A Lesson Plan on Media and Information Literacy

Set and Date:

st
Quarter: 1 Quarter Set A – October 3-4
Set B – October 5-6
Grade & Section: Grade 11 - Malikhain School Year: 2022-2023
Quarter/Lesson/Topic:
Quarter 1 – Lesson 6 – Media and Time Frame: 2 hours
Information Languages

Learning Competencies
The learner:

a. evaluates everyday media and information with regards to its codes,

convention, and messages; in regards with audience, producers, and
other stakeholders
b. produces and assesses the codes, convention, and messages of a
group presentation

Overview

This lesson focuses on giving students an understanding of the values

and differences of the sources of media and information.

I. Learning Objectives

At the end of the lesson, the students shall be able to:

a. identify codes, convention, and message and how they affect the
audience,
producers, and other stakeholders
b. create their own sign/symbol and define its meaning and purpose

II. Learning Content

a. Subject Matter : Media and Information Literacy

b. References : Teaching Guide for Media and Information

Literacy by CHED (Patricia B. Licuanan, Ph.D. and Team – PDF
File, pages 52-59)
- Media and Information Literacy (Zarate, 2016)
– pages 40-44
c. Skill/s: Listening and Comprehension Skills
III. Learning Procedures
A. Mood Setting

The teacher will play a video file (A Dog’s Purpose - Movie

Trailer). After watching the video, students will be asked with the
following questions:

a. What did you observe with the Movie?

b. Do you see something with the shots, angles, scenery
(technical aspects) in the Movie? What are those?

B. Presentation of the Lesson

The teacher will present the lesson as well as its learning

objectives.

C. Lesson Proper

a. Pre-activity

The teacher will tell the students to prepare 1/8 sheet of

paper with their name on it.

b. Activity

Logo / Symbol / Icon Quiz

The teacher will ask for volunteers or participants for the

game. The volunteer will try to guess or identify what the
picture is and what it signifies.

Once his/her answer is correct, his/her 1/8 sheet will be

collected for recording (class participation) purposes.

c. Analysis

The teacher will ask the following questions to the students:

a. What did you observe with our activity?

b. What are your bases in identifying its name?
c. What do you think is the point of putting meaning in
logos or symbols?
d. Aside from identification purposes, what do you think
is the important of creating a logo/symbol?

d. Abstraction
 The teacher will discuss the different codes and convention
as well as the types of codes including its examples. Also,
the teacher will discuss the different camera techniques.

* Teaching Guide for Media and Information Literacy by

CHED (Patricia B. Licuanan, Ph.D. and Team – PDF File,
page 52-59)

e. Application

The teacher will group the class into 4. On a whole sheet

of paper, each group must think of a company name and
draw or illustrate its own symbol/logo. They should make
sure that it is not copied nor plagiarized from the internet or
other sources. They must also include an explanation of the
symbol/logo used as well at its function, purpose or meaning.

f. Summary

- Ask students if the objectives were attained.

- Question students if they do have additional queries
about the lesson.
- Give a summary of the lesson.

g. Valuing

The teacher will ask the students the question:

- How important is it to know the different codes and

convention?
- As a student, what do you think is the relevance of having
an identification (with the use of signs or symbols)?

IV. Assessment

To test students’ comprehension, a quiz will be given. The students will

then prepare a 1/2 crosswise and write their name on it.

Questions:

1. This includes sound, camera angles, types of shots and lighting as

well as camera techniques, framing, depth of field, lighting, exposure
and juxtaposition

2- 6 Give at least 5 types of Camera Shots (in any order)

 7-9 Enumerate the 3 types of codes. (in any order)

10. What do you call the study of signs?

11-13 Give at least 3 Point-of-View Shots

14-17 Give the 4 Camera Angles.

18. These are generally established and accepted ways of doing

something

19-20 Give at least 2 Camera Movements.

Answers:

1. Technical Codes 11-13

- Establishing
2-6 Shot
- Extreme Long Shot - Point-of-View
Shot / POV
- Long Shot Shot
- Medium Long Shot - Over-the-
Shoulder Shot
- Full Shot - Reaction Shot
- Medium Close Shot - Insert Shot
- Reverse-Angle
- Close-up Shot Shot
- Extreme Close-up 14-17
Shot -Aerial Shot
7-9 -High-Angle
- Symbolic Codes Shot
- Written Codes - Low-Angle
- Technical Codes Shot
- Eye-Level Shot
10. Semiotics 18. Convention/s
19-20
- Pan Shot
- Tilt Shot
- Tracking Shot
- Zoom

V. Assignment

On a short bond paper (printed), students should research on the

following:
a. What is Cybercrime?
b. Give 5 examples of Cybercrime and its definition.
 Also, students will be reminded to do some advance study on
Legal, Ethical, & Societal Issues in Media and Information.

Prepared by:

MANOLITO 11 L. HUERBANA
Subject Teacher

Approved by:

RONILO B. LABRADOR
School Head