FIDP MEDIA AND INFORMATION LITERACY- MR. LEO NINO G. DULCE.docx

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1. FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)


Grade: 12 Semester: Second Semester
Core Subject Title: Media and Information Literacy No. of Hours/Semester: 80
hours Prerequisites (If
Needed): None

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.

Performance Task: As a social media influencer (YouTube Vlogger), you are invited by the Undersecretary of the Department of Information and
Communications Technology (DICT) in cooperation with Department of Health (DOH) to do public service campaigns to stop the spread of fake news
in line with Covid-19 pandemic for the netizens to watch. It should capture the attention of the audience to stop the spread of fake news in line with
COVID-19 pandemic. The campaigns should be presented creatively with a powerful message and clear information. You will be able to raise
awareness and encourage the netizens through your social media campaign’s Contribution, Content Quality, Speech and Grammar, References and
Support, Video Quality, and Sound Quality.

G- Do public service campaigns to stop the spread of fake news in line with Covid-19 pandemic for the netizens to watch. It should capture the
attention of the audience to stop the spread of fake news in line with COVID-19 pandemic.
R- Social media influencer
A- Audience (Social media users)
S- The campaigns should be presented creatively with a powerful message and clear information.
P- Raise awareness and encourage the netizens through social media campaigns.
S- Contribution, Content Quality, Speech and Grammar, References and Support, Video Quality, and Sound Quality.

3. What to Teach? Why Teach? How to Assess? What to Teach?





Content




Content
Standards




Most
Essential
Topics




Performance
Standards


Learning competencies

Highest Thinking
Skill to Assess
Highest Enabling
Strategy to Use in
developing the
Highest Thinking
Skill to Assess


Complete

KUD
Classificatio
n


Most Essential


KUD
Classificatio
n


RBT
Level
Flexible
Assessment
Activities
(FAA)

Enabling
General
Strategy

Flexible
Learning
Strategies
(FLS) Performance
Checks
First Quarter
1. Introduction
to Media and
Information
Literacy

a. Media
Literacy
b. Information
Literacy
c. Technology
Literacy
The learner
demonstrates
understandin
g of media
and
information
literacy (MIL)
and MIL
related
concepts.
Introductio
n to Media
and
Information
Literacy
The learner
organizes a
creative and
interactive
symposium
for the
community
focusing on
being a media
and


describes how
communicatio
n is affected by
media and
information

identifies the
similarities and
differences of
media literacy,
information


U





U
describes how
communicatio
n is affected by
media and
information

identifies the
similarities and
differences of
media literacy,
information


U





U


Analyzing






Analyzing

SAQ (Self-
Assessment
Quiz/Check)



Venn
Diagram
C
O
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M
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N
I
C
A
T
I
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N

C
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M

Class
Discussion
(All
Learning
Modalities)


Informal
Writing

4. literate literacy, and
U
N
I
C
A
T
I
O
N







R
E
A
S
O
N
I
N
G
&
P
R
O
O
F

Google
Forms/
Survey
Questionnaires/
Messenger Polls
individual editorializes technology
the value of literacy
being a media
and U
information
literate
individual Reflection
discuss Essay
identifies responsible
characteristics
/describes a
responsible
U use of media
and
information
U

Evaluatin
g

uses and
competent
producers of
media and
information.
“Survey
Says…”


2. Media and
Information
Sources


The learner
demonstrates
understandin
g of media
and
information
literacy (MIL)
and MIL
related
concepts.


Media and
Information
Sources


The learner
organizes a
creative and
interactive
symposium
for the
community
focusing on
being a media
and
information
literate
individual.


Compares
potential
sources of
media and
information




Interviews an
elder from the
community
regarding
indigenous
media and
information
resources




U









U


compare and
contrast how
one particular
issue or news
is presented
through the
different
types of
media (print,
broadcast,
online)

contrast
indigenous
media to the
more common
sources of
information
such as library,
internet, etc.




U









U




Analyzing










Analyzing












Venn
Diagram





C
O
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M
U
N
I
C
A
T
I
O
N








C
O
M
M
U
N
I
C
A
T
I
O
N


Class Discussion
(All Learning
Modalities)




Group
Presentation
(Video
Conference) /
Graded
Recitation /
Interaction




Modules

5. Information
Analysis

Research Activity
discusses















P
R
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B
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S
O
L
V
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G

3. Media and Present an Media and The learners codes,
Information issue in varied Information shall be able conventions,
Languages ways to Languages to examine and messages;
disseminate and identify in regards with U
information pertinent audience,
using the media and producers and
codes, information other Symbols
convention, codes, stakeholders Interpretation
and language conventions
of media and messages evaluates
given a visual everyday Informal
resource. media and present an Writing
information issue in varied Image
with regard to ways to Analysis
with codes, disseminate Class discussion/
convention, U information D Creating Module-directed
and messages; using the Reflection Learning
in regards with codes, Essay
audience, convention,
producers, and and language
other of media
stakeholders Media
Consumption
produces and
assesses the
codes,
convention, U
and messages
of a group
presentation
Media
Analysis

6. 4. Legal,
Ethical, and
Societal
Issues in
Media and
Information

a. Copy
Right/Fair
Use/
Plagiarism

b. Netiquette

c. Digital
Divide,
Addiction,
and Bullying
The learners
demonstrate
an
understandin
g of the legal,
ethical, and
societal
issues in the
use of media
and
information.
Legal,
Ethical, and
Societal
Issues in
Media and
Information
The learners
shall be able
to conduct a
case study on
an offense,
investigation,
or decision
pertaining to
any of the
media and
information
issues within
their
community.
puts into
practice their
understanding
of
the intellectual
property, copy
right, and
fair use
guidelines

Demonstrates
proper
conduct and
behavior
online
(netiquette,
virtual self)



D








D






Cite practical
situation when
to apply
knowledge in
intellectual
property,
copy right, and
fair use
guidelines









U













D










Evaluatin
g






Situational
Analysis




Constructive
Response








R
E
A
S
O
N
I
N
G
&
P
R
O
O
F









P
R
O
B
L
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M

S
O
L
V
I
N
G






Online Discussion


Through
Supplementary
Learning
Materials

d. Virtual Self
Puts into
action their
personal
resolve to
combat digital
divide,
addiction, and
bullying

D



create a
campaign add
to combat
digital divide,
addiction, and
bullying







Creating
Reflective
Essay




Slogan/Poste
r Making





Show & Tell/
Individual
Presentation
Explains
copyright, fair
use, etc. vis-à-
vis human
rights

Explains
actions to
promote
ethical use of
media and
information
U






U




Creative
Presentation
of Guidelines


Enumerates
opportunities
and challenges
in media and
information
U

Second Quarter

7. 5. Text The learner
demonstrates
understandin
g of different
resources of
media and
information,
their design
principle and
elements, and
selection
criteria.
Text The learner describes the
















C
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M
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N
I
C
A
T
I
O
N





C
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M
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N
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C
A
T
I
O
N

Information Information produces a different
and Media and Media living museum dimensions of
a. Definition, or electronic text U
characteristics portfolio or information
, format and
types,
sources,
advantages
and
limitations,
and value
any other
creative forms
of multimedia
showcasing
their/his/her
understanding
, insights, and
perceptions of
and media



comprehends
how text
information
and media







U







Describe the



Class
Discussion/
Video
Conference
(synchronous/o
the different is/are formally different n campus)
b. Text as resources of and informally dimensions of

Visual media and
information.
produced,
organized, and
text
information
U
Analyzing

Fact or Bluff

Forums
c. Selection disseminated and media. (asynchronous)
Criteria
Tell me more
d. Design (poster Simple Games
principle and evaluates the evaluation/d (show me, what
Elements reliability and
validity of text
Analyze how
the dimensions
escription) is it – Hybrid)
information are formally
and media and and informally Text-based Learning
its/their U produced, Brochure Packets/Module
sources using
selection
organized, and
disseminated
U Analyzing Making
s containing
texts and
criteria
posters to
analyze and
produces and evaluate
evaluates a (Distance –
creative text- offline)
based
presentation
using design
principle and
elements D

6: Visual
Information
and Media
The learner
demonstrates
understandin
g of different
resources of
media and
information,
Visual
Information
and Media
The learner
produces a
living museum
or
electronic
portfolio or
any
describes the
different
dimensions of
text
information
and media



U


describe the
different
dimensions of




U





Analyzing






Survey Result

C
O
M
M
U
N
I
C
A

8. their design
principle and
elements,
and selection
criteria.
other creative
forms of
multimedia
showcasing
their / his/her
understanding
, insights,
and
perceptions of
the
different
resources of
media and
information.

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






U











U
visual
information
and media


analyze how
the different
dimensions are
formally and
informally
produced,
organized, and
disseminated



evaluate a
creative
multimedia
form
(visual art)






U











U







Analyzing












Evaluatin
g
Analysis
(The Power
of Visual
Content)




Image
Analysis








Visual Art
Evaluation
T
I
O
N


C
O
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M
U
N
I
C
A
T
I
O
N


R
E
A
S
O
N
I
N
G
&
P
R
O
O
F








Module-
directed
Learning or Self-
paced learning


Symbols
Interpretation/
Evaluation


Interactive
Classroom
Lectures/
Discussion

Info graphic
(danger of
spreading
fake news
and how to
avoid them)


7. Motion
Information
and Media

a. Definition,
characteristics

The learner
demonstrates
understandin
g of different
resources of
media and

Motion
Information
and Media

The learner
produces a
living museum
or electronic
portfolio or
any other

Describes the
different
dimensions of
motion
information
and media.



U

9. , format and
types,
sources,
advantages,
and
limitations,
and value

b. Selection
Criteria

c. Design
principle and
Elements
information,
their design
principle and
elements, and
selection
criteria.
creative forms
of multimedia
showcasing
their/his/her
understanding
, insights, and
perceptions of
the different
resources of
media and
information.

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.




U










U










D


describe the
different
dimensions of
motion
information
and media




analyze how
the different
dimensions are
formally and
informally
produced,
organized, and
disseminated




U









U







D




Analyzin
g








Analyzin
g




Hand
Organizer
(Fill in the
organizer
with words
you can
associate
with motion
information
and media


C
O
M
M
U
N
I
C
A
T
I
O
N






P
R
O
B
L
E
M

S
O
L
V
I
N
G



Socialized
Discussion –
Lectures
(online or face-
to-face)

Movie Clip
Viewing


Audio and Video
Effects
Materials


Module-
directed
Learning or Self-
paced learning
Produces and
evaluates a
creative
motion-based
presentation
using design
principle and
elements.
evaluate a
creative
multimedia
form
(motion)

Creating

Movie Clip
Analysis


Informal Writing
or
Instruction

Scriptwriting


Storyboard


8. Multimedia
Information
and Media

a. Definition,
characteristics

The learner
demonstrates
understandin
g of different
resources of
media and

Multimedia
Information
and Media

The learner
produces a
living
museum or
electronic

1. describes
the different
dimension of
multimedia
information




U


1. describe
the different
dimensions
of:





U





Analyzing





Concept
Map









C

10. , format and information, portfolio or and media





U













U













D
multimedia








U










U










D

O
M
M
U
N
I
C
A
T
I
O
N









R
E
A
S
O
N
I
N
G
&
p
R
O
O
F



P
R
O
B
L
E
M

S
O
L
V
I
N
G

types, their design any other information Interactive
sources,
advantages
and
limitations,
and value

b. Selection
principle and
elements, and
selection
criteria.
creative
forms of
multimedia
showcasing
their /
his/her
2.comprehen
ds how
multimedia
information
and media
is /are
and media


2. analyze
how the
different
Discussion
via
Video
Conference
or
in Module
Criteria understandin formally and dimensions Analyzing Multimedia
g, insights, informally are formally Analysis
c. Design and produced, and
principle and perceptions organized, informally
Elements of the and produced,
different disseminated organized,
resources of and
media and 3. evaluates disseminated
information. the reliability
and validity
of motion
information

3. evaluate a
creative
Evaluati
ng

Reflection
Essay
Informal Writing
and media multimedia
and its/their form (vlog)
sources using
selection
criteria

4. synthesizes 4. produce a

Presented
overall
knowledge
multi-media
based
Creating
Individual
Presentation
via Video
Conference,
about presentation (VLOG) uploaded in YT,
different using design or submitted via
information principle and storage devices
and media elements
sources by
producing
and
subsequently INFOMERCIAL
evaluating a
creative
multimedia
form (living
museum,

11. electronic
portfolio,
others)




Prepared by:

Leo Nino G. Dulce
Subject Teacher