Teacher Form

JOSE MARIA COLLEGE Lesson

INTEGRATED BASIC EDUCATION DEPARTMENT
Philippine-Japan Friendship Highway, Sasa, Davao City 1 Plan
SY 2018-2019
Subject: Media and Information Literacy Quarter 1
Preliminary
Date/Time Frame:
June 25-29, 2108 Topic: Types of Media, Media and Information Sources Week No. 2

Competencies:
4) Types of Media
a. Classifies contents of different media types (MIL11/12TYM-IIId- 10)
b. Defines media convergence through current example (MIL11/12TYM-IIId- 11)
c. Discusses to class on how a particular individual/society is portrayed in public using different type of
media (MIL11/12TYM-IIId- 12)

5) Media and Information Sources

a. Compares potential sources of media and information (MIL11/12MIS-IIIe- 13)
b. Interviews an elder from the community regarding indigenous media and information source
(MIL11/12MIS-IIIe- 14)
Evaluation/Assessment:
1) Show a picture of a well-known politician speaking publicly, a seminar set-up, and newscaster. Made
them think of a media convergence applicable to these.
2) Within the class, have votation to which media and information source they most likely used. After
votation, made them interview their classroom regarding his/her reason.
Materials: References:
 Zarate, M.J.E.,(2016) Media and Information Literacy. Rex Bookstore
ppt presentation, LCD  Liquigan, B.C., (2016) Media and Information Literacy. Diwa Learning
projector, chalkboard, chalk, Systems
videos, speaker  Ping, Arniel, (2016). Slideshare: ppt
Lesson Proper:

A. Preliminaries (Daily Routine)

1. Prayer/ greetings
2. Checking of attendance and cleanliness
3. House Rules
4. Announcements/ Reminders
Day 1 – Types of Media
i. Drill – Word of the day: Media Convergence: the merging of previously distinct media
technologies and media forms due to digitization and computer networking; or 2) an economic
strategy in which the media properties owned by communications companies employ digitization and
computer networking to work together. ( http://www.thecanadianencyclopedia.ca/en/article/media-
convergence/)
ii. Activity: Grouped Board Game
□ Proceed to their groupings.
□ The group will identify the following to where it belongs: print, broadcast, new media.
 Magazine, Newspaper, Tabloid, Flyers, Brochure, Pamphlets
 Television, Radio,
 Facebook Live, Video Gaming,
NOTE: Write the words on the board for analysis.

iii. Analysis: Clustering of answer

Ask the following questions to the students:
 □ Which of the following media can classify to one category?
□ With these categories you have, what could be the categories signify?
iv. Abstraction: Input Knowledge
□ Explain the differences of these types of media.
□ Connect these types of media to a current trend that the society involves – media convergence.
v. Application: Giving examples/situation
□ Give the students 2 minutes to think for a situation that involves media convergence or a media that
undergone media convergence itself. Through random number call, the student will give his/her
example
vi. Integration:
□ Application in Real Life Situation: We could use these different types of media according to how
we wanted it. If we have already created business identities, we could use these for exposure.
However, business ethics and society’s morality should be together upon creating a better
endorsement.
□ JMC Institutional Core Values: Maximize linkages, networking, and promotions: Through
the use of these different types of media, our aspirations, endeavors could help the society to
become knowledgeable in the society’s progress, news, or updates.
□ Lesson across Discipline: Marketing – Entrepreneurship: These could be used by the
companies to endorse their products. Thus, it could possibly increase their sale.

Day 2 – ... continuation

Evaluation:
Picture evaluation:
 Show a picture of a well-known politician speaking publicly, a seminar set-up, and newscaster. Made
them think of a media convergence applicable to these. Then let them justify.

Day 3 – Media and Information Sources

i. Drill – Word of the day: Indigenous: produced, living, existing naturally in a particular region or
environment
ii. Activity: Grouped Board Game
□ Proceed to their groupings.
 The teacher will give an example of TV/radio program/channel, show, or anything that is a source
of information.
 NOTE: the teacher will right the word on the board for the students to evaluate later.
 Their answers will be based on the following choices: Library, local soucre, Internet
 The students will right their answer on the mini board then raise it if it will be asked.
iii. Analysis: Clustering answers from board games
Ask the following questions to the students:
□ How do you call the following examples given on the board?
□ Which of the following examples on the board belongs to local, library, and internet?
□ What do you call these types of examples?
iv. Abstraction:
□ Explain the types of media and information.

Day 4 – ... continuation

v. Application: Giving of situation
□ Give the students 2 minutes to think for a situation that makes a person appropriately used a type of
media and information. Through random number call, the student will give his/her example.
□ After a student gave his/her example, a student will answer what type of media and information was
used in the given example.

vi. Integration:
□ Application in Real Life Situation: The use of these types of media and information especially
 indigenous media helped us to be knowledgeable about our environment. But it isn’t enough that
we’ll believe one-sided story. In a news cover, two things are in-need to be considered: the
oppressed statement, and the defendant’s statement. That’s the best way to determine a good news
coverage.
□ JMC Institutional Core Values: Seek Knowledge. Seeking knowledge doesn’t only come
through the four corners of the room. We need to realize that for us to verify things we heard, if we
are so much interested on it and we plan to know more about them, we can use indigenous media
as basis, but if possible, immersion could really help us witness and justify these. Ex. Martial Law in
Mindanao and Luzon’s reaction.
□ Lesson across Discipline: World Religion: There are many things we knew about others’ belief.
And it is because of the types of media and information offered to us. This knowledge we knew
sometimes hurt and offended other beliefs for what we knew weren’t enough. To sum this all, it is
encouraged that if we were able to read something in the internet, we wouldn’t automatically believe
it because with our knowledge, it may become our perspective in life which oppressed others.
Evaluation:
 Within the class, have votation to which media and information source they most likely used. After
votation, made them interview their classroom regarding his/her reason.

Day 5 - Summative Assessment from Lesson 1-5

Annotations/Remarks: Comments/Suggestions:
(to be filled-in by the coordinator & curriculum head)

Prepared by: Checked by: Noted by:

MS. JESSERIE F. NACALABAN MS. JOSEPHINE A. GALLARDO DR. MARIETA A. MUÑEZ

Subject Teacher Subject Coordinator IBED Principal

MS. JOANNIE B. LARGO

SHS Teacher Head

MR. BRYAN T. ALBERTO

IBED Assistant Principal