LESSON PLAN

IN
MEDIA AND INFORMATION LITERACY

Grade: ABM&GA – 12 Time: 7:30 – 8:30 A.M. Date: March 4, 2019

HUMSS – 12 8:30 – 9:30 A.M.
I. Learning Competencies
At the end of this session, the learners are expected to:
1. describes the different dimensions of visual information and media;
2. comprehends how visual information and media is/are formally and informally produced,
organized, and disseminated;
3. evaluates the reliability and validity of visual information and media and its/their sources
using selection criteria;
4. produces and evaluates a creative visual based presentation using design principle and
elements.

II. Subject Matter

Topic : Visual Information and Media
Reference : Internet
Materials : Laptop, Projector, Printed Pictures, cutout pictures from magazines,
infographics, mobile phones
Values Integration : Demonstrate a familiarity with visual media and gains comprehensive
knowledge on how to effectively evaluate them.

III. Procedures
A. Review
Cite the importance of text media and information
B. Motivation
The teacher will post and discuss the infographic survey results of The Power of Visual
Content and ask questions to the students.

Guided Questions:
1. What can you conclude about the importance of visual content based on the survey results?
2. Is the infographics was a better way of presenting the results survey?
3. What are the other ways you think of presenting the same information?

C. Activity
The class will be divided into five groups and each group will make an infographics to show the
facts and figures about a social or ethical issue on media and information literacy and choose a
rapporteur to present to the class the output.
 Prototype Rubrics:
Criteria 5 4 3 2 1
Content Content is Content is Content is Content is Content is
accurate and all accurate but accurate but questionable. inaccurate.
required some required some required Information is Information is
information is information is information is not presented not presented in
presented in a missing but still missing making in a logical a logical order
logical order. generally easy to it difficult to order making making it difficult
follow. follow. it difficult to to follow.
follow.
Presentation of Presentation Presentation Presentation Presentation Presentation has
Information flows well and flows well. Tools flows well. is no flow.
logically. are used Some tools are unorganized. Insufficient
Presentation correctly. used to show Tools are used information.
reflects acceptable in a relevant
extensive use of understanding. manner.
tools in a
creative way.
Use of Visual Uses of visual Visual Design Most visual Visual Design No visual design
Design Elements design elements elements are design elements elements are elements used
(point, line, are appropriate. appropriate. are appropriate inappropriate
shape, value, Layout is Layout is or layout is
color and pleasing to the cluttered. messy
texture) eye.
Use of Visual Uses of visual A visual design Two visual Many visual No efforts was
Design design principles principle is design design made to employ
Principles are appropriate. violated. principles are principles correct visual
violated. were used design principles.
appropriately.
Mechanics No spelling and Few spelling and Some spelling Some spelling Many spelling
grammar errors. grammar errors. and grammar and grammar and grammar
Text is in Text is in errors. Text is in errors. Most errors. Text is
authors’ own authors’ own authors’ own of text is in copied.
words. words. words. authors’ own
words.
Oral Presentation Rubrics:
Criteria 4 3 2 1
Organization Students presents Students presents Audience has Audience cannot
information in logical, information in logical difficulty following understand
interesting sequence sequence which presentation presentation because
which audience follow audience follow because student there is no sequence
jumps around. of information.
Subject Student demonstrate Student is at ease with Student is Student does not
Knowledge full knowledge (more expected answers to all uncomfortable with have grasp of
than required) by questions but fail to information and is information; student
answering all class elaborate able to answer only cannot answer
questions with rudimentary questions
explanations and questions
elaboration
Eye Contact Student maintains eye Student maintains eye Student occasionally Student read all the
contact with contact most of the eye contact and still report with no eye
audience, seldom time but frequently reads most of the contact
returning to notes returns to notes report
Elocution Students uses clear Students uses clear Students use clear Students mumbles
voice so that all voice but audience voice is low.Audience and speaks too
audience members members can’t clearly members have quietly
can hear presentation hear presentation difficulty hearing
presentation.
 D. Analysis
1. What is visual media and information?
2. What are the types of visual media?
3. What is the purpose of visual information?
4. What are the design elements of visual media and information?
5. What are the design principles of visual media and information?
E. Abstraction
The teacher will discuss the topics and explain briefly the importance of visual in
presenting information.

F. Application
The teacher will distribute magazine cutouts to learners. Ask the learners to evaluate
the visual by filling up to media and information design framework worksheet.

Framework Worksheet
Component Guide Questions Answer
Target Audience Who is the intended audience?
Sender/Author Who is the producer?
Purpose What is the purpose?
Key Content What is the topic or message?
What are the facts?
Form/Style How was the information presented?
Did it make use of appropriate design
elements and principles?
Medium/Format Is this the best platform to use? Why?

IV. Evaluation
A short quiz will be given
V. Assignment
What is audio information and media?
Ref. Internet
VI. Remarks

VII. Reflection
ANNOTATION

The teacher applied integration with in and across the learning areas such as Arts, Mathematics,
Empowerment Technology. In this lesson, teacher applied various strategies such as cooperative task
structure, 4 A’s lesson planning and student-centered/process. These strategies help in the teaching-
learning process more enjoyable for the students to understand the lesson easily. In the teaching-
learning process the teacher serves as facilitator. She makes sure that everyone will actively participate
during activities and discussion.

Prepared by: Checked by:

GEEJAN G. PAGLINAWAN IMELDA S. SUBIAGA

SHS TEACHER SHS COORDINATOR