This document outlines a Flexible Instruction Delivery Plan for an 11th grade Media and Information Literacy course. The course aims to develop students' understanding of media and information as communication tools, and their ability to think critically and responsibly about media. Students will learn about different media types and how media is produced and distributed. They will evaluate reliability of information and select sources critically. The culminating project requires students to create a living museum, portfolio, or other multimedia presentation demonstrating their understanding of media resources. The second quarter focuses on motion media, with students analyzing how it is formally and informally produced and distributed, evaluating reliability of sources, and creating an original motion-based presentation using design principles. Students will be assessed through constructed responses,

1. Flexible Instruction Delivery Plan (FIDP)
Grade: 11
Core Subject Title: Media and Information Literacy
Semester: First Semester
No. of Hours/Semester:
Prerequisites (if needed):
Core Subject Description: The course introduces the learners to the 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 criticalthinkers as w ellas 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 show casing his/her understanding, insights, and perceptions of the differentresourcesof media and
information
What to Teach? Why Teach? How to Assess? How to Teach?
Content
Content
Standards
Most Essential
Topics
Performance
Standards
Learning Competencies Highest Thinking Skill to Assess
Highest Enabling Strategy to Use
in developing the Highest Thinking
Skill to Assess
Complete
KUD
Classification
Most Essential
KUD
Classification
RBT Level
Flexible
Assessment
Activities
(FAA)
Enabling
General
Strategy
Flexible
Learning
Strategies
(FLS)
Performance
Checks
SECOND QUARTER
Motion
Information and
Media
The learner
demonstrates an
understanding of
different
resources of
media and
information, their
design principle
and elements,
and selection
criteria.
Motion
Information and
Media
The learner
organizes a
creative and
interactive
symposium for
the community
that focuses on
being a media
and information
literate individual
describes the
dif f erent dimension
of motion
inf ormation and
media
K
describe the
dif f erent
dimensions of
motion inf ormation
and media
K Understanding
Constructed
response
Selected
Response
30 seconds
video advocacy
teaser/ Flipbook
Representation
Interactive
discussion
Brainstorming
Video
Presentation/
Analysis
comprehends how
motion inf ormation
and media is /are
f ormally and
inf ormally
produced,
organized, and
disseminated
K
analy ze how the
dif f erent
dimensions of
motion inf ormation
and media are
f ormally and
inf ormally
produced,
organized, and
disseminated
U Analyzing Communication
ev aluates the
reliability and
v alidity of motion
inf ormation and
media and its/their
sources using
selection criteria
U
ev aluate a creativ e
multimedia
(motion) f orm
(liv ing museum,
electronic portf olio,
others)
U Evaluating
Reasoning and
Proof
produces and
ev aluates a
creativ e motion-
based presentation
using design
principle and
elements
D
produce a creativ e
motion - based
presentation using
design principle
and elements
D Creating Problem Solving
Performance Task:
United Nations has started its 17 Sustainable Development Goal agenda w hich willhelp set the tone and direction of the organization in the next 15 years. These goals w illcontinue to focus on ending poverty and addressing unsustainable
patterns of consumption and production, as w ellas protecting environmentalresources. Asa catalyst and advocate of one of these goals, your group is tasked to launch a socialmedia campaign by producing a series of advocacymedia
output w hich willbe uploaded on a chosen socialmedia platform. This w illsignificantly stir aw arenessamong the social media view ers, particularlythe youth w hich comprises the highest population on the w eb. The output w illbe rated based
on: originality, content, impact generated by the media output, and technicalities delivered in producing the advocacy media output.