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Accountancy, Business and

Management (ABM)
Science, Technology, Engineering
and Mathematics (STEM)
Grade 12
Teacher Media and Information Literacy
Teaching Week 13 Quarter
A.Y. 2018 – 2019
Date and August 27-31, 2018
Number of 4 sessions/week
Sessions 80 sessions/semester

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and
if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of the overall impact of media and information on
A. Content Standard
the individual and society as a whole.
The learners shall be able to conduct a debate about the present status of MIL in the country
B. Performance Standard
and its value in nation building through a global perspective.
C. Learning The learners synthesize the overall impact of media and information on an individual (personal,
Competency/Objectives professional, educational, and others) and on the society as a whole (economic, social, political,
Write the LC code for each. educational, and others). MIL11/12MILI-IIIj- 29
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
II. CONTENT tackled in a week or two.
Media and Information Literate Individual
A. References
1. Teacher’s Guide p. 100-104
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
A. Reviewing previous At the end of the lesson, the learners must be able to:
lesson or presenting the • Synthesize the overall impact of technology on education, business, politics, and governance.
new lesson • Present a debate on the said effects of technology on specific sectors.
Have the learners watch the 3-minute excerpt of the debate (“The Anxiety Over the Impact of
B. Establishing a purpose
Technology on Children,” viewable here:
for the lesson
Have the learners answer the following questions and discuss:
a. What is the stand of Mr. Nicholas Carr on the issue? Is he on the affirmative or on the
C. Presenting
What are his arguments?
examples/Instances of
b. What is the stand of Ms. Genevieve Bell on the issue? Is she on the affirmative or on the
the new lesson
negative? What are her arguments?

c. Do you think elementary school children should be allowed to own smart phones? Explain
D. Discussing new
concepts and practicing Introducing Debate
new skills # 1

E. Discussing new Discuss with the learners the mechanics of the classroom debate: conduct, time, rebuttal, and
concepts and practicing the roles of students. Discuss the flow of the debate using the structure of LeBeau, Harrington,
new skills # 2 Lubetsky (2000 as cited in Krieger, 2005):
(1 min) Speech 1: The first affirmative speaker introduces the topic and states the affirmative
team's first argument.
(1 min) Speech 2: The first negative speaker states their first argument.
(1 min) Speech 3: The second affirmative speaker states their second argument.
(1 min) Speech 4: The second negative speaker states their second argument.
(1 min) Speech 5: The negative team states two rebuttals for the affirmative team's two
and summarizes their own two reasons.
(1 min) Speech 6: The affirmative team states two rebuttals for the negative team's two
F. Developing mastery
(leads to Formative
and summarizes their own two reasons.
Assessment 3)
(1 min) Speech 7: The negative team states two rebuttals for the affirmative team's two
and summarizes their own two reasons.
(1 min) Speech 8: The affirmative team states two rebuttals for the negative team's two
and summarizes their own two reasons.
(1 min) Speech 9: The negative team states their closing arguments
(1 min) Speech 10: The affirmative team states their closing arguments

Facilitate the debate among the learners. Ensure that the mechanics of the debate are followed,
and that the learners have had ample time to prepare for the discussion.

Group the class into the following categories:

• Topic: Media and information technologies promote greater socio-political participation among
G. Finding practical
the citizens.
application of concepts
• Affirmative Group
and skills in daily living
• Negative Group
• Topic: Media and information technologies improve learning environments.
• Affirmative Group
• Negative Group
• Time limit: Research and discussion (30 minutes)
• Presentation per group (12 minutes)
Have the learners themselves make statements that synthesize what they have learned.
What are the benefits of being a media and information literate individual? Stress that being a
media and literate individual can make a lot of difference to the community.
H. Making generalizations a. Improved quality of life
and abstractions about b. Greater political participation
the lesson c. Better economic opportunities
d. Improved learning environment
e. More cohesive social units
f. Others
Challenge the learners to share their knowledge on media and information literacy to the
I. Evaluating learning
community to with the aim to improve lives.
J. Additional activities for
application or Media artifacts of the debate and reflection papers

Reflect on your teaching and assess yourself as a teacher.

Think about your students’ progress this week. What works?
V. REFLECTION What else needs to be done to help the students learn? Identify
what help your instructional supervisors can provide for you so
when you meet them, you can ask them relevant questions.

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 solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?


Teacher I Head Teacher III Principal IV