MODULE 3 ACTIVITIES - FINANCIAL LITERACY

Read Module 3 and 4 of ED 3210 Course Study Guide.

A. Write your perspective on this statement of current DepEd Secretary regarding financial
literacy. Research some financial issues that hounds the teaching profession through the
years and relate it to the statement of Sec. Briones.

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 B. INFERENTIAL THINKING

How would the different characteristic types react towards a sale advertisement?
 C. FINANCIAL LITERACY ADVOCACY

According to an article, public schools teachers in the Philippines have been plagued by
borrowings over the past decades. Most notable was in 2016 when more than 26,000 teachers
failed to avail of their retirement benefits due to unpaid loans. With this kind of issue in the teaching
profession, how would you advocate for financial literacy?

Performance Task:
Create a short advocacy video about Financial Literacy. The video slip should be at least 2-3
minutes long.
For online and hybrid, upload it in the FILE tab folder “FINANCIAL LITERACY ADVOCACY”.
For offline/modular, upload your video in the ED 3210 Facebook Group.
(Prizes awaits to exceptional works)

D. Lesson Planning
Instructions: Create a Lesson Plan that promotes Financial Literacy among learners. You can
select any topic from the different K-12 Curriculum Guide preferably in your respective major.
Follow the template provided below.

School Grade Level

Teacher Learning Area
Time & Dates Quarter

I. OBJECTIVES
A. Content Standards

B. Performance Standards

C. Learning Competencies /
Objectives.
Write the LC code for each

II. CONTENT
Subject Matter

III. LEARNING RESOURCES

A. References

B. Materials
V. PROCEDURES
Activity/Strategy
(____ minutes). This is an
interactive strategy to elicit learner’s
prior learning experience. It serves as
a springboard for new learning. It
illustrates the principle that learning
starts where the learners are.

Analysis (____ minutes).

Essential questions are included to
serve as a guide for the teacher in
clarifying key understandings about
the topic at hand. Critical points are
organized to structure the
discussions allowing the learners to
maximize interactions and sharing of
ideas and opinions about expected
issues. Affective questions are
included to elicit the feelings of the
learners about the activity or the
topic.

Abstraction
(____ minutes). This outlines
the key concepts, important skills
that should be enhanced, and the
proper attitude that should be
emphasized. This is organized as a
lecturette that summarizes the
learning emphasized from the
activity, analysis and new inputs in
this part of the lesson.
Application
(____ minutes). This part is
structured to ensure the
commitment of the learners to do
something to apply their new
learning in their own environment.

Assessment (___ minutes).

For the Teacher to:
a) Assess whether learning objectives
have been met for a specified
duration,
b) Remediate and/or enrich with
appropriate strategies as needed,
and c) Evaluate whether learning
intentions and success criteria have
been met.

V. ASSIGNMENT
Assignment/Agreement
(____ minutes). Fill-in below any of
the four purposes
 Reinforcing / strengthening
the day’s lesson
 Enriching / inspiring the
day’s lesson
Enhancing / improving the day’s
lesson
 LESSON PLAN RUBRIC (points possible: 100)
Exceeds Expectation
Purpose-Goals Matched and clearly
connected to KS Standards;
Major concepts and
assumptions of learning are
developmentally appropriate
10 points (10-9 points)
Objectives * Objectives are obviously
Subject matter observable and measurable;
knowledge, Clearly stated application of
skills and subject matter knowledge
application and skills; Includes the three
domains; cognitive,
Reasoning affective, psychomotor –
ability across all reasoning levels;
lower, middle, high
20 points (20-19 points)
Anticipatory Lesson is creatively opened
Set by tapping interest & prior
knowledge, and procedures
are described
5 points (5-4 points)
Procedures Detailed all content and
resources required for
instruction; Includes a
variety of teaching strategies
using Multiple; Intelligences
theory; Used multiple
methods or inquiry for
20 points student learning
incorporating Bloom’s
taxonomy; effective use of
technology
(20-18 points)
Special Specific strategies designed
Accommodati to promote success for all
ons students based on Time-
Circumstances, Tasks,
Communication, Response
Modes; Differentiated
Instruction clearly evident
20 points (20-18 points)
Closure Summary provided to
reinforce learning and link to
5 points future learning
(5-4 points)
Assessment Appropriate and connected
to all objectives
20 points Specific description of both
formative and summative
assessments; Details at least
two different ways to
represent learning; e.g.
concept map, quiz, reflective
response
(20-18 points)
*Objectives are evaluated in each education course as specific to requirement and content.
Meets Expectations
Matched but not clearly
connected to KS standards;
Most concepts and
assumptions of learning are
developmentally
appropriate
(8-6)
Objectives are somewhat
observable and measurable
; Stated application of
subject matter knowledge
and skills;
Some domains are
included, but not all three
or not across all levels
(17-15)
Some attempt to open
lesson by tapping interest &
prior knowledge, and
describe procedures
(3-2)
Detailed some content
required for instruction;
Some teaching strategies
included with use of MI
theory; Some methods of
student inquiry listed; some
open ended questions
included; appropriate use of
technology
(17-15)
Strategies designed to allow
success for most students
based on Time-
Circumstances, Tasks,
Communication, Response
Modes; Some
Differentiated Instruction
evident
(17-15)
Some summary provided to
reinforce learning
(3-2)
Appropriate; connected to
some objectives; Plans for
both formative and
summative assessment;
States at least two different
ways to represent learning;
e.g. concept map, quiz,
reflective response
(17-15)
Needs Improvement
Not adequately matched
or connected to KS
Standards; Concepts and
assumptions of learning
are sometimes not clear or
not listed
(5-3)
Objectives are either not
observable or not
measurable; Minimal
application of subject
matter knowledge and
skills; Domains and levels
are addressed limitedly
(14-8)
Limited attempt to tap
interest & prior
knowledge, and describe
procedures
(1)
Limited details provided
to teach content; Teaching
strategy not clear or MI
theory not evident;
Limited methods of
student inquiry used;
lower level questioning;
some use of technology
(14-12)
Some strategies not
specific enough to support
student learning based on
Time-Circumstances,
Tasks, Communication,
Response Modes; Limited
evidence of Differentiated
Instruction
(14-12)
Limited use of summary
to reinforce learning
(1)
Connected to objectives to
a limited degree; Plans for
either formative or
summative assessment;
States one way to
represent learning; e.g.
concept map, quiz,
reflective response
(14-12)
Does Not Meet Points
Expectations Earned
Not matched or
connected to KS
Standards; Concepts
and assumptions of
learning are not clear
or not listed
(2-0)
Objectives are not
observable and also
are not measurable;
Application of subject
matter knowledge and
skills not evident;
Domains and levels
are not addressed
(14-0)
Does not tap interest &
prior knowledge, and
describe procedures
(0)
Details are not
provided to teach
content; Teaching
strategy not clear or
MI theory not evident;
Methods of student
inquiry not evident;
lower level
questioning; limited
use of technology
(11-0)
Strategies not specific
enough to support
student learning based
on Time-
Circumstances, Tasks,
Communication,
Response Modes; No
evidence of
Differentiated
Instruction
(11-0)
Summary not evident
or does not reinforce
learning
(0)
Not connected to
objectives or not
appropriate; Does not
include plans for either
formative or
summative
assessment; Does not
include any ways to
represent learning
(11-0)
Total Points Earned:
 MODULE 4 ACTIVITIES – MEDIA LITERACY

A. Picture Accent Process:

Directions: Search for pictures of the different new media available in the market.
Paste them in the boxes below and give a few descriptions about the pictures.

Description: Description: Description:

B. Check Your Understanding

Instructions: In your own opinion answer the following questions:

1. What is media literacy and why is it important in the context of education?

2. What are the example of media and information literacy?

3. What is the purpose of media information literacy?

4. How do you define information literacy?

C. Lesson Planning

Instructions: Create a Lesson Plan that promotes Media Literacy among learners. You can
select any topic from the different K-12 Curriculum Guide preferably in your respective major.
Follow the template provided below.

School Grade Level

Teacher Learning Area
Time & Dates Quarter

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
/ Objectives.
Write the LC code for each

II. CONTENT
Subject Matter

III. LEARNING RESOURCES

A. References

B. Materials

V. PROCEDURES
Activity/Strategy
(____ minutes). This is an
interactive strategy to elicit
learner’s prior learning experience.
It serves as a springboard for new
learning. It illustrates the principle
that learning starts where the
learners are.
Analysis (____ minutes).
Essential questions are included to
serve as a guide for the teacher in
clarifying key understandings about
the topic at hand. Critical points are
organized to structure the
discussions allowing the learners to
maximize interactions and sharing
of ideas and opinions about
expected issues. Affective questions
are included to elicit the feelings of
the learners about the activity or
the topic.

Abstraction
(____ minutes). This outlines
the key concepts, important skills
that should be enhanced, and the
proper attitude that should be
emphasized. This is organized as a
lecturette that summarizes the
learning emphasized from the
activity, analysis and new inputs in
this part of the lesson.

Application
(____ minutes). This part is
structured to ensure the
commitment of the learners to do
something to apply their new
learning in their own environment.
Assessment (___ minutes).
For the Teacher to:
a) Assess whether learning
objectives have been met for a
specified duration,
b) Remediate and/or enrich with
appropriate strategies as needed,
and c) Evaluate whether learning
intentions and success criteria have
been met.

V. ASSIGNMENT
Assignment/Agreement
(____ minutes). Fill-in below any
of the four purposes
 Reinforcing /
strengthening the day’s
lesson
 Enriching / inspiring the
day’s lesson
Enhancing / improving the day’s
lesson
 LESSON PLAN RUBRIC (points possible: 100)
Exceeds Expectation
Purpose-Goals Matched and clearly
connected to KS Standards;
Major concepts and
assumptions of learning are
developmentally appropriate
10 points (10-9 points)
Objectives * Objectives are obviously
Subject matter observable and measurable;
knowledge, Clearly stated application of
skills and subject matter knowledge
application and skills; Includes the three
domains; cognitive,
Reasoning affective, psychomotor –
ability across all reasoning levels;
lower, middle, high
20 points (20-19 points)
Anticipatory Lesson is creatively opened
Set by tapping interest & prior
knowledge, and procedures
are described
5 points (5-4 points)
Procedures Detailed all content and
resources required for
instruction; Includes a
variety of teaching strategies
using Multiple; Intelligences
theory; Used multiple
methods or inquiry for
20 points student learning
incorporating Bloom’s
taxonomy; effective use of
technology
(20-18 points)
Special Specific strategies designed
Accommodati to promote success for all
ons students based on Time-
Circumstances, Tasks,
Communication, Response
Modes; Differentiated
Instruction clearly evident
20 points (20-18 points)
Closure Summary provided to
reinforce learning and link to
5 points future learning
(5-4 points)
Assessment Appropriate and connected
to all objectives
20 points Specific description of both
formative and summative
assessments; Details at least
two different ways to
represent learning; e.g.
concept map, quiz, reflective
response
(20-18 points)
*Objectives are evaluated in each education course as specific to requirement and content.
Meets Expectations
Matched but not clearly
connected to KS standards;
Most concepts and
assumptions of learning are
developmentally
appropriate
(8-6)
Objectives are somewhat
observable and measurable
; Stated application of
subject matter knowledge
and skills;
Some domains are
included, but not all three
or not across all levels
(17-15)
Some attempt to open
lesson by tapping interest &
prior knowledge, and
describe procedures
(3-2)
Detailed some content
required for instruction;
Some teaching strategies
included with use of MI
theory; Some methods of
student inquiry listed; some
open ended questions
included; appropriate use of
technology
(17-15)
Strategies designed to allow
success for most students
based on Time-
Circumstances, Tasks,
Communication, Response
Modes; Some
Differentiated Instruction
evident
(17-15)
Some summary provided to
reinforce learning
(3-2)
Appropriate; connected to
some objectives; Plans for
both formative and
summative assessment;
States at least two different
ways to represent learning;
e.g. concept map, quiz,
reflective response
(17-15)
Needs Improvement
Not adequately matched
or connected to KS
Standards; Concepts and
assumptions of learning
are sometimes not clear or
not listed
(5-3)
Objectives are either not
observable or not
measurable; Minimal
application of subject
matter knowledge and
skills; Domains and levels
are addressed limitedly
(14-8)
Limited attempt to tap
interest & prior
knowledge, and describe
procedures
(1)
Limited details provided
to teach content; Teaching
strategy not clear or MI
theory not evident;
Limited methods of
student inquiry used;
lower level questioning;
some use of technology
(14-12)
Some strategies not
specific enough to support
student learning based on
Time-Circumstances,
Tasks, Communication,
Response Modes; Limited
evidence of Differentiated
Instruction
(14-12)
Limited use of summary
to reinforce learning
(1)
Connected to objectives to
a limited degree; Plans for
either formative or
summative assessment;
States one way to
represent learning; e.g.
concept map, quiz,
reflective response
(14-12)
Does Not Meet Points
Expectations Earned
Not matched or
connected to KS
Standards; Concepts
and assumptions of
learning are not clear
or not listed
(2-0)
Objectives are not
observable and also
are not measurable;
Application of subject
matter knowledge and
skills not evident;
Domains and levels
are not addressed
(14-0)
Does not tap interest &
prior knowledge, and
describe procedures
(0)
Details are not
provided to teach
content; Teaching
strategy not clear or
MI theory not evident;
Methods of student
inquiry not evident;
lower level
questioning; limited
use of technology
(11-0)
Strategies not specific
enough to support
student learning based
on Time-
Circumstances, Tasks,
Communication,
Response Modes; No
evidence of
Differentiated
Instruction
(11-0)
Summary not evident
or does not reinforce
learning
(0)
Not connected to
objectives or not
appropriate; Does not
include plans for either
formative or
summative
assessment; Does not
include any ways to
represent learning
(11-0)
Total Points Earned: