Lesson Plan 2nd Sem q4 Mil 1

Far Eastern Polytechnic College
Sta. Lucia, DBB1, Dasmarinas City, Cavite

Tel. No. (046) 683-0541 / 540-7595
Email Address: fepceduc2006@gmail.com
SUBJECT: MEDIA AND INFORMATION LITERACY (MIL)

SECOND SEMESTER
4TH QUARTER
2023-2024
WEEK 1
LESSON 11of 16
LESSON TITLE: Understanding People Media: Analyzing Representation and Impact
Grade Level: Senior High School (12th Grade)
Objective:
• Students will understand the concept of People Media and its role in shaping public
opinion and perceptions.
• Students will critically analyze how different forms of People Media (celebrities,
influencers, public figures) are represented in various media platforms.
• Students will evaluate the impact of People Media on society and individuals'
perceptions and behaviors.
• Students will develop media literacy skills to discern between authentic and
manipulated content in People Media.
Materials Needed:
• Internet access or downloaded related videos
• Projector, Laptop, and Monitor
• Handouts with selected examples of People Media content (celebrity interviews,
influencer endorsements, public figure speeches, etc.)
• Pen and paper for note-taking
Procedure:
• Prayer
• Greetings
• Checking of attendance
• Checking of assignment
• Recap of last lesson
PREPARED BY: MS. JENNIFER G. PUGAL

Tel. No. (046) 683-0541 / 540-7595
Lesson Outline:
Introduction (30-60 minutes):

• Begin by asking students about their favorite celebrities, influencers, or public figures.
Discuss why these individuals are influential and how they impact society.
• Introduce the concept of People Media as the representation and portrayal of
individuals in various media platforms, including social media, traditional media, and
online content
• Explain the importance of understanding People Media in media literacy and its
influence on public opinion and societal norms.
Main Activity (30 minutes):

1. Divide the class into small groups and assign each group a specific example of People
Media content (e.g., a celebrity interview, an influencer's sponsored post, a public
figure's speech).
2. Instruct the groups to analyze their assigned content using the following questions:
• How is the individual represented in the media content?
• What messages or values are being conveyed through this representation?
• What are the potential effects of this representation on the audience?

• Are there any biases or stereotypes present in the portrayal?
3. Allow time for group discussions and note-taking.

4. Afterward, have each group present their analysis to the class, encouraging discussion
and debate.
Guided Discussion (30 minutes):

1. Lead a guided discussion based on the presentations and student observations.
2. Explore the following topics:
• The power dynamics between People Media figures and their audience.
• The role of authenticity and transparency in People Media.
• The ethical responsibilities of celebrities, influencers, and public figures in shaping
public opinion.
Tel. No. (046) 683-0541 / 540-7595
• The impact of social media on the rise of influencer culture and personal
branding.
3. Encourage students to share their perspectives and insights.
Wrap-Up (60 minutes):

1. Summarize the key points discussed during the lesson.
2. Emphasize the importance of critical thinking and media literacy skills in navigating
People Media.
3. Assign a reflective writing task for homework, asking students to analyze a piece of
People Media content of their choice and reflect on its implications for society and
individual perceptions.
Assessment:
• Assess students' understanding through their participation in group discussions, the
quality of their analysis during the main activity, and their reflective writing
assignments.
Extension Activities:
• Have students research and present case studies of controversies or scandals involving
People Media figures and analyze the media coverage and public response.
• Organize a debate on the ethical considerations of using People Media for marketing
and advertising purposes.
• Invite a guest speaker, such as a media professional or social media influencer, to

discuss their experiences and perspectives on People Media.
Conclusion: Through this lesson, students will develop a deeper understanding of People
Media and its influence on society, while also honing their critical thinking and media literacy
skills.

Tel. No. (046) 683-0541 / 540-7595
WEEK 2
LESSON 12 of 16
LESSON TITLE: Exploring Text Information and Media Literacy
Objective: Students will develop critical thinking skills and media literacy competencies to
analyze and evaluate text-based information in various media formats.

Duration: 180 minutes
Materials Needed:
• Access to computers with internet connectivity or downloaded video related
• Projector, Monitor, and laptop
• Handouts with selected texts from different media sources (e.g., news articles, blog
posts, social media posts)
• Pen and paper for note-taking
Procedure:
• Prayer
• Greetings
Lesson Outline:
1. Introduction (30-60 minutes):
• Begin the lesson by discussing the importance of media and information literacy in
today's digital age. Emphasize the abundance of text-based information available
through various media platforms.
• Define key terms such as media literacy, information literacy, and critical thinking.
Provide examples to illustrate these concepts.
2. Understanding Text Information and Media (30 minutes):

• Present different examples of text-based media, such as news articles from reputable
Tel. No. (046) 683-0541 / 540-7595
• sources, blog posts, social media posts, and advertisements.

• Discuss the characteristics of each type of text-based media, including purpose,
audience, tone, and credibility.
• Encourage students to think critically about the potential biases, perspectives, and
motivations behind each piece of text-based media.
3. Analyzing Text-Based Information (30 minutes):

• Divide the students into small groups and provide each group with a handout containing
a selected text from a different media source.
• Instruct the groups to analyze the text critically, considering factors such as authorship,
credibility of the source, language use, and potential biases.
• Encourage discussion within the groups, allowing students to share their observations
and interpretations.
4. Evaluating Media Literacy Skills (30 minutes):

• Reconvene as a whole class and discuss the findings of each group's analysis.
• Facilitate a reflection on the challenges and complexities of evaluating text-based

information in media.
• Emphasize the importance of developing media literacy skills to navigate the abundance
of text-based media content effectively.
5. Application Activity (20 minutes):

• Assign a homework task for students to find and analyze a text-based media piece
independently. Encourage them to apply the skills learned in class to evaluate the
credibility and reliability of the information.
6. Conclusion (10 minutes):

• Summarize the key points covered in the lesson, emphasizing the importance of media
and information literacy in today's digital world.
• Encourage students to continue practicing critical thinking skills when engaging with
text-based media.
•
Tel. No. (046) 683-0541 / 540-7595
Assessment:
• Informal assessment through class participation and group discussions.
• Evaluation of homework assignments based on students' ability to analyze and evaluate
text-based media critically.
Extensions Activity:
• Explore additional topics related to media literacy, such as visual literacy and digital
citizenship.
• Conduct a follow-up lesson focusing on strategies for verifying the credibility of text-
based information online.
Adaptations:
• Modify the complexity of the texts and discussion prompts based on the students' grade
level and proficiency.
• Incorporate multimedia elements, such as video clips or audio recordings, to
supplement the lesson on text-based media literacy.
By engaging students in critical analysis and evaluation of text-based information across

various media platforms, this lesson aims to foster media and information literacy skills
essential for navigating the digital landscape responsibly.

Tel. No. (046) 683-0541 / 540-7595
WEEK 3
LESSON 13 of 16
LESSON TITLE: Visual Information and Media Literacy
Objective: Students will develop critical thinking skills to analyze and evaluate visual
information and media, understand its impact on society, and learn how to create and share
visual content responsibly.

Materials Needed:
• Projector or Laptop and Monitor
• Internet access or downloaded related video
• Handouts with examples of visual media
• Paper and pens/pencils
Procedure:
• Prayer
• Greetings
Lesson Outline:
Introduction (30-60 minutes):
1. Begin the lesson by asking students what comes to mind when they hear the term
"visual media."
2. Discuss with the class the importance of visual information and media in today's society,
including its prevalence on social media, advertising, news, and entertainment.
3. Explain the objectives of the lesson: to understand how visual media influences
perception, to analyze visual media critically, and to learn to create and share visual
content responsibly.

Tel. No. (046) 683-0541 / 540-7595
Activity 1: Analyzing Visual Media (30 minutes):

1. Divide the class into small groups.
2. Provide each group with handouts containing various examples of visual media, such as
advertisements, infographics, memes, and photographs.
3. Instruct the groups to analyze the visual media provided, considering elements such as
composition, color, symbolism, and intended message.
4. After analyzing the visual media, have each group present their findings to the class,
discussing what they observed and any conclusions they drew about the messages
conveyed.
Activity 2: Media Literacy Case Study (30 minutes):

1. Present a case study or real-life example of visual media manipulation or
misinformation.
2. Guide the class in a discussion about the case study, focusing on how the visual media
was manipulated or misrepresented, and the potential impact it had on the audience.
3. Encourage students to reflect on strategies they can use to identify and critically
evaluate visual media in similar situations.
Activity 3: Creating Responsible Visual Content (30 minutes):

1. Discuss the ethical considerations involved in creating and sharing visual content, such
as respecting copyright, avoiding manipulation or distortion, and considering the
potential impact on the audience.
2. Provide guidelines for creating responsible visual content, such as citing sources, fact-
checking information, and representing diverse perspectives.
3. Have students work individually or in pairs to create a visual media project (e.g., a
poster, infographic, or short video) on a topic of their choice, following the guidelines
discussed.
4. Allow time for students to present their projects to the class, explaining their creative
decisions and how they ensured the responsible creation and sharing of their visual
content.
5.
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Conclusion and Reflection (20 minutes):

1. Lead a class discussion on the importance of media and information literacy in today's
digital age, emphasizing the role of critical thinking and responsible communication.
2. Ask students to reflect on what they've learned during the lesson and how they can
apply it to their own media consumption and creation habits.
3. Provide resources for further exploration of media literacy concepts and encourage
students to continue developing their skills outside of the classroom.
Assessment:
• Participation in group activities and class discussions
• Analysis of visual media handouts
• Presentation of visual media project
• Reflection on personal learning and application of media literacy skills

Tel. No. (046) 683-0541 / 540-7595
WEEK 4
LESSON 14 of 16
LESSON TITLE: Exploring Audio Information and Media
Objective: Students will understand the significance of audio media in conveying information,
recognize different forms of audio media, and develop critical thinking skills to evaluate the
credibility and bias in audio content.
Grade Level: Senior High school (12th Grade)
Materials Needed:
1. Audio clips from various sources (news broadcasts, podcasts, radio shows, etc.)
2. Computers or devices with internet access or downloaded audio media
3. Whiteboard, Whiteboard Markers, Monitor, and Laptop
4. Handouts or worksheets for activities
Procedure:
• Prayer
• Greetings
Lesson Outline:
1. Introduction (30-60 minutes):
• Begin the lesson by discussing the importance of audio media in our daily lives. Ask
students about their favorite podcasts, radio shows, or audio books. Highlight how
audio media can convey information, stories, opinions, and emotions effectively.
2. Types of Audio Media (20 minutes):

• Present different types of audio media such as podcasts, radio broadcasts, audiobooks,
music streaming services, and sound bites in news reports.
Tel. No. (046) 683-0541 / 540-7595
• Discuss the characteristics of each type, including format, audience, purpose, and
delivery methods.
3. Analyzing Audio Content (60 minutes):

• Divide students into small groups and provide each group with an audio clip from a
different source.
• Instruct students to listen to the audio clip and analyze it using the following criteria:
• Tone and style of presentation
• Language and vocabulary used

• Main message or theme conveyed
• Possible biases or perspectives presented
• After analyzing the clip, each group presents their findings to the class, discussing their
observations and interpretations.
4. Evaluating Credibility (30 minutes):

• Lead a class discussion on the importance of critically evaluating the credibility of audio
sources.
• Provide examples of how misinformation or bias can be present in audio media.

• Introduce strategies for evaluating credibility, such as checking the reputation of the
source, cross-referencing with other sources, and analyzing the author's qualifications
and potential biases.
5. Conclusion and Reflection (10 minutes):

• Summarize the key points covered in the lesson about audio information and media.
• Ask students to reflect on how they consume audio media in their daily lives and how
they can apply the concepts of media literacy to become more discerning listeners.
• Assign a follow-up activity or homework task, such as analyzing a podcast episode or
news report for credibility and bias.

Tel. No. (046) 683-0541 / 540-7595
Assessment:
• Evaluate students based on their participation in class discussions, group activities, and
the quality of their analysis and reflections on audio content.
Extension Activities:
• Have students create their own podcast episode or radio show discussing a topic of
interest, emphasizing the importance of accurate information and balanced
perspectives.
• Explore the history of audio media and its evolution over time, discussing technological
advancements and their impact on audio production and consumption.
By following this lesson plan, students should gain a deeper understanding of audio
information and media, develop critical thinking skills, and become more discerning
consumers of audio content.

Tel. No. (046) 683-0541 / 540-7595
WEEK 5
LESSON 15 of 16
LESSON TITLE: Understanding Motion Information and Media
Objective: Students will understand the concept of motion information and its portrayal in
media, develop critical thinking skills to analyze motion information, and apply media literacy
principles to evaluate motion media content.
Materials Needed:
• Multimedia projector or Laptop, Monitor, and HDMI/DVI
• Related downloaded videos
• Notebooks or paper for students
Procedure:
• Prayer
• Greetings
Lesson Outline:
1. Introduction to Motion Information and Media (30-60 minutes)
• Begin with a brief discussion on the concept of motion information and its relevance in
media.
• Define key terms such as motion graphics, animation, and video.
• Show examples of motion media content from various sources like movies,
advertisements, and social media platforms.
• Encourage students to share their observations and thoughts on how motion
information is used in different contexts.

Tel. No. (046) 683-0541 / 540-7595
2. Understanding Motion Graphics and Animation (40 minutes)

• Explain the difference between motion graphics and animation, emphasizing their role
in conveying information and storytelling.
• Show examples of motion graphics used in infographics, explainer videos, and title
sequences.
• Discuss the techniques used in creating motion graphics, such as timing, transitions, and
visual effects.
• Engage students in a brief activity where they identify and analyze motion graphics
elements in a short video clip.
3. Analyzing Motion Information in Video Content (20 minutes)

• Introduce the concept of video literacy and its importance in understanding motion
information.
• Watch a short video clip with the class, focusing on different aspects such as camera
movement, editing techniques, and sound design.
• Lead a discussion on how motion information is used to convey messages, evoke

emotions, and influence audience perceptions.
• Guide students in identifying and interpreting various elements of motion information
present in the video clip.
4. Evaluating Motion Media Content (40 minutes)

• Introduce the principles of media literacy and critical thinking in evaluating motion
media content.
• Provide students with printed articles or excerpts discussing ethical considerations in
motion media production, such as representation, stereotyping, and manipulation.
• Break students into small groups and assign each group a specific topic or question
related to motion media ethics to discuss and present to the class.
• Facilitate a whole-class discussion on the ethical implications of motion media content
and the role of media consumers in critically evaluating such content.
5. Conclusion and Reflection (20 minutes)

• Summarize the key concepts covered in the lesson, emphasizing the importance of

Tel. No. (046) 683-0541 / 540-7595
• media and information literacy in understanding motion information and media.

• Encourage students to reflect on their own media consumption habits and consider how
they can apply the principles of media literacy in their daily lives.
• Assign a reflection exercise or journal prompt for students to respond to outside of
class, asking them to identify one new insight or question they have about motion
information and media.
Homework Assignment: Ask students to find examples of motion information and media
content in their everyday lives (e.g., advertisements, social media posts, news broadcasts) and
write a brief analysis of how motion information is used to convey messages and influence
audience perceptions.
Assessment: Evaluate students based on their participation in class discussions, their ability to
analyze motion media content, and their understanding of media literacy principles
demonstrated in their homework assignment and reflection exercises.

Tel. No. (046) 683-0541 / 540-7595
WEEK 6-7
LESSON 16 of 16
LESSON TITLE: Developing Media and Information Literacy Skills: Becoming a Media and
Information Literate Individual
Objective:
• Students will understand the concept of media and information literacy (MIL) and its
importance in today's digital age.
• Students will develop critical thinking skills to evaluate and analyze media content.
• Students will learn strategies to become media and information literate individuals.
Materials Needed:
• Whiteboard and markers

• Projector and screen
• Handouts with examples of media content (articles, videos, social media posts)
• Internet access for research activities (optional)
Procedure:
• Prayer
• Greetings
Lesson Outline:
1. Introduction to Media and Information Literacy (60 minutes)

• Begin by discussing the term "media and information literacy" with the students.
• Define media and information literacy as the ability to access, analyze, evaluate,
and create media and information in various forms.
Tel. No. (046) 683-0541 / 540-7595
• Explain why media and information literacy skills are essential in today's digital
age, emphasizing the importance of critical thinking and responsible consumption
of media content.
2. Understanding Media Influence (60 minutes)

• Discuss with students how media influences opinions, beliefs, and behaviors.
• Show examples of how different forms of media (news articles, advertisements,

social media posts) can shape public perception and attitudes.
• Encourage students to reflect on their own media consumption habits and how
media messages may influence them.
3. Analyzing Media Content (60 minutes)

• Divide the class into small groups and provide each group with a handout
containing different examples of media content (articles, videos, social media
posts).
• Instruct each group to analyze the content critically, considering factors such as
credibility, bias, and purpose.
• After analyzing the content, have each group present their findings to the class,
discussing their observations and conclusions.
4. Evaluating Information Sources (60 minutes)

• Discuss the importance of verifying information and evaluating the credibility of
sources.
• Introduce criteria for evaluating information sources, such as authority, accuracy,
objectivity, and relevance.
• Provide examples of reliable and unreliable sources and discuss why it's essential
to critically evaluate information before accepting it as true.
5. Strategies for Becoming Media and Information Literate Individuals (60 minutes)
• Brainstorm with the class strategies for becoming media and information literate
individuals.
Tel. No. (046) 683-0541 / 540-7595
• Emphasize the importance of fact-checking, seeking multiple perspectives, and

being aware of one's biases.
• Encourage students to engage critically with media content and to actively
question information presented to them.
6. Conclusion and Reflection (60 minutes)

• Summarize the key points covered in the lesson.
• Ask students to reflect on what they've learned and how they can apply media
and information literacy skills in their daily lives.
• Encourage students to continue developing their media and information literacy
skills outside of the classroom.
Assessment:
• Evaluate students based on their participation in class discussions, group activities, and
the quality of their analysis and presentations of media content.
• Provide feedback on students' critical thinking skills and their ability to apply media and
information literacy concepts.

Lesson Plan 2nd Sem q4 Mil 1

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Far Eastern Polytechnic College

Sta. Lucia, DBB1, Dasmarinas City, Cavite

SUBJECT: MEDIA AND INFORMATION LITERACY (MIL)

PREPARED BY: MS. JENNIFER G. PUGAL

Introduction (30-60 minutes):

Main Activity (30 minutes):

• What are the potential effects of this representation on the audience?

3. Allow time for group discussions and note-taking.

Guided Discussion (30 minutes):

3. Encourage students to share their perspectives and insights.

Wrap-Up (60 minutes):

• Invite a guest speaker, such as a media professional or social media influencer, to

PREPARED BY: MS. JENNIFER G. PUGAL

Grade Level: Senior High School (12th Grade)

2. Understanding Text Information and Media (30 minutes):

• sources, blog posts, social media posts, and advertisements.

3. Analyzing Text-Based Information (30 minutes):

4. Evaluating Media Literacy Skills (30 minutes):

• Facilitate a reflection on the challenges and complexities of evaluating text-based

5. Application Activity (20 minutes):

6. Conclusion (10 minutes):

By engaging students in critical analysis and evaluation of text-based information across

PREPARED BY: MS. JENNIFER G. PUGAL

Grade Level: Senior High School (12th Grade)

PREPARED BY: MS. JENNIFER G. PUGAL

Activity 1: Analyzing Visual Media (30 minutes):

Activity 2: Media Literacy Case Study (30 minutes):

Activity 3: Creating Responsible Visual Content (30 minutes):

Conclusion and Reflection (20 minutes):

PREPARED BY: MS. JENNIFER G. PUGAL

Grade Level: Senior High school (12th Grade)

Duration: 180 minutes

2. Types of Audio Media (20 minutes):

3. Analyzing Audio Content (60 minutes):

• Language and vocabulary used

4. Evaluating Credibility (30 minutes):

• Provide examples of how misinformation or bias can be present in audio media.

5. Conclusion and Reflection (10 minutes):

PREPARED BY: MS. JENNIFER G. PUGAL

PREPARED BY: MS. JENNIFER G. PUGAL

Grade Level: Senior High School (12th Grade)

Duration: 180 minutes

PREPARED BY: MS. JENNIFER G. PUGAL

2. Understanding Motion Graphics and Animation (40 minutes)

3. Analyzing Motion Information in Video Content (20 minutes)

• Lead a discussion on how motion information is used to convey messages, evoke

4. Evaluating Motion Media Content (40 minutes)

5. Conclusion and Reflection (20 minutes)

PREPARED BY: MS. JENNIFER G. PUGAL

• media and information literacy in understanding motion information and media.

PREPARED BY: MS. JENNIFER G. PUGAL

Grade Level: Senior High School (12th Grade)

Duration: 360 minutes

• Whiteboard and markers

1. Introduction to Media and Information Literacy (60 minutes)

2. Understanding Media Influence (60 minutes)

• Show examples of how different forms of media (news articles, advertisements,

3. Analyzing Media Content (60 minutes)

4. Evaluating Information Sources (60 minutes)

• Emphasize the importance of fact-checking, seeking multiple perspectives, and

6. Conclusion and Reflection (60 minutes)

PREPARED BY: MS. JENNIFER G. PUGAL

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