MEDIA AND INFORMATION

LITERACY

Published by:
Holy Child College of Davao, Inc.

Philippine Copyright 2020

All rights reserved. Reproduction of any part is not allowed.

Printed August 2020

Image World Digital Business Center, Inc.
Davao City, Philippines

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“Train up a child in the way he should
go; and when he is old, he will not
depart from it” Proverbs 22:6

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 TABLE OF CONTENTS

FIRST QUARTER LEARNING OBJECTIVES......................................................................................................... 1

Worksheet 1 :Introduction to Media Literacy, Information Literacy, and Technology Literacy...............................2
Worksheet 2:The Evolution of Traditional Media to New Media..........................................................................5
Worksheet 3: Information Literacy........................................................................................................................ 8
Worksheet 4: Types of Media.............................................................................................................................. 10
Worksheet 5:Media and Information Sources..................................................................................................... 16
Worksheet 6: Media and Information Languages................................................................................................ 18
Worksheet 7: Legal, Ethical, and Societal Issues in Media and Information....................................................... 20
Worksheet 8: Opportunities, Challenges, and Power of Media and Information................................................. 25
Worksheet 9: Current and Future Trends of Media and Information.................................................................. 27
Worksheet 10: Media and Information literate Individual..................................................................................... 31
SECOND QUARTER LEARNING OBJECTIVES.................................................................................................. 38
Worksheet 12: Text Information and Media......................................................................................................... 39
Worksheet 13: Visual Information and Media...................................................................................................... 41
Worksheet 14: Audio information and Media....................................................................................................... 44
Worksheet 15: Motion Information and Media.................................................................................................... 46
Worksheet 16: Storyboard Making...................................................................................................................... 48
Worksheet 17: Manipulative Information and Media........................................................................................... 51
Worksheet 18: Multimedia information and Media.............................................................................................. 53

Bibliography............................................................................................................................................................ 56

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 FIRST QUARTER

Learning Objectives:

➢Identify the similarities and differences between and among media literacy, information
literacy, and technology literacy

➢
Define information needs; can locate, access, assess, organize, and
communicate information.
➢
Demonstrate ethical use of information.
➢
Identify traditional media and new media, and their relationships.
➢
Recognize the Role and function of media in a democratic society.
➢
Classify contents of different types of media.
➢
Compare potential sources of media and information.
➢
Produce the codes conventions, and messages through presentation.
➢
Cite an example of an issue showing the power of media and information to affect changes
➢
Describe the impact of massive open on- line
➢
Discuss the implication of media and information to an individual and the Society
➢
Synthesize the overall impact of technology on education,

business, industry and society.

1|Page
 S.Y 2021-2022

SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:

Date: Quarter:
1st

WORKSHEET # 1

Activity Number:1

I. Content Standard:
The learner demonstrates an understanding of media and information sources,
and values them as part of communication tools.

II. Objectives:
• Identify the similarities and differences between and among media literacy, information
literacy, and technology literacy using the graphic chart organizer.
• Explain how media and information affect communication.

III. Materials:

• Pen & Paper

• Worksheets
• Electronica Devices ( Laptop, Cellphone, Desktop, etc.)
• Internet connection/data connection

IV. Procedures / Instruction:

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 Part I- Compare these three topics. List the similarities and differences among the three
topics by completing the chart.

INFORMATION TECHNOLOGY
MEDIA LITERACY
LITERACY LITERACY

y
SIMILARITIES

DIFFERENCES

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 A. How media and information affect communication? (5 points)

RUBRICS- GRAPHIC ORGANIZER

Criteria Excellent (5) Nice Jobs (4) Good (3) Poor (2)
Evidence of Writing Graphic Organizer Graphic Organizer Graphic Organizer Graphic Organizer
Process complete, neat and complete, but not complete. Effort is not complete. No
organized. missing follow-up put forth, but more effort put forth to
information. Messy than 1/4 of the write down needed
and disorganized. organizer missing information
information.
Number of Discusses more Discusses two Discusses only one Does not contrast
Differences than two differences differences in each difference in each the subjects in each
in each subject subject subject subject
Number of Discusses more Discusses two Discusses only one Does not compare
Similarities than two similarities. similarity. the subjects.
similarities.
TOTAL

Adapted from https://www.rcampus.com/rubricshowc.cfm?code=X6X885&sp=true

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 S.Y 2021-2022

SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: 1st

WORKSHEET # 2

Activity Number: 1

I. Content Standard:
The learners demonstrate an understanding of the historical background of media and
information; basic theories of media and information systems; and concepts of ownership,

control, and regulation of media.

II. Objectives:
o Identify the devices used by people of various ages to communicate with one
another, store information, and broadcast information.
o Explain the roles and functions of media in democratic society.

III. Materials:
• Pen & Paper
• Worksheets
• Electronics Devices (laptop, cellphone, tablet)
• Internet connection/data connection

IV. Procedures / Instructions:

Part I. Fill in the matrix below with the answers to each column's question.

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 What format/ What format/ What format/ equipment
Age equipment did equipment did people use to share
people use to Did people use to or broadcast
communicate with store information? information?
each other?

Pre-Industrial Age

Industrial Age

Electronic Age

Information Age

1
Teaching Guide -for -SHS- Published by the Commission on Higher Education, 2016 Chairperson: Patricia B. Licuanan, Ph.D.

6|Page
Part II: Answer the given question. You will be graded base on the rubric below.

A. With the media we currently have in our society, what are their roles and function in a
democratic society? (3-5 sentences)

SCORING RUBRICS: PART 2

LEVEL DESCRIPTION VALUE
Outstanding • Well written and very organized. 5
• Excellent grammar mechanics.
• Clear and concise statements. Excellent effort and
presentation with detail.
• Demonstrates a thorough understanding of the topic
Good • Writes fairly clear. 4
• Good grammar mechanics.
• Good presentation and organization.
• Sufficient effort and detail.
Fair • Minimal effort. 3
• Minimal grammar mechanics.
• Fair presentation.
• Few supporting details.
Poor • Somewhat unclear. 2
• Shows little effort.
• Poor grammar mechanics.
• Confusing and choppy, incomplete sentences.
• No organization of thoughts
Very Poor • Lacking effort. 1
• Very poor grammar mechanics.
• Very unclear.
Does not address topic. Limited attempt.

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 S.Y 2021-2022

SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter:
1st

WORKSHEET # 3

Activity Number:1

I. Content Standard:
The learners demonstrate an understanding of why there is a need for information,
and identify how to locate, access, assess, organize and communicate that
information.

II. Objectives:
• Define information needs; can locate, access, assess, organize, and
communicate information.
• Explain the responsible use of media and information.
III. Materials:
• Pen & Paper
• Worksheets
• Electronic Devices ( Laptop, Cellphone , Desktop, etc.)
• Internet connection/data connection

IV. Procedures / Instructions:

Part I- Based on the scenario, answer the question in the matrix.
2 SCENARIO
“Weather forecasts show that there will be no typhoon. However, your community is
receiving tremendous rain, and portions of your province or region have already been
flooded. There were reports of landslides, evacuations, wrecks, and drownings. What do you
aim to do as a student?

2 2
Teaching Guide -for -SHS- Published by the Commission on Higher Education, 2016 Chairperson: Patricia B. Licuanan, Ph.D.

8|Page
 Information needs
What information do you need?

Sources of information
Where will you get them?

Access to the information

How will you access them?

Evaluate information
How will you check the quality of information?

Organize information
How will you organize and store them?

Communicate information
3
How will you create and communicate them?

3 3
Teaching Guide -for -SHS- Published by the Commission on Higher Education, 2016 Chairperson: Patricia B. Licuanan, Ph.D.

9|Page
 S.Y 2021-2022

SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: 1st

WORKSHEET # 4

Activity Number: 1

I. Content Standard:
The learners demonstrate an understanding of how representations are
constructed in diverse media types and how they converged.

II. Objectives:
▪ Identify different types of media.
▪ Compare and contrast the types of media.
II. Materials:
• Pen & Paper
• Worksheets
• Electronic Devices Devise laptop or cellphone
• Internet connection/data connection

III. Procedures / Instructions:

Part I. Categorize the following terms and write them in the appropriate columns.
Magazines Radio LinkedIn Books Newspapers

Banners Motion picture Podcast Film memegraphy

Flyers Television Online Forums Billboards Youtube

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 Print Broadcast New Media

Part II- Find one (1) news or issue published through print, broadcast and new media. Then
describe how the news or issue are being prescribe through each type of media.

ISSUE OR NEWS

Print Broadcast New Media

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 Name: Grade & Section:
Teacher: Unit Assessment 1
Date: Quarter: 1

MEDIA AND INFORMATION LITERACY

TEST I – MULTIPLE CHOICE: Choose the letter of the correct answer, write your answer on

the space provided before the number.

________1. While watching a movie, Sharon and Francine discussed their future plans and
ambitions. This is an illustration of
A. Interpersonal Communication
B. Mediated interpersonal Communication
C. Organizational Communication
D. Intercultural Communication.
______2. Biology students were asked to evaluate the content of several information sources,
such as a popular article from a magazine, web newsletter, or journal article, using criteria
such as author expertise, the accuracy of the content, the currency of the a material, and
whether this matter, relevance to the information need, and other discipline-based criteria.
This is an example of:
A. Media Literacy C. Technology Literacy
B. Information Literacy D. Media and Information Literacy
_____3. You are guilty of plagiarism if you:
A. Make Use of the works of others to gather information.
B. Use the work of another and misrepresent it as your own.
C. Make use of the works of others to support your arguments.
D. Examine the ideas and arguments of others to help you shape your
thoughts or views on a particular issue .
_____4. Which type of literacy can access, manage, and integrate technologies to create and
communicate information?
A. Media Literacy C. Technology Literacy
B. Information Literacy D. Media and Information Literacy

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____5. Which type of information based on a person’s own opinion, moods, or behavior?
A. Objective C. Factual
B. Subjective D. Analytical
____6. This an interpretation of facts by an individual, usually an expert on the subject.
A. Objective C. Factual
B. Subjective D. Analytical
_____7. Which of the following Citation format I used of this reference “Ollie Johnson, F.t.
(October 19, 1995)? The Illusion of Life: Disney Edition; Revised, Subsequent Edition. This
an example of?
A. APA Citation style B. C. Turabian Citation Style
MLA 8 Citation Style D. IEEE Citation Style
____8. Nancy moved to the Philippines, where she was able to practice and adapt to the
culture of the people.
A. Interpersonal Communication
B. Mediated interpersonal Communication
C. Organizational Communication
D. Intercultural Communication.
___9. In this era, people discovered fire, developed paper from plants, and forged weapons and tools with stone,
bronze, copper and iron
A. Electronic Age C. Information Age
B. Industrial Age D. Pre-Industrial Age

____10. At what age did people improve the power of the transistors that gave rise to the transistor
radio, the electronic circuitry and the first computers??
A. Electronic Age C. Information Age
B. Industrial Age D. Pre-Industrial Age

TEST II- Modified true or False:

Instruction: Write TRUE if the statement; else put FALSE. Write you answer on the
space provided before the number.
____________________11. During the Pre-historic Age sense of sight was the predominant
and most valuable sense of reception.

___________________ 12. Technology literacy refers only to the use of computers to find
information and answers to questions.

__________________ 13. Can media be digital as well as print?

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____________________14. Soviet Media explains that society still in control of technology
and the innovations over time do not dictate how it must adapt and
function concerning these technologies

____________________15. The libertarian society encourages total support of the

government

TEST III- Matching type

Instruction: Match column A with the corresponding Movie classification rating in column B.
Write the letter of the correct answer on the space provided before the number.

_____1. These films are not suitable A. R18

for public exhibition.

_____2. Viewers of any age are allowed.

B. X-RATED
_____3. Only viewers 16 years of age or C. R16
older are eligible for admission.

_____4. Only viewers who are 18 years old D. PG

and above can be admitted

_____5. Television viewers younger than E. G

13 years old must be accompanied by a
F. R13
parent or an adult supervising them.

TEST IV - VENN DIAGRAM

Instruction: Compare these two topics. List the similarities and differences among the two
topics by completing the Venn diagram below. Ten (10) point

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 TRADITIONAL MEDIA NEW MEDIA

RUBRICS -VENN DIAGRAM

Criteria ”Exceeds Standard” ”Meets Standard” ” Partially Meets ”Minimally Meets
(4) (3) Standard” (2) Standard” (1)
Similarities The identified The identified character The student highlights The identified
character traits are 5 traits are 4 or more and 3 or less character character traits
or more and do not do not repeat. They traits and does not provided are 1 or
repeat. They include include well described repeat. They include less.
well described examples. well described
examples. examples.
Differences The identified The identified character The student highlights The identified
character traits are 5 traits are 4 or more and 3 or less character character traits
or more and do not do not repeat. They traits and does not provided are 1 or
repeat. They include include well described repeat. They include less.
well described examples. well described
examples. examples.
2 1
Organization Selected important The Venn
features or attributes Diagram is very
that provided insight sloppy and
into the composers unreadable.
being compared.
Rubrics adapted from https://www.rcampus.com/rubricshowc.cfm?code=Q8C6W5&sp=yes&

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 S.Y 2021-2022

SUBJECT: Media and Information Literacy INSTRUCTOR

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: 1st

WORKSHEET # 5

Activity Number: 1

I- Content Standard:
The learners demonstrate an understanding of the values and differences of the sources
of media and information.
II. Objectives:
Determine the accuracy, reliability and value of information by questioning the source
of data, limitations of the information gathering tools or strategies, and the rationale of
the conclusions.

III-Materials:
• Pen & Paper
• Worksheets
• Devise laptop or cellphone
• Internet connection/data connection

IV - Procedures / Instructions:

• Choose a piece of controversial news which is recent or current in our society.

• You may choose from the following options: Periodicals, magazines, books, social
media, radio, web, brochure.
• Synthesize the source reliability, accuracy, value, authority, and timeliness using the
matrix below.

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 Selection Questions to ponder Answer
Criteria
Reliability o What are the details of this piece of
news?
o Which of these details can be verified
in other sources?
o Could these details be true? Why or
why not?

Accuracy o Which of these facts are

measurable?
o How were they derived?
o Was the article written in an objective
manner?
Is the article written with care?

Value o Consider the audience of the

article?
o Who would find this
article valuable?

Authority o Who wrote the article?

o How is the author related to the
article?
o What was his source? Are
the sources properly cited?
o What is the reputation of the author?
Is he known for some biases?

Timeliness. o When was the article written?

o Is it possible that some of the
information in the article has changed
in time? If yes, would the
o change have any effect on the
conclusion of the article?
4

4
Teaching Guide -for -SHS- Published by the Commission on Higher Education, 2016 Chairperson: Patricia B. Licuanan, Ph.D.

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 S.Y 2021-2022
SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: 1st

WORKSHEET # 6

Activity Number:1

I. Content Standard:

The learner understands media and information codes, conventions, and

messages in relation to consumers, producers, and other stakeholders.

II. Objectives:
• Identify codes and convention, and message and how they affect
audience, produces, and other stake holders
• Reflect on how important can be conveyed to create the desired impression.

III. Materials
• Worksheets
• Electronic Devices (laptop, cellphone, tablet, etc,)
• Internet connection/data connection

IV. Procedures / Instructions

Part I. Identify the symbols by completing the matrix below.

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 SYMBOLS MEANING PURPOSE

Part II -Essay
How significant is the usage of symbols in communicating a message or
information? (5 points)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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 S.Y 2021-2022

SUBJECT: Media and Information Technology INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: 1st

WORKSHEET # 7

Activity Number1

I. Content Standard:
The learners demonstrate an understanding of the legal, ethical, and
societal issues in the use of media and information.

II. Objectives:
• Formulate policies or guidelines in using the internet that promote
ethics and goodwill to humanity.
• Orally present these policies, guidelines, or netiquette to the class.
III. Materials
• Paper
• Pencil/ballpen
• Cartolina
• Electronic Device (Laptop or computer)
• Internet Connection

IV. Procedures / Instructions

Formulation of Policies and Guidelines -
• Students will be divided into 6 groups with 5 members.
• Each group will be tasked to formulate a maximum of 10 and a minimum of 5
POLICIES and GUIDELINES in using the internet that promotes ethics and goodwill
to humanity.
• Students will orally present these policies and guidelines to the class.
• Each group will be given 10 minutes for the presentation.

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 FOR MODULAR LEARNER:
• You tasked is to formulata five (5) POLICIES and GUIDELINES in using the
internet that promotes ethics and goodwill to humanity.

POLICIES AND GUIDELINES

(internet usage that promotes ethics and goodwill to humanity)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Presentation and Evaluation

Present the rubrics below. Limit each presentation to 10 minutes per group.

Source: Role play rubric. Retrieved from gres.ied.edu.hk/lang_arts/tasks/Portfo_story_drama/yr2009/story_drama09(C.Y)Rubric.pdf

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 Name: Grade & Section:
Teacher: Unit Assessment 2

Date: Quarter: 1

MEDIA AND INFORMATION LITERACY

TEST I – MULTIPLE CHOICE: Choose the letter of the correct answer, write your answer on

the space provided before the number.

________1. You are guilty of plagiarism if you:

A. Make use of the works of others to gather information.
B. Use the work of another and misinterpret it as you own.
C. Make use of the works of others to support your arguments.
D. Examine the ideas and arguments of others to help you shape your thoughts
or views on a particular issue.
________2. All of the following are the forms of the Indigenous Media, EXCEPT:
A. Folk or Traditional Media
B. Gatherings and Social Organization
C. Direct Observation
D. Nationwide Broadcasting
________3. Why is library called the “Heart of the School”?
A. Library facilities also serve a Social function, providing common ground for users to
interact or a neutral site for individuals from different disciplines to complete
together.
B. Libraries help in the overall development of a person. They provide us
with educational material and help entrance our knowledge.
C. A library is a great platform which helps us in various things. We get the
references material for our homework.
D. All of the Above
______5. The work of this media is to convey meaning through sign and symbols suggested
by the way a scene is set-up and filmed. This is known as:
A. Media Text C. Normative Media
B. Media language D. Indigenous Media
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______6. This is the system which creates meaning to communicate ideas and impressions for
an audience, producers, and other stakeholders. This is known as:
A. Code C. Semiotics
B. Convention D. Symbols
_______7. The following are the factors that we need to consider in evaluating the sources of
information, EXCEPT:
A. The information provided by a source are credible and reliable.
B. The breadth and depth of the discussion on a topic also a consideration.
C. The information is from an unauthorized person who does not have the expertise
of the content.
D. The manner in how the information has been dealt with the source is ethical and
legal.
______8 Edward is watching the opera, and when the character gets unhappy, she says she
wants to cry because she understands what the character is going through.
A. Written Codes C. Audio Codes
B. Symbolic Codes D. Technical Codes
_____9. What is the advantage of the internet?

A. The Internet contains an infinite amount of knowledge and information which

allows you to learn on almost any subject or questions you may have.
B. The internet does not provide access to your bank account to view the balance,
make transactions, and send money.
C. The internet is not perfectly place to work with the other people from around the
world.
D. All of the above
____10. Which of the following statements pertain to a position where the image is created?
A. Framing C. Distance
D. Angle
B. Level
TEST II-ESSAY
Instruction: Answer the following question.

a. How do codes frame certain messages and engage audiences in understanding a

particular text or message?

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

b. Is it primarily the fault of the individual being bullied? If yes, explain why; if no, explain
why.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

RUBRIC: ESSAY – 10 POINTS

Criteria & Points Excellent (3) Meets Expectations Below Expectation Missing or Serious
Assigned (2) (1) Problems ( 0)
Relevance of answer Answer is complete; Answer is brief with Answer is incomplete. The essay did not
to the question sufficient detail insufficient detail. Excessive discussion answer the question
provided to support Unrelated issues were of unrelated issues
assertions; answer introduced and/or and/or significant
focuses only on minor errors in errors in content
issues related to the content.
question; factually
correct
Thoroughness of Deals fully with the Most of the basic Serious gaps in the None of the relevant
answer entire question details are included basic details needed details were included
but some are missing
Organization and logic Clear and logical Minor problems of Weak organization;
of answer presentation; good organization or logic; sentences rambling;
development of an Needs work on ideas are repeated
argument; Transitions creating transitions
are made clearly and between ideas
smoothly
Mechanics of writing Clear, readable, Frequent problems Major problems with
(spelling, punctuation, prose. Good use of with mechanics of mechanics of
grammar, clarity of transitions; no language; Occasional language; Awkward
prose) problems with awkward sentences sentence
spelling, punctuation, and poor transitions; construction; Poor or
or grammar. reduce readability absent transitions;
Frequently difficult to
understand
Rubrics adapted from https://uwf.edu/media/university-of-west-florida/academic-affairs/departments/cutla/documents/Rubric-for-Essay-Exam-
Answers.pdf

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 S.Y 2021-2022

SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: 1ST

WORKSHEET # 8

Activity Number: 1

I. Content Standard:
The learners demonstrate a concrete understanding of the opportunities and
challenges in media and information.

II . Objectives:
• Give examples of opportunities and challenges brought by the media
and information and explain its relevance.
II. Materials
• Paper
• Pen
• Electronics Devices
• Internet Connection

IV. Procedures / Instructions

For Online Learners:
• Students will be group into 8 with 3 members each.
• Each member will be assigned to a specific task (leader, secretary,
and presenter)
• The assigned presenter will present their output to the class after the given
preparation time.

• In the table, write the OPPORTUNITIES AND CHALLENGES brought by

media and information, and explain their significance on a separate piece of
clean paper. Please see the activity on page 26 for more information.
• Attach your paper on this page.

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ACTIVITY
Based on your experience and observation, write those OPPORTUNITIES and
CHALLENGES brought by the media and information to you as a student and
explain its relevance.

OPPORTUNITIES CHALLENGES

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Presentation and Evaluation (Online Learners)

Present the rubrics below. Limit each presentation to 10 minutes per group .

Source: Role play rubric. Retrieved from gres.ied.edu.hk/lang_arts/tasks/Portfo_story_drama/yr2009/story_drama09(C.Y)Rubric.pdf

RUBRIC: ESSAY – 10 POINTS (Modular Learners

Criteria & Points Excellent (3) Meets Expectations Below Expectation Missing or Serious
Assigned (2) (1) Problems ( 0)
Relevance of answer Answer is complete; Answer is brief with insufficient Answer is incomplete. The essay did not answer
to the question sufficient detail provided detail. Unrelated issues were Excessive discussion of the question
to support assertions; introduced and/or minor errors unrelated issues and/or
answer focuses only on in content. significant errors in content
issues related to the
question; factually correct
Thoroughness of Deals fully with the entire Most of the basic details are Serious gaps in the basic None of the relevant
answer question included but some are missing details needed details were included
Organization and Clear and logical presentation; Minor problems of Weak organization;
logic of answer good development of an organization or logic; Needs sentences rambling; ideas
argument; Transitions are made work on creating transitions are repeated
clearly and smoothly between ideas
Mechanics of writing Clear, readable, prose. Good Frequent problems with Major problems with
(spelling, punctuation, use of transitions; no problems mechanics of language; mechanics of language;
grammar, clarity of with spelling, punctuation, or Occasional awkward Awkward sentence
prose) grammar. sentences and poor construction; Poor or
transitions; reduce absent transitions;
readability Frequently difficult to
understand
Rubrics adapted from https://uwf.edu/media/university-of-west-florida/academic-affairs/departments/cutla/documents/Rubric-for-Essay-Exam-Answers.pdf

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 S.Y 2021-2022
SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: First Quarter

WORKSHEET # 9

Activity Number1
I. Content Standard:
The learners demonstrate an understanding of the future of media and information.

III. Objectives:
• Describe Massive Open On-Line Course.

IV. Materials
• Paper & Pen
• Electronic Devices (Laptop or Computer)
• Internet Connection/data

V.Procedures / Instructions

Part I- Describe Massive Open Online Course by completing the matrix on the next page

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 MOOC – MASSIVE OPEN ONLINE COURSE EXAMPLE AND CHARACTERISCS
5

MASSIVE OPEN
ONLINE COURSE

5 © 2006 Education Oasis™ http://www.educationoasis.com

28 | P a g e
 Part II. Answer each question. Write your answer in the space provided after each question.

A. What does MOOC mean?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________

B. How is a MOOC different from a traditional or physical educational setting?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________

C. How is MOOC changing or influencing education right now?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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 SCORING RUBRIC: ESSAY
LEVEL DESCRIPTION VALUE
Outstanding • Well written and very organized. 5
• Excellent grammar mechanics.
• Clear and concise statements. Excellent effort and
presentation with detail.
• Demonstrates a thorough understanding of the topic
Good • Writes fairly clear. 4
• Good grammar mechanics.
• Good presentation and organization.
• Sufficient effort and detail.
Fair • Minimal effort. 3
• Minimal grammar mechanics.
• Fair presentation.
• Few supporting details.
Poor • Somewhat unclear. 2
• Shows little effort.
• Poor grammar mechanics.
• Confusing and choppy, incomplete sentences.
• No organization of thoughts
Very Poor • Lacking effort. 1
• Very poor grammar mechanics.
• Very unclear.
• Does not address topic. Limited attempt.

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 S.Y 2021-2022
SUBJECT: Media and Information Technology INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: 1ST

WORKSHEET # 10

Activity Number1

I. Content Standard:
The learners demonstrate an understanding of the overall impact of media and
information on the individual and society as a whole.

II. Objectives:
• Draw or sketch a picture that depicts the overall impact of media and
information to an individual and to society.
III. Materials:
• Paper
• Pen
• Electronic Device (Laptop or Cellphone)
• Internet Connection

VI. Procedures / Instructions

Individual activity
• Draw or sketch a picture that depicts the overall impact of media
and information to an individual and to society as a whole.
• Attached the picture on the box provided below.
• On the space provided below the box, explain how you come up with
your drawing.
• Present your output to the class.

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32 | P a g e
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Name: Grade & Section:
Teacher: Unite Assessment 1
Date: Quarter: 2

MEDIA AND INFORMATION LITERACY

TEST I – MULTIPLE CHOICE: Choose the letter of the correct answer, write your answer on
the space provided before the number.

_______1. It is the process of creating a series of drawings or sketches having the three-
dimensional aspects to provide an illusion of movement.
A. 3D printing C. 3D film
B. Holograms D. 3D Animation
_______2. It is a three- dimensional image formed by light beams that is following a series of
patterns.

A. 3D printing C. 3D film
B. Holograms D. 3D Animation
_______3. It is also known as an additive Manufacturing.
A. 3D printing C. 3D film
B. Holograms D. 3D Animation
_______4. It is free web-based distance-learning program that is designed for the participation
of large numbers of geographically dispersed students.

A. Massive Open Online Courses.

B. FedEx Online Courses
C. Udemy Online Courses
D. Distance Courses
______5. Which of the following acts as a real-time GPS device that vibrates to prompt the
user where to go, can simultaneously record steps, calories, and distance traveled?
A. UP C. Google
B. Fin Ring D. Lethal Shoes

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 _______6. Andrea is very concerned about the feedback she will get through posting,
commenting or tweeting information. Here is an example of:

A. The Dippers C. The Ranters

B. The Quizzers D. The Approval Seekers

_____7. Which example is shown when Layla is more likely to post a random question on
her Facebook, Instagram, or Twitter?
A. The Dippers C. The Ranters
B. The Quizzers D. The approval seekers

______8. What example is shown when she shares interesting information and links to her
friends and followers through her twitter account?
A. The Informers C. The approval seekers
B. The Quizzers D. The Change-lings
______9. Which of the following best describes Ranters Media user?
A. The one who constantly check feeds and timeline posting.
B. The one who check feeds dozens of times a day.
C. The one who mock and mid in face-to-face conversation.
D. The one who adopt completely different personality online.

______10. What example is shown when you tag someone on Facebook as “You are ugly “or
“You are fat”?

A. Privacy C. False Sense of Connection

B. Cyber-Bullies D. Decreased Productivity
______11. Which of the following is an ethical concern in the media, where all knowledge output
must be well-sourced, based on sound facts, thoroughly reviewed, and delivered in
simple, concise language, as relevant to its topic and nature?
A. Copyright & Trademarks C. Representation and Ethics B.
Harm and Offense D. Accuracy
______12. Which social media platforms offer new ways to promote citizen participation in
political life, especially in areas where elections and electoral campaigns play a key role?
A. Economy C. Social
B. Education D. Politics
______13. It is an act in which people should be treated equally and not be judged based on
their age, disability, sex, faith, or ethnicity.
A. Health and Safety C. Equal Opportunities
B. Copyright & Trademarks D. Non-disclosure Agreement

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______14. Which of the following media ethics concerns the construction of aspects such as
people, places, events, cultural identities, and other abstracts in any medium?
A. Representation and Ethics C. Harm and Offense
B. Accuracy D. Equal Opportunities

_____15. What is the most popular instructional medium for mass education?
A. Mass Media C. Social
B. Social Media D. Politics
TEST II. Enumeration

11-13. Provide three(3) challenges in the areas of media and information.

__________________________________________
___________________________________________

___________________________________________

14-15. Give (2) Threats in Media and Information

___________________________________________

___________________________________________

TEST III. Essay. Answer the given question.

Is it possible for MOOCs to take the place of conventional methods of delivering

information and knowledge?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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RUBRIC: ESSAY – 10 POINTS
Criteria & Points Excellent (3) Meets Expectations Below Expectation Missing or Serious
Assigned (2) (1) Problems ( 0)
Relevance of answer to Answer is complete; Answer is brief with Answer is incomplete. The essay did not
the question sufficient detail provided insufficient detail. Excessive discussion of answer the question
to support assertions; Unrelated issues were unrelated issues and/or
answer focuses only on introduced and/or minor significant errors in
issues related to the errors in content. content
question; factually
correct
Thoroughness of answer Deals fully with the entire Most of the basic details Serious gaps in the basic None of the relevant
question are included but some details needed details were included
are missing
Organization and logic of Clear and logical Minor problems of Weak organization;
answer presentation; good organization or logic; sentences rambling;
development of an Needs work on creating ideas are repeated
argument; Transitions transitions between
are made clearly and ideas
smoothly
Mechanics of writing Clear, readable, prose. Frequent problems with Major problems with
(spelling, punctuation, Good use of transitions; mechanics of language; mechanics of language;
grammar, clarity of no problems with Occasional awkward Awkward sentence
prose) spelling, punctuation, or sentences and poor construction; Poor or
grammar. transitions; reduce absent transitions;
readability Frequently difficult to
understand
Rubrics adapted from https://uwf.edu/media/university-of-west-florida/academic-affairs/departments/cutla/documents/Rubric-for-Essay-Exam-
Answers.pdf

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 SECOND QUARTER

Learning Objectives:

➢ Produce and assess text-based presentation through the design principles and elements.
➢ Produce and assess visual-based presentation through the design principles
and elements.

➢ Produce and assess audio-based presentation through the design principles and
elements.

➢ Produce and assess motion -based presentation through the design principles
and elements.

➢ Comprehend how manipulatives / interactive media are produced, organized,

and disseminated
➢ Identify the advantages and limitations of multimedia.
➢ Create Multimedia Presentation though assessing your degree of adherence to the
design principles and elements.

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 S.Y 2021-2022

SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter:
2nd

WORKSHEET # 12

Activity Number:1

I. Content Standard:
The learners demonstrate an understanding of text media and information,
and gain comprehensive knowledge on how to effectively evaluate them.

II. Objectives:
• Create a text-based presentation (campaign poster) by using design principles and
elements.
• Evaluate the text-based presentation (campaign poster) through design principles and
elements.

III. Materials
• Devise laptop or cellphone
• Internet connection /data connection

IV. Procedures / Instructions

Exercises ( 60 minutes )

• Create a campaign of the current issue or an

advocacy through typography poster,
• Campaign poster should have a statement
consisting of 10-30 words.
• Consider the Principles of Design and Elements
in Text Information and Media.
• You can also use the following online application tool in Be A Hero Like Them By Creative Reflux
creating your typography poster: (OPTIONAL)

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 Piktochart (www.piktochart.com)
Canva (www.canva.com)
Picasa (www.picasa.google.com)
Smore (www.smore.com)

• Include an explanation (50-100 words) about the campaign in the bottom part of
the poster .
• Read and understand the rubrics below
• Save Typography Poster as image; File Format: MIL-G11_WORKSHEET12_LASTNAME
• Send it through MIL portal (LMS) or email required by your teacher.

EXCELLENT MEETS ACCEPTABLE UNACCEPTABLE

Professional EXPECTATIONS Beginner Quality Read the Directions!
Criteria Quality Student Quality
2 1 .5 .5
Technical Effects used show You did not need You needed You needed
mastery of the any minimal assistance
assignment assistance with the assistance with things that are
software basic
knowledge.
4 3 2 1
Clarity of Message Message is bold, Message is clear Message is clear Message is
compelling and and compelling, It but fails to go confusing.
multi-layered. It may not be as subtle beyond something
goes beyond the as it could be. simple or obvious.
obvious
4 3 2 1
Typography Fonts and effects Type choices are Typography is Typography choices
help to create a appropriate without general effective, and effects weaken
strong verbal- an excessive although font the work in dramatic
visual connection number of fonts or choice, size and ways.
within the work. All effects effects distract
font sizes are from the message
appropriate.
Layout/ Hierarchy Typography Composition is Too many The wrong
contributes to the acceptable but can competing information is
visual design of the be improved. There elements. Effort is emphasized. Too
poster. Created a are some distracting evident, but many fonts. Too
visual hierarchy elements/ colors that misguided. No many colors. Visual
that enhances the interfere with focus mess.
visibility and readability
readability of the
poster
Font-pairing Purposefully paired Acceptable, but Too many fonts Study more about
fonts to enhance perhaps one-too compete for fonts! This is the
meaning many fonts that do attention. Font wrong approach to
not always go styles that clash. Type.
together well.
2 1 .5
Color Colors used Colors are used Color choices clash Use of color weakens
enhance the appropriately and do or distract from the the message
meaning of the not clash with one message
work. another or clutter the
work.
Typography Campaign Poster
Typography project rubric (2016, February 8). Retrieved from http://www.rcampus.com/rubricshowc.cfm?code=U787A3&sp=true Rubric
for poster (2016, February 8). Retrieved from http://ced.ncsu.edu/mmania/

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 S.Y 2021-2022
SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: 2nd

WORKSHEET # 13

Activity Number1

I. Content Standard:
The learners demonstrate a familiarity with visual media and gains
comprehensive knowledge on how to effectively evaluate them.

II. Objectives:
• Create a visual-based (Infographics) presentation using design principles and elements.
• Evaluate the visual-based presentation (Infographics) through design principles and
elements.

II. Materials
• Devise laptop or cellphone
• Internet connection /data connection

III. Procedures / Instructions

Exercises ( 60 minutes )

Making Infographics
• Your task is to create infographics, you can choose the topic you want, but
it should convey valuable information to the community .
• As a concerned citizen, your responsibility is to inform other citizens through
your visual information.
• Also add precaution of the matter if necessary.

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 • You can use any desktop publishing software or online application tool in
making the visual presentation. Also consider the Principles of design and
elements in visual information and media.
• You have given 60 minutes in making the visual presentation
• In planning for visual presentation, you need to accomplish first the Media and
Information Design Framework as shown below:
• Save infographics as SUBJECT_MIL_INFOGRAPHICS
• Save Worksheet as MILG11_LASTNAME_VISUAL
• Send it thru the LMS or email required by your teacher.

Component Questions Answers

Guide
Target Who are the possible readers of this visual
Audience Infographics?
Sender/Author Who is the author of this Infographics?

Key content What is the tone of the text in the

Infographics?
What are the sample phrases or taglines that
you will use to relate the information?
What are the facts/figures that you will include
in the Infographics?
Purpose What is the intention of the Infographics?

Form / Style What are the font types, colors and

shapes that you will use in the
Infographics?
What are the words or phrases that you
need to emphasize in Infographics?
How will you organize your text and
Infographics?
Medium / Is this the best platform to use? Why?
Format

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 INFOGRAPHICS RUBRICS
Rubric adapted from Teacher Planet via http://teacherplanet.com

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 S.Y 2021-2022

SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: 2nd

WORKSHEET # 14

Activity Number1

I. Content Standard:
The learners will demonstrate an understanding of audio media and information, and gain
comprehensive knowledge on how to effectively evaluate them.

II. Objectives:
o Create an audio-based presentation (music) by using the design principles
and elements.
o Evaluate the audio-based presentation(music) through the design
principles and elements.
II. Materials
• Computer; mobile phone; other sound recorder
• Worksheet

IV. Procedures / Instructions

• Students will be group into 6 with 5 members.

• Each member will be assigned to a specific task given by the leader.
• After the preparation of the output, each group will present it to the class.

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__________________________________________________________________________

1. Search and choose 1 type of audio information, it can be the following:

• Radio Broadcast
• Music
• Sound Recording
• Sound Clips
• Audio Podcast
2. Download the chosen audio information and store it in the following:
• Tape
• CD
• USB drive
• Memory Card
• Internet cloud
3. Give what file format used in the audio information
• MP3
• M4A
• WAV
• WMA
4. Explain its characteristics below:
• Volume
• Tone
• Pitch
• Loudness
5. Explain its purpose.

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 S.Y 2021-2022
SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: 2ND

WORKSHEET # 15

Activity Number:1

I. Content Standard:
The learners demonstrate an understanding of motion media and information,
and gain comprehensive knowledge on how to effectively evaluate them.

II. Objectives:
Examine existing motion media and information on the Internet and identify
their possible source, advantages and limitations.

III. Materials
• Computers with Internet connection, pictures, video clips, articles, printed
activity sheet.

IV. Procedures / Instructions

• Identify one motion media that you are most familiar with and evaluate it using the matrix
below.
• . You may choose from the following options: Comedy or Horror; Drama; Suspense; Love
Story; Science Fiction or Fantasy; Historical; Inspirational; Religious or Spiritual; Action;
Documentary; Animation; Musical; and Adventure.

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 Component Guide Questions Answers
Target Who are the possible viewers of the video?
Audience What are their age group? Are there
sensitivities that must be considered?
(political, cultural, social or spiritual)

Sender/Author Who is the owner/creator of the video?

What is his agenda, reputation and known
advocacy?

Purpose What is the intention of the video? What

emotions are drawn out by the video?

Key Content What is the main message of the motion

media?
What are the actions/events (key scenes)
that helped develop this message?

Form / Style How was the information presented? Did it

make use of appropriate design? elements
and principles? What is the tone of the
video? How was this conveyed?

6
Medium / Is this the best platform to use? Why? How
Format would you classify this video?

6
Teaching Guide -for -SHS- Published by the Commission on Higher Education, 2016 Chairperson: Patricia B. Licuanan, Ph.D.

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 S.Y 2021-2022

SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: 2nd

WORKSHEET # 16

Activity Number:1

I. Content Standard:
The learners demonstrate an understanding of motion media and information,
and gain comprehensive knowledge on how to effectively evaluate them.

II. Objectives:
Design a storyboard for a motion media and information.

III.Materials
Computers with Internet connection, pictures, video clips, articles, printed
activity sheet.

IV. Procedures / Instructions

Exercises ( 60 minutes)
SCENARIO
Consider yourself as an assistant animator of a known company, your task is to design a
storyboard with your team and it should be played out in 1 minute. As a leader your
need to guide the team on the thing that they need to do. First step is they need to
Identify the topic that should be agreed with the group through considering the following
question:
o How would you present the topic to your audience using motion
media and information?
o What is your message?
o What do you need to know about your message and
your audience?

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 Second step in to plan your script and storyboard.
Steps in creating a storyboard:
• Create a timeline of your story. This will allow you to identify key events in
your story.
• Draw a mind map. A mind map will help flesh out all ideas that you have.
Write down all your ideas and draw lines to indicate the
connections of these ideas.”
• Identify key scenes.

Note: Use Google docs to collaborate or any collaboration tool online

• Groups should submit their outputs the following sample format:

Sample Output
A. Mini Project Description (Those in italics are sample answers)
Group #:
Name of Members:
Topic :Cyberbully
Audience: teenagers and young adult

Description of Audience: Under the age of 13- 25 who is victim of cyberbully .

Message: STOP CYBERBULLYING.Let’s help one another to stop the violence of
using media and electronic means.

Create your story board using google docs in size A4

• Save as : Group #___storyboard_subject
• Send it to LMS use or email required by your teacher.

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Name of Project: ___________________Group Member_____________________________,
_______________________________,_______________________________,___________
________,_____________________,____________________,________________________

Storyboard Sample Rubric

Adapted from Teaching Guide -for -SHS- Published by the Commission on Higher Education, 2016 Chairperson: Patricia B. Licuanan, Ph.D

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 S.Y 2021-2022

SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: Second Quarter

WORKSHEET # 17

Activity Number:1

I. Content Standard:
The learners shall be able to produce a presentation on
manipulatives / interactive media that is anchored on design elements
and principles.

II. Objectives:
Demonstrate through hands-on experience the different types of manipulatives /
interactive media.

III. Materials
• Devise laptop or cellphone
• Internet connection /data connection
• Worksheet

V. Procedures / Instructions

Interacting with the Internet

▪
Compile and Write it on Microsoft Word.
▪
Submit a written reflection in your LMS Portal (MS TEAM) or email required by your
teacher, including a compilation of your answers to all the questions above and what
you have learned in interactivity and interactive media.

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 I.Perform the following:

1. Social Media:
a. Name at least 3 actions that give social media its interactivity.
b. Interact with your teacher’s social media account by doing the 3 actions
you have listed.
c. Write a brief evaluation or assessment of the social media you used,
focusing on the following:
- Social media as a means of communicating to people
- Interactivity of social media
- Social media as a way of posting of news
- Other features you would like incorporated, or how it could be improved.

2. Online Diagnostic Exam:

a. Search for an online exam either personality test, psychological test, Love
language test on the Internet.
b. Take the test and Screenshot your result and paste it to Microsoft Word
c. Write a brief evaluation or assessment on the diagnostic exam taken,
focusing on the following:
- The practicality of an online diagnostic exam
- Interactivity of an online exam
- Other features you would like incorporated, or how it could be improved

3. Online Game:
a. Search for an online game, read the description and detailed specifications.
b. List all the interactive actions that are available for game.
c. Write a brief evaluation or assessment on the online game played, focusing
on the following:
- The enjoyment or entertainment from a game online
- Interactivity of an online game
- Other features you would like incorporated, or how it could be improved

7
Teaching Guide -for -SHS- Published by the Commission on Higher Education, 2016 Chairperson: Patricia B. Licuanan, Ph.D.

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 S.Y 2021-2022

SUBJECT: Media and Information Literacy INSTRUCTOR:

Student’s Name: Time Start:

Grade Level: Time End:
Date: Quarter: Second Quarter

WORKSHEET # 18

Activity Number: 1

I. Content Standard:
The learners demonstrate a familiarity with visual media and gains
comprehensive knowledge on how to effectively evaluate them.

II. Objectives:
Identify the advantages and limitations of multimedia.

II. Materials
• Devise laptop or cellphone
• Internet connection /data connection

III. Procedures / Instructions

Instruction: Complete the matrix on the next page.

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 How do you look at multimedia information in terms of its benefits and limits? (5points)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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 LEVEL DESCRIPTION VALUE
Outstanding • Well written and very organized. 5
• Excellent grammar mechanics.
• Clear and concise statements. Excellent effort and
presentation with detail.
• Demonstrates a thorough understanding of the topic
Good • Writes fairly clear. 4
• Good grammar mechanics.
• Good presentation and organization.
• Sufficient effort and detail.
Fair • Minimal effort. 3
• Minimal grammar mechanics.
• Fair presentation.
• Few supporting details.
Poor • Somewhat unclear. 2
• Shows little effort.
• Poor grammar mechanics.
• Confusing and choppy, incomplete sentences.
• No organization of thoughts
Very Poor • Lacking effort. 1
• Very poor grammar mechanics.
• Very unclear.
Does not address topic. Limited attempt.

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 BIBLIOGRAPHY

Book
Liguican, B. C. (2016). Makati City: Diwa Learning System.

PDF _Teaching Guide

Licuanan, P. B. (2016). PhD Chairperson . Quezon City : Commission on Higher Education
Website
Typography project rubric (2016, February 8). Retrieved from
http://www.rcampus.com/rubricshowc.cfm?code=U787A3&sp=true

Rubric for poster (2016, February 8). Retrieved from http://ced.ncsu.edu/mmania/

Rubrics: adapted from Debate Grading Rubric via
http://www.csun.edu/~ds56723/phil338/hout338rubric.html

Rubric adapted from Teacher Planet via http://teacherplanet.com

Source: Essay rubric from readwritethink.org. (2013) Retrieved from

http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf

Rubric for Student Oral Presentation

Source: Rubric presentation: Evaluating student’s presentation. Retrieved
https://www.ncsu.edu/midlink/rub.pres.html

Source: Lewis, Mrs. (n.d.) Oral presentation rubric: Rap or poem rubric. Retrieved
http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=1436538&

Source: Role play rubric. Retrieved from

gres.ied.edu.hk/lang_arts/tasks/Portfo_story_drama/yr2009/story_drama09(C.Y)Rubric.pdf
1

Source: Graphic Organizer

© 2006 Education Oasis™ http://www.educationoasis.com

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