Colegio San Agustin- Mati, Inc.

St. Augustine Compound, Dahican, Mati City

TEACHING GUIDE

Teacher’s Name: Mr. Gonzalo N. Balusca Date (Submission): JUNE 4_ 2019

Subject Area: Media Information Literacy Date (Implementation): Jun 10-11, 2019
QUARTER NUMBER: 1st Quarter
Subject Matter: Introduction to Media and Information

Topic/Lesson Name Introduction to Media and Information

Content Standards The learner demonstrates understanding of media and information literacy (MIL) and ML concepts.
Culminating Performance The learner organizes a creative and interactive symposium for the community focusing on being a media
Standards and information literate individual.
The learner will produce a research document that identifies and characterizes the audience of various
Performance Task social media platforms using demographics and other pertinent information that will best determine the
platform for the client’s campaign on sustainable development goals. .
The learners: Values Integration: Multiple Intelligences:
LC1.Descrives how  Communitarian Spirit  Visual-Spatial
communication is affective by  Care of common good  Logical
Learning Competency media and information.  Friendship
LC2. Identifies the similarities
and differences of media literacy,
information literacy, and
technology literacy.
At the end of the lesson, the learners will be able to:
1. Define media literacy, information literacy, and technology literacy;
Specific Learning Outcomes
2. Describe clearly the importance of media and information literacy;
3. Create an MIL design framework for a social media campaign.
 Time Allotment/ 220 minutes
Lesson Outline:
1. Introduction/Review: (5 minutes)
2. Motivation: (15 minutes).
3. Instruction/Delivery: (90 minutes)
4. Practice: (20minutes)
5. Enrichment: (30 minutes)
6. Evaluation: (60 minutes)

PROCEDURE Remarks
Introduction/Review: (5 minutes)
The teacher will ask the following questions.
1. Describe a time when a media message impacted your beliefs negatively?
2. Describe a time when a media message impacted your beliefs positively?

Motivation (15 minutes)

Do you have enough information to decide?
Let the students read the ads and decide if they would buy what they are selling or do what they are asking.

AD#1.
AD#2.
AD#3.

The teacher will ask the learners, would you do what this public service announcements ask? Why or why not?

Instruction/Delivery (90 minutes)

Think-pair –Share Activity
1. Present a video clip. ( What is media anyway)
2. Instruct the learners to bring out a sheet papers.
3. Direct the learners to list the top three (3) forms of media they use and interact with for the past two weeks. Then let
them list and rank based on how often they use and/or interact with these forms of media. Let them answer the
following questions:
a. Why are you using and /or interacting with this medium?
b. What kind of information you share and/or receive from these medium?
 c. How do this medium affect the way you share and/or receive information?
d. Do you consider yourself knowledgeable or literate in this medium?
4. After five (5) minutes, instruct the learners to pair up with a classmate and share the answers to the question given.
5. Ask them to share to the whole class. Be able to give emphasis on what is media and what is literacy.
Unlock the definitions Activity

1. Divide the class into four (4) groups.

2. Assign one (1) concept /term to each group. These terms are the following.
a. Media literacy
b. Information literacy
c. Technology literacy
d. Media and information Literacy
3. Each group will be given the worksheet where they circle the words/phrases in the box that they think are related to
the definition of the assigned terms and formulate their own definition of the assigned term.
4. Let them write their definition in a manila paper, post and present their definition on the board. (allotted time 10
minutes)
5. Synthesize the activity by listing misconception and showing the correct definitions on the board.
6. The teacher also discuss the importance of literacy, Media literacy, Information Literacy, Technological Literacy.
Practice (20 minutes)
1. Divide the class into Four (4) groups.
2. Let them have a small group discussion on the given topic. “What makes them an individual literate in media and
information?”
Guide Questions:
a. In your opinion, what makes an individual literate in media and information?
b. What activities/habits do you practice which illustrate media and information literacy? Give at least three
examples.
3. Let the group write a summary and present their insights in class.

Enrichment (30 minutes)

1. Ask the learners to visit the site https://www.un.org./development/disabilities/envision2030.html
2. Ask the learners to select one sustainable development goal and read about it.
3. Then, let the learners write an essay on the selected sustainable development goal and how they can raise/promote
awareness about it.
4. The teacher will explain the Scoring Criteria for the essay
 Evaluation (60 minutes)

Performance Task/Scenario:
As a catalyst and advocate of one of the sustainable development goals, your group is tasked to create MIL Design
framework for your social media campaign. Your output will serve as your guide. You will use the following components
and guide questions.

COMPONENT GUIDEQUESTIONS
Sustainable Development Goal What is your selected sustainable development goal?
Why did you select it?
Target Audience Who is the intended audience?
Sender/Author Who is the producers?
Purpose What is the purpose?
Key Content What is the topic?
What are the facts?
Form/Style How can you present this information?
How would this affect your audience?
Medium/Format What platform will you use?why?

The output will be presented to class.

Teacher will explain the Scoring Criteria.

Prepared by: Noted by: Checked by:

MR. GONZALO N. BALUSCA _____________________________ MS. VINA GRACE D. MABANDOS

Teacher School Principal
Scoring Criteria for the Essay.

Criteria 4 3 2 1
CONTENT Main ideas are clear and are Main ideas are clear but are Main ideas are somewhat Main ideas are not clear.
well supported by detailed not well supported by clear.
and accurate information. detailed information.
ORGANIZATION Organization of ideas Organization is appropriate Organization is generally Essay shows little evidence
supports the writer’s focus. and the sequencing of ideas appropriate and ideas are of organization or
Ideas are grouped in a is logical manner. Varied clearly sequenced. But sequencing. Transition are
logical manner. Effective transition are used. maybe repetitive. Transition rare. The response lacks a
and varied transition are are used. clear introduction and
used. conclusion.
WRITING CONVENTIONS The writer demonstrates full The writer demonstrates The writer demonstrates The writer lacks
command of the conventions knowledge of the minimal control of the understanding of the
of the English language. No conventions of the English conventions of the English conventions of the English
errors are evident. language. Errors are minor language. Errors are language. Errors are
and do not interfere with the frequents and interfere with pervasive that complete
meaning and thoughts. meaning and thoughts. interfere with the meaning
and thoughts.

Scoring Criteria for Performance Task:

CRITERIA 4 3 2 1
ORGANIZATION information in the design information in the design Information in the design information in the design
matrix is presented clearly matrix is presented and matrix is presented clearly matrix is not clear, very
and allows for a high level some understanding and allows for a high level difficult to understand
of understanding
 of understanding can be
gained.
CONTENT The social campaign design The social campaign design The social campaign design Thinking process in the
matrix shows complex matrix shows effective matrix shows some thinking social campaign design
thinking about the thinking about the about relationship between matrix is not clear.it does
meaningful relationship meaningful relationship the MIL competencies not show relationship
between the MIL between the MIL between the MIL
competencies competencies competencies
KNOWLEDGE The output demonstrates a The output demonstrates The output demonstrates The output demonstrates
thorough knowledge of the good knowledge of the some knowledge of the very little knowledge of the
sustainable goal selected sustainable goal selected sustainable goal selected sustainable goal selected
and how to raise awareness and how to raise awareness and how to raise awareness and how to raise awareness
about it. about it. about it. about it.
 Colegio San Agustin- Mati, Inc.
St. Augustine Compound, Dahican, Mati City

TEACHING GUIDE

Teacher’s Name: Mr. Gonzalo N. Balusca Date (Submission): JUNE 10_ 2019
Subject Area: Media Information Literacy Date (Implementation): Jun 17-18, 2019
QUARTER NUMBER: 1st Quarter
Subject Matter: Media and Information Sources

Topic/Lesson Name Media and Information Sources

The learner demonstrates understanding of media and information literacy (MIL) and MIL related
Content Standards
concepts.
Culminating Performance The learner organizes a creative and interactive symposium for the community focusing on being a media
Standards and information literate individual.
The learner will present a catalyst and advocate of one of the sustainable development goals to create an
Performance Task
MIL Design Framework for social campaign.
The learners: Values Integration: Multiple Intelligences:
LC1.Compares potential sources  Communitarian Spirit  Visual-Spatial
of media and information.  Care of common good  Logical
Learning Competency
 Friendship
LC2. Interview an elder from the
community regarding indigenous
media and information resource.
At the end of the lesson, the learners will be able to:
 Identify properly the various types and sources of information; and
Specific Learning Outcomes
 Apply the criteria for evaluating media and information sources in researching about the audience
of a given social media platform.
Time Allotment/ 200 minutes
Lesson Outline:

 Introduction/Review: (10 minutes)

 Motivation: (15 minutes).
 Instruction/Delivery: (40 minutes)
 Practice: (20minutes)
 Enrichment: (20 minutes)
 Evaluation: (55minutes)

PROCEDURE Remarks
Introduction/Review: (10 minutes)
The teacher will;
 Perform preliminaries (opening prayers and checking of attendance)
 Present the topic to the class.
 Present the objectives that should be addressed by the end of the entire lesson/topic.
 Ask students where and how they usually acquire information about a certain topic.
Motivation (15 minutes)
Think-pair –Share Activity
1. The teacher will instruct the class to get their notebook and pen. Then, each student should find a partner.
2. Play a video clip.
3. Afterwards they are going to answer the guide questions given by the teacher. Then, the students will present their
answers/ideas to the class.
4. The teacher will select at least two (2) students to share what he/she has learned from his partner’s answer and also
the difference and similarity.

Instruction/Delivery (40 minutes)

Interactive Discussion
 Conduct ACTIVITY 1:
a. Ask the class to form a group with three members.
b. One member of the group will pick a piece of paper that contains an action which he/she will silently perform
in front of the second member.
c. Second member of the group will be ask to observe and write in specific detail about the action being
performed by the first member. This includes his observations as well as his/her understanding of the action
being performed.
 d. After the second member has finished documenting the action being performed by the first member, He/she
will give the document to the 3rd member. Then, the 3rd member writes a summary based on the document
provided by the 2nd member.
e. Each group will be doing this in front of the class.
f. The teacher will asked to the class which of three individuals would be considered “most reliable” in terms of
the assigned action for the group? Why?
 The teacher will discuss:
a. Primary Source
b. Secondary Source
c. Tertiary Source
 Conduct ACTIVITY #2:
a. Using the same group from the previous activity, each group will be provided with a whiteboard marker and
will be asked to list down all possible sources of information that they go to or consult when looking for
information on a specific topic.
b. The teacher creates a list that combines all responses of the groups
c. Afterwards the teacher will ask the following questions to the class.
 The teacher will discuss:
a. Indigenous Knowledge
b. Library
c. Museum
d. Archives
e. Internet
 Recap the lesson
Practice (20 minutes)
 Locate two information sources about specific model of a smartphone (one coming from www. Qsmarena.com and
other from a product review of a Youtube). Compare the source of information and identify applicable criteria in
evaluating information sources. Write your result in your notebook.
 Afterwards the teacher will check their output.
Enrichment (20 minutes)
 The teacher will instruct the students to conduct an interview at least two elderly individuals in their community and
them about how their environment/surroundings have changed from their childhood years until the current year. Let
them narrate the changes in their surroundings and the effect of such change. Write an essay about this in a short
size bond paper.
 The teacher also explain the scoring criteria.
 Evaluation (55 minutes)

Performance Task/Scenario:
 As a social media campaign manager, you have been hired by a client to produce a research document that identifies
and characterizes the audience of various social media platform. The challenge involves providing profile on such
audience of social media platforms using demographics and other pertinent information that will best determine the
platform for the client’s campaign on sustainable development goals. The results of your research will be judged by
your client based on the following: Content, Structure, and Organization, Sources, and Criteria.

 Teacher will also explain the Scoring Criteria.

Prepared by: Noted by: Checked by:

MR. GONZALO N. BALUSCA _____________________________ MS. VINA GRACE D. MABANDOS

Teacher School Principal
SCORING CRITRIA FOR THE ESSAY

COMPONENT EXPERT PROFICIENT NOVICE

(3) (2) !(1)
Content Essay provides an excellent and Essay provides gives a decent Essay provides very few insight on
interesting. It provides an in-depth insight of the difference of their the subject’s content. The
content about the difference of environment before and now difference of the subject’s
their environment before and now. environment before and now is not
properly established.
Structure and Organization Flow the essay’s idea is easy to Flow of the essay’s idea is generally Flow of the essay’s idea is difficult
follow and understand. The alright. Certain parts of the idea’s to follow and understand. The
organization of the ideas are organization deviates from the rest organization of the ideas are
cohesive. of idea. disjointed.
Writing Style Essay is very well written. It does Essay is decently composed. Minor Essay has major flaws in its
not contain any error in spelling, error in spelling, grammar and composition. Numerous errors in
grammar and punctuation. It punctuation are observed. The grammars, spelling, and
reflects writer’s unique style of essay somehow reflects the punctuation are observed. The
conveying that he/she wants to writer’s unique way of conveying essay does not convey mu
communicate to the reader(s). information to the readers. conformation.
Scoring Criteria in Research

COMPONENT EXPERT PROFECIENT NOVICE

(3) (2) (1)
Content Research shows very detailed Research shows decent amount of Research contains very few details
information of the type of audience information with regards to the of the type of audience per
per social media platform. It shows type of audience per platform. It platform. Presented demographics
in-depth information on every present decent amount of in terms and other pertinent information is
social media audience in the form of demographics and other not enough to understand the type
of demographics and other pertinent information needed in of audience a social media
pertinent information necessary in understanding the type of audience platforms.
understanding the type of audience on a given platform.
on a given platform.
Structure and Organization No major grammatical error was One to two grammatical error was Three or more grammatical error
seen in the output. Structure as seen in the in the output. Structure was seen in the output. Structure
well as organization of the ideas and organization of the ideas and organization of the ideas is
presented is impressive. presented is decent. difficult to follow and needs a
major revision.
Sources More than 5 sources were used I 5 to 3 sources were used in the Less than 3 sources were used in
the output. All of which were output. Half of the sources were the output. All of the sources were
considered credible sources and not considered credible source and not credible as well as outdated.
were up to date. outdated.
Citations Proper citation to all data obtained Half of the data used was not None of the data obtained were
was observed properly cited. properly used
 Colegio San Agustin- Mati, Inc.
St. Augustine Compound, Dahican, Mati City

TEACHING GUIDE

Teacher’s Name: Mr. Gonzalo N. Balusca Date (Submission): JUNE 17_ 2019
Subject Area: Media Information Literacy Date (Implementation): Jun 24-25, 2019
QUARTER NUMBER: 1st Quarter
Subject Matter: Media and Information Languages

Topic/Lesson Name Media and Information Languages

The learner demonstrates understanding of media and information literacy (MIL) and MIL related
Content Standards
concepts.
The learner produces a living museum or electronic portfolio or any creative forms of multimedia
Culminating Performance
showcasing their understanding, insights, and perceptions of different resources of media and
Standards
information.
The learner will Create a Social Media Plan that will serve as the operational guide in managing their
Performance Task
social media campaign.
The learners: Values Integration: Multiple Intelligences:
LC1. Evaluates everyday media  Communitarian Spirit  Visual-Spatial
and information regarding with  Care of common good  Logical
codes, convention, and messages;  Friendship
Learning Competency in regards with audience,
producers, and other
stakeholders.
LC2. Produces and assesses the
codes, convention, and messages
of a group presentation.
Specific Learning Outcomes At the end of the lesson, the learners will be able to:
  Understands the concepts of codes, convention, messages, audience, producers, and stakeholders
 Analyse meanings embedded in various types of media.
Time Allotment/ 200 minutes
Lesson Outline:

 Introduction/Review: (10 minutes)

 Motivation: (15 minutes).
 Instruction/Delivery: (40 minutes)
 Practice: (20minutes)
 Enrichment: (20 minutes)
 Evaluation: (55minutes)

PROCEDURE Remarks
Introduction/Review: (10 minutes)
The teacher will;
 Review the key points in the discussion of Media and Information Sources from the previous lesson.
 Present the topic title: Media and Information Languages
 State the objectives of the lesson
 Form groups of three, then tackle one of the given advertisements.
 Prepare a five-minute discussion answering the following questions.
Motivation (15 minutes)
 Show common symbols or characters that deliver different meanings depending on the context where they were
used.
 Compare Language and Media and Information Languages.
Meaning in the frame
 Hang images around the classroom
 Let the learners walk around the classroom and let them interpret the images.
 Let the learners share their interpretations in class as you take on each image.
 Ask the learners to reflect on the statement: ‘ Language may be source of misunderstanding”-Marshal McLuhan
 Let them share what they think in the class.

Instruction/Delivery (40 minutes)

Interactive Discussion
 Expound on what Media Languages are.
  Discuss Codes and Conventions in Media
 Discuss the Types of Codes in Media
 Recap the lesson
Practice (20 minutes)
 Forms a group of four, then conduct an image analysis by comprehensively answering the following questions.
a. What are the main colors used? What do they mean?
b. How are the texts presented? How does it complete the meaning of the poster?
c. Is the message in the message in the visual mostly found in words, pictures/symbols, or both? Why?
Enrichment (20 minutes)
 Learners discuss on the ways how a certain visual media will achieve its purpose better.
 Learners explain the importance of being able to see what codes, convention, and messages connote.
DIGITAL COLLAGE

Divide the class into 6 group

 Using the learners’ phones as canvass the learners should be able to create a collage by strategically arranging the
phones beside each other. The collage should highlight a social issue using various symbols, codes and conventions.
Every output will be subjected to decoding and the producer of collage should verify the accuracy of the
interpretation.
 The teacher also explain the scoring criteria.

Evaluation (55 minutes)

Performance Task/Scenario:
 Create a Social Media Plan that will serve as the operational guide in managing your social media campaign. Utilize
the format below.
Account Title: SaveH20
Description : This page aims to
Date Format Content
August 3 2020 (Buwan ng Wika
Celebration
October 4, 2020 (Day of Rosary)

November 1, 2020 ( All Saints’ Day)

  Teacher will also explain the Scoring Criteria.
 The Social Media Plan will be graded using the Rubric below:
Criteria 4 3 2 1
Comprehensiveness The content of the The content of the The content of the the content of the
plan is plan is plan is average and plan is satisfactory
comprehensive and comprehensive. But content some and contains few
contains all some information information information
necessary needed were not necessary. necessary.
information. explained in detail.
Organization the content of the the content of the the content of the the content of the
plan is well- plan is organized and
plan is satisfactory plan is disorganized
organized and easy is understandable organized and is and is difficult to
to understand quite challenging to understand
follow
Format the plan followed the the plan missed to the plan missed the plan did not
format needed follow a few of most of the format follow the entire
indicated format format.

Prepared by: Noted by: Checked by:

MR. GONZALO N. BALUSCA _____________________________ MS. VINA GRACE D. MABANDOS

Teacher School Principal