This document outlines a Flexible Instruction Delivery Plan for an 11th grade Media and Information Literacy core subject. The course introduces students to understanding media and information as tools for communication and development. Students will produce a living museum, electronic portfolio, or other creative multimedia work showcasing their understanding of different media and information resources. Key topics covered include media and information sources and languages, legal and ethical issues, and different types of media like text, visual, motion, and multimedia. Students will be assessed based on their ability to analyze, evaluate, create, and problem solve around these topics.

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 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.
Standards to Achieve Pedagogical Approach and Instructional Strategy Instructional Inputs
Which of the six (6) minimum standards is/are desired to
develop among learners through the core subject?
How would you know through online/offline remote
(SLM)/blended modality that learners are (a) developing and
(b) have developed the competencies as desired by the core
subjects?
How must you teach the learners in online/offline
remote/blended modality to prepare them in the assessment
of their learning?
Given the limitation of flexible learning, which topics in the
subject’s Curriculum Guide ensure the development of the
desired competencies (KSAs)?
Why Teach the core subject? How to Assess Learning? How to Teach (facilitate) Learning? What to Teach (to facilitate learning)?
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
First Quarter
Introduction to
Media and
Information
Literacy
The learner
demonstrates
understanding of
media and
information
literacy (MIL) and
MIL related
concepts.
Introduction to
Media and
Information
Literacy
The learner
organizes a
creative and
interactive
symposium for
the community
that focuses on
being a media
and information
literate individual.
describes how
media and
information affect
communication
U
describes how
media and
information affect
communication
U Evaluating
Reasoning and
Proof
identifies the
similarities and
differences of
media literacy,
information
literacy, and
technology
literacy
U
identifies the
similarities and
differences of
media literacy,
information
literacy, and
technology
literacy
U Analyzing Communication
editorializes the
value of being
literate in media
and information
U
discuss
responsible use
of media and
information
U Evaluating
Reasoning and
Proof
identifies
characteristics
/describes a
responsible uses
and competent
producers of
media and
information
U
shares to class
media habits,
U

2. lifestyles, and
preferences
Media and
Information
Sources
Media and
Information
Sources
compares
potential sources
of media and
information
U
contrast
indigenous media
to the more
common sources
of information
such as library,
internet, etc.
U Analyzing Communication
interviews an
elder from the
community
regarding
indigenous media
and information
resource
D
Media and
Information
Languages
Media and
Information
Languages
evaluates
everyday media
and information
with regard to
codes,
convention, and
messages with
audience,
producers, and
other
stakeholders
U
present an issue
in varied ways to
disseminate
information using
the codes,
convention, and
language of
media
U Evaluating
Reasoning and
Proof
produces and
assesses the
codes,
convention, and
messages of a
group
presentation
D
Legal, Ethical,
and Societal
Issues in Media
and Information
Legal, Ethical,
and Societal
Issues in Media
and Information
explains
copyright, fair
use, etc. vis-à-vis
human rights.
K
discuss the
implication of
media and
information to an
individual and the
society
U Analyzing Communication
explain actions to
promote ethical
use of media and
information
U
cite practical
situation when to
apply knowledge
in intellectual
property,
copyright, and fair
use guidelines
D Creating Representation
enumerates
opportunities and
challenges in
media and
information
K
create a
campaign add to
combat digital
divide, addiction,
and bullying
D Creating Problem Solving
discuss current
issues related to
copyright vis-à-vis
gov’t/provide
sectors actions
U
demonstrate
proper conduct
and behavior
online (netiquette,
virtual self)
D

3. put into practice
their
understanding of
the intellectual
property,
copyright, and fair
use guidelines
D
put into action
their personal
resolve to combat
the digital divide,
computer
addiction,
copyright
infringement, and
bullying
D
Second Quarter
Text Information
and Media
The learner
demonstrates an
understanding of
different
resources of
media and
information, their
design principle
and elements,
and selection
criteria.
Text Information
and Media
The learner
produces a living
museum or
electronic
portfolio or any
other creative
forms of
multimedia
showcasing their /
his/her
understanding,
insights, and
perceptions of the
different
resources of
media and
information.
describe the
different
dimensions of text
information and
media
K
describe the
different
dimensions of text
information and
media
K Understanding Representation
comprehend how
text information
and media is/are
formally and
informally
produced,
organized, and
disseminated
K
analyze how the
different
dimensions are
formally and
informally
produced,
organized, and
disseminated
U Analyzing Communication
evaluate the
reliability and
validity of text
information and
media and its/
their sources
using selection
criteria
U
evaluate a
creative
multimedia (text)
form (living
museum,
electronic
portfolio,
others)
U Evaluating
Reasoning and
Proof
produces and
evaluates a
creative text-
based
presentation
using design
principle and
elements
D
produce a
creative text-
based
presentation
using design
principle and
elements
D Creating Problem Solving
Visual Information
and Media
Visual Information
and Media
describes the
different
dimensions of
visual information
and media
K
describe the
different
dimensions of
visual information
and media
K Understanding Representation
comprehends
how visual
information and
media is /are
formally and
informally
produced,
organized, and
disseminated
U
analyze how the
different
dimensions of
visual information
and media are
formally and
informally
produced,
organized, and
disseminated
U Analyzing Communication

4. evaluates the
reliability and
validity of visual
information and
media and
its/their sources
using selection
criteria
U
evaluate a
creative
multimedia
(visual) form
(living museum,
electronic
portfolio,
others)
U Evaluating
Reasoning and
Proof
produces and
evaluates a
creative visual-
based
presentation
using design
principle and
elements
D
produce a
creative visual-
based
presentation
using design
principle and
elements
D Creating Problem Solving
Motion
Information and
Media
Motion
Information and
Media
describes the
different
dimension of
motion
information and
media
K
describe the
different
dimensions of
motion
information and
media
K Understanding Representation
comprehends
how motion
information and
media is /are
formally and
informally
produced,
organized, and
disseminated
K
analyze how the
different
dimensions of
motion
information and
media are
formally and
informally
produced,
organized, and
disseminated
U Analyzing Communication
evaluates the
reliability and
validity of motion
information and
media and
its/their sources
using selection
criteria
U
evaluate a
creative
multimedia
(motion) form
(living museum,
electronic
portfolio,
others)
U Evaluating
Reasoning and
Proof
produces and
evaluates a
creative motion-
based
presentation
using design
principle and
elements
D
produce a
creative motion-
based
presentation
using design
principle and
elements
D Creating Problem Solving
Multimedia
Information and
Media
Multimedia
Information and
Media
describes the
different
dimension of
multimedia
information and
media
K
describe the
different
dimensions of
audio,
manipulative and
multimedia
information and
media
K Understanding Representation
comprehends
how multimedia
information and
media is /are
formally and
K
analyze how the
different
dimensions are
formally and
informally
U Analyzing Communication

5. informally
produced,
organized, and
disseminated
produced,
organized, and
disseminated
evaluates the
reliability and
validity of
multimedia
information and
media and
its/their sources
using selection
criteria
U
evaluate a
creative
multimedia form
(living museum,
electronic
portfolio, others)
U Evaluating
Reasoning and
Proof
synthesizes
overall knowledge
about different
information and
media sources by
producing and
subsequently
evaluating a
creative
multimedia form
(living museum,
electronic
portfolio, others)
D
produce a
creative text-
based, visual-
based, audio-
based, motion-
based, and
manipulative-
based
presentation
using design
principle and
elements
D Creating Problem Solving
Performance Task: The United Nations has started its 17 Sustainable Development Goal agenda, which will help set the tone and direction of the organization in the next 15 years. These goals will continue to focus on ending poverty, addressing
unsustainable consumption patterns and production, and protecting environmental resources. As a catalyst and advocate of one of these goals, your production team is tasked to produce a multimedia output, which will be uploaded on a chosen social
media platform. This output should significantly stir awareness among social media viewers and provide ways to contribute to the cause, particularly the youth that comprises the highest population on the web. The output will be rated based on: sources
selection and citation, use of symbols, and technicalities delivered in producing the advocacy media output (use different effective design elements and principles)
To learn more information about the United Nations Sustainable Goals, please click on the link below: https://www.un.org/sustainabledevelopment/sustainable-development-goals/