ESPIRITU SANTO PAROCHIAL SCHOOL OF MANILA, INC.

1912 Rizal Avenue, Sta. Cruz, Manila

PAASCU Accredited Level II
Senior High School Department

I. Course Title:

Media and Information Literacy

Grade 11 First Semester (Core Subject) | 80 hours / semester

II. Course Description:

The course introduces the learners to basic understanding of media and information as channels of communication and tools for the development of
individuals and societies. It also aims to develop students to be creative and critical thinkers as well as responsible users and competent producers
of media and information.

III. Desired Outcomes:

At the end of the course, the learners should be able to:

A. demonstrate understanding of media and information literacy (MIL) and MIL related concepts;
B. manifest the value of responsible use of media and information; and
C. develop a media campaign on the responsible use of media and information

IV. Course Outline:

Specific Learning Outcome:
At the end of the lesson, the
learner should be able to:

identifies the similarities

and differences of media
literacy,
information
literacy, and technology
literacy

shares to class media

habits,
lifestyles
and
preferences

ESPS SENIOR HIGH SCHOOOL

Topics:
The course will
following topics:

Teaching & Learning Activities

cover

the

1. Introduction to Media and

Information Literacy
a. Media Literacy
b. Information Literacy
c. Technology Literacy

Let students brainstorm and come out

with the meaning of Communication,
Media, Information, Technology, and
Literacy.
Use Venn-Diagram in showing the
similarities and differences of media,
information and technology literacy
Group
Activity:
Students
will
brainstorm and share about their
media
habits,
lifestyles
and
preferences to others.

MEDIA AND INFORMATION LITERACY

GRADE 11

Assessment
1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Time Frame
Course Orientation : 1
hour
Topic 1 : 3 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

Specific Learning Outcome:

Teaching & Learning Activities

editorializes the value of

being
a
media
and
information
literate
individual

At the end of the lesson, the

learner should be able to:

Topics:

identifies traditional media

and new media and their
relationships

appreciate the importance

of assessing the evolution
of media

editorializes the roles and

functions of media in
democratic society

ESPS SENIOR HIGH SCHOOOL

2. The Evolution of Traditional

to New Media
a. Prehistoric Age
b. Industrial Age
c. Electronic Age
d. New (Information) Age

Time Frame

Think-Pair-Share: Write a synthesis

paper comparing their survey results
and use their learning on what it takes
to be media and information literate as
a guide for their discussion in the
paper.

Review of the past lesson

Discussion of the evolution of media

Assessment

In groups, students are ask to

discuss and come out with the
importance
of
assessing
the
evolution of traditional to new media.

Hands-on Activity: Students will be

asked to search online about the
roles and functions of media in
democratic society.

Assignment: Based on the article

they searched, students will state
their views on the basic functions of
media in a democratic society, the
responsibility of media toward
society, the responsibility of society to
the media, and the relationship
between politicians and media.

MEDIA AND INFORMATION LITERACY

GRADE 11

1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Topic 2 : 4 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

Specific Learning Outcome:

Topics:

At the end of the lesson, the

learner should be able to:

classifies
contents
different media types

discusses to class on how

a particular individual/ or
society is portrayed in
public using different type
of media
create a concept map on
how media relates to
culture

3. Information Literacy

defines information needs,

locates,
accesses,
assesses, organizes, and
communicates information
recognize the relevant of
ethical
principles
of
sharing information and
media use
demonstrates ethical use
of information

compares
sources of

of

potential
media and

ESPS SENIOR HIGH SCHOOOL

Teaching & Learning Activities

Review of the past lesson

Students will be asked about their

primary source of information and the
good and bad practices they commit
during information search and sharing.
Think-Pair-Share

4. Types of Media
a. Print (books, newsletter,
magazines,
journals,
and
other
printed

materials)
b. Broadcast
(radio,
television, and film)
c. New Media (internet)

5. Media
and
Sources
a. Indigenous

Information

Students are ask to come out with

their own rules and regulations for
responsible use of information.

Review of the past lesson

Discussion about the three types of
media.
In small groups, students are ask to
discuss on how an individual or society
is portrayed in public using different
type of media.
Concept mapping

Review of the past lesson

Discussion about the different sources

MEDIA AND INFORMATION LITERACY

GRADE 11

Assessment

1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Time Frame

Topic 3 : 2 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Topic 4 : 4 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

1. Formative Assessments

Topic 5 : 4 hours

Specific Learning Outcome:

information

appreciate the importance

of assessing content from
different sources

Topics:
b. Library
c. Internet
d. Others

Teaching & Learning Activities

of media and information.

Assessment
a. Assignment
b. Group Presentation
c. Hands-on Activities

Think-Pair-Share

2. Summative Assessments
a. Quizzes
b. Unit Test

interviews an elder from

the community regarding
indigenous media and
information resource

Students will interview an elder

regarding the indigenous media and
information resources they have.

3. Performance Tasks
a. Mini PTask
b. Major PTask

TOTAL NUMBER OF HOURS

MID-QUARTERLY EXAMINATION
At the end of the lesson, the
learner should be able to:

describes the nature of

genre
in
relation
to
understanding codes and
conventions
shares to class the
influence of codes and
conventions to messages
as an audience
evaluates everyday media
and
information
with
regard to with codes,
convention,
and
messages; in regards with
audience, producers, and
other stakeholders

6. Media
and
Information
Languages
a. Codes,
Conventions,
and Messages,

b. Audience,
Producers,
and Other stakeholders

Review of the past lesson

Discussion on the different languages
used for media and information.
Let students brainstorm and come out
with the influence of codes and
conventions to messages as an
audience.

1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

18 hours
1 hour
Topic 6 : 3 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

Construct an assessment report on

how codes and conventions were
utilized to convey message of their
media content.

7. Legal, Ethical, and Societal

ESPS SENIOR HIGH SCHOOOL

Time Frame

MEDIA AND INFORMATION LITERACY

GRADE 11

Topic 7 : 4 hours
4

Specific Learning Outcome:

explains copyright and fair
use, vis-a-vis human rights

Topics:
Issues
in
Media
and
Information

a. Copy Right/Fair Use/

Plagiarism
b. Netiquette

c. Digital Divide, Addiction,

and Bullying
d. Virtual Self
e. Others

articulate the necessity of

attribution when borrowing
the intellectual property of
others,
regardless
of
format

construct
info-graphics
showing
the
proper
conduct and behaviour
online (netiquette, virtual
self)

At the end of the lesson, the

learner should be able to:

8. Opportunities, Challenges,
and Power of Media and
Information
a. Economic, Educational,
Social, and Political

b. Threats, Risks, Abuse,

and Misuse

classify aspects of media

literacy such as audience,
content, and effects
realizes opportunities and
challenges in media and
information
researches
recent
examples of the power of
media and information to
affect change

ESPS SENIOR HIGH SCHOOOL

Teaching & Learning Activities

Review of the past lesson
Discussion about the legal, ethical,
and societal issues in media and
information.
Think-Pair-Share

In small group, students are ask to

construct a simple info-graphics to
display the netiquette guidelines
online.

Review of the past lesson

Assessment
1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Time Frame

2. Summative Assessments
a. Quizzes
b. Unit Test

3. Performance Tasks
a. Mini PTask
b. Major PTask

1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Topic 8 : 3 hours

Discussion of the opportunities,

challenges, and power of media and
2. Summative Assessments
information.
a. Quizzes
Use Fishbone diagram to illustrate the
b. Unit Test
students prior knowledge about the
opportunities, challenges, and power 3. Performance Tasks
of media and information in their daily
a. Mini PTask
b. Major PTask
life.
Research an article where media and
information had a pivoted role to play.
Write a reflection paper that states the
power of media and information to
affect change in the society.

MEDIA AND INFORMATION LITERACY

GRADE 11

Specific Learning Outcome:

describes massive open

on-line
synthesizes the overall
knowledge about media
and information with skills
for producing a prototype
of what the learners think
is
a
future
media
innovation
evaluates current trends in
media and information and
how it will affect/how they
affect individuals and the
society as a whole

At the end of the lesson, the

learner should be able to:

describes an individual
who
is
media
and
information literate
synthesizes the overall
implication of media and
information to an individual
(personal,
professional,
educational, and others)
discuss how media is an
important tool in the
nation-building
and
strengthening of cultural
identities
albeit
globalization

Topics:

Teaching & Learning Activities

9. Current and Future Trends

of Media and Information
a. Massive open online
content
b. Wearable
technology
(i.e.
Google
glass,
iPhone watch, etc.)
c. 3D Environment (i.e. 3D
printer,
3D
films,
holograms, etc.)
d. Ubiquitous Learning
e. Others

Review of the past lesson

Discussion about the current and
future trends of media and information.
Think-Pair-Share

Assessment
1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Topic 9 : 4 hours

2. Summative Assessments
a. Quizzes
b. Unit Test

10. Media
and
Information
Literate Individual
a. Improved quality of life
b. Greater
political
participation
c. Better
economic
opportunities

d. Improved
learning
environment
e. More cohesive social
units
f. Others

Concept Mapping

Review of the past lesson

Discussion on the characteristics of a
media and information literate.
Students will construct a table showing
the implications of media and
information to an individual.

Students will discuss how media is an

important tool in the nation-building
and strengthening of cultural identities
albeit globalization.

3. Performance Tasks
a. Mini PTask
b. Major PTask

1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

MEDIA AND INFORMATION LITERACY

GRADE 11

Topic 10 : 4 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

TOTAL NUMBER OF HOURS

QUARTERLY EXAMINATION
ESPS SENIOR HIGH SCHOOOL

Time Frame

18 hours
1 hour
6

Specific Learning Outcome:

categorizes
different
examples of people and
state reasons for such
categorization

cites
studies
showing
proofs of positive and
negative effects of media
information on individual
and society

describes the different

dimensions
of
people
media

describes the different

dimensions
of
text
information and media

comprehends how text

information and media
is/are
formally
and
informally
produced,
organized,
and
disseminated
evaluates the reliability
and
validity
of
text
information and media and
its/ their sources using
selection criteria

At the end of the lesson, the

ESPS SENIOR HIGH SCHOOOL

Topics:

Teaching & Learning Activities

11. People Media

a. People as Media and
People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages
and
Limitations
5. Value
6. Others

12. Text Information and Media

a. Definition,
characteristics, format
and types, sources,
advantages
and
limitations, and value
b. Text as Visual
c. Selection Criteria
d. Design principle and
Elements

13. Visual

Information

and

Review of the past lesson

Discussion about people as media
and people in media

In groups, students brainstorm to

come out with positive and negative
effects of media information on
individual and society.

Students
discuss
the
different
dimensions of people media.

Review of the past lesson

Discuss the different dimensions of
text information and media

In groups students should brainstorm

and report on how text information
and media is/are formally and
informally produced, organized, and
disseminated

Students will evaluate the reliability

and validity of text information and
media and its/ their sources using
selection criteria.

Review of the past lesson

MEDIA AND INFORMATION LITERACY

GRADE 11

Assessment
1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Time Frame
Topic 11 : 4 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Topic 12 : 4 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

1. Formative Assessments

Topic 13 : 4 hours
7

Specific Learning Outcome:

learner should be able to:

describes the different

dimensions
of
visual
information and media

comprehends how visual

information and media
is/are
formally
and
informally
produced,
organized,
and
disseminated

evaluates the reliability

and validity of visual
information and media and
its/their sources using
selection criteria

At the end of the lesson, the

learner should be able to:

describes the different

dimensions
of
audio
information and media
comprehends how audio
information and media
is/are
formally
and
informally
produced,
organized,
and
disseminated
evaluates the reliability
and validity of audio

ESPS SENIOR HIGH SCHOOOL

Topics:
Media
a. Definition,
characteristics, format
and types, sources,
advantages
and
limitations, and value
b. Visual Message Design
c. Selection Criteria
d. Design principle and
Elements

14. Audio
Information
and
Media
a. Definition,
characteristics, format
and types, sources,
advantages
and
limitations, and value
b. Hearing vs. Listening,
Learning Out Loud
c. Selection Criteria
d. Design principle and
Elements

Teaching & Learning Activities

Students will describe the different

dimensions of visual information and
media
In small group, students should
brainstorm on how visual information
and media is/are formally and
informally produced, organized, and
disseminated

Students will evaluate the reliability

and validity of visual information and
media and its/their sources using
selection criteria

Review of the past lesson

Students will describe the different

dimensions of audio information and
media
In small group, students should
brainstorm on how audio information
and media is/are formally and
informally produced, organized, and
disseminated

Assessment
a. Assignment
b. Group Presentation
c. Hands-on Activities

Time Frame

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Topic 14 : 4 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

Students will evaluate the reliability

and validity of audio information and

MEDIA AND INFORMATION LITERACY

GRADE 11

Specific Learning Outcome:

information and media and
its/their sources using
selection criteria

Topics:

Teaching & Learning Activities

media and its/their sources using
selection criteria

Assessment

TOTAL NUMBER OF HOURS

MID-QUARTERLY EXAMINATION

describes the different

dimensions
of
motion
information and media

comprehends how motion

information and media
is/are
formally
and
informally
produced,
organized,
and
disseminated
evaluates the reliability
and validity of motion
information and media and
its/their sources using
selection criteria

At the end of the lesson, the

learner should be able to:

describes the different

dimensions
of
manipulative information
and media
comprehends
how
manipulative information
and media is /are formally
and informally produced,
organized,
and

ESPS SENIOR HIGH SCHOOOL

15. Motion Information and

Media
a. Definition,
characteristics, format
and types, sources,
advantages
and
limitations, and value
b. Selection Criteria
c. Design principle and
Elements

16. Manipulative
Information
and Media
a. Definition,
characteristics, format
and types, sources,
advantages
and
limitations, and value
b. Selection Criteria
c. Design principle and
Elements

Review of the past lesson

Students will describe the different
dimensions of motion information and
media
In small group, students should
brainstorm on how motion information
and media is/are formally and
informally produced, organized, and
disseminated

Students will evaluate the reliability

and validity of motion information and
media and its/their sources using
selection criteria

Review of the past lesson

Students will describe the different

dimensions
of
manipulative
information and media
In small group, students should
brainstorm on how manipulative
information and media is /are formally
and informally produced, organized,
and disseminated

MEDIA AND INFORMATION LITERACY

GRADE 11

1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Time Frame

16 hours
1 hour
Topic 15 : 8 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Topic 16 : 8 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask

Specific Learning Outcome:

disseminated
evaluates the reliability
and
validity
of
manipulative information
and media and its/their
sources using selection
criteria

describes the different

dimension of multimedia
information and media
comprehends
how
multimedia
information
and media is /are formally
and informally produced,
organized,
and
disseminated
synthesizes
overall
knowledge about different
information and media
sources by producing and
subsequently evaluating a
creative multimedia form

Topics:

17. Multimedia Information and

Media
a. Definition,
characteristics, format
and types, sources,
advantages
and
limitations, and value
b. Selection Criteria
c. Design principle and
Elements

Teaching & Learning Activities

Students will evaluate the reliability
and
validity
of
manipulative
information and media and its/their
sources using selection criteria

Review of the past lesson

Students will describe the different
dimensions of multimedia information
and media
In small group, students should
brainstorm on how multimedia
information and media is /are formally
and informally produced, organized,
and disseminated
Students will produce any creative
forms of multimedia showcasing
their / his/her understanding, insights,
and perceptions of the different
resources of media and information.

Assessment
b. Major PTask

1. Formative Assessments
a. Assignment
b. Group Presentation
c. Hands-on Activities

Time Frame

Topic 17 : 8 hours

2. Summative Assessments
a. Quizzes
b. Unit Test
3. Performance Tasks
a. Mini PTask
b. Major PTask

TOTAL NUMBER OF HOURS

QUARTERLY EXAMINATION

24 hours
1 hour

V. Course References:

Liquigan, Boots C. (2016). Media and Information Literacy. DIWA Learning Systems Inc., Makati City

VI. Grading System:

The tables below summarize how a learner will be evaluated for every quarter. The two quarterly grades (First Quarter and Second Quarter) will be
averaged to determine the learners final semestral grade. (As per DepEd Order No. 8 Series of 2015 dated April 1, 2015)
Computation for a Quarterly Grade
Criteria
Weight
Written Works
25%

ESPS SENIOR HIGH SCHOOOL

MEDIA AND INFORMATION LITERACY

GRADE 11

Computation for the Semestral Grade

First Quarter Grade
Q1
Second Quarter Grade
Q2
10

Performance Tasks
Quarterly Assessment
TOTAL

50%
25%
100%

Semestral Grade

VII. Consultation Period:

Every Tuesday & Thursday of the week (4:00 5:00) or by appointment

VIII. Course Policies:

1. Attendance will be strictly checked.

2. There will be no special quiz, unit test, mid-quarterly exam and quarterly exam unless there is a valid reason of absence.
3. The suggested reference is compulsory to purchase.
4. Performance tasks will be done inside the classroom unless stated otherwise.

Prepared by:

Ms. Abigail A. Cortez

Faculty, Senior High School Department
Subject Teacher, MIL

Noted by:

Mrs. Miradel V. De Leon

Subject Coordinator, TLE/ICT
Subject Teacher, MIL

Approved by:

Mr. Benedicto L. Pascual

Principal, Espiritu Santo Parochial School

ESPIRITU SANTO PAROCHIAL SCHOOL OF MANILA, INC.

MEDIA AND INFORMATION LITERACY
SENIOR HIGH SCHOOL

(Q1 + Q2)
2

First Quarter, AY 2016-2017

1912 Rizal Avenue, Sta. Cruz,
Manila, Philippines
Tel. No. 711-0991

Media Campaign
GOAL Understand the role of media in developing and shaping the public opinion
ESPS SENIOR HIGH SCHOOOL

MEDIA AND INFORMATION LITERACY

GRADE 11

11

ROLE You are a resource person and campaign manager of a news agency who is currently working on a media campaign through an infomercial
explaining the issues related to media and information in the Philippines.
AUDIENCE Students of ESPS
SITUATION To easily reach the Filipino people, you will produce a 1-3 min infomercial explaining the legal, ethical, and societal issues in the Philippines.
PRODUCT Completed media campaign infomercial
STANDARD
GROUP COMPONENT
CRITERIA
Over-all
Presentation
Length / Time
Frame

EXCELLENT
5
The infomercial is very appealing
and presented in a very formal way
and caught the attention of the
audience.
1-3 minutes
Background and text work well
together.
Graphic and multimedia text add to
the purpose.

Text and
Graphics

Final Output

Submitted on time.

Attitude

Support each other. Works

enthusiastically.

Participation

Participative

GOOD
4

FAIR
3

POOR
2

The infomercial is appealing.

The content of the infomercial is

mostly appealing.

The infomercial is somewhat

appealing.

50 seconds

30-40 seconds

10-20 seconds

Background and text work well

together.
Graphic and multimedia text add to
the purpose.

Text is easy to read against the

background.
Most graphic and multimedia
elements add to the purpose.

Text is somewhat readable.

A few graphic and multimedia
elements add to the purpose.

Submitted after the deadline.

Submitted two days late.
INDIVIDUAL COMPONENT
Need to be reminded from time to
Work positively
time
Need to be reminded from time to
Ready to participate
time

SCORE

Submitted a week after.

"I don't care" attitude.
Inactive
TOTAL

ESPIRITU SANTO PAROCHIAL SCHOOL OF MANILA, INC.

MEDIA AND INFORMATION LITERACY
SENIOR HIGH SCHOOL

ESPS SENIOR HIGH SCHOOOL

MEDIA AND INFORMATION LITERACY

GRADE 11

Second Quarter, AY 2016-2017

1912 Rizal Avenue, Sta. Cruz,
Manila, Philippines
Tel. No. 711-0991

12