Media and Information Literacy: Quarter 2 - Module 1 Week 1
Media and Information Literacy: Quarter 2 - Module 1 Week 1
Information
Literacy
Quarter 2 – Module 1
Week 1
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A. QUARTER: Second
B. WEEK: 1
C. TEACHER: LOUIE J. RAMOS
D. CONTENT STANDARDS:
All these and more are enjoyed by media literate individuals and prove just
how much the quality of life has improved because of media and information. Media
and Information helps every individual to cope up in the world. Now, Media and
in the government.
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ACTIVITY
IMPLICATIONS OF MEDIA AND INFORMATION TO AN INDIVIDUAL AND THE
SOCIETY
LET’S ANSWER!
Directions: Write ‘PAS’ for People as Media and “PIN” for People in Media.
1. Radio
2. Commentator
3. Independent
4. blogger
5. News Reporter
6. Print Journalist
7. Facebook User
8. Classmate
9. Movie Director
10. Teacher
LET’S ANSWER!
2. What are the advantages and limitations of people as media? People in media?
LET’S CREATE!
Directions: Random students will present their output in class/ online guide
questions.
1. Do you consider yourself a literate individual? Why?
2.. Connect your answer in no.1 in the context of:
a. improving quality of life
Rubric
Legend: Beginning - 5 pts Developing- 10 pts Satisfactory – 15 pts Exemplar – 20 pts
Criteria
Exemplar • Depth of Reflection: Response demonstrates an in-
depth reflection on, and personalization of, the
theories, concepts, and/or strategies presented in the
course materials to date.
• Viewpoints and interpretations are insightful land well
supported.
• Clear, detailed examples are provided, as applicable.
Satisfactor • Response demonstrates a general reflection on, and
y personalization of, the theories, concepts, and/or
strategies presented in the course materials to date.
• Viewpoints and interpretations are supported.
• Appropriate examples are provided, as applicable
Developin • Response demonstrates a minimal reflection on, and
g personalization of, the theories, concepts, and/or
strategies presented in the course materials to date.
• Viewpoints and interpretations are unsupported or
supported with flawed arguments.
• Examples, when applicable, are not provided or are
irrelevant to the assignment
Beginning • Response demonstrates a lack of reflection on, or
personalization of, the theories, concepts, and/or
strategies presented in the course materials to
date.
• Viewpoints and interpretations are missing,
inappropriate, and/or unsupported.
• Examples, when applicable, are not provided.