SEMI-DETAILED LESSON PLAN IN MEDIA & INFORMATION LITERACY 12

WEEK 1 – JUNE 19-23

I. OBJECTIVES

On the successful completion of this chapter, the learners should be able to:

A. Describe how communication is affected by media and information

B. Identify the similarities and differences of media literacy, information literacy, and
technology literacy
C. Editorialize the value of being a media and information literate individual
D. Identify characteristics/describes a responsible uses and competent producers of media
and information.
E. Share to class media habits, lifestyles and preferences

II. SUBJECT MATTER

A. Introduction to Media and Information Literacy

 Media Literacy
 Information Literacy
 Technology Literacy

B. References:

 K to 12 Senior High School Core Curriculum – Media and Information Literacy

December 2013
 Media and Information Literacy - Teaching Guide for Senior High School by Ferdinand
B. Pitagan, Ph.D., Virginia P. Andres, Louis Mark N. Plaza, Conrado C. Rotor, Ph.D.,
Aurelio P. Vilbar, Ph.D., Cheryl F. Villanueva
 United Nations Education, Scientific and Cultural Organization - Media and Information
Literacy: Curriculum for Teachers by Carolyn Wilson, et al.
 Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc.

C. Materials: Laptop, Projector, White Board, White Board Marker, Images, Videos.

III. LEARNING ACTIVITIES

Preparatory Activity

 Attendance

A. Motivation

Brief overview and idea about the course.

Direction: Students will interact to their teacher about their idea on the topic. Ask the
students what comes to their mind about Media and Information.

B. Presentation

The teacher will discuss the definition of media, information, technology and their
importance. Explain their similarities and differences. Show images and videos to the
students to strengthen their understanding.
 Activity

Direction: The students will be asked to get ½ crosswise sheet of yellow paper and
record their use and interaction of different media and information sources and how
many hours do they spent on each one per week. The figures to be provided do not
have to be exact, just a rough estimate.

C. Analysis

 Which media provider did they spend most of the time?

 Ask 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. How
would it affect the way they live?
 Why do we communicate?

D. Abstraction

 Slide show discussion on the definition of “communication”

 Discuss the different models of communication.

E. Application

Oral Recitation:
A few students will be called randomly to present their report about what they have
written on the paper.

F. Generalization

Media and information literacy embodies essential knowledge about (a) the functions of
media, libraries, archives and other information providers in democratic societies, (b) the
conditions under which news media and information providers can effectively perform
those functions, and (c) how to evaluate the performances of these functions by
assessing the content and services they offer.

IV. ASSESSMENT

A. Formative Assessment:
1. Recitation at the end of each lessons.
2. Class activity: Write student’s media usage per day, with recitation activity
3. Written test on the last session day of the week.

Prepared by:

Denny Liwag