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LESSON PLAN
MEDIA AND INFORMATION LITERACY
Course Description: The course introduces the learners to basic understanding of media and information as channels of
communication and tools for the development of individuals and societies. It also aims to develop students to be creative and critical
thinkers as well as responsible users and competent producers of media and information.
It covers core competencies, namely: 1) Describe how much media and information affect communication; 2) Identify the similarities
and differences of media literacy, information literacy, and technology literacy; 3) Editorialize the value of being literate in media and
information; and 4) Use Information and Communications Technology (ICT) skills for information processing.
Page 1
WEEK NO.: 1
SESSION NO.: 1
LEARNING TEACHING
TOPIC/CONTENT LEARNING OUTCOMES ASSESSMENT ASSIGNMENT RESOURCES
ACTIVITY
Introductory Session At the end of the Preparatory Activity The students will Search about the Introduction to
1. Check students session, students - Prayer be graded base definition of Media and
and knowing should be able to: - Getting to Know on the accuracy “media,” Information
oneself You of their answers “information” and Literacy
2. School and Introduce themselves based on their “communication.” YouTube
Classroom among their classmates Getting to know each application. May be a Channel: Arniel
Policy and and create rapport. other. dictionary Ping
discipline (JIBCBT-SHS) definition or a Retrieved
3. Grading Direction: Each student definition taken October 26,
System Understand school and will introduce their from online 2016 from
4. Course classroom policies and selves to the class. They sources. https://www.yout
objectives discipline to will share their course ube.com/watch?
5. Course distinguishing sense of expectations and To be typewritten v=b-Y6LRIppU4
requirements self-discipline. (JIBCBT- teachers’ expectations. in a one short
SHS) bond paper and
A. Activity submitted on the
Recognize and next meeting.
understand teacher’s Each student will provide
classroom policies. a one-fourth (¼) sheet of
(JIBCBT-SHS) yellow paper indicating
their full personal
Know and understand on contact information.
how they were being They will be introducing
graded for them to their selves to the class.
develop as well
competitiveness within B. Analysis
themselves to aim a high
grade. (JIBCBT-SHS) How will they be able to
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Determine the course confidently introduce
objectives and to let them their selves in front of
understand the the class?
importance of passing
the Media and C. Abstraction
Information Literacy
Course. (JIBCBT-SHS) -What are your
expectations for
this course?
D. Application
Show a video
presentation introducing
the Media and
Information Literacy
course.
Page 3
WEEK NO.: 1
SESSION NO.: 2
B. Analysis
- Which media
provider did they
spend most of the
time?
- Ask the learners to
imagining one day
they find no
Internet, libraries,
newspapers,
phones, etc. How
would it affect on
how they live?
- Why do we
communicate?
C. Abstraction
- Slide show
discussion on the
definition of
“communication”
- Discuss the
different models of
communication.
D. Application
“Oral Recitation”
A few students will be
called randomly and
going to present their
report about what they
have written on the
Page 5
paper.
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WEEK NO.: 2
SESSION NO.: 3
Performance task
- Create a model
showing the
communication
process in
Facebook.
B. Analysis
- How media has
affected the way
we communicate?
C. Abstraction
- Differentiate media
literacy,
information
literacy, and
technology
literacy.
D. Application
Recitation:
communication being
affected by Facebook.
Sign-up/enroll online in
the MIL Portal as the
class learning
management system.
Page 8
WEEK NO.: 2
SESSION NO.: 4
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C. Abstraction
Direction: Students will
watch two videos about
the responsible use of
social media.
D. Application
Recitation: Students will
be asked: Do you
consider yourself as a
media and information
literate individual? Why or
why not?
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WEEK NO.: 3
SESSION NO.: 5
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visual fundamental
presentation using principles of
design principle design?
and elements - What is the design
(MIL11/12TIM- principles that
IVb-6/ make a media
MIL11/12VIM-IVc- output effective?
10)
D. Application
Performance Task: Digital
Poster project (group of 3
students)
MATERIALS / TOOLS
-Computer
-Smartphone Camera
-Web tool : Canva
(www.canva.com)
-Photo editing software or
applications
1. Conceptualize the
poster. (Message and
Design)
2. Take pictures to be
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used for the poster.
Venue must be strictly
within JIB-CBT premises
only.
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WEEK NO.: 3
SESSION NO.: 6
Page 14
WEEK NO.: 4
SESSION NO.: 7
D. Application
Class recitation activity:
A. “The Medium is the
Message”
1. Explain the statement
of Marshall McLuhan that
“The Medium is the
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Message”.
2. Does technology
shaped us or is it us who
shaped technology?
Explain your answer and
give an example.
B. News Report
1. What is the news all
about?
2. What issues facing
journalist are mentioned
in the news?
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WEEK NO.: 4
SESSION NO.: 8
C. Abstraction
- Relate these points into
the current issues of
Philippine Media
- Analysis: Discuss on the
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issue of media in the
Philippines
a. Media Killings
b. “Unfair, Twisted
Coverage” comments by
President Rodrigo
Duterte.
D. Application
Activity: Political cartoon
drawing
Instructions: Group of 3
students
1. Draw on a short bond
paper a political cartoon
depicting your opinion
about how the Philippine
media performs its roles
and functions in the
Philippines which is a
democratic country. (10
points)
2. Explain the message
of your political cartoon in
not less than 3
sentences. (5 points)
Page 19
WEEK NO.: 5
SESSION NO.: 9
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B. Analysis
Activity: Analyze the
infographics on digital
media in the Philippines
What important
information can we derive
from these data?
C. Abstraction
Class discussion:
1. What is the emerging
role of social media in the
society?
2. How do you think
social media is affecting
our culture?
D. Application
a. Direction: Students will
watch a video “Media
Convergence (2013)”
Recitation guide
questions:
1. What is media
convergence?
2. Why media
convergence a trend that
cannot be done away?
3. What are other
examples of media
convergence?
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b. Directions: Students
will be shown illustrations
about certain media
convergence scenarios.
Guide Questions:
1. What is the message
in this picture?
2. Where do you get this
type of medium?
Page 22
WEEK NO.: 5
SESSION NO.: 10
C. Abstraction
Direction: Discussion on
the definition, Mass
Media, Media Effects and
Propaganda.
D. Application
Assignment: Write an
essay answering this
question:
Is the media effects on
Filipino youth good or
bad?
Page 24
WEEK NO.: 6
SESSION NO.: 11
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view?
- Why is media
literacy very
important to
democracy?
C. Abstraction
Discussion:
- Fundamental Elements
of Media Literacy
- Critical Thinking
- Fallacies of Thinking
D. Application
“Recitation”
- Why is critical thinking
very important to media
literacy?
- Why is it important for
students to develop their
critical thinking skills?
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WEEK NO.: 6
SESSION NO.: 12
D. Application
“Oral Recitation”
The students will be
going to answer the
questions that the
teacher will be asking
with regards to their
understanding on the
discussion.
Performance Task:
Media Message Analysis
Students will be group by
3’s and will be asked to
watch the advertising
video clips.
Analyze the commercial
by answering the given
questions.
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Page 29
WEEK NO.: 7
SESSION NO.: 13
D. Application
“Audio Visual
Presentation”
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WEEK NO.: 7
SESSION NO.: 14
Videos will be
submitted via
email or
uploaded to the
student’s
Google Drive
account. Link
must be shared
via email for the
teacher to
download.
Page 33
WEEK NO.: 8
SESSION NO.: 15
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destinations.
Page 36
WEEK NO.: 8
SESSION NO.: 16
Page 38
WEEK NO.: 9
SESSION NO.: 17
B. Analysis
- How will you
describe each
movie based on
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their trailers?
C. Abstraction
Discussion on Genre,
Codes and Conventions
-Camera angles
-Camera shots
-Camera movements
Guide questions
- How will they
apply and use all
the techniques and
methods in
producing certain
forms of media?
D. Application
Class Discussion
The students will be
watching a clip of a scene
in a TV series and
analyze the codes and
conventions being used
in the certain segments in
the scene. They will be
tested on how deep their
understanding is.
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WEEK NO.: 9
SESSION NO.: 18
C. Abstraction
- What are the
terms being used
in creating a
treatment and a
storyboard?
D. Application
“Video Treatment and
Storyboard”
The students will group
themselves into 3 to 5
members and will create
their own video treatment
and storyboard.
MIDTERM EXAMINATION
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WEEK NO.: 10
SESSION NO.: 19
C. Abstraction
- What are the
issues that were
discussed in the
video?
- How important is
intellectual
property in
producing media
and information?
D. Application
“Oral Recitation”
The students will be
going to answer the
questions that the
teacher will be asking
with regards to their
understanding on the
discussion.
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WEEK NO.: 10
SESSION NO.: 20
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WEEK NO.: 11
SESSION NO.: 21
B. Analysis https://itconnect
- How will they .uw.edu/learn/re
relate it to the next search/ecar-
topic? social-
media/#opps
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http://www.cepa
C. Abstraction l.org/elac2015/n
- What are the oticias/paginas/
opportunities and 7/40837/flavio-
challenges of calonge.pdf
media in the local
context?
D. Application
“Inforgraphic Making”
(group of 3 students)
MATERIALS / TOOLS
-Computer
-Web tool : Piktochart
(www.piktochart.com)
-Photo editing software or
applications
Create a digital
inforgraphic which shows
opportunities and
challenges in media and
information.
1. Conceptualize
the poster.
(Message and
Design)
2. Take pictures to
be used for the
poster. Venue
must be strictly
within JIB-CBT
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premises only.
3. Gather the
pictures and
create the digital
poster using
Piktochart.
Page 49
WEEK NO.: 11
SESSION NO.: 22
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living?
D. Application
“Prototyping”
Students will create a
mock or prototype of a
technology product that
may help solve problems
in the hospitality and
tourism industry.
Tools:
cartolina
pencil
eraser
marker pen
ruler
masking tape
scissors
coloring materials
art paper
glue
Page 51
WEEK NO.: 12
SESSION NO.: 23
B. Analysis
- How will you
understand the
video?
C. Abstraction
- How to become a
media and
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information literate
individual?
D. Application
“Brainstorming Session”
Divide the class into
smaller groups. (4- 5
members)
Each group will be
assigned to a topic and
conduct a brainstorming
session about it.
Page 53
WEEK NO.: 12
SESSION NO.:24
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C. Abstraction
- What is the
difference between
people as media
and people in
media?
- What are the
advantages and
limitations of
people as media?
People in media?
D. Application
“Case Study”
The students will be with
their group mates and will
do a case study on a
media report.
Guide questions:
-What role was played by
citizen journalism and
social media in this
incident?
-What positive and
negative effects of media
and information on
individual and society
were evident in this
incident?
Page 55
WEEK NO.: 13
SESSION NO.:25
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or job description;
Qualifications;
Benefits/compensation/sa
lary
B. Analysis
- How careers in
have changed in
the past years?
- How media
professions have
also evolved in the
past years?
C. Abstraction
- What are the
advantages and
limitations of
working in media
as a journalist,
entertainer,
director, producer,
etc.?
- How the standards
of the media and
information
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industries may be
gleaned from the
functions of each
job and the
qualifications
required by the
industry for that
job?
D. Application
“Case Study”
Have the learners
suggest groups in which
they will categorize the
jobs from the
advertisements.
Write their answers on
the board.
Page 58
WEEK NO.: 13
SESSION NO.: 26
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workflow of a
media B. Analysis
organization. - How will the
(JIBCBT-SHS) student relate the
Enumerate the said talk?
key production - How does a media
standards of the organization
media produce programs
organization. or publications?
(JIBCBT-SHS) - Why is the media
Learn the secret industry important
to making a in the society?
successful
episode of a TV or C. Abstraction
radio - What is the role of
program/issue of a media
a news practitioner in the
publication. society?
(JIBCBT-SHS) - How can media be
applied in the
student’s field of
study?
D. Application
“Class Discussion”
Students must be able to
discuss the points that
have been presented by
the guest speaker.
Page 60
WEEK NO.: 14
SESSION NO.: 27
D. Application
“Essay”
Explain the process in
creating a text document
in different situations?
Which typeface/font to
use in a given document?
Page 62
WEEK NO.: 14
SESSION NO.: 28
B. Analysis
- What is the tone of
the text in the
brochure the
students will
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make?
- What are the facts,
sample phrases or
taglines that can
be applied in the
brochure?
C. Abstraction
- How will the
brochure be
produced and how
to distribute them?
- In what manner a
brochure should
be presented?
D. Application
Create a digital brochure
which will represent the
assigned ad campaign of
the group.
1. Conceptualize the
brochure. The campaign
poster will have a
statement consisting of
10-20 words.
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WEEK NO.: 15
SESSION NO.: 29
D. Application
“Essay”
Students will be grouped
in 3-4. They will pick out
a brochure, digital
advertisement or any
other promotional
material from a certain
establishment in the
hospitality and tourism
industry.
Page 66
WEEK NO.: 15
SESSION NO.: 30
A. Activity Presentation of
information (10
Direction: The students points)
will be comparing a
series of images on the Use of visual
screen and analyze the elements (10
visual elements used. points)
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visual design?
C. Abstraction
- How to create a
good visual design
in a media
material?
D. Application
In a 1-whole illustration
board, make a creative
poster presenting the
impacts of visual design
in the students’ field of
specialization (especially
hospitality and tourism
industry).
1. Conceptualize
the brochure.
(Message and
Design)
2. Create the
poster using art
materials.
.
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WEEK NO.: 16
SESSION NO.: 31
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WEEK NO.: 16
SESSION NO.: 32
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WEEK NO.: 17
SESSION NO.: 33
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WEEK NO.: 17
SESSION NO.: 34
B. Analysis
- How will they
apply the
techniques and
methods in
producing
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multimedia?
C. Abstraction
- What are the
techniques they
will be using in
multimedia?
D. Application
“Conceptual Framework”
Remind the learners that
in the previous lessons
they have learned about
the different types of
information and media.
For each type, they have
learned and made use of
design principles and
elements for their
projects.
Create a conceptual
framework for a program
for a focused group
discussion for senior high
and college students that
will be conducted during
the MIL Exhibit and
Symposium event.
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WEEK NO.: 18
SESSION NO.: 35
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throughout the course.
B. Analysis
- How will the
audience relate to
the students’
outputs?
C. Abstraction
- What can the
audience learn
about the
importance of
media and
information
literacy?
D. Application
“Exhibition”
Each group will station
themselves in their
exhibit booth and present
their outputs to the
audience.
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WEEK NO.: 18
SESSION NO.: 36
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They will also listen and
take note the talks
conducted by the guest
speaker(s) during the
event.
B. Analysis
- How will the
audience relate to
the students’
outputs?
C. Abstraction
- What can the
audience learn
about the
importance of
media and
information
literacy?
D. Application
“Documentation”
FINAL EXAMINATION
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