Republic of the Philippines

Department of Education
School: Capas Senior High School Grade Level: Grade 11
Teacher: Feliciano T. Mungcal, III, LPT Learning Area: Media and Information Literacy
Demonstration Date: May 13, 2024 Quarter: Quarter 3

1. OBJECTIVES
a. Content Standard
b. Performance Standard
c. Learning Competencies
The learner demonstrates an understanding of media and
information literacy (MIL) and MIL-related concepts.
The learner organizes a creative and interactive symposium for the
community, focusing on being media and information literate
individual.
MIL11/12MILA-IIIf15
Evaluates everyday media and information with regard to with
codes, conventions, and messages; in regard to audience, producers,
and other stakeholders;

MILI11/12MILA-IIIf16
Produces and assesses the codes, conventions, and messages of a
group presentation;

NO MELC CODE AVAILABLE

Present an issue in varied ways to disseminate information using the
codes, conventions, and language of media;
d. Objectives At the end of the lesson, the learners must be able to:

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;
2. CONTENT Media and information Languages
 Specialized Languages in Media
o Grammar of the Camera
 Shots/Proxemics
 Angles/Point-of-View
 Camera Movement
 Focus Effect
3. LEARNING RESOURCES
a. References
1. Teacher’s Guide MIL Curriculum Guide, page 3
Pages
MIL Teaching Guide for Senior High School, page 52-59
2. Learner’s Material n/a
Pages
3. Textbook Pages Aboga, F., & Agapay, R.N. (2017). Media and Information
Literacy: Transforming Society through Student Empowerment.
Quezon City: TechFactors, Inc.

Alagaran, J. R. II Q. (2017). Media and Information Literacy:

Empower the Discerning Audiences. Quezon City: Abiva
Publishing House, Inc.

Liquigan, B. C. (2016). Media and Information Literacy. Makati

City: Diwa Learning Systems, Inc.
 Republic of the Philippines
Department of Education
Zarate, M. J. E. (2016). Media and Information Literacy. Quezon
City: Rex Bookstore, Inc.
4. Additional Materials from https://www.studiobinder.com/shot-list-storyboard/
Learning Resource (LR)
Portal
b. Other Learning Resources Laptop, Projector/TV, HDMI Cable, Gimbal Stabilizer, Mobile
Phone
4. PROCEDURES
a. Reviewing previous lesson or The teacher will have the opening prayer and checking of
presenting the new lesson attendance.

The teacher will introduce the game “Mad Gab” and “Rebus”.

Motivation: (Rebus and Mad Gab)

Mad Gab is a game consists of the puzzles, also known as

mondegreens, contain small words that, when put together, make a
word or phrase.

Rebus comes from the Latin phrase non verbis, sed rebus, which
means “not by words, but by things.” Rebus puzzles use pictures,
symbols and letters to represent a word, phrase or idiom.

The teacher will review the past lesson.

Review:
According to UNESCO, to be media and information literate, one
must know how information, ideas, and meanings are
communicated.

This means being able to understand the “language” or “grammar”

of each medium or information provider. In a way then, learning the
“codes” and “conventions” used by media practitioners to
communicate an idea or a message is like learning a new language.

Codes - are known as a system or collection of signs that create

meaning when put together.

Conventions - are referred to as the generally accepted ways of

doing something. Each genre of television, film, and literature
follow certain conventions that distinguish them from other genres.

Types of Codes:

1. Symbolic Codes - iconic symbols that are easily understood

Example: Checkhov’s Gun and Foreshadowing

2. Technical Codes - all the ways in which equipment is used to

tell the story in a media text.

Example: Camera, Editing, Lighting and Audio

3. Written Codes - formal written language used in a media

product
 Republic of the Philippines
Department of Education
Example: Captions, Script, Dialogue

b. Establishing a purpose for the The teacher will explain the objectives of the lesson.
lesson
At the end of the lesson, the learners must be able to:

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;
c. Presenting examples/Instances The teacher will supplement the media and information languages
of the new lesson through “specialized languages in media”.

Specialized languages in media refers to the unique terminology,

jargon, or concepts specific to the field of media production,
including film, television, radio, and digital media.

These terms are used by professionals within the industry and often
have specific meanings or applications related to the creation,
production, distribution, and analysis of media content.

Specialized Languages in Media includes:

1. Grammar of the Camera
2. Screenwriting
3. Symbolisms in Film
d. Discussing new concepts and The teacher will discuss the “Grammar of the Camera”
practicing new skills # 1
Grammar of the Camera - refers to the principles and techniques
filmmakers use to visually convey a story through the use of the
camera.

Just as language has grammar to organize words into meaningful

sentences, the camera has its own set of rules and conventions that
help create coherent and engaging visual narratives.

Four Components of the Grammar of Camera:

1. Shots/Proxemics

a. Wide Shot (WS)

b. Full Shot (FS)
c. Cowboy Shot (CBS)
d. Medium Shot (MS)
e. Medium Close Up (MCU)
f. Close Up (CU)
g. Extreme Close Up (ECU)

2. Angles/Point-of-View

a. Establishing Shot
b. Master Shot
c. Over-the-Shoulder Shot
d. Point-of-View Shot
e. Reaction Shot
f. Insert Shot
 Republic of the Philippines
Department of Education
g. Reverse Angle Shot
h. Overhead Shot / Aerial Shot
i. High Angle Shot
j. Low Angle Shot
k. Eye Level Shot / Straight on Angle
l. Oblique Shot / Dutch Angle

e. Discussing new concepts and 3. Camera Movement

practicing new skills # 2
a. Pan
b. Tilt
c. Dolly / Track
d. Crane / Arm
e. Handheld Camera
f. Zoom
g. Dolly Zoom
h. Special Rigs

4. Focus Effect

a. Deep Focus
b. Shallow Focus
c. Soft Focus
d. Rack Focus
f. Developing mastery Exercise:

Using a mobile phone place on a gimbal stabilizer, identify the

different “grammar of the camera” by performing the identified
shot/angle/movement/focus.

The teacher will continue the exercise on succeeding meeting/s and

will serve as Individual Graded Recitation.
g. Finding practical application The teacher will play the video entitled The Good, the Bad, and
of concepts and skills in daily the Ugly Final Shootout Scene.
living
The teacher will discuss the Standard Progression of Shot Types.

h. Making generalizations and The teacher will show a film quote.

abstractions about the lesson
“What is drama but life with the dull bits cut.”
- Sir Alfred Joseph Hitchcock, KBE (Film Director)
 Republic of the Philippines
Department of Education

Guide Question:

1. How is the quote related in storytelling using the “grammar of the

camera”?
2. Why “grammar of the camera” is important in media and
information literacy?
i. Evaluating learning Performance Task (Individual, Pair or Trio):

Using one famous nursery rhyme, re-tell the story through creating
storyboard that features the “grammar of the camera”.

Rubric:

The teacher will set the deadline after two weeks or before the end
of the current grading period.
j. Additional activities for Advanced Reading and Watching:
application or remediation
Make an advance reading about Screenwriting
(https://tinyurl.com/screenwritingdemo) and Symbolism in Film
(www.youtube.com/watch?v=WhijmmePlU8) for continuation of
the lesson.
REMARKS
REFLECTION
a. No. of learners who earned
80% in the evaluation
b. No. of learners who require
additional activities for
remediation who scored
below 80%
c. Did the remedial lessons
work? No. of learners who
have 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
 Republic of the Philippines
Department of Education
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:

Feliciano T. Mungcal, III, LPT

Teacher - Applicant