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CATCH-UP FRIDAYS

Lesson Script in Media

and Information Literacy-
MIL
Quarter 1
Week 2
Quarter 3
Catch-Up Fridays
Lesson Script in Media and Information Literacy- MIL
Quarter 1/3: Week 2
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the K to
12 Curriculum. It aims to assist in delivering the curriculum content, standards, and lesson
competencies.

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Published by the Department of Education

Development Team

Writer: Gladice A. Fuertes

Content Validator: Arlene I. Donor, Grace R. Nieves

Language Editor: Arlene I. Donor

Illustrator: Alexander F. Baria

Layout Artist: Daniel Jayson L. Saladas

Management Team

JOCELYN DR. ANDAYA CESO IV, Regional Director

CRISTITO A. ECO CESO III, Assistant Regional Director
MICAH G. PACHECO, Education Prog. Supervisor, OIC-Chief CLMD
DENNIS M. MENDOZA, Regional LR Education Program Supervisor
JAMES A. ROLDAN, Regional EPP-TLE-TVL Education Program Supervisor
BEATRIZ T. MAGUIGAD, Education Program Supervisor
FLORANTE D. GARCIA, LR Education Program Supervisor
DJOANA L. POJA, Principal IV
Week 2 Day 5 Date:
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate an understanding of Media and Information
A. Content
Standards literacy (MIL) and MIL-related concepts.
The learner organizes a creative and interactive symposium for the
B. Performance
Standards community focusing on being a media and information literate individual.
Identify the similarities and differences between and among media
C. Learning
Competencie literacy, information literacy, and technology literacy
s MIL11/12IMILIIIa-2
At the end of the lesson, the learners should be able to:
a. unlock difficult words;
b. define and describe freedom of expression;
c. promote positive use of freedom of expression;
D. Learning
Objectives d. apply how knowledge of media literacy, information literacy, and
technology literacy can positively contribute to the community; and,
e. reflect on one’s understanding of the key concepts based on the
materials presented.
II. CONTENT
Subject Matter Media and Information Literacy Education
Area for
Peace Education
Integration
Theme Community Awareness
Key Concept for Social Justice and Human Rights
Integration Freedom of Expression
III. LEARNING RESOURCES

Government of the Philippines, Department of Education 2019. ADM Module

Media and Information Literacy Quarter 3 Module 1. Manila.

Molo, John. 2023. “[OPINION] Art, Comedy, and the ‘Right’ to Offend.”
RAPPLER, July 16, 2023. https://www.rappler.com/voices/thought-
leaders/opinion-pura-luka-vega-right-to-offend-drag-performance/
A. References

TEDx Talks. 2019. “Does Freedom of Speech Give Us the Right to Offend?
| Trisha Unnikrishnan | TEDxNPSISSingapore.”
https://www.youtube.com/watch?v=f4JiSQxdl6M

B. Other Learning Laptop, marker, whiteboard, slide deck, paper, pen (All images are
Resources
illustrated)
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IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper

PRE-READING PROPER

Teacher: Good day, class! How are you? How do you

feel right now? Can we have volunteers to share their
feelings?

Possible Learner’s Response:

- Ma’am, I feel delighted or happy since it is

already Friday, and I long to stroll with my
friends and family.
- For me, I am excited now because my family will
go for an outing tomorrow.

Teacher: So, you are all happy now, and that is good to hear. I hope everyone
is fine and ready for our new lesson today.

Note to the teacher: If volunteers are still willing to share, entertain them if time
Activating Prior permits.
Knowledge
(7 minutes)
Teacher: How do you feel when you are stopped from your expressions?

Possible Learner’s Response:

- I feel frustrated because I cannot communicate my thoughts, feelings,

or ideas.
- I will be confused about why I am being stopped or restricted in
expressing myself.

Teacher: Now let us see what Trisha Unnikrishnan says in the video about
your responses. This video is entitled “Does Freedom of Speech Give Us the
Right to Offend? As we watch, take note of the important details and be ready
to answer a few questions later.

(Teacher plays the video)

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 Note to the teacher: The video is 6 minutes long, but play it only for the 3:47
minute mark.

Video about freedom of speech:

https://www.youtube.com/watch?v=f4JiSQxdl6M&ab_channel=TEDxTalks

Teacher: Alright! Were you able to take notes? Is the video interesting?

Learner: Yes Ma’am/Sir! (Learners answer enthusiastically.)

Teacher: Now, I only have two questions to ask. The first one is, what is the
video all about?

Possible Learner’s Response: It is about freedom of speech.

Teacher: Right! The video is about freedom of speech; specifically, the

speaker talks about the difference between speaking up against a person
and a belief. How about you? What is your idea of freedom of expression?

Possible Learner’s Response: (learners’ response may vary)

Freedom of expression is the right to speak freely and be heard.

PRESENTATION OF LEARNING TARGETS

Teacher: Thank you very much for your answers. It is a good thing that
most of you are aware of what freedom of expression is. I want you to hold
on to those answers because that is the basis of our lesson for today.
Specifically, at the end of our lesson, we will be able to:
Lesson a. unlock difficult words;
Purpose/Intention
(1 minute) b. define and describe freedom of expression;
c. apply how knowledge of media literacy, information literacy,
and technology literacy can positively contribute to the
community;
d. promote positive use of freedom of expression, and
e. reflect on one’s understanding of the key concepts based on
the materials presented.

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Lesson Language VOCABULARY DEVELOPMENT
Practice
(7 minutes) GUESS THE WORD

Teacher: Are you familiar with the guess the word? The
goal is to guess the word based on the given clues. I
included the definition of the words to help you guess the
word.

Clues Definition Answers

1. knew + once = ? A subtle distinction
or variation
2. Library – rary + e + Obsolete; lacking
viral – vi = ? moral restraint
3. prevent – vent + Characterized by a
scar -s + curious – lack of security or
cur = ? stability that
threatens with
danger
4. dye + universe – Differing from one
uni = ? another, unlike
5. introduce -duce + A reflective looking
inspection – ins = ? inward examination
of one’s thoughts
and feelings.

Learner’s Answer:

1. NUANCE
2. LIBERAL
3. PRECARIOUS
4. DIVERSE
5. INTROSPECTION

Teacher: Great job! Seeing everyone actively participating is nice. This time,
now that we know these words' definitions, we can better understand the
article we will be reading today.
During/Lesson Proper
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 DURING READING PROPER

READING PROPER AND PRESENTATION QUESTIONS

Teacher: This time, we will read an excerpt from the

article on the issue of Pura Luka Vega. We will look
at the point of view of the writer, John Molo, on
Freedom of Expression.

Teacher: As you read, note the following questions

for our discussion later.

Guide Questions:

1. What ideas are presented in the article about freedom of expression?

2. Based on the article, what is the writer’s opinion about freedom of
expression?
3. Based on the article, how does it affect your idea of freedom of expression?
Reading the Key
Idea/Stem 4. What is your insight/s about “freedom of speech is not freedom from
(5 minutes)
consequence”?
5. How do you think one’s freedom of speech can affect our social justice?
How about human rights?

Teacher: This time, read the article silently.

----- silent reading commences -----

Excerpt from: [OPINION] Art, comedy, and the 'right' to offend

JULY 16, 2023, 7:30 PM PHT
JOHN MOLO

Is there a constitutional “right” to offend? Textually, no. But there is a right to

speak freely (Art III Sec. 4 of the Constitution). And within that, is the right to
advance an opinion that may “shock, offend, or disturb.

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This doesn’t mean that free speech means a free-for-all. In the Philippines,
freedom of expression is subject to several exceptions based on the: (a) kind
of speech; (b) context (ie time place and manner); or (c) speaker (ie lawyers
under the newly revamped Code of ethics).

NO FREEDOM FROM CONSEQUENCE

Saying “Yes” means that one is okay to send people to jail for offending
someone’s feelings (religious or not). This is the tricky part. Existing laws
already address “fighting words,” “true threats,” and defamation. These
benefit from a well-defined set of elements that took courts decades to hone.

What is “offensive” however, covers the unpleasant, the unpopular and the
irreverent. If it becomes punishable, based on the group chat fights I’ve seen,
all of us might end up in jail.

Still, freedom of speech is not freedom from consequence. If it is the right of a

performer to insult and offend, then the rest of us have the equal right to
express approval, or in this case, offense. True, the audience doesn’t get to
decide what jokes a comedian can tell. However, a comedian cannot dictate
how an audience should react. The right to offend, should accommodate the
right to take offense. Neither side however, is justified in using violence
because that’s where the constitutional protection ends.

In the case of comedy clubs, these are venues where anything goes. You buy
a ticket and go inside, not knowing what the comedians will say.
Traditionally, it used to end there. But in the age of smartphones and social
media, whatever is said inside these clubs inevitably gets shared outside.
Once it’s out there, anything goes. Consider how Jokoy was “cancelled” (for
mocking his fellow Filipinos), same as Dave Chappelle (for jokes about
transgenders). Both shows were on Netflix.”

(Molo, [opinion] art, comedy, and the 'right' to offend 2023)

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 POST-READING PROPER

Teacher: To check your understanding of the text, let

Developing an
Understanding of us go back to the guide questions presented a while ago.
the Key Feel free to share your thoughts with the whole class.
Idea/Stem
(7 minutes)
(Flash each guide question through a slide deck or post
each on the board.)

Note to the teacher: Learner’s response may vary in this activity.

Teacher: 1. What ideas are presented in the article about freedom of

expression?

Possible Learners’ Response: Coming from the article we have just read,
though everyone has the right to freedom of expression, it does not mean
that free speech means a free-for-all. Here in our country, it is subject to
several exceptions, such as the kind of speech, the context, and the speaker.

Teacher: 2. Based on the article, what is the writer’s opinion about freedom
of expression?

Possible Learners’ Response: For the writer, freedom of expression is the

most complex part of constitutional law.

Teacher: 3. After re-reading the article, how does it affect your idea of
freedom of expression?

Possible Learners’ Response: The article helped me broaden my knowledge

of freedom of expression.

Teacher: 4. What is your insight/s about “freedom of speech is not freedom

from consequence”?

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 Possible Learners’ Response: Freedom of speech is a fundamental right of
every individual to express their thoughts, opinions, and ideas without fear
of censorship or government interference. However, it is essential to
remember that freedom of speech is not absolute. It comes with
responsibilities and consequences.

Teacher: 5. How do you think one’s freedom of expression can affect our
social justice? How about human rights?

Possible Learners’ Response:

- Freedom of expression is a powerful tool for promoting social justice and

human rights here in our country. It allows advocates to raise awareness on
social issues such as poverty, inequality, discrimination, and human rights
violations.

- In Philippine history, freedom of expression has been essential in

challenging authoritarian regimes and oppressive governments.

ENGAGEMENT ACTIVITY

Collaborative Activity: Apply how knowledge of media literacy, information

literacy, and technology literacy can positively contribute to the community.

Deepening
Understanding of
the Key
Idea/Stem
(10 minutes)

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Teacher: Good job everyone! Your ability to answer the question showed
that you understood today's readings.

Teacher: Before we move on to our next activity, do you still remember the
three literacies in Media and Information Literacy?

Possible Learners’ Response:

Yes. Media literacy, Information literacy, and Technology literacy.

Teacher: Yes, that is correct. In our next activity, I will divide the class into
four groups. Based on our discussion of the article and the video presented
at the beginning of our class, brainstorm with your group on how to use
your freedom of expression to contribute positively to the community.
Present your ideas through a vlog. Be guided by the rubric.

Rubric:
Scor
CRITERIA 4 3 2 1 0
e

The content The content

requires requires
minor extensive
The content
revisions to revisions to The content
is necessary
reflect reflect neither
and relevant,
correctly correctly and reflects the
supporting
and appro- appropriatel lesson
the holistic
priately the y the lesson discussed The
data analysis
lesson discussed nor student
and reflecting
CONTENT discussed and showcases did not
correctly and
and showcase the skills perform
appropriately
showcase the skills learned in .
on the lesson
the skills learned in class. The
discussed
learned in class. There data
and the skills
class. There are many analysis is
learned in
are minor errors in incorrect.
class.
errors in data
data analysis.
analysis.

The oral The oral

presentation The oral presentation
The oral
is effectively, presentatio needed to
presentatio
logically, and n needed to have
n is
systematicall have minor extensive
disorganize The
ORGANIZATION y done with a revision to revision to
d with no student
OF ORAL clear flow of have logical have logical
flow and did not
PRESENTATIO discourse. flow of flow of
neither perform
N Signposts are discourse. discourse.
using .
effectively Signposts Signposts
signposts
used for are used for are
for
smooth and smooth confusingly
transition.
coherent transitions. used for
transitions. transitions.

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 The work
provides
The work
details that
The work provides
The work does not
provides minimal
provides add interest
meaningful details to the
details that to the plan
details that plan and
IMPACT add interest and
add interest slightly
to the plan unorganized
and depth of detailing the
and details detailing of The
plan; details work to
work to work to student
work connect the
connect the connect the did not
extensively to listener to
listener to listener to perform
connect the the vlog.
the vlog. the vlog .
listener to the The
The making it
vlog. The audience is
audience difficult for
audience confused in
grasps the the
easily grasps under
ideas. audience to
complex standing the
understand
ideas. ideas.
the ideas.

The output
The output The
is The output
is student
The output is submitted 5 is submitted
TIME submitted did not
submitted on minutes 10 minutes
MANAGEMENT 15 minutes submit
time. before the before the
before the an
time. time.
time. output.

TOTAL

Teacher: What a great Vlogs! I hope our lesson for today will be instilled in
your mind, and you will use your right to freedom of expression in a good
way to contribute to the betterment of our community and country.

After/Post-Lesson Proper

REFLECTIVE THINKING ACTIVITY

JIGSAW PUZZLE

Teacher: To wrap – up our lesson for today, let us

have a Jigsaw activity. I have a big jigsaw puzzle
Making here, and to complete the puzzle, you must
Generalizations
and Abstractions answer the question attached to each puzzle
(4 minutes) piece.

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 Puzzle piece 1: In your understanding, define freedom of expression.

Puzzle piece 2: Should freedom of expression be absolute in our country?

Why and why not?

Puzzle piece 3: What interests you the most in our lesson today?

Puzzle piece 4: What other idea/s about our lesson do you want to share in

class?

Puzzle piece 5: Give one question about our lesson you want to ask in class.

Possible Learners’ Response: Learners’ responses may vary.

CHECKING FOR UNDERSTANDING

TRUE or FALSE

Teacher: Before we end our lesson for today, let us

assess your understanding of our lesson first. I
want you to get your notebook and answer the
activity by identifying whether the statement is
True or False.

(Flash each question through a slide deck or post

each on the board.)
Evaluating
Learning
(4 minutes)
1. Freedom of speech is a basic human right recognized and protected in the
Philippines. The 1987 Constitution specifically enshrines the right to free
expression, allowing every Filipino citizen to freely express their thoughts,
opinions, and ideas without fear of censorship or punishment.

2. Freedom of expression is everyone's right; however, as media, information,

and technology literate, we must ensure our content is well-thought-out. We
based our content on reliable sources, followed ethical guidelines, and are
open to discussion and feedback.

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 3. Some argue that freedom of speech should be absolute, allowing
unrestricted expression regardless of its impact or consequences.

4. Others believe that certain limitations on speech are necessary to prevent

harm, such as hate speech, libel, or speech that incites violence or rebellion.
5. While freedom of speech is protected in the Philippines, there are
limitations to this right, particularly when it comes to protecting the safety
and well-being of the public. Hate speech, libel, and speech that incites
violence or rebellion are not protected under the law. These limitations
protect the public from harm and prevent the spread of false information
that could cause panic or unrest.

Answer key:
1. True
2. True.
3. False.
4. False.
5. True

Teacher: Based on your scores, it shows that you have already mastered
our lesson. So, we must remember that media, information, and technology
literacy is not only knowing how to navigate different gadgets or how active
you are on social media, but it is also a powerful tool to strengthen freedom
of expression by promoting critical thinking, access to information,
responsible citizenship and active engagement in media.

Additional
Activities for
Application or
Remediation (if
applicable)

Remarks

Reflection

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