GUADALUPE GRADE

SCHOOL HEIGHTS LEVEL GRADE 12

INTEGRATED SECTION JADE/JASPER
SCHOOL
MEDIA
SCHOOL
500892 SUBJECT(S) INFORMATION
I.D.
LITERACY
TEACHER MONNICA M. QUARTER 3RD QUARTER
DUERO
Mrach 5, 2024
At the end of the lesson, the learners must be able to:
I.OBJECTIVES • Identify codes, convention, and message and how they affect the audience,
producers, and other stake holders.
• Reflect on how important information can be conveyed to create the desired
impression.
A. Content The learners understand media and information codes, conventions, and
Standards messages in relation to consumers, producers, and other stakeholders.

B. Performance The learners shall be able to examine and identify pertinent media and
Standards information codes, conventions and messages given a visual resource.
C. Learning • Evaluates everyday media and information presentations regarding codes,
Competencies/Objecti convention, and message; and how they affect the audience, producers, and
ves other stake holders. MIL11/12MILA-IIIf-15
• Produces and assesses the codes, conventions, and messages of a group
presentation. MIL11/12MILA-IIIf-16
II. CONTENT Media and information codes, conventions, and
messages in relation to consumers, producers, and other stakeholders
III. LEARNING Evaluating Internet Sources. University Library, University of Illinois at
RESOURCES Urbana-Champaign. Retrieved from http://www.library.illinois.edu/ugl/
howdoi/webeval.html
Melissa, P. (2013). How can I tell if a website is credible. University of
Wisconsin, Retrieved from https://www.edb.utexas.edu/petrosino/
Legacy_Cycle/mf_jm/Challenge%201/website%20reliable.pdf

A. References
1. Teacher’s Guide TG pp. 55-59
pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning computers with Internet connection, magazine, newspaper,
Resources radio,
IV. PROCEDURES  Prayer
 Checking of attendance
 Review of the previous lesson
A. Activity 1. Read his sentence after writing it on the board “Language may be a source of
misunderstandings by
Marshall McLuhan, 1964”
2. Ask learners to analyze the quote, then, let them share what they think to the class.
Sample Response: I strongly agree that language is a medium where one conveys his or her
message and the kind of language to be used in communication could greatly affect how the
 message is understood.
3. Does the user’s/audience’s own background or experience affect the interpretation of
messages?
How?
Sample Response: Yes. The user’s or audience’s own background or experience may be
considered as stock knowledge where his or her impression about a particular piece of
information or message was derived or anchored on.
4. Is it possible that a different individual derives a different meaning from the message? Explain.
Sample Response: Yes, it is possible. It is probably because he or she is coming from a different
point of view and/or different background.

B. Analysis 1. Discuss with the learners the following definitions:

• Language - pertains to the technical and symbolic ingredients or codes and conventions
that
media and information professionals may select and use in an effort to communicate
ideas,
information and knowledge.
• Media Languages - codes, conventions, formats, symbols and narrative structures that
indicate the meaning of media messages to an audience.
2. Instruct learners to form groups of 5 to 10 members. Provide each group with a
permanent marker and a sheet of manila paper.

3. Direct learners to identify five (5) signs and symbols in their community that are used
to convey information (ex. for directions, locations of attractions, others).

Cold call groups to present their work. Direct presenter to answer how these signs and
symbols are used to make people in the community understand the message being
conveyed.
5. Discuss with the learners the following:
• How are symbols usually being presented?
• What is the importance of using symbols to convey a message or information?
• How these symbols are presented in terms of fonts, images, colors, design and others?
C. Abstraction Discuss with the learning the following definitions:

• Technical codes include sound, camera angles, types of shots and lighting. They may
include, for example, ominous music to communicate danger in a feature film, or high-
angle camera shots to create a feeling of power in a photograph.
Symbolic codes include the language, dress or actions of characters, or iconic symbols
that are easily understood. For example, a red rose may be used symbolically to convey
romance, or a clenched fist may be used to communicate anger

• Convention - In the media context, refers to a standard or norm that acts as a rule
governing behavior.
• Messages - the information sent from a source to a receiver.
• Audience - the group of consumers for whom a media message was constructed as
well as anyone else who is exposed to the message.
 • Producers - People engaged in the process of creating and putting together media
content to
make a finished media product.
• Other stakeholders - Libraries, archives, museums, internet and other relevant
information
providers.

Present the following Philippine postcards to the learners.

D. Application

Instruct the learners to accomplish MIL Design Framework matrix below.

E. Evaluation Instruct the learners to write a reflection paper about the previous activity using the
following guide
questions:
1. What information codes, conventions and messages about our country is
communicated enthuse
2. postcards?
3. If you are to create a postcard for a place or organization of your choice, what
technical and symbolic
4. codes would you use to convey important information and create the desired
impression? Why?
5. How is understanding of the technical and symbolic codes contribute to media
and information
6. literacy?
7. • Others reflection that they may want to share.
F. Agreement
V. Remarks
VI. Reflection

A. No. of learners ___ of Learners who earned 80% above

who earned 80% in
the evaluation.
B. No. of learners ___ of Learners who require additional activities for remediation
who require
additional activities
for remediation
who scored below
80%.
C. Did the remedial ___Yes ___No
lesson work? No. of ____ of Learners who caught up the lesson
learners who have
caught up with the
lesson.
D. No. of learners ___ of Learners who continue to require remediation
who continue to
require
remediation
E. Which of my Strategies used that work well:
teaching strategies ___ Group collaboration ___ Games
worked well? Why ___ Power Point Presentation ___ Answering preliminary activities/exercises
did this work? ___ Discussion ___ Case Method
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties __ Bullying among pupils __ Pupils’ behavior/attitude
did I encounter __ Colorful Ims __ Unavailable Technology
which my principal Equipment (AVR/LCD) __ Science/ Computer/
or supervisor can Internet Lab __ Additional Clerical works
help me solve? __Reading Readiness __Lack of Interest of pupils
G. What innovation Planned Innovations:
or localized __ Localized Videos views of the
materials did I locality
use/discover which __ Making use big books from __ local poetical
I wish to share with composition
other teachers? __ Recycling of plastics to be used as Instructional Materials __Pictures
__Fashcards
Prepared by: Checked by
:
ELEONOR RONDA
MONNICA M. DUERO SHS Coordinator
Teacher 1
Noted by:

NOEL B. CORITANA
Principal II