School Rizal High School Grade Level Twelve (12)

DAILY
LESSON Teacher Jacquelyn H. Basilan Subject Media and Information Literacy
LOG Quarter and First Quarter: Week 3 (Session 1&2) ICT – PYTHON; STEM – EMERALD,
Section
Teaching Dates September 18-22, 2023 FELDSPAR, GARNET, HALITE

Day 1 (2 hours) Day 2 (2 hours)

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
I. Objectives remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learners demonstrate an understanding of media and information literacy The learners demonstrate an understanding of media and information literacy
(MIL) and MIL-related concepts. (MIL) and MIL-related concepts.
B. Performance Standard The learner organizes a creative and interactive symposium for the community The learner organizes a creative and interactive symposium for the community
focusing on being a media and information literate individual. focusing on being a media and information literate individual.
C. Learning  classifies contents of different media types (MIL11/12TYM-IIId10)  Identifies traditional media and new media and their relationships
Competencies/  defines media convergence through current examples (MIL11/12TYM-IIId11) (MIL11/12EMIL-IIIb-5)
Objectives  discusses with the class how a particular individual/ or society is portrayed in  At the end of this lesson, students are expected to:
public using different types of media (MIL11/12TYM-IIId11)  compares potential sources of media and information (MIL11/12MIS-
IIIe13)
 interviews an elder from the community regarding indigenous media and
information resource (MIL11/12MIS-IIIe14)
 evaluates everyday media and information with regard to with codes,
convention, and messages; in regards with audience, producers, and other
stakeholders (MIL11/12MILA-IIIf15)
 produces and assesses the codes, convention, and messages of a group
presentation (MILI11/12MILA-IIIf16)
II. Content Content I what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
 Types of Media  Media and Information Sources
 Media Convergence  Media and Information Languages

III. Learning  K to 12 Most Essential Learning Competencies with Corresponding CG Codes  K to 12 Most Essential Learning Competencies with Corresponding CG Codes
Resources (DepEd) (DepEd)
References:  Media and Information Literacy Quarter 1 Modules 9 and 10  Media and Information Literacy Quarter 1 Modules 11 and 12
Teacher’s Guide pages,
Learner’s Materials  UNESCO Media and Information Literacy Curriculum for Teachers  UNESCO Media and Information Literacy Curriculum for Teachers
pages, Textbook pages,  https://mb.com.ph/2023/9/15/pasig-city-invites-public-to-join-kalyesugan-  https://lehmancomics.commons.gc.cuny.edu/?researchers=researchers-
Additional Materials from community-bike-ride begins-page-2
Learning Resources (LR)  https://leverageedu.com/blog/media-convergence/  https://youtu.be/C5bNS82sE5c
portal and
Other Learning
 https://ufh.za.libguides.com/c.php?g=91523&p=590868
Resources  https://studio.eku.edu/evaluate-information
  https://youtu.be/Ko6J9v1C9zE
 https://youtu.be/B6s9sv8QzTo?si=3c4WEqDxrL-vcT_2
 https://youtu.be/y5vX8ZqkHaY?si=K-FTTbc0xaIqyOHV

IV. Procedure These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain leaning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Review of previous  Checking of attendance, wearing of proper uniform, and cleanliness of the room  Checking of attendance, wearing of proper uniform, and cleanliness of the room
lesson or presenting the  Review of previous lesson  Review of previous lesson
new lesson

B. Establishing a purpose  Show a news article about Pasig City. Example: Pasig City invites public to Predict the next scene in the comic strip “The Researcher Begins!”.
for the lesson join ‘Kalyesugan’ community bike ride
(https://mb.com.ph/2023/9/15/pasig-city-invites-public-to-join- Scene 01:
kalyesugan-community-bike-ride)

Ask the learners: “Where do they usually see this kind of news?”
Possible answers: Television, Radio, Social Media, Internet

Those answers can be grouped into different types.


C. Presenting
example/instances of the
What do you think will be the next action of the four ordinary Lehman students?
*The next scenes can be found at:
https://lehmancomics.commons.gc.cuny.edu/?researchers=researchers-
begins-page-2
Types of Media Information Needs
• Print Media – News, articles, and printed materials published in newspapers, -refers to what an individual recognizes as the information needs, whether personal
 new lesson magazines, and other publications.
Example: newspaper, newsletters, magazines, banners, books, billboards and
brochures.
• Broadcast Media –Uses airwaves to transmit messages to a wide variety of
audience
Examples: radio, film/movie, Television
• New (Online) Media – A form of electronic communication made using
computer technology such as Internet.
Examples: website and blogs, streaming audio and video, email and social media
D. Discussing new Nature of News
concepts and practicing
new skills #1 • Print news - tangible information; provides a level of depth, context, and
information that television and radio cannot supply
• Broadcast news - is brief and concise ; boil issues down to their basics, has
compelling audio and video (written for the eyes and ears)
• Broadcast news is written for the eyes and ears, print news is written for the
eyes. Broadcast news and print news are similar in that they both apply the
use of the characteristics of news when writing stories, they use leads, they
have specific
• Commonalities of print and broadcast: they use leads, they have specific
organizational patterns for writing, and they both provide consumers with
news within their society daily.
• The news in New (Online) Media is more flexible than in print and broadcast
media, and can be published faster than the traditional media
or professional, that will serve as the basis for making decisions to survive
Sources of Information
 Indigenous Knowledge
 Library
 Internet
Suggestion: Ask the learners to watch the video found below for a clear discussion of
different sources of information
https://youtu.be/C5bNS82sE5c
https://ufh.za.libguides.com/c.php?g=91523&p=590868
Indigenous Knowledge
• knowledge that is unique to a given culture or society
• owned, controlled, and managed by indigenous peoples for them to develop and produce
culturally appropriate information in the languages understood by the community by utilizing
indigenous materials and resources, reflecting community needs and interests, visions and
aspirations, and independent from vested interest groups
Characteristics of Indigenous Knowledge
 Store information in memories
 Information exchange is face-to-face
 Information is contained within the border of the community
Evaluating Information Needs
 Accuracy - content is grammatically correct, verifiable, and cited when necessary
 Author – defines who created the content, the individuals or group's
credentials/expertise, and provides contact information
 Currency - information is current and updated frequently
 Fairness – content is balanced, presenting all sides of an issue and multiple points-
of-view
 Relevance - content is relevant to your topic or research
Source: https://studio.eku.edu/evaluate-information
Skills in determining accurate information
 Look for facts.
 Cross-reference with other sources to check for consistency.
 Determine the reason for writing and publishing the information. Check if the
author is objective or leaning heavily on a certain point of view.
 Check for advertising. Advertisers may use related information to market their
products
 Alternative forms of communication and distribution

 include social media, blogs, and flash mob performances

 provide greater freedom and power to ordinary individuals, and provide a quicker
way of distributing information
*The downside is that a lot of the information being passed around is biased and
inaccurate.
E. Discussing new Media Convergence Media and Information Languages
concepts and practicing The Medium is the Message explanation. Show the below video to the class then ask
new skills #2 Let the learners analyze the picture. them to share with their classmates their takeaways from the video.

https://youtu.be/Ko6J9v1C9zE

Analysis:

“The medium is the message“ coined by Marshall McLuhan

- the form of a medium embeds itself in the message, creating a symbiotic relationship
by which the medium influences how the message is perceived.

According to Dictionary.com: The form of a message (print, visual, musical, etc.)

determines the ways in which that message will be perceived. McLuhan argued that
modern electronic communications (including radio, television, films, and computers)
would have far-reaching sociological, aesthetic, and philosophical consequences, to
the point of actually altering the ways in which we experience the world.

Codes, Conventions, and Messages

Source: https://leverageedu.com/blog/media-convergence/
*Answers may vary
Possible summary of the learners’ answers (synthesis) which will lead to the definitions
of media convergence
• The co-existence of traditional and new media;
• Internet, mobile phones, etc., allowing media content to flow across various
platforms;
• The ability to transform different kinds of media into digital code, which is
then accessible by a range of devices (e.g., from the personal computer to the
mobile phone), thus creating a digital communication environment
According to Chakavaneh and Bogen (2007), “Media convergence is a theory in
GENRE - comes from the French word meaning 'type' or 'class‘ can be recognized by its
common set of distinguishing features (codes and conventions)
CODES - are systems of signs, which create meaning
CONVENTIONS- are the generally accepted ways of doing something
Types of Codes
 Technical Codes
ways in which equipment is used to tell the story (camera techniques, framing,
depth of fields, lighting and exposure, etc.)
 Symbolic Codes
show what is beneath the surface of what we see (objects, setting, body language,
clothing, color, etc. )
 Written Codes
use of language style and textual layout (headlines, captions, speech bubbles,
 communications where every mass medium eventually merges to the point where language style, etc.
they become one medium due to the advent of new communication technologies."
Specific examples for each type of code can be found here:
Three main types of media convergence:
https://youtu.be/B6s9sv8QzTo?si=3c4WEqDxrL-vcT_2
1. Technological Convergence
-new technologies are created to improve the function of past technologies
-a tendency that as technology evolves, new technologies perform a similar task
but more advanced

Examples: from radio to smartphones (improvement in listening to music), books

to e-books and Kindle (an upgrade in reading a book)

2. Economic Convergence
Economic media convergence allows a single company to target larger interest
groups through various kinds of media. Some of its key features are:

-large companies use old and new media to their advantage by selling
merchandise or the rights of the product.

-It is the horizontal integration of the entertainment industry companies such as

Sony, AOL, Time Warner now have an interest in film, TV books, games, and the
internet, music real estate, etc.

3. Cultural Convergence
occurs when two or more cultures adopt each other’s traits and become more
alike. Two types of cultural convergence as seen in the time of media
convergence:

-Acculturation: When weaker among two cultures adopt traits from a more
dominant culture e.g., Indians mostly speaking the English language.
-Assimilation: When original traits of weaker culture are completely erased and
replaced by traces of more dominant culture e.g., war immigrants no longer speak
the native language.

F. Developing mastery Direction: Different learning modalities are adapted by DepEd so that it can cater to As a student, which information sources (indigenous, library, internet, mass
(Leads to Formative the needs of the students amid the COVID-19 pandemic. One of the modalities is media) do you prefer to use for the following issues? Give a brief explanation
Assessment) blended learning. Relate blended learning to media convergence in terms of
education. Use the space below.
G. Finding practical Fake news
applications of concepts
and skills in daily living Information is everywhere, and so is fake news. The advancement in technology has
led to the proliferation or spread of unverified information, also known as fake news,
in the form of different types of media forms such as print, broadcast, and new media
distributed in different traditional media and social media platforms.

• known as junk news, pseudo-news, or hoax news.

• a form of news consisting of deliberate disinformation
• can be spread via traditional news media (print and broadcast) or online media e.g.,
social media.
• refer to fabricated news meaning it has no basis but presented accurate
information

Features and examples of fake news

a. Clickbait - a form of false advertisement, uses hyperlink text or a thumbnail link that
is designed to attract attention and to entice users to follow the link then read, view,
or listen to its contents. Example clickbait statements looks like this, “You'll be
Amazed!” “It will Shock you!” or “You Won't Believe What Happens Next!”.
b. Propaganda - Stories that are created to deliberately mislead audiences, promote a
biased point of view or particular political cause or agenda.
c. Satire/parody - is a type of parody presented in a format typical of mainstream
journalism, and is called a satire because of its content.
d. Sloppy journalism - Sometimes reporters or journalists may publish a story with
unreliable information or without checking all of the facts which can mislead
audiences.

Spread of fake news

H. Making generalizations Guide Question: Don’t get tricked by Fake News!
and abstractions about  Give your personal impression of this statement: “Young people do not Almost everything at your grasp is a source of information. It just
the lesson read newspapers anymore; they visit online sites.” Do you agree or depends on what you need them for and how you use them. Being a student,
disagree? Why do you say so? have you shared any fake news or believed in a fake news shared by someone?
How does it affect your decisions? What lesson you have learned? Share your
experience below.
 I. Evaluating learning
Activity: Group Activity

Your group is given the opportunity to create a promotional poster for “Love the
Philippines” promotional video by the Department of Tourism. Using your
knowledge of codes, conventions, and messages, create a promotional poster.
Note: The video is surrounded by controversies, with your group’s knowledge of
information sources, and media and information languages create a promotional
poster that is accurate, reliable, creative, and engaging. Here is the controversial
video for your reference:

https://youtu.be/y5vX8ZqkHaY?si=K-FTTbc0xaIqyOHV

J. Additional activities for

application or
remediation
V. Remarks
VI. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial
lessons work? No. of
learners who caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
 strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

Jacquelyn H. Basilan Maricar D. Villarroya Richard T. Santos

Teacher I ICT Coordinator Principal IV