BOLO NORTE HIGH SCHOOL

Bolo Norte, Sipocot, Camarines Sur

S/Y 2021-2022

SEMI-DETAILED LESSON PLAN IN MEDIA AND INFORMATION LITERACY

CLASSROOM OBSERVATION NO.1

SCHOOL: BOLO NORTE HIGH SCHOOL GRADE LEVEL:12

TEACHER: MELISA MARIE N. CLORES LEARNING AREA: MIL
TEACHING DATES: APRIL 7, 2022 QUARTER: THIRD QUARTER

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of media and information literacy and
MIL related concepts.
B. Performance The learner organizes a creative and interactive symposium for the community
Standard focusing on being a media and information literate.
C. Learning MELC: Compare and contrast how one particular issue or news is presented
Competencies/Ob through the different types of media (print, broadcast, new). MIL11/12TYM-IIId-
jectives (Write the 10)
LC Code for each. Specific Objectives:
1. Differentiate print, broadcast and new media;
2. Classify sample media according to types; and
3. Compare and contrast content of different types of media.
II. CONTENT (Subject DIFFERENT TYPES OF MEDIA: PRINT, Broadcast, and New Media
Matter)
III. LEARNING RESOURCES
A. References:
1. Teacher’s Guide MILTeacher’s Guide pp.233
Page DepEd provided MELCS
2. Learner’s Material Self-Learning Module
Page
3. Additional Sample Activity Sheets downloaded from the learning resources portal
Materials from the
LR Portal
B. Other Learning Powerpoint presentation, videos, worksheets, gamecards
Resources
IV. PROCEDURES
A. Preliminary 1. Opening Prayer
Activities Let us stand for the word of prayer.
Arrange your seats. Look under your chairs and pick up the pieces of
dirt.
(The students will also be reminded of the different classroom norms
under new normal especially the HEALTH PROTOCOLS AND
PRACTICES.
2. Checking of Attendance
Is there any absent for today?
3. Preliminary Instructions/Activities:
(The objectives of the lesson will be posted for students to be guided
throughout the session but will be discussed after recall of the previous topic
and motivation.)
4. Recall and Motivation:
Prior to discussing with you our supposed topic for the day, let us have
first a short review of our previous topic (Evolution of Media) by performing a
short game adopted and modified from the famous game show, FACT OR
BLUFF. We will be hitting two birds with one stone since this will also serve as
our motivational activity for the day.
(Indicator 6. Maintain learning environments that nurture and inspire learners to
participate, cooperate and collaborate in continued learning)
You are going to guess whether the statement is correct or not, by
 saying FACT if it is and BLUFF if it is not. This is my way of assessing whether
you still have in mind the important points of our lesson.
Everyone has an equal chance to participate in the game, since we will
have drawing of lots. I have here a bowl of cards where everyone is intended to
pick from. Once you picked the card labelled MAYON and ISAROG, that
means you are one of the TEN (10) lucky participants for the game. There will
be two competing teams, team MAYON and TEAM ISAROG, to compete for
the treasure inside the mini treasure chest. (A mystery box will be shown to the
students.)
The following are the game mechanics
Game Mechanics:
1. Two competing teams will participate in the game. Each team will be
comprised of five (5) members.
Recall/Motivation 2. Participants will be chosen through drawing of lots. The students who got the
MAYON and ISAROG game cards are the participants for the game. They will
be called Team Mayon and Team Isarog.
3. The first competing players are those who received the card labelled No. 1.
4. Each team will be given a bottle/glass. Both players will be asked of their
answers. In case both players have similar answers, the answer of the first to
ring the bottle will be credited. However, if they have different answers, the
correct one will be considered regardless of who rang the bottle first.
5. The next players are those who received the card labelled no. 2.
6. The same routine will be followed for the next rounds.
7. The first team to earn 3 points will be declared as a winner.

The following are some of the sample GAME questions.

FACT OR BLUFF
Recall/Motivation (Indicator 8 Design, adapt and implement teaching strategies that are responsive to
(REVIEW)
learners with disabilities, giftedness and talents. This part responds to student’s
giftedness and talent since it measures how good/well their schema is.)
FACT CHECK NO. 1
The first known broadcast system in the Philippines during pre-colonial
period is known as Umalohokan.
Answer: Fact
(Indicator 1. Apply knowledge of content within and across curriculum
teaching areas)
Across Curriculum: Umalohokan refers to the town criers of precolonial
barangays in the Philippines. They were responsible for going around and
making people aware of new laws and policies enacted by the Datu or
chieftain.

FACT CHECK NO. 2

Jose P. Rizal is the father of Philippine Journalism.
Answer: Bluff
Across Curriculum: Marcelo H. Del Pilar also known by his pen name Pláridel,
is regarded as the “Father of Philippine Journalism”
For his 150 essays and 66 editorials mostly published in La Solidaridad and
various anti-friar pamphlets.

FACT CHECK NO. 3

The first newspaper in the Philippines was established during the
Spanish era.
Answer: Fact

Across Curriculum: The first newspaper, Del Superior Govierno, was

 established in 1811 by the Spanish Governor General whose aim was to bring
news about Spain to local Spaniards.

FACT CHECK NO. 4

Presently, Filipinos are the least social media users in the world.
Answer: Bluff

Across Curriculum: The Philippines ranks first in the world in terms of time
spent on social media (Camus, 2017). According to We Are Social’s (2018)
Global Digital Report, the Philippines tops the world in terms of social media
usage, with 71 million users spending an average of 4 hours and 12 minutes a
day mainly on Facebook.

FACT CHECK NO. 5

Televisions in the Philippines were introduced in as early as 1939.
Answer: BLUFF

Across Curriculum: In the 1950’s farm programmes, features, documentaries

and government programmes were broadcast on the radio and television was
introduced in 1953 catered to the elite, with televisions costing $600 at the
time.

FACT CHECK NO. 6

DZRH is the oldest radio station in the Philippines.
Answer: Fact

Across Curriculum: The oldest existing radio station in the country today is
DZRH. It first signed on in 1939 as KZRH. The last two letters of the call station
stands for Radio Heacock , after H.E. Heacock, the original owner of the
station and one of the largest chains of department stores in the Pacific Rim.

(The teacher declares the winner of the game.)

B. Presentation of The springboard that we used in our game a while ago is about the
the Lesson
(ACTIVATE)

lesson that we had yesterday and is still connected to our lesson for today.
Before I finally discussed with you our today’s lesson, let me introduce to you
first a short video clip.

ACROSS CURRICULUM (1. Apply knowledge of content within and across

curriculum teaching areas)
(A video clip of a news report about Super Typhoon Yolanda will be played.)
(After, watching the video, the motive questions below will be asked to the
students.)
Motive questions:
What information is presented in the media?
How is the information presented?
What is the medium used in presenting the information?
What channel is used in sending its message?
(The students will answer the questions leading to the topic for the day.)
 The video actually leads us to our topic for today which focuses on
different types of media. In other words, we will discuss the different means
information is presented.

(After this, the objectives will be once again presented to the students. )
C. Lesson Proper (The discussion of the lesson will follow an inductive approach, from showing
(IMMERSE) of examples to discussion of the subject matter.)

In the discussion of the following concepts, the teacher may possibly use
bilingual communication for the students to have a clear grasp of the topic.
Further, although students are encouraged to speak in English, answers
communicated through the vernacular wili still be acknowledged and
considered.
(A video clip of a sample broadcast media will be shown to the students.)

CULTURALLY APPROPRIATE STRATEGIES (9. Adapt and use culturally

appropriate teaching strategies to address the needs of learners from indigenous
groups)
The video presents the creativity of the “Manide Tribe.” The Manide
Tribe inhabits in the mountains of Jose Panaganiban, Camarines Norte and
known for “Manide Nests” which are considered as a tourist attraction in the
place. Further, they are also known for their art of farming which is something
that they can be proud of.
What can you say about the way information is presented in the video?
Is it similar with first video I played a while ago?
Yes, they are actually similar, they are both examples of broadcast
media.
For you to understand further about broadcast media, please read and
be guided by the definition below.

Broadcast media like TV or Radio give only once chance to see/h

ear and understand the story. If anyone misses the particular visual, in case of
TV, or audio, in case of Radio, then the whole news may not be understood.

(A sample of print media will be shown to the students.)

What can you say about the way the information is presented in this type of
media?

How is it different from the first sample media that we presented?

(Afterwards, discussion of the concept below will be done.)
 Print media which includes newspapers, magazines and other printed
news source is the oldest media form. Although print media readership is
declining across the globe, many people still read a newspaper every day or a
newsmagazine on a regular basis. The importance of print media is therefore
significant. Regular readers of print media are more socio-politically active.
Since print media is used by people who can read and write, the print media
readers are mostly educated.

(A sample of new/online media will be shown to the students.)

What can you say about the way the information is presented in the video?
How is it different from the first video that we presented?
(Afterwards, discussion of the concepts will be done.)

Interactivity is
give their
feedback or choose story to read. Almost all sites provide space for readers to
post their feedback or opinions, which others can also read and respond.
Another feature of online media is ‘multimedia’, a form of presentation that
uses audio, video, graphics, or other methods to give users different pieces of
a story. Interactivity and multimedia capability is integrated features of the
online media
Now, let us summarize the comparison and contrast between and among
different media types by reviewing this table.

Now, let us see how far you are in terms of the concepts that we discussed
D. Activity today. We will perform a group activity, but this time will put some twist on it.
We will perform a modified treasure hunt.
(6. Maintain learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning)

FIND OUT WHAT’S INSIDE THE MYSTERY JAR

Note: Observe at least 1 meter social distancing while performing the activity.
(HEALTH PROTOCOL)
Instructions:
1. The students will be grouped into two.
2. Each group will be given a “NIGO” with Q-CARDS in it.
3. Each group will be given a separate Q-card which will mark the
beginning of the treasure hunt.
4. The Q-card contains a question.
5. The answer on the first question can be found on the cover page of one
of the Q-cards.
6. If the group got the correct Q-card, the next instruction is written inside
it.
7. To be able to get the final Q-card which will lead to the final answer, the
group must be able to solve what is being asked in the proceeding Q-
cards.
8. The first group to find out what is inside the Mystery Jar wins the game.
(The students will perform the activity.)
Now, let us analyze the content of the Q-cards, we will justify how the
winners got the final answer.

E. Analysis

Based on the discussion that we have, do you agree that any form of media,
print, broadcast, or online, modern or traditional, once used appropriately can
still be very beneficial? Prove your answer.
F. Abstraction
(SYNTHESIZE) Possible Answer: With the existence of various media platforms, information
becomes readily accessible to everyone. In today’s time, bringing together the
old and new form of media is becoming a trend which refers to media
convergence. We use various media platform to find information. With
technological advancement, we have more options or channels to get
information. But still our utilization of media depends on our purpose and
convenience.

On your notebook, write a brief summary of the comparison/contrast of

the content of different types of media. Then, be ready to share to the class
what you have written.
Possible Answer: Print media consists of paper and ink, reproduced in a
printing process that is traditionally mechanical. Broadcast media such as radio
and television that reach target audiences using airwaves as the transmission
medium. New (or DIGITAL MEDIA) is content organized and distributed on
 digital and on-line platforms.

(A student will be called to read his/her reflection.)

Respond appropriately to the following situations.

G. Application
(SYNTHESIZE) Situation 1. You lost your wallet which contains some of your important
documents such as valid I.D.s. Which do you think is the most convenient
media platform you can use to easily find your wallet?

Situation 2. You want to immediately get some reliable information on weather

updates. You want to browse the internet but the poor connection is hindering
you? What media will you use.

V. Evaluation: Part I. Classify the following media formats using the matrix below. Write the
(EVALUATE) terms in their corresponding columns.
Media Formats: Book, Newspaper, Television Shows, Facebook posts,
Magazine, Radio Forecast, YouTube channel , Brochure, Newsletter, Movies
Streaming on Netflix, Journals, Film/Movie

Part II: Underline the type of media in which each media format belongs and
state your reason.
1. Magazine is a (print, broadcast, new) media because (state your reason)
_______________________________________________________________
___________________ _
2. News aired on Television is a (print, broadcast, new) media because
_______________________________________________________________
___________________ __
3. Videos streaming on Youtube are (print, broadcast, new) media because
_______________________________________________________________
___________________
4. Social media posts are (print, broadcast, new) media because
_______________________________________________________________
___________________
Note: (Part II will be checked by the teacher.)

VI. Assignment SUBJECT/ISSUE: RUSSIA-UKRAINE WAR

(Plus) Print Media: Paste on a long-sized bond paper few clippings from newspaper
about updates on Russia-Ukraine war.
Broadcast Media: Record a news about Russia-Ukraine war from your favorite
radio/tv Newscast live show.
New Media/Online: Download a vlog about updates on RUSSIA-UKRAINE
WAR.
On a one-half crosswise, write a short paragraph comparing the way
this particular issue is presented in different media formats.

Prepared by: Noted:

MELISA MARIE N. CLORES GERALDINE B. ABERGOS, Ed.D.

Teacher III Secondary School Principal II
 BOLO NORTE HIGH SCHOOL
Bolo Norte, Sipocot, Camarines Sur
S/Y 2021-2022

SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONALPURPOSES

CLASSROOM OBSERVATION NO.1

SCHOOL: BOLO NORTE HIGH SCHOOL GRADE LEVEL:12

TEACHER: MELISA MARIE N. CLORES LEARNING AREA: EAPP
TEACHING DATES: FEBRUARY 4, 2021 QUARTER: SECOND QUARTER

I. OBJECTIVES
D. Content The learner understands the principles and uses of surveys,
 Standard experiments and scientific observations.
E. Performance The learner produces a well-written report for various disciplines.
Standard
F. Learning Summarizes findings and executes the report through narrative and
Competencies/ visual/graphic forms CS_EN11/12A-EAPP-IIe-j-11
Objectives Specific Objectives:
(Write the LC 1. Discuss the different guidelines in summarizing findings
Code for each. presented graphically; and
2. Present a summary of findings based on graphical
presentations of data
II. CONTENT SUMMARIZING FINDINGS BASED ON GRAPHICALLY
(Subject Matter) PRESENTED DATA
III. LEARNING RESOURCES
C. References:
4. Teacher’s EAPP Teacher’s Guide pp.201
Guide Page DepEd provided MELCS
5. Learner’s
Material Page EAPP Reader pp.236
6. Additional
Materials from Sample Activity Sheets derived from the learning resources portal
the LR Portal
D. Other Learning ppt/slide presentation, task charts, game cards
Resources ICT Materials
IV. PROCEDURES
H. Preliminary 1. Opening Prayer
Activities Let us stand for the word of prayer.
Arrange your seats. Look under your chairs and pick up the pieces of
dirt.
2. Checking of Attendance
Is there any absent for today?
3. Preliminary Instructions/Activities:
(The objectives of the lesson will be posted for students to be
guided throughout the session but will be discussed after recall of the
previous topic and motivation.)
4. Recall:
Prior to discussing with you our supposed topic for the day, let
us have first a short review of our previous topic by performing a short
vocabulary activity called PICTURE SPEAKES LOUDER THAN
WORDS.
You are going to guess the term being described by using the
pictures as clues. This is my way of assessing whether you still have
in mind the important points of our lesson.

.
 T o s u m u p ,

presenting information graphically. We also focused on the three

commonly used graph and chart which are pie chart, bar graph, and
line graph. In terms of the difference among the three, we learned that
pie charts are used when illustrating percentages of a whole, while
both bar and line graphs are used to compare things between different
groups or to track changes over time.

I. Motivation: To set our learning ambiance for today and bridge the gap
between the previous lesson and our next lesson, let us perform first a
very short introductory activity. This motivational game is called
“WINNER TAKES ALL.”

Everyone has an equal chance to participate in the game,

since we will have drawing of lots. I have here a bowl of hearts where
everyone is intended to pick from. Once you picked the heart with
number from 1-5, that means you are one of the five lucky participants
for the game. These five participants will compete for the treasure
inside this mini treasure chest. (A mystery box will be shown to the
students.)

The following are the Game Mechanics:

1. Participants will be chosen through drawing of lots.
2. The participants will be given a game card which will serve as their
entry pass in the game.
3. The First pair will compete in answering the first question.
4. The winner in the first round steals the opponent’s card and will
immediately proceed to the next opponent while the loser will be out of
the game.
5. The same routine will be followed for the next rounds.
6. The contestant who gathered all the cards will be declared as the
winner and will take all the prizes.

(Five questions will be used in this activity which means that the game
will roll in five rounds.)

The following are some of the sample questions.

 Across Curriculum: This is the reason why years ago, China
implemented the one-child policy which mandates every Chinese
family to do all the necessary birth control measures.

Across Curriculum: Based on the graph, by land mass the largest

continent is Asia while the smallest is Antarctica.

Across Curriculum: Christianity is the religious group comprising the

highest percentage of the world population. Let me just point out that
we are not trying to mean any implied issues here. We respect every
religious group. We are just after with statistical presentation of data.

J. Presentation of If you noticed, the questions used in the game focused on top
the Lesson largest and smallest things in the world. Then, in order to prove the
accuracy of the answers, we backed them up with charts and graphs
which illustrates the comparison and trend of data. This actually leads
us to analysis and interpretation of the graph to confirm the accuracy
of the answer, which is also the focus of our discussion today.
(The objective of the lesson will be discussed briefly to the students.)

K. Lesson Proper (A short video clip will be shown to the students.)

What do you think is the most appropriate visual presentation
can we use to illustrate the data in the short video? This is just to
make sure that you are ready enough to absorb our lesson because I
repeat, the previous lesson is a pre-requisite of our next lesson.
Yes, you are right. So, I think this time we are all ready enough
to discuss how to effectively summarize a graph.
To effectively summarize a visual presentation like chart and
graphs, we have to bear in mind the following tips:
 TIPS ON HOW TO SUMMARIZE GRAPHICALLY PRESENTED
REPORT

Let us try summarizing the graph below by following the tips that we
discussed.

Example:
1. Introduce the graph
The graph shows the trend in Senior High School Enrollment of BNHS
for four consecutive years, from year 2016-2019.
2. Give an overview of the main points
It illustrates that from year 2016 to 2019, the enrollment steadily
increased which peaked in 2019 where the highest number of
enrollees was recorded.
3. Use precise vocabulary
It illustrates that from year 2016 to 2019, the enrollment steadily
increased which peaked in 2019 where the highest number of
enrollees was recorded.

So now, it is your turn to give it a try. Fix Me!

This time, we are going to put some twist in the activity. You
will be grouped first into two. Each group will be given a puzzle to
solve. The first group to solve the puzzle assigned to them will receive
L. Activity a prize and will have the privilege to select which activity to perform.

Given the following data, create a summary of your findings.

Across Curriculum:

(Each group will present their output)

Let us see if you learned from our discussion by analyzing the
accuracy of each group output through the questions. I have not
 prepared yet the criteria for evaluation since this will serve only as a
guided practice.
1. Is the report of findings (graph) properly introduced?
2. Did it carefully describe the main features/points of the graph?
3. Did it use concrete descriptors to clearly articulate change,
trend, or comparison?

Question: Based on the activity that you had, can we consider any
advantage in utilizing graphs in presenting reports/findings?

Answer: Graphs and charts condense large amounts of

information into easy-to-understand formats that clearly and effectively
communicate important points.

M. Analysis Now let us practically apply what we learned.

Group 1
Conduct a survey to every member of your group. Ask them
about the brand of Covid-19 Immunity Vaccines they received. Gather
their answers and create a graphical presentation with a narrative
summary of the report. This is not to discriminate those recipients of
other brands. This is just for activity purposes only.

Group 2
Conduct a survey to every member of your group. Ask about
N. Abstraction the type of music they usually listen to. Gather their answers and
create a graphical presentation with a narrative summary of the report.
After you finish your report, post it on the board and present it
to the class. Your output will be rated based on the criteria below. The
criteria will focus only on the narrative summary of the report

O. Application

.V. EVALUATION: Answer the following. These will serve as your quiz for the day.

Part 1 (Guidelines in Summarizing Graphs)

I. Answer the following questions. (2 points each)
a. What is the first and one of the most important steps in
summarizing graphs?
b. Using precise and concrete word modifiers are very important in
interpreting graphs. Provide at least two words that we can use in
describing comparison.
c. List at least two words that we can use in describing trends.
d. Do we include all the data presented in a graph in writing a
summarized narrative of the findings? Prove your point.
Part 2. Create a summary of findings based on the graphical
presentation below.
VI. ASSIGNMENT Study the following the following topics:
1. Field Report
2. Research Report

Prepared by:

MELISA MARIE N. CLORES

Teacher III

Noted:

GERALDINE B. ABERGOS, Ed.D.

Secondary School Principal II
 BOLO NORTE HIGH SCHOOL
Bolo Norte, Sipocot, Camarines Sur
S/Y 2020-2021

SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONALPURPOSES

CLASSROOM OBSERVATION NO.2
MEDIA ANDINFORMATION LITERACY

SCHOOL: BOLO NORTE HIGH SCHOOL GRADE LEVEL:12

TEACHER: MELISA MARIE N. CLORES LEARNING AREA: MIL
TEACHING DATES: July 22, 2021 QUARTER: FOURTH QUARTER
I. OBJECTIVES
A. Content Standard The learner understands the different principles of evaluating different
media forms.
B. Performance The learner writes a critique of different media forms using the criteria
Standard in evaluating online content.
C. Learning MELCS: Evaluate a creative multimedia form/online content.
Competencies/Objec (MIL11/12MN-IV)-25
tives
OBJECTIVES:

1. Discuss the principles in evaluating online content.

2. Asses the credibility of online content based on dimensions of
critical evaluation.
3. Apply media and information literacy principles in evaluating
multimedia form.

II. CONTENT EVALUATING MULTIMEDIA/ONLINE CONTENT

(Subject Matter)
III. LEARNING RESOURCES
A. References:
1. Teacher’s DepEd provided MELCS
Guide Page
2. Learner’s
Material Page Self-Learning Modules
Quarter II: Module 8, Evaluating Multimedia
3. Additional
Materials from Sample Activity Sheets derived from the learning resources portal
the LR Portal
D. Other Printed pictures, ppt/slide and video presentation, task charts,
Learning ICT Materials
Resources
IV. PROCEDURES
A. Preliminary 1. Opening Prayer
Activities 2. Checking of Attendance
3. Introducing the Objectives of the lesson

Prior to discussing with you our supposed topic for the day, let
us have first a short review of our previous topic by answering a short
vocabulary check through a short group game. This is hitting two birds
with a single stone, since this vocabulary game will at the same time
serve as our today’s LEARNING MOTIVATION.
B. Motivation: This group game will be a battle between my two most favorite
Mobile Legends Characters: Lancelot and Guinevere. So, you will be
 grouped into two, with the first group as Team Lancelot and the
second group as Team Guinevere. Its up to if you’ll conquer or be
vanquished. Your fate could either be victory or defeat.

Here’s the mechanics of the game.

Each group will be given a bottle and a stainless steel.
Each group will be given a chance to guess a puzzle with pictures as
clues.
The first group to ring the bottle will be the first to answer.

The vocabulary task is called THAT LOOKS AND SOUNDS

FAMILIAR.
Here’s how it is done.
First you have to guess the two pictures that look familiar and
combine the words to form a new word which sounds familiar. The
description below the word puzzle will give a clue.

Sample:

Note: (Four puzzles will be given to the students)

C. Recall of the (The picture will be also shown to the students to help them
previous lesson recall what was previously discussed about the evolution of
communication technology which also gave rise to the evolution of

communication situation.

How does communication today differ from the past? (This

question will lead to the introduction of the new lesson)
D. Presentation of
the Lesson
Possible Answer: The CONNECTED AGE allows the possibility for
immediate feedbacks of media and information content. Today,
feedbacks can come in a matter of seconds, and consequently,
feedback analysis can be also instantaneous.

Today, our lesson has something to do with FEEDBACKS, yet, it is not

just about feedback alone because we are actually going to talk about
how media literates should EVALUATE ONLINE CONTENT TO
COME UP WITH APPROPRIATE FEEDBACKS.
 TEAM SHARING: POSTS TO PONDER
(The students will form 2 groups. Each group will be assigned
E. Activity (1.1) a task to talk about. Afterwards, their thoughts will be shared to the
class.)

Group 1:

Group 2

Because of the instant information posted in different forms of media,

we netizens sometimes neglect the essence of being a multimedia
literate, here is a movie clip which I hope could be an eye opener to
everyone, especially that most of our time are being spent scrolling
about different media contents.

(A movie clip will be played.)

Short Discussion of the Content of the Video:

(The students will watch and analyze the lesson that the video wants
to convey)

Processing Question: What’s in the video?

Possible Answer: As “MI” literates…You are expected not to be

swayed by the undesirable content that infiltrates different media
platforms.

But the question is, how can we be media and information

literates? There is a simple method/guideline which I think could be
helpful to everyone. This method of evaluating media and online
content is famous by the acronym the “CRAP” test. Kindly watch the
next video for further information.

(Another video about the “CRAP TEST”, method of evaluating online

sources will be played.)
 Short Discussion of the Contents of the Video:

F. Analysis Again, according to the video, we should check for the following
elements in evaluating resources:

First, currency which checks whether the information is up-to -

date

Second, reliability which checks whether the information is error

free, appropriate, and understandable

Third, authority which checks the credibility of the one who wrote
the information, and

Lastly, the purpose or objectivity which examines the evidence

of bias.

So, I think by following this simple method which could easily be

remembered, we can be media and information literates.

(ACROSS CURRICULUM)

So now, let’s see if you can use what you learned by analyzing a
video about a very recent issue. THE COVID-19 VACCINE.

Form two teams. Choose a leader and a presenter. Then, perform

the proceeding task. Evaluate the video below. Cite its positive
features as well as the parts that need to be improved. Present your
output afterwards.

(The students will be guided by the criteria below.)

G. Application

Fill Me: The students will complete the statement below.

After the lesson on evaluating media and online content, I

realized that
 .

A. Abstraction

V. EVALUATION: I. EVALUATION

II.

Write at least three important things to keep in mind when assessing

online content and resources.
1.

2.

3.
VI. ASSIGNMENT Create a multimedia presentation about a famous discovery in
science/historical documentary. Make sure that you follow the
guidelines in creating multimedia content. Be guided by the crap test.

Prepared by:

MELISA MARIE N. CLORES

Teacher I

Noted:

GERALDINE B. ABERGOS, Ed.D.

Secondary School Principal I