A Lesson Plan in Media and Information Literacy

(Week 10/ Day 1)

Content Standard The learners demonstrate an understanding of the overall impact of media and
information on individual and society as a whole.
Performance Standard 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
Learning Competencies The learner…
1. Synthesizes the overall implication of media and information to an
individual (personal, professional, educational, and others) and the
society as a whole (economic, social, political, educational, and
others). MIL11/12MILI-IIIj-29

I. Learning Objectives

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

1. identify the benefits of a media and information literate Individual.
2. appreciate the benefits of being an information-aware individual shown during discussions and the
debate.
3. discuss to the class the advantage of a being a media and information literate individual through
group reporting.

II. Subject Matter

Topic Advantage of a being a media and information literate individual
References: Commission on Higher Education (CHED). MEDIA AND INFORMATION
LITERACY Teaching Guide for Senior High School. Manila: PNU. P97-104
Magpile, Christine Marie (2016). Media and Information Literacy: Enhancing Education
Through Effective communication. Intelegente Publishing: Quezon City. P122-134
Materials: Laptop, PowerPoint Presentation, Blackboard
Values Integration: Cooperation and Appreciation

III. Learning Activities

A. Preliminary Activities
a. 1 Prayer
a. 2 Greetings
a. 3 Classroom Management
a. 4 Checking of Attendance
a. 5 Review
a. 6 Motivation: Throwback of famous educational program such as Hiraya Manawari, Sineskwela,
Batibot, and others. Students will be told to reflect to the theme song of these shows and remind them how
these shows helped them with their early childhood learning.
B. Developmental Activities
b. 1 Activity
Prior to the class program, students were told to discuss the following topics on the benefits of
being a Media Information Literate Individual. Students will be given 20 minutes to report.

b. 2 Analysis
Call on the reporters/ learners to answer the following questions:

1. What is the benefit of being a media and information literate to the following contexts?
a. Quality of life
b. Political participations
c. Economic opportunities
d. Learning environment
e. Overall social units
2. To what extent will being MI Literate individual be beneficial to a student like you? How could it
possibly be not beneficial to an individual?

b. 3 Abstraction

Use the framework of Aufderheide (1992 as cited in Koltay, 2011): A media literate person can
decode, evaluate, analyze and produce both print and electronic media. The fundamental
objective of media literacy is critical autonomy relationship to all media. Emphases in media
literacy training range widely, including informed citizenship, aesthetic appreciation and
expression, social advocacy, self-esteem, and consumer competence.

From the student’s work and reports, the teacher will discuss more about the following:
Stress that being a media and literate individual can make a lot of difference to the community.
a) Improved quality of life
b) Greater political participation
c) Better economic opportunities
d) Improved learning environment
e) More unified social units
f) Others

b. 4 Application
The teacher will call the students one at a time to explain the topic discussed as follows:
Examining Social Media
1. Group the students into 3-4 to answer the graphic organizers.
2. Have each group choose a social media network such as Facebook, Twitter, Instagram, etc.
3. Have each group choose any of the following sectors/communities as discussed in the previous
lessons: education, tourism, business, fisher folk, farmers, barangay level, student council, news
company, etc.
4. 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.
 Generalization
Ask a student to synthesize and generalize the topic discussed.

IV. Evaluation
Students will identify what advantage of media will the following statement pertains with. This could
be: Improved quality of life (IQL), Greater political participation (GPP), Better economic
opportunities (BEO), Improved learning environment (ILE), more cohesive social units (CSU)
1. Concepcion created a banner advocating responsible pet ownership and shared it online reaching
millions of supporters. – CSU
2. Geremie can compute his vital cardio statistics using apple watch during exercise and leisure. He
can export reports for his doctor to analyze the results in graphs, charts, etc. – IQL
3. Coco can research about his political bet in the 2019 midterm election thus he remains updated to
the projects of his bet. – GPP
4. Moonzs can advertise his small business online. He can even take orders and settle accounts thru
paypal. – BEO
5. Arzon finished BA in Dev communications thru the UP online university and officially graduated
2022 with more than 3000 graduates. – ILE

V. Assignment
1. What are the advantages and disadvantages of media and information: economic, social and educational
2. Create a report for this (only specified group)

Prepared by: Checked by:

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

Subject Teacher Subject group Head, SHS-TVL
 A Lesson Plan in Media and Information Literacy
(Week 10/ Days 2)

Content Standard The learners demonstrate an understanding of the overall impact of media and
information on individual and society as a whole.
Performance Standard 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
Learning Competencies The learner…
1. Synthesizes the overall implication of media and information to an
individual (personal, professional, educational, and others) and the
society as a whole (economic, social, political, educational, and
others). MIL11/12MILI-IIIj-29

I. Learning Objectives
At the end of the lesson, the students will be able to:
1. Identify the advantages and disadvantages of media and information in the aspect of education,
economic, and politics.
2. appreciate the benefits of being a media and information literate individual shown during
discussions and the debate.
3. discuss to the class the advantage of a being a media and information literate individual in terms
in the aspect of education, economic, and politics.

II. Subject Matter

Topic Economic, social, political, and Educational advantage and Disadvantage of M and I
References: Commission on Higher Education (CHED). MEDIA AND INFORMATION
LITERACY Teaching Guide for Senior High School. Manila: PNU
Magpile, Christine Marie (2016). Media and Information Literacy: Enhancing Education
Through Effective communication. Intelegente Publishing: Quezon City
Materials: Laptop, PowerPoint Presentation, Blackboard
Values Integration: Cooperation and Appreciation

III. Learning Activities

A. Preliminary Activities
a. 1 Prayer
a. 2 Greetings
a. 3 Classroom Management
a. 4 Checking of Attendance
a. 5 Review
a. 6 Motivation (per group reporter): Students will have a logo quiz of famous BPO companies,
Media networks shows, and other related to political, social and educational movement that deliberately and
visibly utilize/d media to their improvements.
 B. Developmental Activities
b. 1 Activity
Prior to the class program, students were told to discuss the following topics on the advantage and
disadvantage of Media Information in politics, education, and social. Students will be given 20 minutes
to report.

b. 2 Analysis
Call on the learners to answer the following questions:
1. What is the advantage of media and information in the following?
a. Economic
b. Education
c. Social

2. What is the disadvantage of media and information in the following?

a. Economic
b. Education
c. Social
3. As a citizen of the Philippines, how will you develop with these advantage of media and
information?
4. As a student, how will handle and cope with these disadvantages of media?

b. 3 Abstraction
From the students’ work, the teacher will discuss more about the following:
The advantage and disadvantage of media and information
a. Economic
b. Education
c. Social

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

Generalization
Ask learners to synthesize the topic discussed by pinpointing key details on the following:
The advantage and disadvantage of media and information
a. Economic
b. Education
c. Social

IV. Evaluation
Write “A” if the following statement is an advantage to the context mentioned, otherwise, write
“D” if not.

1. M and I makes students convenient in retrieving and assessing information due to vast access to
information. – A
2. Education is being improved due to different media platforms used in the classroom. – A
3. Learning to operate new gadget can be difficult to operate and assemble for someone who is not adept
to it. – D
4. Massive information access may mislead people to false report about political instability and others.
–D
5. Media encourages people to build support groups engaging in various advocacies. – A
V. Assignment
1. Students will be asked to research on the LeBeau, Harrington, Lubetsky (2000 as cited in Krieger, 2005).
Students will also be divided into 2 separates group called the affirmative and negative group. Both groups
will be tasked to research on the “Positive and Negative impact of Media on the youth”

Prepared by: Checked by:

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

Subject Teacher Subject group Head, SHS-TVL
 A Lesson Plan in Media and Information Literacy
(Week 10/ Days 3-4)

Content Standard The learners demonstrate an understanding of the overall impact of media and
information on individual and society as a whole.
Performance Standard 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
Learning Competencies The learner…
1. Synthesizes the overall implication of media and information to an
individual (personal, professional, educational, and others) and the
society as a whole (economic, social, political, educational, and
others). MIL11/12MILI-IIIj-29

I. Learning Objectives
At the end of the lesson, the students will be able to:
1. Distinguish the overall implication of media and information to an individual and the society as a
whole;
2. Appreciate the importance of information gathering skills and the essence of being a well-informed
individual during the debate; and
3. Synthesizes the overall implication of media and information to an individual (personal, professional,
educational, and others) and the society as a whole (economic, social, political, educational, and others)

II. Subject Matter

Topic Overall implication of media and information to an individual and the society as a
whole
References: Commission on Higher Education (CHED). MEDIA AND INFORMATION
LITERACY Teaching Guide for Senior High School. Manila: PNU
Magpile, Christine Marie (2016). Media and Information Literacy: Enhancing
Education Through Effective communication. Intelegente Publishing: Quezon City
Materials: Laptop, PowerPoint Presentation, Blackboard
Values Integration: Team work and Self-awareness

III. Learning Activities

A. Preliminary Activities
a. 1 Prayer
a. 2 Greetings
a. 3 Classroom Management
a. 4 Checking of Attendance
a. 5 Review
a. 6 Motivation
 B. Developmental Activities
b. 1 Activity

The students will be tasked to watch a video on the impact of media and information of on youth.
Afterwards, students will be tasked to create a short report / rebuttal / issues and concern surrounding the
said video.
Also, the debate proceeds based on the LeBeau, Harrington, Lubetsky (2000 as cited in Krieger, 2005):

b. 2 Analysis
Call on the learners to answer the following questions:

1. What is the overall implication of media and information to an individual and the society as a whole?
Breakdown as follows:
a. Economy
b. Society
c. Education

b. 3 Abstraction
Introducing Debate

Discuss with the learners the mechanics of the classroom debate: conduct, time, rebuttal, and the roles of
students. Discuss the flow of the debate using the structure of LeBeau, Harrington, Lubetsky (2000 as cited
in Krieger, 2005):

(1 min) Speech 1: The first affirmative speaker introduces the topic and states the affirmative 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 and
summarizes their own two reasons.
(1 min) Speech 7: The negative team states two rebuttals for the affirmative team's two arguments and
summarizes their own two reasons.
(1 min) Speech 8: The affirmative team states two rebuttals for the negative team's two arguments and
summarizes their own two reasons.
(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)
 b. 4 Application
Debate proceed, each student will present the arguments and rebuttal as ruled. The topic: the impact
of Media and information on youth. Each group will be graded with the following rubrics:

10 9 8 7

Generalization
One of debater for each group has to stand and generalize the key points of the lesson
IV. Evaluation
Students will be tasked to create an essay answering the following key question:

1. What is the overall implication of media and information to an individual (personal, professional,
educational, and others) and the society as a whole (economic, social, political, educational, and
others)

Rubrics:
Expression of Concept : 10 points
Using key examples, localization and contextualization of the subject: 10 points
Technicalities and grammar 5 points

V. Assignment
1. What is People as Media and People in Media, its definition and characteristics. Wasted

Prepared by: Checked by:

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

Subject Teacher Subject group Head, SHS-TVL