ADAPTIVE TEACHING GUIDE

MET # 5 Lesson: Media and Information Sources

Prerequisite Content-knowledge:
● Information Literacy
● Types of Media
Prerequisite Skill:
● defines information needs, locates, accesses, assesses, organizes, and
communicate information (in particular, assessing information)
● classifies contents of different media types

Prerequisites Assessment: (Describe the type and content of the Prerequisite

Assessment and Use a separate sheet for the copy of a full-
blown assessment.)
MEDIA DETECTIVE CHALLENGE (Prompting Connections to Prior
Knowledge/Prompting for Effortful Thinking)
The students will be divided into groups of five. Each group will be assigned a media
sample. The students will identify the type of media samples assigned to them.

After investigating the samples, the students will answer the following questions by:
● What is the type of media?
 ● Who is the intended audience?
● What is the purpose of the media?
● Is it credible or not? Why?

Pre-lesson Remediation Activity:

1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or
Skill(s):
● Reading Activities:
○ Information Literacy:
■ https://www.unesco.org/en/ifap/information-literacy
■ https://otterbein.libguides.com/infolit/whatinfolit
○ Types of Media
■ https://www.sparknotes.com/us-government-and-
politics/american-government/the-media/section1/
■ https://libguides.aber.ac.uk/c.php?g=688883&p=4930096
● Audio-Visual Materials
○ Information Literacy
■ https://www.youtube.com/watch?v=hbe6xBibOL4
■ https://www.youtube.com/watch?v=3BAfs_oDevw
○ Types of Media
■ https://www.youtube.com/watch?v=bBP_kswrtrw

2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge

and/or Skill(s):
● Audio-Visual Materials
○ Information Literacy
■ https://www.youtube.com/watch?v=hbe6xBibOL4
■ https://www.youtube.com/watch?v=3BAfs_oDevw
○ Types of Media
■ https://www.youtube.com/watch?v=bBP_kswrtrw

Introduction:

1. Time Allotment: One hour and 45 minutes will be dedicated to the prerequisite
assessment, pre-lesson mediation, and the delivery of the three lesson chunks. Fifteen
minutes will be allotted for processing and synthesis.
 Online- The students can communicate to their teacher through email or LMS.

Onsite - The students can communicate directly with their teacher during their class or
assigned consultation times.

2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson

● identtify potential sources of media and information

● contrast indigenous media to the more common sources of information such as
library, internet, etc.
● compile media samples into an electronic portfolio.
3. Context where the student is going to apply their learning (In what PAA/EFAA and
personal use?)

● EAA/PAA : Digital Portfolio

● Understanding the different sources of information would ensure that students
will be able to acquire reliable media products relevant to their tasks.
●
4. Overview of the lesson

This lesson covers different media and information sources such as indigenous media,
library and the internet and how they could be utilized to satisfy one’s information
needs.

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative
to the General Enabling Teaching Strategy. Number of chunks of topics will be
dependent on the teacher’s plan.)

Chunk 1 : Indigenous Information and Media

● Indigenous Information defined

● Forms of Indigenous Communication

Formative Question: Why should we empower indigenous people with community media?

Echoes of Time: Guess the Ancient Communication Tool (Drawing Attention to Meaning/
Prompting Connections to Prior Knowledge)

Instructions: Determine the tool or instrument employed for transmitting messages in various
historical contexts when modern communication tools were absent.

1. Giving signals in ancient civilizations about the impending attacks or invasions

2. Military intelligence and commands during the war and conflict

3. In times of emergency such as natural disasters like floods or earthquakes

4. Important news such as the death of the emperor or the royal highness

5. Seeking blessings or making celestial events

Sabi ni Lolo! Sabi ni Lola! (Prompting for Effortful Thinking)

Instructions: Choose an indigenous message from your grandparents that you find relevant
today. Each student will select one message and participate in a "Balitaktakan" discussion in 3
minutes with classmates who have chosen the same information.

1. Knowledge of medicinal plants and traditional healing methods used for various
ailments and health conditions

2. Techniques for sustainable farming, crop cultivation, and natural resource management
that are adapted to local ecosystems

3. Stories, myths, and legends that convey moral lessons, cultural values, and historical
accounts of the community

4. Traditional systems of governance, leadership, and conflict resolution that emphasize

consensus-building and community solidarity

5. Practices and beliefs promoting the conservation of natural resources, biodiversity, and
the sustainable use of land and marine resources

Chunk 2: Library and Criteria for Evaluating Sources

Formative Question: How should an individual utilize different library resources to suit their
purpose?

Line Up Check! (Using Examples and Non- Examples / Prompting Connections to Prior
Knowledge)

There will be four lines in the room that will indicate the four types of the library. Students will
stand up and fall in line respective to what they think is the correct answer.

1. Grade 2 - Values Education book

2. Dissertation papers
3. Cultural Center of the Philippines’ film collection encyclopedia
4. History of Calamba

Quiz game: Blooket: Analyze the following questions in Blooket.com

LINK FOR THE GAMIFIED ACTIVITY:

https://play.blooket.com/play?id=2187630
Chunk 3: Internet

Formative Question: How should an individual utilize online sources to answer information
needs?

Judge of the Source! (Using Examples and Non-Examples/Prompting for Effortful Thinking) :
Evaluating the following information. Pair up with your classmates. Analyze whether the
following information taken from internet sources are reliable or not. (Thumbs up if reliable,
thumbs down if not). Students will be given a minute to discuss their answer with their pair
before they perform the action.

1. An article from The Asian Policy stating that the start of classes in the Philippines is 8AM.

2. A video of a prank gone wrong.

https://youtu.be/IltP3la77EU
 3. A TV Patrol report saying aliens are not real despite photographic evidence from Laguna.

Synthesis:

The students will answer the given questions and the teacher will provide notes for
generalization.

● How does indigenous media differ from other sources of information e.g. library,
internet?
● How should we maximize the use of various sources in creating effective media
outputs?

RUA of a Student’s Learning:

Guess the Source!

The teacher will give information based on the past and current events that happened in the
Philippines. Each student must identify sources of information and justify the choice of source
and how it meets the needs of the individuals.

Information Needed Source of Information Justification for Choice of

Source and how it meets the
needs of Individuals
 1. Announcement about
the suspension of
classes due to
heatwave.

2. Your community’s
annual fiesta
celebration in the last
10 years.

3. Current events in the

Philippines

4. Basic composition
techniques in
photography

5. Parts of a research
paper

6. The 5 ships that

Magellan used in his
expedition to the
Philippines

Post-lesson Remediation Activity:

Multiple Choice (Quiz) Quiz Link: https://quizizz.com/join?gc=561493

Submitted by:
GROUP 1
Sarmiento, Jeanne Pauline M.
Rojo, Judith B.
Malapayan, Danica Ann S.
Panganiban, Kye V.
Robo, Alvin G.
Urbano, Jonathan F.