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    CIDAM Information Sources Topic 5

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    fedilyn cenabre
    This document provides an instructional alignment map for a Media and Information Literacy course for grades 11-12. The course aims to help students become critical and creative thinkers as well as responsible users and producers of media. By the end of the course, students will produce a living museum, electronic portfolio, or other multimedia work demonstrating their understanding of different media resources. A key standard is for students to develop and use media and information from proper sources using appropriate techniques for different audiences. The first quarter focuses on comparing information sources and interviewing community elders about indigenous media. Students will analyze findings and create a script addressing environmental issues handled in the community. An example performance task has students creating informational posters to bring awareness to proper waste management in

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    CIDAM Information Sources Topic 5

    Uploaded by

    fedilyn cenabre
    37 views3 pages
    This document provides an instructional alignment map for a Media and Information Literacy course for grades 11-12. The course aims to help students become critical and creative thinkers as well as responsible users and producers of media. By the end of the course, students will produce a living museum, electronic portfolio, or other multimedia work demonstrating their understanding of different media resources. A key standard is for students to develop and use media and information from proper sources using appropriate techniques for different audiences. The first quarter focuses on comparing information sources and interviewing community elders about indigenous media. Students will analyze findings and create a script addressing environmental issues handled in the community. An example performance task has students creating informational posters to bring awareness to proper waste management in

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    CIDAM information sources topic 5

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    This document provides an instructional alignment map for a Media and Information Literacy course for grades 11-12. The course aims to help students become critical and creative thinkers as well as responsible users and producers of media. By the end of the course, students will produce a living museum, electronic portfolio, or other multimedia work demonstrating their understanding of different media resources. A key standard is for students to develop and use media and information from proper sources using appropriate techniques for different audiences. The first quarter focuses on comparing information sources and interviewing community elders about indigenous media. Students will analyze findings and create a script addressing environmental issues handled in the community. An example performance task has students creating informational posters to bring awareness to proper waste management in

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    37 views3 pages

    CIDAM Information Sources Topic 5

    Uploaded by

    fedilyn cenabre
    This document provides an instructional alignment map for a Media and Information Literacy course for grades 11-12. The course aims to help students become critical and creative thinkers as well as responsible users and producers of media. By the end of the course, students will produce a living museum, electronic portfolio, or other multimedia work demonstrating their understanding of different media resources. A key standard is for students to develop and use media and information from proper sources using appropriate techniques for different audiences. The first quarter focuses on comparing information sources and interviewing community elders about indigenous media. Students will analyze findings and create a script addressing environmental issues handled in the community. An example performance task has students creating informational posters to bring awareness to proper waste management in

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Classroom Instruction Delivery Alignment Map

    Grade: 11/12 Semester: 1st

    Core Subject: Media and Information Literacy No. of Hours/Semester: 80 hours/ Semester

    Prerequisite (if needed): _____


    Core Subject Description: The course introduces the learners to basic understanding of media and information as channels of communication and tools for the development of individuals and societies. It also aims to
    develop students to be creative and critical thinkers as well as responsible users and competent producers of media and information.

    Culminating Performance Standard: The learner produces a living museum or electronic portfolio or any other creative forms of multimedia showcasing his/her understanding, insights, and perceptions of the
    different resources of media and information.

    Power Standard: Develop and use media and information using proper sources and searching techniques by utilizing appropriate media technology suitable for a target audiences.

    First Quarter

    Highest Enabling
    Strategy to Use in
    Performance Standards Learning Competencies Highest Thinking Skill to Assess Developing the
    Highest Thinking Skill
    to Assess
    Content
    Content
    Standards KU RBT Assessment Technique Teaching
    D KUD Level Strategy
    Enabling
    Cla Beyond Classi
    Minimum General
    Minimum Beyond ssifi Minimum ficatio
    WW QA PC Strategy
    Minimum cati n
    on

    Information The learner The learners The learners a. Compares K a. Finding the U Analysin Essay Communi Group
    Sources demonstrates organize a design highly potential best and g cation discussion
    understanding creative and interactive and sources of most
    a. Indigenous of media and interactive creative way of media and reliable
    b. Library information symposium disseminating information information
    c. Internet
    d. Others literacy (MIL) for the the information sources
    and MIL community on how to
    related focusing on become media b. Interviews an b. Producing
    concepts being a and information elder from a script
    media and literate the from the
    information individual community information
    literate regarding gathered
    individual indigenous U from the D Creating Script Problem Project
    media and elders in writing Solving based
    information the on how learning
    sources community the
    about commun
    various ity
    environmen address
    tal issues es and
    handles
    different
    environ
    mental
    issues

    c.

    Performance Task:
    In your community, you have noticed the practice of improper waste disposal. As an environmental advocate, you will bring awareness to your community about proper waste management
    through infographics. You will able to impart awareness through your poster’s content, focus, visual appeal and mechanics.

    Literal Transfer Task:


    Develop effective and innovative media that exhibit the learner’s full awareness of and response to societal challenges.

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