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Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism.

De La Salle Santiago Zobel

LASALLIAN LEARNING MODULE

Teachers: Mr. Clark Dominic L. Alipasa,


YEAR/LEVEL: Second Year High School
Ms. Jane Bencito & Ms. Rael Roldan

SUBJECT: English Elective (Journalism)

TITLE: Our Voice in the Empowered 21st


Time Frame: 8 meetings
Century Journalism

Term 3 Module 1
October 30, 2014
CONTENT STANDARD

PERFORMANCE STANDARD

The learner demonstrates understanding of the role of all citizens


The learner transfers learning through producing a TV broadcast
in the creation and dissemination of news and all important
information, including participants opinions, views and interests in that airs their own and others opinions and views on a certain
event or issue and most especially timely news and features.
varied local and global matters.

RELATED LASALLIAN GUIDING PRINCIPLES

Working with editorial compositions, spatial cartooning tasks and broadcasts challenge learners to realize their full potential by
promoting critical and creative thinking, self-knowledge and self-mastery;

Producing a live radio or TV program, empowered with brainstorming, certainly encourages synergy, collaboration and dialogue
in an environment that is fraternal, hospitable and laden with mutual respect;

To think of ways how to gather data and opinions of others in order to come up with a satisfactory transcription and broadcasts
Impels learners to translate their knowledge into actual practice for the betterment of society; and

Writing, publishing and broadcasting are powerful forms of expressions that prepare learners for responsible participation in the
world of work.
CONTENT

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel
The module aims to discuss the importance of the societys active participation to a journalistic or broadcasting team. Their opinions
are truly significant contributions to ours, for they play the role of our main source and also benefactors in this field of profession.
Ones stance, rationalizations and advocacies, in regards with relevant political and social issues, shall be voiced over effectively
through methods of citizen journalism, writing opinion and editorial articles, presentation of insightful slogans, pictures and
representations of thoughts, concessions and objections, and most especially, through service-committed script writing and
broadcasting.

BLENDED TOOLS
Face-to-Face

eLearning

group/ pair discussions


brainstorming
games
dramatic monologue

web research
iPad applications
video production
photography

STAGE 1: ESTABLISHING DESIRED RESULTS


TRANSFER GOAL(S):
If the students will be able to develop appreciation and skills in news writing and photojournalism,in the long run, they will, on
their own, be able to understand that journalism is more than just pen and paper. They will be able to understand that journalism is a
strong and powerful tool in constructing norms, rules and public decisions that will guide public officials and its citizens in shaping
decisions for the development of the nation.

BIG IDEA/ENDURING UNDERSTANDING (EU):

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel
OVERARCHING EU:

TOPIC EU:

Students will understand that journalism is empowered through


the peoples active involvement and participation that contributes
very significantly to the goals of journalists and journalism in
exposing worthwhile matters.

Students will understand that journalism involves not only the


revelation/dissemination of truth but also varied ideas and
opinions that are also relevant to social newsworthy trends,
events and issues. These contributed insights are gathered
creatively and expressed through written or drawn publications
and forms of media broadcasts.

ESSENTIAL QUESTION(S):
OVERARCHING EQ:
1. How is photojournalism relevant in the society today?

TOPIC EQ:
1. How can the citizens and members of the societ y get
involved in ef f ective journalism and disseminat ion of
news and ideas?

2. How do columnists and editors express an opinion


or editorial that validly and convincingly states the
strongest points without violating the ethics of
writing and broadcasting?
3. How could artworks and drawings explicitly touch
up social issues and express its meaningful
advocacies and propagandas?
4. How does a mere delivery or projection in
broadcasting depict and reinforce visual,
emotional and mental image of viewers and
listeners.

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel
COMPETENCIES
KNOWLEDGE

SKILLS

Describe citizen journalism,


its significance and
reinforcement.
Classify opinion from facts:
news, sports and features.
Enumerate processes in
writing an editorial essay.
Differentiate cartoons from
the art of editorial cartooning.
Explain script writing and live
TV or radio broadcasting.

Devise ways to gather news,


opinions and insights of/from other
persons in the community.
Compose an editorial article.
Draw an editorial cartoon pertaining
to social trends, events and issues.
Write a script for a radio broadcast
through systematic gathering and
arrangement of journalistic data.
Air a live TV broadcast program

ATTITUDES
Collaborate with classmates and group mates in doing
an assigned tasks
Show appreciation for opinions and editorial cartoons.
Empathize with people having their own thoughts and
ideas about present pressing issues and trends
Show open-mindedness through developed
perspectives on the beliefs and values of other
socially-aware and active citizens (members of the
society)
Discover an appreciation for unique talents and those
of their classmates in scripting, singing, voicing over,
and delivering news, issues and any other
broadcasting segments.

SPECIFIC OBJECTIVES
Teaching Day

By the end of the unit, the students will be able to:

1-2

3-4

Express ones own stance addressing or pertaining to the leading national and international issues
Classify opinion from facts: news, sports and features.
Compose an editorial article that tackles and scrutinizes a worldwide or local issue or a controversial news
event.

5-6

Differentiate cartoon, comic strips and feature articles to editorial cartoons and essays.
Draw a socially-significant image that renders the peoples voice towards a particular societal struggle.

Identify issues and concerns that are relevant to most members of the community.
Describe citizen journalism, its significance and reinforcement.
Devise ways to gather news, opinions and insights of/from other persons in the community.
Employ technology and any other media to systematically gather opinions and insights of involved
community members and students and teachers

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel
7

Gather all significant news, features, sports stories and opinions that will be integrated to the live
broadcast.
Prepare the script for the news anchors, reporters and other members of the broadcasting team.
Produce a live radio or TV broadcast that renders significant news, opinions and issues.

Present the broadcast program live, through radio (recorded), or TV (video) in class.

STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT


PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING and TRANSFER
The learners will produce a live TV or radio broadcast through collecting all relevant journalistic data as photos, news, features, news
updates and opinions, with the script thoroughly prepared and modified beforehand.

GRASPS NARRATIVE OF TRANSFER TASK


You are working for a broadcast media company that consolidate news, features and opinion article from varied sources, including
those contributed by ordinary citizens. Hence, your team is tasked to air a TV broadcast program for which you should gather recent
event updates or stories, documentaries and segment features of vox populi. Remember that your chief executive officer is after the
effectiveness of your presentation, lead content, story content, and editing. Go for it!
ASSESSMENT TOOLS
KNOWLEDGE

PROCESS/ SKILL

UNDERSTANDING (S) PERFORMANCE/ PRODUCT

Diagram completion (Venns)


Oral Recitation
Summative Assessments

Photo collage
Writing exercises
Research & Data Collection

Gathering information
Interviews
Debate & Symposium

RELATED FACET(S) OF UNDERSTANDING:


Explain the relevance ordinary citizens voice in journalism
Interpret controversial editorial representations and cartoons
Analyze current social and political topics on which an editorial article will be dependent.
Develop perspective on the events and occurrences in the community
Demonstrate self-knowledge in understanding how editorial essay and cartoons are processed.

Script Writing
Live Broadcasting

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel
Develop empathy for a people of different background or societal influence
STAGE 3: LEARNING PLAN FLOW
LESSON PROPER

Week 1-2
A. INTRODUCTION
What is your stand, comment or opinion on the following topics?
SPREAD OF EBOLA VIRUS

BINAYS FARM

SIN TAX BILL

ILLEGAL SETTLERS

Do you think all of us bear the same views on these topics? Why or why not? How could you possibly gather others opinions as
well regarding the same matter/s? Different citizens have their differentiated social and political views, and these are all significant voices
that should be heard. The more people working together to achieve similar goals of disseminating vital information, the vital and stronger

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel
the achievement of this journalism goal will be.
B. INTERACTION
Realizing the importance of considering others views and opinions, what methods can you, as a class, think of that may be
effectively used to elicit their thoughts and ideas? What are the other controversies and trending topics in the Philippines and in abroad
that will certainly yield contrasting and varied sentiments and reactions from the citizens. Fill up the tables below for gathering data and
eliciting responses:
GLOBAL
CONCERNS
SOCIAL

(Recent) Event

Issue/Controversy

PRO
(Justification)

ANTI
(Justification)

POLITICAL
ECONOMIC
ENVIRONMENTAL

C. INTEGRATION
With the use of advanced technology, citizen journalism in the 21st century has even been more empowered. What are the
traditional ways of gathering information and views from other people and the modern media of doing such in our digital era?
Data Gathering Methods
CONVENTIONAL
MODERN
We could notice that with the help of technology and modern means of communication, dissemination and even publication of
works and ideas could even be faster, bigger and greater! Nevertheless, what are the pros and cons of citizen journalism, as analyzed by
critics and experts, which we should always be aware of?

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel

Aspects
Photography

PROS
___________________
___________________

CONS
___________________
___________________

Video (recording)

___________________
___________________

___________________
___________________

Narration

___________________
___________________

___________________
___________________

Style/Subjectivity

___________________
___________________

___________________
___________________

Focus

___________________
___________________

___________________
___________________

Agreement:
Using any method of data gathering, either conventional or technological, from other sources [students, teachers and personnel of
DLSZ], elicit the opinion of other people concerning one or two vital topic which is trending or highly significant in the educational
community. Create a graph, table and/or any other various ways presenting the summary or totality of your information and responses
gathered. Try also to conclude or interpret research results (in one weeks time).
Vox Populi Section:

BE PREPARE TO PRESENT PUBLISHABLE DATA

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel
Week 3-4

A. INTRODUCTION

An editorial article must begin with a clear stance in mind and a powerfully convincing thesis statement that expresses whether you
are for or against the issue right within the introductory part. Given that you have already read opinion essays before, do the writers
commence with a direct and disclosing title? Usually, they do not. Most titles of editorial works are figurative and symbolic to draw out
attention. Why do you think journalists tend not to reveal the main theme or part of their stance in the title unlike in the introduction wherein
the opinion must be forceful and greatly rhetoric? Now, let us divide the class into two groups: the PROS and ANTISyou will debate on
the controversial topics as follow and must be able to greatly defend your side:
DEBATE
PRO

ANTI
TOPICS FOR ARGUMENTATION

(Members)

(Members)

HOMEWORKS SHOULD BE
BANNED

THE SCHOOL SHOULD BLOCK


YOUTUBE

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel

DRIVING AGE MUST BE


LOWERED

ANIMAL TESTING AND


EXPERIMENTATIONS

PERFORMING ARTS SHALL BE


REQUIRED TO ALL

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel
B. INTERACTION

Select one topic from those discussed above from on which you will construct your first editorial article! Choosing your side is a
very complicated yet the most important part of the preparation and process beginning to write your editorial essay. What are the things
you have to strongly keep in mind as you formulate the editorial introduction? The first statements must be your powerful bump to change
your readers perceptions, knowing that we all have varied views and opinions on different matters. You should present your best
supporting arguments to prove your stances worth and credibility. Are you able to state your strongest points when you defended your
side/s during the debate?
On which part of the editorial essay are you going to state your justifications to strengthen your introductory thesis statement? Yes,
these can be explained in one to three paragraphs in your BODY. What are different kinds of essays whose patterns can be used for
stating points? CAUSE-EFFECT, COMPARISON AND CONTRAST, ENUMERATION, EXPLAINING A PROCESS, and other patterns that
you think could clearly and cohesively move you readers.
C. INTEGRATION

Mostly, articles that we write are addressed to non-ordinary citizens of our country or even the world! Those who commonly desrve
and receive such are influential, prominent and even powerful personalities. What entailments and implications shall these connote,
mentioning that we will be dedicating our argumentative essays to these kinds of people? The conclusion part is usually found as we end
our editorial essay. What are essential matters that you can bring up and include in your concluding paragraph? Can it sound like
preaching, cursing and extremely offensive that it degrades peoples dignity and actions?
Formulate your own well-written constructive conclusion pertaining to anyone whose photo appears above on the box below. You
should endeavour to construct impressively to the degree that most people will find it definitely useful and not just simply arguing,

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel
commending, informing or entertainingthese are various types of editorials. Furthermore arrange the jumbled letters below the text box
for your conclusion to unlock an important content or element to be found in your closure.
Write your concluding paragraph here:

(Preferably, not so lengthy: It should also be


clear, concise and coherent.)
Activity:
What can importantly be included in the conclusion? CEMNEMARTDOINS: Write five (5) good examples of these in complete
sentences. Base your constructions on the same topics above or you may also think of another interesting and shocking topic/issue.
1.
2.
3.
4.
5.

____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

Week 5-6
A. INTRODUCTION
How good are you in expressing yourself through drawing and artworks? This craft is certainly for you! Not everyone possesses
magnificent linguistic skills and well-projected voice, but all of us differ and excel in our own unique yet colorful ideas. This is the field of
editorial cartooning. In order to understand this kind of artworks more clearly, let us all try to categorize the following drawn pictures
based on their purpose:

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel

The art of editorial cartooning has gone through many changes over the course of history. Through help of technological
innovations, images can be easily produced and imparted. However, what criteria and qualifications must cartoon sketches possess in
order to be recognized as an editorial cartoon? How are symbolisms of political, social and educational concerns portrayed by the images
which you classify as editorial artworks? Let us try to identify again the greater implications and meanings of each critically.
B. INTERACTION
Simplifying the characteristics of editorial cartoons introduced in the recent activity, [by groups] create a diagram, table or any chart
comparing and contrasting comic strips from editorial worksas well as comic artists and editorial cartoonists whom you will soon
become.

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel

VENNS DIAGRAM
(to be finalized by consolidating groups description on the board)

COMIC
ARTISTS

EDITORIAL
CARTOONISTS

C. INTEGRATION
Editorial cartoons are graphic expression of creators ideas and opinions. They are based on current social issues, which means
that they are produced under restricted time conditions. Moreover, editorial cartoons, like written editorials, have an educational purpose.
They are intended to make the readers think about important issues that are insidiously affecting them. Thence, endeavour to achieve the
succeeding task:
Within the DLSZ community, search or think of any social, individual or any educational concern or issue that apparently bothers a
significant number of students, teachers and/school staff members; [collaboratively] sketch an editorial cartoon portraying this community
problem and offering some significant implications and/or suggested solutions to this/these artistically. The best output/s will be displayed
on the walls of the room or even along the corridor depending on its quality and eloquence of its ideas.
Cooperative Activity:
Select one personality from the list of prominent and controversial men in our world today and create an enlightening editorial
cartoon based on the issue they have been in and your personal view on their actions, conditions and lifestyle. Your work will be graded
based on an uploaded rubric. Like editorial writing, your work can inform, question, support or commend, and/or debate.

ALING DIONISIA PACQUIAO


PRES. BARACK OBAMA

MIRIAM DEFENSOR SANTIAGO


BIN LADEN

POPE FRANCIS

JEJOMAR BINAY
JANET LIM NAPOLES

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel

Week 7-8
A. INTRODUCTION
A script refers to the written material, which indicates the verbal and non-verbal action that has to go into a radio or TV program. It
tells us what to do and say and when and how. Although fluent speakers can narrate and deliver news extemporaneously, why is
scriptwriting still highly important for us, broadcasters? Enumerate and try to defend each reason that you cite. Afterwards, use your MLD
to research about the definition of the following types of script:
By groups, choose one that you will try to make as your initial contribution to the preliminary scaffolding output that we will aim to
produce today.
1. NEWS SCRIPT
2. INTERVIEW SCRIPT
3. SPOT/PLUGS
4. DRAMA SCRIPT
5. MAGAZINE PROGRAM SCRIPT
6. DOCUMENTARY SCRIPT
B. INTERACTION
The class will be divided into four groups [with 10-11 members each]. Each group will assign the following important roles to their
members prior to scriptwriting. Each team has the prerogative and liberty to assign how many members of every particular task, to repeat
roles and/or select who will be the most suitable for a certain responsibility. However, all of the following roles must performed
respectively:
A. News Anchor/s
B. On-site reporters,
C. Segment Anchor/s (Optional),
as sports, entertainment, vox populi, etc.
D. Infomercial Team
E. Voice-overs

F. Scriptwriters
G. News Director (Over-all)
H. Technical Director
I. Graphics Operator (for TV broadcast journalism)

Watch the champions for last years national tournament for your reference. Uniqueness and eloquence are greatest qualities that
winners have. Subsequently, you will start to write the script for every member so that rehearsal may be initiated. Through this, you will
design your own! This is the link:
https://www.youtube.com/watch?v=9yYcC6dwFkI

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel

NSPC
2013
CHAMPION
Ang Rizalian
Broadcast Team
III. INTEGRATION
Remember the following in broadcasting:
1. It is spoken.
2. It is immediate.
3. It is person to person.
4. It is heard once.
5. It is sound/picture.
What are other tips or guidelines that you would like to add?
Listen to another clearer sample of a Radio Broadcast
http://www.usanewsnetwork.com/audiocast.mp3
With the same material, which they have listened to, a
transcribed copy of the document will be distributed so that
students can practice delivering more expressively.
What are the different parts of a broadcast program respectively? Give sample news that you can classify under every certain
segment. Relevance to the DLSZ community is also always considered for the element of newsworthiness called proximity and
significance. Begin writing the script considering the following conventions. What operationalizations can we employ to our
written document that will consider it as a clearly-written script? Comment on the following:
Says/Said

Sentence Structure and Word Count

Sound Bytes

What to avoid

ALL CAPS/Double-spaced

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel
Numbers, money and ages
Performance Task

abbreviations?

Hyphenation?

Names (phonetic spelling) and official titles

Consolidate news, features and opinion articles from varied sources, including those contributed by ordinary citizens. With
these all arranged in a script, produce a TV broadcast program in which you will deliver all these journalistic information in
segments. Remember that your chief executive officer is thoroughly looking after the effectiveness of your presentation, lead
content, story content and editing. Refer to the rubric below for your reference on how you will be scored.

The following exemplary performances will also be recognized and awarded [in every section].
BEST NEWS ANCHOR
BEST ON-SITE REPORTER
BEST INFOMERCIAL
BEST SCRIPT
BEST TECHNICALITIES
OUTSTANDING GRAPHICS (optional: if recorded TV broadcast and not executed live)
BEST OVERALL DIRECTOR

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel

References:
Bugayong-Mariano, J. (1991). Campus Journalism (CJ) Act of 1991. The DepEd Campus Journalism Program Presentation.
Bernardo, M.Q. (2013, Aug 24). Radio Script Writing and Broadcasting. Slideshare. Retrieved October 27, 2014 from
http://www.slideshare.net/maryquin/radio-script-writing-and-broadcasting
CJ 241: Broadcast Writing Language Tips & Style. People Pages. Retrieved October 27, 2014 from
http://people.uwec.edu/kapferja/BROADCASTWRITINGTIP_241.htm
Curtis, A., Ph.D (2012). Citizen Journalism: The Collection, Analysis and Dissemination of News by Non-Professionals among the
Public. Mass Communication Department, University of North Carolina, Pembroke.
Day, B. (2013). The Changing Worl d of Editorial Cartoons. The Cagle Post: Cartoons & Commentary. Retrieved
October 30, 2014 from http://www.cagle.com/2013/05/the -changing-world-of-editorial-cartoons/

IRubric: News Broadcast rubric. RCampus. Retrieved October 27, 2014 from
http://www.rcampus.com/rubricshowc.cfm?code=B4AW57&sp=true
Mijares, J. (2013, Feb 25). Opinion and Editorial Writing. Aklan Catholic College, Kalibo, 5600 Aklan
The association of American editorial cartoonists. The Opper Project: Using Editorial Cartoons to Teach History. The Ohio
State University: College of Arts and College of Humanitie. Retrieved October 30, 2014 from
http://hti.osu.edu/opper/editorial-cartoons

Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel