Lesson Plan

In
Media Information Literacy
Grade 12 GAS and TVL
Types of Media: Print, Broadcast, New
Media (Lec)

August 13, 2018

 Lesson Plan
In
Media Information Literacy
Grade 12 GAS and TVL
Types of Media: Print, Broadcast, New
Media (Lec)

Content Standard

The learners demonstrate an understanding of how representations are constructed in

diverse media types and how they converged..

Performance Standard

The learners shall provide an outline of media convergence in different areas by

identifying the different platforms and the convergence therein.

Learning Competencies

 Classify contents of different media types. MIL11/12TYM-IIId-10

 Define media convergence through current examples. MIL11/12TYM-IIId-11
 Discuss to class on how a particular individual is portrayed in public using different type
of media. MIL11/12TYM-IIId-12

August 14, 2018

I. Objectives:

At the end of the lesson, the learners must be able to:

 Identify different type of media.

 Define media convergence in different contexts.
 Classify contents of different media types.
 Define media convergence through current examples.
 Discuss to class on how a particular individual is portrayed in public using different type of media.

II. Subject matter:

 Topic: Types of Media

 Reference/s: Learners Module for Senior High School/ Media Information
Literacy
 Materials: pictures, video clips, laptop

III. Procedure

A. Routinary Activity
 Prayer
 Greetings
 Checking of Attendance
B. Motivation
Write the following media formats on the board:
 books, newspaper, television, Youtube, magazines, social network, radio,
memeography, newsletter, cellphone, journals, film/movie
 Activity
Let the students identify the media formats on the board if it is a print, broadcast or a news
media.
 .Analysis:
1. What is prints, broadcast and news media?
2. How prints, broadcast and news media differ from each other?

 Abstraction

books, newspaper, television, Youtube, magazines, social network, radio,

memeography, newsletter, cellphone, journals, film/movie

Present this matrix and ask the learners to classify the terms above. Call on learners and
have them write the terms in their corresponding columns.

Prints Broadcast News media

 Application

1. Draw an additional media formats that is not included in the given media format.

IV. Evaluation

Write the terms in their corresponding columns.

V. Assignment

1. What is media convergence?

Prepared by:
Rolly C. Curia

Checked by:
Airne G. Idea
Principal 1
 Lesson Plan
In
Media Information Literacy
Grade 12 GAS and TVL
Types of Media: Print, Broadcast, New
Media (Lec)

August 15, 2018

 Lesson Plan
In
Media Information Literacy
Grade 12 GAS and TVL
Types of Media: Print, Broadcast, New
Media (Lec)

Content Standard

The learners demonstrate an understanding of how representations are constructed in

diverse media types and how they converged..

Performance Standard

The learners shall provide an outline of media convergence in different areas by

identifying the different platforms and the convergence therein.

Learning Competencies

 Classify contents of different media types. MIL11/12TYM-IIId-10

 Define media convergence through current examples. MIL11/12TYM-IIId-11
 Discuss to class on how a particular individual is portrayed in public using different type
of media. MIL11/12TYM-IIId-12

August 16, 2018

I. Objectives:

At the end of the lesson, the learners must be able to:

 Identify different type of media.

 Define media convergence in different contexts.
 Classify contents of different media types.
 Define media convergence through current examples.
 Discuss to class on how a particular individual is portrayed in public using different type of media.

II. Subject matter:

 Topic: Media Convergence

 Reference/s: Learners Module for Senior High School/ Media Information
Literacy
 Materials: pictures, video clips, laptop

III. Procedure

C. Routinary Activity
 Prayer
 Greetings
 Checking of Attendance
D. Review
 Enumerate the types of media and give example.
 E. Motivation

Showing a set of picture of well known personalities

Where do you see those well known personalities?

1. What is media convergence?

 Activity
Asked students to pick two examples of traditional media (newspaper and radio) and thinking of what
existing media forms are a mixture of both (news podcasts by newspaper writers)

 .Analysis:

1. Describe how new technologies have led to the convergence of traditional and new media.
2. Explain how media convergence creates new opportunities for interaction.

 Abstraction

1. Explain how a person could be portrayed in public in the age of media convergence.

 Application

1. Describe the use of one or two forms of new media to share knowledge and information on a current issue
in society.
2. Explain how a person could be portrayed in public in the age of media convergence.

IV. Evaluation
Fill up the second and third columns:

Media Convergence Platforms Specific Examples

Communication
Education
Advertisement
News
Entertainment

V. Assignment

2. Review the past lesson

Prepared by:
Rolly C. Curia

Checked by:
Airne G. Idea
Principal 1
 Lesson Plan
In
Media Information Literacy
Types of Media: Print, Broadcast, New
Media (Lec)

Content Standard

The learners demonstrate an understanding of how representations are constructed in diverse media types
and how they convergence.

Performance Standard

The learner shall provide an outline of media convergence in different areas by identifying the different
platforms and the convergence there in.

Learning Competencies

 Classify contents of different media types . MIL 11/12 TYM-IIId-10

 Define media convergence through current examples. MIL11/12TYM-IIId-11
 Discuss to class on how a particular individuals is portrayed in public using different types of media.
 Define media convergence in different context.

August 20, 2018

I. Objectives:

At the end of the lesson, the learners must be able to:

 Discuss the influence of media in society.

 Discuss how individuals are being portrayed in public.
 Describe how media personalities could greatly affect society.

II. Subject matter:

 Topic: Influence of Media in Society (Types of Media)

 Reference/s: Learners Module for Senior High School/ Media Information
Literacy
 Materials: laptop, book, blackboard

III. Procedure

1. Routinary Activity
 Prayer
 Greetings
 Checking of Attendance
2. Motivation
1. Showing a short video clips, news or a picture of a major disaster or events.
2. How do you feel for every instance that you have watched news and read one articles
about major disasters or a competition victory of a well-known personality?
 3. Review
1. Types of media. Give examples of each.
2. Media Convergence. Gives examples.
 Activity
Instruct learners to form a group of five members.
Each group discusses the reactions of people affected by the news:

1. Personalities who were in the video

2. People who watched and read the news
3. Media men who featured the article

 .Analysis:
3. How do different audiences perceive media personalities?

4. Do you agree that the media personalities have power to direct or challenge society?
Explain your answer
 Abstraction
“The media can be influenced by society and can in turn influence society”.

1. Different interpretations of the quote. Explain their answer.

 Application

2. Cite the different forms of media that greatly influence youth like them.

IV. Assignment

Bring a picture of famous individuals who are featured across all types of media

Prepared by:
Rolly C. Curia

Checked by:
Airne G. Idea
Principal 1
 Lesson Plan
In
Media Information Literacy
Grade 12 GAS and TVL
Media and Information (Lec)

August 21, 2018

 Lesson Plan
In
Media Information Literacy
Grade 12 GAS and TVL
Types of Media: Print, Broadcast, New
Media (Lec)

Content Standard

The learners demonstrate an understanding of how representations are constructed in diverse media types
and how they convergence.

Performance Standard

The learner shall provide an outline of media convergence in different areas by identifying the different
platforms and the convergence there in.

Learning Competencies

 Classify contents of different media types . MIL 11/12 TYM-IIId-10

 Define media convergence through current examples. MIL11/12TYM-IIId-11
 Discuss to class on how a particular individuals is portrayed in public using different types of media.
 Define media convergence in different context.

August 22, 2018

VI. Objectives:

At the end of the lesson, the learners must be able to:

 Discuss the influence of media in society.

 Discuss how individuals are being portrayed in public.
 Describe how media personalities could greatly affect society.

VII. Subject matter:

 Topic: Media and Public Perception Society (Types of Media)

 Reference/s: Learners Module for Senior High School/ Media Information
Literacy
 Materials: laptop, book, blackboard

VIII. Procedure

a. Routinary Activity
 Prayer
 Greetings
 Checking of Attendance
b. Review
I. Fill in the blanks.

c. Motivation
  Showing of picture pictures of famous individuals who are featured across all types of media. Kris
Aquino and Opra

Ask the learners to identify who is being shown in these pictures.

1. What do these two personalities have in common?

2. What made them so famous?
3. What have they contributed to society?
4. How do these personalities influence the way the people see themselves and others?

 Activity
 Instruct learners to make a list of famous/iconic personalities who have been featured in print,
broadcast and new media.
 .Analysis:
 Discuss the responsibility of media content producers to their viewers.
 Abstraction
 What are the responsibilities of media content producers to their viewers?
 Application
 Make a matrix of a famous/iconic personalities that would contain:
(1) Title of the media product;
(2) Its creator; and
(3) Describe how each particular personality is being described in a specific type of
media.

A. Assignment

1. Review your previous lesson

2. Search a recent piece of controversial news.

Prepared by:
Rolly C. Curia

Checked by:
Airne G. Idea
Principal 1
 Lesson Plan
In
Media Information Literacy
Grade 12 GAS and TVL
Media and Information (Lec)

Content Standards

The learners demonstrate an understanding of the values and differences of the sources of media and
information.

Performance Standards

The learners shall be able to examine the reliability, accuracy, value, authority, and timeliness of the
different sources of media and information.

Learning Competencies
The learners compare potential sources of media and information. MIL11/12MIM-IIIe-13

August 23, 2018

I. Objectives:

At the end of the lesson, the learners must be able to:

 Demonstrate an ability to examine and compare information from various sources in order to evaluate
its reliability, accuracy, authority, timeliness, and bias.
 Determine the accuracy, reliability and value of information by questioning the source of data,
limitations of the information gathering tools or strategies, and the rationale of the conclusions..

II. Subject matter:

 Topic: Media Information and Sources

 Reference/s: Learners Module for Senior High School/ Media Information
Literacy
 Materials: School supplies, magazine, news paper

III. Procedure

A. Routinary Activity
 Prayer
 Greetings
 Checking of Attendance
B. Review

What are the responsibilities of media content producers to their viewers?

C. Motivation

 Presentation of a recent piece of controversial news and discuss it with the learners.
 Ask the learners where they got the news and what they know about it.
  Provide news about the topic coming from different sources – newspaper, magazine, social media,
TV, Internet.
 Distribute each material to a different group of learners. Have each group describe the type of
information their source delivers.
 Ask them to note the differences and similarities between the information gathered in each source

 Activity
1. Bring the class to a focus by stating the specific learning objectives. At the end of the lesson, the
learner should be able to:
 Demonstrate an ability to examine and compare information from various sources in order
to evaluate its reliability, accuracy, authority, timeliness, and bias
 Determine the accuracy, reliability and value of information by questioning the source of
data, limitations of the information gathering tools or strategies, and the rationale of the
conclusions.

2. Define keywords in the objectives as an overview of the lesson. These keywords include:
 Reliability of information - Information is said to be reliable if it can be verified and evaluated.
Others refer to the trustworthiness of the source in evaluating the reliability of information.
 Accuracy of information - Accuracy refers to the closeness of the report to the actual data.
Measurement of accuracy varies, depending on the type of information being evaluated. Forecasts
are said to be accurate if the report is similar to the actual data. Financial information is considered
accurate if the values are correct, properly classified, and presented
 Value of information - Information is said to be of value if it aids the user in making or improving
decisions.
 Authority of the source - Much of the information we gather daily do not come from a primary
source but are passed on through secondary sources such as writers, reporters, and the like.
Sources with an established expertise on the subject matter are considered as having sound authority on
the subject.
 Timeliness - Reliability, accuracy, and value of information may vary based on the time it was
produced or acquired. While a piece of information may have been found accurate, reliable
3. Discuss the following topics on libraries:
a. Types of libraries - Libraries are often classified in 4 groups, namely: academic, public, school
and special. These libraries may be either digital or physical in form.
b. Skills in accessing information from libraries - Due to the wealth of information in a library, it is
important to know the following:
• The access tool to use
• How the information being accessed may be classified
• The depth of details required--some libraries provide only an abstract of the topic
• More detailed information might require membership or some conformity to set rules of the source
(ex databases).
d. Characteristics of libraries in terms of reliability, accuracy and value - Libraries of published books
are often considered highly reliable, accurate, and valuable. Books and documents from dominant
sources are often peer reviewed. ISSN or ISBN registration ensures that standards were followed
in producing these materials.
4. Discuss the following topics about the Internet:
5. Discuss the skills in determining the reliability of information.
6. Discuss the skills in determining accurate information.
7. Discuss the following topics on the alternative media:

 .Analysis:

 Discuss the responsibility of media content producers to their viewers.

 Abstraction

 Look at various pieces of news handed out to them regarding the topic. As a class,
fill out the following table.
 Selection Criteria Questions to ponder Student Answer
What are the details of this piece
of news? Which of these
Reliability details can be verified in other
sources?
Could these details be true? Why
or why not?
Which of these facts are
measurable? How were they
Accuracy derived?
Was the article written in an
objective manner? Is the article
written with care?
Consider the audience of the
article? Who would find this
Valuable article
valuable?
Authority Who wrote the article? How is
the author related to the article?
What was his source? Are the
sources properly cited? What is
the reputation of the author? Is
he known for some biases?
When was the article written? Is
it possible that some of the
Timeliness information in the article has
changed in time? If yes, would
the
change have any effect on the
conclusion of the article

 Application
 Ask the learners to identify information about their local community.
Tell them to identify the possible source of this information and to write their answers down in their
notebook.
 Inform the learners that they will be meeting guests from the local community in the next meeting. The
class will interview the guests on indigenous media and information

IV. Evaluation

V. Assignments

1. Ask the learners to identify information about their local community.

2. Tell them to identify the possible source of this information and to write their answers down in their
notebook.
3. Inform the learners that they will be meeting guests from the local community in the next meeting. The
class will interview the guests on indigenous media and information.
4. Tell the learners to prepare for next week by writing questions that they would like to ask the guests.
5. Tell them that they will be called at random to ask the guest their questions, and that questions may not be
repeated.

Prepared by:
Rolly C. Curia

Checked by:
Airne G. Idea
Principal 1
 Lesson Plan
In
Media Information Literacy
Grade 12 GAS and TVL
Media and Information (Lec)

August 27, 2018

 Lesson Plan
In
Media Information Literacy
Grade 12 GAS and TVL
Media and Information Sources (Lab)

Content Standards

The learner demonstrates an understanding of and can identify the values and differences of potential
sources of media and information.

Performance Standards

The learners shall be able to research on indigenous media or information resource within the community.

Learning Competencies

 Compare potential sources of media and information. MIL11/12MIM-IIIe-13

 Interview an elder from the community regarding indigenous media and information resource.
MIL11/12MIM-IIIf-14

September 3,4,7, 2018

I. Objectives

At the end of the lesson, the learners must be able to:

 Demonstrate ability to examine and compare information from various sources in order to evaluate
its reliability, accuracy, authority, timeliness, and bias.
 Determine accuracy, reliability, and value of information by questioning the source of data, the
limitations of the information gathering tools or strategies, and the rationale of the conclusions.
 Identify a range of strategies for gathering indigenous informational media.
 Define Open Educational Resource (OER)

II. Subject matter:

 Topic: Indigenous Media and Information, open Education Resources

 Reference/s: Learners Module for Senior High School/ Media Information
Literacy
 Materials: Computers with internet, magazine, news paper and radio

III. Procedure

A. Routinary Activity
 Prayer
 Greetings
 Checking of Attendance
B. Review

Short Quiz
Fill in the blanks. 1-10

 Activity
Discuss the concept of Indigenous Media and information.
 INDIGENOUS MEDIA AND INFORMATION

MIND MAP

Society

Culture Education

Media
Knowledge

Communications
Indigenous

Indigenous
Media and
Information

Open Educational Resources

Discuss the 10 recommendations of the World OER Congress at UNESCO in the Paris 2012
declaration.
 Teach students how they can find OERs and use them properly by using this material from Open
Professionals Education Network (https://open4us.org/find-oer/)
 Invite or interview 2-3 representatives from the local community. This may be a barangay
official, a respected elder in the school’s local community, an elder who is also a local
artisan, a local blogger, a war veteran, and/or a media practitioner.

 Introduce the invited guests (refer to Meeting Learners’ Needs) for the interview.
 Ask each guest to briefly explain their role in the community.
 Ask each guest to share the type of information they are responsible for, or the information that
 they receive and pass on to the community.
 After the guests have explained, have the learners ask questions of their own. Some helpful
questions to ask your guests are:
 How is the type of information that you handle helpful to the community? In what ways does
passing on this information help the community?
 How do you know that the information you pass on is true?
 What difficulties do you face in passing on this information to others?
 Are these pieces of information available in popular media?
 Facilitate the forum by keeping time, keeping the learners engaged, and by directing the talk to
stay on topic.
 When the time is up, have the learners thank the guests.
 End the session by summarizing the key points of the forum.

 Abstaction
What are the forms of indigenous media and their local examples?

 Analysis
What are the importance of indigenous media and information?
 Application
 Have the learners write an essay on the topic
“How do people find information that matches my needs?” and “How do I choose
from the wide variety of information made available by different sources?”
 IV. Evaluation
V. Assignments

Prepared by:
Rolly C. Curia

Checked by:
Airne G. Idea
Principal 1
 Lesson Plan
In
Media Information Literacy
Grade 12 GAS and TVL
Types of Media: Print, Broadcast, New
Media (Lec)

Content Standards
 The learners understand media and information codes, conventions, and messages in relation to
consumers, producers, and other stakeholders.

Performance Standards
 The learners shall be able to examine and identify pertinent media and information codes,
conventions and messages given a visual resource.

Learning Competencies

• Evaluates everyday media and information presentations regarding codes, convention, and message; and
how they affect the audience, producers, and other stake holders. MIL11/12MILA-IIIf-15
• Produces and assesses the codes, conventions, and messages of a group presentation. MIL11/12MILA-
IIIf-16

September 10,11,13 2018

I. Objectives:

At the end of the lesson, the learners must be able to:

• Identify codes, convention, and message and how they affect the audience, producers, and other
stake holders.
• Reflect on how important information can be conveyed to create the desired impression.
II. Subject matter:

 Topic: Media information Language Part 1

 Reference/s: Learners Module for Senior High School/ Media Information
Literacy
 Materials: laptop, book, blackboard

III. Procedure
a. Routinary Activity
 Prayer
 Greetings
 Checking of Attendance

b. Motivation

 Read his sentence after writing it on the board “Language may be a source of
misunderstandings by Marshall McLuhan, 1964”
 Ask learners to analyze the quote, then, let them share what they think to the class.
 Does the user’s/audience’s own background or experience affect the interpretation of
messages? How?
  Is it possible that a different individual derives a different meaning from the message?
Explain.

 Activity

 Direct learners to identify five (5) signs and symbols in their community that are
used to convey information (ex. for directions, locations of attractions, others)

SYMBOLS Meaning and Purposes

Facebook - social media

Traffic Sign - Do not enter

Sports - Time out

 Analysis
 How are symbols usually being presented?

 Abstraction
 What is the importance of using symbols to convey a message or information?
 How these symbols are presented in terms of fonts, images, colors, design and others?
 Application
Instruct the learners to write a reflection paper about the previous activity using the following guide
questions:
 What information codes, conventions and messages about our country is communicated enthuse
postcards?
 If you are to create a postcard for a place or organization of your choice, what technical and
symbolic codes would you use to convey important information and create the desired impression?
Why?
 How is understanding of the technical and symbolic codes contribute to media and information
literacy?

IV. Evaluation
V. Assignment

1. Review your previous lesson

Prepared by:
Rolly C. Curia

Checked by:
Airne G. Idea
Principal 1