TABUK INSTITUTE

United Church of Christ in the Philippines

Magsaysay, Tabuk City, Kalinga
Email address: [email protected]
CP No. 09067731977
Senior High School Department

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP

SY 2022-2023
VISION:
Tabuk Institute is a Christ-centered institution dedicated to the growth in faith, learning and action of learners to become responsive to the needs and aspirations of a just,
free and responsible social order.
MISSION:
1. To instill a strong foundation of a Christ-like character
2. To provide quality education for the learners to develop their full potential
3. To develop intellectually competent, morally and ethically sensitive, and socially responsible learners
4. To ensure academic growth and quality education in response to ever-changing global challenges
5. To promote a life of working faith among learners

GRADE: 12 SEMESTER: First

CORE SUBJECT TITLE: Media and Information Literacy NUMBER OF HOURS: 85

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 and information.

Culminating Performance Standard: The learner produces a living museum or electronic portfolio or any other creative forms of multimedia showcasing their/his/her
understanding, insights, and perceptions of the different resources of media and information.
Power Standard: Develop and use media and information using proper sources and searching techniques by utilizing appropriate media technology suitable for a target
audience.
Midterm
Highest Enabling Strategy to
Performance Highest Thinking Skill to
Learning Competencies Use in Developing the Highest
Content Standards Assess Thinking Skill to Assess
Content Assessment Technique Enabling
Standard MINIMUM MINIMUM Teaching
KUD RBT General
WW QA PC Strategy
Strategy
Unit 1: The World The learner The learner organizes a The learner…
of Media and demonstrates creative and interactive
Information understanding of symposium for the 1. Identify the similarities and K Remem Identify Representation Formative
bering ing
Literacy media and community focusing on differences between an media Assessment
Lesson 1: History information being a media and among media literacy, favorites
and Types of Media literacy (MIL) information literate information literacy, and Interview an
and Media and individual. technology literacy; (MELC) elder
Information 2. Explain how the evolution of K Under Interview
standing (recall the
Literacy (MIL) media from traditional to new forms of
related concepts. media shaped the values and media Using
norms of people and society. Then and Graphic
now)
Organizer

Lesson 2: Media The learner The learner organizes a 3. Compare and contrast how U Analysis Case Media
Case
Literacy for the demonstrates creative and interactive one particular issue or news is Study Fluency
Study:
Twenty-first understanding of symposium for the presented through the (Audio- Case Study
Specific Audio
Century (Types of media and community focusing on different types of media(print, Issues) Journo
Media) information being a media and broadcast, online) (MELC) Wars Communicati
literacy (MIL) and information literate 4. Differentiate how news is U Analysis on
MIL related individual. framed through differing
concepts. media outlets.

Identi Representation
Lesson 3: Media 5. Understand that all media is K Understa
fying Develop
Literacy for the constructed; nding
signs a news
Twenty-first 6. Understand that all media are K Understa and story
Century (Media nding (dissemi
governed by established symbols
Language) nate
codes and conventions; in the
informa
7. Present an issue in varied D Creating com tion
munity using the Problem
 ways to disseminate codes, Solving
conven
information using the codes, tion, and
convention, and language of language
media. Compare and contrast of
media)
how one particular issue or
news is presented through the
different types of media(print,
broadcast, online) (MELC)

Unit I1: Issues Express

Under ing
Concerning Media The learner The learner organizes a 1. Discuss responsible use of K standing Case Representati Formative
Agree
and Information: demonstrates creative and interactive media and information; ment/ Study on Assessment
Legal, Ethical, understanding of symposium for the Disagree (Protect
(MELC) ment ing the
Societal
media and community focusing on Artist’s
Lesson 1: Pros and
information being a media and Copy
Applyin
Cons: New Media and literacy (MIL) and information literate 2. Cite practical situation U g
right ) Connections Project-
Social Media MIL related individual. when to apply knowledge based
Lesson 2: Pros and concepts. in intellectual property, Learning
Create a
Cons: New Media and copy right, and fair campaign
Social Media guidelines;
Creating Publish
3. Create a campaign add to D Article Problem-
combat digital divide, based on Solving
addiction, and bullying. interviews
from the
(MELC) communi
4. discuss the implication of ty elders
Lesson 3: K
Under regarding Representati
Indigenous Media media and information to Standing
indigen
an individual and the ous
on
Media and
Information Sources society; media
Under
5. describe the impact of K Standing
a. Indigenous massive open on-line; and,
Applyin
6. cite an example of an issue U
g Connections
b. Library showing the power of
media and informationto
c. Internet affect change.
7. Contrast indigenous media
d. Others to the more common
sources of information
such as library, internet,
etc.

Finals
Unit 3: Text The learner The learner organizes a Formative
Information and demonstrates creative and interactive 1. Describe the different U Evaluating Video Communication Assessment
Media understanding of symposium for the dimensions of: Analysis Media Fluency Video
(Watch a
media and community focusing on - text information and Analysis
video
Lesson 1: information being a media and media presenta
Multimedia literacy (MIL) and information literate - visual information and tion of
Information and MIL related individual media Artists of
Then,
Media concepts. - audio information and Now &
media Forever-
- motion information Forever
and media Country
from
- manipulative YouTube
information and media
- multimedia
information and media
2. Evaluate information
U Info
presented Evaluating
graphic

Lesson 2: Creative The learner The learner organizes a 3. Analyze how the different U Project-
demonstrates creative and interactive dimensions are formally
Analysis Case Communication based
Forms of Study: and
Multimedia understanding of symposium for the and informally produced, Learning
media and community focusing on organized, and Values Media Fluency
information being a media and disseminated (MELC) Forma
literacy (MIL) and information literate 4. Evaluate a creative tion or
U Evaluating
Values
MIL related individual multimedia form (living
concepts. museum, electronic Malfor
portfolio, others) (MELC) mation
5. evaluates the reliability
and validity of Text/
Visual/ Motion/
 Manipulative information
and media and its/their
sources using selection
criteria
6. Produce a creative text- D Creating
based, visual-based, audio-
based, motion-based, and
manipulative-based
presentation using design
principle and elements
(MELC)
7. Create a story board Creating Problem-
Creating
showing the plans for the a Solving
D
story book to be made storyboard
for
(MELC) Motion
media
Performance Task/s:
A. Motion media can be produced formally and informally. Informally produced motion media are created by individuals often for personal use. Formally produced
motion media are created by professionals who follow industry standards in creating, editing and producing motion media.

Steps to do the TASK

• writing the story - writers and directors create the story board
• Flipbooks are created by drawing a picture on each page of a pad paper. Each page is slightly different indicating a change in the image.
• Example of a simple flipbook could be found https://www.youtube.com/watch? v=Z60hRCKyfH0
• script is written and dialogue is recorded
• animators sketch major scenes; inbetweeners fill in the gaps
• background music and background details are added
• drawings are rendered
• Videos are produced in the same manner except that instead of drawing the scenes they are acted out and shot. Once the scenes have been shot, all clips are edited
and put together in a final product
• Script and storyboard. The story should be played out in 1 minute.
REFLECTION:
Guide Questions
• What are the best three motion media that they have seen?
• What makes these motion media memorable?
• Other reflections on motion media and information that you may want to share.
B. Different platforms of interactive media:
a. Mobile apps - a software application developed specifically for use on small, wireless computing devices such as smartphones and tablets, rather than desktop or laptop
computers.
b. 3D TV - a television display technology that enables a three-dimensional effect, so that viewers perceive that an image has depth as well as height and width, similar to objects
in the real world.
c. Video games (multi-player) - a game played by electronically manipulating images produced by a computer program on a television screen or other display screen.
d. Role-playing games (RPG) - a game in which players assume the roles of characters in a fictional setting. Players take responsibility for acting out these roles within a narrative,
either through literal acting or through a process of structured decision-making or character development.
e. Massively Multiplayer Online Role Playing Game (MMORPG) - any story-driven online video game in which a player, taking on the persona of a character in a virtual or
fantasy world, interacts with a large number of other players. f. Interactive websites (pools, surveys, exams, exercises)
g. Virtual reality and immersive environments - the computer-generated simulation of a three dimensional image or environment that can be interacted with in a seemingly real or
physical way by a person using special electronic equipment, such as a helmet with a screen inside or gloves fitted with sensors.
h. Social media - websites or online services where users (actual people) are the creators and consumers of the content, and where social interactions (commenting, liking, posting,
talking) are the main features of content. Examples are Facebook, Twitter, Instagram, Snapchat, Vine, etc. Relate this topic to their output in the previous activity.

Steps to do the TASK

Online Shopping
Different ways of interacting with the Internet: a. Online shopping - compare prices; compare features of similar items; add to cart; choose payment type; track delivery; get advice
from experts; search products; check local availability; get product recommendations.
a. Go to an online shopping site.
b. Choose items to purchase and add to cart.
c. Determine the total price of all items to be purchased.
d. Screenshot (PrintScreen) the list of items and their price.
e. Submit a copy of the screenshot through messenger or hard copy.
f. Write a brief evaluation or assessment on the online shopping experience, focusing on the following:
- As a means of communicating to people
- Interactivity of online shopping
- Other features you would like incorporated, or how it could be improved
C. Create a text-based presentation (campaign poster) by using design principles and elements
Making Typography Posters
Identify an advocacy or issue that you would like to campaign about through a typography poster design. The campaign poster will have a statement consisting of 10-20 words.
Poster statement example: “Let our children learn and play. Keep them in schools. Stop child labor.”
Possible topics: human trafficking, phishing, computer addiction, cyberbullying, plagiarism, others
You may use of the following online applications or tools: • Canva (www.canva.com)
MIL Design Framework to give focus and guidance in the planning phase
Questions for Poster Planning
Target Audience Who are the possible readers of this poster?
Sender/Author Who is the author of this poster?
Key content What is the tone of the text in the poster? What are the sample phrases or taglines that you will? What are the facts/figures that you will include in the poster?
Purpose What is the intention of the poster?
Form/Style What are the font types, colors and shapes that you will use in the poster? What are the words or phrases that you need to emphasize in the poster? How will
you organize your text elements?
Medium / Format What are the blank of the brochure? - paper type, texture, glossy, matte, folding (threefold, two-fold), full color, black and white , totally online

REFLECTION:
Guide Questions
- Why did you choose this advocacy or issue for this campaign poster?
- How effective do you think is your message to your target audience?

Typography Campaign Poster Sample Rubric Typography project rubric (2016, February 8)

Criteria 4 3 2 1
Communication to The combination of elements There is evidence of the use of There is little sign of mutual The poster is either empty and plain
the audience takes communication to a text and other elements reinforcement among the text or confusing and cluttered.
superior level. combined to adequately deliver a elements. There is some
high impact message. tendency toward random use of
elements to communicate the
message.
Organization of The organization of elements is The organization of elements is There is an organization of the There is no clear organization of the
elements (font smartly thought of. clear and direct. elements but it is confusing. elements
types, shapes, color,
etc.)

Spelling and Most words are carefully Most words are carefully chosen; Words are chosen with less care; Words are chosen with less care;
readability chosen; writing is clear and writing is clear and legible. Most writing is sometimes unclear. writing is sometimes unclear; some
legible. Most words are spelled words are spelled correctly and Most words are spelled correctly words are spelled incorrectly and
correctly and proper proper punctuation is employed. and is grammatically correct. proper punctuation is not employed.
punctuation is employed.
D. Create an audio-based presentation (podcast) by using the design principles and elements.
Producing Podcasts

- Plan to design a podcast about our school, class subject, or a class or school activity or advocacy.
- As a guide for the podcast planning, answer the questions below (Media and Information Design Framework).
- Create a 5-minute podcast on their topic using any recording device and computer software.
-
General procedure for creating a podcast:

a. Planning - choosing a topic and answering the guide questions

b. Pre-recording - choosing your equipment and software for recording
c. Creating your Podcast - audio recording and converting to MP3
d. Uploading your Podcast - choosing where to upload

Component Guide Questions Answers

Target Audience Who are the possible readers of this infographic?
Sender/Author Who is the author of this infographic?
Key content What is the tone of the text in the infographic? What are the sample phrases or taglines that you will
use to relate the information? What are the facts/figures that you will include in the infographic?
Purpose What is the intention of the infographic?
Form / Style What are the font types, colors and shapes that you will use in the infographic? What are the words
or phrases that you need to emphasize in the infographic? How will you organize your text and visual
elements
Medium / Format Is this the best platform to use? Why?

REFLECTION
Write a short reflection on what you have learned about podcasts, as well as the importance of sound or audio in media production.
References
 Cantor, O. (2019). Media and Information Literacy. Araneta Avenue, Quezon Cit: Vibal Group, Inc. pp 4-19
 Campos, P. (2017). From Cave to Cloud. Quezon Avenue, Quezon City: Phoenix Publishing House Inc. pp 1-24
 https://www.youtube.com/watch?v=FlAS2kLTFl0&fbclid=IwAR2rbw7l7JvGoyhzBeEzGLUk8g-IVrhKYBV_WhNXdBn7hb9cPpB8zVZhALY
 https://facebook.com/edlingao/posts/10155816381174672
 /MediaLit/dimensions%20of%20media/how%20media%20is%20made/media_and_information_literacy.pdf

Prepared by:

FERMILYN E. DOMINGO
Subject Teacher