Republic of the Philippines

Department of Education
Region I
Schools Division of the City of Batac
BATAC JUNIOR COLLEGE, INC.
City of Batac

Flexible Instruction Delivery Plan

in
MEDIA AND INFORMATION LITERACY
Prepared by: Checked by:

DAN KENNEDY O. GACES MARIA DONNA CABALAR

Subject Teacher Focal Person, English Department

Approved by:

ARCENIA T. PACIS
Officer-In-Charge
 FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: 12 Semester: 1st

Core Subject Title: Media and Information Literacy No. of Hours/Semester: 80

Core Subject 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
Culminating Performance Standard: The learner produces a living museum or electronic portfolio or any other creative forms of multimedia showcasing his/her understanding, insights, and perceptions of
the different resources of media and information.

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use in

Learning competencies Highest Thinking Skill to Assess developing the Highest Thinking
Skill to Assess
Content Most Essential Performance
Content
Standards Topics Standards Flexible
Assessment Enabling
KUD KUD Flexible Learning
Complete Most Essential RBT Level Activities (FAA) General
Classification Classification Strategies (FLS)
Strategy
Performance
Checks
1st Quarter
1. Introduction The learner Communication is The learner The learner… Describes how
to Media and influenced by communication
demonstrate s organizes a
Information
understanding media and creative and 1.1 Describes how K is influenced by -Q and A
Literacy
of media and information. interactive communication is media and K Remembering Identification Representation -Independent
information symposium affected by media information. (short quiz) or Learning
and Essay. -Discussion
literacy (MIL) for the
-Self Review
and MIL related community Information.
concepts. focusing on
being a
media and
information 1.2 Identifies the
Similarities and K Identify the K Remembering Identify and Representation -Q and A
similarities and
different between literate similarities and Enumerate the -Independent
differences of
and among media individual. different forms of Media. Learning
media literacy,
literacy, between and -Discussion
information -Self Review
information among media
literacy, and -Visually Guided
literacy, and literacy,
technology Learning
technology information
literacy.
literacy. literacy, and
technology
 literacy.

1.3 Editorializes U
the value of being
a media and
information
literate individual.
Responsible use Discuss
of media and 1.4 Identifies K responsible use K Remembering Portfolio Representation
characteristics Think/Pair/Share
information. /describes a of media and creating a media -Guided
responsible uses information. and information Learning
and competent blog with these through
producers of questions:
media and questions
1. What was -Video
information.
your Presentation
1.5 Shares to class K perception of -Discussion
media habits, media before
lifestyles and this lesson?
preferences. 2. What is the
most relevant
function of
media to you?
3. Can you
recall a recent
situation
wherein media
and information
literacy could
have been
useful?
2. The Evolution The student is Media evolved The learners 2.1 Identifies K Explain how U Analyzing Timeline of Communication
through time. the evolution exposure to -Discussion
of Traditional to able to explain shall be able traditional
of media from traditional/new -Sharing
New Media the difference to examine media and
traditional to media with experiences
a. Prehistoric between technology new media -Researching
Age traditional and and identify and their new media reaction paper. -Visually Guided
media shaped the Learning
b. Industrial Age new media and relationships.
through the values and
c. Electronic Age able to trace
different 2.2 Editorializes D norms of
d. New the history of people and
the roles and
(Information) media and ages. functions of media society.
Age communication in democratic
and the society.
internet.
2.3 Searches K
 latest theory
on
information
and media.
3.Information The students Information The learners 3.1 Defines K Demonstrates K Understanding Reaction paper Representation -Sharing
summarize each Literacy Cycle. shall be able information ethical use of about experiences
Literacy stage of the needs, locates, information
information to make a information. literacy. -Socialized
literacy cycle. timeline or accesses, Discussion
historical assesses, -Question
background organizes, and Around Me
of media and communicates -Fake or Legit
information, information
basic
theories of 3.2 K
media and Demonstrates
information ethical use of
systems, etc.
information.
4. Types of The student Compare and The learners 4.1 Classifies K Compare and K Understanding Sketch/Drawing Representation -Discussion
understands the contrast some shall provide contents of contrast how on how media -Sharing
Media different issue presented different media is affecting experiences
a. Print (books, elements, through an outline of types. one particular everyday life.
media issue or news is -Researching
newsletter, techniques, and different types
principles of of media (print, convergence presented -Visually Guided
magazines, Learning
media broadcast, in different through the
journals, and production and online). -Video
areas by different types
other printed its importance. Presentation
identifying of media (print,
materials) the different broadcast,
b. Broadcast platforms online).
(radio, television, and the
and film) convergence
c. New Media therein.
(internet)
The learners 4.2 Defines media K
shall make a convergence
visual through current
presentation Examples.
(sketch or
drawing) on 4.3 Discusses to U
how media is class on how a
affecting particular
his/her own individual/ or
everyday life. society is
portrayed in
public using
 different type
of media.
5. Media and The student is More common The learners 5.1 Compares K Contrast K Understanding Comparison Representation -Sharing
able to sources of shall be able potential sources indigenous and Contrast. experiences
Information enumerate the information of media and -Researching
Sources different types such as library, to examine information. media to the
of information. internet, etc. the more -Socialized
a. Indigenous
reliability, common Discussion
b. Library
accuracy, sources of -Guided
c. Internet Learning
value, information
d. Others through
authority, such as
and library, questions
-Video
timeliness of internet, etc. Presentation
the different
sources of
media and
information.

The learners 5.2 Interviews an U

shall be able elder from the
to research community
on regarding
indigenous indigenous media
media or and information
information resource.
resource
within the
community.
6. Media and The student Ways to The learners The learner… Present an U Understanding Presentation on Communication
Information understands the disseminate shall be able issue in latest -Video
role of information technology Presentation
Languages information using the codes, to examine 6.1 Evaluates D varied ways trends.
a. Codes, and identify everyday media to -Sharing
providers. convention, and
Conventions, and language of pertinent and disseminate experiences
media. -Researching
Messages, media and information with information
-Visually Guided
b. Audience, information regard to with using the
Learning
Producers, and codes, codes, codes,
-Image
other conventions, convention, and convention,
Analysis
stakeholders and messages; in and language
-Symbols
messages regards of media.
-Digital Collage
given a visual with audience,
-Puzzle
resource. producers, and
other
stakeholders.

6.2 Produces and D

 assesses the codes,
convention, and
messages of a
group
presentation
7. Legal, Ethical, The students Practical The learners 7.1 Puts into U Cite practical K Understanding Presentation Representation - Discussion
and Societal are able to situation when shall be able practice their situation relating -Sharing
to apply copyright and experiences
Issues in Media demonstrate knowledge in to evaluate a understanding of when to intellectual
and Information and intellectual case study or the intellectual apply property rights -Researching
a. Copy understanding property, copy presentation property, copy knowledge in to human -Visually Guided
Right/Fair Use/ of relationship right, and fair on an right, and fair use intellectual rights. Learning
Plagiarism between use guidelines. offense, guidelines. property, -Video
b. Netiquette copyright, fair investigation, copy right, Presentation
c. Digital Divide, use, and and decision and fair use
Addiction, and plagiarism. on any of the guidelines.
Bullying issues in
Presentation/ -Discussion
d. Virtual Self Proper conduct media and 7.2 Demonstrates K Demonstrate K Understanding Reflection on Representation
The student -Sharing
e. Others understand the and behavior information proper conduct s proper etiquette and
online within their and behavior conduct and virtual self. experiences
proper conduct
and behavior (netiquette, community. online (netiquette, behavior -Researching
online. virtual self). virtual self). online -Visually Guided
(netiquette, Learning
virtual self). -Video
Presentation

The student Campaign add Create a -Discussion

7.3 Puts into action D Create a D Creating Problem
understand ones to combat campaign ad. -Sharing
role in digital divide, their personal campaign add Solving
experiences
combating addiction, and resolve to combat to combat
-Researching
digital divide, bullying. digital divide, digital divide,
information -Visually Guided
addiction, and addiction,
addiction, and Learning
bullying. and bullying.
cyberbullying. -Video
Presentation
The student Apply 7.4 Explains U Cite practical K Understanding Presentation/ Representation
knowledge in Reflection on -Discussion
demonstrate copyright, fair situation
and intellectual similarities and -Sharing
property, copy use, etc. vis-a-vis when to differences of experiences
understanding
of relationship right, and fair human rights apply copyright, fair -Researching
between use guidelines. knowledge in use, and -Visually Guided
copyright, fair U intellectual plagiarism Learning
use, and 7.5 Discusses
property, -Video
plagiarism. current issues
copy right, Presentation
related to
and fair use
copyright vis-à-vis guidelines.
gov’t. /provide
 sectors action.

7.6 Explains K
actions to promote
ethical use of
media and
information.

7.7 Enumerates K
opportunities and
challenges in
media and
information.
8. Opportunities, The student Showing the The learners The learner…
Challenges, and understands power of media shall be able
and information
Power of Media how media to affect to construct a 8.1 Realizes K
and Information influence change. mind map on opportunities and - Mind
Cite an
a. Economic, economy, the challenges in Mapping
example of
Educational, politics, and opportunities media and Mind map and -Article
an issue 500 word essay
Social, and society and and treats of information Analysis
showing the about the
Political vice versa. media and -Interactive
power of K Understanding transformative Representation
b. Threats, Risks, information. 8.2 Researches and K power of media Discussion
media and
Abuse, and The student is cites recent and -Sharing
information
Misuse able to examples of information. experiences
to affect -Researching
describe the the power of
change. -Visually Guided
treats that media and
Learning
media
practitioners
face.
9. Current and The student Impact of The learners The student… Describe the K Remembering Prototype of Representation -Synthesis Write/
Future Trends of can identify massive open shall be able impact of future media Pair/ Share
on-line. and -Video
Media and current media to make a 9.1 Evaluates K massive open information. Presentation
Information trends and can prototype of current trends in on-line. -Interactive
a. Massive open define social what they media and Discussion
online media, massive think is the information and -Sharing
content open online future of how it will experiences
b. Wearable content, and media and affect/how -Researching
technology (i.e. ubiquitous information. they affect
Google glass, learning. individuals and the
iPhone watch, society as
etc.) a whole
c. 3D Environment
(i.e. 3D 9.2 Describes K
printer, 3D films, massive open on-
 holograms, etc.) line
d. Ubiquitous
Learning 9.3 Predicts future D
e. Others media innovation.

9.4. Synthesizes D
the overall
knowledge about
media and
information with
skills for producing
a prototype of
what the learners
think is a future
media innovation.

PERFORMANCE TASK: The learners should select their own group. Each group will create an infographic design which aims to educate high school students on how to be a responsible user and producer of
media and information. Each group will select on the following topic: Netiquette, Internet Addiction, Fake News, Plagiarism, Cyberbullying, Flame Wars, Internet Safety, and Copyright and Fair Use.
Furthermore, topic should not be repeated by other groups. One topic per group only.

Instructions:
 Research about the topic of the infographics.
 Conceptualize the infographics (message, design, layout, etc.)
 Take pictures that will be used for the infographics.
 Create the infographics using software/apps that you know how to operate and manipulate.
 The infographics must focus on the issue and not attack or mentioned personalities. Use of foul words and inappropriate pictures are not allowed. Citation for borrowed material is required.
 Before you print your output, present it to the teacher for immediate feedback.
 Improve the infographics using the provided feedback by the teacher, if any.
 Print your final output in a medium board paper.
 Submit the final output (hard copy including the soft copy) to the teacher. Late submission will not be entertained.

RUBRIC IN EVALUATING THE PERFORMANCE TASK

Criteria Excellent Good Fair Needs Improvement

Content The message is clear, accurate, and The message is clear and accurate. The message is clear but questionable. The message is unclear and/or
strong. inaccurate.
How students can be responsible users
and producers of media information.
40 30 20 10
Graphics and Text All graphics and texts are related to the All graphics and texts are related to the All graphics and texts are related to the Graphics and texts do not relate to the
topic and it is easier to understand. All topic and it is easier to understand. topic. Two borrowed graphics have no topic. Three or more borrowed
Relevance and citation. borrowed graphics have a source One borrowed graphics have no source source citation. graphics have no source citation.
citation. citation.
20 15 10 5
Design and Layout The infographic is exceptionally The infographic is attractive in terms of The poster is acceptably attractive The poster is poorly designed and the
attractive in terms of design, layout, design, layout, and neatness. though the layout is cluttered. layout is cluttered.
and neatness.
20 15 10 5
Work Ethics Every individual in the group Group work is done mostly by two Group work is done mostly by one Group members are not working on
contributed to the creation of the individuals. individual. the designated time.
Cooperation and participation. infographic design.

20 15 10 5
Total Points 100

DRAWING/SKETCH RUBRIC

Criteria 4 3 2 1 RATING
 The use of graphic arts to The use of graphic arts to
The use of graphic arts to present the The use of graphic arts to present the
Appropriateness present the message is present the message is
message is suitable and on purpose. message is poorly executed.
satisfactorily suitable acceptably suitable
The use of graphic arts is new, The use of graphics arts is not There is no hint of originality in the
Originality The use of graphic arts is new and novel but with little creativity submitted work
very new
The student was able to create a The student was able to create
The student was able to create a
cohesive but not comprehensive a cohesive sketch, with not so
Meaningfulness cohesive and comprehensive sketch, The student was not able to create a
sketch, with supporting details much supporting details to its
with supporting details to its meaning. cohesive or meaningful sketch.
to its meaning. meaning.
The project was submitted but
The project was submitted with all The project was submitted but The project was submitted
seems to be slightly
Completeness the requirements satisfied. had a few lacking components. largely unfinished.
uncompleted.

PRESENTATION (POSTCARD, COLLAGE, ADVERTISEMENT, INFOMERCIAL, OTHERS) RUBRIC

Criteria 4 3 2 1 RATING
The use of codes and symbols to present The use of codes and symbols to The use of codes and symbols to The use of codes and symbols to
Attractiveness the message are present the message are present the message are present the message are poorly
exceptionally attractive. satisfactory attractive. acceptability attractive selected.
Original and a little imaginative Original and but not imaginative.
Creativity Original and imaginative. Not original nor imaginative.
but a little original. Imaginative but not original.
The language are adequately Poor selection of language to
Language used makes the message come Language do not tie in with the
present the message. The present the message. The
Validity of Information alive. The information presented are message. The information presented are
information presented are information presented are poorly
accurate and valid. not accurate and valid.
adequately accurate and valid. accurate and valid.
The presentation has deep
The presentation is cohesive and The presentation lacks meaning The presentation lacks meaning; no
Meaningfulness meaning but little supporting
comprehensive with supporting details. with no supporting detail. supporting details; with unfinished parts
details.

MIND MAP RUBRIC

Criteria 4 3 2 1 RATING
 Mind map follows another Mind map does not consistently follow
Mind map follows the branch or hook Mind map partially follows
Mind map format format, such as bubbles, circles, any format or is chaotic and difficult to
format. the branch or hook format. boxes, lines, etc. understand.
The mind map includes the MAJOR points The mind map misses some The mind map misses most The mind map presents no major
Content
of the material. major points of the material. major points of the material. points.
The mind map presents The mind map presents multiple The mind map presents multiple
Verbosity The mind map presents only one word words or names on many
multiple words or names on words or names on most or all
or name per branch or hook branches
some branches. branches.
The mind map radiates from a The mind map radiates from a central
The mind map radiates from a
central point. point. No ideas branch out of other
The mind map radiates from the center of central point. Few ideas branch
Some ideas branch out of ideas; all branches are a single line
Radiance the page. Ideas branch out from other out of other ideas; most branches
other ideas; some branches extending from the center. OR: The
ideas in a logical and organized manner are a single line extending from
are a single line extending mind map does not radiate from a
the center.
from the center. central point.
The mind map includes at least The mind map includes at least
The mind map includes at least The mind map includes no relevant
4 relevant illustrations. The relevant 2 illustrations. The
Illustrations relevant 6 illustrations. The illustrations illustrations or the illustrations do not
illustrations make the mind illustrations make the mind map
make the mind map memorable make the mind map memorable.
map memorable. memorable.

ESSAY RUBRIC

Criteria 4 3 2 1 RATING
 There is one clear, well-
There is one clear, well- focused topic.
focused topic. Main ideas are
Main ideas are clear and are well There is one topic. Main ideas are
Focus & Details clear but are not well The topic and main ideas are not clear.
supported by detailed and accurate somewhat clear
supported by detailed
information.
information.
The introduction is inviting, states the
main topic, and provides an overview The introduction states the main
of the paper. Information is relevant topic and provides an overview of The introduction states the main There is no clear introduction, structure,
Organization
and presented in a logical order. The the paper. A conclusion is topic. A conclusion is include. or conclusion.
conclusion is included.
strong.
The author’s purpose of writing is The author’s purpose of writing is The author’s purpose of writing
very clear, and there is strong somewhat clear, and there is is somewhat clear, and there is
evidence of attention to audience. some evidence of attention to evidence of attention to The author’s purpose of writing is
Voice The author’s extensive knowledge audience. The author’s audience. The author’s unclear
and/or experience with the topic knowledge and/or experience knowledge and/or experience
is/are evident. with the topic is/are evident. with the topic is/are limited.
The author uses vivid words and
The author uses vivid words and
phrases. The choice and The author uses words that The writer uses a limited vocabulary.
phrases. The choice and placement
Word Choice placement of words is inaccurate communicate clearly, but the Jargon or clichés may be present and
of words seems accurate,
at times and/or writing lacks variety. detract from the meaning.
natural, and not forced.
seems overdone.
Most sentences are well Most sentences are well Sentences sound awkward, are
constructed and have varied constructed, but they have a distractingly repetitive, or are difficult to
All sentences are well constructed and structure and length. The author similar structure and/or length. understand. The author makes
Sentence Structure,
have varied structure and length. makes a few errors in grammar, The author makes several numerous errors in grammar,
Grammar, Mechanics, &
The author makes no errors in mechanics understanding, and/or errors in grammar, mechanics, mechanics, and/or spelling that
Spelling
grammar, mechanics, and/or spelling. spelling, but they do not interfere and/or spelling that interfere interfere with
with. with understanding. understanding.