School: CENTRAL LUZON DOCTORS’ HOSPITAL Grade 12

SENIOR HIGH SCHOOL – EDUCATIONAL INSTITUTION Level:

LESSON PLAN Teacher: JHELSEA S. YUMUL Learning
Area:
MEDIA AND
INFORMATIO
N LITERACY
Teaching SEPTEMBER 19 – SEPTEMBER 23, 2022 Semester: FIRST
Date/Time:

I. OBJECTIVES

 Define information needs;

 Locate sources of information;
 Assess, organize, and communicate information;
 Identify relevant ethical standards or principles in information and media use;
and
 Demonstrate ethical use of information.

A. Content Standards The learner demonstrates understanding of media and information literacy (MIL)
and MIL related concepts.
B. Performance Standards The learner organizes a creative and interactive symposium for the community
focusing on being a media and information literate individual.
C. Learning Competencies Describe how communication is influenced by media and information.
MIL11/12IMIL-IIIa-1
II. CONTENT Lesson 3: Information Literacy

III. LEARNING Textbook pages: 33 - 42

RESOURCES AND
REFERENCES Other Learning Resources:
Dorado, J.M. (2021). Media and Information Literacy In The 21st Century. An Instructional
Material For Senior High School Students.
Unlimited Books Library Services and Publishing, Inc. Intramuros, Manila, Philippines
Alagaran, J.R. (2019). Media and Information Literacy. Empower the Discerning Audiences.
Abiva Publishing, Inc. Quezon City, Philippines
Department of Education (2020). K-12 Most Essential Learning Competencies

IV. PROCEDURES
A. Reviewing past lesson or In the past lesson, learners were able to learn that media forms and
presenting the new lesson technology that come with them have evolved. The growth of communications
technology allows people today to find more information more easily than
previous generations. Mass media can be print, radio, television, or Internet news.
They can be local, national, or international. They can be broad or limited in their
focus.
B. Establishing a purpose of the The teacher lets the students realize that as students, there are given usual
new lesson (Motivation) instances and reasons for their need of information and that there are also tasks
that they have done in the past that required searching information for them to
complete them.
C. Introduction Information literacy is an important skill in life. An individual who is literate in
the location, access, evaluation, and use of information also displays a certain
sense of critical literacy. When you are information literate, you are able to
evaluate what information you need, what to discard, and how to use the
information you selected. As students, you unknowingly and unwittingly display
information literacy when you search for information to address certain task such
as projects, assignments, or research papers.

D. Explanation
Typology of Information
According to www.lib.odu.edu, the kind of information you are looking for may
be categorized as the following:

1. Factual vs Analytical
Factual information is based on evidences and findings provided by reliable
sources. There sources may include academic text such as books,
encyclopedias, periodicals, or technical reports by agencies and institutions.
Analytical information on the other hand, is an analysis or interpretation of
 facts by an individual, usually an expert on the subject.

2. Subjective vs Objective
In most of its common uses, objective is contrasted with subjective, often as if
it’s the opposite. Objective most commonly means not influenced by an
individual’s personal viewpoint—unbiased (or at least attempting to be
unbiased). It’s often used to describe things like observations, decisions, or
reports that are based on an unbiased analysis. Generally speaking, subjective
is used to describe something that exists in the mind of a person or that
pertains to viewpoints of an individual person.

3. Current vs Historical
The currency of the information refers to how up-to-date or how recent the
information is. It does not necessarily follow that the more current the
information, the more reliable and useful it is. There are information that are
historical or old but are very helpful in providing insights and comparison of
events.

4. Scholarly vs Popular
When you are asked to write an academic paper, what sources does your
teacher ask you consult? Scholarly information comes from academic sources.
It is a product of an author’s expertise and study on the subject matter. It is
usually peer-reviewed.

5. Primary vs Secondary vs Tertiary

The original and levels of transfer of the information is also important factor
to consider in your information search.

6. Stable vs Unstable
Information may be stable or unstable. Stability becomes a consideration
especially when the information you have obtained is published digitally over
the internet. It is often difficult to know how long a certain Web site or page
will last.

E. Elaboration The learners provide a real-world example or scenario that can relate to them
being information literate individuals.
Learners can be asked which of the discussed typology of information do they
think will have the most impact or influence to people and to the society as a
whole.
F. Generalization The Learners will define what is an effective information seeker.
The Learners will define what is an efficient information seeker.
The Learners will identify the different typology of information.

V. EVALUATION/ PRACTICE EXERCISES (BOOK ACTIVITY PAGE: 39)

ASSESSMENT/
ASSIGNMENT  Answer the following questions:
1. Differentiate plagiarism from intellectual property.
2. Based on your experience, how will you define “misinformation” and
“disinformation”? You can cite examples of situations to help you build your
own definition.
3. What are the potential dangers of misinformation and disinformation? How
do ethical standards minimize the occurrence of misinformation and
disinformation?

VI. REMARKS Learners have completed an activity and were able to describe the nature and characteristics of an
effective and efficient information seeker.
VII. REFLECTION Learners were able to understand that the message that they intend to send or communicate is
likely to be misunderstood. Therefore, they should be aware in interpreting the message including
the signs and some connected concepts that may affect.
A. No. of learners who earned 80%
 in the evaluation.

B. No. of learners who require

additional activities for
remediation who scored below
80%.

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson.

D. No. of learners who continue to

require remediation

E. Which of my Teaching strategies

worked well? Why did these
work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solved?

G. What innovation or localized

materials did I use/ discover
which I wish to share with other
teachers?
Prepared by:

Jhelsea S. Yumul
SHS Teacher, Media and Information Literacy

Checked by:

Perlita C. Fermin, Ma.Ling.

Principal, Basic Education Department
Lesson 3 Activity in Media and Information Literacy