School: Dalaguete National High School Grade Level Grade 12

Teacher: Mr. George P. Lumayag Teaching Media & Information

Area: Literacy

Teaching September 2022 Quarter: 1

Dates & 7:45-12:00 noon 1:00-5:00 P.M.

Time:
Daily Lesson Plan
I. OBJECTIVES WEEK 2-DAY 2 for Set A, and Set B

NOTE: Be sure that the lesson for a particular topic is discussed. (non-negotiable)

A. Content Standard The learner demonstrates an understanding of media and information literacy
(MIL) and MIL-related concepts.

B. Performance Standard The learner organizes a creative and interactive symposium for the community
focusing on being a media and information-literate individual.

C. Learning The learner identifies the similarities and differences of media literacy,
Competencies/Objectives information literacy, and technology literacy.

II. CONTENT Media Literacy, Information Literacy, Technology Literacy

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Test Book pages

4. Learning Resources (LR) portal

B. Other Learning References

Self Learning Home Task (SLHT)

Pages 1-8

IV. PROCEDURES

A. Questions:

B. Prayer:

C. Checking of Attendance:

D. Cleaning the Area:

E. Other: Online Slides Presentation

Directions. Identify the statements below. This is the YES or NO activity.

1. I can identify the FB site of a television channel.

 2. I can identify the website of the online library.
DRILLS: Use game as an activity to
3. I can identify the legitimate online sites.
engage, correct, and assess learner’s
prior knowledge to determine their
readiness to the present lesson. Give
analysis right after performing the said
activity.

Note: This activity is purely voluntary.

The teacher may ask the students to recall the previous lesson and share it before
the class.

Based on the previous lesson, cite one (1) example about media, information, and
technology.

Examples:

Media: The TV network publishes its news program at 6:00-7:00 P.M.

REVIEW: The Teacher will ask 3 to 5 Information: The donated books are placed at the library.
relevant questions leading to the
topics to be discussed. Technology: The TV network circulates its news updates at Youtube.com.

The teacher shall ask the following questions:

Have you identified the similarities between media literacy and information
MOTIVATION: It is the teacher’s literacy?
priming that will hook engage
student’s interest to focus by giving Have you identified the differences between media literacy and information
essential and relevant, situations to literacy?
activate the prior knowledge leading
to the presentation of new lesson.

LESSON PROPER: Teacher’s input or
abstraction to deliver and present the
concepts of the lesson in a systematic
manner. Provoke thinking of students
by asking relevant questions to gauge
student’s understanding of the
lesson/s.
Directions. Read the reading material.
Similarities and differences
We can compare the two fields in terms of six aspects. The first aspect is their
similar patterns of development. The two concepts have developed rather
quickly in recent years. This acceleration is most obvious in the 2000s, especially
from the year 2005 onwards. In the past two decades, the two fields have been
young and upcoming academic areas in the literacy family (Google, 2012). As for
affiliated countries, the United States is the most important place for both
information literacy and media literacy research. Other countries that are active
in both areas include England, Australia, Canada, Spain, China, and South Africa.
The second aspect is their different academic roots. While information literacy
emerged from the library and information sciences, media literacy originated
from the media, education, and social sciences. The top three journals that carry
information literacy publications are library journals, while those carrying media
literacy publications are communication and social sciences journals. Media
literacy-related journals tend to have higher impact factors, while the library
journals are either non-Social Sciences Citation Index publications or have lower
impact factors.
The third aspect is the difference of constituting members and institutions.
Based on the article, in Table 3, of the 48 authors shown on both lists, only one
of them is listed in both fields. For the top three authors on each list, they do not
appear at all on the other list. This level of divergence is a good indicator that the
two fields are being investigated by two entirely different groups of researchers.
The institutional affiliations in Table 4 essentially repeat this finding. Of the 37
universities listed on both lists, most of them do not overlap. Of the 18 media
literacy-related universities, 12 are ranked among the top 100 in the 2013
Shanghai Ranking of world universities. Of the 18 information literacy-related
universities, the corresponding number is only 5.
The fourth aspect is their overlapping scopes and subject matters. Education is
the common bond between the two fields (Table 5). This overlap forms a basis
for the proposed integration and cooperation, but each field also has its own
emphasis, as can be seen in their major title words. In fact, they also differ in
terms of their targets of study. The objects of interest for the information
literacy scholars are mainly peer-reviewed publications. For media literacy, the
attention is focused on mass media and media messages. In recent years, they
have both focused on multimedia material and have been associated heavily
with information and communication technologies. There is also an overlap
between the two fields in terms of subject area. Both literacy concepts guide
users to meet their information needs through locating, retrieving, evaluating,
using, and communicating media and information. One is more concerned with
research skills, while the other is linked with critical analysis of media products
(Hobbs, 2010; Lau, 2013).

The fifth aspect is their divergent analytical approaches. Information literacy

concentrates on analyzing information (Lau, 2013). Therefore, it mainly focuses
on textual analysis and emphasizes the research value of finding the truth in
documents. It is concerned with the critical assessment of research-related
information quality but it does not examine information audiences and
information effects (Lau, 2013). In contrast, media literacy has strong academic
roots in media studies and social sciences. It addresses key facets of the mass
media phenomena, such as media messages, media industries, media audiences,
and media effects (Martens, 2010). Thus, media literacy adopts more analytical
approaches. Apart from textual analysis, it also conducts institutional analysis,
medium analysis, and audience analysis.

The sixth aspect is their objectives. Information literacy and media literacy have
the same objective – training people to access, understand, evaluate,
communicate, use, and create media messages and information. Both highlight
the importance of the ethical use of information, the critical analysis of content,
the use of multimedia platforms, and knowledge production. There is a recent
call for information literacy to extend its functions to build citizenship, to
guarantee the survival of democratic institutions, to serve as a vital tool for
lifelong learning, and to address the value of relevant information in a
commercial world that is driven by a knowledge economy (Bawden, 2001).
Media literacy scholars also propose that media literacy should contribute to
democracy, the knowledge economy, and lifelong learning (Livingstone & al.,
2005).

Disclaimer: The statements stated above are borrowed from the online sources.
The Department of Education does not claim or own the presented statements.
Links for the sources are found in the reference part of the Self-Learning Home
Task (SLHT).

Activity:

1. Can you identify media literacy, information literacy, and technology

literacy?

2. Provide one (1) example of each three (3) above-mentioned literacies.

PRACTICE EXERCISES: The teacher will
provide practice exercises that will be
answered by the students in pairs or in
group or in individual performance in
the new normal.
Analysis:
1. Based on the presented article @
https://sites.google.com/deped.gov.ph/mil/slhts/q1-week2, how do you
identify the similarities and differences of media literacy, information literacy, and
technology literacy?

Note: The students shall individually answer the question.

Abstraction:

Directions. Reread the reading material @

https://sites.google.com/deped.gov.ph/mil/slhts/q1-week2. Then, orally share
the summary of the lesson before the class.
GENERALIZATION: The teacher will
give questions to draw out or elicit
from the students what is expected to
generalize about concepts and or Guide Questions:
demonstrate steps in solving
● What are the similarities of media literacy, information literacy, and
problems.
technology literacy?

● What are the differences between media literacy, information literacy,

and technology literacy?

Applications:

Exercise

Writing Statements. Directions. Write down 2 statements to identify the

similarities and 3 sentences to identify the differences between and among media
literacy, information literacy, and technology literacy. Write down your answers
APPLICATIONS: The teacher will give on the 1/4 size intermediate paper.
questions on application to ensure
that the lessons were understood and
skills were being acquired. Ask real life
situations if possible to develop Guide Questions:
appreciation of students.
● What are the similarities of media, information, and technology literacies?

● What are the differences between media, information, and technology

literacies?

Assessment:

Directions. Please answer the 1-10 item assessment @

https://sites.google.com/deped.gov.ph/mil/slhts/q1-week2
QUIZ: The teacher will give a pen
paper test to verify and ensure
students’ mastery of the lesson.

Assignment is optional

ASSIGNMENT: The teacher will give 1

or 2 easy, 1 or 2 average, and 1
difficult activities to be done at home
to strengthen the students
assessment.

GUIDE QUESTIONS FOR REFLECTIONS

How many students didn’t find difficulties in answering their lesson?

How many students find the lesson interesting, engaging, and enjoyable?

What is lacking in the lesson? (Prior knowledge, skills needed, or interest to listen
and pay attention).
REFLECTION: The teacher needs to
reflect what went well and what went How many students were trying to cope up despite the same difficulties
wrong to improve teacher’s and encountered in the delivery of the lesson?
students’ performance.
How many students mastered the lesson despite the limited resources facilitated
the teaching and learning process?

How many students finished their work on time, and how many of them did not
finish their work on time? Why?

Number of learners who earned 80% in the evaluation.

Number of learners who earned 80% above.

Number of learners who need additional activities and require for remediation.

What went well?

(Ex. I planned well what strategy fits my students, and the lesson as well shall be
discussed. Then, this is the reason why 90% of them acquired the skills needed to
 use and perform.)

What do I need to improve in my teaching performance and students’

performance? (Ex. I have to employ a variety of strategies that fit my students and
sustain my energy to execute another lesson.)

Prepared by: Checked by:

GEORGE P. LUMAYAG ALOHA Z. BENGCOLITA

Teacher III Master Teacher I
https://georgelumayag.weebly.com/