory Timeline of Media Exposure 100
The learners shall be able to make a timeline or historical record of their
Discussion Theory on Information and Media 15
interaction with and exposure to traditional and new media.
5888 Identify traditional media and new media, and their relationships. Materials
computers with Internet connection, books and other
MIL11/12EMIL-IIIb-5
references, online resources
5889 Editorialize the roles and functions of media in democratic society.
MIL11/12EMIL-IIIb-6
Resources
5890 Search and look up the latest theories on information and media. Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
MIL11/12EMIL-IIIb-7 Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
Specific Learning Objectives 959-18-07; 978-959-18-0787-8 (ES)
At the end of the lesson, the learners will be able to create a timeline of their
exposure to traditional and new media.
!24
REVIEW (5 MINS)
Review the key points in the discussion of The Evolution of Traditional to New Media from the previous
lesson.
LABORATORY (100 MINS) Teacher Tips

23 This activity may also be done
Timeline by group. Instead of a personal
23 Have the learners draft a timeline of their exposure to traditional and new media on a bond paper. timeline, the group can create a
presentation of the different devices
24 Have the learners create that timeline through presentation software. Give the rubrics to the learners at
from the prehistoric age, industrial
the start of the activity. age, electronic age, through to the
25 For each item of media, the learners are to include a picture or image, year, short description, and a digital age.
24 Students may prefer to use
personal insight.
any of these alternatives in creating
26 Remind learners that the output with a brief description will be submitted at the MIL Portal. the timeline: Tiki-Toki, Time Glider,
OurStory, Capzles, Read Write Think,
Xtimeline, TimeToast, Dipity, all
available online.
DISCUSSION (15 MINS)
Internet of Things as Theory of Media and Information Teacher Tips
5888 Group learners into pairs. 23 The Internet of Things (ioT) is
only one of the various emerging
5889 Allow the pairs fifteen (10) minutes to search and answer the following questions about The trends in technology and information.
Internet of Things (IoT): Alternatively, ask learners to look for
5888 In your own words, define Internet of Things. different emerging technologies.
24 If you have more time, lead the
5889 What brought this theory about? (example: ideas, technology, another theory) discussion to their process of
5890 Do you like the concept of IoT ? Why or why not? researching about IoT: their sources,
the keywords they used, the websites
5891 In what situations do you encounter IoT in the Philippines? they visited, and how they determined
5892 How do you think IoT will evolve and affect Filipino society in the next 3 to 5 years? the quality and credibility of the
resources.
5893 What do you think is the relationship / cause and effect of IoT in media and information
literacy?
5890 Have some of the learners share their answers with the class.
!25
Timeline Sample Rubric
Criteria 4 3 2 1
Completion Timeline is completely finished. Timeline is incomplete and Timeline is incomplete and Timeline is incomplete and
contains 1 to 3 unfinished contains 4 to 6 unfinished contains 7 or more unfinished
elements. elements. elements.
All graphics are related to Some (up to 59%) of the Most (60%+) of the graphics
content. All graphics are in All graphics are related to
graphics are unrelated to are unrelated to content. Too
appropriate size and good content. All graphics are in
content. Too many graphics on many graphics on one page.
Graphics quality. Graphics create an appropriate size and good
one page. Some of the Most of the graphics distract
overall theme and make quality. Graphics do not create
graphics are distracting. Images from the text. Images are poor
connections that help the an overall theme, but show a are of poor quality. They are quality. They are either too
audience understand the general flow of topics.
either too large or too small. large or too small.
concepts.
Most words are carefully Some words are carefully Words are chosen with less Words are chosen with less
Mechanics chosen; writing is clear and chosen; writing is clear and care; writing is sometimes care; writing is sometimes
legible. Most words are spelled legible. Most words are spelled unclear; most words are spelled unclear; some words are
correctly and proper correctly and proper correctly and is grammatically spelled incorrectly and proper
punctuation is employed. punctuation is employed. correct. punctuation is not employed.
Major points are presented and Major points are presented. Major points are presented.
Content However, some of them are not However, most of them are not Topic is oversimplified or fails
fully supported with convincing
arguments, ideas and data. supported with with convincing supported with convincing to present major points.
arguments, ideas and data arguments, ideas and data
Note: Assign weights on each category or area in the rubric. For instance, since content is an important component of the project, the teacher
can give more weight of 30 or 40 percent of the total score. Rubric adapted from:
5888 Presentation rubric (2016, February 8). Retrieved from http://www.sites4teachers.com/links/redirect.php?
url=http://www.nclark.net/ PowerPointRubric.pdf
5889 Presentation rubric (2016, February 8). Retrieved from http://library.fayschool.org/Pages/powerpointrubric.pdf
5890 Typography project rubric (2016, February 8). Retrieved from http://www.rcampus.com/rubricshowc.cfm?code=U787A3&sp=true
5891 Rubric for poster (2016, February 8). Retrieved from http://ced.ncsu.edu/mmania/
!26
Information Literacy (Lec)

Content Standards
The learners demonstrate an understanding of why there is a need for LESSON OUTLINE
information, and identify how to locate, access, assess, organize and
Introduction Learning Objectives, Information 10
communicate that information.
Definition
Performance Standards Instruction Information Literacy 30
The learners shall be able to create a log containing the stages/elements of
information literacy Practice Discussion 20
23 Define information needs; can locate, access, assess, organize, Materials
and communicate information. MIL11/12IL-IIIc-8 board and marker, printed activity sheet
24 Demonstrate ethical use of information. MIL11/12IL-IIIc-9
Resources
5888 Define elements of information. 959-18-07; 978-959-18-0787-8 (ES)
Woody Horton Jr., (2007). Understanding Information Literacy a Primer.
5889 Recognize pertinent guide questions leading to information literacy. Paris, UNESCO Press, pp 9 - 13, Annex B
5890 Create a log of the stages and elements of information literacy in a
given scenario.
!27
State the learning objectives:
0 Define information needs; can locate, access, assess, organize, and communicate information.
1 Demonstrate ethical use of information.
Defining Information
0 Most Influential Person Teacher Tip
0.0 Write MOST INFLUENTIAL PERSON IN YOUR LIFE on the board. 0 Tell the learners that they should
answer all the questions if possible.
0.1 Instruct learners to answer the phrase on a piece of paper by providing the following details:
1 Purpose of the Questions
Who, What, Where, When, Why, How. 0 Who - to identify the person
0.2 Call some learners to present their answers to the class. 1 What - to know about something
1 Ask the learners the following 2 Where - to locate a place
3 When - to know specific time and
1.0 What is the purpose of these questions?
date
1.1 What is the importance of answering these questions? 4 Why - to state the reason
2 Provide to the leaners the following definition of information: 5 How - the way or manner in which
2.0 Data that has been collected, processed, and interpreted in order to be presented in a useable things are done
2 Importance of these questions is to
form.
gather information
2.1 A broad term that can cover processed data, knowledge derived from study, experience,
instruction, signals or symbols. In the media world, information is often used to describe
knowledge of specific events or situations that has been gathered or received by communication,
intelligence, or news reports.
INSTRUCTION (30 MINS) Teacher Tip

0 Provide a scenario if learners are having
Group Discussion a hard time answering generic questions
0 Lead a discussion using the following guide questions and prompts (ex: Youre given an opportunity to
0 Why do you need information? interview your favorite celebrity.)
Sample answers: to be updated with the news, for learning/education purposes, for 1 Ask learners to write down their answers,
communication, to acquire knowledge needed for decision-making. then let them share in pairs before sharing
to class.
1 Where do you search for information?
Sample answers: internet, television, library, radio, newspapers, etc.
!28
23 How do you acquire and store information?
Sample answers: write, print, photocopy, photograph, download, cloud storage, record, external memory drives, memory cards
24 How will you determine the quality and accuracy of the information that you have?
Sample answers: It should come from a reputable source, such as an institution
25 How do you use the information that you have?
Sample answers: share, apply, announce, post, archive, reminder, answer a query, clarify confusion
26 How will you communicate information?
Sample answers: announcement, text, post to social media, face to face session, note, chat, email, save file
23 Inform the learners that the questions that they have just answered are the Stages/
STAGE / ELEMENTS OF INFORMATION LITERACY
Elements of Information Literacy. In this context these questions can be thought
of as the elements that make up an individuals Information Literacy, but they can 23 Identifying/recognizing information needs
also be thought of as stages because they can be the steps through which one can
24 Determining sources of information
become information literate.
25 Citing or searching for information
24 Show the meaning of Information Literacy to the learners and explain. Information
26 Analyzing and evaluating the quality of
Literacy - a set of individual competencies needed to identify, evaluate and use
information in the most ethical, efficient and effective way across all domains, information
occupations and professions. It refers to the ability to recognize when information is 27 Organizing, storing or archiving information
needed and to locate, evaluate, effectively use and communicate information in its
various formats. 28 Using information in an ethical, efficient and
effective way
25 Discuss the stages / elements of information literacy and explain each in connection 29 Creating and communicating new knowledge
with the previous discussions.
!29
PRACTICE (20 MINS)
Disaster Scenario
Teacher Tip
Explain the scenario to the learners, and have them answer the matrix below: Feel free to make different scenarios that
According to the weather forecast, there is no typhoon. However, your locality is experiencing heavy your learners might be more interested
in, or situations that can lead to talking
rainfall, while some parts in your province /region are already flooded. There are reported incidents of
about information literacy using different
landslide, evacuation, stranded vehicles and drowning. As a student, what are you going to do? media (stories/anecdotes from peers,
print media, broadcast media, internet,
etc.)
Information needs
What information do you need?
Sources of information
Where will you get them?
Access to the information
How will you access them?
Evaluate information
How will you check the quality of
information?
Organize information
How will you organize and store them?
Communicate information
How will you create and communicate them?
Ask learners to present their responses to the class. Use their responses to synthesize their
understanding of information literacy.
!30
Information Literacy (Lab)

Content Standards
The learners demonstrate an understanding of why there is a need for LESSON OUTLINE
information, and identify how to locate, access, assess, organize and Review Information Literacy 5
communicate that information. Motivation Knowledge is Power 10
Performance Standards Instruction Ethical Use of Information 30
The learners shall be able to search for pertinent information in planning an
academic field trip. Practice Academic Field Trip Plan 60
Learning Competencies Enrichment Essay 15

5888 Define information needs; can locate, access, assess,
organize, and communicate information. MIL11/12IL-IIIc-8 Materials
5889 Demonstrate ethical use of information. MIL11/12IL-IIIc-9 computers, with Internet connection, board and marker,
printed activity sheet
Specific Learning Objectives
At the end of the lesson, the learners are able to: Resources
0 Identify the importance of proper sourcing of data Ethical Use of Information. Retrieved from http://alacarte.library.csuci.edu/
1 Validate information subject-guide/55-Ethical-Use-of-Information
2 Value the ethical use of communicating information How to Avoid Plagiarism. Retrieved from https://www.ediqo.com/blog/8-
simple-rules-to-avoid-plagiarism/?
utm_content=buffer1f896&utm_medium=social&utm_source=facebook.
com&utm_campaign=buffer
959-18-07; 978-959-18-0787-8 (ES)
Woody Horton Jr., (2007). Understanding Information Literacy a Primer.
Paris, Unesco, pages 9 - 13, Annex B
!31
REVIEW (5 MINS)
Ask the learners to state and discuss the following in their own understanding:
23 Information and information literacy
24 Stages / elements of information literacy
25 Present to class some of the best timelines or historical records of their interaction with and exposure to
traditional and new media.
MOTIVATION (10 MINS)

Knowledge is Power
Teacher Tips
5888 Write KNOWLEDGE IS POWER on the board 5888 Encourage the learners to
5889 Direct learners to define the meaning of the statement express their ideas openly.
5889 Correct any misconceptions.
5890 Ask learners to connect Information Literacy to the statement on the board.
Sample Answer: Knowledge is an important aspect of human life that leads to activities that
contribute to one gaining wealth,
influence, and power.
23 Ask the learners: How does information become knowledge?
Sample Answer: Knowledge is the appropriate collection of information through experience or
education, which could be useful in
various situations.
INSTRUCTION (30 MINUTES) Teacher Tips

0 Present other examples and
Ethical Use of Information scenarios that maybe more interesting
0 Say: There are times when you need to share information that you have acquired from various the learners.
sources written by different authors. It is inevitable to directly quote their words in order to preserve 1 The learners can also present their
own understanding or persona
their experiences of the topics at hand.
meaning. However, quoting someone else's words without giving credit to the author essentially gives 2 Encourage the learners to debate the
an impression that you are claiming ownership of the words they have said. This is called plagiarism. facts that have been presented to
them.
1 Discuss the following:
1.0 Plagiarism: Using other peoples words and ideas without clearly acknowledging the source of
the information
1.1 Common Knowledge: Facts that can be found in numerous places and are likely to be
widely known.
!32
Example: John F. Kennedy was elected President of the United States in 1960. This is generally known information. You do
not need to document this fact
23 Interpretation: You must document facts that are not generally known, or ideas that interpret facts.
Example: Michael Jordan is the greatest basketball player ever to have played the game. This idea is not a fact but an
interpretation or an opinion. You need to cite the source.
5888 Quotation: Using someones words directly. When you use a direct quote, place the passage between quotation
marks, and document the source according to a standard documenting style.
Example: According to John Smith in The New York Times, 37% of all children under the age of 10 live below the poverty
line. You need to cite the source.
5889 Paraphrase: Using someones ideas, but rephrasing them in your own words. Although you will use your own
words to paraphrase, you must still acknowledge and cite the source of the information.
5889 Discuss the following:
a. Plagiarism has legal implications. While ideas themselves are not copyrightable, the artistic expression of an idea automatically
falls under copyright when it is created. Under fair use, small parts may be copied without permission from the copyright
holder. However, even under fair use - in which you can use some parts of the material for academic or non-profit purposes -
you must attribute the original source. What is considered fair use is rather subjective and can vary from country to country.
23 Strategies in Avoiding Plagiarism
23 Submit your own work for publication. You need to cite even your own work.
24 Put quotation marks around everything that comes directly from the text and cite the source.
25 Paraphrase, but be sure that you are not simply rearranging or replacing a few words and cite the source.
26 Keep a source journal, a notepad, or note cards- annotated bibliographies can be especially beneficial
27 Use the style manual in properly citing sources
28 Get help from the writing center or library
0 Synthesis
Say State the importance of giving credit to the source of ones work. Elaborate your answer.
!33
PRACTICE (60 MINUTES) Teacher Tips
0 Let the learners decide on their own
Academic Field Trip
but provide guidance through out the
0 Instruct learners to form groups of seven to ten members. Assign a leader and an assistant leader to process.
facilitate the group. 1 Stress the importance of the getting
teh correct information and citing
1 Say Your group is tasked to plan an academic trip. List pertinent information on two possible
pertinent sources.
destinations (somewhere in the country or abroad). 2 Let the learners decide on how
2 To present valid and reliable information, discuss with the learners the following: creatively they would present their
0 Identify the information needed what, where, who, when, why, how. output to the class (ex reporting, short
skit, travelogue, others). them.
1 Determine all the possible sources, select the best sources the world wide web, travel guide
books, brochures, maps and atlases, tour bureaus, family members, and friends.
2 Locate and find information within the sources blogs, travel reviews, posts from social networking
sites, travel features, pictures, stories, and testimonials.
3 Extract the best relevant information and cite pertinent sources
Sample Data Plan A Plan B
Place / Location / Destination answer and source answer and source

Activity / Schedule answer and source answer and source
Best time to visit / Length of vacation answer and source answer and source
Transportation (type, budget, schedule, others) answer and source answer and source
Accommodation (type, budget, schedule, others) answer and source answer and source
Food (type, budget, schedule, others) answer and source answer and source
Things to bring / Reminders answer and source answer and source
Other information you may need answer and source answer and source
Total Budget answer and source answer and source
4. Let the learners accomplish the matrix below and present their output to class in a creative way.
!34
ENRICHMENT (15 MINUTES)
0 Instruct the learners to write an essay (of at most 100 hundred words) about an information literate individual.
1 Tell the learners to submit their outputs (field trip plan and essay) at the MIL Portal.
!35
Types of Media: Print, Broadcast, New

Media (Lec)
Content Standards
The learners demonstrate an understanding of how representations are LESSON OUTLINE
constructed in diverse media types and how they converged. Introduction Learning Objectives 5
Performance Standards Motivation Types of Media 10
The learners shall provide an outline of media convergence in different areas
Instruction Discussion 35
by identifying the different platforms and the convergence therein.
Enrichment Synthesis 10
23 Classify contents of different media types. MIL11/12TYM-IIId-10
Materials
24 Define media convergence through current examples.
pictures, video clips, articles, printed log
MIL11/12TYM-IIId-11
Resources
25 Discuss to class on how a particular individual is portrayed in public using Heinich, R., Molenda, M., Russel, J. & Smaldino, S. (1999). Instructional
different type of media. MIL11/12TYM-IIId-12 Media and Technologies for Learning, 6th ed. NJ: Prentice Hall, Inc.
At the end of the lesson, the learners must be able to: for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN); 978-
5888 Identify different type of media. 959-18-07; 978-959-18-0787-8 (ES)
5889 Define media convergence in different contexts.
!36
State the learning objectives:
18

Classify contents of different media types.
19

Define media convergence through current examples.
20

Discuss to class on how a particular individual is portrayed in public using different type of media.

Type of Media
65535 Write the following media formats on the board:
books, newspaper, television, Youtube, magazines, social network, radio, memeography, newsletter,
3. Check the learners work and
cellphone, journals, film/movie misconceptions.
65536 Present this matrix and ask the learners to classify the terms above. Call on learners and have
them write the terms in their corresponding columns.
Print Broadcast New Media
INSTRUCTION (35 MINS)
Print, Broadcast, and Digital
(New) Media
Provide and discuss the following definitions:
0 Print Media - media consisting of paper and ink, reproduced in a printing process that is traditionally
mechanical.
Teacher Tip
0 Prepare the materials (matrix, words to be
classified) using manila paper and index
cards instead of using the board
1 Add more media formats
2 Turn the activity into a game where each
learner gets a media format and they have
to correctly categorize the terms
3 If you have resources, instead of writing
the media formats as words, bring actual
samples (books, video clips, etc.)
Teacher Tip
0 Have the learners construct their own
definitions using the examples of media
formats from the previous activity. Assign
groups to take the lead in making
descriptive definitions for each
classification.
1 Ask learners to add more formats to the
previous matrix after this discussion.
!37
0 Broadcast Media - media such as radio and television that reach target audiences using airwaves
as the transmission medium.
1 New Media - content organized and distributed on digital platforms.
Media Convergence Teacher Tip

Unlock the term Media Convergence using the following definitions: 0 Provide examples to set an example.
0 The co-existence of traditional and new media. 1 Celebrities are examples of media
convergence in entertainment, perhaps
1 The co-existence of print media, broadcast media (radio and television), the Internet, mobile phones,
start with this (Where do you see John
as well as others, allowing media content to flow across various platforms. Lloyd Cruz?)
2 The ability to transform different kinds of media into digital code, which is then accessible by a range 2 Alternatively, provide platforms or media
of devices (ex. from the personal computer to the mobile phone), thus creating a digital examples and ask learners to categorize
them accordingly.
communication environment.
3 Media convergence samples can also be
Using the matrix below, instruct learners to fill up the second and third columns: discussed by asking students to pick two
examples of traditional media (newspaper
Media Convergence in Platform Specific Example
and radio) and thinking of what existing
Communication media forms are a mixture of both (news
podcasts by newspaper writers)
Education
Advertisement /
Commercial
News
Entertainment
Media Convergence in Platform Specific Example

Communication Social Network Facebook, Instagram, functionality of social media
Education Learning management system Google class, Edmodo
Advertisement / Commercial Product Advertisement Digitized print ads across different platforms
News News Agency A newspaper that still publishes through print and have online portal (website, apps,
others) with multimedia contents
Entertainment A person who has a television show, publishes books, launches music record, appears
Multimedia Personality in movies, endorses commercial products, peddles product line, has a digital
multimedia game, concerts, etc
!38
ENRICHMENT (10 MINS)
Synthesis
Ask the learners to start self-directed learning :
0 Describe how new technologies have led to the convergence of traditional and new media.
1 Explain how media convergence creates new opportunities for interaction.
2 Describe the use of one or two forms of new media to share knowledge and information on a current issue in society.
3 Explain how a person could be portrayed in public in the age of media convergence.
!39
Types of Media: Print, Broadcast, New

Media (Lab)
Content Standards
The learners demonstrate an understanding of how representations are LESSON OUTLINE
constructed in diverse media types and how they converged. Review Types of Media 5
Performance Standards Motivation Media and Public Perception 15
The learners shall make a visual representation (sketch or drawing) on
Introduction Influences of Media 10
how media is affecting his/her own everyday life.
Instruction Affects of Media 40
0 Classify contents of different media types. MIL11/12TYM-IIId-10 Practice Drawing/Skecth on the Effects of Media 50
1 Define media convergence through current examples.
on Learners
MIL11/12TYM-IIId-11
2 Discuss to class on how a particular individual is portrayed in public using Materials
different type of media. MIL11/12TYM-IIId-12 computers with Internet connection, pictures, video clips,
articles, printed matrix
At the end of the lesson, the learners must be able to: Resources
0 Discuss the influence of media in society. Heinich, R., Molenda, M., Russel, J. & Smaldino, S. (1999). Instructional
Media and Technologies for Learning, 6th ed. NJ: Prentice Hall, Inc.
1 Discuss how some individuals are being portrayed in public.
2 Describe how media personalities could greatly affect society. Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
959-18-07; 978-959-18-0787-8 (ES)
!40
REVIEW (5 MINS)
0 Types of media. Give examples of each.
1 Media Convergence. Gives examples.

0 Instruct learners to form a group of five members. Teacher Tips
0 Show two short video clips (at least 3 minutes each) of major disaster events (ex Typhoon 0 Prepare the video ahead of the class by
Yolanda in the Philippines and tsunami in Japan; ) or a competition victory (ex controversial downloading them to avoid problems with
bandwidth.
winning of Pia Wurtzbach as Miss Universe 2016 and winning boxing match of Manny Pacquiao ) 1 Chose a video material that the learners
1 Discuss with the learners the reactions of people affected by the news: would be very interested it.
0 personalities who were in the video 2 Make sure that the video is well
1 people who watched and read the news understood by the learners.
2 media men who featured the article
3 their (learners ) own personal reactions
0 Ask the learners the following questions:

0 How do different audiences perceive media personalities?
1 Do you agree that media personalities have power to direct or challenge society? Explain your answer.

Teacher Tips
Write this on the board The media can be influenced by society and can in turn influence society. 0 Have the learners construct their own
Discuss with the learners the following: definitions by using previous lessons and
0 Different interpretations of the quote. Explain their answer. topics.
1 Cite the different forms of media that greatly influence youth like them. 1 Connect their answers to the different
2 The different levels of influence that different media have in society in general. type of media and their relationship with
3 How this quote should be given consideration when using media for presenting information. media and information literacy.
2 Correct misconceptions.

0 Show picture pictures of famous individuals who are featured across all types of media. Ask
the learners to identify who is being shown in these picture.
!41
Example
!!!!!
!!!!!!
Teacher Tip
0 Discuss with the learners the following questions: 0 Have the learners construct their own
0 What do these two personalities have in common? definitions by using previous lessons and
Sample answer: They are both called Queen of All Media topics and built the discussion form these
answers.
0 How did they become the Queen of All Media?
1 Prepare the visuals/pictures ahead of the
Sample answer: They are both featured in print, broadcast and new media.
class. Chose materials that the learners
0 What made them so famous? would be very interested it. Make sure
1 What have they contributed to society? that the material is in very good quality.
2 How do these personalities influence the way the people see themselves and others?
Sample answer: They are able to show viewers that they are like the latter by sharing relatable
(sometimes embarrassing) experiences.
3. Discuss the responsibility of media content producers to their viewers.

Media content producers should follow a code of ethics that prohibits the use of abusive or
discriminatory material based on race, ethnicity, age, gender, physical ability or marital status.
0 Instruct learners to search for famous/iconic personalities who have been featured in print, broadcast and new media. Make a matrix that
would contain (1) title of the media product; (2) its creator; and (3) describe how each particular personality is being described in a specific
type of media. A sample matrixes presented in the next page
!42
SAMPLE MATRIX
Name Books Magazines Radio TV Film/Movie Songs Internet Others
Jose Rizal
Corazon
Aquino
Nora Aunor
Others
PRACTICE (50 MINS)

0 Using the application that the learners are most competent with, make a drawing/sketch on how different media is affecting your
everyday life. The learners can use any application that they are most comfortable with (ex. SketchPro, sketch.io, Microsoft Paint,
others)
1 Submit the output with a brief introduction at the MIL Portal.
Drawing/Sketch Sample Rubric
Criteria 4 3 2 1
Appropriateness The use of graphic arts to The use of graphic arts to The use of graphic arts to The use of graphic arts to
present the message is present the message is present the message is present the message is
suitable and on purpose. satisfactorily suitable acceptably suitable poorly executed.
The use of graphic arts is The use of graphic arts is new, The use of graphics arts is not There is no hint of originality
Originality new and novel but with little creativity very new. in the submitted work.
The student was able to The student was able to The student was able to create The student was not able to
Meaningfulness create a cohesive and create a cohesive but not a cohesive sketch, with not so create a cohesive or
comprehensive sketch, with comprehensive sketch, with much supporting details to its meaningful sketch.
supporting details to its supporting details to its meaning.
meaning. meaning.
Completeness The project was submitted The project was submitted but The project was submitted but The project was submitted
with all the requirements had a few lacking seems to be slightly largely unfinished.
satisfied. components. uncompleted.
!43
Media and Information Sources (Lec)

Content Standards
The learners demonstrate an understanding of the values and differences of
the sources of media and information.
LESSON OUTLINE
Introduction Current Events 10
The learners shall be able to examine the reliability, accuracy, value, Instruction Media and Information Sources 40
authority, and timeliness of the different sources of media and information. Enrichment Synthesis 10
The learners compare potential sources of media and information. Materials
MIL11/12MIM-IIIe-13 computers with Internet connection, school supplies,
magazine and newspaper and radio
Evaluating Internet Sources: Tips and Tricks for Evaluating Web Sites.
0 Demonstrate an ability to examine and compare information from various (2016, February 2). Retrieved from http://www.library.illinois.edu/ugl/
sources in order to evaluate its reliability, accuracy, authority, timeliness, and howdoi/webeval.html
Tutorials: How can I tell if a website is credible? (2016). Retrieved from
bias.
https://www.edb.utexas.edu/petrosino/Legacy_Cycle/mf_jm/Challenge
1 Determine the accuracy, reliability and value of information by questioning %201/website%20reliable.pdf
the source of data, limitations of the information gathering tools or
strategies, and the rationale of the conclusions. for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN); 978-
959-18-07; 978-959-18-0787-8 (ES)
!44
INTRODUCTION (10 MINS) Teacher Tip
0 Choose a recent piece of controversial news and discuss it with the learners. Choose a topic that is widely discussed in
media. Controversial and popular topics
1 Ask the learners where they got the news and what they know about it.
are more likely to have different versions
2 Provide news about the topic coming from different sources newspaper, magazine, social media, TV, of the incident and would generate
Internet. varying opinions. Good topics are news
3 Distribute each material to a different group of learners. Have each group describe the type of about a politician or a celebrity, a
phenomenon, or an incident involving a
information their source delivers.
lot of people.
4 Ask them to note the differences and similarities between the information gathered in each source.

0 Bring the class to a focus by stating the specific learning objectives. At the end of the lesson, the 0 When discussing these topics, allow the
learner should be able to: learners to also be the source of
0 Demonstrate an ability to examine and compare information from various sources in order to information. Later, ask them to assess the
reliability, accuracy, and value of the
evaluate its reliability, accuracy, authority, timeliness, and bias information they have given.
1 Determine the accuracy, reliability and value of information by questioning the source of data, 1 Note that the value of information would
limitations of the information gathering tools or strategies, and the rationale of the conclusions. also depend on the need of the user.
2 Libraries may come in physical or digital
forms. They require common skill set in
1 Define keywords in the objectives as an overview of the lesson. These keywords include: searching and accessing information.
0 Reliability of information - Information is said to be reliable if it can be verified and evaluated. 3 A slide presentation (Powerpoint, Prezi,
Others refer to the trustworthiness of the source in evaluating the reliability of information. others) may be used as a tool to
1 Accuracy of information - Accuracy refers to the closeness of the report to the actual data. discuss and summarize the topics.
Measurement of accuracy varies, depending on the type of information being evaluated. Forecasts
are said to be accurate if the report is similar to the actual data. Financial information is considered
accurate if the values are correct, properly classified, and presented
2 Value of information - Information is said to be of value if it aids the user in making or improving
decisions.
3 Authority of the source - Much of the information we gather daily do not come from a primary
source but are passed on through secondary sources such as writers, reporters, and the like.
Sources with an established expertise on the subject matter are considered as having sound
authority on the subject.
4 Timeliness - Reliability, accuracy, and value of information may vary based on the time it was
produced or acquired. While a piece of information may have been found accurate, reliable, and
!45
valuable during the time it was produced, it may become irrelevant and inaccurate with the
passing of time (thus making it less valuable). Other information may be timeless, proven to be
the same in reliability, accuracy, and value throughout history.
0 Discuss the following topics on libraries:
Teacher Tips
0 Types of libraries - Libraries are often classified in 4 groups, namely: academic, public, school 0 Have this discussion at the library, and
and special. These libraries may be either digital or physical in form. should include a live demonstration on
1 Skills in accessing information from libraries - Due to the wealth of information in a library, it is the skills to be discussed. A librarian may
be of assistance to help discuss some of
important to know the following:
the topics.
0 The access tool to use 1 Note that there are digital forms of
1 How the information being accessed may be classified libraries, as well as tools used for
2 The depth of details required--some libraries provide only an abstract of the topic these digital libraries.
3 More detailed information might require membership or some conformity to set rules of the
source (ex databases).
2 Characteristics of libraries in terms of reliability, accuracy and value - Libraries of published
books are often considered highly reliable, accurate, and valuable. Books and documents from
dominant sources are often peer reviewed. ISSN or ISBN registration ensures that standards
were followed in producing these materials.
1 Discuss the following topics about the Internet:
0 Information found on the Internet
1 Characteristics of Internet information in terms of reliability, accuracy, value, timeliness, and
authority of the source
2 Realities of the Internet
3 Information found on the Internet may be quite varied in form and content. Thus, it is more
difficult to determine its reliability and accuracy. Accessing information on the Internet is easy,
but requires more discipline to check and validate. Factual and fictitious data are often merged
together. Sources always have to be validated.
2 Discuss the skills in determining the reliability of information.
0 Check the author. The authors willingness to be identified is a good indication of reliability.
1 Check the date of publication or of update. While the information may be true, it may not be
reliable if it is outdated and may have lost relevance.
2 Check for citations. Reliable authors have the discipline of citing sources of their information.
!46
Teacher Tips
0 Check the domain or owner of the site or page. The domains .edu and .gov are reserved for 0 There may be other ways to determine
the reliability and accuracy of information.
academic institutions and the government respectively. Information from such sites are
It is also possible that certain information
presented with caution and are usually well-grounded. Site owners may have an agenda that may not exhibit the characteristics
affects the manner by which information is presented. discussed in this section but are deemed
1 Check the site design and the writing style. Credible sources take time to make their reliable and accurate.
1 Give positive and negative examples.
information accessible and easy to comprehend. 2 To avoid spending too much time
0 Discuss the skills in determining accurate information. discussing this topic, prepare a checklist
for reliability and a checklist for accuracy.
0 Look for facts.
Using simple information, go through the
1 Cross-reference with other sources to check for consistency. checklist quickly.
2 Determine the reason for writing and publishing the information. Check if the author is objective
or leaning heavily on a certain point of view.
3 Check for advertising. Advertisers may use related information to market their product.
1 Discuss the following topics on the alternative media:

0 Current popular alternative media
1 Rise of alternative media and information.
2 Other alternative forms of communication and distribution have become popular. These include
social media, blogs, and flash mob performances. These alternative forms provide greater
freedom and power to ordinary individuals and are a quicker way of distributing information. The
downside is that a lot of the information being passed around is biased and inaccurate.
Selection Criteria Questions to ponder
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 would 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?
!47
ENRICHMENT (10 MINS) Teacher Tip
0 Synthesize the lesson by going back on the example used at the start of the lesson. Have the learners The teacher may give these instructions
as homework and may be announced
look at various pieces of news handed out to them regarding the topic. As a class, fill out the following immediately after the discussion on
table. indigenous media and information (next
meeting).
Selection Criteria Questions to ponder Student Answer
What are the details of this piece of news? Which of these

Reliability details can be verified in other sources?
Could these details be true? Why or why not?
Which of these facts are measurable? How were they derived?
Accuracy Was the article written in an objective manner? Is the article
written with care?
Value Consider the audience of the article? Who would find this article
valuable?
Who wrote the article? How is the author related to the article?
Authority What was his source? Are the sources properly cited? What is
the reputation of the author? Is he known for some biases?
When was the article written? Is it possible that some of the
Timeliness information in the article has changed in time? If yes, would the
change have any effect on the conclusion of the article?
0 Conclude by reminding the learners that while it may be difficult to fully determine the reliability, accuracy, value, and timeliness of any
information, as well as the authority of the source, literacy in media and information benefits from the development of these skills.
ASSIGNMENT
0 Ask the learners to identify information about their local community.
1 Tell them to identify the possible source of this information and to write their answers down in their notebook.
2 Inform the learners that they will be meeting guests from the local community in the next meeting. The class will interview the guests on
indigenous media and information.
3 Tell the learners to prepare for next week by writing questions that they would like to ask the guests. Tell them that they will be called at
random to ask the guest their questions, and that questions may not be repeated.
!48
Media and Information Sources (Lab)

Content Standards
The learner demonstrates an understanding of and can identify the values and LESSON OUTLINE
differences of potential sources of media and information. Instruction Mind Mapping and Discussion 40
Performance Standards Laboratory Indigenous Media and Information, 60
The learners shall be able to research on indigenous media or information Open Educational Resource
resource within the community. Enrichment Essay 20
0 Compare potential sources of media and information. Materials
MIL11/12MIM-IIIe-13 computers with Internet connection, magazine, newspaper,
1 Interview an elder from the community regarding indigenous media and radio, barangay meeting
information resource. MIL11/12MIM-IIIf-14 Resources
Evaluating Internet Sources. University Library, University of Illinois at
Specific Learning Objectives Urbana-Champaign. Retrieved from http://www.library.illinois.edu/ugl/
At the end of the lesson, the learners must be able to: howdoi/webeval.html
0 Demonstrate ability to examine and compare information from various Melissa, P. (2013). How can I tell if a website is credible. University of
Wisconsin, Retrieved from https://www.edb.utexas.edu/petrosino/
sources in order to evaluate its reliability, accuracy, authority, timeliness, Legacy_Cycle/mf_jm/Challenge%201/website%20reliable.pdf
and bias. Mundy, Paul and Compton , J. Lin (1991). Indigenous Communication and
1 Determine accuracy, reliability, and value of information by questioning the Indigenous Knowledge. Development Communication Report 74,
1991/3. Clearinghouse on Development Communication, Arlington, VA.
source of data, the limitations of the information gathering tools or Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
strategies, and the rationale of the conclusions. Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
2 Identify a range of strategies for gathering indigenous informational media. for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN); 978-
959-18-07; 978-959-18-0787-8 (ES)
3 Define Open Educational Resource (OER)
!49
0 Present some of the best sketches or drawings on how media is affecting his/her Teacher Tip
0 Refer to the given example of a mind map below
own everyday life. 1 Indigenous Information--may be sourced from all types of
media.
Mind Mapping
Indigenous media varies from one place to another. The teacher
Discuss the concepts of indigenous media and information by developing a mind may look for local examples of how communication is passed on
map. Start by defining keywords and connect it to other terms. If new related ideas within local communities. Key to this is identifying the source of
come to mind, write it on the board and draw a line to the other ideas related to it. information and the key authorities in a community. Local
0 Indigenous - native; local; originating or produced naturally in a particular region. meetings such as kapihan, balitaktakan, and kwentong barbero
are some examples of how news and stories are passed on within
1 Indigenous knowledge - knowledge that is unique to a specific culture or society;
a community.
most often it is not written down.
2 Indigenous communication - transmission of information through local channels or
forms. It is a means by which culture is preserved, handed down, and adapted.
3 Indigenous media and information - original information created by a local group
of people. This also refers to content about indigenous peoples that may be SAMPLE MIND MAP
distributed through dominant forms of media or through forms of communication
unique to their people group. society
Discussion
Discuss the importance of indigenous media and information.
0 Popular media cannot reach some rural areas. While print, broadcast, and new culture education
media have a wide reach, there are still areas that these forms of media have not
media
reached.
1 Indigenous media and information are highly credible because they are near the
knowledge
source and are seldom circulated for profit.
2 Indigenous media are channels for change, education, and development because
communications
of its direct access to local channels.
3 Ignoring indigenous media and information can result in development and
indigenous
education programs that are irrelevant and ineffective.
4 Forms of indigenous media and their local examples:
0 Folk or traditional media indigenous
1 Gatherings and social organisations media and
2 Direct observation information
3 Records - may be written, carved, or oral
4 Oral instruction
!50
LABORATORY (60 MINS)
Teacher Tip
indigenous Media and Information Resource 0 Invite 2-3 representatives from the local
0 Introduce the invited guests (refer to Meeting Learners Needs) for the interview. community. This may be a barangay
1 Ask each guest to briefly explain their role in the community. official, a respected elder in the schools
local community, an elder who is also a
2 Ask each guest to share the type of information they are responsible for, or the information that local artisan, a local blogger, a war
they receive and pass on to the community. veteran, and/or a media practitioner.
1 This activity may also be conducted
3 After the guests have explained, have the learners ask questions of their own. Some helpful towards the end of the class period to
questions to ask your guests are: give time to entertain the guests and to
0 How is the type of information that you handle helpful to the community? In what ways does allow learners to chat with them further.
passing on this information help the community?
1 How do you know that the information you pass on is true?
2 What difficulties do you face in passing on this information to others?
3 Are these pieces of information available in popular media?
4 Facilitate the forum by keeping time, keeping the learners engaged, and by directing the talk to
stay on topic.
5 When the time is up, have the learners thank the guests.
6 End the session by summarizing the key points of the forum.
Open Educational Resources

0 Discuss the 10 recommendations of the World OER Congress at UNESCO in the Paris
2012 declaration.
1 Teach students how they can find OERs and use them properly by using this material from Open
Professionals Education Network (https://open4us.org/find-oer/)

Essay
Have the learners write an essay on the topic How do people find information that matches my needs? and How do I choose from the wide
variety of information made available by different sources?. Have the learners upload their essay at the MIL Portal.
!51
Media and Information Languages (Lec)

Content Standards
The learners understand media and information codes, conventions, and LESSON OUTLINE
messages in relation to consumers, producers, and other stakeholders.
Introduction Review, Learning Objectives 5
Performance Standards Motivation Discussion 10
The learners shall be able to examine and identify pertinent media and
information codes, conventions and messages given a visual resource. Instruction Media and Information Languages 20
Learning Competencies Practice MIL Design Framework 15

0 Evaluates everyday media and information presentations regarding codes,
Enrichment Reflection 10
convention, and message; and how they affect the audience, producers, and
other stake holders. MIL11/12MILA-IIIf-15 Materials
1 Produces and assesses the codes, conventions, and messages of a manila, pens, board and marker, postcards, printed MIL
group presentation. MIL11/12MILA-IIIf-16 design framework matrix
Resources
At the end of the lesson, the learners must be able to: Heinich, R., Molenda, M., Russel, J. & Smaldino, S. (1999). Instructional
0 Identify codes, convention, and message and how they affect the audience, Media and Technologies for Learning, 6th ed. NJ: Prentice Hall, Inc.
producers, and other stake holders.
1 Reflect on how important information can be conveyed to create the desired for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN); 978-
impression. 959-18-07; 978-959-18-0787-8 (ES)
!52
0 Review key points of previous lesson (Media and Information Sources)
1 State learning objectives.
MOTIVATION (10 MINUTES) Teacher Tip

0 Read his sentence after writing it on the board Language may be a source of misunderstandings by 0 The medium is the message" is a
Marshall McLuhan, 1964 phrase coined by Marshall McLuhan
meaning that the form of a medium
1 Ask learners to analyze the quote, then, let them share what they think to the class. embeds itself in the message, creating a
Sample Response: I strongly agree that language is a medium where one conveys his or her symbiotic relationship by which the
medium influences how the message is
message and the kind of language to be used in communication could greatly affect how the
perceived.
message is understood. 1 Let the learners express
0 Does the users/audiences own background or experience affect the interpretation of messages? themselves freely.
2 Correct misconceptions.
How?
Sample Response: Yes. The users or audiences own background or experience may
be considered as stock knowledge where his or her impression about a particular piece
of information or message was derived or anchored on.
4. Is it possible that a different individual derives a different meaning from the message? Explain.
Sample Response: Yes, it is possible. It is probably because he or she is coming from a different
point of view and/or different background.
Teacher Tip
INSTRUCTION (25 MINS) 0 Make sure that all members of the
0 Discuss with the learners the following definitions: group would actively participate.
0 Language - pertains to the technical and symbolic ingredients or codes and conventions that
media and information professionals may select and use in an effort to communicate ideas,
information and knowledge.
1 Media Languages - codes, conventions, formats, symbols and narrative structures that indicate
the meaning of media messages to an audience.
1 Instruct learners to form groups of 5 to 10 members. Provide each group with a permanent marker
!53
and a sheet of manila paper.
0 Direct learners to identify five (5) signs and symbols in their community that are used to convey Teacher Tip
information (ex. for directions, locations of attractions, others). 0 Encourage the groups to identity 2 of
the most commonly used and 3 of most
commonly misunderstood signs and
Symbol Meaning/Purpose symbols in their community.
1 Let the group decide on who would be
the presenter. It could be 1 presenter
for each of the 5 signs and symbols.
Facebook - social media 2 Manage time properly. You can ask each
group to present 1 sign or symbol only
(provided it was not yet presented by
previous groups) to accommodate all
Traffic Sign - Do not enter groups.
Sports - Time out
Others
Sample Answers
0 Cold call groups to present their work. Direct presenter to answer how these signs and symbols are
used to make people in the community understand the message being conveyed.
1 Discuss with the learners the following:
0 How are symbols usually being presented?
1 What is the importance of using symbols to convey a message or information?
2 How these symbols are presented in terms of fonts, images, colors, design and others?
2 Discuss with the learning the following definitions:
0 Technical codes include sound, camera angles, types of shots and lighting. They may include, for
example, ominous music to communicate danger in a feature film, or high-angle camera shots to
create a feeling of power in a photograph.
!54
0 Symbolic codes include the language, dress or actions of characters, or iconic symbols that are
easily understood. For example, a red rose may be used symbolically to convey romance, or a
clenched fist may be used to communicate anger
1 Convention - In the media context, refers to a standard or norm that acts as a rule governing
behaviour.
2 Messages - the information sent from a source to a receiver.
3 Audience - the group of consumers for whom a media message was constructed as well
as anyone else who is exposed to the message.
4 Producers - People engaged in the process of creating and putting together media content to
make a finished media product.
5 Other stakeholders - Libraries, archives, museums, internet and other relevant information
providers.
PRACTICE (15 MINUTES)

Say The first step in becoming media and information literate is to understand how information, Teacher Tip
You may choose other postcards that
ideas and meaning are communicated through and by various media and other information could more interesting for the learners
providers, such as libraries, archives, museums and the Internet. If postcards are not available other
Present the following Philippine postcards to the learners. visual resource could be used (ex
printed commercial ad, election
campaign materials, others)
!55
3. Instruct the learners to accomplish MIL Design Framework matrix below. Teacher tip
Prepare the material for this activity by
Component Cebu Mayon Volcano Zamboanga Malacanang Palace printing the MIL design framework matrix.
Form/Style can also pertains to tone,
Target Audience mood, color, font types, space, speed,
direction, balance, repetition, emphasis,
Sender / Author movement, rhythm, unity, contrast,
hierarchy, contrast, proportion, alignment,
Purpose proximity, pattern, others.
Medium/Format can also pertains to the
platform that the learners would be
Key Content presenting their output (i.e. handwritten,
blogs, presentation, others).
Form / Style
Medium / Format

Instruct the learners to write a reflection paper about the previous activity using the following guide
questions:
What information codes, conventions and messages about our country is communicated enthuse
postcards?
If you are to create a postcard for a place or organization of your choice, what technical and symbolic
codes would you use to convey important information and create the desired impression? Why?
How is understanding of the technical and symbolic codes contribute to media and information
literacy?
Others reflection that they may want to share.
!56
Media and Information Languages (Lab)

Content Standards
The learner understands media and information codes, conventions, and LESSON OUTLINE
messages in relation to consumers, producers, and other stakeholders.
Review Media Languages 15
Performance Standards Instruction Information Representation in 25
The students in small groups create their own media and information
presentations (e.g. postcard, collage, advertisement, infomercial, etc.) about Different Media
Procedure Presentation about the latest trends in 80
the latest trends in technology.
Learning Competencies technology
Evaluates everyday media and information presentations regarding codes, Materials
convention, and message; and how they affect the audience, producers, and computers with Internet connection, online references and
other stake holders. MIL11/12MILA-IIIf-15
resources
Produces and assesses the codes, conventions, and messages of a group
Resources
presentation. MIL11/12MILA-IIIf-16
Heinich, R., Molenda, M., Russel, J. & Smaldino, S. (1999). Instructional
Specific Learning Objectives Media and Technologies for Learning, 6th ed. NJ: Prentice Hall, Inc.
At the end of the lesson, the learners must be able to: Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
Identify how the same information is being conveyed in different media
Present information appropriately through codes, conventions, and 959-18-07; 978-959-18-0787-8 (ES)
messages
!57
REVIEW (15 MINS) Teacher Tip
Discuss with the learners the following: Let the learners express themselves
freely.
1. What is language? Correct misconceptions.
Sample Answer: Language means the technical and symbolic ingredients or codes and
conventions that media and information professionals may select and use in an effort to
communicate ideas, information and knowledge.
2. How is Media Language being configured?
Sample Answer: Media Language is comprised of codes, conventions, formats, symbols and
narrative structures that indicate the meaning of media messages to an audience.
3. Who are consumers and producers of media?
Sample answers: Consumers of media are the audience while producers of media are
the providers. They are both stakeholders.
Teacher Tip
You can also choose a different topic
INSTRUCTION (25 MINS) but make sure that it would be
Scenario: A local government official was charged of graft and corruption and was suspended from his interesting to the learners and would
office. The government official announced that the charges were all fabricated and that he will not step solicit the pertinent information.
Make sure that the discussion is free
down from his office. A large group of supporters are present to protest. They barricaded the building and open but make sure that it would
where the official has once taken office. A struggle seems to start breaking out between the protesters not boil to a political debate.
and the police.
Questions Your Answer
Predict how this event will be covered by television, radio, print and Internet?
How are the presentation of facts may vary from medium to medium?
How are the codes and conventions vary from medium to medium?
How much of these differences will be based on the unique characteristics of the medium?
Instruct the learners to answer the following questions:
Make a cold call to present their answers.
After three presentations, discuss the following with the class:
If you will be a reporter, are you going to use the conventional way of how the each media will broadcast the given scenario?
!58
What will you do to not make your report boring? Elaborate your answer
Would you exaggerate some elements in your report to make it interesting? Why?
PRACTICE (80 MINS)

Instruct learners to form groups with five members and create their own media and information presentation about the latest trends in
technology: (ex postcard, collage, advertisement, infomercial, story etc.)
Use the MIL Design Framework for designing, developing and evaluating your presentation.
Review the Rubric of Evaluation for benchmarking
Use codes and conventions for the development of the presentation.
The group can choose its medium (video, text, sound) for the presentation.
Each group should have a distinct presentation
Upload the final output with a brief description at the MIL Portal.
Presentation (Postcard, Collage, Advertisement, Infomercial, Others) Sample Rubric
Criteria 4 3 2 1
The use of codes and The use of codes and symbols The use of codes and symbols The use of codes and
Attractiveness symbols to present the to present the message are to present the message are symbols to present the
message are exceptionally satisfactorily attractive. acceptability attractive. message are poorly selected.
attractive.
Creativity Original and imaginative. Original and a little Original and but not Not original nor imaginative.
imaginative. Imaginative but a imaginative. Imaginative but

little original. not original.
Validity of Language used makes the The language are adequately Poor selection of language to Language do not tie in with
message come alive. The used to present the message. present the message. The the message. The
Information information presented are The information presented are information presented are information presented are
accurate and valid. adequately accurate and valid. poorly accurate and valid. not accurate and valid.
The presentation is The presentation has deep The presentation lacks The presentation lacks
Meaningfulness cohesive and meaning but little supporting meaning with no supporting meaning; no supporting
comprehensive with details. details. details; with unfinished parts
supporting details.
!59
Legal, Ethical, and Societal Issues in

Media and Information Literacy (Lec)
Content Standards
The learners demonstrate an understanding of the legal, ethical,
LESSON OUTLINE
and societal issues in the use of media and information. Introduction Legal, Ethical, and Social Issues 10
Instruction Case Studies 35
The learners shall be able to evaluate a case study or Evaluation Oral Presentation 15
presentation on an offense, investigation, and decision on any of
the issues in media and information within their community. Materials
sample articles of each case, manila paper, markers, crayons, glue, scissors
Define and explain copyright and other related issues. Resources
MIL11/12LESI-IIIg-20 Clark, L. (2014, May 9). Four in ten teenage girls 'are addicted to internet': Youngsters increasingly
showing signs of compulsion with their tablets and smartphones. Retrieved form http://
Discuss current issues related to copyright in relation to actions www.dailymail.co.uk/news/article-2623903/Four-ten-teenage-girls-addicted-internet-Youngsters-
increasingly-showing-signs-compulsion-tablets-smart-phones.html
of government and private sectors, including but not limited
Mateo, J. (2015, December 3). UP grad in photo plagiarism gets redemption. Philippine Star newspaper
to Cybercrime Law RA10175. MIL11/12LESI-IIIg-21 homepage philstar.com. Retrieved from http://www.philstar.com/headlines/2015/12/03/1528420/ grad-
Explain actions to promote ethical use of media and photo-plagiarism-gets-redemption
Rudd, A. (2012, July 18). Diablo death: Teenager dies after playing video game for 40 hours without
information. MIL11/12LESI-IIIg-22 eating or sleeping. Retrieved from cyberpatrol.com. (2012-2015). Cyber Sharks Map [digital image].
Enumerate opportunities and challenges in media and Retrieved from https://www.cyberpatrol.com/assets/cyberpatrol/cybersharks_map.jpg
OBrien, M. & Kellan, A. (2011, January 24). Virtual self can affect reality self. Retrieved from http://
information. MIL12LESI-IIIg-23 phys.org/news/2011-01-virtual-affect-reality.html
Ramoral, C. (2013, September 22). UP student plagiarizes prize-winning photos. Retrieved from http://
Specific Learning Objectives www.rappler.com/move-ph/39566-up-student-admits-plagiarized-photos
At the end of the lesson, the learners discuss and analyze a Spot.ph. (2013, October 2). Copycat Nation: 10 High-Profile Plagiarism Cases in the Philippines.
Retrieved from http://www.spot.ph/newsfeatures/54502/copycat-nation-10-high-profile-plagiarism-
specific case study related to legal, ethical, and societal issues cases-in-the-philippines?page=1
in the use of media and information literacy. Starr, L. (2015). Is Fair Use a License to Steal? Retrieved from http://www.educationworld.com/a_curr/
curr280b.shtml#sthash.qaat0Dud.dpuf
Vibar, I. (2012, August 23). Carabuena: From bully to cyberbullying victim. Retrieved from http://
news.abs-cbn.com/lifestyle/08/23/12/carabuena-bully-cyberbullying-victim
!60
Acknowledge the milestones the internet has
Communicate Learning Objectives shared to the humanity but stress on the
State the objectives of the meeting. Discuss the milestones the Internet has helped humanity reach, but possible dangers and issues of using the
stress the possible dangers of using the Internet. Internet.
Present the possible dangers of using the Internet using the image below. Discuss this under the
lens of RA 10175: Cybercrime Law.
Source: Cloud Image of Internet Dangers (Photograph). Retrieved from https://www.cyberpatrol.com/assets/cyberpatrol/

cybersharks_map.jpg
Ask the learners the following questions:

What issues do you see in the poster?
Which ones do you understand? Which ones do you not know?
What possible dangers and issues of unguarded use of the internet are depicted in the picture?
Which of these issues have happened to you or to your friends? Why did they happen?
!61
w
e
b
s
i
t
e
s
.
E
x
a
m
p
l
Source: Fobilow (2013) Mona Lisa through the e
years. Retrieved from http://www.naijalol.com/
photos/all/198 s
Discuss the following terms to the learners.
Copyright - a legal device that gives the creator of a o
literary, artistic, musical, or other creative work the sole f
right to publish and sell that work. Copyright owners
have the right to control the reproduction of their work, c
including the right to receive payment for that y
reproduction. An author may grant or sell those rights to b
others, including publishers or recording companies. e
Violation of a copyright is called infringement. r
Plagiarism - an act or instance of using or closely
imitating the language and thoughts of another author b
without authorization; the representation of that author's u
work as one's own, as by not crediting the original l
author. l
Cyber Bullying - bullying that takes place online, or y
using electronic technology such as cell phones, i
computers, and tablets over communication tools n
including social media sites, text messages, chat, and g
: text messages or emails composed to insult or Teacher Tips
demean; rumors or false The teacher may facilitate the discussion of
these technical terms by providing these
statements spread by email or posted on social networking sites; and humiliating photos, videos,
definitions a week before the class,
websites, or fake profiles deliberately shared across social media. enabling the learners to have prior
Computer addiction - the excessive use of computers to the extent that it interferes with daily life. knowledge of the topic.
This excessive use may for example interfere with work or sleep, result in problems with social Depending on the number of learners and
the context of issues, the teacher may
interaction, or affect mood, relationships, and thought processes.
have other topics to be discussed in class.
Digital divide - an economic inequality between groups in terms of access to, use of, or knowledge of The teacher should provide readings
ICT. The divide within countries (such as the digital divide in the United States) can refer to ahead of time to allow the learners a more
interactive discussion.
inequalities between individuals, households, businesses, and geographic areas at different
The teacher should clearly discuss the
socioeconomic (and other demographic) levels. The Global digital divide designates countries as the definition of each issue to avoid
units of analysis, and examines the divide between developing and developed countries on an misconceptions.
international scale.
!62
Case Studies Teacher Tips
You may use other cases as long as
Have the learners divide into groups of into 6-7, depending upon the number of students and number
appropriate and credible sources can be
of issues you want discussed. Suggested issues of using unguarded internet: found.
Copyright and Plagiarism Read all the articles in advance.
Cyber Bullying Utilize existing groupings, or to make
whole new groupings according to the
Computer addiction
learners expertise and interests.
Digital divide Alternatively, have them draw lots or
Present the mechanics to the learners: assign them topics based on the groups
Each group chooses a case under your supervision. The task is to answer questions from a given understanding of the topic.
One possible topic for consideration is
topic/case, and then present them to the class.
virtual identity.
Each group should elect the following: leader, secretary, and presenters.
Time limit for discussion is 30 minutes while presentation is 2-3 minutes.
The answers may be presented either through Cartolina/Manila paper or presentation software.
Case 1: Plagiarism
Teacher Tips
Read the following articles on a case of plagiarism: UP student plagiarizes prize-winning photos at
On the topic of plagiarism, focus the
http://www.rappler.com/move-ph/39566-up-student-admits-plagiarized-photos and UP grad in discussion on the act of the person, avoid
photo plagiarism gets redemption at http://www.philstar.com/headlines/2015/12/03/1528420/ grad- discussing personal details of the person.
photo-plagiarism-gets-redemption Sample answers for the first article:
Mark Solis plagiarized a photograph entitled
After reading, answer the following questions:
Neptune of the Sea by a Brazil-based
a. First article: UP student plagiarizes prize-winning photos social worker Gregory John Smith.
In what competition did Solis send in his plagiarized work? He claimed that the photograph was his
What sanctions did he receive from the organizing committee? Describe his actions. own work, and submitted it to the 2nd
Calidad Humana National Essay
Do you think technology and the internet have made plagiarism easier? Do you think technology
Photography Competition organized by
has made people more or less creative? Explain your answer by citing examples. the embassy of Chile. He won first place.
b. Second article: UP grad in photo plagiarism gets redemption The Embassy of Chile did not give Solis
According to the article, how did Solis redeem himself? What job did he have? the award.
Solis has apologized to both Mr. Smith
What project did he help? and to the Embassy of Chile.
What is there to learn about the life of Solis? Sample answers for the second article:
Summarize the answers. Solis managed a football program for street
Choose a reporter to present the answers in class. The reporter may use presentation software or children at the Baclaran Church
compound in Pasay City. He is working to
cue cards. promote a book on Calidad Humana.
!63
Case 2: Cyber Bullying Teacher Tip
Read the news article about Robert Blair Carabuena and the Metropolitan Manila Development Sample answers:
Carabuena was caught by MMDA Officer
Authority Aide Fabros: Carabuena: From bully to cyberbullying victim at http://rp1.abs-
Fabros for traffic violations. Carabuena
cbnnews.com/lifestyle/08/23/12/carabuena-bully-cyberbullying-victim disrespected the MMDA officer by
(If the class has a computer, the group may also watch the news report at https:// insulting and slapping him. The incident
www.youtube.com/watch?v=uLr-laylF4s was videotaped and uploading onto the
After reading, answer the following questions: internet.
The netizens made a Facebook hate group,
What did Carabuena do that made netizens angry?
and made many hateful comments
Describe the acts of cyber bullying that the netizens did to Carabuena. Do you think their actions against him. Carabuena was first to bully
are justifiable? Defend your answer. Fabios, and so netizens used
How did the incident affect Carabuenas life? cyberbullying to punish him.
Do you think technology and the Internet has made bullying easier?
Give one suggestion to avoid cyber bullying. Give one suggestion to avoid being a cyber bully.
Summarize the answers.
Choose a reporter to present the answers in class. The reporter may use presentation software or
cue cards.
Case 3: Computer addiction

Teacher Tip
Read the news article on computer addiction: Four in ten teenage girls 'are addicted to internet: Sample answers:
Youngsters increasingly showing signs of compulsion with their tablets and smart phones at http:// The survey, which questioned more than
2,000 secondary school pupils aged 11 to
www.dailymail.co.uk/news/article-2623903/Four-ten-teenage-girls-addicted-internet-Youngsters-
17, found that 39% believe they are
increasingly-showing-signs-compulsion-tablets-smart-phones.html addicted to the internet. For addiction,
After reading the article, answer the following questions: 46% of the girls show sign of addiction
From the research, do boys and girls share the same Internet usage? Explain your answer. Cite while 36% for the boys.
Girls spent more time chatting to friends on
statistics or data.
social networks, while boys were more
Cite one real life example in your school or community of teenagers who have experienced absorbed by computer games.
computer addiction. What happen them? Have they recovered from their addiction? Advice from Tablets for Schools to avoid
Give two pieces of advice from Tablets for Schools to avoid computer addiction. computer addiction: Use real alarm clocks
instead of cellular phones, Set time limits
Summarize the answers.
on how youngsters can use devices with
Choose a reporter to present the answers in class. The reporter may use presentation software or specific times during the day or week for
cue cards. being unplugged, Impose boundaries on
the way in which we use our digital
devices, Set a dialogue with the
youngsters on computer use.
!64
Case 4: Digital divide Teacher Tip
Read the article on digital divide in the Philippines: Faster economic growth Sample answers:
thru SME-friendly connectivity: An AFFI appeal to TELCOS at http:// The positive impacts of having faster internet connection according to
McKinsey Global Institute are the following: Strong internet
affi.com.ph/2014/06/faster-economic-growth-thru-sme-friendly-connectivity-
connectivity offers to aggressively drive economic growth in developing
an-affi-appeal-to-telcos/ countries; the Internet was also a catalyst for job creation; Internet
After reading, answer the following questions: connectivity benefits all parties involved the provider, the SME, the
What were the positive effects of having faster internet speed as shown in consumer, and the country.
Today the Philippines lags behind the world in terms of internet
the McKinsey Global Institute research?
connectivity, internet broadband download speed, and in internet cost
Describe the internet connection status in the Philippines, in terms of number accessibility. In September 2013, 71% of Filipinos had no access to
of people with internet connection, the average internet broadband the Internet through any means. The Philippines average connection
download speed compared to other countries, and the average cost of speed per user was only around 2Mbps compared to South Koreas
21.9 Mbps, Japans 12.8 Mbps, Hong Kongs 12.2 Mbps, Taiwans
monthly Internet services.
8.3 Mbps, Singapores 7.9 Mbps, and the global average of 3.8
How does the Philippines slow Internet connection affect the SMEs? Do Mbps. On average, consumers pay around P1,000 a month for
you think a faster Internet connection can promote better income for Internet service with speeds of up to 2 Mbps. Expensive compared to
them? Explain your answer. other countries like Singapore (15 Mbps internet for around P1,312 a
month) and Thailand (12 Mbps for P1,100).
Do you think commercial stores or offices should have websites? What are
AFFI as an association is focused on Small and Medium Enterprises,
the advantages and disadvantages that can you foresee? whom together with micro-enterprises, comprise 99% of all Philippine
Summarize the answers. business establishments, 60 percent of Philippine exporting firms,
Choose a reporter to present the answers in class. The reporter may use employs 55 percent of the Philippine labor force and contributes 30%
to total domestic volume in the Philippines.
presentation software or cue cards.

Presentations
Present the rubrics to the learners.
Provide critical and constructive feedback after presentations.
Emphasize that technology has its pros and cons. Share this quote with the learners: Technology... is a queer thing. It brings you great gifts with
one hand, and it stabs you in the back with the other. --C.P. Snow, New York Times, 15 March 1971
Synthesize the lesson by:
Presenting the advantages of using technology and the Internet to develop literacy and advancement in life.
Highlighting the issues of using technology in these contexts: unguarded by adults or guardians, lack of connectivity and facilities, bullying.
!65
Oral Presentations Sample Rubric
Criteria 4 3 2 1
Organization Student presents information Student presents information Audience has difficulty Audience cannot understand
in logical, interesting in logical sequence which following presentation presentation because there is
sequence which audience audience can follow. because student jumps no sequence of information.
can follow. around.
Subject Knowledge Student demonstrates full Student is at ease with Student is uncomfortable Student does not have grasp
knowledge (more than expected answers to all with information and is able of information; student
required) by answering all questions, but fails to to answer only rudimentary cannot answer questions
class questions with elaborate. questions. about subject.
explanations and elaboration.
Graphics Student's graphics explain Student's graphics relate to Student occasionally uses Student uses superfluous
and reinforce screen text and text and presentation. graphics that rarely support graphics or no graphics
presentation. text and presentation.
Mechanics Presentation has no Presentation has no more Presentation has three Student's presentation has
misspellings or grammatical than two misspellings and/or misspellings and/or four or more spelling errors
errors. grammatical errors. grammatical errors. and/or grammatical errors.
Eye Contact Student maintains eye Student maintains eye Student occasionally uses eye Student reads all of report
contact with audience, contact most of the time but contact, but still reads most with no eye contact.
seldom returning to notes. frequently returns to notes. of report.
Elocution Student uses a clear voice Student's voice is clear. Student's voice is low. Student mumbles, incorrectly
and correct, precise Student pronounces most Student incorrectly pronounces terms, and
pronunciation of terms so words correctly. Most pronounces terms. Audience speaks too quietly for
that all audience members audience members can hear members have difficulty students in the back of class
can hear presentation. presentation. hearing presentation. to hear.
Source: Rubric presentation: Evaluating students presentation. Retrieved https://www.ncsu.edu/midlink/rub.pres.html
!66
Legal, Ethical, and Societal Issues in

Media and Information Literacy (Lab)
Content Standards
The learners demonstrate an understanding of the legal, ethical, and societal LESSON OUTLINE
issues in the use of media and information. Review Picture Talk 5
Performance Standards Instruction Case Studies 70
The learners shall be able to conduct a case study on an offense, investigation,
Evaluation Presentations 30
or decision pertaining to any of the media and information issues within their
community. Enrichment Synthesis 10
Learning Competencies Assignment Reflection 5

Put into practice their understanding of the intellectual property, copyright, and
fair use guidelines. MIL11/12LESI-IIIg-17 Materials
computers with Internet connection, materials and resources
Demonstrate proper conduct and behavior online (netiquette, virtual self).
MIL11/12LESI-IIIg-18 Resources
Clark, L. (2014, May 9). Four in ten teenage girls 'are addicted to internet':
Put into action their personal resolve to combat the digital divide,
Youngsters increasingly showing signs of compulsion with their tablets
computer addiction, copyright infringement, and bullying. and smartphones. Retrieved form http://www.dailymail.co.uk/news/
MIL11/12LESI-IIIg-19 article-2623903/Four-ten-teenage-girls-addicted-internet-Youngsters-
Explain actions that promote ethical use of media and information. increasingly-showing-signs-compulsion-tablets-smart-phones.html
Ramoral, C. (2013, September 22). UP student plagiarizes prize-winning
MIL11/12LESI-IIIg-22 photos. Retrieved from http://www.rappler.com/move-ph/39566-up-
student-admits-plagiarized-photos
Spot.ph. (2013, October 2). Copycat Nation: 10 High-Profile Plagiarism
At the end of the lesson, the learners must be able to: Cases in the Philippines. Retrieved from http://www.spot.ph/
Distinguish best practices and research-based suggestions to promote newsfeatures/54502/copycat-nation-10-high-profile-plagiarism-cases-in-
netiquette. the-philippines?page=1
Starr, L. (2015). Is Fair Use a License to Steal? Retrieved from http://
Formulate policies or guidelines in using the internet that promote ethics and
www.educationworld.com/a_curr/curr280b.shtml#sthash.qaat0Dud.dpuf
goodwill to humanity. Vibar, I. (2012, August 23). Carabuena: From bully to cyberbullying victim.
Orally present these policies, guidelines, or netiquette to the class. Retrieved from http://news.abs-cbn.com/lifestyle/08/23/12/carabuena-
bully-cyberbullying-victim
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REVIEW (5 MINS) Teacher Tips
Review with the learners the ethical,
legal, and societal issues of using the
Internet.
Use these images to keep learners
interested, but may choose another topic
depending on the available resources.
Present to class some of the best media and information presentations about the latest trends in
technology
Review using a Picture Talk! Show the first picture (copyright), then ask, What specific Philippine
law discusses copyright? Republic Act No. 8293 or the Intellectual Property Code of the
Philippines
Show the next photo (cyberbullying by email), then start a quick discussion: Excessive gaming at
places like Internet cafes may cause computer addiction among teenagers. Should online games be totally banned at Internet cafes near
schools, or should they be regulated?
COPYRIGHT SYMBOL CYBER BULLYING BY EMAIL

Image source: Vivianlee2005 (creator). (2012, December 7). Cyber bullying by email.
Retrieved from https://commons.wikimedia.org/wiki/File:Email_final.jpg.

Case Studies Teacher Tips
Instruct the learners by stating the tasks for the lesson. Remind the learners that they previously Inform the learners of the importance of
staying in the same group to implement
identified and discussed issues in media. Inform the learners that the days lesson will have to do the activities.
with using the Internet legally and ethically, by promoting netiquette, policies, and guidelines. Since the activity has different instructions
Have the learners break off into groups and assign the case studies. Their output must be either a for each group, discuss the rubrics in the
Assessment part. Stress that the rap, play,
slide presentation or multimedia presentation. and oral presentations are graded
differently based on the context.
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Case 1: Protecting the Artists Copyright
Teacher Tip
Your task is to compose a short rap that promotes anti-plagiarism with the following mechanics: As the purpose of the activity is to express
The message encourages the youth to fight plagiarism of works, such as photography, artistic visual the content of the rap, you may opt to allow
designs, academic works, and others. The message should also inspire youth to create their own learners to use the language they are most
original work. comfortable with.
The melody may be adapted from a local or foreign music, but the lyrics must be original.
The rap may last for 30 seconds to 2 minutes.
You may use the quotation below as springboard for your discussion on copyright infringement: The
students are so blinded and jaded by the concept of stealing. They burn CD's off the Internet, each
other's CD's, etc. They see nothing wrong with this and they do not see anything wrong with taking
other people's words. (Snyder, N. Garber, G. & Dobbs, A., 2006).
Record your rap using a recording device (either from school or from your cellular phone) and
present it to the class.
You may research for samples of protest raps online.
Case 2: Bridging Digital Divide Teacher Tip

Your task is to make a short play that shows how to bridge the digital divide in your school or As the purpose of the activity is to express
community. the content of the play, you may opt to
allow learners to use the language they are
You may set the scene by describing how technology helps the lives of the students or people in the
most comfortable with.
community.
Choose a director, scriptwriter, performers, etc.
The time limit for the play is 3-5 minutes.
You may record your play using a device or perform live.
After the presentation, state the message of your play for emphasis.
Case 3: Drafting Netiquette

Your task is to draft netiquette rules for your school. Teacher Tip
For the netiquette, if the school has existing
If your school has existing netiquette, you may evaluate its strengths, weaknesses, implementation, and policies, let the students evaluate the
its overall impact to the school. Discuss if you want to retain, reject, or revise some rules. After your policies implementation and then draft new
deliberation, draft a new netiquette. policies.
You may discuss your experiences with using the internet such as emailing, chatting, posting
messages, and others as your basis for the netiquette.
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You may also visit this website for sample guides: http://wnmu.edu/old/facdev/files/SC_netiquette/
NetiquetteGuidelines.pd
Here is some sample netiquette from Cheryl Redinger Human Services:
Always think before you write. In other words without the use of nonverbals with your message,
your message can be misinterpreted. So please think twice before you hit submit.
Keep it relevant. There are places to chat and post for fun everyday stuff. Do not stray from the
discussion in the assigned questions.
Never use all caps. This is the equivalent of yelling in the online world. It is not fun to read. Only use
capital letters when appropriate.
Make sure that you are using appropriate grammar and structure. In other words I dont want to see
anyone writing R U instead of are you. There are people in the class that may not understand this
type of abbreviation, not to mention it does nothing to help expand your writing and vocabulary
skills. Emoticons are fine as long as they are appropriate.
Treat people the same as you would face-to-face. In other words it is easy to hide behind the
computer.
You may also research for other schools observing netiquette as a basis for your new policies.
When drafting the netiquette for your school, be sure to cite your sources properly.
For your presentation output, you may write the netiquette down on Cartolina or Manila paper, or
use presentation software.
Case 4: Regulating Internet Cafes Near Schools

Teacher Tip
Your task is to make a position paper on the operation of Internet cafes near public elementary or For the group on internet cafe regulations,
secondary schools. Use the following questions as your guide: the teacher may need to prepare in advance
Should students be allowed to use the Internet cafe during school hours? research on the local government units
Should students be allowed to play computer games in Internet cafes near the school? existing policies.
Who should help in implementing policies concerning Internet cafes?
What sanctions do you suggest for internet cafes that violate your policies?
What rewards do you suggest for internet cafes that implement your policies?
Visit this website to see sample format of a position paper.
Synthesize your answers.
For your presentation output, you may write on Cartolina or Manila paper, or use presentation
software.
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PRESENTATION AND EVALUATION (30 MINS)
Present the rubrics below. Have the learners present their work. Limit each presentation to 3-5 minutes per group.Provide positive and
encouraging comments to the presenters. All presentations with brief description must be uploaded at the MIL Portal.
Oral Presentation Sample Rubric
Criteria 4 3 2 1
Organization Student presents information in Student presents information in Audience has difficulty Audience cannot understand
logical, interesting sequence logical sequence which following presentation because presentation because there is
which audience can follow. audience can follow. student jumps around. no sequence of information.
Student demonstrates full Student is at ease with Student is uncomfortable with Student does not have grasp of
knowledge (more than
Subject Knowledge expected answers to all information and is able to information; student cannot
required) by answering all class
questions, but fails to answer only rudimentary answer questions about
questions with explanations
elaborate. questions. subject.
and elaboration.
Graphics Student's graphics explain and Student's graphics relate to Student occasionally uses Student uses superfluous
reinforce screen text and graphics that rarely support
text and presentation. graphics or no graphics
Mechanics Presentation has no Presentation has no more than Presentation has three Student's presentation has four
misspellings or grammatical two misspellings and/or misspellings and/or or more spelling errors and/or
errors. grammatical errors. grammatical errors. grammatical errors.
Eye Contact Student maintains eye contact Student maintains eye contact Student occasionally uses eye Student reads all of report with
with audience, seldom most of the time but frequently contact, but still reads most of
returning to notes. returns to notes. report. no eye contact.
Student uses a clear voice and Student's voice is clear. Student's voice is low. Student Student mumbles, incorrectly
correct, precise pronunciation Student pronounces most
Elocution incorrectly pronounces terms. pronounces terms, and speaks
of terms so that all audience words correctly. Most audience
Audience members have too quietly for students in the
members can hear members can hear
difficulty hearing presentation. back of class to hear.
presentation. presentation.
Rubric for Student Oral Presentation
Source: Rubric presentation: Evaluating students presentation. Retrieved https://www.ncsu.edu/midlink/rub.pres.html
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Rap Presentation Sample Rubric
Criteria 4 3 2 1
Uses vocabulary appropriate Uses vocabulary appropriate Uses vocabulary appropriate

for the audience. Extends for the audience. Includes 1-2 Uses several (5 or more) words
Vocabulary for the audience. Does not
audience vocabulary by words that might be new to or phrases that are not
include any vocabulary that
defining words that might be most of the audience, but does understood by the audience.
might be new to the audience.
new to most of the audience. not define them.
Shows a full understanding of Shows a good understanding Shows a good understanding
Content the topic. Includes of the topic. Includes of parts of the topic. Includes Does not seem to understand
explanations of all the required explanations of most of the explanations of some of the the topic very well.
elements. required elements. required elements.
Facial expressions and body Facial expressions and body
Facial expressions and body language sometimes generate Very little use of facial
language are used to try to
language generate a strong a strong interest and expressions or body language.
Enthusiasm and generate enthusiasm, but seem
interest and enthusiasm about enthusiasm about the topic in Did not generate much interest
Pitch the topic in others. Pitch was others. Pitch was often used somewhat faked. Pitch was in topic being presented. Pitch
rarely used OR the emotion it
often used and it conveyed but the emotion it conveyed was not used to convey
conveyed often did not fit the
emotions appropriately. sometimes did not fit the emotion.
content.
content.
Speaks clearly and distinctly all Speaks clearly and distinctly all Speaks clearly and distinctly Often mumbles or can not be
Speaks Clearly most ( 94-85%) of the time.
(100-95%) the time, and (100-95%) the time, but understood OR mispronounces
Mispronounces no more than
mispronounces no words. mispronounces one word. more than one word.
one word.
Stands up straight, looks Stands up straight and

Posture and Eye relaxed and confident. Slouches and/or does not look
establishes eye contact with Sometimes stands up straight
Establishes eye contact with at people during the
Contact everyone in the room during and establishes eye contact.
everyone in the room during presentation.
the presentation.
the presentation.
Source: Lewis, Mrs. (n.d.) Oral presentation rubric: Rap or poem rubric. Retrieved http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=1436538&
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Role Play Sample Rubric
Criteria 4 3 2 1
Achievement of Purpose is clearly established Purpose is clearly established Purpose is established but not Purpose is vaguely established
purpose and effectively sustained and generally sustained sustained and may not be sustained
Presentation of Convincing communication of Competent communication of Adequate communication of Limited communication of
characters feelings, situation characters feelings, situations characters feelings, situations characters feelings, situation
character
and motives and motives. and motives. and motives.
Use of non-verbal
cues (voice, Impressive variety of non- Good variety of non-verbal Satisfactory variety of non-
gestures, eye verbal cues are used in an cues are used in a competent verbal cues are used in an
contact, minimal exemplary way way acceptable way
costumes)
Imagination and Choices demonstrate insight Choices demonstrate Choices demonstrate Choices demonstrate little
awareness and do little to
and powerfully enhance role thoughtfulness and completely awareness and developing
creativity enhance role play.
play enhance role play acceptably enhance role play
Participation in Always willing and focused Usually willing and focused Sometimes willing and focused Rarely willing and focused
during group work and during group work and during group work and
preparation and during group work and
presentation. presentation. presentation.
presentation presentation
Source: Role play rubric. Retrieved from gres.ied.edu.hk/lang_arts/tasks/Portfo_story_drama/yr2009/story_drama09(C.Y)Rubric.pdf

Go over the highlights of each presentation. Quote some of their essential lines. Stress the significance of the Internet and technologies to
society, and the dangers of abusing it.
ASSIGNMENT (5 MINS)
Ask learners to write their reflections about the lesson using the organizer below. Submit the reflection to the MIL Portal. Teacher Tip
Thing/topic I enjoyed Thing/topic I learned Thing/topic I find Thing/topic I want to For the reflection, print this on a bond paper
and have the learners answer. The reflection
challenging learn more
may also be downloaded and sent via the
Why? Why? Why? Why? MIL portal.
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Opportunities and Challenges in Media

and Information (Lec)
The learners demonstrate an ability to concretely identify the opportunities and Motivation Mind Maps 15
challenges in media and information. Instruction Casework 30
Performance Standards Evaluation Presentations 15
The learners shall be able to construct a mind map on the opportunities and
threats of media and information. Materials
Learning Competencies manila/bond papers, pen, printed scenarios/topics
The learners understand opportunities and challenges in media and Resources
information. MIL11/12OCP-IIIh-24 Cook, A. & Heinl, C. (2014, May 3). Human trafficking in Asia going online.
Retrieved http://www.eastasiaforum.org/2014/05/03/human-trafficking-in-
Specific Learning Objectives asia-going-online/
At the end of the lesson, the learners must be able to: Dizon, D. (2015, September 19). Inside job? Senior citizen loses P159,000
Analyze the opportunities of the Internet in the fields of citizen journalism and via unauthorized online transfer. Retrieved http://www.abs-
cbnnews.com/business/09/18/15/inside-job-senior-citizen-loses-
tourism support.
p159000-unauthorized-online-transfer on
Examine the possible threats of the Internet to banking through phishing and Making A Map : Mind Map Rubric. Retrieved http://rubistar.4teachers.org/
index.php?screen=ShowRubric&rubric_id=1095617&
human trafficking.
MyCebuPartners (2015, August 12). Tourism in Southern Cebu gets digital
boost from Talk N Text, Internet.org. Retrieved http://mycebu.ph/
article/southern-cebu-tourism-digital-boost/Pinlac, M. (2007, July 6).
Power to The People?
Pinlac, M. (2007, July 6). Power to The People? Retrieved http://cmfr-
phil.org/media-ethics-responsibility/ethics/power-to-the-people/
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MOTIVATION (15 MINS) Teacher Tips
You may have other examples depending on the context or the
Mind Mapping learners backgrounds.
Begin by asking the learners if they or anyone they know has experience with Your choice and presentation of mind map should not be overly
online shopping. Ask them to share about items they bought and how complicated to avoid confusing the learners.
The mind map may also be called a concept map.
successful they were at using online shopping systems. Present a mind
This definition is from http://www.businessdictionary.com/definition/
map of online shopping (see below). mind-mapping.html#ixzz429bA0Beu
Ask the following questions: You do not necessarily have to be too technical about the definition,
What forms of payment are accepted in online shopping? but should stress on the key words.
If customers have concerns or inquiries about the product, what support
mechanisms are provided?
How will the customers receive the purchased product?
Ask the learners how the mind map helped them to understand the concept of
online shopping. Encourage the learners to define a map. After they give
their definitions, present this definition to the class:
A Mind map is a graphical technique for visualizing connections
between several ideas or pieces of information. Each idea or fact is
written down and then linked by lines or curves to its major or minor (or
following or previous) idea or fact, thus creating a web of relationships.
INSTRUCTION (30 MINUTES)

Casework
Have the learners divide into four groups (depending on the number of
learners and number of issues you want to address). The following are
the suggested issues of using unguarded internet for the grouping (Citizen
Journalism, The Internet as a Tourism Support, Phishing and Human
Trafficking)
Let each group choose the topic under your supervision, and then inform the
of each groups task. The groups are to present a mind map on a specific
MIL opportunity or threat. Each group should elect the following: leader,
secretary, reporters, and mind map designers. Give the
the time limit and hand out each groups task. SAMPLE MIND MAP OF ONLINE SHOPPING
!75
Topic 1: Citizen Journalism
Everybody in the group must read the article On the rise of citizen journalism: Power to The People? Teacher Tip
This article discusses the definition,
Source: Pinlac, M. (2007, July 6). Power to The People? Retrieved http://cmfr-phil.org/media-ethics-
context, and challenges of citizen
responsibility/ethics/power-to-the-people/ journalism. It also presents citizen
Answer the following guide questions and discuss your answers as a group: journalisms opportunity to
What is Citizen Journalism? What are the advantages of Citizen Journalism? Cite some examples. empower ordinary citizens to be
How does the Internet change the way news is reported? Do media companies limit their stories to their journalists but also shares its
issues on conducting training to
journalists only? Why/why not?
these citizen journalists to promote
What are the issues of Citizen Journalism? What mechanisms do they have to prove the accuracy of their credible and objective news.
stories?
Do you think making ordinary citizens news reporters on TV or online develops more awareness on news
content and mass media literacy?
Synthesize your answers by creating a mind map. The mind map may be drawn and written on cartolina or
Manila paper, or be done through presentation software. Discuss the answers as a group and be sure that the
reporters are ready to present the mind map to class.
Topic 2: Topic: The Use of the Internet as Tourism Support

Teacher Tip
Everybody in the group must read the following articles: Tourism in Southern Cebu gets digital boost from The article presents a case of a
Talk N Text, Internet.org southern Cebu town which uses ICT
to promote eco-tourism. It presents
Source: MyCebuPartners (2015, August 12). Tourism in Southern Cebu gets digital boost from Talk N Text,
the partnership of the local
Internet.org. Retrieved http://mycebu.ph/article/southern-cebu-tourism-digital-boost/Pinlac, M. (2007, July 6). community and private sectors in
Power to The People? conducting training among the
Answer the following guide questions and discuss your answers as a group: locals to promote digital advertising
How did the Internet help in promoting tourism in Aloguinsan, Cebu? and marketing of the town.
How did it improve the lives of the local community?

If you could apply the Aloguinsan digital experience to your community, what local tourist spots, culture, or
practices would you promote? Why?
!76
Topic 3: Topic: Phishing
Everybody in the group must read the article Inside job? Senior citizen loses P159,000 via unauthorized Teacher Tip
The news articles presents incidents
online transfer.
of people who were victims of
Source: Inside job? Senior citizen loses P159,000 via unauthorized online transfer phishing. It presents definition of
Dizon, D. (2015, September 19). Inside job? Senior citizen loses P159,000 via unauthorized online transfer. phishing, causes, and possible
Retrieved http://www.abs-cbnnews.com/business/09/18/15/inside-job-senior-citizen-loses-p159000- solutions to fight this problem.
unauthorized-online-transfer on 20 September 2015.
Answer the following guide questions and discuss your answers as a group:
How can you tell if someone is phishing on your account?
How did Mr. Malibiran lose his money in the bank? Narrate the incident.
Do you think online banking is still safe? How can you avoid becoming a victim of phishing?
Teacher Tip
Topic 4: Topic: Human Trafficking
This article reports how human
Everybody in the group must read the article about human trafficking trafficking increased due to the
Source: Cook, A. & Heinl, C. (2014, May 3). Human trafficking in Asia going online. Retrieved http:// internet. It discusses human
www.eastasiaforum.org/2014/05/03/human-trafficking-in-asia-going-online/ on 15 September 2015. trafficking in the ASEAN region and
proposes suggestions to stop such
Answer the following guide questions and discuss your answers as a group:
problem.
Was there progress in the fight to stop human trafficking after ASEAN signed the Declaration Against
Trafficking in Persons, Particularly Women and Children?
What is the percentage of child victims of human trafficking in the ASEAN Region?
How does the Internet contribute to the increased number of human trafficking cases? Do you think that the
Internet can be used as a tool to victimize people? Explain your answer.
Suggest at least 3 ways to help stop human trafficking.
!77
EVALUTION (15 MINUTES)
Let the reporter from each group present a 1 minute update about their mind map.
Inform them that the mind map will be presented next meeting in which each group will b given 2-3 minutes. During the presentation each
group shall answer the pertinent questions and present the process and content of the mind map.
Presents the rubrics.

Criteria 4 3 2 1
Subject Knowledge Student demonstrates full Student is at ease with Student is uncomfortable with Student does not have grasp
during the Oral knowledge (more than required) expected answers to all information and is able to of information; student
Presentation by answering all class questions questions, but fails to elaborate. answer only rudimentary cannot answer questions
with explanations and questions. about subject.
elaboration.
Elocution Student uses a clear voice and Student's voice is clear. Student Student's voice is low. Student Student mumbles, incorrectly
correct, precise pronunciation of pronounces most words incorrectly pronounces terms. pronounces terms, and
terms so that all audience correctly. Most audience Audience members have speaks too quietly for
members can hear presentation. members can hear presentation. difficulty hearing presentation. students in the back of class
to hear.
Adapted from Evaluating students presentation. Retrieved form https://www.ncsu.edu/midlink/rub.pres.html
!78
Mind Map Sample Rubric
Criteria 4 3 2 1
Mind map format Mind map follows the branch or Mind map partially follows the Mind map follows another Mind map does not
hook format. branch or hook format. format, such as bubbles, circles, consistently follow any format
boxes, lines, etc. or is chaotic and difficult to
understand.
Content The mind map includes the The mind map misses some The mind map misses most The mind map presents no
MAJOR points of the material. major points of the material. major points of the material. major points.
Verbosity The mind map presents only one The mind map presents multiple The mind map presents multiple The mind map presents
word or name per branch or words or names on some words or names on many multiple words or names on
hook. branches. branches. most or all branches.
Radiance The mind map radiates from the The mind map radiates from a The mind map radiates from a The mind map radiates from
center of the page. Ideas branch central point. Some ideas central point. Few ideas branch a central point. No ideas
out from other ideas in a logical branch out of other ideas; some out of other ideas; most branch out of other ideas; all
and organized manner. branches are a single line branches are a single line branches are a single line
extending from the center. extending from the center. extending from the center.
OR: The mind map does not
radiate from a central point.
Illustrations The mind map includes at least The mind map includes at least The mind map includes at least The mind map includes no
relevant 6 illustrations. The 4 relevant illustrations. The relevant 2 illustrations. The relevant illustrations or the
illustrations make the mind map illustrations make the mind map illustrations make the mind map illustrations do not make the
memorable. memorable. memorable. mind map memorable.
Adapted from Making A Map : Mind Map Rubric. Retrieved http://rubistar.4teachers.org/index.phpscreen=ShowRubric&rubric_id=1095617&
!79
Opportunities and Challenges in Media

and Information (Lab)
Content Standards
The learners demonstrate a concrete understanding of the opportunities and LESSON OUTLINE
challenges in media and information.
Introduction Presentation of Mind Maps 20
The learners shall compose a 500-word essay on how the power of media and Practice Essay Writing 80
information is being harnessed to affect change.
The learners research and cite recent examples of the power of media and
information to affect change. MIL11/12OCP-IIIh-25 Materials
computers with Internet connection, references and resources
At the end of the lesson, the learners must be able to:
Identify and distinguish the advantages and disadvantages of the Internet in a Resources
Essay rubric from readwritethink.org. (2013) Retrieved from http://
given context.
www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
Write a 500-word essay about the power of media and information to affect
change, as well the responsibilities of the users.
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INTRODUCTION (20 MINS) Teacher Tips
Have the learners post their mind maps on
Presentation of Mind Maps the board before presenting. If the
Have the reporter/s present the mind map for 2-3 minutes. learners used presentation software
After the presentations, call on two learners to give their comments about the presentations. (Powerpoint, etc) be sure to have a way to
store the files and project to the class.
Synthesize the four presentations and the learners feedback.
Remind the learners of the rubric of the
Remind the learners that they need to submit heir mind map with brief description at the MIL
mind map.
Portal.
Inform the learners that their task for today is to write an essay, and that the mind maps can help
form the content of their essay.
PRACTICE (80 MINS)

Pre-writing (20 mins) Teacher Tip
Give each group the assigned activities below and provide the following steps for in-group discussion: This activity meant to prepare the learners
for their essay, and gives them the chance
Think. In your groups, each member must fill in the blanks to complete the paragraph about a specific
for a group discussion before writing it. The
MIL issue. essays topic will be The Power of Media
Pair up. Each member shares his or her answers with a partner. and Information and the Responsibility of
Share. One of the partners will share their answers with the group. the Users.
Synthesize. The leader of the group synthesizes the answers of all the members.
Topic 1: Citizen Journalism

Citizen journalism can empower ordinary people to be _______________________. It can promote
________________________________________. However, it can also pose problems such as
____________________________________. In order to avoid such problems, we must
____________________________________________________________________.
Topic 2: The Internet as a Tourism Support

The Internet can empower local tourism through ______________________________. It can help
develop _________________________________. However, the Internet can also pose issues or
problems to local tourism. Some examples of these problems are _____________________. In order to
maximize the power of the Internet to promote local tourism, we must ________________________.
!81
Topic 3: Phishing
The Internet can empower banking through ______________________________. It can have positive
developments in _________________________________. However, the Internet can also pose issues
or problems to online banking or commerce. Some examples of these problems are _____________.
In order to maximise the power of the Internet to promote and improve online banking or commerce,
we must _______________..
Topic 4: Human Trafficking

The Internet can make communications and job applications ______________________. It can help
develop _________________________________. However, the Internet can also promote human
trafficking by _____________________________________. In order to fight human trafficking, we must
______________________________.
Writing (60 mins)

Give the learners time to write their essays. Present the following mechanics: Teacher Tip
Consult or collaborate with the English or
The essay prompt is The Power of Media and Information, and the Responsibility of the Users. Creative Writing teacher for this activity to
The essay must have an introduction, body, and conclusion. help the learners become more confident in
The number of words must be 450-500. writing essays.
The essay must be submitted to the MIL portal.
The essay will be graded according to the rubric below.

Post-Writing
Request for at least two learners to read their essays out to the class. Be sure to encourage the
presenters.
Synthesize the activity by highlighting the idea that ICT can provide both opportunities and challenges to
humanity. The Internet can offer modes for empowerment and convenience, but it can also promote
the digital divide and fraud.
All essays should be uploaded at the MIL Portal.
!82
Rubric for Essays
Criteria 4 3 2 1
There is one clear, well- There is one clear, well-
Focus & Details focused topic. Main ideas are focused topic. Main ideas are There is one topic. Main ideas The topic and main ideas are
clear and are well supported by clear but are not well
are somewhat clear. not clear.
detailed and accurate supported by detailed
information. information.
The introduction is inviting,
states the main topic, and The introduction states the The introduction states the
Organization provides an overview of the main topic and provides an There is no clear introduction,
main topic. A conclusion is
paper. Information is relevant overview of the paper. A structure, or conclusion.
included.
and presented in a logical conclusion is included.
order. The conclusion is strong.
The authors purpose of writing The authors purpose of writing The authors purpose of writing
is very clear, and there is strong is somewhat clear, and there is is somewhat clear, and there is
Voice evidence of attention to some evidence of attention to evidence of attention to The authors purpose of writing
audience. The authors
audience. The authors audience. The authors is unclear.
extensive knowledge and/or
knowledge and/or experience knowledge and/or experience
experience with the topic is/are
evident. with the topic is/are evident. with the topic is/are limited.
The author uses vivid words The author uses vivid words The writer uses a limited
and phrases. The choice and and phrases. The choice and The author uses words that
Word Choice vocabulary. Jargon or clichs
placement of words seems placement of words is communicate clearly, but the
may be present and detract
accurate, natural, and not inaccurate at times and/or writing lacks variety.
from the meaning.
forced. seems overdone.
All sentences are well Most sentences are well Most sentences are well Sentences sound awkward, are
Sentence Structure, constructed and have varied constructed, but they have a distractingly repetitive, or are
constructed and have varied
structure and length. The similar structure and/or length. difficult to understand. The
Grammar, structure and length. The
author makes a few errors in The author makes several author makes numerous errors
Mechanics, & author makes no errors in
grammar, mechanics errors in grammar, mechanics, in grammar, mechanics, and/or
Spelling grammar, mechanics, and/or
understanding, and/or spelling, and/or spelling that interfere spelling that interfere with
spelling.
but they do not interfere with with understanding. understanding
Source: Essay rubric from readwritethink.org. (2013) Retrieved from http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
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Current and Future Trends of Media and

Information (Lec)
Content Standards
The learners demonstrate an understanding of envisioning the future of LESSON OUTLINE
media and information. Motivation Watch Your Day in 2020 7
Performance Standards Instruction Discussion 35
The learners shall be able to make a prototype of what they think is the
Evaluation MOOC Enrolment 18
future of media and information.
Learning Competencies Materials
Evaluate current trends in media and information, and how they affect computers with Internet connection, printed articles
both individuals and the society as a whole.
MIL11/12CFT-IIIi-26 Resources
Iversityclips (2013, August 18). What is a MOOC? Retrieved from https://
Define and describe what massive open online courses. www.youtube.com/watch?v=b_N_NHbC80E.
MIL11/12CFT-IIIi-27 I Choose Technology (n.d.) Technology in the 20th century. Retrieved from
http://www.ichoosetechnology.com.au/home/what-is-ict/ict-in-the-future
Specific Learning Objectives GetManiatech, (2015 Jan 19). Watch your day in 2020: Future technology.
At the end of the lesson, the learners must be able to: Retrieved from https://www.youtube.com/watch?v=zJUQENC-SVQ
Plourde, M. (2013). Massive open online courses. Retrieved from http://
Analyze the benefits and challenges of a massive open online course;
www.wamda.com/2013/05/what-are-moocs-what-mean-for-middle-east
and Pritchard, D. E. (2015, September 25). Innovative humanities MOOC,
Fill in a sample pre-enrolment form for a MOOC Visualizing Japan, nominated for the Japan Prize. Retrieved from http://
news.mit.edu/2015/visualizing-japan-mooc-nominated-for-japan-prize-0925
on September 27, 2015.
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MOTIVATION (7 MINS)
Teacher Tips
Watch Your Day in 2020 Post-video, emphasize how future
Have the learners watch the Watch Your Day in 2020 video, technologies can answer current gaps or
issues.
Source: Youtube from GetManiatech from https://www.youtube.com/watch?v=zJUQENC-SVQ
Example: How might the information of
Pose the following guide questions:
your weight and heart rate visible in your
According to the video, what information will you be able to see in the bathroom mirror? bathroom mirror improve your health?
What will be the features of the appliances in the kitchen and bedroom?
Do you think these features can make the world better, as the video states?

Teacher Tip
Key Points of the Article Let your students read in advance the
The learners read the article Technology in the 20th Century, articles, Technology in the 20th Century
Source: ichoosetechnology.com.au from http://www.ichoosetechnology.com.au/home/what-is-ict/ ict- and the MOOC interview.
in-the-future.
Many of the technological advances we are seeing today will shape our daily life in the future the way
we relax, interact, communicate and conduct business. From virtual worlds, avatar emotions,
artificial intelligence, computer generated storytelling and narrative, interactive 360 holographic
images, mixed reality, stress disorder virtual therapies and so much more. ICT will continue to
advance, empower and transform every aspect of our life. Check out some of these emerging
technologies and trends.
Haptics technology -- Is a feedback technology (using computer applications) that takes advantage
of the users sense of touch by applying force, vibrations and/or motions to the User. Simple
haptics is used in game controllers, joysticks and steering wheels and is becoming more common
in Smartphones. Haptics is gaining widespread acceptance as a key part of virtual reality systems
(i.e. computer simulated environments) - adding the sense of touch to previously visual-only
solutions. It is also used in virtual arts, such as sound synthesis, graphic design and animation.
There are many possibilities for Haptics to be applied to gaming, movies, manufacturing, medical,
and other industries. Imagine your doctor operating on your local hospital from his computer in
Australia.
Contextual awareness -- By combining hard sensor information such as where you are and the
conditions around you, combined with soft sensors such as your calendar, your social network
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and past preferences - future devices will constantly learn about who you are and how you live,
work and play. As your devices learn about your life, they can begin to anticipate your needs.
Imagine your PC advising you to leave home 15 minutes early or take a different route to avoid a
traffic jam on your way to work. Consider a context aware remote control that instantly
determines who is holding it and automatically selects the Smart TV preferences for that person.
Voice and tone recognition -- Not only can voice and tone recognition be used to confirm a
persons identity but tone recognition can be used to detect a persons health or emotional state.
This technology will open new opportunities in security and healthcare with mobile applications.
Intelligent routing to devices -- This future technology will be useful to, for example, local councils.
While on the move, staff will be able to provide the precise description and location of a street-
based issue using Smartphones and mobile devices that can take photos and have GPS (global
positioning system) support. Intelligent routing will then alert the responsible team to action.
Eye tracking technology -- Eye tracking technology measures eye positions and movements
which are analysed through computer applications. Future laptops, smartphones and tablets
could contain thousands of tiny imaging sensors built into the display screen. Eye tracking
technology could have many possible applications, including:
Law enforcement lie detection
Airport security identifying suspicious behaviour, e.g. to catch terrorists before they strike
Retail recording, monitoring and analysing consumer behaviour to tailor marketing to
individuals
Safety - alerting and awakening a drowsy or distracted driver would save many lives
Health care assisting people with disabilities or paralysis to communicate (laptop) and
improve mobility (electric wheelchair)
Human-computer interaction using screen icons and a blink here or a gaze there. Say
goodbye to the mouse and keyboard.
Internet glasses! -- Technology that can display images directly onto our retinas while not blocking
our sight is being developed. This technology can be used in eyeglasses and have uses ranging
from e-Gaming to military defense. In the next 10-20 years experts predict that Internet glasses
will replace Smartphones. Imagine these viewing experiences:
Seeing building schematics and locations of others (especially useful for security or fire
fighters)
Giving a speech while information is streamed to your eyeglasses in real time
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Receiving turn by turn directions as you walk toward your destination
Viewing virtual recipes while cooking without losing your rhythm
Walking down the street, seeing one of your friends show up "on screen" 2 blocks and 1
cafe away
Discussion
Enumerate to the learners the technological advances discussed in the article. Ask the
following questions:
Which ones did you like best?
Which ones already exist?
Which ones do you think might become a reality next year? Explain your answer.
Have the learners answer by filling in the mind map (see sample).
Discuss further the following questions with the learners:
Do you think these technological advances can make communication in life better?
What problems or issues can they solve?
What possible issues can you foresee with these technologies? Explain your answer.
Relate the topic to the future of education. Discuss with the learners how education has
evolved, and will continue to evolve in the future, and that one of these advancement is
through MOOC.
Relate the topic to the future of education. Discuss with the learners how education has
evolved and will continue to evolve in the future, and that one of these advancements is
through MOOC.
Have the learners read the following interview: Innovative humanities MOOC,
Source: Visualizing Japan, (Retrieved from http://news.mit.edu/2015/visualizing-japan-
mooc-nominated-for-japan-prize-0925 )
Ask the following questions and discuss the answers:
When and where can a student who has enrolled in an MOOC study and submit projects
or answers?
Describe Visualizing Cultures as a traditional subject. How many students first enrolled in
the course? Why did the professors change the course Visualizing Japan into an
MOOC platform? What are its effects? Did it improve its number of students? How many
SAMPLE MIND MAP ON TECHNOLOGIES OF
professors worked on the MOOC subject?
Do you think the Philippines should have an MOOC in the future? Explain your answer. THE FUTURE
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MOOC Enrolment Teacher Tips
Have the learners experience a MOOC for
Give the following activity to the learners. They will pretend that they will enroll in a MOOC by themselves by letting them read sample
searching for available MOOCs. Guide the learners in their selection and research. Provide these MOOCs and allowing them to enroll in one
instructions: course.
Provide them a list of MOOCs that can
Situation: Your school supports MOOCs. Your principal or head of the school encourages you to guide them in their choices:
enrol in one of the following courses. This course will be credited to your Senior High School coursera.org
Curriculum which can be helpful in your college or university education. novoed.com
mooc-list.com
Task: Fill out this Registration Form. Submit to your output with brief description at the MIL Portal. edx.org
model.upou.edu.ph
Massive Open Online Registration Form
Name:
Grade:
Email address:
Preferred MOOC:
Brief description about the

MOOC:
Course objectives:
Name of professors/instructors
Give their academic

qualifications
State your reasons of enrolling

in the MOOC
Your signature:
Date:
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Current and Future Trends of Media and

Information (Lab)
The learners demonstrate an understanding of the future of media
and information. Motivation Wearable Technology 10
Practice Prototyping 70
The learners shall be able to create a prototype projection on the Evaluation Presentations 30
future of media and information technologies. Synthesis Discussion 10
Predict future media innovations. MIL11/12CFT-IIIi-27 Materials
Synthesize their overall knowledge of media and information by computers with Internet connections, video clips, printed articles and
producing a prototype of what the learners think is a future references
media innovation. MIL11/12CFT-IIIi-28 Resources
2015 Top 5 Smartband. Retrieved from https://www.youtube.com/watch?
Specific Learning Objectives v=3uLYJTFBBgo
At the end of the lesson, the learners must be able to: ABS-CBN (2015, May 21). Why food security is a problem in the Philippines. Retrieved
Compare and contrast media and information technologies in the from https://www.youtube.com/watch?v=AC0IRDDhz2M
past and present. DW ( 2013, Sept 13). Philippines: How the Fishing Industry is Tackling Climate Change.
Retrieved from https://www.youtube.com/watch?v=jz-CHSLpYg4
Create a prototype technology for the future IICD.org (2014, Feb 25). Youth, ICTs and Agriculture. Retrieved from https://
www.youtube.com/watch?v=vTDvQT_Kenw
GMA News and Public Affairs (2012). Investigative documentaries: Indigenous
communities. Retrieved from https://www.youtube.com/watch?v=M1B1bFWHWbE
Matham, P. (2015, Jan 19). ICT to help increase fish production. Retrieved from https://
www.youtube.com/watch?v=uVpTBgKidYc
RagsIIRiches (2008). Rags2Riches featured on BBC. Retreived from
https:// www.youtube.com/watch?v=-g2x8QreMoE
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Teacher Tip
MOTIVATION (10 MINS) The teacher should highlight the idea that
Wearable Technology innovation of technology can and should
Have the learners watch the 5-minute video entitled, 2015 Top 5 Smartband (Youtube at https:// empower society, especially the
marginalized sectors.
www.youtube.com/watch?v=3uLYJTFBBgo ) then pose the following guide questions to the learners:
What are the top 3 features of the Smartband that you like best?
Do you think Smartbands can make communication among Filipinos easier or faster?
Which gadgets do you think would benefit each of the following sectors the most: fisher-folk,
agriculture, and women? Explain your answer.
PRACTICE (70 MINS)

Prototyping Teacher Tips
Synthesize the learners answers on the benefits of wearable technology in marginalized Filipino You may choose other sectors more
important to the context of the learners
sectors.
(ex: persons with disability, factory
Emphasize the role of Media and Information Literacy for Sustainable Development. Emphasize that workers, etc).
innovations in technology can improve the media and information literacy of society. You may omit some details in the table
Inform the learners that they will be doing a group case study on the impact of media and that the learners feel least important as
long as they can create a sound
information literacy to selected sectors. Have them form 4 groups and provide the following
prototype.
instructions. The presentations may be submitted in
The task of each group is to design a prototype of a piece of technology that will help the lives of either hard or soft copy form.
Filipinos in the following sectors: Encourage learners to show, dont tell.
Make their prototypes as realistic and
Fishing
visual as possible. They need not be
Agriculture
perfect.
Women
Indigenous People
A prototype is an original model on which something is patterned (for a full definition, you may look
up the word prototype in a dictionary). Your prototype must exhibit features of what the later
type would look like. Imagine a company will actually fund the creation of this prototype and you
are going to pitch the idea to them.
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Group 1: Fishing Sector Teacher Tip
Your task is to design a prototype of something that will improve the lives of people in the DW ( 2013, Sept 13). Philippines: How the Fishing
fishing sector. Industry is Tackling Climate Change. Retrieved
from https://www.youtube.com/watch?v=jz-
The group should watch these two videos:
CHSLpYg4 on 2 March 2016
The first video is about a fishing village in Verde Island Passage in the northern Philippines
whose marine habitat is increasingly under threat from coastal erosion and rising water The video is about a fishing village in Verde
temperatures. The video may be viewed here: https://www.youtube.com/watch?v=jz- Island Passage in the northern Philippines whose
marine habitat is increasingly under threat from
CHSLpYg4
coastal erosion and rising water temperatures.
The second video is about the Community Based Fisheries Value Chain model in India whose
project uses GIS technology to map water bodies and analyze their fish production Matham, P. (2015, Jan 19). ICT to help increase
potential. The video may be viewed here: https://www.youtube.com/watch? fish production. Retrieved from https://
www.youtube.com/watch?v=uVpTBgKidYc on 3
v=uVpTBgKidYc
March 2016.
In order to come up with your prototype, fill in the table below using the information from the videos.
The information can then guide you in your design. Afterward, you may then draw your This 7-minute video is about the Community
prototype. Based Fisheries Value Chain model in India
whose project uses GIS technology to map water
Submit the answered table and the prototype to your teacher or to your MIL portal. You may use
bodies and analyze their fish production potential.
cartolina or manila paper, or presentation software.
Choose presenter/s from the group to present your output to the class.
FISHERFOLK SECTOR
What information If no, what
do Filipino Are there current If yes, are they

innovations/
fisherfolks need to How do they ways/technologies efficient enough?
Why do they need How they will get How do they prototypes can
have a better those information? them? validate them? disseminate those to get, validate, What innovations/ you design? What
catch and to information? and disseminate prototypes can are the features of
protect the marine those information? you design?
this prototype?
life?
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Group 2: Agriculture Sector
Your task is to design a prototype of something that will improve the lives of people in Teacher Tip
ABS-CBN (2015, May 21). Why food security is a problem
agriculture. in the Philippines. Retrieved from https://
The group should watch these two videos: www.youtube.com/watch?v=AC0IRDDhz2M on 3 March
The first video presents the state of agriculture sector that has been neglected for 2016.
The video presents the sad state of agriculture sector that
more than two decades. With both aging farmers and climate change in the
has been neglected for more than two decades. Also, with
equation, food security in the Philippines is becoming a big challenge. The video aging farmers and climate change in the equation, food
may be viewed here: https://www.youtube.com/watch?v=AC0IRDDhz2M security in the Philippines is becoming a big challenge.
The second video illustrates a youth's ICT-enabled journey into profitable farming,
IICD.org (2014, Feb 25). Youth, ICTs and Agriculture.
based on the publication 'ICT4D Effects: Youth, ICTs and Agriculture' The video
Retrieved from https://www.youtube.com/watch?
may be viewed here: https://www.youtube.com/watch?v=vTDvQT_Kenw v=vTDvQT_Kenw on 3 March 2016
In order to come up with your prototype, fill in the table below using the information from the The second video illustrates a youth's ICT-enabled journey
videos. The information can then guide you in your design. Afterward, you may then draw into profitable farming, based on the publication 'ICT4D
your prototype. Effects: Youth, ICTs and Agriculture.. Through the use of
ICT as a tool and driver for development and social
Submit the answered table and the prototype to your teacher or to your MIL portal. You may change, IICD continues to accelerate development by
use cartolina or manila paper, or presentation software. building capacities of farmers, entrepreneurs, teachers,
Choose presenter/s from the group to present your output to the class. students and health professionals, with a special focus on
women and the youth.
AGRICULTURE SECTOR
What information Are there current If yes, are they
If no, what
do Filipino innovations/
How do they ways/technologies efficient enough?
farmers need to Why do they need How they will get How do they prototypes can
disseminate those to get, validate, What innovations/
have better rice those information? them? validate them? you design? What
information? and disseminate prototypes can
production and are the features
those information? you design?
sales? of this prototype?
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Group 3: Womens Sector Teacher Tip
Your task is to design a prototype of something that will help entrepreneurial women. RagsIIRiches (2008). Rags2Riches
Watch the video on how the women in Payatas, Quezon City (a dumping site) became entrepreneurs featured on BBC. Retreived from https://
www.youtube.com/watch?v=-g2x8QreMoE
through the help of Rags2Riches and fashion designer Rajo Laurel. The video may be viewed here:
on 2 March 2016.
https://www.youtube.com/watch?v=-g2x8QreMoE
In order to come up with your prototype, fill in the table below using the information from the videos. The video on how the women in Payatas,
The information can then guide you in your design. Afterward, you may then draw your Quezon City, a dumping site became
entrepreneurs through the help of
prototype.
Rags2Riches and fashion designer Rajo
Submit the answered table and the prototype to your teacher or to your MIL portal. You may use Laurel.
WOMENS SECTOR
What information Are there current If yes, are they
If no, what
innovations/
How do they ways/technologies efficient enough?
do these women Why do they need How they will get How do they prototypes can
disseminate those to get, validate, What innovations/
need to increase those information? them? validate them? you design? What
information? and disseminate prototypes can
their income? are the features
those information? you design?
of this prototype?
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Group 4: Indigenous Peoples
Teacher Tip
Your task is to design a prototype of something that would help to improve the lives of people in GMA News and Public Affairs (2012).
indigenous groups. Investigative documentaries: Indigenous
The group must watch the following video about the indigenous communities in Aurora and how their communities. Retrieved from https://
www.youtube.com/watch?
lives are affected by the establishment of an economic zone. The video may be viewed here:
v=M1B1bFWHWbE
https://www.youtube.com/watch?v=M1B1bFWHWbE
In order to come up with your prototype, fill in the table below using the information from the videos. This documentary video about the
The information can then guide you in your design. Afterward, you may then draw your indigenous communities in Aurora and how
their lives are being affected by the
prototype.
establishment of an economic zone.
Submit the answered table and the prototype to your teacher or to your MIL portal. You may use
INDIGENOUS PEOPLE SECTOR

Why do they need How they will get How do they Are there current If yes, are they
If no, what
What information
innovations/
do the indigenous How do they ways/technologies efficient enough?
prototypes can
communities need disseminate those to get, validate, What innovations/
those information? them? validate them? you design? What
to have a better information? and disseminate prototypes can
are the features
life? those information? you design?
of this prototype?
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EVALUATION (30 MINS) Teacher Tip
If there is ample time after the presentation,
Presentation of Prototype have the learners do a gallery walk of each
Call up the presenter/s for each groups output. Have the presentation begin by showing the groups prototype.
answers of the table as the framework of each prototype.
Limit each presentation to 3-5 minutes only.
Have each group post their prototypes in the classroom for their classmates to view.
Have learners from other groups give their comments.
All outputs with brief description should be submitted at MIL Portal.

Criteria 4 3 2 1
Organization Student presents information in Student presents information in Audience has difficulty Audience cannot understand
logical, interesting sequence logical sequence which following presentation because presentation because there is
which audience can follow. audience can follow. student jumps around. no sequence of information.
Student demonstrates full Student is at ease with Student is uncomfortable with Student does not have grasp of
knowledge (more than
Subject Knowledge expected answers to all information and is able to information; student cannot
required) by answering all class
questions, but fails to answer only rudimentary answer questions about
questions with explanations
elaborate. questions. subject.
and elaboration.
Graphics Student's graphics explain and Student's graphics relate to Student occasionally uses Student uses superfluous
reinforce screen text and graphics that rarely support
text and presentation. graphics or no graphics
Mechanics Presentation has no Presentation has no more than Presentation has three Student's presentation has four
misspellings or grammatical two misspellings and/or misspellings and/or or more spelling errors and/or
errors. grammatical errors. grammatical errors. grammatical errors.
Eye Contact Student maintains eye contact Student maintains eye contact Student occasionally uses eye Student reads all of report with
with audience, seldom most of the time but frequently contact, but still reads most of
returning to notes. returns to notes. report. no eye contact.
Student uses a clear voice and Student's voice is clear. Student's voice is low. Student Student mumbles, incorrectly
correct, precise pronunciation Student pronounces most
Elocution incorrectly pronounces terms. pronounces terms, and speaks
of terms so that all audience words correctly. Most audience
Audience members have too quietly for students in the
members can hear members can hear
difficulty hearing presentation. back of class to hear.
presentation. presentation.
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Prototype Sample Rubric
Criteria 4 3 2 1
Prototype The project follows the format The project follows the format The project follows the format. The project follows the format
Format to an outstanding degree. to a satisfactory degree. to a slight degree.

Prototypes The project shows superior The project shows good insight The project shows decent The project shows limited
insight into the works theme, into the works theme, conflicts, insight into the works theme, insight into the works theme,
Insight
conflicts, or characterization. or characterization. conflicts, or characterization. conflicts, or characterization.
Creativity The project shows excellent The project shows average The project shows moderate The project shows little
creativity in design. creativity in design. creativity in design creativity in design
Sources for Rubrics:

Rubrics for creative projects. Retrieved from http://bhsd228.schoolwires.net/cms/lib6/IL01001099/Centricity/Domain/709/Rubric_for_Creative_Projects.pdf
Rubric presentation: Evaluating students presentation. Retrieved https://www.ncsu.edu/midlink/rub.pres.html on 7 February 2016.
SYNTHESIS (10 MINS) Teacher Tip

Highlight the strengths of each prototype. Ask the learners to do the synthesis before
the presentation so that they may have time
Call up two learners to give their synthesis about the prototypes and on how they can these
to prepare.
prototypes help empower the assigned sectors.
Synthesize how media and information prototypes can help in the advancement of society,
especially in the marginalized sectors discussed. Challenge the learners to continue designing
technologies and coming up with innovations that can help the country.
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Media and Information Literate

Individual (Lec)
Content Standards
The learners demonstrate an understanding of the overall impact of media and LESSON OUTLINE
information on individual and society as a whole. Motivation Lola Techie 10
Evaluation Social Media 15
The learners shall be able to conduct a debate about the present status of MIL
in the country and its value to nation building with a global perspective. Materials
Learning Competencies video clips, articles, references
The learners synthesize the overall impact of media and information on an Resources
individual (personal, professional, educational, and others) and on the GMA News and Public Affairs (2013, June 28). SONA: Lola Techie,
hinikayat ang ibang may edad na tulad niya na maging tech savvy.
society as a whole (economic, social, political, educational, and others).
Retrieved from https://www.youtube.com/watch?v=e7iUOIiB3Zo
MIL11/12MILI-IIIj- 29 Koltay, T. (2011). The media and the literacies: media literacy, information
literacy, digital literacy Media Culture & Society, Vol. 33, No. 2, 2011,
211-221. Retrieved from http:// mcs.sagepub.com/cgi/content/abstract/
At the end of the lesson, the learners are able to analyze the benefits and 33/2/211
challenges of social networking platforms to government advocacies and non- Tapnio & Rood (2011). Social Media in the Philippines is Widespread, but
what is its Impact?. Retrieved from http://asiafoundation.org/in-asia/
government organizations.
2011/10/12/social-media-in-the-philippines-is-widespread-but-what-is-
its-impact/ on September 28, 2015.
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If there are other videos available, use them
Lola Techie as long as they feature the impact of
Have the learners watch the 3-minute video clip about senior citizens who are technology savvy. technology on people. (Ex: a video of a
Source: GMA News and Public Affairs (2013, June 28). SONA: Lola Techie, hinikayat ang bang physically handicapped individual accessing
may edad na tulad niya na maging tech savvy. Retrieved from https://www.youtube.com/watch? digital information using assistive
technologies).
v=e7iUOIiB3Zo
Ask the learners to answer the following questions:
How did the senior citizens in the video use technology and the Internet in their daily lives?
How did the government help the senior citizens become more media and information literate?
What makes senior citizens, or people in general, media and information literate?
Ask the learners about their grandparents, or any senior citizens they personally know, and whether
they are as techie as Lola Techie. Have them explain how.

Discussion
Relate the learners answers to the characteristics of a media literate individual. Teacher Tips
Use the framework of Aufderheide (1992 as cited in Koltay, 2011): A media literate person can Give the readings in advance to prepare
decode, evaluate, analyze and produce both print and electronic media. The fundamental the learners for the discussion.
For large class sizes, break the class into
objective of media literacy is critical autonomy relationship to all media. Emphases in media
smaller groups and assign each group one
literacy training range widely, including informed citizenship, aesthetic appreciation and
question to discuss among themselves.
expression, social advocacy, self-esteem, and consumer competence.
Emphasize to the learners that there are many technologies that people use for their businesses,
commerce, and communications.
Have the learners read the article Social Media in the Philippines is Widespread, but what is its
Impact?. It can be accessed here: http://asiafoundation.org/in-asia/2011/10/12/social-media-in-
the-philippines-is-widespread-but-what-is-its-impact/ Give the following guide questions:
How did social networking help in the Philippine elections?
How did the Asia Foundation help the advocacies of some human rights-based organizations?
How did USAID and the authors help non-government organizations help in their advocacies and
objectives?
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How did Ardan Sali of the Bangsamoro Center for Just Peace in the Philippines use social
networking in its advocacies?
What was the purpose of hashtag #WeWantPnoyTo? Do you think it was an effective tool for
awareness and change?

Examining Social Media
Group the students into 3-4 to answer the graphic
organizers.
Have each group choose a social media network
such as Facebook, Twitter, Instagram, etc.
Have each group choose any of the following
sectors/communities as discussed in the
previous lessons: education, tourism, business,
fisherfolk, farmers, barangay level, student
council, news company, etc.
Inform the learners that they need to use key words
only. Have them limit their answers to 3 for the
benefits and 3 for the issues/challenges as well as
others, allowing media content to flow across
various platforms.
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Media and Information Literate

Individual (Lab)
Content Standards
The learners demonstrate an understanding of the overall impact of media and LESSON OUTLINE
information on the individual and society as a whole. Motivation The Anxiety Over the Impact of 10
Performance Standards Technology on Children
The learners shall be able to conduct a debate about the present status of MIL Instruction Introducing Debate 40
in the country and its value in nation building through a global perspective.
Practice Debate 60
The learners synthesize the overall impact of media and information on the Synthesis Discussion 10
individual (personal, professional, educational, and others) and on the
society as a whole (economic, social, political, educational, and others). Materials
MIL11/12MILI-IIIj- 29 video clips, articles, references
Specific Learning Objectives Resources

At the end of the lesson, the learners must be able to: Intelligence Squared Debates (2015, May 15). The Anxiety Over the Impact
Synthesize the overall impact of technology on education, business, of Technology on Children. Retrieved from https://www.youtube.com/
politics, and governance. watch?v=EheCmXH0jU0
Krieger, D. (2005). Teaching debate to ESL students: A six-class unit.
Present a debate on the said effects of technology on specific sectors.
Retrieved from http://iteslj.org/Techniques/Krieger-Debate.html
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The Anxiety Over the Impact of Technology on Children Teacher Tips
Have the learners watch the 3-minute excerpt of the debate (The Anxiety Over the Impact of To avoid Internet connection issues,
Technology on Children, viewable here: https://www.youtube.com/watch?v=EheCmXH0jU0 ) download/pre-load the file from
Have the learners answer the following questions and discuss: Youtube.com.
If there more contextualized videos
What is the stand of Mr. Nicholas Carr on the issue? Is he on the affirmative or on the negative?
available, feel free to use them.
What are his arguments?
What is the stand of Ms. Genevieve Bell on the issue? Is she on the affirmative or on the
negative? What are her arguments?
Do you think elementary school children should be allowed to own smart phones? Explain.

Introducing Debate Depending on the context of the learners,
you may have other topics more feasible
Discuss with the learners the mechanics of the classroom debate: conduct, time, rebuttal, and the roles
and realistic to utilize in-class.
of students. Discuss the flow of the debate using the structure of LeBeau, Harrington, Lubetsky (2000 as Example of another topic: Media and
cited in Krieger, 2005): information technologies promote
(1 min) Speech 1: The first affirmative speaker introduces the topic and states the affirmative economic opportunities.
team's first argument.
(1 min) Speech 2: The first negative speaker states their first argument.
(1 min) Speech 3: The second affirmative speaker states their second argument.
(1 min) Speech 4: The second negative speaker states their second argument.
(1 min) Speech 5: The negative team states two rebuttals for the affirmative team's two arguments
and summarizes their own two reasons.
(1 min) Speech 6: The affirmative team states two rebuttals for the negative team's two arguments
(1 min) Speech 7: The negative team states two rebuttals for the affirmative team's two arguments
(1 min) Speech 8: The affirmative team states two rebuttals for the negative team's two arguments
(1 min) Speech 9: The negative team states their closing arguments
(1 min) Speech 10: The affirmative team states their closing arguments
(Source: Krieger, D. (2005). Teaching debate to ESL students: A six-class unit. Retrieved from http://iteslj.org/Techniques/
Krieger-Debate.html on September 27, 2015)
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Group the class into the following categories: Teacher Tips
Topic: Media and information technologies promote greater socio-political participation among Provide learners with the topic at least a
the citizens. week before the lesson and encourage
learners to research beforehand.
Affirmative Group
Emphasize to the learners that small-
Negative Group group discussions and consultations
Topic: Media and information technologies improve learning environments. before their presentations are welcome.
Affirmative Group
Negative Group
Present to the groups the debate guidelines (see below) and rubrics (found at the end of this guide):
Time limit: Research and discussion (30 minutes)
Presentation per group (12 minutes)
PRACTICE (60 MINS)

Debate
Facilitate the debate among the learners. Ensure that the mechanics of the debate are followed, and
that the learners have had ample time to prepare for the discussion. Have the learners themselves
make statements that synthesize what they have learned.
SYNTHESIS (10 MINUTES) Teacher Tips

Give the graded rubrics to each group. Ask learners to synthesize what they have
Provide positive and encouraging comments to the debaters. From the debate, synthesize the learned in 1-2 sentences.
arguments of the students. Debates might lead to conflicts between
What are the benefits of being a media and information literate individual? Stress that being a learners, process these at the end of the
lesson. Make sure to moderate the
media and literate individual can make a lot of difference to the community.
discussion to keep it within the topic.
Improved quality of life
Greater political participation
Better economic opportunities
Improved learning environment
More cohesive social units
Others
Challenge the learners to share their knowledge on media and information literacy to the
community to with the aim to improve lives.
Media artifacts of the debate and reflection papers should be uploaded at MIL Portal.
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Levels of Performance for the AFFIRMATIVE TEAM Sample Rubric
Criteria 4 3 2 1
Organization & Clarity:

Main arguments and Completely clear and orderly Mostly clear and orderly in all Clear in some parts but not Unclear and disorganized
responses are outlined in a presentation parts overall throughout
clear and orderly way.
Use of Argument: Very strong and persuasive Many good arguments given, Some decent arguments, but Few or no real arguments
Reasons are given to support given, or all arguments given
arguments given throughout with only minor problems some significant problems
the resolution had significant problems
Use of cross-examination Poor cross-exam or rebuttals,

and rebuttal:
Excellent cross-exam and Good cross-exam and Decent cross-exam and/or failure to point out problems
Identification of weakness in
defense against Negative rebuttals, with only minor rebuttals, but with some in Negative teams position
Negative teams arguments
teams objections slip-ups significant problems or failure to defend itself
and ability to defend itself
against attack.
against attack.
Presentation Style:
Tone of voice, clarity of
expression, precision of All style features were used Most style features were used Few style features were used Very few style features were
arguments all contribute to used, none of them
convincingly convincingly convincingly
keeping audiences attention convincingly
and persuading them of the
teams case.
Rubrics: adapted from Debate Grading Rubric via http://www.csun.edu/~ds56723/phil338/hout338rubric.htm
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Levels of Performance for the NEGATIVE TEAM Sample Rubric
Criteria 4 3 2 1
Organization & Clarity:
Main arguments and Completely clear and orderly Mostly clear and orderly in all Clear in some parts but not Unclear and disorganized
responses are outlined in a presentation parts overall throughout
clear and orderly way.
Use of Argument: Very strong and persuasive Many good arguments given, Some decent arguments, but Few or no real arguments
Reasons are given against given, or all arguments given
arguments given throughout with only minor problems some significant problems
the resolution had significant problems
Use of cross-examination Poor cross-exam or rebuttal,

and rebuttal:
Excellent cross-exam and Good cross-exam and Decent cross-exam and/or failure to point out problems
Identification of weakness in
defense against Affirmative rebuttal, with only minor slip- rebuttal, but with some in Affirmative teams position
Affirmative teams arguments
teams objections ups significant problems or failure to defend itself
and ability to defend itself
against attack.
against attack.
Presentation Style:
Tone of voice, clarity of

expression, precision of All style features were used Most style features were used Few style features were used Very few style features were
arguments all contribute to used, none of them
convincingly convincingly convincingly
keeping audiences attention convincingly
and persuading them of the
teams case.
Rubrics: adapted from Debate Grading Rubric via http://www.csun.edu/~ds56723/phil338/hout338rubric.htm
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People Media (Lec)

Content Standards
The learners demonstrate an understanding of people media and gain the LESSON OUTLINE
comprehensive knowledge to effectively evaluate them.
Introduction People in Media 10
Performance Standards Instruction Discussion about People in Media 35
The learners shall understand the similarities and differences of people as
a medium of information. Practice Analysing Media Jobs 15
Materials
Cite studies to support theories on the positive and negative effects of
raw materials, school supplies
media and information on the individual and society. MIL11/12PM-IVa-I
Describe the different dimensions of people media. MIL11/12PM-IVa-I Resources
Florangel Rosario-Braid and Ramon R. Tuazon Communication Media in
Categorize different examples of people and state reasons for such the Philippines 1521-1986 Philippine Studies vol. 47, no. 3 (1999): 291
318 Copyright Ateneo de Manila University
categorizations. MIL11/12PM-IVa-2
Florangel Rosario- Braid Ramon R. Tuazon Post-EDSA Communication
Specific Learning Objectives Media Philippine Studies vol. 48, no. 1 (2000): 325 Copyright Ateneo
At the end of the lesson, the learners must be able to: de Manila University
Raul Pertierra(2012) The New Media, Society and Politics in the Philippines
Explain from the studies how media affects the individual and the society.
Published by fesmedia Asia Friedrich-Ebert-Stiftung Hiroshimastrasse 28
Identify and explain the different roles of people in media and information. 10874 Berlin, Germany
Describe how people can be a medium of communication to other people. The Wave Story Universal McCann. Retrieved from http://
wave.umww.com/index.html
Write an article on how social media affects each learners own family,
community, and self. Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
959-18-07; 978-959-18-0787-8 (ES)
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Present the topic titles on different resources of media and information: Show the learners the multimedia diagram.
People Media
Text
Visual
Audio
Motion
Manipulatives / Interactive
Multimedia
Highlight that People Media and Information as the topic for todays session. State the objectives of
the lesson.
Show to the learners prepared ads (cutouts of ads from newspapers and/or printouts from the
Internet) on media-related jobs.
Distribute the materials to groups and ask them to identify the different jobs found in the ads.
Ask the learners to identify the following from each ad: Job title; Function or job description;
Qualifications; Benefits/compensation/salary Teacher Tip
Explain to the learners that careers in media have changed throughout the history of the Classified ads are available both online and
Philippines. through both national and local newspapers.
There may also be some jobs online in the
field of media and information, such as:
bloggers, web designer, online instructor,
INSTRUCTION (35 MINS) videographer, etc.
Discussion about People in Media

Explain briefly how Philippine media has grown throughout history and how new professions for
people in media have evolved. Teacher Tip
Several journals on Philippine Studies,
Discuss how traditional media has affected Filipinos in the past, throughout the different eras.
including a summary on Philippine
Pre-Spanish Era knowledge was passed on through folk media and indigenous forms of Communication Media, are available from
media. Careers: Town crier, messenger, community scribe. Ateneo. You may find that these make good
Spanish Era while education was limited to the elite, publication of books (i.e., Noli Me Tangere reading materials, and that select parts of
the studies may be given to the learners to
and El Filibusterismo) and newspapers (La Solidaridad) advanced the Propaganda movement
read.
which led to the peoples revolution against Spanish rule. Filipinos at that time did not have a
common language. Only the elite spoke and understood Spanish. Thus, communication was
limited. Pen names were used to avoid political oppression. Careers: book writers,
newspaper writer, editor, publisher, copyreader, artist.
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American and Japanese Era - During this era, major newspaper (i.e. Manila Times and Manila Teacher Tip
Bulletin), radio broadcasting and movies became available. Media was used for propaganda by Focus the discussion on how information
government and other groups. was distributed in the past and the role of
media in bringing out key events in
Careers: book writers, newspaper writer, editor, publisher, copyreader, artist, cartoonist, reporter,
Philippine history.
producer, broadcaster.
Post-war Era the golden age of Philippine Journalism. Advertising, Communication Education, and
press freedom flourished in this era.
Careers: book writers, newspaper writer, editor, publisher, copyreader, artist, cartoonist, reporter,
producer, media technicians, advertisers.
Martial Law Era - Highlights of this era include the government takeover of media and the press and
the image engineering of the Marcoses in the name of nationalism.
Post-EDSA Era - People Power brought greater freedom for Philippine media. During this era, the
new Constitution recognized the vital role of communication and information in nation-building.
Press freedom influenced the growth in media careers.
Modern Era Careers: web designer, online instructors, digital producers, bloggers, animators,
programmer, archivist, metadata analyst, data miner, user experience designer, call center
agents, virtual assistants.
Inform the learners that next meetings topic will be people as media, which will be discussed
during laboratory work.
PRACTICE (15 MINS) Teacher Tip

Suggested Categories:
Analysing Media Jobs
print, broadcast and new media
Form the learners into groups. Using the materials from the introduction, have the learners evaluate the education, entertainment, news, archiving
advertisements. formal or informal
Have the learners suggest groups in which they will categorize the jobs from the advertisements. communications, mass communications,
ICT, management
Write their answers on the board.
Ask each group to classify the jobs based on at least 2 categories written on the board. Assign the
categorization scheme to the groups. Inform them that they must use the qualifications and job
descriptions/functions when classifying the jobs.
Have each group briefly share the basis of their categorization to the rest of the learners.
End the activity by discussing how the standards of the media and information industries may be
gleaned from the functions of each job and the qualifications required by the industry for that job.
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People Media (Lab)

Content Standards
The learners demonstrate an understanding of people media and gain the
comprehensive knowledge to effectively evaluate them. LESSON OUTLINE
The learners shall understand the similarities and differences of people as Introduction Review 5
a medium of information.
Practice Wave Studies 45
Cite studies to support theories on the positive and negative effects of
media and information on the individual and society. MIL11/12PM-IVa-I
Describe the different dimensions of people media. MIL11/12PM-IVa-I
Categorize different examples of people and state reasons for such
categorizations. MIL11/12PM-IVa-2
Materials
Specific Learning Objectives computers with Internet connection, resources and references
Explain from the studies how media affects the individual and the society.
Identify and explain the different roles of people in media and information. Resources
Describe how people can be a medium of communication to other people. The Wave Story Universal McCann. Retrieved from http://
wave.umww.com/index.html
Write an article on how social media affects each learners own family,
community, and self.
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Review the careers of people in media and ask learners who among them want to have such careers.
Focus on new careers in modern media. Ask who among them would like to be a blogger, an animator,
or a social media manager. Have them explain why.

Discussion Teacher Tips
Discuss with the learners people in social media. Explain that social media has enabled people to be For a source of statistics on social media
channels of information, thereby becoming a medium of communication. and information in different countries,
Discuss with the learners the following: refer to Universal McCann at the Wave
site (see Resources).
People as media - Individuals serve as channels of information. Traditionally, this is limited to folk
There is no fixed classification of formats of
media, writing, or creating a media artefact. With the advent of social media, individuals have social media. There is a wide variety of
been empowered to not just create media artefacts but to give feedback, edit and add on to the classification made by different experts.
media artefact. New formats are continually emerging.
Check for new formats and emerging
Characteristics of social media:
trends on the Internet.
Individualized, builds profiles (includes personal details, pictures, likes)
Connects with friends and people (includes referrals by other friends or by the site itself)
Uploads content in real time
Enables conversations (both private and public)
Provides tracking (history and threads)
Formats and examples of social media
Relationship or Social networks - Facebook
Micro-blogging - Twitter, Instagram
Special interest networks -Linkedin, Pinterest
Media Sharing - YouTube, Flickr
Collaborative news -Reddit, Waze,
Discussion Forums - Google Groups
Group buying/merchant sites - OLX, Groupon, Dealgrocer
Virtual worlds - Farmville, World of Warcraft, Secondlife, Minecraft
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d. Advantages and limitations of using social media in the following areas:
Areas Advantages Limitations
Relationships People who are physically apart can continue to communicate Demands on relationship-building increases with social media.
at a lower cost, send pictures, use live-streaming, thereby People expect friends and family to respond immediately.
strengthening the ties between them. Some private conversations can be made vulnerable to
exposure.
Diversion/ Social media can provide great entertainment and allow users This form of entertainment can often be addictive. Others find
Entertainment to have a respite from their busy schedules. it more difficult to manage their time wisely and to focus on
the task at hand.
Learning Social media provides a platform for real time collaborative Teachers need to develop skills for a more inclusive and
learning. Resources can be made readily available. Learners personalized way of facilitated learning.
can take control of their own learning. Not all information is valid, accurate, or beneficial.
Recognition Instant recognition by the way of simply liking a post can be Social media has created a specific need for validation and
very gratifying and encouraging. attention.
Career progression It has become easier to market oneself through social media. There is no separation of private and professional. What is
Connections and referrals are established more quickly. posted about the private self may affect the professional.
The 5 areas above are the key important reasons why social media is popular, and hint at the value of social media.
PRACTICE (45 MINS) Teacher Tips

The teacher should note that Wave may
Wave studies take some getting used to, and practice
Use the resource cited above for this activity. The wave studies may be downloaded in advance if using the site ahead of time.
Internet connection is slow or unavailable. The wave studies are part of the research conducted Use link provided to access individual
reports. Prior to the class, the teacher
annually by Universal McCann to study trends in social media and analyze usage, motivations and
should check if the reports are still
content. The research draws insights primarily for market analysis but also provides insights on how available using the given link in the
societies around the world are affected by what is currently available on the Internet. resources. If they are longer available,
Group learners into 8 groups and assign a wave study to each group. other studies may be used.
Instruct the learners to study the growth of social media and how it has changed people.
Have them compare Philippine data to global data, if available. If this is not available have them
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compare data from Asia with other continents. Teacher Tip
Have each group discuss among themselves how to look for their assigned study on the Internet This activity requires time for learners to
and/or the downloaded materials. Have them divide the reading among themselves. read the materials. Provide time for the
Have the groups create a 3-minute slide presentation to summarize what they have learned. learners to read the materials thoroughly,
with the aim of having the learners develop
Guide Questions:
the skills and aptitude for research-based
What are the drivers of change? learning.
What changes in our culture and way of life were directly affected by these drivers?
Are these changes beneficial? Why or why not?
How does the Philippines compare with its neighbors?
What have you learned about human nature?

Presentations During presentations, share some of your
observations of best practices in research-
Have each group report what they have learned to the class.
based learning that was evident in the
Highlight the key ideas from each group. groups. Identify processes and methods
Allow each group to answer 1 to 2 questions from the class. that are worth highlighting.
Oral Presentations Sample Rubric

Criteria 4 3 2 1
Content Shows full understanding Shows a good Shows a good Does not seem to
understanding of the understanding of parts
of the study. understand the study.
study. of the study.
Report made full use of Report made good use
Cohesiveness the lesson and is fully of the lesson and is Parts of the report made Report is not related to
consistent with lessons consistent with lessons good use of the lesson. the lesson taught.
taught in class. taught in class.
Delivery Speaks clearly. Speaks clearly most of Speaks some points with Mumbles most of the
the time. hesitation time.
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Text Media and Information (Lec)

Content Standards
The learners demonstrate an understanding of text media and information, and LESSON OUTLINE
gain comprehensive knowledge on how to effectively evaluate them. Introduction Learning Objectives 3
Performance Standards Motivation Fraudulent Text Messages 6
The learners shall be able to produce a text-based presentation anchored on
design principles and elements.
Learning Competencies Practice MIL Design Framework: Brochure 15
Describe the different dimensions of text information and media. Evaluation Brochure Content 6
MIL11/12TIM-IVb-3
Comprehend how text information and media is/are formally and informally Materials
produced, organized, and disseminated. MIL11/12TIM-IVb-4 projector and computer with presentation software, manila
Evaluate the reliability and validity of text information and media and its/ their papers, markers, references and resources
sources using selection criteria. MIL11/12TIM-IVb-5
Resources
Specific Learning Objectives Robins, W. (2008). The Non-Designers Design Book: Design and
At the end of the lesson, the learners must be able to: Typographic Principles for the Visual Novice. Peachpit Press.
Identify the basic elements in creating a text-based presentation Parekh, R. (2006). Principles of multimedia. Tata McGraw-Hill Education.
Evaluate the text-based presentation through the design principles and Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
elements. for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN); 978-
959-18-07; 978-959-18-0787-8 (ES)
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Show the learners the multimedia diagram.
Review the key points in the discussion of People Media from the previous lesson.
Present the topic titles on teh different resources of media and information:
People Media
Text
Visual
Audio
Motion
Multimedia
Emphasize that Text Media and Information as the topic for todays session. State the objectives of the
lesson.

Show to the learners an example of a fraudulent text message: Note that text-based messages are not only
I am Attorney Robert Limco of Happy Cola Company. Congratulations! Your SIM card number has found in mobile phones, and can also read
been chosen in our raffle draw. You have won 500,000 pesos. Please give me your bank account or show a fraudulent email.
number so we can deposit your reward. For more details, please contact me.
Pose the following questions to the learners and discuss:
What is the tone of this fraudulent message? (enticing, scary, informative, formal, encouraging,
etc.)
Why do you think Filipinos fall for this kind of fraudulent or scam text message?
Do you think that text-based messages are powerful?
Teacher Tip
INSTRUCTION (30 MINS) Prepare a slide show for this discussion.
Discussion: definition, characteristics, format and types, and selection criteria. Use examples such as existing
posters/visuals that students see everyday.
Text a simple and flexible format of presenting information or conveying ideas whether hand-written,
printed or displayed on-screen.
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Text is very powerful as well in disseminating information, providing direction and giving Teacher Tip
suggestions. As practice, pose the questions (in item d)
Text is available in different sources whether it is formal (news articles, published books, newspapers, by showing sample visuals, so that
magazines, advertisements, research works, etc.) or informal (blogs, personal e-mails, SMS or text learners can enhance critical thinking skills.
messages, online messengers, social media platforms, etc).

Formal text-based materials are created and distributed by established institutions (such as
publishing companies, news agencies, etc.) and go through a rigorous process of editing or
evaluation and are usually governed by censorship of the state.
Informal text-based materials, on the other hand, come from personal opinions or views on
different issues, processes, etc.
Text can be as short such as a single sentence or phrase, or they can be as lengthy as news articles or
investigative reporting. No matter how brief or lengthy, however, a text is always carefully written
with the intent of sending a very specific message to the target audience.
In our exposure to text media and information, we can either be a consumer or a producer of content.
As a consumer, these are the questions that you need to ask with regards to the content of text
media and information:
Who or what institution is sending this message?
What techniques are used to attract and hold attention?
What is the language used by the writer?
What views are represented? Are they balanced?
How might the message be interpreted in different ways?
What is omitted, slurred or added in the message?
As a producer of text media and information, we need to review the media and
information design framework: target audience, author or sender, key content,
purpose, form/style and format.
Text as visual
Typeface (also called font, font type, or type) refers to the representation or style of a text
in the digital format.
A typeface is usually comprised of alphabets, numbers, punctuation marks, symbols
and other special characters. When fonts are installed in the computer, they usually
come in file formats such as True Type Font (.ttf), Open Type Font (.otf), etc.
In the absence of images or drawings, text is the easiest way of communicating to your
IMAGE: A WORD CLOUD ABOUT HIGH SCHOOL
audience. The use of various font types can express different emotions or meaning
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Types of Typefaces:
Teacher Tip
Serif Share real examples of posters

and billboards. Make it more fun by
using popular logos that learners
Serif - connotes formality and readability in large amount of texts. This font is usually used for the body text of are very familiar with.
books, newspapers, magazines and research publication. Also, serif fonts give a classic or elegant look when
used for title or heading.
Examples: Times New Roman, Garamond, Baskerville
Sans Serif
Sans serif - brings a clean or minimalist look to the text. This font is used for clear and direct meaning of text
such as road signage, building directory or nutrition facts in food packages. Also, sans serif fonts give a
modern look and is used primarily in webpage design.
Examples: Arial, Helvetica, Tahoma, Verdana, Calibri
Slab Serif
Slab serif- carries a solid or heavy look to text. This font can be used for large advertising sign on billboards.
Examples: Rockwell, Playbill, Blackoak
Script
Script- draws much attention to itself because of its brush-like strokes. This must be used sparingly and not to
be used in large body text. This font is usually used in wedding invitation cards or other formal events.
Examples: Edwardian, Vladimir, Kunstler
Decorative
Display or decorative- caters to a wide variety of emotions (such as celebration, fear, horror, etc.) or themes
(such as cowboys, circus, holidays, summer, kiddie, etc.)
Examples: Chiller, Jokerman, Curlz MT
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Design principles and elements the principles in designing text elements are Emphasis, Appropriateness, Proximity, Alignment,
Organization, Repetition and Contrast.
AN EXAMPLE FOR CREATING A FRAMEWORK OR

COMPARTMENTALIZING
Emphasis - refers to the importance or value given to a part of the text-based content. When trying to make a point or highlighting a
message, you can make the text bold, italicized, have a heavier weight, darkened or lightened (depending on your background color) or
enlarged.
Appropriateness - refers to how fitting or suitable the text is used for a specific audience, purpose or event. In the creation of text-based
content, make sure that the selection criteria (tone, style, purpose, clarity) is followed. As for the choice of typefaces to be used, refer to the
discussion of the characteristics of the fonts. When it comes to large body text, the font should be clear enough to read.
Proximity - refers to how near or how far are the text elements from each other. When two things are closely related, we bring them close
together. Otherwise, we put text elements far from each other. For example, the main title and subtitle are usually placed close to each
other.
Alignment - refers to how the text is positioned in the page. This can be left, right,
center or justified.
Organization - refers to a conscious effort to organize the different text elements in a
page. Organization ensures that while some text elements are separated from
each other (based on the principle of proximity), they are still somehow connected
with the rest of the elements in the page. When there are many elements needed
to fit in a page, start by creating a framework or a compartment for the elements.
Divide the space by creating lines across the page, making it look like a cabinet
with various space sizes. Once you are done compartmentalizing, you can place
the different text elements on the boxes.
Repetition- concerns consistency of elements and the unity of the entire design.
Repetition encourages the use of repeating some typefaces within the page.
When several typefaces are used on a page, it might distract the audience and
fail to communicate what you want them to get from the content. To strike a
balance, do not also use just a single typeface for a visual design product.
Contrast- creates visual interest to text elements. Contrast is achieved when two
elements are different from each other. When you place a white text on a very light yellow background, contrast is not achieved and the text
will be difficult to read, but when you put a white text on a dark brown background, contrast is created. Contrast can be achieved in various
ways, by joining the following elements: large font with a small font, serif and sans serif, thin elements with thin elements, cool color and
warm color.
Ask the learners if they have questions or if they need any clarifications on the concepts presented. Summarize the principles of design.
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PRACTICE (15 MINS) Component Guide Questions Learners Answers
Divide the class into four groups.
Have the learners imagine that each group is an Target Audience Who are the possible readers of this
advertising firm. The task for each group is to brochure?
discuss creating a brochure for a client with specific
Sender/Author Who is the author of this brochure?
needs.
Assign each group based on the topics: Key content What is the tone of the text in the
Group 1 Tourism Campaign This brochure brochure?
will invite the readers to spend their summer What are the sample phrases or taglines
vacation in your city. that you will?
Group 2 Election Campaign This brochure What are the facts/figures that you will
include in the brochure?
will promote to the readers a local politician
who will run for mayor in the upcoming Purpose What is the intention of the brochure?
election. Form/Style What are the font types/colors/ highlights
Group 3 School Admission This brochure will
that you will use in the brochure?
advertise to the readers a college/university in
What are the words or phrases that you
your place. need to emphasize in the brochure?
Group 4 Community Advisory This brochure will
inform the readers about the new policy for
Medium / Format What are the blank of the brochure? -
garbage collection schedule and segregation in
paper type, texture, glossy, matte
your community.
folding (three-fold, two-fold)
Have the learners identify the appropriate content for
full color, black and white
the brochure based on the Media and Information
Aside from the brochure, what other text-
Design Framework. Using the manila paper and based formats that you can use to deliver
markers, the learners will provide answers in the your message?
table:
EVALUATION (6 MINS)
After the groups have completed the table, have them post them on the walls of the classroom and ask the learners to go around and read the
answers of each group.
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Text Media and Information (Lab)

Content Standards
The learners demonstrate an understanding of text media and information, and
gain comprehensive knowledge on how to effectively evaluate them.
LESSON OUTLINE
Performance Standards Introduction Review 15
The learners shall be able to produce a text-based presentation anchored on Practice Making Typography Posters 90
design principles and elements. Evaluation Presentations 15
Evaluate the reliability and validity of text information and media and its/ their Materials
sources using selection criteria. MIL11/12TIM-IVb-5 computers with Internet connection, printed activity sheet,
Produce and evaluate a creative text-based presentation using design stickers
principles and elements. MIL11/12TIM-IVb-6 Resources
Robins, W. (2008). The Non-Designers Design Book: Design and
Typographic Principles for the Visual Novice. Peachpit Press.
At the end of the lesson, the learners must be able to: Parekh, R. (2006). Principles of multimedia. Tata McGraw-Hill Education.
Create a text-based presentation (campaign poster) by using design Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
principles and elements. Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
Evaluate the text-based presentation (campaign poster) through design
959-18-07; 978-959-18-0787-8 (ES)
principles and elements.
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Review
Review the key points in the discussion of Text Media and Information in the previous lesson. Ask some
learners to discuss their answers on the things to consider in creating their brochures: Tourism
campaign, election campaign, school admission and community advisory.

Ensure that there will be no duplication of
Making Typography Posters
topics or issues so that there will be a
Have the learners form groups of 3 members each. Tell the learners to identify an advocacy or issue
variety of campaign posters. Another
that they would like to campaign about through a typography poster design. The campaign poster suggestion for the learners could be to
will have a statement consisting of 10-20 words. use previous topics that were discussed in
Poster statement example: Let our children learn and play. Keep them in schools. Stop child class (example: human trafficking,
phishing, computer addiction, cyber-
labor.
bullying, plagiarism, others)
Remind the learners of the principles of design. Bearing in mind the principle of contrast, have them
make some text elements large or bold while other text elements are thin or small to create visual May use of the following online
interest. The learners may also use basic shapes, lines, and some symbols in this design activity. applications or tools:
Piktochart (www.piktochart.com)
Give the MIL Design Framework to give focus and guidance in the planning phase. Canva (www.canva.com)
Questions for Poster Planning Picasa (www.picasa.google.com)
Smore (www.smore.com)
Target Audience Who are the possible readers of this poster?
Sender/Author Who is the author of this poster? Provide guidance and answer pertinent
questions.
Key content What is the tone of the text in the poster? What are the sample phrases or taglines that
you will? What are the facts/figures that you will include in the poster?
Purpose What is the intention of the poster?
Form/Style What are the font types, colors and shapes that you will use in the poster? What are the
words or phrases that you need to emphasize in the poster? How will you organize your
text elements?
Medium / Format What are the blank of the brochure? - paper type, texture, glossy, matte, folding (three-
fold, two-fold), full color, black and white , totally online
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In the bottom part of a poster, include an explanation (150-200 words) about the campaign.
Have the learners perform the activity using a desktop publishing software. Give the rubrics to the learners at the start of the activity.

Presentations
Have the learners do a gallery walk. Give each learner three star stickers. Have them go around the different computer stations and vote for
their three favorite campaign posters using the stickers. Group members may not vote for their own groups work. A prize may be given to
the group with the most number of stickers.
Have the learners answer the following questions for reflection:
Why did you choose this advocacy or issue for this campaign poster?
How effective do you think is your message to your target audience?
All outputs including reflections should be submitted to the MIL Portal and licensed under CC.
Typography Campaign Poster Sample Rubric

Typography project rubric (2016, February 8). Retrieved from http://www.rcampus.com/rubricshowc.cfm?
code=U787A3&sp=true Rubric for poster (2016, February 8). Retrieved from http://ced.ncsu.edu/mmania/
Criteria 4 3 2 1
The combination of elements There is evidence of the use There is little sign of mutual The poster is either empty
reinforcement among the text
Communication to the takes communication to a of text and other elements and plain or confusing and
elements. There is some
superior level. combined to adequately tendency toward random use cluttered.
audience
deliver a high impact
of elements to communicate
message.
the message.
Organization of elements (font The organization of elements The organization of elements There is an organization of the There is no clear
types, shapes, color, etc.) is smartly thought of. is clear and direct. elements but it is confusing. organization of the elements
Most words are carefully Most words are carefully Words are chosen with less Words are chosen with less
care; writing is sometimes
chosen; writing is clear and chosen; writing is clear and care; writing is sometimes
Spelling and readability unclear; some words are
legible. Most words are legible. Most words are unclear. Most words are
spelled incorrectly and
spelled correctly and proper spelled correctly and proper spelled correctly and is
proper punctuation is not
punctuation is employed. punctuation is employed. grammatically correct.
employed.
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Visual Information and Media (Lec)

Content Standards
The learners demonstrate a familiarity with visual media and gains
LESSON OUTLINE
comprehensive knowledge on how to effectively evaluate them.
Introduction Learning Objectives 10
The learners shall produce a visual-based presentation anchored on
design principles and elements Enrichment Visual Design Principles and Elements 10
Learning Competencies Evaluation Critique 10

Describe the different dimensions of visual information and media
MIL-11/12VIM-IVc-7 Materials
Comprehend how visual information and media is/are formally and computer with presentation software and projector, different
informally produced, organized and disseminated. MIL11/12-VIM-IVc-8 example son visual media and information, pictures, printed
Evaluate the reliability and validity of visual information and media and its/ log activity
their sources using selection criteria. MIL11/12-VIM-IVc-9 Resources
Produce and evaluates a creative visual-based presentation using design Composition and the Elements of Visual Design. Retrieved from http://
photoinf.com/General/Robert_Berdan/
principles and elements. MIL11/12-VIM-IVc-10
Composition_and_the_Elements_of_Visual_Design.htm
Specific Learning Objectives Marvin Bartel. Retrieved from http://www.incredibleart.org/files/
At the end of the lesson, the learners must be able to: elements2.htm
Some Ideas about Composition and Design Elements, Principles and
Identify the different types of visual content.
Visual Effects. Retrieved from https://www.goshen.edu/art/ed/
Describe the purposes of visual media and information. Compose.htm#elements
Analyze the design principles and elements used in a given visual media. The Power of Visual Content [Infographic]. Retreived from http://
Critique the effectiveness of visual information. www.demandgenreport.com/industry-topics/rich-media/2906-the-
power-of-visual-content-infographic.html#.VUDqrfnF_r3
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As an alternative introduction, show a
Communicate Learning Objectives variety of interesting and eye-catching
Present the topic titles on the different resources of media and visual images, and then ask the learners
information: to comment based on what they see, what
People Media information is being communicated, and
what emotions are elicited.
Text
Visual
Audio
Motion
Multimedia
Highlight Visual Information and Media as the topic for
todays session. State lesson objectives.
Discuss the following survey results about The Power of Visual Content by
DemandGen Report (2014):
Forty percent of people will respond better to visual information than
plain text.
Publishers who use infographics grow in traffic an average of 12%
more than those who dont.
Eighty percent of what is seen is retained.
Conversions increase by 86 percent when videos are used in a landing
page.
Twenty percent of words on a web page is read by the average user.
Landing pages with videos are 40 times more shareable.
Ask the learners what can be concluded about the importance of visual
content based on the survey results.
Present this infographic to the learners
Ask learners whether they thought the infographic was a better way of
presenting the results of the survey. The learners must be able to explain
why they think so.
Ask the learners if there are other ways of presenting the same
Source: http://www.demandgenreport.com/industry-topics/
information.
rich-media/2906-the-power-of-visual-content-infographic
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Discussion Teacher Tips
Visual media and information materials, programs, applications and the like that teachers and students use to The delivery of instruction
formulate new information to aid learning through the use, analysis, evaluation and production of visual images. is generally visual. A
variety of actual or real-
Types of visual media photography, video, screenshots, infographics, data visualization (charts and graphs),
life examples are used to
comic strips/cartoons, memes, visual note-taking, etc (Give examples of each type and highlight special illustrate design
characteristics of a given type and its application). elements and principles.
Formally and informally produced visual media visual media produced by formal organizations such as Ineffective or deficient
visual examples may
schools, government, and established media/publishing outfits are considered formally produced. Other visual
also be used to point out
media are considered informally produced. mistakes in visual
Purpose of visual information the primary purpose of visual information is to gain attention, create meaning, and design. Local examples
facilitate retention. (Show at least one example for each purpose and ask learners their reactions or responses to are preferred over
foreign examples.
each one).
Visual design elements
Visual design elements - the building blocks or basic units in the construction of a visual image. (Show visual are the basic things that
media and information that incorporates most of the design elements. Point out why these elements are can be seen. Design
important). The Design Elements are: principles are ways of
arranging the elements
Line describes a shape or outline. It can create texture and can be thick or thin. Lines may be actual,
(or basic things) better.
implied, vertical, horizontal, diagonal, or contour lines. Applying design
Shape usually a geometric area that stands out from the space next to or around it, or because of principles is sometimes
differences in value, color, or texture. Shape may also be organic. known as composition.
The right combination of
Value the degree of light and dark in a design. It is the contrast between black and white and all the tones in
design elements used
between. Value can be used with color as well as black and white. Contrast is the extreme changes between according to design
values. principles can effectively
Texture the way a surface feels or is perceived to feel. Texture can be added to attract or repel interest to a communicate your visual
instructional message.
visual element. Visual texture is the illusion of the surfaces peaks and valleys, resulting in a feeling of
Learning about design
smoothness or roughness in objects. elements and principles
Color determined by its hue (name of color), intensity (purity of the hue), and value (lightness or darkness of will help you create and
hue). Color and color combination can play a large role in the design. Color may be used for emphasis, or evaluate visual images
may elicit emotions from viewers. Color maybe warm, cool, or neutral. It plays a major role in our visual for instruction.
perception, as it influences our reactions about the world around us. It is therefore important to create color
palettes that evoke the appropriate audience reactions. Color has three properties.
Form a figure having volume and thickness. An illusion of a 3-dimensional object can be implied with the use
of light and shading. Form can be viewed from many angles.
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Examples:
SHAPE
VERTICAL VS. HORIZONTAL LINE
VALUE
TEXTURE
COLOR COMBINATION
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Visual Design Principles are:
Consistency of margins, typeface, typestyle, and colors is necessary, especially
in slide presentations or documents that are more than one page.
Center of interest an area that first attracts attention in a composition. This
area is more important when compared to the other objects or elements in a
composition. This can be by contrast of values, more colors, and placement
in the format.
Balance a feeling of visual equality in shape, form, value, color, etc. Balance
can be symmetrical and evenly balanced, or asymmetrical and un-evenly
balanced. Objects, values, colors, textures, shapes, forms, etc. can be used SYMMETRICAL VS ASSYMETRICAL LAYOUT
in creating balance in a composition.

Harmony brings together a composition with similar units. If for example your
composition was using wavy lines and organic shapes, you would stay with
those types of lines and not put in just one geometric shape. (Notice how
similar Harmony is to Unity - some sources list both terms).
Contrast offers some change in value creating a visual discord in a
composition. Contrast shows the difference between shapes and can be used
as a background to bring objects out and forward in a design. It can also be
used to create an area of emphasis.
Directional Movement a visual flow through the composition. It can be the HARMONY CAN BE ACHIEVED THROUGH REPETITION
suggestion of motion in a design as you move from object to object by way AND RHYTHM
of placement and position. Directional movement can be created with a
value pattern. It is with the placement of dark and light areas that you can
move your attention through the format.
Rhythm a movement in which some elements recur regularly. Like a dance, it will
have a flow of objects that will seem to be like the beat of music.
Perspective created through the arrangement of objects in two-
dimensional space to look like they appear in real life. Perspective is a
learned meaning of the relationship between different objects seen in
space.
MOVEMENT AND PERSPECTIVE

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Choose and prepare a visual image that incorporates at least 3 design elements and 3 design
principles.
In class, show the visual to the learners and have them identify and describe at least 3 design
elements and 3 design principles employed.

Distribute magazine cutouts to learners. Ask the learners evaluate the visual by filling up the media and Teacher Tip
Based on the learners answers, discuss
information design framework worksheet.
the most common misconceptions in the
Learners must submit at the MIL Portal a one-page written critique of the visuals based on the following laboratory meeting.
media and information design framework:
Component Guide Questions Answers
Target Audience Who is the intended audience?
Sender/Author Who is the producer?
Purpose What is the purpose?
Key Content What is the topic or message?

What are the facts?
Form / Style How was the information presented?
Did it make use of appropriate design elements and principles?
Medium / Format Is this the best platform to use? Why?
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Visual Information and Media (Lab)

Content Standards
The learners demonstrate an understanding of the different sources of media
LESSON OUTLINE
and information, their design principles and elements, and their selection
criteria. Review and Communicating Learning
5
Performance Standards Introduction Objectives
The learners produce a visual-based presentation anchored in design principles
and elements. Practice Making Infographics 90
Learning Competencies Evaluation Presentations 20

Comprehend how visual information and media are formally and informally
produced, organized, and disseminated. MIL11/12VIM-IVc-8 Enrichment Reflection 5
Produce and evaluates a creative visual-based presentation using design
principles and elements. MIL11/12VIM-IVc-10 Materials
computers with Internet connection, references and
At the end of the lesson, the learners must be able to: resources, printed activity sheet
Create a visual-based presentation (infographics) using design principles Resources
and elements. Robins, W. (2008). The Non-Designers Design Book: Design and
Evaluate the visual-based presentation (infographics) through design Typographic Principles for the Visual Novice. Peachpit Press.
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Emphasize that learners need to show
Review creativity and innovation in the visual
Review the process of evaluating reliability and accuracy of visual media. product that will be created.
Review the Media and Information Design Framework.
Communicating learning objectives

Clearly communicate the learning objectives and the expectations for the following activity:
Create a visual-based presentation (infographics) by using the principles of design.
Evaluate the visual-based presentation (infographics) through the principles of design.
Explain that information graphics or infographics are graphic visual representations of information,
data or knowledge intended to present information quickly and clearly.
Show examples of similar output from other students or from the Internet.
Explain the rubrics for assessment of the learners output (in the last part of this section).

Alternative activities:
Making infographics Look for possible project integrations with
Ask learners to form teams of 3-5 members each and research facts and figures about a social or other subjects that have data and
ethical issue on media and information literacy. information that need to be presented
Using any desktop publishing software, the group must create an infographic to show the facts and visually (Statistics, General Math, etc)
Individual learners can design a personal
figures visually. (Alternatively, if research takes a long time or is not practical, the learners can
shield depicting personal mission, goals,
present facts and figures about themselves or topics they are familiar with instead). and values.
At the end of 90 minutes, the learners must post their completed work in their MIL Portal. In small groups, learners design an
In planning for their infographic, ask the learners to accomplish the Media and Information Design Information or Educational Campaign
poster or leaflet informing about a
Framework as shown below: pressing issue of a community or locality
(e.g. garbage, child labor, robbery, etc.)
and incorporating visual design elements
and principles.
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Target Audience Who are the possible readers of this infographic?
Sender/Author Who is the author of this infographic?
Key content What is the tone of the text in the infographic?

What are the sample phrases or taglines that you will use to relate
the information?
What are the facts/figures that you will include in the infographic?
Purpose What is the intention of the infographic?
Form / Style What are the font types, colors and shapes that you will use in the
infographic?
What are the words or phrases that you need to emphasize in the
infographic?
How will you organize your text and visual elements?
MEDIA AND INFORMATION DESIGN FRAMEWORK

Presentations Teacher Tip
Encourage learners to provide detailed
The groups should choose a presenter who will be given 2 minutes to present their groups output in
feedback to the presenters. Remind them to
class. Other members of the class will be given the opportunity to comment or critique the use the rubric items as a guide.
presentation.
Ask the groups to submit all outputs at the MIL Portal and licensed under CC.
Use the detailed rubrics below to assess the learners output.
ENRICHMENT (5 MINS)
Reflection
Ask the learner to write a short paragraph in their ePortfolio about their evaluation of the activity and
their own learning about becoming a media literate person.
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Infographics Sample Rubric Rubric adapted from Teacher Planet via http://teacherplanet.com
Criteria 5 4 3 2 1
Content Content is accurate and all Content is accurate but Content is accurate but Content is questionable. Content is
required information is some required information some required information Information is not inaccurate.
presented in a logical is missing and/or not is missing and/or not presented in a logical Information is not
order. presented in a logical presented in a logical order, making it difficult presented in a
order, but is still generally order, making it difficult to to follow. logical order,
easy to follow. follow. making it difficult to
follow.
Presentation of Information Presentation flows well and Presentation flows well. Presentation flows well. Presentation is Presentation has no
logically. Presentation Tools are used correctly. Some tools are used to unorganized. Tools are flow. Insufficient
reflects extensive use of Each members show acceptable not used in a relevant information and
tools in a creative way. information is represented understanding. manner. Lacking some of lacking some of the
Each members information and identified with their Each members the members members
is represented and name. Overall information is represented information/ and or information.
identified with their name. presentation is interesting. and identified with their information is not
name. identified
Use of Visual Design Elements Use of visual design Visual design elements are Most visual design Visual design elements No visual design
(point, line, shape, value, elements are appropriate. appropriate. Layout is elements are appropriate are inappropriate or elements used.
texture, and color) Layout is pleasing to the cluttered. layout is messy.
eye.
Use of Visual Design Use of visual design A visual design principle is Two visual design Many visual design No effort was made
Principles (consistency of principles are used violated. principles are violated. principles were used to employ correct
margins; typeface; typestyle; appropriately. inappropriately. visual design
principles.
and colors; balance,
perspective, harmony, unity,
movement, and variety)
Mechanics No spelling errors. No Few spelling errors. Few Some spelling errors. Some spelling errors. Many spelling and
grammar errors. Text is in grammar errors. Text is in Some grammar errors. Some grammar errors. or grammar errors.
authors own words. authors own words. Text is in authors own Most of text is in authors Text is copied.
words. own words.
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Audio Information and Media (Lec)

Content Standards
The learners demonstrate an understanding of audio media and information, LESSON OUTLINE
and gain comprehensive knowledge on how to effectively evaluate them. Introduction Learning Objectives 5
Performance Standards Motivation Silent Movies 5
The learners shall be able to produce an audio-based presentation anchored
Instruction Discussions 50
on design principles and elements
Describe the different dimensions of audio information and media. various examples of audio media, projector and computer
MIL-11/12AIM-IVd-11 with presentation software, magazine cutouts with visual
Discuss how audio information and media is/are formally and informally information, audio player computer, mobile phone, other
produced, organized, and disseminated. MIL11/12-AIM-IVd-12 sound recorder
Evaluate the reliability and validity of audio information and media and Resources
their sources using selection criteria. MIL11/12-AIM-IVd-13 Heinich, R., Molenda, M., Russel, J. & Smaldino, S. (1999). Instructional
Media and Technologies for Learning, 6th ed. NJ: Prentice Hall, Inc.
Produce and evaluate a creative audio-based presentation using design Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
principles and elements. MIL11/12-AIM-IVd-14 Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
959-18-07; 978-959-18-0787-8 (ES)
Identify the different types of audio content.
Describe the purposes of audio media and information.
Analyze the design principles and elements used in a given audio media.
Critique the effectiveness of particular audio information.
!131
Present the following resources of media and information:
People Media
Text
Visual
Audio
Motion
Multimedia
Highlight Audio Media and Information as the topic for todays session. State the objectives of the
lesson.
Review prerequisite knowledge and understanding of text and visual by asking questions about
their use and limitations.
Ask the learners what the purpose of using text is.
Ask the learners to name one design element or principle employed in creating visual media.
MOTIVATION (5 MINS)
Show the learners a video clip of a Charlie Chaplin movie (silent movie) without audio. Teacher Tip
Start a quick discussion about how they found the experience of watching someting without audio. Charlie Chaplin movie clips are readily
available on the Internet (e.g. YouTube).
Write down key words/ideas on the board. Use those words to highlight the value of audio
Other movie clips may be used. You should
information and media to the learners. Some sample responses: choose short 2-3 minute clips only.
I was more focused on the film without the audio - Perhaps we are so used to media that use
multiple forms and channels. Audio, if not used well, can be distracting. That is why its
important to ensure that the key message and intention are consistent across the different
media that you will use.
It was boring - We are not used to singular media anymore, and that can be a good example of
convergence of media and how it is prevalent in our daily lives. Audio is a powerful tool to set the
mood and convey emotions that visuals cant.
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Types and Categories of Audio Information
Teacher Tips
Play to the learners different samples of audio files. Let the learners identify the type.
Provide a variety of examples that
Radio broadcast - live or recorded audio sent through radio waves to reach a wide audience. the learners can listen to to
Music - vocal and/or instrumental sounds combined in such a way as to produce beauty of form, harmony, demonstrate the principles. Bad
and expression of emotion. It is composed and performed for many purposes, ranging from aesthetic quality examples may also be
used to point out mistakes.
pleasure, religious or ceremonial purposes, or as an entertainment product.
Pick interesting examples for each
Sound recording - recording of an interview, meeting, or any sound from the environment. category. To check for
Sound clips/effects - any sound, other than music or speech, artificially reproduced to create an effect in a understanding, ask learners to
dramatic presentation, as the sound of a storm or a creaking door. provide their own examples.
Audio Podcast - a digital audio or video file or recording, usually part of a themed series, that can be
downloaded from a website to a media player or computer. Teacher Tips
Discuss the different ways of storing audio media: Show actual examples of audio
Tape - magnetic tape on which sound can be recorded. storage. Alternatively, show them a
variety of objects: some of them old
CD - a plastic-fabricated, circular medium for recording, storing, and playing back audio, video, and
audio storage, while some of them
computer data. are random gadgets/objects. Ask
USB drive - an external flash drive, small enough to carry on a key ring, that can be used with any learners to pick out which ones are
computer that has a USB port. used for storing audio. It becomes
fun especially for objects that are
Memory Card - (aka flash memory card or storage card) is a small storage medium used to store data such as
somwhat obsolete that this
text, pictures, audio, and video, for use on small, portable, or remote computing devices. generation is unfamiliar with.
Computer hard drive - secondary storage devices for storing audio files. Take note that these media storage
Internet/Cloud - websites or file repositories for retrieving audio files, and more precisely the files are examples can also store other types
stored in some datacenter full of servers that is connected to the Internet. of data.
Discuss the different audio file formats:

MP3 (MPEG Audio Layer 3) - a common format for consumer audio, as well as a standard of digital Teacher Tip
Explain that recordings in a specific
audio compression for the transfer and playback of music on most digital audio players.
file format can only be played on
M4A/AAC (MPEG-4 Audio/Advanced Audio Coding) - an audio coding standard for lossy digital audio compatible audio players.
compression. Designed to be the successor of the MP3 format, AAC generally achieves better sound
quality than MP3 at similar bit rates.
WAV - is a Microsoft audio file format standard for storing an audio bitstream on PCs. It has become a
standard file format for game sounds, among others.
WMA (Windows Media Audio) - is an audio data compression technology developed by Microsoft and
used with Windows Media Player.
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Hearing vs Listening Teacher Tip
1. Call the attention of the learners and have them be quiet to listen to the short audio clip (Note: This Choose any sound recording in a
audio clip is a monologue in French): language or dialect that the learners
2. Ask the learners whether they heard the audio or listened to the audio (Did you hear the audio or did do not understand.
you listen to the audio?

Ask the learners if they can differentiate between hearing and listening.
Explain the difference between hearing and listening:
Hearing is simply the act of perceiving sound by the ear. If you are not hearing-impaired, hearing simply
happens. Listening, however, is something you consciously choose to do. Listening requires concentration
so that your brain processes meaning from words and sentences. Listening leads to learning. (http://
www.d.umn.edu/kmc/student/loon/acad/strat/ss_hearing.html)
Sound Characteristics and Purposes Sound Effects - any sound other than music or dialogue.
1. Show to the learners a visual of a stereo or sound mixer and point
out the different controls (knobs) and their uses. Music - vocal or instrumental sounds (or both) combined in
such a way as to produce beauty of form, harmony, and
expression of emotion.
Silence - absence of audio or sound.
b. Principles of Sound Design the techniques for combining the
different elements or objects.
Mixing - the combination, balance and control of multiple
sound elements.
Pace - Time control. Editing. Order of events: linear, non-linear,
2. Discuss the characteristics of sound: volume, tone, pitch, loudness. or multi-linear.
3. Discuss the purposes of using sound or audio media: Transitions - How you get from one segment or element to
a. Give instruction or information another. Types of transitions:
b. Provide feedback - Segue - one element stops, the next begins ("cut" in film).
c. To personalize or customise - Cross-fade - one element fades out, the next fades in, and
4. Discuss the elements and principles of sound design. - they overlap on the way.
a. Elements of Sound Design the objects or things that we have V-Fade - First element fades to inaudible before the second
to work with: element begins.
Dialogue - speech, conversation, voice-over. - Fade to Black - V-Fade with some silence between elements.
- Waterfall - As first element fades out, the second element effects.
begins at full volume. Better for voice transitions, than for Stereo Imaging - Using left and right channel for depth.
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Audio Information and Media (Lab)

Content Standards
The learners demonstrate an understanding of audio media, and gain LESSON OUTLINE
comprehensive knowledge on how to effectively evaluate them.
Introduction Review 5
Performance Standards Practice Producing Podcasts 80
The learners shall produce an audio art presentation anchored on design
Evaluation 30
Comprehend how audio information and media are formally and informally various examples of audio media, projector and computer
produced, organized, and disseminated. MIL11/12AIM-IVd-13 with presentation software, magazine cutouts with visual
Produce and evaluate a creative audio-based presentation using design information, audio player computer, mobile phone, other
principles and elements. MIL11/12AIM-IVd-14 sound recorder
Resources
At the end of the lesson, the learners must be able to: Heinich, R., Molenda, M., Russel, J. & Smaldino, S. (1999). Instructional
Create an audio-based presentation (podcast) by using tdesign principles Media and Technologies for Learning, 6th ed. NJ: Prentice Hall, Inc.
and elements. Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
Evaluate the audio-based presentation (podcast) through the design Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
principles and elements. 959-18-07; 978-959-18-0787-8 (ES)
!135
Have the learners listen to a podcast. Emphasize the need for creativity.
Feature podcasts from iTunes U. UP has an iTunes
Review the design elements and principles relative to creating a podcast.
University Channel that can be accessed via
iTunes (Mac, Windows, iPhone, iPod) or
Tunesviewer (Android).
PRACTICE (80 MINS)
Producing Podcasts Teacher Tips
Be ready to answer queries or provide assistance
Divide the learners into small groups. Have the learners plan to design a podcast about their in doing the practical activity.
school, class subject, or a class or school activity or advocacy. Note that podcasts are audio, and should have the
As a guide for the podcast planning, ask them to answer the questions below (Media and learners output be audio only.
Podcasts cover everything from news and politics
Information Design Framework). Inform each group that they are to create a 5-minute
to sports and music.
podcast on their topic using any recording device and computer software.
Target Audience Who are the possible readers of this infographic?
Sender/Author Who is the author of this infographic?
Key content What is the tone of the text in the infographic?

What are the sample phrases or taglines that you will use to relate
the information?
What are the facts/figures that you will include in the infographic?
Purpose What is the intention of the infographic?
Form / Style What are the font types, colors and shapes that you will use in the
infographic?
What are the words or phrases that you need to emphasize in the
infographic?
How will you organize your text and visual elements?
MEDIA AND INFORMATION DESIGN FRAMEWORK
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Briefly explain to the learners the general procedure for creating a podcast:
Planning - choosing a topic and answering the guide questions
Pre-recording - choosing your equipment and software for recording
Creating your Podcast - audio recording and converting to MP3
Uploading your Podcast - choosing where to upload through RSS Feed
Informing people about the Podcast
Explain the rubrics for assessment of learners output.
After completing the activity, have each group submit their output (podcast) to the MIL Portal.
Have the learners write a short reflection on what they learned about podcasts, as well as the
importance of sound or audio in media production (to be posted on to their blogs).
EVALUATION (30 MIN)

Teacher Tips
Group Listening Podcasts may be tough for learners who are not
Have each group play their podcast to the class. used to consuming audio-only content. Use their
Give other learners the opportunity to comment or critique the presentation using the rubrics reactions (boredom, losing interest, etc.) to discuss
below to assess the groups output. how audio-only content should be different
compared to audio-visual and visual-only media.
Ask the learners to write a short paragraph evaluating the activity and have them post their
You may use the same rubric for individual or
paragraphs on their ePortfolio. group projects.
All outputs including reflections should be submitted at the MIL Portal and licensed under CC.
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Podcasts Sample Rubric
Criteria 5 4 3 2 1
Content Content is accurate and all Content is accurate but some Content is accurate but Content is questionable. Content is inaccurate.
required information is required information is missing some required information Information is not Information is not
presented in a logical and/or not presented in a is missing and/or not presented in a logical presented in a logical
order. logical order, but is still presented in a logical order, order, making it difficult to order, making it
generally easy to follow. making it difficult to follow. follow. difficult to follow.
Presentation of Presentation flows well Presentation flows well. Tools Presentation flows well. Presentation is Presentation has no
Information and logically. Presentation are used correctly Some tools are used to unorganized. Tools are not flow. Insufficient
reflects extensive use of Each members information is show acceptable used in a relevant manner. information and
tools in a creative way. represented and identified with understanding. Lacking some of the lacking some of the
Each members their name. Overall Each members information members information/ members information.
information is represented presentation is interesting. is represented and and or information is not
and identified with their identified with their name. identified
name.
Use of Audio Design Use of audio design Audio design elements are Most audio elements are Audio design elements are No audio design
Elements elements are appropriate. appropriate. Layout is appropriate inappropriate or layout is elements used.
Layout is pleasing to the cluttered. messy.
eye.
Use of Audio Design Use of audio design An audio design principle is Two audio design principles Many audio design No effort was made to
Principles principles are used violated. are violated. principles were used employ correct audio
appropriately. inappropriately. design principles.
Mechanics No grammar errors. Text is Few grammar errors. Text is in Some grammar errors. Some grammar errors. Many grammar errors.
in authors own words. authors own words. Text is in authors own Most of text is in authors Text is copied.
words. own words.
Content Content is accurate and all Content is accurate but some Content is accurate but Content is questionable. Content is inaccurate.
required information is required information is missing some required information Information is not Information is not
presented in a logical and/or not presented in a is missing and/or not presented in a logical presented in a logical
order. logical order, but is still presented in a logical order, order, making it difficult to order, making it
generally easy to follow. making it difficult to follow. follow. difficult to follow.
Rubric adapted from Teacher Planet via http://teacherplanet.com
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Motion Media and Information (Lec A)

Content Standards
The learners demonstrate an understanding of motion media and information, LESSON OUTLINE
and gain comprehensive knowledge on how to effectively evaluate them.
Introduction Review, Learning Objectives 5
Performance Standards Motivation Samples of Motion Media and 5
The learners shall be able to produce an motion-based presentation anchored
on design principles and elements. Information
Instruction Flipbook, Motion Media 40
Describe the different dimensions of motion information and media. Enrichment Reflection 10
MIL11/12MIM-IVef15
Comprehend how motion media and information is/are formally and informally Materials
produced, organized and disseminated. MIL11/12MIM-IVef16 flipbook, blank pad papers, adhesives/tape
Resources
At the end of the lesson, the learners must be able to: Column Five. How to Create Engaging Motion Graphics in four steps.
Define motion media and information and key terms such as: animation, Retrieved from http://www.columnfivemedia.com/how-to-create-
frames per second (FPS), rendering, and storyboard. engaging-motion-graphics-in-four-steps
Knapp, Jake. Google Venture. Stanford University. 8 Steps to Creating a
Explain the basic steps involved in producing motion media and
Great Storyboard. Retrieved from http://stanford.edu/class/gsbgen542/
information. cgi-bin/files/8StepsGreatStoryboarding.pdf
Classify motion media according to their format, purpose, method, types, Shelton, S.M. (2004). Communicating ideas with film, video and
sources, audience. multimedia: A practical guide to information motion-media.
Carbondale: South Illinois Press
!139
Present the following resources of media and information:
People Media
Text
Visual
Audio
Motion
Multimedia
Highlight Motion Media and Information as the topic for todays session. Discuss the following
points:
There is no universally adopted definition for motion media.

Motion media in essence is visual media that gives the appearance of movement.
Motion media can be a collection of graphics, footage, videos. It is combined with audio, text
and/or interactive content to create multimedia
Review prerequisite knowledge and understanding of text, visual and audio media by asking
questions about their uses, limitations and when it is best to utilize them.
State the objectives of todays lesson.

Show learners a few samples of motion media and information that they are already familiar with. Some examples of motion media and
(Limit to three) information are animations, videos, live
streaming, screencasts, others.
Have learners work within groups of three members for each group.
Encourage learners to think of examples
Let each group think of three more examples of motion media and information. not limited to technology such as plays,
flash mob, others
They should write each example on a 1/8th sheet of paper/cardboard and post it on the board. It may
Think also of latest trending examples in
be helpful to ask where they can see motion media and information. the social media
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Flipbooks are created by drawing a picture
Flipbook on each page of a pad paper. Each page is
Bring the learners to a focus by showing an example of a flipbook. slightly different indicating a change in the
image. Learners may also use their
Challenge learners to quickly create a motion media by making a flipbook.
notebook for the activity.
Show a sample of a flip book. Point out how minor changes in the picture for each page create Example of a simple flipbook could be
the illusion of motion. found https://www.youtube.com/watch?
v=Z60hRCKyfH0
After showing the example, have each learner think of a simple motion. Let them draw the
picture to show the starting position of the object/subject. This must be drawn in the last page
of their flipbook.
Next, have them draw the last picture on the top page of their flipbook.
Let them draw the pictures in between in the succeeding pages until they finish all the pages of
the flipbook.
Have them show their flipbook to another learner for feedback.
Call some learners to describe their work. Ask learners how the picture changes or creates the
illusion of movement or blending.
Motion Media
Discuss with the learners that in motion media:
each picture is a frame and that motion is created by rendering or showing consecutively
several frames per second.
24 frames (pictures) or more per second makes for a smooth animation.; videos, film, slides also
make use of frames.
the series of graphics or images follow a sequence to create a story. This sequence is often
called a storyboard which shows a set of components (audio, visual, videos, etc) changing in
time to create a story or a message.
Motion media can be produced formally and informally. Informally produced motion media are created
by individuals often for personal use. Formally produced motion media are created by professionals
who follow industry standards in creating, editing and producing motion media. Formal production of
animations involve the following steps:
writing the story - writers and directors create the story board
!141
script is written and dialogue is recorded
animators sketch major scenes; inbetweeners fill in the gaps Teacher Tip
background music and background details are added Create a slide presentation (using
powerpoint, prezi or other tools) to
drawings are rendered discuss and summarize the topics.
Videos are produced in the same manner except that instead of drawing the scenes they are acted Make sure you include animations and
transitions to highlight the use of motion
out and shot. Once the scenes have been shot, all clips are edited and put together in a final
information and media.
product.
Motion Media Formats, Types and Sources
Let each group look at the list on the board (Motivation activity) and ask learners to classify/group the
items on the list. They can develop as many classification methods that they can think of.
Call one group on the board.
Have the group think of one classification and write it on the board.
Let the group sort the items on the board by moving the papers (from the Motivation activity)
that fall/s to their classification.
Let them explain their classification scheme.
Do this for other groups. The classification must not be repeated.
Discuss with the learners that the widely accepted formats, types and sources of motion-media and
how these are decided/selected by creators and users of motion media and information and
information.
According to format:
Animations - animated gifs(Graphic Interchange Format), Flash, Shockwave, Dynamic
HTML
Video formats/Video Codecs - motion media use large resources. Codecs compresses and
decompresses video files. Examples are H.26N series, Quicktime, DivX, MPG, MP4
According to purpose: education, entertainment, advertising
According to source: personal, social media, media companies
According to audience: private or public; directed or general
In some of these, media convergence can be observed with one artefact falling into several
categories.
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Have learners write reflection essay in their ePortfolio (or at the MIL Portal) by answering the following questions:
What are the best three motion media that they have seen?
What makes these motion media memorable?
Other reflections on motion media and information that they may want to share.
!143
Motion Media and Information (Lab A)

Content Standards
and gain comprehensive knowledge on how to effectively evaluate them. Introduction Review, Learning Objectives 10
Performance Standards Practice Media and Information Design 30
Framework: Motion Media
on design principles and elements. Instruction Discussions 30
Practice Mini Project Description; Script and 50
Describe the different dimensions of motion information and media.
MIL11/12MIM-IVef15 Storyboard
Comprehend how motion media and information is/are formally and informally
Materials
produced, organized and disseminated. MIL11/12MIM-IVef16
computers with Internet connection, pictures, video clips,
Evaluate the reliability/effectiveness and validity/appropriateness of motion
articles, printed activity sheet
media and information. MIL11/12MIM-IVef17
Specific Learning Objectives Resources
At the end of the lesson, the learners must be able to: Column Five. How to Create Engaging Motion Graphics in four steps.
Retrieved from http://www.columnfivemedia.com/how-to-create-
Examine existing motion media and information on the Internet and engaging-motion-graphics-in-four-steps
identify their possible source, advantages and limitations. Knapp, Jake. Google Venture. Stanford University. 8 Steps to Creating a
Make a guideline on selecting reliable motion media and information. Great Storyboard. Retrieved from http://stanford.edu/class/gsbgen542/
Critique the effectiveness and appropriateness of these media by cgi-bin/files/8StepsGreatStoryboarding.pdf
Shelton, S.M. (2004). Communicating ideas with film, video and
designing their own criterion.
multimedia: A practical guide to information motion-media.
Design a storyboard for a motion media and information. Carbondale: South Illinois Press
!144
Review key concepts from the previous lesson. Some examples of motion media and
information are animations, videos, live
State the lesson objectives for this lesson.
streaming, screencasts, others as well as
plays, flash mob, others.
PRACTICE (30 MINS)

Using the same grouping last meeting, instruct the learners share what they have written in their
reflection essay.
From the group discussion, let them choose one motion media that they are most familiar with and
evaluate it using Media and Information Design Framework.
Target Audience Who are the possible viewers of the video? What are their age group? Are there
sensitivities that must be considered? (political, cultural, social or spiritual)
Sender/Author Who is the owner/creator of the video? What is his agenda, reputation and
known advocacy?
Purpose What is the intention of the video? What emotions are drawn out by the video?
Key Content What is the main message of the motion media?

What are the actions/events (key scenes) that helped develop this message?
Form / Style How was the information presented? Did it make use of appropriate design
elements and principles? What is the tone of the video? How was this
conveyed?
Medium / Format Is this the best platform to use? Why? How would you classify this video?
Synthesize by explaining that while there is a plethora of motion media, appropriate consumption of motion media depends on the factors
stated above and that proper evaluation of the media is important.
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Discuss with the learners the basic methods on determining the credibility of motion media: Optional technical methods for advanced
learners: Math and physics add up - certain
Validity of information Is it peer reviewed and verifiable movements are determined by law of
Source - Primary or secondary source? Does the video capture the actual event or does it simply physics. Simply put objects often have
natural movements (bouncing of a ball,
present information learned about an event
falling to the ground, etc.). Such movements
Relationship of the author to the event Does he have firsthand knowledge must reflect what we see in actual life.
Technical methods of detecting tampering/fake video:
Smoothness of video This is often detected when movements are not smooth; when
action seems to jump from one position to another, as if some action was missing
Lighting coverage matches - One way to detect lighting matches is to look at the
shadows; the source of light determines the size and direction of the shadow
Scale and size consistent- scale refers to how the size of the objects in reference to one
another are near the real thing. If the picture is reduced or enlarged by a certain percent
then all of the objects should be resized by that percent. Objects that are far away are
usually smaller than objects that are nearer.
Discuss with the learners the advantages of motion media and information:
It captures motion in a manner that can be viewed repeatedly
It can show processes in detail and in sequence
Simulations allow for safe observation
It can cut across different cultures and groups
It allows scenes, history, events and phenomenon to be recreated
It enables learning with emotions
Discuss with the learners the limitations of motion media and information:
Compared to other forms of visual media the viewer cannot always interrupt the presentation.
It is often times more costly than other forms of visual media.
Other data may be presented best using still images. Examples are graphs, diagrams, maps.
It is subject to misinterpretation
!146
Have learners read on storyboards using any of the following sites: Provide a one page summary of the
articles
Columnfivemedia. How to Create Engaging Motion Graphics in Four Steps. Retrieved from Learners might request for more time
http://www.columnfivemedia.com/how-to-create-engaging-motion-graphics-in-four-steps outside class hours. It is better to look at
their output at the end of the class and
Stanford. * Great Steps in Creating A Great Storyboard. Retrieved from http://stanford.edu/
give learners feedback so they would
class/gsbgen542/cgi-bin/files/8StepsGreatStoryboarding.pdf know how to proceed with their project.
Allow individual work in special cases
Go around the room and offer assistance
Group the learners into groups of four for a mini-project . Ask them to choose a topic agreed upon as a and feedback. Provide feedback in the
group. Tell the learners form of questions rather than suggestions
Think of your target audience for your chosen topic. How would you present the topic to your or judgements. This will encourage them
to think of their project more thoroughly
audience using motion media and information? What is your message? What do you need to without being limited to your own
know about your message and your audience? Write your thoughts and questions on a sheet of preferences or ideas.
paper.
Have learners plan their script and storyboard. The story should be played out in 1 minute. Steps in
creating a storyboard:
Create a timeline of your story. This will allow you to identify key events in your story.
Draw a mind map. Tell learners A mind map will help flesh out all ideas that you have. Write
down all your ideas and draw lines to indicate the connections of these ideas.
Identify key scenes. Tell learners Now let us start your storyboard. Get/give a manila paper.
Fold it into 8 squares. For each square, draw 3 lines at the bottom. The space above is where
you draw your key scenes. The lines below are where you write the details.
Groups should submit their outputs the following format:
A. Mini Project Description (Those in italics are sample answers)
Group #:
Name of Members:
Topic : Bullying
Audience : Children age 13-16
Description of Audience: High school children who are leaders in their school
Message: Bullying can happen anywhere. Bullying must not be allowed in school.
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Script Teacher Tips
- Check the output of each group- the
format,, flow and continuity of their
- stories.
- The output may be very raw. What is
important is that students are able to
determine key sequences in their story.
C. Storyboard You may not have enough time to
evaluate their work and return their
papers in time for the next meeting.
Consider self evaluation by learners or
peer evaluation by other groups.
!148
Discuss with learners the rubric for evaluation.
Storybard Sample Rubric

Criteria 5 4 3 2
The main idea stands The message is clear and The main idea is visible; The story has a theme
Clarity of message out, completely completely developed the message is with one but message is not clear
developed and or two confusing points nor developed
enhanced with details
Content is well-suited to Content is well-suited to Content is relevant but Content is difficult for
Relevance of message audience and purpose, audience and purpose; and not suited to audience the audience to
make connections and make connections and purpose; some understand and does not
provide insights connections may be connect to their
present experience
Attention to detail Sequencing and pacing is One or two segments in Little to no planning
is evident from the start evident but a there are the sequencing is/are done; the story can not
Development of story of the story to the end.; segments that lack details; confusing but story can be understood
sequencing and pacing one or two gaps are evident still be understood.
is smooth but story can still be Several gaps are present
understood
Design Motion design helps Motion design helps deliver Motion design somewhat Motion design is
deliver the message and the message and creates helps deliver the message inappropriate and not
(to be used in the
maximizes audience some audience impact and creates some helpful
following week)
impact audience impact
!149
Motion Media and Information (Lec B)

Content Standards
Introduction Learning Objectives, Review 10
Instruction Design Principles and Elements 40
on design principles and elements. Enrichment Storyboard 20
Describe the different dimensions of motion information and media. Materials
MIL11/12MIM-IVef15 sample motion media, corrected mini project outputs
Evaluate a creative motion-based presentation using design principles and
Resources
elements. MIL11/12MIM-IVef18 Rogge & Pott (2009) The Basics of Motion Media. Retrieved from https://
Specific Learning Objectives vimeo.com/7440725 on 09/01/2015
Shelton, S.M. (2004) Communicating ideas with film, video and
multimedia: A practical guide to information motion-media.
Categorise the different formats of motion media and information and Carbondale: South Illinois Press
explain how the format affects the design of the media presentation. Taylor & Francis, (2013) Design Essentials for the Motion Media Artist: A
Design a rubric for evaluating the design of popular motion-based media Practical Guide to Principles and Techniques.
presentation based on their design and use of elements.
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This is a good time to involve everyone by
Communicate Learning Objectives having another learner contribute to what
Clearly state the desired learning outcomes. the previous learner has already shared.
Review the previous lesson on motion media and information by asking the following questions:
Do you remember the different design principles and elements you learned in previous lessons
on different media and information (text, visual, audio)? Can you identify them.
Can you apply these design principles and elements to motion media and information? Why or
why not?
Summarize by focusing on design principles that are relevant to motion media and information.

Explain that design principles of motion media and information revolve around the following essential Prepare a motion-based presentation for this
elements: lecture. A good example is found in this
link Vimeo, The Basic of Motion Media,
Speed can be constant or variable. The tone of the movement can be highlighted by the speed
Retrieved from https://vimeo.com/
coupled with music. A fast movement gives vigor and vitality, intensifying emotions. A slow 7440725
movement connotes lethargy, solemnity or sadness. A added discussion is to ask learners to identify
3 basic emotions relevant to conveying the
Direction can indicate a movement from one direction to another. It can also refer to the growing
message I love you. Possible answers are
or shrinking of an object. As objects move, the background must remain in scale with the happy, sad, nervous, and angry. Have them
object. identify the proper color, sound and
movement for this. If you have time, have
Motion Path refers to the route that the object will take. It shows the change in direction of a
volunteers act it out.
movement. It is important to note the triggers to the change in direction of an object. These As an example of timing for text is running
triggers are often key objects or events in a story. text during local news. Or use of
Timing can be objective or subjective. Objective timing can be measured in minutes, seconds, movement in showing credits for a movie
shown at the beginning or end of a movie.
days, etc. Subjective timing is psychological or felt. Objective timing is used to produce
subjective timing. Timing can be used to clarify or intensify the message or the event. Using a
pause can help time the events.
Explain that these elements when used with other forms of media and information such as audio,
visual and people media create movement that convey different emotions, impact and results.
!151
Discuss the following design principles in creating movement. Teacher Tip
Speed, direction and timing should depict natural laws of physics. This included trajectories, Look for a local advertisement on TV that
uses cartooning as an example.
impact on objects and reactions of the environment.
Timing affects recall. Fast movement sends much information Slow movement provides
emphasis and lasting recall.
Transitions are used to switch between scenes. Having a clear start and finish in your motion path
or scenes Using neutral colors at the start or end of a scene is a good method for creating the
right mindset. It is important to know which type of transition to use as this sets the tone for the
next event and should provide a smooth connection from one event to another.
Sound and color adds depth and meaning to movement.
Cartooning your graphic and text provides dynamic movement. This can be done by using the
following movements: stretching, rotating, squashing
Blurring can be used in different ways. In animation, blurring can provide the illusion of fast
movement. In videos, it is often used to censor information for security or decency.
Always review the purpose of the movement. Movement is not added for the sake of it.
ENRICHMENT (20 MINS) Teacher Tip

Show an old commercial/advertisement to the learners. You may use this video collection of It is essential that learners have time to
think about this. The principles should be
commercials from Youtube: The Best Commercials in the Philippines ( 2010-2015). Retrieved
focused on motion and movement and
form https://www.youtube.com/watch?v=gHPfCAvXHpY not on other forms of media and
Let them identify the various movements in the video that contributes to the message. Have them information.
The groups may need time to grow their
discuss in their mini project group how the different elements of motion design are used in the video.
creativity for the project. Thus, this can
Return their corrected storyboard. Ask them to discuss some design ideas that they would like to also be given as an assignment. Remind
incorporate on their project. Tell them to reflect them to complete their storyboard and to reflect their them that they only have an hour to create
their presentation the following week.
design concepts on each scene.
Make sure that their projects are doable
within the learners capabilities, availability
of equipment and time. The project may be
as simple as a slide presentation.
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Motion Media and Information (Lab B)

Content Standards
Introduction Storyboard 10
Performance Standards Instruction Animation Software 30
Practice Creating Motion-based Presentation 70
on design principles and elements.
Learning Competencies Evaluation Gallery Walk 20
Produces and evaluate a creative motion-based presentation using design
principle and elements. MIL11/12MIM-IVef- 18 Materials
computers with Internet connection, pictures, video clips,
At the end of the lesson, the learners must be able to: articles,references
Categorise the different formats of motion media and information and
Resources
explain how the format affects the design of the media presentation. Columnfive. How to Create Engaging Motion Graphics in four steps.
Critique the design of popular motion-based media presentation based on their Retrieved from http://www.columnfivemedia.com/how-to-create-
design and use of elements engaging-motion-graphics-in-four-steps
Techwhirl. The Storyboard: An Outline for Visual Technical
Create a motion-based media and information presentation using the
Communications. Retrieved from http://techwhirl.com/storyboard-
design elements.. outline-visual-technical-communications/
Vimeo. The Basics of Motion Media. Retrieved form https://vimeo.com/
7440725
Youtube. The Best of Commercials in the Philippines. Retrieved from
https://www.youtube.com/watch?v=gHPfCAvXHpY
!153
Ask the learners about their project and their storyboard. Answer pertinent questions.

Ask if the earners have experienced making an animation before. Teacher Tips
Let them open an animation maker and teach/demonstrate how to use the software by going through Prior to this class, make that the computers
are installed with an animation software.
basic features such as:
Sample free animation maker software :
creating movement Blender
Express animate
establishing direction of motion or motion path
Scratch
establishing the speed of the motion Aurora 3D
Animaker
other features
Give the learners ample time to explore the software.

Allow the groups to go out of the
Tell the learners that they have the remainder of the period to finish their project. Discuss the rubric for
classroom if they need to be.
evaluation. Previously shot footages of the groups
They can produce their projects using any of the following: could also be allowed to be incorporated
to the final output
Play-acting. Capture the play as a video through their cellphones and cameras.
Use an animation-maker software.
Using other presentation softwares or other software.
Go around the room and check on the following:
Work is divided equally among members
Each member knows what to do
Limit their scope to what is doable.
!154
When everyone is finished, showcase all projects. Have the learners go around to view the different If there is not enough time, this may be
done outside class hours. by letting the
projects and choose the top three favorites. aside from their ow. Use the rubric as basis for rating;
learners view the projects in the MIL
collate the results and announce the top three best projects (the teachers should also part of the Portal and rate them.
evaluators)
Submit the final storyboard and finished project using the filename: MotionGroup# at the MIL Portal.
Learners also need to submit an individual reflection on What I learned about designing a motion
media.
Storybard Sample Rubric

Criteria 4 3 2 1
Message Message is clear and Message is clear with some Message is not clear, has
confusing points, has some is not relevant
relevant to audienc some relevanc
relevance to audienc
Storyboary Sequencing and pacing is Poor and confusing
Minimal gaps are evident sequencing and pacing. Little to no planning don
smoot
Gaps are present
Design Motion design maximizes Motion design creates some Motion design creates Motion design is
inappropriate and not
audience impact audience impact some audience impact
helpful
Worked cooperatively Worked cooperatively with Worked cooperatively with Worked cooperatively
with partners some of the
Teamwork with partner all the time partner most of time but had a partner most of the time,
time, but had several
with no need for adult few problems that the team but had one problem that
problems that required
intervention. resolved themselves required adult intervention
adult interventio
!155
Manipulatives / Interactive Media (Lec A)

Content Standards
The learners demonstrate an understanding of manipulatives / interactive LESSON OUTLINE
media and information, and gain comprehensive knowledge on how to
Introduction Communicate Learning Objectives 5
effectively evaluate them.
Motivation Interacting with Social Media 5
The learners shall be able to produce a presentation on manipulatives / Instruction Discussion 40
interactive media that is anchored on design elements and principles. Evaluation Short Quiz 10
Describe the different dimensions of manipulatives / interactive media. Materials
MIL-11/12MPIM-IVgh-19 internet connectivity, projector and computer with
Comprehend how manipulatives / interactive media are produced, presentation software
organized, and disseminated. MIL11/12-MPIM-IVgh-20 Resources
Evaluate the reliability and validity of manipulatives / interactive media, as well Investopedia, Interactive Media. Retrieved from http://
www.investopedia.com/terms/i/interactive-media.asp
as their sources using selection criteria. MIL11/12-MPIM-IVgh-21 Johnson, Marc. Elements of Good Interactive Media Design. Retrieved
Produce and evaluate a creative presentation on manipulatives / from http://www.columbia.edu/itc/visualarts/r4110/f2000/
interactive, using design principles and elements. week07/07_01_Elements_of_Good_Desi.pdf
Marketing Intercative, Top Ten Most Popular Actions on Facebook.
MIL11/12-MPIM-IVgh-22
Retrieved from http://www.marketing-interactive.com
Rogge & Pott (2009) The Basics of Motion Media. Retrieved from https://
Specific Learning Objectives vimeo.com/7440725 on 09/01/2015
At the end of the lesson, the learners must be able to: Technopedia, Definition: Interactivity. Retrieved from https://
Explain what manipulatives / interactive media are. www.techopedia.com/definition/14429/interactivity
Compare the different platforms and uses of manipulatives / interactive
media software.
!156
Present the topic titles on different resources of media and information:
People Media
Text
Visual
Audio
Motion
Multimedia
Highlight Manipulatives / Interactive Media as the topic for todays session.
MOTIVATION (5 MINS)
Interacting with Social Media
Have the learners think about their experiences using their social media accounts (e.g.
Facebook, Instagram, Twitter, etc.).
Ask the learners why they think Facebook is very popular. Ask them the ways in which
they interact with their social media accounts.
Present the following infographic on the Top Ten Most Popular Actions on Facebook:
Ask the learners which of the actions they have done on Facebook.
Start a discussion: Which of the following actions are interactive?. All of these are, by
definition, interactive, since all actions require the user to click a button on Facebook,
which itself is an interaction.
Ask the learners what content a user is providing to Facebook everytime they do that
action. Guide answers:
Clicked the like button (clicking the like button adds the number of likes to the post.
New features such as reacting with an emotion such as love, wow, etc. can also
be discussed)
Commented on a friends photo or video (commenting adds text contentthe actual
commentto the photo or video)
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Discuss the definition of interactive media and interactivity: For ease of delivery of instruction, prepare a
slide presentation on the topic that
Interactive Media a method of communication in which the program's outputs depend on the
includes snapshots or screenshots of
user's inputs, and the user's inputs in turn affect the program's outputs. Interactive media available interactive software or
engage the user and interact with him or her in a way that non-interactive media do not. applications.
Websites and video games are two common types of interactive media. (Definition taken from One way to motivate students and promote
higher-level thinking is to use the following
Investopedia via http://www.investopedia.com/terms/i/interactive-media.asp)
procedure in posing a question or problem
Interactivity the communication process that takes place between humans and computer to learners:
software. The most constant form of interactivity is typically found in games, which need a First, learners think of the answer
continuous form of interactivity with the gamer. Database applications and other financial, individually.
Next, each learner discusses his or her
engineering and trading applications are also typically very interactive. (Definition taken from
answer with a neighbor.
Technopedia via https://www.techopedia.com/definition/14429/interactivity) Finally, learners join a small group to
One area where interactivity is most useful is in online training. Interactivities in this area allow share their answers or thoughts about
learners to interact with the course in terms of action and/or thinking. the problem or question, before settling
Have the learners relate their experiences in using interactive media by identifying the software or on a final answer.
media used and how they interacted.

Example 1: Social media (Facebook) - sent friend request; responded to friend request; liked a
post; followed a site; commented on a friends post; uploaded a file; chat with a friend; sent
private message.
Example 2: Online booking - search for flights; booked a flight and paid through credit card; web-
check-in.
Briefly describe to the learners the different platforms of interactive media:
Mobile apps - a software application developed specifically for use on small, wireless computing
devices such as smartphones and tablets, rather than desktop or laptop computers.
3D TV - a television display technology that enables a three-dimensional effect, so that viewers
perceive that an image has depth as well as height and width, similar to objects in the real
world.
Video games (multi-player) - a game played by electronically manipulating images produced by a
computer program on a television screen or other display screen. Multiplayer games allow two or
more players to play with one another or play together.
Role-playing games (RPG) - a game in which players assume the roles of characters in a fictional
setting. Players take responsibility for acting out these roles within a narrative, either through literal
acting or through a process of structured decision-making or character development.
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Massively Multiplayer Online Role Playing Game (MMORPG) - any story-driven online video
game in which a player, taking on the persona of a character in a virtual or fantasy world,
interacts with a large number of other players.
Interactive websites (pools, surveys, exams, exercises)
Virtual reality and immersive environments - the computer-generated simulation of a three-
dimensional image or environment that can be interacted with in a seemingly real or physical
way by a person using special electronic equipment, such as a helmet with a screen inside or
gloves fitted with sensors.
Social media - websites or online services where users (actual people) are the creators and
consumers of the content, and where social interactions (commenting, liking, posting, talking)
are the main features of content. Examples are Facebook, Twitter, Instagram, Snapchat, Vine,
etc. Relate this topic to their output in the previous activity.

Have the learners take a short quiz on media and interactivity.
Sample Quiz: Short-Response Questions
Name 3 actions that demonstrate the interactivity of online shopping.
Name 4 advantages and 4 disadvantages of online gaming.
Sample Answers:
Check specifications; compare prices; compare features of similar items; add to cart; choose
payment type; track delivery; get advice from experts;
Advantages: play against computer; play with others; choose level; educational; entertaining;
improve eye-hand coordination; promote quick thinking
Disadvantages: addictive; false sense of reality; promotes isolation; demand sophisticated
equipment which could be expensive; unproductive use of time
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Manipulatives / Interactive Media (Lab A)

Content Standards
The learners demonstrate an understanding of manipulatives / interactive
media, and gain comprehensive knowledge on how to effectively evaluate LESSON OUTLINE
them. Introduction Review 10
Performance Standards Practice Interacting with the Internet 110
The learners shall be able to produce a presentation on manipulatives /
interactive media that is anchored on design elements and principles. Materials
internet connectivity, projector and computer with
presentation software
Describe the different dimensions of manipulatives / interactive media.
MIL-11/12MPIM-IVgh-19 Resources
Investopedia, Interactive Media. Retrieved from http://
Comprehend how manipulatives / interactive media are produced, www.investopedia.com/terms/i/interactive-media.asp
organized, and disseminated. MIL11/12-MPIM-IVgh-20 Johnson, Marc. Elements of Good Interactive Media Design. Retrieved
Evaluate the reliability and validity of manipulatives / interactive media, as well from http://www.columbia.edu/itc/visualarts/r4110/f2000/
week07/07_01_Elements_of_Good_Desi.pdf
as their sources using selection criteria. MIL11/12-MPIM-IVgh-21 Marketing Intercative, Top Ten Most Popular Actions on Facebook.
P Produce and evaluate a creative presentation on manipulatives / Retrieved from http://www.marketing-interactive.com
interactive, using design principles and elements. Rogge & Pott (2009) The Basics of Motion Media. Retrieved from https://
vimeo.com/7440725 on 09/01/2015
MIL11/12-MPIM-IVgh-22 Technopedia, Definition: Interactivity. Retrieved from https://
www.techopedia.com/definition/14429/interactivity
Specific Learning Objectives Sperka, Martin and Stolar, Anton.Graphic Design in the Age of Interactive
At the end of the lesson, the learners must be able to: Media. Retrieved from http://newmedia.yeditepe.edu.tr/pdfs/
Demonstrate through hands-on experience the different types of isimd_05/16.pdf
manipulatives / interactive media.
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Review with the learners the main concepts of interactivity and interactive media.
Explain the objectives of the lesson.
PRACTICE (110 MINS)

Interacting with the Internet
Have the learners perform each activity and follow the instructions given.
Social Media:
Name at least 5 actions that give social media its interactivity. Teacher Tip
Interact with your teachers social media account by doing the 5 actions you have listed. Be prepared for using social media tools.
Create a teacher account, and if needed,
Write a brief evaluation or assessment of the social media you used, focusing on the following:
ask the IT administrator of your school
Social media as a means of communicating to people which sites are open.
Interactivity of social media
Social media as a way of posting of news
Other features you would like incorporated, or how it could be improved
Online Diagnostic Exam:
Search for an online psychological test on the Internet. Teacher Tip
Some online diagnostic exams are not
Take the test and submit your results either through email or printout. based on psychology at all. Myths such as
Write a brief evaluation or assessment on the diagnostic exam taken, focusing on the following: Left-Right Brain dominance are available
The practicality of an online diagnostic exam on the internet. Be cautious on using such
Interactivity of an online exam tools.
Online Game:
Search for an online game, read the description and detailed specifications. Teacher Tip
List all the interactive actions that are available for game. Try Code.org or Minecraft for this activity.
Write a brief evaluation or assessment on the online game played, focusing on the following:
The enjoyment or entertainment from a game online
Interactivity of an online game
Online Shopping:
Go to an online shopping site. Teacher Tip
Try sites like eBay, OLX, and Amazon that
do not require accounts in order to look at a
cart.
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Choose items to purchase and add to cart.
Determine the total price of all items to be purchased. Teacher Tip
Screenshot (PrintScreen) the list of items and their price. If the computer lab is not working, use a
Submit a copy of the screenshot through email. single computer and project it on the
screen. Perhaps ask students to
Write a brief evaluation or assessment on the online shopping experience, focusing on the
demonstrate, while the rest of the class can
following: watch and write their responses. A
As a means of communicating to people discussion of each tool can come
Interactivity of online shopping afterwards.
Have the learners submit a written reflection at the MIL Portal, including a compilation of their answers
to all the questions above and what they have learned is interactivity and interactive media.
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Manipulatives / Interactive Media (Lec B)

Content Standards
The learners demonstrate an understanding of manipulatives / interactive LESSON OUTLINE
media, and gain comprehensive knowledge on how to effectively evaluate
Introduction Review 10
them.
Enrichment Future of Broadcasting 5
interactive media that is anchored on design elements and principles.
Materials
Learning Competencies internet connectivity, projector and computer with
Describe the different dimensions of manipulatives / interactive media. presentation software
MIL-11/12MPIM-IVgh-19
Resources
Comprehend how manipulatives / interactive media are produced, Investopedia, Interactive Media. Retrieved from http://
organized, and disseminated. MIL11/12-MPIM-IVgh-20 www.investopedia.com/terms/i/interactive-media.asp
Johnson, Marc. Elements of Good Interactive Media Design. Retrieved
as their sources using selection criteria. MIL11/12-MPIM-IVgh-21 week07/07_01_Elements_of_Good_Desi.pdf
Produce and evaluate a creative presentation on manipulatives / Marketing Intercative, Top Ten Most Popular Actions on Facebook.
Retrieved from http://www.marketing-interactive.com
MIL11/12-MPIM-IVgh-22 vimeo.com/7440725 on 09/01/2015
Technopedia, Definition: Interactivity. Retrieved from https://
Specific Learning Objectives www.techopedia.com/definition/14429/interactivity
At the end of the lesson, the learners must be able to: Sperka, Martin and Stolar, Anton.Graphic Design in the Age of Interactive
Demonstrate what interactivity is. Media. Retrieved from http://newmedia.yeditepe.edu.tr/pdfs/
isimd_05/16.pdf
Discuss the types of interactivity and their purpose.
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Note that the purpose of the activity is
Review to check the learners understanding
Review with the learners the definitions of interactive media and interactivity. of the concepts, and the worksheet
Check the learners understanding by having them complete the worksheet below: need not be graded.
The second row in the table provides
examples on how to fill in the table

Interacting with Social Media
Discuss with the learners the different ways of interacting with the Internet: Teacher Tips
Supplement the discussion with
Online shopping - compare prices; compare features of similar items; add to cart; choose payment
screenshots and applications on the
type; track delivery; get advice from experts; search products; check local availability; get product Internet.
recommendations. As an alternative way of presenting
Online gaming - choose a game; play with computer; play with others; choose a level, in-game the lesson on emerging interactive
media, show a video clip on the
customization, etc. same topic.
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Online classes - interact with content; interact with instructors; interact with classmates.
Chat - group chat; search groups; search friends; translate language.
News and information - exchange information; give reaction; news on demand; monitor views.
Videos - choose your own adventure; get multimedia content; experience game elements.
Discuss with the learners some of the types of interactivity and their purposes:
Click on images
Hotspot - a special region to act as a trigger to another web page. The hotspot could be a circle,
triangle, rectangle or polygon.
Rollover - an image or portion of an image that changes in appearance when the mouse cursor
moves over it.
Tabs - clicking on them displays a relevant content with an appropriate graphic.
Timeline - a menu slide that branches to different events.
Numbers/processes - the number of clicks and the time spent in an interactive function provide data
points.
Slideshow - non-linear interactive slideshow where the pathway through the show is determined by the
user's interaction with it.
Frequently asked questions (FAQs)
Flip cards - a card that when clicked flips to display a description and other information.
Discuss with the learners the following emerging interactive media:
Interactive television - also known as ITV or iTV. A form of media convergence, adding data services to Teacher Tips
traditional television technology. Throughout its history, these have included on-demand delivery of Sample responses to the enrichment:
Give feedback to the newscaster.
content, as well as new uses such as online shopping, banking, and so forth. ITV enables the viewer Know real-time information how
to issue commands and give feedback information through an electronic device called a setup box. many people are watching.
Choose beyond-the-scene video
The viewer can select which program or movie to watch, at what time, and can place orders in clips.
response to commercials. New setup boxes also allow access to email and e-commerce Choose only news items to
applications via internet. watch.
Choose language/translate news
Allow viewers to participate in games shows - viewers compete with on-screen contestants into a different language or
Select alternate endings to their favorite program dialect.
Encourage children to interact with educational programs Compile news about a certain
topic or issue.
Remove advertisement.
Choose the broadcaster.
ENRICHMENT (5 MINS) Print transcript of news
Have the learners think about the future of TV News Broadcasting. Ask them to give 5 ways we may soon broadcast.
be able to interact with a TV news broadcast.
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Manipulatives / Interactive Media (Lab B)

Content Standards
The learners demonstrate an understanding of manipulatives / interactive
LESSON OUTLINE
media, and gain comprehensive knowledge on how to effectively evaluate
them. Introduction Review 10
Practice Making an Online Form 110
Materials
interactive media that is anchored on design elements and principles. internet connectivity, projector and computer with
Learning Competencies presentation software
Describe the different dimensions of manipulatives / interactive media.
MIL-11/12MPIM-IVgh-19 Resources
Investopedia, Interactive Media. Retrieved from http://
Comprehend how manipulatives / interactive media are produced,
www.investopedia.com/terms/i/interactive-media.asp
organized, and disseminated. MIL11/12-MPIM-IVgh-20 Johnson, Marc. Elements of Good Interactive Media Design. Retrieved
week07/07_01_Elements_of_Good_Desi.pdf
as their sources using selection criteria. MIL11/12-MPIM-IVgh-21 Marketing Intercative, Top Ten Most Popular Actions on Facebook.
Produce and evaluate a creative presentation on manipulatives / Retrieved from http://www.marketing-interactive.com
vimeo.com/7440725 on 09/01/2015
MIL11/12-MPIM-IVgh-22 Technopedia, Definition: Interactivity. Retrieved from https://
www.techopedia.com/definition/14429/interactivity
Specific Learning Objectives Sperka, Martin and Stolar, Anton.Graphic Design in the Age of Interactive
At the end of the lesson, the learners must be able to: Media. Retrieved from http://newmedia.yeditepe.edu.tr/pdfs/
Create manipulatives / interactive media by making an online interactive isimd_05/16.pdf
form.
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Explain the lessons objectives to the learners. Try making online forms beforehand with
Demonstrate how to create an online form (e.g. Google Forms), how to ask people to fill up the tools such as Google Forms, Typeform, and
Code Studio so you can answer questions
form, and how to collect and use the data and demonstrate best practices.
PRACTICE (110 MINS)

Making an Online Form Teacher Tips
Divide the learners into 8 groups of 4 or 5. Ask the Research or Statistics teacher for
possible integrations with their subject.
Instruct each group to think of a topic for survey research wherein the respondents will be the class.
Show some previous student work from the
Instruct the groups to pick 5 questions to use for the survey Infographics exercise, and relate the data
To prepare for the project, have each group fill in the table below: gathering and presentation they will do to
making graphs and charts.
If your laboratory is well equipped, this
Target Audience Who are the respondents? activity can be done by students
individually.
Sender/Author Who is the researcher?
Key content What are the survey questions?
Purpose What is the research problem?
Form / Style What are considered in designing the electronic form?

What is the software used for creating the electronic
form?
Medium / Format How would you implement the electronic form?
Using any Internet application or computer software, each group must create an online form that can then be filled up by their classmates.
Create a document or post where the links of all online forms of the class shall be made available. Provide enough time for all students to
answer all surveys.
After all respondents have answered the forms, the group should then collate the data and save it on a worksheet. The learners should
create charts or graphs to display the survey results.
The learners must also come up with a write up of the survey problem, present the data in graphical form, and give their data analysis of the
results.
Have each group submit the final output to the MIL Portal.
Post-activity, have each learner write a short reflection about the activity, and how it might have helped them become more media-literate.
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Multimedia Information and Media (Lec

A)
The learners demonstrate an understanding of multimedia, and gain
comprehensive knowledge on how to effectively evaluate them. Introduction Review 5
Motivation Classifying Media 5
The learners shall be able to give suggestions for a multimedia project based Instruction Discussion 10
on the different concepts discussed.
Practice Media and Information Design 35
Describe the different dimensions of multimedia information and media. Framework
MIL11/12MM-IVij-23 Evaluation Reflection Questions 5
Comprehend how multimedia information and media are formally and
Materials
informally produced, organized, and disseminated. MIL11/12MM-IVij-24 manila paper / cartolina, markers, adhesive tape, printed
Specific Learning Objectives activity sheets
Define multimedia and its characteristics. Resources
Norton, P. (2006). Introduction to Computers. McGraw-Hill Education.
Summarize the design principles and elements in different forms of Marshall, D. (2001). History of Multimedia. Retrieved from www.cs.cf.ac.uk
information and media (text, audio, visual, motion and manipulative / Savage, T.M. & Vogel, K.E. (2009). An introduction to digital multimedia.
interactive). Jones and Bartlett Publishers.
Identify the advantages and limitations of multimedia.
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Emphasize that this is a synthesis of
Review and Learning Objectives all the components of multimedia
Review the key points in the discussion of Manipulative/Interactive discussed in the previous chapter
Information and Media in the previous lesson.
Present the topic titles on different resources of media and information:
People Media
Text
Visual
Audio
Motion
Multimedia
Highlight Multimedia Information and Media as the topic for todays session. State the objectives of the
lesson.
MOTIVATION (5 MINS)
Teacher Tip
Classifying Media Prepare a downloaded version of the video
Show to the learners a 3-minute multimedia video that explains an advocacy, lesson, or concept. if there is no Internet connection at school.
After they have viewed the video, ask the learners the following questions:
What is the video all about?
Did the video effectively convey the information to you?
What are the components of the video?
How did the components contribute to conveying of the information?

Discuss with the learners how, in the past, people used a single, unique medium when presenting
information: As discussed in the first part of the course, people used the human voice as a type of
medium until writing was discovered.
Over the years, it has been established that information can be expressed through text, speech,
sound, graphics or images, animation, and video. A combination of these media sources is
considered multimedia.
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Dave Marshall defines multimedia as the field concerned with the computer-controlled integration of
text, graphics, drawings, still and moving images (video), animation, audio, and any other media
where every type of information can be represented, stored, transmitted and processed digitally.
While traditional or analog media still co-exist with computer-controlled media, Savage and Vogel
(2009) assert that the contemporary definition of multimedia is mostly in the digital form. Moreover,
both trending and emerging forms of multimedia are described as ubiquitous, interactive, massive,
and immersive.
PRACTICE (35 MINS)

Media and Information Design Framework Teacher Tip
Remind the learners that in the previous lessons they have learned about the different types of If learners are having a hard time, ask them
information and media. For each type, they have learned and made use of design principles and to think about the challenges that they
faced while working with various formats.
elements for their projects. What worked? What helped them? Ask
Text Audio Visual Motion Interactive/ them to think of those as tips for other
Manipulative learners who would use the media, what
tips/design principles can they suggest?
Display a large version of the table below and put it on the board. Have the learners use meta cards (2
inches x 3 inches cartolina paper or cardboard) to write down at design principles or tips when
working with the different formats. Have the learners post their answers on the board.
Inform the learners that in creating a multimedia content, they have to consider the components of the
Media and Information Design Framework. Review the framework, share this scenario:
You work for a company that creates multimedia content for educational purposes. One day, your
supervisor tasks you with the creation of a multimedia product that talks about how green plants manufacture their own food
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(photosynthesis), a lesson intended for Grade 4 students. What are the things that you will have to Teacher Tip
consider in creating this multimedia product? Read some responses aloud and provide
comments. Use the Media and Information
Component Guide Questions Answers Design Framework as a springboard for
classroom discussion.
Target Audience Who are your intended audience? Can you describe the
audience in terms of reading or comprehension level,
learning styles and socio-economic background?
Sender/Author Who is creating this product? What kind of institutions/
companies usually create this kind of product?
Key content What topics are included? Is the information well-
researched or verified?
Purpose What do you intend to accomplish after your audience
will use the product? Is the product designed to
entertain, to educate, to inform or to call for action?
Form / Style What will be the tone of the message? What fonts, color
or shapes that you will use? Do you need background
music? Does the product have animation or not?
Is it interactive or not?
Medium / Format What information or media types will you use or combine
to create the product? What devices will be used to
create and run the product?
EVALUATION (5 MINS)
Have the learners answer the following questions: Teacher Tip
What are the advantages and limitations/disadvantages of multimedia products? You may give this as an assignment for the
learners. If the learners have an online blog,
Answer key/sample answers
they can post their answers there.
Advantages - multi-sensorial (sight, hearing, etc.), it can be interactive, caters to a wide
audience.
Disadvantages - can take up a lot of digital storage, some products may cater to the larger
population but neglect some groups (i.e. persons with disability, non-native language speakers).
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Multimedia Information and Media (Lab

A)
Content Standards
The learners demonstrate an understanding of multimedia, and gain LESSON OUTLINE
Performance Standards Instruction The Design Process 20
The learners shall be able to create an electronic portfolio that showcases
Practice Storyboarding 90
previous projects.
Evaluation Checklist and Progress Report 5
Synthesize overall knowledge about different information and media sources
Materials
by producing and subsequently evaluating a creative multimedia
computers with Internet connection, printed activity sheets
presentation (living museum, electronic portfolio, others).
MIL11/12MM-IVij-26
Resources
Specific Learning Objectives Marshall, D. (2001). History of Multimedia. Retrieved from www.cs.cf.ac.uk
At the end of the lesson, the learners must be able to: Savage, T.M. & Vogel, K.E. (2009). An introduction to digital multimedia.
Use the design process in creating a multimedia product. Jones and Bartlett Publishers.
Create a storyboard for their electronic portfolio multimedia presentation.
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Review and Learning Objectives
Review the key points in the discussion of Multimedia Information and Media from the previous lesson.

The Design Process
Teacher Tips
Discuss Design Process to the learners:
Parts of this topic should have already
Pre-production- research, storyboarding, plan, been reviewed in Lesson 15 (motion
Production- creating the product presentation), ask students to recall or
Post-Production- evaluation, redesign, documentation review their notes/blogs.
Some alternative projects other than
Presentation- showcasing, gathering of comments producing video:
Inform the learners that they will be creating a five-minute video presentation for their electronic - Project idea 1
portfolio, showcasing their previous projects: Production of a 3-minute video trailer
Lesson 2: timeline of exposure to traditional/new media about a campaign that the learner or
group is passionate about. For instance,
Lesson 3: essay about information literacy they can create a video about raising
Lesson 4: sketch on how media is affecting everyday life awareness on the garbage problem in the
Lesson 5: essay on media and information sources Philippine seas and what people can do
about this issue.
Lesson 6: presentation on latest technology trends
- Project idea 2
Lesson 7: oral presentation on legal, ethical and societal issue Creation of a personal website. All the
Lesson 8: 500 word essay about the transformative power of media and information previous projects will be uploaded with
Lesson 9: prototype of future media and information appropriate web pages, links, and
Lesson 10: reflection and artefacts on the class debate on the impact of MIL interactive functionalities.
Lesson 11: report on the effect of social media
Lesson 12: text-based presentation- typography poster
Lesson 13: visual-based presentation- infographics
Lesson 14: audio-based presentation- podcast
Lesson 15: motion-based presentation- storyboard and video
Lesson 16: manipulative/interactive presentation- online survey
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PRACTICE (90 MINS) Teacher Tip
Present the rubric for this laboratory activity
Storyboarding at the beginning to guide them on setting
1. Guide the learners in the creation of their video by reviewing the MIL Design Framework: goals and planning their work.
Components Guide Questions
Target Audience Who are your intended audience?

What can they learn about your portfolio?
Sender/Author How will you introduce yourselves as authors of this video? (Narration, Credit
line at the end, etc.)
Key content What topics are included?
What parts are discussed longer or shorter?
Purpose What do you intend to accomplish after your audience will use the product?
Is the product designed to entertain, to educate, to inform or to call for action?
Form/Style What will be the tone of the message?
What fonts, color or shapes that you will use?
What type of background music will you use?
Does the product have animation or not?
Is it interactive or not?
Medium / Format What information or media types will you use or combine to create the product?
What devices will be used to create and run the product?
To accomplish the task, have the learners perform the first two stages of the design process (pre-
production and production).
For the laboratory activity, have the learners:
Create a storyboard for the multimedia presentation. This will be hand-drawn on bond paper with pen or pencil.
Review and gather the previous projects mentioned above.
Identify the multimedia presentation software to be used (refer to the answers in the MIL Design Framework).
Start multimedia production.
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EVALUATION (5 MINS)
Have the learners fill-up the activity checklist (a sample checklist is provided below). This will also serve as a progress report.
SAMPLE CHECKLIST FOR THE MULTIMEDIA ACTIVITY
Learners Name:
Section:
Electronic Portfolio Lesson 2: timeline of exposure to traditional/new media

Lesson 3: essay about information literacy
Lesson 4: sketch on how media is affecting everyday life
Lesson 5: essay on media and information sources
Lesson 6: presentation on latest technology trends
Lesson 7: oral presentation on legal, ethical and societal issue
Lesson 8: 500 word essay about the transformative power of media and information
Lesson 9: prototype of future media and information
Lesson 10: reflection and artefacts on the class debate on the imapct of MIL
Lesson 11: report on effects of social media
Lesson 12: text-based presentation- typography poster
Lesson 13: visual-based presentation- infographic
Lesson 14: audio-based presentation- podcast
Lesson 15: motion-based presentation- storyboard and video
Lesson 16: manipulative/interactive presentation- online survey
Storyboard None
In Progress
Completed
Video Production None

In Progress
Video Editing Software used
Action Plans for next

laboratory class
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Video Presentation Sample Rubric
Criteria 4 3 2 1
The storyboard illustrates the The storyboard includes

video presentation structure The thumbnail sketches on the
thumbnail sketches of each
with thumbnail sketches of each storyboard are not in logical
video scene and includes text
scene. Notes of proposed sequence and do not provide
for each segment of the There is no evidence of a
Script/ Storyboard transition, special effects, sound complete descriptions of the
presentation, descriptions of storyboard or script.
and title tracks incl: text, color, video scenes, audio
placement, graphics, etc. Notes background audio for each background, or notes about the
scene, and notes about
about proposed dialogue/ dialogue.
proposed shots and dialogue.
narration text are included.
Content lacks a central theme,
The content includes a clear Information is presented as a clear point of view and logical
connected theme with accurate, sequence of information. Much
statement of purpose or theme
current supporting information The content does not present a of the supporting information is
and is creative, compelling and
that contributes to clearly stated theme, is vague, irrelevant to the overall
clearly written. A rich variety of
understanding the projects and some of the supporting message. The viewer is unsure
supporting information in the
Content/ Organization main idea. Details are logical information does not seem to fit what the message is because
video contributes to the
and persuasive information is the main idea or appears as a there is little persuasive
understanding of the projects effectively used. The content disconnected series of scenes information and only one or two
main idea. Events and
includes a clear point of view with no unifying main idea. facts about the topic are
messages are presented in a
with a progression of ideas and articulated. Information is
logical order.
supporting information. incorrect, out of date, or
incomplete.
Video was completed and
Video was completed and had contained all required items.
all required elements. The video Editing was not done as well as Video was made, but had very
was well edited and moves it should have been. Some poor little if any editing. Many poor The video had no transitions or
Quality smoothly from scene to scene shots remain. Movie is still shots remain. Video was very
audio support of any kind.
with proper use of transitions. somewhat choppy. Audio and fragmented and choppy with
Audio and other enhancements other enhancements were little to no audio reinforcement.
were well used. utilized, but not for maximum
effect.
Source: Rubrics for video presentation (2016, February 8). Retrieved from wiki.ggc.edu/images/5/54/RubricVideo.doc
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Multimedia Information and Media (Lec

B)
Content Standards
LESSON OUTLINE
The learners demonstrate an understanding of multimedia, and gain
Performance Standards Instruction Selection Criteria 15
The learners shall be able to create an electronic portfolio that showcases
Practice Peer Feedback 30
previous projects.
Learning Competencies Evaluation Revisions to Personal Projects 10
by producing and subsequently evaluating a creative multimedia
presentation (living museum, electronic portfolio, others). Materials
MIL11/12MM-IVij-26 computer with presentation software
Explain the characteristics of multimedia selection criteria. Reddi, U & Mishra, S. (2003). Educational Multimedia: A Handbook for
Teacher-Developers. New Delhi: The Commonwealth of Learning.
Create the electronic portfolio multimedia presentation using the
Commonwealth Educational Media Centre for Asia. Retrieved from from
multimedia selection criteria. http://cemca.org.in/ckfinder/userfiles/files/Section9.pdf
!177
Review and Learning Objectives
Review the key points in the discussion of Multimedia Information and Media in the previous lesson.
Highlight that todays lesson is a continuation of Multimedia Information and Media, focused on
selection criteria and providing feedback.

Teacher Tip
Selection Criteria Alternatively, facilitate a discussion where
In evaluating a multimedia product, there are two major aspects that are of prime importance-technology and the learners can make their own criteria to
content. Below are selection criteria that can be used to evaluate multimedia: evaluate each others work. You can go back
to the design principles that the class
CONTENT Target Audience Who are the possible users?
developed last week.
What aspects of the users are to be considered? (persons with
disability, language barrier, reading level, culturally-sensitive, etc.)
Sender / Author Who is the author of this multimedia product?
How credible is the author?
Key content What is the tone (authoritative, informative, encouraging, enticing,
etc.) of the multimedia product?
Is the information correctly presented?
Purpose Does it meet the objectives of the topic?
TECHNOLOGY Form / Style What are the elements (text, sound, images, animation, etc.) used?
Do the elements help in conveying the message?
Do the elements follow the different principles of design? Is it
pleasing to the eyes?
Do the sound and video run smoothly together?
Medium / Is the selected format commonly used?
Format Is it easy to use?
Does it allow the user to cancel or return to an action?
Are the instructions easy to use?
!178
Uses of Multimedia
Entertainment and Fine Arts (movies and animation, interactive multimedia, others)
Education (computer-based training courses, edutainment (blend of education and entertainment,
others)
Engineering, Mathematical and Scientific Research (modelling, simulation, others)
Industry (presentation for shareholders, superiors and coworkers, employee training, advertising and
marketing, others)
Medicine (virtual surgery, simulation, others)
Multimedia in Public Places (stand-alone terminals and kiosks in hotels, railway stations, shopping
malls, museums, and grocery stores; digital bulletin boards; others)
PRACTICE (30 MINS)

Teacher Tip
Peer Feedback Many students would have a hard time
Have the learners review the multimedia project. Each learner will work with a partner and evaluate sharing unfinished/rough work to others.
their projects based on the selection criteria or on the class agreed upon design principles. Emphasize the value of getting feedback
early on so they would still have time to add
Note that the multimedia project has not yet been completed by the learners at this phase. Remind the
improvements. Remind them that this would
learners that it is good to have an assessment of their work even before accomplishing it. not be graded.

Revisions
Have the learners review or revise their plan for the multimedia project incorporating the criteria of a
good multimedia presentation.
!179
Multimedia Information and Media (Lab

B)
Content Standards
The learners demonstrate an understanding of multimedia, and gain LESSON OUTLINE
Performance Standards Practice Finalizing their Presentations 60
The learners shall be able to give suggestions for a multimedia project based
Evaluation Gallery Walk 25
on the different concepts discussed.
Learning Competencies Enrichment Best Presentations 30
by producing and subsequently evaluating a creative multimedia Materials
presentation (living museum, electronic portfolio, others). computers with Internet, printed activity sheet, tokens
MIL11/12MM-IVij-26
Resources
Specific Learning Objectives Reddi, U & Mishra, S. (2003). Educational Multimedia: A Handbook for
At the end of the lesson, the learners must be able to: Teacher-Developers. New Delhi: The Commonwealth of Learning.
Finalize their multimedia project. Commonwealth Educational Media Centre for Asia. Retrieved from from
Present and evaluate multimedia projects. http://cemca.org.in/ckfinder/userfiles/files/Section9.pdf
!180
Review with the learners the checklist for the multimedia activity. Remind them of the tasks that they
have already accomplished, and the tasks to be performed during the session. Be sure to review the
design process with the learners.
PRACTICE (60 MINS)

Finalizing their Multimedia Presentations
Give the learners time to continue working on their multimedia presentation.
Discuss with the learners the following points to remember when presenting the projects:
Prepare a spiel. Before you play your video, prepare an introductory spiel that will discuss what the
video is all about. Make sure that you keep your spiels short and concise. It is the multimedia
presentations role to get your message through the audience.
Check the technical aspects of the presentation. There are various elements of your
presentation such as audio, screen resolution, connectors, adapters, software compatibility, etc.
Make sure that you test the presentation beforehand.
Rehearse your presentation. There may be parts of the presentation that you need to explain or
expound further. Make sure that you rehearse what you are going to say and how your
explanation will complement with the presentation showed on screen.

Teacher Tip
Gallery Walk If you still have time during the semester,
Give each learner three tokens (cardboard cutouts, chips, marbles, etc.) the final presentation may be conducted
Allow the learners time to go around the different computer stations and vote for their three favorite as a culminating activity on another day.
Alternative tokens: place sheets for each
multimedia presentation using the tokens. (Group members may not vote for their own work).
station where students can write stars.
You may give a prize to the group with the most number of stickers.

Best Presentations
Choose the five best presentations. Ask them to present to class. Highlight what makes their
presentation excellent.
Have the learners submit everything at the MIL Portal.
!181
Multimedia Presentations Sample Rubric
Criteria 4 3 2 1
The storyboard illustrates the video The storyboard includes thumbnail

presentation structure with thumbnail The thumbnail sketches on the
sketches of each video scene and
sketches of each scene. Notes of storyboard are not in logical sequence
includes text for each segment of the
Script/ proposed transition, special effects, and do not provide complete There is no evidence of a storyboard or
presentation, descriptions of
sound and title tracks including: text, descriptions of the video scenes, audio script.
Storyboard background audio for each scene, and
color, placement, graphics, etc. Notes background, or notes about the
about proposed dialogue/ narration text notes about proposed shots and dialogue.
dialogue.
are included.
Information is presented as a connected Content lacks a central theme, clear

The content includes a clear statement point of view and logical sequence of
theme with accurate, current supporting
of purpose or theme and is creative, The content does not present a clearly information. Much of the supporting
information that contributes to
compelling and clearly written. A rich stated theme, is vague, and some of the information is irrelevant to the overall
understanding the projects main idea.
Content/ variety of supporting information in the supporting information does not seem message. The viewer is unsure what the
video contributes to the understanding Details are logical and persuasive to fit the main idea or appears as a message is because there is little
Organization of the projects main idea. Events and information is effectively used. The disconnected series of scenes with no persuasive information and only one or
content includes a clear point of view
messages are presented in a logical unifying main idea. two facts about the topic are articulated.
with a progression of ideas and
order. Information is incorrect, out of date, or
supporting information.
incomplete.
Video was completed and had all Video was completed and contained all
required items. Editing was not done as
required elements. The video was well Video was made, but had very little if
well as it should have been. Some poor
edited and moves smoothly from scene any editing. Many poor shots remain. The video had no transitions or audio
Quality shots remain. Movie is still somewhat
to scene with proper use of transitions. choppy. Audio and other enhancements Video was very fragmented and choppy support of any kind.
Audio and other enhancements were were utilized, but not for maximum with little to no audio reinforcement.
well used.
effect.
Uses a clear voice and speaks at a good Presenters voice is clear. The pace is a Presenters voice is low. The pace is Presenter mumbles, talks very fast, and
Speaking Skills much too rapid/slow. Audience
pace so audience members can hear little slow or fast at times. Most audience speaks too quietly for a majority of
members have difficulty hearing
presentation. Does not read off slides. members can hear presentation learners to hear & understand.
presentation.
Length of Within 2 minutes of allotted time +/-. Within 4 minutes of allotted time +/-. Within 6 minutes of allotted time +/-. Too long or too short; 10 or more
Presentation minutes of allotted time +/-.
Mechanics Presentation has no misspellings or Presentation has no more than two Presentation has three misspellings and/ Presentation has many spelling and/or
grammatical errors misspellings and/or grammatical errors. or grammatical errors. grammatical errors.
Rubrics for video presentation (2016, February 8). Retrieved from wiki.ggc.edu/images/5/54/RubricVideo.doc
Rubrics for oral presentation (2016, February 8). Retrieved from www.uwplatt.ed
!182
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The Commission on Higher Education

in collaboration with the Philippine Normal University

Teaching Guide for Senior High School

This Teaching Guide was collaboratively developed and reviewed by

Lesson 2: The Evolution of Traditional to New Media

Lesson 3: Information Literacy

Lesson 6: Media and Information Languages

Lesson 7: Legal, Ethical, and Societal Issues in Media

Lesson 8: Opportunities, Challenges and Power of Media

SAYSAY: MEANING HUSAY: MASTERY SARILI: OWNERSHIP

As we go broader on a macro-level perspective, General Biology 2 is designed to enhance the

Media literacy, multicultural literacy, global awareness,

Target Audience refers to the the intended audience

Purpose refers to the reason, motivation or intention of the message.

For HIM who brings knowledge into all information.

Introduction to Media and Information

Weekly Interaction Log with Information and Information Providers

Media or Information Provider Number of hours in a week

5888 Describe how media and information affect communication.

INSTRUCTION (35 MINS) Teacher tip

Introduction to Media and Information

Online Activities Media Literacy Information Literacy Technology Literacy

messenger; video message;

media platforms (tv, radio,

INSTRUCTION (20 MINS) Teacher tip

What is the topic?

Medium / Format What platform will I use? Why?

The Evolution of Traditional to New

MOTIVATION (5 MINS) Teacher Tip

INSTRUCTION (10 MINS) Teacher Tips

PRACTICE (35 MINS)

Electronic Age Printing press or books, Computers,

The Evolution of Traditional to New

LABORATORY (100 MINS) Teacher Tips

Information Literacy (Lec)

INSTRUCTION (30 MINS) Teacher Tip

Information Literacy (Lab)

Learning Competencies Enrichment Essay 15

MOTIVATION (10 MINS)

INSTRUCTION (30 MINUTES) Teacher Tips

Sample Data Plan A Plan B

Place / Location / Destination answer and source answer and source

Things to bring / Reminders answer and source answer and source

Total Budget answer and source answer and source

Types of Media: Print, Broadcast, New

5889 Define media convergence in different contexts.

MOTIVATION (10 MINS)

Media Convergence Teacher Tip

Media Convergence in Platform Specific Example

Types of Media: Print, Broadcast, New

MOTIVATION (15 MINS)

0 Ask the learners the following questions:

INTRODUCTION (10 MINS)

INSTRUCTION (40 MINS)

3. Discuss the responsibility of media content producers to their viewers.

Name Books Magazines Radio TV Film/Movie Songs Internet Others

PRACTICE (50 MINS)

Media and Information Sources (Lec)

INSTRUCTION (40 MINS) Teacher Tips