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    Media Lit CG

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    daybreak29
    This document outlines a teaching guide for a lesson on media and information literacy. The lesson introduces key concepts such as media, information, and technology literacy. Students will create a log of their current media use and interaction. They will then break into groups to define related terms and share their definitions with the class. The lesson aims to help students engage with media and information channels in a meaningful way and to identify misconceptions about the topics.

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    Media Lit CG

    Uploaded by

    daybreak29
    63 views4 pages
    This document outlines a teaching guide for a lesson on media and information literacy. The lesson introduces key concepts such as media, information, and technology literacy. Students will create a log of their current media use and interaction. They will then break into groups to define related terms and share their definitions with the class. The lesson aims to help students engage with media and information channels in a meaningful way and to identify misconceptions about the topics.

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    curriculum guide in media lit

    Original Title

    Media Lit Cg

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    This document outlines a teaching guide for a lesson on media and information literacy. The lesson introduces key concepts such as media, information, and technology literacy. Students will create a log of their current media use and interaction. They will then break into groups to define related terms and share their definitions with the class. The lesson aims to help students engage with media and information channels in a meaningful way and to identify misconceptions about the topics.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    63 views4 pages

    Media Lit CG

    Uploaded by

    daybreak29
    This document outlines a teaching guide for a lesson on media and information literacy. The lesson introduces key concepts such as media, information, and technology literacy. Students will create a log of their current media use and interaction. They will then break into groups to define related terms and share their definitions with the class. The lesson aims to help students engage with media and information channels in a meaningful way and to identify misconceptions about the topics.

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    You are on page 1of 4

    PROVERBS VILLE ACADEMY FOUNDATION, INC.

    A. Tumulak St., Gun-ob, Lapu-Lapu City, Cebu


    SY: 2019 - 2020
    FIRST SEMESTER
    TEACHING GUIDE IN MEDIA AND INFORMATION LITERACY

    DATE, TIME AND SECTION: August 20, 23 (GENESIS)


    TOPIC /LESSON NAME Introduction to Media and Information Literacy
    CONTENTSTANDARDS The learner demonstrates an understanding of media and information sources, and values them as part of communication tools.

    The learners shall be able to create a log of their use and interaction with media and information providers to aid in their
    PERFORMANCE STANDARDS
    understanding of media and information literacy.
    1. Describes how communication is affected by media and information
    LEARNINGCOMPETENCIES 2. Identifies the similarities and differences of media literacy, information literacy, and technology literacy
    3. Share to class media habits, lifestyles and preferences

    1. Create a log that reflects their current use and interaction with media and information.
    2. Define the key concepts (media, information, technology literacy, and media and information literacies).
    SPECIFIC LEARNINGOUTCOMES
    3. Compare and relate the media and information literacy framework to their own understandings and
    4. competencies

    Identifies the similarities and differences of media literacy, information literacy, and technology literacy

    TIME ALLOTMENT 120 minutes


    5. Share to class media habits, lifestyles and preferences

    1.
    2.
    LESSON OUTLINE:
    1. INTRODUCTION : 1. Remind the learners that they are living in the 21at Century, where people are dependent on technology.
    2. As 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.
    3. Call on learners to answer the following questions:
    • How would you be informed of anything now?
    • What ways would you have to communicate with one another?
    • How would you share information and communicate news and events?
    • What would happen with the decisions you usually make?
    • How would it affect the way you live?
    • What would you personally miss most in such a situation?
    • What would society lose in this situation?
    2. MOTIVATION : Media Use Log
    1. Inform the learners that today’s topic embodies essential knowledge that should allow users to engage with media and information
    channels in a meaningful manner.
    2. Instruct the learners to bring out a sheet of paper.
    3. Direct the learners to think of the past week, and record their use and interaction with media and information providers (such as
    internet, social media, TV, radio, newspaper, etc.). Have them indicate how many hours were spent engaged with each one. Remind
    them that these do not have to be exact, and they can estimate the number of hours they spend each week. Allot 5 minutes for this
    activity.
    3. INSTRUCTION/DELIVERY : Flash News and Visuals
    Show the class samples of fake news headlines found online. Engage your learners in a quick discussion about examining and
    believing in news. Guide questions:
    • Did you believe these news items were true? How did you know they were true/false?
    • Are all news and information on the Internet true? Why or why not?
    • Who gets to post news items online? Expound.
    Unlocking the Definitions. Discuss about media, information and technology literacy.
    4. PRACTICE : Divide the learners into groups of five (5) members in a group.

    2. Assign one (1) term of the following terms to each group:

    a. Technology Literacy

    b. Media Literacy

    c. Information Literacy

    d. Media and Information Literacy

    3. Have each group formulate their own definition of the term assigned to them, and have each group present to the class.

    4. Show the correct definitions and have the learners compare it with their work.

    5. Synthesize the activity by listing misconceptions on the board.


    5. ENRICHMENT : Follow up processed questions

    6. EVALUATION : Engage the learners in a class discussion by asking the following questions:

    • In your opinion, what makes an individual literate in media and information?

    • What activities/habits do you practice which illustrate media and information literacy? Give at least three examples.

    MATERIALS Laptop, books and websites, projector


    https://www.slideshare.net/arnielping/media-and-information-literacy-communication?qid=1bb55d81-c3f4-4657-94a8-
    RESOURCES 22db3345b98c&v=&b=&from_search=1

    Prepared by: Approved by:


    JONNABETHE T. REPOLLO MS. LYDIAN L. EPE MA. Ed.
    Teacher School Principal

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