21st CL and MIL LP 18 - 19 Final

Quarter 1 2
Learning Plan in Title Putting to a Test

21st Century Literature
from the Philippines and
Date October 15 – 19, 2018
the World
I. OBJECTIVES
A. Content Standards
The learner will be able to understand and appreciate literary texts in various genres
across national literature and cultures.
The learner will be able to demonstrate understanding and appreciation of 21st
B. Performance century Philippine and world literature through a written close analysis and critical
Standards interpretation of a literary text in terms of form and theme, with a description of its
context derived from research.
II. PVMGO/ 21st Century
C. Learning Competencies
Core Values Skills
 produce a creative representation of a literary text by
applying multimedia skills
 choose appropriate multimedia form of interpreting a Excellence Innovating
Monday
literary text Teamwork Collaborating
 11. 2. apply ICT skills in crafting an adaptation of a
literary text
 identify the figures of speech and other literary
Produce self-
techniques and devices in the text
Tuesday disciplined,
 understand literary meanings in context and the use of Communicating
responsible,
critical reading strategies Critical
independent
 explain the biographical , linguistic, and sociocultural Thinking
cooperative and
contexts and discuss how they enhance the text’s
Wednesday Christ-centered
meaning and the reader’s understanding
individuals.
 examine the relationship between text and context
Service Critical
Thursday  check papers accurately
Relationship Thinking
Embrace
diversity and
Collaborating
Friday  exhibit the love of nation and unity value integrity
Innovating
of the
individual.
III. CONTENT Litany by Billy Collins and Coraline by Neil Gaiman
IV. LEARNING RESOURCES
A. References
IV. PROCEDURES
MONDAY
Campaign Ad and More
With the use of rubrics, the students will give their analysis of the campaign ad produced of the group
assigned.
The UN in its concern for global understanding and unity is announcing for a Campaign Ad that depicts any
global social issues that in some extent affect our local society and further the world relationship. In this idea,
CCCS learners join for the call. The Social Sciences Department of CCCS is now accepting video entries of
a campaign ad showing the concept prescribed by the UN Convention. Social Issues include Bullying,
Discrimination, Women Empowerment, Gender Equality, Territorial Dispute, Terrorism, Environmental
Problems, and Communicable Diseases etc. The Language Department has offered help through various
critiques of the campaign ads from select students each group. Each select students will have the special task
as the critique done by them will determine the effectiveness of the campaign ad done by the other group.
Collaboration: Contemporary Philippine Arts from the Regions
Criteria 4 (Outstanding) 3 (Proficient) 2 (Satisfactory) 1 (Developing)

Introduction Introduces theme of Introduces theme of Fails to present No attempt was made
paper, and articles using paper and articles effectively the theme or to catch the reader’s
rich and descriptive effectively. fails to provide an attention in the first
language. effective introduction to paragraph.
articles.
Information Provides accurate and Summarizes main Summarizes main points Fails to summarize
Summary descriptive, concise points of the articles of the articles but not articles effectively due
summary of article competently and really effectively. to omission of key
information, effectively accurately. points or inaccurate
summarizing main points characterization of
of articles. information.
Critique` Thoughtfully critiques Critiques author’s main Critiques author’s main Fails to summarize
author’s main points, points, using evidence points, using not much articles effectively due
using evidence to back to back up arguments. evidence to back-up to omission of key
up arguments. Critique is arguments. points or inaccurate
insightful and thorough. characterization of
information.
Conclusion Conclusion presents Effective conclusion is Attempt for consistency Missing or
particularly strong or presented that and effectiveness of inconsistent
compelling closing corresponds with conclusion is shown. conclusion.
statement that ties closely introduction.
to introduction.
Organization Information is organized Information is Information is not really Missing or ineffective
in a fully effective organized competently, organized competently, elements.
manner; presents strong with thesis, supporting with incomplete thesis,
introduction, expressive information and supporting information
body, and purposeful conclusion. and conclusion.
conclusion.
Sentence Sentences effectively Sentences effectively Sentences effectively Repeated errors in
Structure and constructed with no constructed with 1-2 constructed with 3-5 sentences structure or
Mechanics grammatical errors. minor grammatical major and minor grammar. More than 5
Spelling, capitalization errors. 1-2 minor errors grammatical errors. 3-5 errors in spelling,
and punctuation error- in spelling, punctuation errors in spelling, punctuation or
free or capitalization. punctuation or capitalization.
capitalization.
VALUES INTEGRATION
 What value should one have in order to be successful in every endeavor he/she has?
Three learners will be called to share their answers.
CLOSURE
No matter how hard it is to achieve your goals, it our hard work that brings us to them.
TUESDAY – WEDNESDAY
SECOND QUARTER MIDTERM EXAMINATION
THURSDAY
Checking of Test Papers
Say, “Congratulations for taking the test successfully. Now, it’s time to see how accurate you are on
answering them.”
Flow of Checking
1. The test papers will be distributed by row, make sure nobody receives his/her own paper.
2. The class will be reading of each question.
3. A student will be called by the teacher to answer the first question. The student called will then
explain his/her answer.
4. Then that student will call the next student to answer based on the description/instructions of the
teacher.
5. The flow will continue until the whole test is done.
6. The test papers will be returned to the owners for double checking.
7. Recording of the scores in the record sheets will follow.
Values Integration
 Remember, Honesty is the best policy.
Closure
Examinations are given to assess how much you have learned.
FRIDAY
UN CELEBRATION
Quarter 1 3
Title A Family
Learning Plan in
Creative Writing Date October 22 – 26, 2018
I. OBJECTIVES
Core Values Skills
Monday P
Tuesday Propels human
transformation
Wednesday
and catalyzes
Thursday Understand the meaning of life’s purpose Communicating
full potential in a
Exhibit the value of unity Christ- Centered Collaborating
environment
Friday
Teamwork
Service
III. CONTENT
A. References
B. Other Learning Resources
IV. PROCEDURES
MONDAY – FRIDAY
TEACHERS’ RECOLLECTION 2018

Quarter 1 2
Learning Plan in Title Hectic Break

21st Century Literature
from the Philippines and
Date October 29 – November 2, 2018
the World
I. OBJECTIVES
Core Values Skills
Produce self-
Monday disciplined,
responsible,
 Enrollment Collaborating
independent
Communicating
Tuesday cooperative and
Christ-centered
Wednesday  Culminating Activity of the Living Rosary individuals.
Thursday  All Souls’ Day Service

Communicating
Critical
Friday  All Saints Day Relationship
Thinking
III. CONTENT
A. References
IV. PROCEDURES
MONDAY – TUESDAY
ENROLLMENT
WEDNESDAY
CULMINATING OF THE LIVING ROSARY
THURSDAY
ALL SOULS’ DAY
FRIDAY
ALL SAINTS’ DAY
LEARNING PLAN IN
SUBJECT TEACHER
JANE B. SUMALINOG
SUBJECT COORDINATOR
MARY JANE E. CUTAMORA
CALENDAR OF ACTIVITIES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK First
Pre-test Concept Mapping
( Course Outline Brainstorming Friday
Model Making
November Mas/
5-9) Clubbing
Round Argumentative
Journalistic
WEEK 2 Concept Map Discussion Repporting
Model Making Analysis
(November Role Play Getting the Journalistic
My
12-16) Odds Analysis
Influence
Cartoon
WEEK 3 Interpretation Completing A Editorial
(November My Influence Through An Adjunct Quiz Table Writing
19-23) Essay ( Expose )
Writing
WEEK 4 Bonifacio
Midterm Examination (Third Checking of Test
(November Preparation/Review Day (
Quarter) Paper
26- 30) Regular
Item Analysis
Holiday)
WEEK 5 Scaffold 2: Model On the Hot

Topic Analysis Scaffold 1:
(December Comparative Spot
( Creative Model Time
3-7) Analysis Paper
Reporting)
Validating Product
WEEK 6 for Power Point
In-Depth Scaffold 4: Let’s
(December Presentation Peer
Critiquing Mastery Exam Innovate
10-14) (Scaffold 3:Let’s Evaluation
Create)
WEEK 7
Final Examination (Third
(December Let’s Get Shared Checking/Remedial Christmas
Quarter)
17-21) Party 2018
Quarter 1 3
Learning Plan in Title Media Façade
Media and Information

Literacy Date November 5 – 9, 2018
I. OBJECTIVES
The learner demonstrates understanding of media and information literacy ( MIL)
and MIL related concepts
B. Performance The learner organizes a creative and interactive symposium for the
community focusing on being a media and information literate
Standards individual.
Core Values Skills
Heighten the
familiarize the lessons and areas concerns as the course students’
Communicating
Monday outline communicative
Critical Thinking
compare and contrast the major forms of media and critical
thinking skills
Embrace
appreciate the role of media in our daily existence
diversity and Collaborating
Tuesday compose an editorial article expressing one’s stand and
value integrity Creating
view point of excessive media exposure
of the individual
apply effective
describes how communication is affected by media a
and wise use of
nd information ; Communicating
Wednesday technology
identifies the similarities and differences of media Collaborating
information and
literacy, information literacy and technology literacy;
literacy tools
Heighten the
editorializes the value of being a media and information
students’
literate individual ; Communicating
Thursday communicative
identifies characteristics/describes a responsible user and Critical Thinking
and critical
competent producer of media and information
thinking skills
Commit to the
formation of
individuals to
solemnly attend the mass and listen to the words of the
Friday lead true Communicating
Lord
Christian and
Cooperative
lives
III. CONTENT
A. References
4. Additional Materials from
Course syllabus, textbook, model articles
Learning Resource
IV. PROCEDURES
MONDAY - TUESDAY
INTRODUCTION
Motivational Views
1. Teacher raises these questions:
A. What if there is no media, how would an information be possibly transmitted?
B. Which do you prefer, a poor but a well-informed citizens or a rich but less informed ones?
C. Who is more important to you in your survival, a lawyer or a media man? Why?
2. Learners are grouped and are given 10 minutes to brainstorm.
3. One representative from each team is given his moment to present their views.
MOTIVATION AND DELIVERY
4. Teacher reinforces points on forms of media as information transmitter, role of media men and
citizenship as influenced by media.
5. Scores are announced after the last reporter.
6. A 10 item pre-test is facilitated.
7. Checking follows and ends the day.
Values Integration
 How important is it to be aware of the things happening around us?
 How can we be updated of the things happening around us?
Closure
A country’s citizenship depends on its people’s awareness of everything that occurs every day in their
individual society thus making them aware of what and who to do one’s responsibility.
WEDNESDAY - THURSDAY
TS : We learn that media has influenced our everyday lives and has clarified our responsibility to use them
in accordance to what is accepted in the society. Let’s find out if we can recognize some of these forms of
responsibilities
PRACTICE
Let’s Get Connected (Editorial Writing)
1. Group members are numbered.
2. Each group is given a collage of an editorial cartoon
3. In their posts are the models of editorial cartoon that depicts a certain media issue.
4. Before calling a number, the group is instructed to express their stand on the issue assigned to them.
5. The first number to be called shall identify the issue and start the lead sentence.
6. Succeeding numbers are called to continue and connect ideas and views to come-up an article.
7. The last two numbers to be called are instructed to write the teams’ side of the issue.
8. Outputs are submitted and to be checked and assessed the next meeting.
Values Integration
 As a youth, how will you effectively express your thoughts and idea?
Closure
It is always essential that our voice must be herd. This voice must be with others to make a stronger
influence than just being alone.
FRIDAY
HOLY MASS
E – LEARNING SEMINAR
Quarter 1 3
Learning Plan in Title Media in Process

I. OBJECTIVES
Core Values Skills
Produce self-
disciplined,
describe the nature of communication and the concepts responsible,
Critical Thinking
Monday related independent
Communicating
describe how communication is affected by media cooperative and
Christ-centered
individuals.
Embrace
describe the nature of communication and the concepts diversity and
Creating
Tuesday related value integrity
Collaborating
describe how communication is affected by media of the
individual.
Heighten the
relate critical thinking with media and information students’
Communicating
Wednesday editorialize the value of being a media and information communicative
Critical Thinking
literate individual and critical
thinking skills
Heighten the
relate critical thinking with media and information students’
Creating
Thursday editorialize the value of being a media and information communicative
Critical Thinking
literate individual and critical
thinking skills
Friday TEACHERS’ CONGRESS 2018
III. CONTENT
A. References
Learning Resource
IV. PROCEDURES
MONDAY
Model Analysis
TS : After soliciting your prior and basic knowledge on media information, let us further familiarize
how information undergoes a process appropriate and relevant to the situation and events.
Review: The following review questions are raised:

A. What is the purpose of communication?
B. How are information sorted and arranged?
C. How does media influence human development?
One member from each team is called to share his views and answers.
Teacher synthesizes points and views.
Say: This time, I would like you to analyze and examine a certain illustration regarding how information
undergoes a process.
The class is grouped.

A certain information model is assigned to each team.
The team is given enough time to analyze and prepare for an explanation.
The model illustration is going to be presented in a power point.
Values Integration:
 What do you do to be heard by the society?
Closure
We must be aware that in our everyday conversation, propriety and process is seen to be observed. Better
transmission is evident.
INSTRUCTION AND DELIVERY
TS: This time let us give the moment to someone from your team to shed light on their assigned
Model .
Share and Argue
A reporter from a team is called to explain their assigned model.
A member from each team is also called to raise question to the reporting team.
The reporter is given his time to do his task to respond.
Another member is allowed to help or reinforce questions which are not clearly answered.
Teacher reinforces some items which are not exactly answered.
The reinforcement focuses on the quality of message, propriety of language used and the people involved
and part of the information flow.
Synthesis follows with these questions:
a. How can we consider that the effect of our information process is ideal and effective?
b. If you were to make a model, what /who will be your focus to center.
c. What then characterizes an ideal communication model?
Values Integration
 How do you communicate well in your daily life?
Closure
Ideally, a communication model depends on the situation being focused; however, the essence of fairness
and sincerity affects receivers’ reaction and action.
THURSDAY
TS : We learn that media has influenced our everyday lives and has clarified our responsibility to use them
in accordance to what is accepted in the society. Let’s find out if we can recognize some of these forms of
responsibilities
PRACTICE
Let’s Get Connected (Editorial Writing)
Independent This Time
1. Group members are numbered.

2. Each group is given a collage of an editorial cartoon
3. In their posts are the models of editorial cartoon that depicts a certain media issue.
4. Before calling a number, the group is instructed to express their stand on the issue assigned to them.
5. The first number to be called shall identify the issue and start the lead sentence.
6. Succeeding numbers are called to continue and connect ideas and views to come-up an article.
7. The last two numbers to be called are instructed to write the teams’ side of the issue.
8. Outputs are submitted and to be checked and assessed the next meeting.
Values Integration
 As a youth, how will you effectively express your thoughts and idea?
Closure
It is always essential that our voice must be herd. This voice must be with others to make a stronger
influence than just being alone.
FRIDAY
TEACHERS’ CONGRESS 2018
Quarter 1 3
Learning Plan in Title Media Influence

I. OBJECTIVES
B. Performance The learner organizes a creative and interactive symposium for the community
Standards focusing on being a media and information literate individual.

Core Values Skills
define media in different sources
Excellence Communicating
Monday compare these definitions and note commonalities and
Service Critical Thinking
identities
identify traditional media and new media, and their
Tuesday Excellence Critical Thinking
relationships
assess the type of media in the Philippines vis-à-vis the Teamwork Communicating
Wednesday
normative theories of media Stewardship Collaborating
editorialize the roles and functions of media in democratic Respect Critical Thinking
Thursday
society. Innovation Communicating
ESC Recertification Workshop
Friday
Homeroom Meeting and Card Distribution
Different Definition of Media; Media, Information and Technology
III. CONTENT
Literacy; Traditional vs. New Media
A. References
3. Textbook pages Pages 8 – 11, 19 – 23
IV. PROCEDURES
MONDAY
Say, we already have learned how information transfers from the sender to the receiver. This time let’s
expound our knowledge about how communication works.
The Means and the Ends in Communication
Definition Understanding
1. The learners are grouped into six.
2. Different definition of media will be given to the learners.
3. They are given 2 minutes to brainstorm on their interpretation of media.
TS: Since we already know the definition of media, let’s group the following according to the categories of
media.
4. Pictures of different kind of media are presented to the learners.
5. The learners will then classify them according to the given categories.
6. Discussion follows.
VALUES INTEGRATION
 How do we best understand the meaning of something?
CLOSURE
The world you live in is fast paced, thus, change is inevitable. Communication, media, and
information are ubiquitous and related, and your ability to discern them increases your likelihood to succeed
in your personal and professional lives.
TUESDAY
Media, Information and Technology Literacy: Laying the Ground
Say, we already have learned the definition of media and information. Let us now learn how those concepts
relate to technology.
1. Statements pertaining to media, information and technology will be projected on screen.
2. The learners will then identify what is meant by the statements.
3. Discussion of the definition follows.
Compare and Contrast
Say, based on the definitions provided, let us compare and contrast the three concepts by filling out the table
below.
Comparison Contrast
Media Literacy vs. Information Literacy
Media Literacy vs. Technology (digital)
Literacy
Information Literacy vs. Technology
(Digital) Literacy
4. Checking follows and discussion follows.
5. Additional concepts will be included :The Danger of Desensitization, What It Takes to Be Media
and Information Literate, Critical Thinking: An Important Component of MIL.
VALUES INTEGRATION
 How will you handle the situation knowing that you have no idea about the topic?
 How will you manage the diverse information available online?
CLOSURE
Media and information literate individuals are also critical thinkers because of the need to be more
discerning of the necessary information as well as its sources.
WEDNESDAY – THURSDAY
Say, yesterday we learned how important media and information literacy is. Let us get to know it more as we
learn its evolution.
1. The learners are tasked to study the media forms indicated in the first column on the table and to put
a check mark on the corresponding cell identifying whether the media for is traditional or new.
Media Form Traditional New
Magazine
Tabloid
Broadsheet
Paperback Novel
Radio
Television
Online Video Games
Web Video Portals
Online Telephony and
Messaging Capability
2. Discussion of the following concepts follows: The McLuhan Mantra, Hot and Cold Media,
Milestones in Media Evolution, Culture Shapes Technology, and Traditional vs. New Media.
VALUES INTEGRATION
 Do you agree that the use of a media technology may reflect the identity of a particular generation?
Why?
 Do you think that the new media environment that exists today can tell us about what the youth
values the most? How?
CLOSURE
Human history is tied to the history of communication, media, and information. As people in society
improve and develop, so as the forms of media and communication.
FRIDAY
Media and the Society
Say, we already have learned so much concepts about media. But how does media really affect our society?
1. A video clip with about the effect of media on the society will be shown.
2. Learners are then tasked to take note of the important points mentioned on the video.
3. Sharing follows.
4. Common issues of the Philippines are then presented to the learners.
5. They are to give their own ideas on how media affect the views and perceptions of the audience/
community.
6. Presentation of the topics will follow: Functions of Communication and Media, and Media and
Government: A Love-Hate Relationship.
VALUES INTEGRATION
 Based on the theories presented, how does one cope with the effect of media on them?
CLOSURE
A theory is a way of seeing and thinking about the world. O use a theory to explain a phenomenon
and how you should approach this phenomenon.
Quarter 1 3
Title Long Term Memory Test

Learning Plan in
Creative Writing Date November 26 – 30, 2018
I. OBJECTIVES
The learner demonstrates understanding of media and information literacy ( MIL) and MIL related
concepts
B. Performance Standards
The learner organizes a creative and interactive symposium for the community focusing on being a media
and information literate individual.
II. PVMGO/ Core
C. Learning Competencies 21st Century Skills
Values
Excellence Critical Thinking
Monday Assess ones’ knowledge of the lessons tackled
Commitment Communicating
Excellence Critical Thinking
Tuesday Third Quarter Midterm Exam
Honesty Critical Thinking
Wednesday Third Quarter Midterm Exam
Honesty Critical Thinking
Thursday Assess ones’ knowledge of the lessons tackled
Stewardship
Friday Bonifacio Day
Service
III. CONTENT EXAM WEEK
A. References
B. Other Learning Resources Test papers
IV. PROCEDURES
MONDAY
Mastery Test
1. The learners will be given set of questions based on the topics tackled.
2. Ample time will be given to the learners.
Checking
3. The teacher will read the question and will call a learner to give his/ her answer.
4. After giving his/her answer, the learner will then read the next question and call another learner to answer.
5. The flow will continue until all of the questions are answered.
Values Integration
 How does it feel upon knowing your mistakes?
Closure
Now that have remembered the concepts and topics, good luck and God bless on your test.
THIRD QUARTER MIDTERM EXAM
THURSDAY
Say, “Congratulations for taking the test successfully. Now, it’s time to see how accurate you are on answering them.”
Flow of Checking
The test papers will be distributed by row, make sure nobody receives his/her own paper. The class will be reading of each
question. A student will be called by the teacher to answer the first question. The student called will then explain his/her
answer. Then that student will call the next student to answer based on the description/instructions of the teacher. The flow
will continue until the whole test is done. The test papers will be returned to the owners for double checking. Recording of
the scores in the record sheets will follow.
Values Integration
Closure
FRIDAY
BONIFCAIO DAY
Quarter : 3
Learning Plan in Title Information Literacy

Literacy Date December 3 – 7, 2018
I. OBJECTIVES

The learner organizes a creative and interactive symposium for the community
focusing on being a media and information literate individual.

Core Values Skills
Produce self-
disciplined,
defines information needs , locates, accesses , organizes responsible,
Critical Thinking
Monday and communicates information independent
Communicating
demonstrate ethical use of information cooperative and
Christ-centered
individuals.
classifies contents of different media types; Embrace diversity
defines media convergence through current examples; and value Creating
Tuesday
discusses to class on how a particular individual or society integrity of the Collaborating
is portrayed in public using different types of media ; individual.
Heighten the
CPAAC Christmas Fellowship 2018
students’
express knowledge through a mind map Communicating
Wednesday communicative
work independently Critical Thinking
and critical
assess one’s self
thinking skills
classifies contents of different media types; Heighten the
students’
defines media convergence through current examples; Creating
Thursday communicative
discusses to class on how a particular individual or society and critical Critical Thinking
is portrayed in public using different types of media ; thinking skills
Friday Students Mass, Makalipang, Clubbing
Information Literacy: Information, Typology of Information
III. CONTENT Types of Media
Media Convergence
A. References
B. Other Learning Resources Internet Sources
IV. PROCEDURES
MONDAY
ASSESS YOURSELF
The learners will be asked with the following questions:
a. What is your primary source of information especially for schoolwork?
b. What are your considerations when looking for a particular information? Do you need a quick fact or a critical
analysis?
c. Do you prefer unbiased information or an opinion? Current information or a historical one?
d. Do you automatically use a Web search engine to locate for the information you need? What do you use and
why?
e. Do you check just any kind of Website? What are your personal criteria for selecting a Web site as your source
of information?
f. If you use traditional sources of information such as print, broadcast, and electronic media, which among these
do you often refer to and why?
g. What good and bad practices do you commit during information search and sharing?
Values Integration
As a student, what do you think are the usual instances and reasons for your need of information? What tasks have you
done in the past that required searching information for you to complete them?
List down your information need based on your other roles in life:
a. As someone who purchases consumer such as food and clothing
b. As a sibling ho helps out
c. As a child of parents who would like to know more about the current trends in gadgets and fashion
d. As a person who has been more access to a particular information that a friend may find useful and beneficial
Closure. It saves you time and effort to determine what information you need and where and how to search for them.
TUESDAY
Say, we have learned the different ways of seeking information. Today, we’ll be exploring on the different types of
information.
1. The learners are tasked to read different information and understand each.
2. They are to find the basic features of each information.
3. Discussion will follow.
Processing
a. How do you understand the following terms?
b. Based on your experience, how will you define “misinformation’ and ‘disinformation”? You can cite examples
of situations to help you build your own definition.
c. What are the potential dangers of misinformation and disinformation? How do ethical standards minimize the
occurrence of misinformation and disinformation?
Word Puzzle
1. The learners are tasked to fill in the boxes to complete the word being asked in each number.
2. Random clues are given below the puzzle.
3. The learners are given three minutes to finish the task.
Clues:
1) moving images; Sallie Gardner at a Gallop; daguerreotype
2) cathode ray; Charles Francis Jenkins; UHF and VHF
3) wireless telegraphy; Guglielmo Marconi; modulation
4) ARPANET, ICANN, tcp/ip
5) Public occurrences both foreign and domestic, gazette, circulation
4. Presentation of the types of media will be done.
5. The learners will then list down ten characteristics of the different media types.
6. Sharing and discussion will follow.
Values Integration
 What are your observations on Philippine media?
 Who do you think do they cater to?
Closure. Media enriches the soul. It brings you to “worlds” beyond your imagination.
WEDNESDAY
TRANSFER
Unleash your Knowledge
Say, last week we have learned concept about information. Today, let’s see how much you have learned.
1. The learners are tasked to make a mind map that shows all their understanding from last week’s activities.
2. The whole period will be given to the learners.
Values Integration
 How do you understand the following terms?
Plagiarism
Intellectual Property
 Based on your experience, how will you define “misinformation” and ‘disinformation”? You can cite
examples of situations to help you build your own definition.
 What are the potential dangers of misinformation and disinformation? How do ethical standards minimize the
occurrence of misinformation and disinformation?
Closure. Patience and diligence are virtues of a good information seeker. The World Wide Web is not the end, but the
means for your information search.
THURSDAY
Goal Setting
The learners are tasked to make an expectation of what will happen in the class based on the picture shown.
Then three students will be called to share ideas.
Introduction
Media continues to develop over the course of the time. Different ways of sharing and learning information have
emerged through time. Synergy and convergence are what describes media today. What do those words mean?
Motivation
1. Pictures of examples of media convergence will be shown on the screen.
2. The learners will identify what media convergence is shown on the screen.
3. Each correct guess corresponds to a reward.
TS: With the pictures shown earlier, what do you think does the word convergence mean?
4. The learners are asked to state one word to define convergence.
5. With all the words written on the board, the learners will formulate their definition of media convergence.
Explore
Instruction and delivery
TS : Let’s see if you made a correct definition of media convergence through the following video.
LET’S TAKE A LOOK
6. A video presentation will be shown to the class.
7. The learners are given a chance to ask question after.
8. A short discussion will follow.
Practice
TS : Having known what a media convergence is, let’s see what media converge to form the following media.
WHAT IS IT?
9. The learners will be divided into 10 groups.
10. Each group will be assigned to a media convergence and will be tasked to identify what media are converged
to make it.
11. Each member will be assigned to one role.
a. Presider – lead the group for the brainstorming
b. Writer – take note of the ideas and concepts agreed by the group
c. Speaker – share their concepts and ideas to the class
d. Interrogator – will as two questions to the sharer of the other group
12. The following are the tasks to be given for each group.
Group 1 – E – books Group 6 – ABS – CBN I want TV
Group 2 – Inquiry news.com Group 7 – Mobile Video
Group 3 – TV Series Group 8 – DOTA
Group 4 – Radio and podcasting Group 9 – X Box
Group 5 – Digital Video Disc (DVD) Group 10 – Mobile Technology (Smart Phones)
13. They are given three (3) minutes to do the task.
14. After the time allotted, the learners will share their ideas.
Values Integration
15. The learners will be paired according to the roles they had on the previous activity.
 Presider and Writer
 Speaker and Interrogator
16. They will be answering the following questions in a ½ sheet of paper.
1) In what ways do media and culture affect each other?
2) What can you do as a student to use media to celebrate Philippine culture and society?
3) Philippine media is regarded by some critics to be highly identical to American media. Do you think there
is some truth to this assumption? Expound your answer.
17. The learners are given three minutes to do the task.
18. Two sharers will be called.
Closure. Media convergence can motivate and inspire you to be more creative and resourceful in that you utilize media
for your personal and professional needs.
FRIDAY
STUDENTS’ MASS
MAKALIPANG
CLUBBING
Quarter : 3
Learning Plan in Title Information Sharing

I. OBJECTIVES

The learner organizes a creative and interactive symposium for the community
focusing on being a media and information literate individual.

Core Values Skills
Produce self-
disciplined,
defines information needs , locates, accesses , organizes responsible,
Critical Thinking
Monday and communicates information independent
Communicating
demonstrate ethical use of information cooperative and
Christ-centered
individuals.
classifies contents of different media types; Embrace diversity
defines media convergence through current examples; and value Creating
Tuesday
discusses to class on how a particular individual or society integrity of the Collaborating
is portrayed in public using different types of media ; individual.
Wednesday
NCAE 2018
Thursday
classifies contents of different media types; Heighten the
students’
defines media convergence through current examples; Creating
Friday communicative
discusses to class on how a particular individual or society Critical Thinking
and critical
is portrayed in public using different types of media ; thinking skills
Information Literacy: Information, Typology of Information
III. CONTENT Types of Media
Media Convergence
A. References
B. Other Learning Resources Internet Sources
IV. PROCEDURES
MONDAY
Say, we have learned the different ways of seeking information. Today, we’ll be exploring on the different
types of information.
1. The learners are tasked to read different information and understand each.
2. They are to find the basic features of each information.
3. Discussion will follow.
Processing
a. How do you understand the following terms?
b. Based on your experience, how will you define “misinformation’ and ‘disinformation”? You can cite
examples of situations to help you build your own definition.
c. What are the potential dangers of misinformation and disinformation? How do ethical standards
minimize the occurrence of misinformation and disinformation?
Word Puzzle
Clues:
6. Sharing and discussion will follow.
Values Integration
 What are your observations on Philippine media?
 Who do you think do they cater to?
Closure. Media enriches the soul. It brings you to “worlds” beyond your imagination.
TUESDAY
TRANSFER
Unleash your Knowledge
Say, last week we have learned concept about information. Today, let’s see how much you have learned.
1. The learners are tasked to make a mind map that shows all their understanding from last week’s
activities.
2. The whole period will be given to the learners.
Values Integration
 How do you understand the following terms?
Plagiarism
Intellectual Property
 Based on your experience, how will you define “misinformation” and ‘disinformation”? You can
cite examples of situations to help you build your own definition.
 What are the potential dangers of misinformation and disinformation? How do ethical standards
minimize the occurrence of misinformation and disinformation?
Closure. Patience and diligence are virtues of a good information seeker. The World Wide Web is not the
end, but the means for your information search.
NCAE 2018
FRIDAY
Goal Setting
The learners are tasked to make an expectation of what will happen in the class based on the picture
shown. Then three students will be called to share ideas.
Introduction
Media continues to develop over the course of the time. Different ways of sharing and learning information
have emerged through time. Synergy and convergence are what describes media today. What do those words
mean?
Motivation
TS: With the pictures shown earlier, what do you think does the word convergence mean?
23. With all the words written on the board, the learners will formulate their definition of media
convergence.
Explore
LET’S TAKE A LOOK
Practice
TS : Having known what a media convergence is, let’s see what media converge to form the following
media.
WHAT IS IT?
28. Each group will be assigned to a media convergence and will be tasked to identify what media are
converged to make it.
e. Presider – lead the group for the brainstorming
f. Writer – take note of the ideas and concepts agreed by the group
g. Speaker – share their concepts and ideas to the class
h. Interrogator – will as two questions to the sharer of the other group
Values Integration
3) Philippine media is regarded by some critics to be highly identical to American media. Do you
think there is some truth to this assumption? Expound your answer.
Closure. Media convergence can motivate and inspire you to be more creative and resourceful in that you
utilize media for your personal and professional needs.
Quarter 1 3
Learning Plan in Title Christmas Spirit

I. OBJECTIVES
Core Values Skills
Monday Clearance Signing
Tuesday Classify contents of different media types
Commitment Critical Thinking
Define media convergence through current examples
Wednesday Excellence Communicating
Relate media with culture
Thursday No Class
Friday CCCS Christmas Party 2018
III. CONTENT Media Types; Media Convergence
A. References
3. Textbook pages Pages 37 – 40
IV. PROCEDURES
MONDAY
No Class
The learners are tasked to answer the following puzzle and questions.
Word Puzzle
Clues:
Reflect Upon
1. Why do you think people talk about the films or movies that they watch?
2. What do you think is the reason for the emergence of independent filmmaking in the Philippines?
3. What are your observations on Philippine news programs on television? Who do you think do they cater to?
What are the usual themes, topics, or subjects of the news reports?
4. What can you say about the local entertainment programs you see on television? What values do you think do
they promote? Choose an example of a program as a case for your argument.
THURSDAY
No Class
FRIDAY
CCCS Christmas Party 2018
Quarter 1 3
Learning Plan in Title New Beginning

Literacy Date December 31, 2018 – January 4, 2019
I. OBJECTIVES
Core Values Skills
Monday
Tuesday Christmas Vacation
Wednesday
Classify contents of different media types
Thursday Define media convergence through current examples
Teamwork Critical Thinking
Relate media with culture
Friday First Friday Mass
A. References
IV. PROCEDURES
MONDAY – WEDNESDAY
Christmas Vacation
THURSDAY
Discussion of learning package.
FRIDAY
First Friday Mass
Makalipang
Clubbing
Quarter 1 3
Learning Plan in Title Christmas Spirit

I. OBJECTIVES
Core Values Skills
Produce self-
Monday Clearance Signing disciplined,
Classify contents of different media types responsible, Critical Thinking
Tuesday Define media convergence through current examples independent Communicating
cooperative and Christ-
Wednesday Relate media with culture centered individuals.
Heighten the
students’
Discuss in class how a particular individual r society is Creating
Thursday communicative and
portrayed in public using different media types. critical thinking
Critical Thinking
skills
Embrace diversity
Creating
Demonstrate the role of Philippine media in the global and value integrity
Friday of the individual.
Collaborating
media landscape

A. References
IV. PROCEDURES
MONDAY
The learners are tasked to answer the following puzzle and questions.
Word Puzzle
Clues:
Reflect Upon
5. Why do you think people talk about the films or movies that they watch?
6. What do you think is the reason for the emergence of independent filmmaking in the Philippines?
7. What are your observations on Philippine news programs on television? Who do you think do they cater to? What are the
usual themes, topics, or subjects of the news reports?
8. What can you say about the local entertainment programs you see on television? What values do you think do they
promote? Choose an example of a program as a case for your argument.
Learning Targets:
 Define media convergence through current examples
 Relate media with culture
 Demonstrate the role of Philippine media in the global media landscape
Goal Setting
The learners are tasked to make an expectation of what will happen in the class based on the picture shown. Then three
students will be called to share ideas.
Introduction
Media continues to develop over the course of the time. Different ways of sharing and learning information have emerged through
time. Synergy and convergence are what describes media today. What do those words mean?
Motivation
TS : With the pictures shown earlier, what do you think does the word convergence mean?
5. With all the words written on the board, the learners will formulate their definition of media convergence.
Explore
LET’S TAKE A LOOK
Practice
TS : Having known what a media convergence is, let’s see what media converge to form the following media.
WHAT IS IT?
5. Each group will be assigned to a media convergence and will be tasked to identify what media are converged to make it.
a. Presider – lead the group for the brainstorming
b. Writer – take note of the ideas and concepts agreed by the group
c. Speaker – share their concepts and ideas to the class
d. Interrogator – will as two questions to the sharer of the other group
Values Integration
3) Philippine media is regarded by some critics to be highly identical to American media. Do you think there is some
truth to this assumption? Expound your answer.
Closure. Media convergence can motivate and inspire you to be more creative and resourceful in that you utilize media for your
personal and professional needs.
THURSDAY - FRIDAY
Enrichment
In Real Life
The learners will be doing the following activity.
Think of yourself as a program monitor/analyst in a television network. Your job is to watch the programs of the network
in a particular timeslot or segment of the day. The head of the program monitoring division assigned you to watch a prime time soap
opera of your network and the soap opera of a competing network in the same time slot. You were asked to write a report comparing
the two programs in terms of theme, content, target audience and advertisements. The report must
- Be between 500 and 700 words;
- Be logical and critical; Be professional in tone;
- Suggest way on how the program can be improved in terms of contents and production value
Values Integration
 What are the factors to consider in creating TV show? Why do we have to consider them?
Closure. The media is the most powerful entity on earth. They have the power to make the innocent guilty and to make the guilty
innocent, and that’s power. Because they control the minds of the masses.
- Malcolm x -
Quarter 1 3
Learning Plan in Title Brain Test

Literacy Date January 14 – 18, 2019
I. OBJECTIVES
The learner demonstrates understanding of different resources of media and
information , their design , principles and elements and selection category.
B. Performance The learner produces a living museum or electronic portfolio or any other creative
forms of multimedia showcasing their understanding, insights and perceptions of the
Standards different resources of media and information.
Core Values Skills
Monday Assess one’s learning
Tuesday
Assess one’s learning based on the topics discussed
Wednesday
Understand the correct answers of the exam
Thursday
Exhibit acceptance on one’s mistakes
Cite studies showing proofs of positive and negative
Friday
effects of media information on individual and society.
III. CONTENT
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
Learning Resource
IV. PROCEDURES
MONDAY
Mastery Test
1. The learners will be given set of questions based on the topics tackled.
2. Ample time will be given to the learners.
Checking
3. The teacher will read the question and will call a learner to give his/ her answer.
4. After giving his/her answer, the learner will then read the next question and call another learner to
answer.
5. The flow will continue until all of the questions are answered.
Values Integration
 How does it feel upon knowing your mistakes?
Closure
Now that have remembered the concepts and topics, good luck and God bless on your test.
THIRD QUARTER FINAL EXAM
THURSDAY
answering them.”
Flow of Checking
teacher.
Values Integration
Closure
Examinations are given to assess how much you have learned within a month therefore preparation of it is
not only the day before but every day.
FRIDAY
Congratulations, we’ve come this far. In this quarter, we will enter into a more technical word of media. To
start with let’s try to relate people and media.
The learners are tasked to identify if the items belong to people as media or people in media.
People as Media People in Media
1. Independent
Blogger
2. Television Producer
3. Film Director
4. Print Journalist
5. University
Professor
6. Business Analyst
7. Magazine Publisher
8. Radio Jockey
9. Online Marketer
10. Advertiser
TS. We have come to understand the word mediate which means “to bridge’ or “to connect.” Often, you
regard media as the mere technology itself, forgetting the fact that behind the technologies are humans who
invented and operate them. In essence, any human being capable of relaying a message may also be a
medium or a bridge to facilitate information exchange. Experts contend that media, in varying degrees, exert
a particular effect to audiences.
Discussion of Perspectives on Media Effects, People as Media
Values Integration
 Why do you think is there a growing trend of content going viral over the internet? What does this
say about the nature of people as producers of information?
 What are the disadvantages of viral message?
Closure. Media technologies are merely inanimate objects that will only function when controlled by human
beings. So essentially, humans are the sources of information that are only relayed through these
technologies.
Calendar of Activities
Fourth Quarter
WEEK 8 First Firday Mass/
(January 3- Argumentative Banking In Clubbing
4) Essay Analysis Open forum Big Group
sharing(Reporting)
WEEK 9 Scanning/skimming Interactive Argumentative Columnist Time Model Time
(January 7- Magazine Talk Reporting Essay Analysis
11) Show
WEEK 10 Let’s Create

(January 14- Model On the Hot Let’s Create Interactive Research Scrutiny Candid Research
18 ) Spot Reporting
WEEK 11 Sense In Matrix

(January 21- Sense In Matrix Checking/Remedial
25) Midterm Examination ( Fourth
Quarter)
WEEK 12
(January 28- Brainstorming Case Study Output Analysis Magic Circle First Friday Mass/
February 1) Analysis Clubbing (
February)
WEEK 13 Media Codes and Scenario Making Critical Essay

(February 4- Signs Chinese New Year ( Case Study Writing Concept Paper Plan
8) Analysis(Reporting) Special Holiday) Analysis ( focus : Media
Scenario Making Codes )
WEEK 14 CCCS Foundation Day 2018
(February11- Checklist Sense Media Artistry and
15) Skimming/Scanning Aesthetics
(reporting)
Scenic Sense
WEEK 15 Scaffold 1:
(February Documented Concept Paper Non-Linear Preparation/Review Checking/Remedial
18-22) Experience Editing Time
WEEK 16
( February EDSA People Unfolding Interactive First Friday Mass/
25-March 1) Power 1 ( Legal Scaffold 2: From Technicalities Reporting Clubbing
Holiday) Text to Prose Transformational ( Media Ethics and ( March)
Drill Copyrights ) Video Critique
Free Option
WEEK 17 Docu Film

(March 4-8) Merry Go Round ( Identifying Media Guided Script Guided Script Finalization
Spot quiz) Roles Writing Writing Script Editing
Identifying Media
Roles
Scaffold 3: Story
Conference
WEEK 18
(March 11- Shooting Day Shooting Day Final Examination ( Fourth Quarter) Checking of Test
15) Grade 12 Students Papers
Week 19 Editing Final Checking of Depth – Critique Remedial/ Signing of Clearance

(March 18- the DocuFilm
22) Scaffold 4
Week 20 Checking of Test Completion Graduation

(March 25- Final Examination ( Fourth Quarter) Papers Ceremony Ceremony
29) Grade 11 Students
Quarter 4
Learning Plan in Title Daily Life Media

I. OBJECTIVES
information, their design, principles and elements and selection category.
forms of multimedia showcasing their understanding, insights and perceptions of
Standards the different resources of media and information.
II. PVMGO/ Core 21st Century
Values Skills
NO CLASS- SPECIAL NON – WORKING
Monday
HOLIDAY
Cite studies showing proofs of positive and Produce self-disciplined,
responsible, independent Critical Thinking
Tuesday negative effects of media information on cooperative and Christ-centered Communicating
individual and society. individuals.
Cite actual personal situation and experiences of Embrace diversity and value Creating
Wednesday observed and perceived effects of media integrity of the individual. Collaborating
information on individual and society
Heighten the students’
Describe the different dimensions of people Creating
Thursday communicative and critical
media thinking skills
Critical Thinking
Creating
Categorize different examples of people and state Embrace diversity and value
Friday integrity of the individual. Collaborating
reasons for such categorization
III. CONTENT People and Media

A. References
3. Textbook pages 131 – 142
IV. PROCEDURES
MONDAY
NO CLASS – SPECIAL NON-WORKING HOLIDAY
TUESDAY
INTRODUCTION AND MOTIVATION
Congratulations, we’ve come this far. In this quarter, we will enter into a more technical word of media.
To start with let’s try to relate people and media.
Presentation of Learning Competencies and Content and Performance Standard

The learners are tasked to identify if the items belong to people as media or people in media.
People as Media People in Media
11. Independent
Blogger
12. Television Producer
13. Film Director
14. Print Journalist
15. University
Professor
16. Business Analyst
17. Magazine Publisher
18. Radio Jockey
19. Online Marketer
20. Advertiser
TS. We have come to understand the word mediate which means “to bridge’ or “to connect.” Often, you
regard media as the mere technology itself, forgetting the fact that behind the technologies are humans
who invented and operate them. In essence, any human being capable of relaying a message may also be
a medium or a bridge to facilitate information exchange. Experts contend that media, in varying degrees,
exert a particular effect to audiences.

Discussion of Perspectives on Media Effects, People as Media
Values Integration
 Why do you think is there a growing trend of content going viral over the internet? What does
this say about the nature of people as producers of information?
 What are the disadvantages of viral message?
Checking of Target Competencies and Content and Performance Standard

The learner will be asked on what part of the class did they achieve target learning competencies of the
say.
Closure. Media technologies are merely inanimate objects that will only function when controlled by
human beings. So essentially, humans are the sources of information that are only relayed through these
technologies.
WEDNESDAY
PRACTICE AND ENRICHMENT
The learners are grouped into six. They are to assign the following tasks to each group.
BRAIN – leads the group
MOUTH – speaks for the group
EARS – asks questions to the other groups
FEET – stands for the group in the presentation
They are given three minutes to discuss the topics assigned to them. After the small group discussion, the
learners will present their understanding in font.
Big group discussion will follow.
Dig Deeper
The learners are tasked to answer the following question in pairs.
a. Differentiate opinion leadership, citizen journalism, social journalism, and
crowdsourcing.
b. Provide further examples of people functioning as media. Explain your reasons for
choosing such examples.
Sharing will be done after.
Values Integration
 Have you had an opportunity participating in a crowdsourcing activity? What was being
solicited from audiences? How were able to contribute as a crowdsource?
 What do you think is the danger of relying too much on crowdsourced information?
say.
Closure. Agency is a human attribute. No amount of media influence can take away one’s free will to
decide on how messages or information should be interpreted and used.
THURSDAY
EVALUATION
Apply It in Real Life

The learners are given the following instructions.
Open the link : http://www.aauw.org/resource/how-to-use-social-media-for-advocacy/
Read the article and share it to your social media account. Let it stay for the night and let’s see how many
people will like or react on the post.
Processing of the activity will be done.

The processing will mainly focus on predicting the outcome of the social media experiment.
Values Integration
 What is the best quote that you can make about our activity?
Sharing and processing will be done after.

say.
Closure. You become an effective opinion leader when you are able to influence your followers to
produce educated opinions and make informed choices.
FRIDAY
EVALUATION
Review of the previous activity.
Based on the previous activity, the learners will open their social media accounts. This time, they will be
checking how many of their Facebook friends liked or reacted on their post. They are then asked to
answer the following.
1. What are the implications of the number of people who like or reacted on your post?
2. Do you think they really clicked the link and read the post?
3. Do you think that the people who liked or reacted on your posts really agree on what was written
on the post?
4. If you are in the situation, what would you probably do?
Sharing and processing of information will be done after.
Values Integration
 What is the best way to use media in creating change?
 How will you apply what you’ve learned in attaining our schools PVMGOV?
say.
Closure. Use social media, don’t let social media use you. – Justin Wise -
Quarter 4
Learning Plan in Title Way Back When

Literacy Date January 28 – February 1, 2019
I. OBJECTIVES
PVMGO/ Core 21st Century
Values Skills
describe the different dimensions of text information and
Heighten the
media
students’
comprehend how text information and media is/are Critical Thinking
Monday communicative
formally and informally produced, organized, and Communicating
and critical
disseminated
thinking skills.
- Value the history of the things around us
Produce self-
Evaluate the reliability and validity of text information
disciplined,
and media and its/their sources using selection criteria
responsible, Critical Thinking
Tuesday Critique sample text-based presentation using designindependent Collaborating
principle and elements cooperative and Communicating
- Instill the wise use of information Christ-centered
individuals.
Develop
Produce and evaluate a creative text – based presentation
Wednesday interpersonal
using design principle and elements Collaborating
skills through
- Develop the value of innovation through group Creating
cooperative
Thursday works
work
Friday First Friday Mass; Distribution of Cards
II. CONTENT Text Information and Media
III. LEARNING RESOURCES
A. References
IV. PROCEDURES
MONDAY

The teacher will be showing a video entitled “SONA: Pagsusulat ng Baybayin, Layong Buhayin ng
Grupong Hibla Sanghabi.”
The learners are asked on what they can say about the video. The following questions will be asked.
- Why is it necessary to know the history of the printed test?
- Should we relive the old phonetic alphabet?
- How do you define text?
Short discussion will be done. (10 mins.)
Text in Use (30 mins.)
The will be explaining the test is used in the media presented. Seven pictures will be shown and
analyzed. Two learners will be called to explain in each picture presented.
The teacher will then discuss the Types of Text and Common File Formats, and Design Principles
and Elements.
Values Integration (10 mins.)

The learners will be paired and are tasked to discuss the response on the following questions.
 What instances in your life do you find textual media most relevant?
 In what way do you think has textual media improved since the invention of writing and
printing?
Two learners will be called to share their answers.

The learner will be asked on what part of the class did they achieve target learning competencies of
the say.
Closure. The history of human civilization is very well tied with the history of the printed text. Early
human civilizations attest to the importance of writing and printing.
TUESDAY
PRACTICE

Critiques on The Go (30 mins.)
The learners are grouped with four members. They are reminded of the usual tasking every group
activity – Leader, Secretary, Questioner, and Sharer. Each group is tasked to discuss the text design
principles
and elements applied in the media assigned to them. They are given five (5) minutes to discuss
within their groups. After the time allotted, presentation of their critiques will be presented to the
class.
Big group discussion will follow.
ENRICHMENT
Speak it Up (10 mins.)
One learner will be called to answer the situation projected on the screen. Processing of the answers
will follow.

 What can handwritten text offer that word-processing technology and desktop publishing
may not be able to offer? Why do you think so?
 On the other hand, why would some (or perhaps more) people still prefer word-processing
and desktop publishing over handwriting?

the say.
Closure. The use of printed text may be optimized if you are able to plan your use for this particular
source of information.
WEDNESDAY - THURSDAY
EVALUATION

Poster Making
The learners are given the following situation.
You are starting up on a new business and you took it upon yourself to make your own
advertising paraphernalia in the form of teasers, brochures, and posters. What you have is knowledge
of text information and media that you have learned from your senior high school. Using the design
principle and elements of text information, you are to produce these advertising materials. You
would like to reach your target market (which will depend on what business you are putting up) as
efficiently as possible; thus, the challenge of preparing visually compelling, informative and inviting
teaser, brochure, and poster. The basic information you need to include is the name and nature of
your business, the products and/or services you offer, the rate or cost of these products or services,
and the manner by which they can be purchased or availed. Evaluate your advertising materials
using the same design principle and elements.
Their output will be grade according to the following criteria
Degree of adherence - 20 pts.
Clarity of content/message - 20 pts.
Areas of improvement - 10 pts.
Values Integration
 How were you able to make your advertising materials?
 What makes your output a success?

the say.
Closure. Innovation is a good thing but we have to make use of it properly.
FRIDAY
First Friday Mass
Distribution of Cards
Quarter 4
Learning Plan in Title To the Virtual World

Literacy Date February 4 – 8, 2019
I. OBJECTIVES
Values Skills
Define visual information and visual media
Discuss the purpose and importance of visual media
Describe the different dimensions of visual information
Heighten the
and media
students’
Discuss the element of visual design Critical Thinking
Comprehend how visual information and media is/are Communicating
and critical
formally and informally produced, organized and
thinking skills.
disseminated
Evaluate the reliability and validity of visual information
Tuesday CHINESE NEW YEAR
Produce self-
Discuss visual design principles disciplined,
Identify and evaluate visual design principles used in responsible, Critical Thinking
Wednesday different visual media independent Collaborating
Produce and evaluate a creative visual-based presentation cooperative and Communicating
using design principles and elements. Christ-centered
individuals.
Develop
Thursday Create a text and visual media concept of digital posters
interpersonal
that will share valuable information to the public Collaborating
skills through
Produce and evaluate a creative visual – based Creating
Friday cooperative
presentation using design principles and elements
work
II. CONTENT Visual Information and Media
IV. PROCEDURES
MONDAY
The Hybrid Graphic Novel (10 mins.)
The teacher will be showing graphic novels on the screen and the learners are tasked to make a story line
of the novel. Two learners will be called to share their story line.
The following questions will be the guide for the class discussion.
1. What is the story in this graphic novel?
2. Who is the main character in the story? How did you know?
3. What do you know about the main character? How did you know it?
TS. The graphic novel that we had earlier is an example of Visual Media.

Tell Me (20 mins.)
The teacher will be giving examples of visual media and the learners are asked on what are those forms
of media and what are their purposes. Three learners are called to do the sharing.
After the sharing, the teacher will present to the learners the common visual media file types and
elements of visual design.
TS. Now that we have learned those concepts, let’s try our knowledge on the following.

Crack it Up (10 mins.)
The learners will be grouped with three members in each group. They will then be presented with
different visual media and will be analyzing them according to the elements of visual design.

The learners will be paired and will be asked to analyze the picture projected on screen. They are given
three minutes to discuss with their partner. After three minutes, the learners will be asked to share their
thoughts.

say.
Closure. Make your faith and surely you can move mountains with Him.
TUESDAY
CHINESE NEW YEAR
WEDNESDAY
Pic the Speaks (10 mins.)
The learners will be presented with a picture and they will analyze it according to the visual design
principles.
Three learners will then be called to share their ideas.

What Do You Think? (20 mins.)
The learners are paired and will be tasked to see what stands out in the photos presented. The teacher will
then present the different visual design principles.
TS. Now that we have learned the different visual design principles. Let’s practice what we learned.
Learn Through It (10 mins.)
The learners are grouped with five members. They are tasked to discuss the visual design principles
applied in the photos presented on screen.
Sharing and big group discussion will follow after.
Values Integration
Take a pic (10 mins.)
The learners are tasked to produce a still life photography about on the school’s PVMGOV using their
personal things (watch, phone, notebook, books, etc.) and applying at least 3 of the discussed visual
design principles.
Three learners are asked to share their output and the values they can obtain from the photo.

say.
Closure. Design cannot rescue failed content.
THURSDAY – FRIDAY
EVALUATION
Visualize the Info (100 mins.)
The learners are divided with 3 members in each group. Each group will create text and visual media
composed of not less than 6 digital posters informing people of valuable information that they need to
know. They will use PowerPoint Presentation with the following format and guidelines.
- Image Size – click> design>slide size>standard
- File Format – click>file>export>change file type>JPEG file interchange format
Important reminder:
Save and keep your powerpoint presentation.
- Bad words and malicious statements or ideas are not allowed.
- Designs, concepts, ideas, and image must be aligned with the school’s vision and mission.
- Each group will present their design to the class and gather feedbacks from their classmates.
These feedbacks will be used to further improve their design.
- The class will create one Facebook page where albums will be created for the digital posters
of each group.
- These text and visual media will be shared on line.
Values Integration
The learners are asked with the following questions.
 What did you do to make your output successful?
 What do you have in mind while doing the task?
 How does out activity lead us in achieving the school’s PVMGOV?

say.
Closure. Content precedes design. Design in the absence of content is not design, it’s decoration.
Quarter 4
Learning Plan in Title To the Virtual World

Literacy Date February 11 – 15, 2019
I. OBJECTIVES
Values Skills
Define visual information and visual media
Discuss the purpose and importance of visual media
Describe the different dimensions of visual information
Heighten the
and media
students’
Discuss the element of visual design Critical Thinking
Comprehend how visual information and media is/are Communicating
and critical
formally and informally produced, organized and
thinking skills.
disseminated
Evaluate the reliability and validity of visual information
Tuesday CHINESE NEW YEAR
Produce self-
Discuss visual design principles disciplined,
Identify and evaluate visual design principles used in responsible, Critical Thinking
Wednesday different visual media independent Collaborating
Produce and evaluate a creative visual-based presentation cooperative and Communicating
using design principles and elements. Christ-centered
individuals.
Develop
Thursday Create a text and visual media concept of digital posters
interpersonal
that will share valuable information to the public Collaborating
skills through
Produce and evaluate a creative visual – based Creating
Friday cooperative
presentation using design principles and elements
work
II. CONTENT Visual Information and Media
IV. PROCEDURES
MONDAY
EVALUATION
Important reminder:
of each group.
Values Integration

say.
TUESDAY
SPEECH FEST AND FOUNDATION DAY CELEBRATION
BASIC EDUCATION EXIT ASSESSMENT for Grade 12
FRIDAY
EVALUATION
Important reminder:
of each group.
Values Integration

say.
Quarter 4
Learning Plan in Title Deafening Sound

Literacy Date February 18 - 22, 2019
I. OBJECTIVES
Values Skills
Describe the different dimensions of audio information Heighten the
and media students’
Critical Thinking
Monday Comprehend on how audio information and media is/are communicative
Communicating
formally and informally produced, organized, and and critical
disseminated thinking skills
Evaluate reliability and validity of audio information and
Apply effective
media, as well as their sources using selection criteria Critical Thinking
Tuesday and wise use of
Critique sample audio-based presentation using design Collaborating
information
principle and elements
technology and
Produce and evaluate a creative audio-based presentation Collaborating
Wednesday literacy tools
using design principle and elements Communicating
Thursday
Fourth Quarter Midterm Examination
Friday
II. CONTENT Audio Information and Media
A. References
Speakers, Laptop, Audio Recorder
Learning Resource
IV. PROCEDURES
MONDAY
Blinded (5 mins.)
The learners are asked to close their eyes. An instructional audio will be played as they learners are
tasked to follow. After the instruction, the learners are tasked to open their eyes.
Short sharing will follow.

Focus On it (35 mins.)
The learners are grouped with four members. They are given five minutes to go to their chosen spot in
the school and to listen to the mix of sounds they hear. They are to scribble some notes about the
thoughts on the questions below.
1. How many distinctive sources of sound can you hear in that period you spent listening?
2. What are the sources of these sounds?
3. If you heard these sounds blindfolded, would you be able to identify where you are?
After their task, the learners are tasked to discuss their answers and to take note of the tasking. Leader –
leads the group discussion, Writer – takes note of what the group discussed, Speaker – shares the ideas
discussed in the group, and Thinker – makes critical thinking questions for the group. They are given five
minutes to finish the task.
Big group discussion will be done after.

The learners are paired and are asked to answer the following questions.
 What is the purpose of audio in your life?
 If noise is undesired sound, a distraction, or a disturbance, what kinds of noise are you usually
exposed to?
 Do you think noise has an informative capacity as that of the desired kind of sound? Why do
you think so?
 How does that this help you attain the school’s PVMGO?
Sharing of answers will be done after.

The learner will be asked on what part of the class they achieved target learning competencies of the say.
Closure. You cannot put the world on mute. Sound is everywhere, What you can do is to make the most
productive use of sound to benefit yourself and other people.
TUESDAY
Beyond Walls (20 mins.)

Pick an audiobook or a podcast and write a reflection paper about your experience on such kinds of audio
information. The paper should be no more than 500 words. Be guided by the following questions in your
reflection:
 What is the audiobook or podcast all about?
 What audio media design principles and elements were present in the material?
 How different is this audio information from text-based and/or visual-based information? Do
you find it an effective modality for information sharing?
 What difficulties or challenges did this audio information present to you before, during, and
after listening to it?
Voice it Out (20 mins.)

A big group discussion will be done. One student at a time will be asked to share their answers and
discuss their ideas.

 How is sound or audio useful in information exchange?
 What is the importance of sound in media forms such as film and television?

Closure. Most of the time, it is not what is said that matters, it is how it is said that evokes more meaning.
In the case of audio media, the informative capacity of sound is in the way it evoked a certain feeling to
the hearer or listener.
WEDNESDAY
EVALUATION
Make it Real (45 mins.

The learners are given the following task.
Think of yourself as an audio researcher who gathers different sounds for a production house’s sound
archive. Using an audio recording equipment or gadget, you were asked by your boss to create a sample
of a sound collage that may be used as a special effect for a future film or television project. You have
been given the leeway to choose your own theme and other creative considerations for your sound
collage. Since you are pressed with the time, you will need to think about the order and duration of your
recordings. You may want to combine voice and environmental sound. Consider all the design principles
and elements of audio information and media in this task. The collage should be no more than five
minutes in length and must be saved in any of the appropriate format. The sound collage should be
accompanied with your answers to the following:
 What are the sources of the sound that you used for the collage?
 How did you put them together?
 What title can you give your collage?
 In what context may the collage be used for a film or a television project?
Everything must be uploaded in the group page.

 What are the parameters that must be observed to make sure that audio information is not
compromised in terms of its reliability and validity/
 What is the relationship of being an effective listener with becoming a media and information-
literate individual?

Closure. You may not realize it but listening is the most frequently used communication skill because
you spend about half of your day listening during communication.
THURSDAY – FRIDAY
FOURTH QUARTER MIDTERM EXAMINATION
Quarter 4
Learning Plan in Title Move it to Motion

Literacy Date February 25 – March 1, 2019
I. OBJECTIVES
Values Skills
Monday People Power EDSA Revolution
Tuesday Assess one’s learning about the topics tackled
Describe the different dimensions of motion information Heighten the
and media students’
Critical Thinking
Wednesday Comprehend how motion media and information is/are communicative
Communicating
formally and informally produced, organized and and critical
disseminated thinking skills
Apply effective
and wise use of
Evaluate the reliability/effectiveness and validity/ Critical Thinking
Thursday information
appropriateness of motion media and information. Collaborating
technology and
literacy tools
Friday First Friday Mass, Makalipang, Clubbing
II. CONTENT Motion Information and Media
A. References
3. Textbook pages
Learning Resource
IV. PROCEDURES
MONDAY
PEOPLE POWER EDSA REVOLUTION
TUESDAY
answering them.”
Flow of Checking
teacher.
Values Integration
Closure
WEDNESDAY
Clearer Vision (5 mins.)
The learners are grouped with three members and are shown with three samples of motion information
and media that they are already familiar with. The group is tasked to think of three more examples of
motion information and media. They are to write each example on the board.
Sharing will follow.

Flipbook(40 mins.)
The learners are brought into focus by showing an example of a flipbook. They are then challenged to
quickly create a motion media by making a flipbook.
The teacher will show a sample of a flip book and will point out how minor changes in the picture for each
page create the illusion of motion. After showing the example, each learner think of a simple motion. They
are to draw the picture to show the starting position of the object/subject. This must be drawn in the last
page of their flipbook. Next, they will draw the last picture on the top page of their flipbook. And lastly,
they will draw the pictures in between in the succeeding pages until they finish all the pages of the flipbook.
Flipbooks will be shared for feedback and some learners are called to describe their work.
T.S. How does the picture change or creates the illusion of movement or blending?
Discussion of the concepts of the Motion Media will follow.

 What are the best three motion media that they have seen?
 What makes these motion media memorable?
Other reflections on motion media and information that they may want to share.

Closure. Movies are not necessarily mirrors of reality. They just depict a certain reality that may be
relatable to audiences.
THURSDAY

Reflect Upon (45 mins.)
Using the same grouping last meeting, the learners will share what they have written in their reflection
essay.
From the group discussion, they will choose one motion media that they are most familiar with and
evaluate it using Media and Information Design Framework.
Component Guide Questions Answer
Target Who are the possible viewers of the video? What are
Audience their age group? Are there sensitivities that must be
considered? (political, cultural, social or spiritual)
Sender/ Author Who is the owner/creator of the video? What is his
agenda, reputation and known advocacy?
Purpose What is the intention of the video? What emotions are
drawn out by the video?
Key Content What is the main message of the motion media?
What are the actions/events (key scenes) that helped
develop this message?
Form/ Style How was the information presented? Did it make use of
appropriate design elements and principles? What is the
tone of the video? How was this conveyed?
Medium/ Is this the best platform to use? Why? How would you
Format classify this video?
T.S. While there is a plethora of motion media, appropriate consumption of motion media depends on the
factors stated above and that proper evaluation of the media is important.
Discussion will follow.
The basic methods on determining the credibility of motion media:
• Validity of information – Is it peer reviewed and verifiable
• Source - Primary or secondary source? Does the video capture the actual event or does it simply present information learned
about an event
• Relationship of the author to the event – Does he have firsthand knowledge
• Technical methods of detecting tampering/fake video:
• Smoothness of video – This is often detected when movements are not smooth; when action seems to jump from one position
to another, as if some action was missing
• Lighting coverage matches - One way to detect lighting matches is to look at the shadows; the source of light determines the
size and direction of the shadow
• Scale and size consistent- scale refers to how the size of the objects in reference to one another are near the real thing. If the
picture is reduced or enlarged by a certain percent then all of the objects should be resized by that percent. Objects that are far
away are usually smaller than objects that are nearer.
The advantages of motion media and information:
• It captures motion in a manner that can be viewed repeatedly
• It can show processes in detail and in sequence
• Simulations allow for safe observation
• It can cut across different cultures and groups
• It allows scenes, history, events and phenomenon to be recreated
• It enables learning with emotions
The limitations of motion media and information:
• Compared to other forms of visual media the viewer cannot always interrupt the presentation.
• It is often times more costly than other forms of visual media.
• Other data may be presented best using still images. Examples are graphs, diagrams, maps.
• It is subject to misinterpretation

The learners are given with the following questions.
 Why do you watch films?
 In what ways can they affect you on personal level?
Closure. Movies recreate some of life’s truths in a way that capture your imagination, which is why they
potentially have a greater impact than the other forms of media.
FRIDAY
FIRST FRIDAY MASS
MAKALIPANG
CLUBBING
Quarter 4
Learning Plan in Title Moving Forward

Literacy Date March 4 – 8, 2019
I. OBJECTIVES
Values Skills
Describe the different dimensions of motion information
Heighten the
and media
students’
Comprehend how motion media and information is/are Critical Thinking
formally and informally produced, organized and Communicating
and critical
disseminated
thinking skills
Understand the importance of motion media in daily life
Describe the different dimensions of motion information
Heighten the
and media
students’
Comprehend how motion media and information is/are Critical Thinking
Tuesday communicative
formally and informally produced, organized and Communicating
and critical
disseminated
thinking skills
Relate on the effect on motion media to one’s personality
Wednesday ASH Wednesday, Makalipang, Clubbing, PLC Meeting
Apply effective
Thursday Evaluate the reliability/effectiveness and validity/
and wise use of
appropriateness of motion media and information. Critical Thinking
information
Value motion media in gaining information Collaborating
Friday technology and
literacy tools
II. CONTENT Motion Information and Media
A. Textbook pages 178 – 186
B. Additional Materials from

Laptop, Speakers, TV, Whiteboard Markers, spare notebooks, ballpen
ppLearning Resource
https://youtu.be/2wcj6SrX4zw ; https://youtu.be/cislZ9S0ocA ;
https://youtu.be/52bORzIODec ; https://youtu.be/5A0Ro4vj3KM ;
• Columnfivemedia. How to Create Engaging Motion Graphics in Four Steps.
C. Other Learning Resources Retrieved from
http://www.columnfivemedia.com/how-to-create-engaging-motion-graphics-in-four-steps
• Stanford. * Great Steps in Creating A Great Storyboard. Retrieved from
http://stanford.edu/class/gsbgen542/cgi-bin/files/8StepsGreatStoryboarding.pdf
IV. PROCEDURES
MONDAY
Note: Not carried through due to the newly decided collaborative performance task.
Clearer Vision (5 mins.)
The learners are grouped with three members and are shown with three samples of motion information
and media that they are already familiar with. The group is tasked to think of three more examples of
motion information and media. They are to write each example on the board.
Sharing will follow.
Flipbook(40 mins.)
The learners are brought into focus by showing an example of a flipbook. They are then challenged to
quickly create a motion media by making a flipbook.
The teacher will show a sample of a flip book and will point out how minor changes in the picture for each
page create the illusion of motion. After showing the example, each learner think of a simple motion. They
are to draw the picture to show the starting position of the object/subject. This must be drawn in the last
page of their flipbook. Next, they will draw the last picture on the top page of their flipbook. And lastly,
they will draw the pictures in between in the succeeding pages until they finish all the pages of the flipbook.
Flipbooks will be shared for feedback and some learners are called to describe their work.
T.S. How does the picture change or creates the illusion of movement or blending?
Discussion of the concepts of the Motion Media will follow.

 What are the best three motion media that you have seen?
 What makes these motion media memorable?
 In what aspect of motion media can it help you attain the PVMGOV?
Other reflections on motion media and information that they may want to share.

Closure. Movies are not necessarily mirrors of reality. They just depict a certain reality that may be
relatable to audiences.
TUESDAY

Reflect Upon (45 mins.)
Using the same grouping last meeting, the learners will share what they have written in their reflection
essay.
From the group discussion, they will choose one motion media that they are most familiar with and
evaluate it using Media and Information Design Framework.
Component Guide Questions Answer

Target Who are the possible viewers of the video? What are
Audience their age group? Are there sensitivities that must be
considered? (political, cultural, social or spiritual)
Sender/ Author Who is the owner/creator of the video? What is his
agenda, reputation and known advocacy?
Purpose What is the intention of the video? What emotions are
drawn out by the video?
Key Content What is the main message of the motion media?
What are the actions/events (key scenes) that helped
develop this message?
Form/ Style How was the information presented? Did it make use of
appropriate design elements and principles? What is the
tone of the video? How was this conveyed?
Medium/ Is this the best platform to use? Why? How would you
Format classify this video?
T.S. While there is a plethora of motion media, appropriate consumption of motion media depends on the
factors stated above and that proper evaluation of the media is important.
Discussion will follow.
- The basic methods on determining the credibility of motion media.
- The advantages of motion media and information.
- The limitations of motion media and information.

 Why do you watch films?
 In what ways can they affect you on personal level?
 How do films affect you in attaining the PVMGOV?

Closure. Movies recreate some of life’s truths in a way that capture your imagination, which is why they
potentially have a greater impact than the other forms of media.
WEDNESDAY
ASH WEDNESDAY / MAKALIPANG / CLUBBING / PLC MEETING
THURSDAY - FRIDAY
EVALUATION
(Learning Package due to Mitin’ d Avance and SSCO Election)
Time to Shine (95 mins.)
The learners will read on storyboards using any of the following sites:
• Columnfivemedia. How to Create Engaging Motion Graphics in Four Steps. Retrieved from
- http://www.columnfivemedia.com/how-to-create-engaging-motion-graphics-in-four-steps
• Stanford. * Great Steps in Creating A Great Storyboard. Retrieved from http://stanford.edu/
- class/gsbgen542/cgi-bin/files/8StepsGreatStoryboarding.pdf
The learners are grouped into members of four for a mini-project. They are tasked to choose a topic
agreed upon as a group.
T.S. Think of your target audience for your chosen topic. How would you present the topic to your
audience using motion media and information? What is your message? What do you need to know about
your message and your audience? Write your thoughts and questions on a sheet of paper.
The learners are given time to plan their script and storyboard. The story should be played out in 1
minute.
Steps in creating a storyboard:
• Create a timeline of your story. This will allow you to identify key events in your story.
• Draw a mind map. A mind map will help flesh out all ideas that you have. Write down all your ideas
and draw lines to indicate the connections of these ideas.
• Identify key scenes. Now let us start your storyboard. Get a manila paper. Fold it into 8 squares. For
each square, draw 3 lines at the bottom. The space above is where you draw your key scenes. The lines
below are where you write the details.
• Groups should submit their outputs the following format:
A. Mini Project Description (Those in italics are sample answers)

Group #:
Name of Members:
Topic : Bullying
Audience : Children age 13-16
Description of Audience: High school children who are leaders in their school
Message: Bullying can happen anywhere. Bullying must not be allowed in school.
B. Script
———————————————————————————-———————————————
——————————-——————————————————————————-—————
C. Storyboard
• Discussion of the rubric for evaluation will follow.

Storyboard Rubric

 Why do you need to be actively involved and conscious in deciding the content that you receive?
 How does a film become an ideological tool?
 What attributes can make a motion media worthwhile to watch for information and
entertainment? Will it help you in attaining the PVMGOV?

Closure. Motion media are a gem to culture and the arts because it bridges the gap between the
presentation of narratives and the technical aspects of storytelling.
Quarter 4
Learning Plan in Title Culminating The Year

I. OBJECTIVES
Values Skills
Produce self- Critical Thinking

Monday comply all the needed requirement for the subject
disciplined, Communicating
culminate the year with a big smile
responsible, Collaborating
Tuesday
independent
Wednesday Assess one’s knowledge of the topics learned
cooperative and
Thursday Develop the value of independence and responsibility Critical Thinking
Christ-centered
Assess one’s knowledge of the topics learned individuals. Communicating
Friday
Impart acceptance on one’s life
II. CONTENT EXAM WEEK
A. Additional Materials from
Test Paper, Requirements for clearance
Learning Resource
IV. PROCEDURES
MONDAY – TUESDAY
Clearance Signing
TS. We are now are the end of the semester. Congratulations for making it this far. It is now time for me
to sign your last passport to take the exams.
The learners are called one by one to have their requirements checked and their clearances signed.
Values Integration
 What is the most memorable activity that you did in the class? What lesson can you get from the
activity?
 How does the lesson help you in attaining our school’s PVMGOV?
Three students will be called to share their thoughts.

Closure. You are now ready for the last shot. Good luck and God bless!
FOURTH QUARTER FINAL EXAMINATION
FRIDAY
answering them.”
Flow of Checking
teacher.
Values Integration
Closure
Quarter 4
Learning Plan in Title Prepping Time

I. OBJECTIVES
Values Skills
Monday
Tuesday
Exhibit mastery of the songs and the graduation flow. Communicating
Wednesday
Treasure memories of a senior high school student. Collaborating
Thursday
Friday
II. CONTENT PRACTICE WEEK
A. Additional Materials from
Speakers, Copies of Songs
Learning Resource
IV. PROCEDURES
MONDAY – FRIDAY
GRADUATION PRACTICE
Quarter 4
Learning Plan in Title This is It

I. OBJECTIVES
Values Skills
Monday
Tuesday
Exhibit mastery of the songs and the graduation flow. Communicating
Wednesday
Treasure memories of a senior high school student. Collaborating
Thursday
Friday
II. CONTENT GRADUATION WEEK
B. Additional Materials from
Speakers, Copies of Songs
Learning Resource
IV. PROCEDURES
MONDAY – WEDNESDAY
GRADUATION PRACTICE
THURSDAY
COMPLETION
FRIDAY
GRADUATION DAY
Quarter 4
Learning Plan in Title Media in Process

I. OBJECTIVES
Values Skills
describe the nature of communication and the concepts
related
Monday
describe how communication is affected by media
affectiveeeeeeeeee
describe the nature of communication and the concepts
Tuesday related
describe how communication is affected by media
relate critical thinking with media and information
Wednesday editorialize the value of being a media and information
literate individual
relate critical thinking with media and information
Thursday editorialize the value of being a media and information
literate individual
Friday TEACHERS’ CONGRESS 2018
II. CONTENT
C. References
D. Teacher's Guide pages
E. Learner's Materials pages
F. Textbook pages
G. Additional Materials from

Learning Resource
H. Other Learning Resources
IV. PROCEDURES
MONDAY

EVALUATION
TUESDAY

EVALUATION
WEDNESDAY

EVALUATION
THURSDAY

EVALUATION
FRIDAY

EVALUATION

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Quarter 1 2

Learning Plan in Title Putting to a Test

Campaign Ad and More

Criteria 4 (Outstanding) 3 (Proficient) 2 (Satisfactory) 1 (Developing)

SECOND QUARTER MIDTERM EXAMINATION

TEACHERS’ RECOLLECTION 2018

Learning Plan in Title Hectic Break

Thursday  All Souls’ Day Service

CULMINATING OF THE LIVING ROSARY

MARY JANE E. CUTAMORA

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 5 Scaffold 2: Model On the Hot

Media and Information

B. Other Learning Resources

MOTIVATION AND DELIVERY

Learning Plan in Title Media in Process

B. Other Learning Resources

Review: The following review questions are raised:

The class is grouped.

1. Group members are numbered.

Learning Plan in Title Media Influence

II. PVMGO/ 21st Century

Title Long Term Memory Test

IV. LEARNING RESOURCES

Learning Plan in Title Information Literacy

The learner demonstrates understanding of media and information literacy ( MIL)

II. PVMGO/ 21st Century

Learning Plan in Title Information Sharing

The learner demonstrates understanding of media and information literacy ( MIL)

II. PVMGO/ 21st Century

Learning Plan in Title Christmas Spirit

Learning Plan in Title New Beginning

Learning Plan in Title Christmas Spirit

III. CONTENT Media Types; Media Convergence

Learning Plan in Title Brain Test

2. Learner's Materials pages

B. Other Learning Resources

Discussion of Perspectives on Media Effects, People as Media

WEEK 10 Let’s Create

WEEK 11 Sense In Matrix

WEEK 13 Media Codes and Scenario Making Critical Essay

WEEK 17 Docu Film

Week 19 Editing Final Checking of Depth – Critique Remedial/ Signing of Clearance

Week 20 Checking of Test Completion Graduation

Learning Plan in Title Daily Life Media

III. CONTENT People and Media

Presentation of Learning Competencies and Content and Performance Standard

INSTRUCTION AND DELIVERY

Checking of Target Competencies and Content and Performance Standard

Big group discussion will follow.

Sharing will be done after.

Apply It in Real Life

Processing of the activity will be done.

Checking of Target Competencies and Content and Performance Standard

Presentation of Learning Competencies and Content and Performance Standard

Sharing and processing of information will be done after.

Learning Plan in Title Way Back When

INTRODUCTION AND MOTIVATION

Values Integration (10 mins.)

Checking of Target Competencies and Content and Performance Standard

Presentation of Learning Competencies and Content and Performance Standard

Values Integration (10 mins.)

Checking of Target Competencies and Content and Performance Standard