COM002: Campus Journalism

Student’s Activity Sheet Module #18

Name: ________________________________________________________ Class number: _______

Section: ____________ Schedule: _________________________________ Date: _______________

Lesson Title: Introduction to Editorial Cartooning Materials:

SAS
Lesson Objectives:
References:
At the end of this module, I can:
1. Explain editorial cartooning. https://www.slideshare.net/kazekag
2. Discover the process of an editorial cartoon. e15/editorial-cartooning-24524379l

Productivity Tip:
Smile! Work out your tasks in your most comfortable time. Set out all possible distractions and focus on your
goal for the day. You can do it!

A. LESSON PREVIEW/REVIEW
1. Introduction (2 min)

Do you watch cartoons? How about anime?

The word “cartoon” came from two different words: caricature and lampoon. Caricature is a drawing of
people in which certain features are exaggerated while “lampoon” is a subtle attack presented
humorously. With this, you already have an idea what Editorial Cartooning is.

In this particular module, you will learn about editorial cartooning and the things to consider in making
one.

2. Activity 1: What I Know Chart, part 1 (3 min)

Before we officially start with our lesson, read and answer the given questions below. There are
no right or wrong answers in this activity so just relax and share what you know.

What I Know Questions: What I Learned (Activity 4)

1 What is an Editorial Cartoon?

2 What are the things to consider in

Editorial Cartooning?

This document is the property of PHINMA EDUCATION

Page 1 of 6
 COM002: Campus Journalism
Student’s Activity Sheet Module #18

Name: ________________________________________________________ Class number: _______

Section: ____________ Schedule: _________________________________ Date: _______________

B. MAIN LESSON

1. Activity 2: Content Notes (13 min)

Below are your content notes. Don’t hesitate to highlight pertinent contents.

Editorial Cartoon - is an illustration expressing opinion and interpretation. It is referred to as “wordless

editorial” for it complements the Editorial of a paper. However, there are times when a paper creates an
editorial cartoon regarding an issue different from the one tackled in the editorial.

A. Symbolism - since editorial cartooning is a subtle attack, cartoonists used symbols to represent things.
E.g. Dove for peace Crocodile for corruption
Typewriter for press Blindfolded lady with a weighing scale for justice
Duterte for Government Juan Dela Cruz for Filipino masses

Source: https://arlenepasajecartoons.blogspot.com/2019/01/bulliesviral-
virus-of-society.html

B. Stereotyping - editorial cartoons have minimal words, thus stereotypes are considered for easy
understanding of images.
E.g. Woman with apron - mother
Gentlemen wearing barong - government officials
Person with worn-out clothes - poor

This document is the property of PHINMA EDUCATION

Page 2 of 6
 COM002: Campus Journalism
Student’s Activity Sheet Module #18

Name: ________________________________________________________ Class number: _______

Section: ____________ Schedule: _________________________________ Date: _______________

C. Exaggeration – Overdoing physical characteristics of people or things in order to emphasize a point.

Source:
https://www.philstar.com/opinion/2018/02/15/1787893/editorial-
case-vaccination

D. Humor - Make your cartoons funny except for tragic situations or issues.

Source: https://maubulatao.weebly.com/cartoon-
analysis-guide.html

E. Analogy - Comparison between two unlike things that share some characteristics.

Source:
https://www.pinterest.ph/pin/411164640978412392/

This document is the property of PHINMA EDUCATION

Page 3 of 6
 COM002: Campus Journalism
Student’s Activity Sheet Module #18

Name: ________________________________________________________ Class number: _______

Section: ____________ Schedule: _________________________________ Date: _______________

F. Labels - putting labels on objects to make it clear what exactly it stands for.

G. Technical Skills - Use of technical tools, shading, and shadowing.

2. Activity 3: Skill-building Activities (20min)

Find a partner in class for this activity! Look for an Editorial cartoon regarding any issue here in the
Philippines (you may search online or in printed newspapers). Give your cartoon to your partner. What you need
to do is write a review of the cartoon that was given to you by your partner by identifying the elements used and
the cartooning techniques considered.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

This document is the property of PHINMA EDUCATION

Page 4 of 6
 COM002: Campus Journalism
Student’s Activity Sheet Module #18

Name: ________________________________________________________ Class number: _______

Section: ____________ Schedule: _________________________________ Date: _______________

3. Activity 4: What I Know Chart, part 2 (2 min)

There’s nothing to worry about! Now, go back to the What I Learned table in Activity 1 and try to answer
the same questions. Apply everything you’ve learned in this module :)

4. Activity 5: Check for Understanding

Quiz #3: Matching Type. Using symbolism, match the items in Column A to their corresponding meanings in
Column B. Write the letters on the space provided before each number.

_______1. Chain A. Justice

_______2. Crocodile B. Slow Pace
_______3. Paper and Pen C. Suppression of Freedom
_______4. Dove D. Hope
_______5. Mask E. Poverty
_______6. Mallet F. Time
_______7. Person with worn-out clothes G. Corruption
_______8. Rainbow H. Peace
_______9. Turtle I. Cover-up
_______10. Hourglass J. Journalist/Press

C. LESSON WRAP-UP
1. Activity 6: Thinking about Learning (5 min)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

1. What part of the lesson seems difficult to understand for you?

__________________________________________________________________________________
__________________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
__________________________________________________________________________________
__________________________________________________________________________________

This document is the property of PHINMA EDUCATION

Page 5 of 6
 COM002: Campus Journalism
Student’s Activity Sheet Module #18

Name: ________________________________________________________ Class number: _______

Section: ____________ Schedule: _________________________________ Date: _______________

FAQs
1. Are all editorial cartoons based on editorial?
No. There are papers that used editorial cartoons to complement their editorial but not all.

Key to Corrections
Activity 5- Check for Understanding
1. C
2. G
3. J
4. H
5. I
6. A
7. E
8. D
9. B
10. F

This document is the property of PHINMA EDUCATION

Page 6 of 6
 COM002: Campus Journalism
Student’s Activity Sheet Module #19

Name: ____________________________________________________ Class number: _______

Section: ____________ Schedule: _____________________________ Date: _______________

Lesson Title: Conceptualizing Editorial Cartoon Materials:

SAS
Lesson Objectives:
References:
At the end of this module, I can:
1. Apply the basic elements of an editorial cartoon into an https://www.slideshare.net/kazekag
editorial cartooning. e15/editorial-cartooning-24524379l
2. Create an editorial cartoon.
http://artists-
spot.blogspot.com/2012/10/cartoon
-symbols.html

Productivity Tip:
Your pen can make you mighty. Make sure to always note the things that you need to accomplish and
highlight your priorities. This will help you manage your time and finish your expected tasks for the day!

A. LESSON PREVIEW/REVIEW
1. Introduction (2 min)
In your last module, you learned what an Editorial Cartoon is and the things to consider in making one.
Can you still remember them? Write the seven things to consider when making editorial cartoon.

a. Symbolism
b. Stereotyping
c. Exaggeration
d. Humor
e. Analogy
f. Labels
g. Technical Skills

In this particular module, you will learn the steps in editorial cartooning then you will create one.

2. Activity 1: What I Know Chart, part 1 (3 min)

Before we officially start with our lesson, read and answer the given questions below. There are
no right or wrong answers in this activity so just relax and share what you know.

What I Know Questions: What I Learned (Activity 4)

1 What is the first step in Editorial
Cartooning?

2 What is the last step in Editorial

Cartooning?

This document is the property of PHINMA EDUCATION

Page 1 of 4
 COM002: Campus Journalism
Student’s Activity Sheet Module #19

Name: ____________________________________________________ Class number: _______

Section: ____________ Schedule: _____________________________ Date: _______________

B. MAIN LESSON
1. Activity 2: Content Notes (13 min)
Below are your content notes. Don’t hesitate to highlight pertinent contents.

STEPS IN EDITORIAL CARTOONING

Know the Shading

Sketching
Issue

Make a Inking/
Stand Outlining

Know the Issue

It is important that as a cartoonist, you clearly understood the issue which your cartoon is based. It will be
difficult to make a stand on things that you don’t know thus, you must know all the facts about your chosen
issue. By doing this, you can sort out the concerned people or groups.

Make a Stand
After understanding all the facts about your chosen issue, the publication staff should make a stand: Do you
agree or disagree?

Sketching
Draw the relationships among the people or groups involved. Set the foundation of your editorial cartoon by
using shapes as backbone for the whole drawing. Make sure to keep your sketch light.

Inking/Outlining
Using a pen, apply the details of your cartoon. You may also apply contours using thick pen. After inking
and outlining, erase your sketch.

Shading
To enhance the details of your cartoon, you can do cross-hatching or blending shading techniques.

This document is the property of PHINMA EDUCATION

Page 2 of 4
 COM002: Campus Journalism
Student’s Activity Sheet Module #19

Name: ____________________________________________________ Class number: _______

Section: ____________ Schedule: _____________________________ Date: _______________

2. Activity 3: Skill-building Activities (20min)

Find a partner in class for this activity! Look for a campus-based issue where your cartoon will be based.
Using all the things that you’ve learned, create an editorial cartoon about your stand on the issue you’ve chosen.

This document is the property of PHINMA EDUCATION

Page 3 of 4
 COM002: Campus Journalism
Student’s Activity Sheet Module #19

Name: ____________________________________________________ Class number: _______

Section: ____________ Schedule: _____________________________ Date: _______________

3. Activity 4: What I Know Chart, part 2 (2 min)

There’s nothing to worry about! Now, go back to the What I Learned table in Activity 1 and try to answer
the same questions. Apply everything you’ve learned in this module :)

4. Activity 5: Check for Understanding (5min)

What is the most challenging part in editorial cartooning?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

C. LESSON WRAP-UP
1. Activity 6: Thinking about Learning (5 min)

A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

1. What part of the lesson seems difficult to understand for you?
__________________________________________________________________________________
__________________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
__________________________________________________________________________________
__________________________________________________________________________________

FAQs
1. Are all editorial cartoons based on editorial?
No. There are papers that used editorial cartoons to complement their editorial but not all.

Key to Corrections

Activity 3- Answers may vary

Activity 5- Answers may vary

This document is the property of PHINMA EDUCATION

Page 4 of 4
 COM002: Campus Journalism
Student’s Activity Sheet Module #20

Name: ___________________________________________________ Class number: _______

Section: ____________ Schedule: ____________________________ Date: ______________

Lesson Title: Introduction to Photojournalism Materials:

SAS
Lesson Objectives:
At the end of this module, I can: References:
1. Identify a “good photo” and what makes one.
2. Discover the content, aesthetics, and usefulness of https://www.scribd.com/presentatio
photographs in relation to news making. n/274179287/Module-1-2-Lecture-
notes-Intro-to-photojournalism-ppt

Productivity Tip:
Let’s admit that photographs are seen in social media because most stories are told in the digital world.
Maximize your social media exposure by appreciating the photographs you see. This will help you scrutinize
the differences on how people share their stories through photos.

A. LESSON PREVIEW/REVIEW

1. Introduction (2 min)

Travels, family affairs, special occasions, people; perhaps you took photos of these events just for keeps.
Photographs are images that have stories to tell. They are snippets of a person’s reality which can’t be
redone.

In this particular module, you will learn about the basics of photojournalism, how it is different from
photography, and what to consider in taking photos.

2. Activity 1: What I Know Chart, part 1 (3 min)

Before we officially start with our lesson, read and answer the given questions below. There are
no right or wrong answers in this activity so just relax and share what you know.

What I Know Questions: What I Learned (Activity 4)

1 What is Photojournalism?

2 What are the things that a

photojournalist must look for
pictures?

This document is the property of PHINMA EDUCATION

Page 1 of 4
 COM002: Campus Journalism
Student’s Activity Sheet Module #20

Name: ___________________________________________________ Class number: _______

Section: ____________ Schedule: ____________________________ Date: ______________

B.MAIN LESSON

1. Activity 2: Content Notes (13 min)

Below are your content notes. Don’t hesitate to highlight pertinent contents.

Photojournalism is the process of storytelling through photography as the main story telling device.
Photos taken for journalism are visual representations of a news story.

Difference between photojournalism and photography

Photography focuses on the aesthetic beauty of an image while photojournalism focuses on how the news
angle of an image.
Photojournalist is concerned about the compositional focus, or emphasis of a picture while photography is
concerned with clarity, color and quality of a picture.
Photo journalists must integrate photography into their thinking about every story they cover. But that isn't
the business of a photographer.

What a photojournalists must look out for in Pictures

Drama: Pictures that will hold viewer’s attention.

Action: Pictures that depicts movement, keeping viewers in suspense of what happened before and
after the picture was taken.
Expression: The photo that captures expression tells a good story.
Unusualness: capture the unique or bizarre moments of people’s lives

Three Kinds of Photo Shots

Long range/establishing shots. These are pictures taken in a scene in its entirety. They give the
viewer a good idea of the environment of the subject of the photograph, but they do not offer much
information about the subject itself.

Midrange: These shots bring the photographer closer to the subject and give more specific information
about the subject. But they still show the subject within a setting so that the viewer has some idea about
the environment in which the subject if placed.

Close-up: The best and most interesting pictures generally are close-up shots. These pictures bring the
viewers face to face with the subject and allow them to get detail information about the subject. Good
close-up pictures cut out all of the environmental information about the subject.

This document is the property of PHINMA EDUCATION

Page 2 of 4
 COM002: Campus Journalism
Student’s Activity Sheet Module #20

Name: ___________________________________________________ Class number: _______

Section: ____________ Schedule: ____________________________ Date: ______________

2. Activity 3: Skill-building Activities (20min)

Capture the moments of your family. Take two photos that you think would tell a story about your family’s
precious moments together. Paste the photos here.

3. Activity 4: What I Know Chart, part 2 (2 min)

There’s nothing to worry about! Now, go back to the What I Learned table in Activity 1 and try to answer
the same questions. Apply everything you’ve learned in this module :)

This document is the property of PHINMA EDUCATION

Page 3 of 4
 COM002: Campus Journalism
Student’s Activity Sheet Module #20

Name: ___________________________________________________ Class number: _______

Section: ____________ Schedule: ____________________________ Date: ______________

4. Activity 5: Check for Understanding (5mins)

What is the difference between photojournalism and photography?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

C. LESSON WRAP-UP

1. Activity 6: Thinking about Learning (5 min)

A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

1. What part of the lesson seems difficult to understand for you?

__________________________________________________________________________________
__________________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
__________________________________________________________________________________
__________________________________________________________________________________

FAQs
1. Is it required to have high-definition cameras for photojournalism?
The main purpose of photojournalists is to tell a story through their captured photographs. Having high-
definition cameras would help to enhance the color of the photos but it is not required. Angle and
subject are more important in photojournalism.

Key to Corrections
Activity 5

What is the difference between photojournalism and photography?

Photography focuses on the aesthetic beauty of an image while photojournalism focuses on how the news angle
of an image.

This document is the property of PHINMA EDUCATION

Page 4 of 4
 COM002: Campus Journalism
Student’s Activity Sheet Module #21-22

Name: _______________________________________________________ Class number: _______

Section: ____________ Schedule: _________________________________ Date: ______________

Lesson Title: Writing Cutline for Photojournalism Materials:

SAS, camera, 1/2 illustration
Lesson Objectives: board, glue, black marker, and
black ballpen
At the end of this module, I can:
1. Apply the rules in writing cutline for photos in References:
photojournalism.
2. Take photos to tell a story and write corresponding cutline. https://www.scribd.com/doc/12080
7410/Photojournalism-Captions-
and-Cutlines

https://www.slideshare.net/LucasF
arcy/photojournalism-5965353

Productivity Tip:
Multi-tasking is a skill but shows no evidence to be effective in learning. If you want to learn effectively, focus
on what you are doing and avoid any other activities. Your output will be better if you will finish things one
after the other.

A. LESSON PREVIEW/REVIEW

1. Introduction (2 min)
You have learned that photography and photojournalism, though both take pictures, differs in focus and
purpose. Can you share below one difference between the two?
__________________________________________________________________________________
__________________________________________________________________________________

Before we move on for today’s lesson, you must understand that captions and cutlines are two different
photojournalistic terms which are often used interchangeably. Captions are “little headlines” written over
cutlines while cutlines are explanatory or descriptive copy that accompanies the picture.

2. Activity 1: What I Know Chart, part 1 (3 min)

Before we officially start with our lesson, read and answer the given questions below. There are no right
or wrong answers in this activity so just relax and share what you know.
What I Know Questions: What I Learned (Activity 4)
1.
What should be considered in
writing cutlines? Give two.
2.

This document is the property of PHINMA EDUCATION

Page 1 of 3
 COM002: Campus Journalism
Student’s Activity Sheet Module #21-22

Name: _______________________________________________________ Class number: _______

Section: ____________ Schedule: _________________________________ Date: ______________

B. MAIN LESSON
1. Activity 2: Content Notes (13 min)
Below are your content notes. Don’t hesitate to highlight pertinent contents.
Cutline Writing
Photo cutlines should accomplish four things:

Explain the action: Tell where and when.

Name the principles: Don’t leave out anyone who’s in the picture. If they’re not important, crop them
out.
Tell why you’re running the photo: Go beyond the obvious. Try to pull the reader into the story.
Note important detail: Explain all mysterious objects or circumstances. Allow for a longer photo caption
if it will help the reader understand the story.

General Tips in Cutline Writing

 Use conversational language. Make it easy to read. Avoid cliches.
 Use present tense when describing action (Runs, running instead of ran or will run).
 Active voice reads stronger (Max is riding the bike” instead of The bike is being ran by Max).
 Take out needless adjectives and and adverbs.
 Don’t repeat information that appears in the headline or body.
 Remember to name the source of the photo and the date it was taken.
 Triple check the correct spelling of names.

Example of Good & Bad Cutlines

Example of Bad Photo Caption: Young Ms. Riding Hood walking briskly to her grandmother’s cottage
during a dreary fall morning.

["Yes, I can see that, but how young is she? Why is she walking briskly? Where is her grandmother's
cottage? It doesn't look all that dreary to me."]

Example of Good Photo Cutlines: Red Riding Hood, age 9, carries a basket of flowers in Fable Forest to
attend to her sick grandmother in Yorkshire

2. Activity 3: Skill-building Activities (20min)

This is the best time to appreciate every detail in your home. Capture moments of anything that catches
your attention. Take photos that have stories to tell. Choose six photos featuring varying subjects, paste them
on your 1/2 Illustration board, and write cutlines for each photo. Don’t forget to put a title that will cover all your
photos.

This document is the property of PHINMA EDUCATION

Page 2 of 3
 COM002: Campus Journalism
Student’s Activity Sheet Module #21-22

Name: _______________________________________________________ Class number: _______

Section: ____________ Schedule: _________________________________ Date: ______________

3. Activity 4: What I Know Chart, part 2 (2 min)

There’s nothing to worry about! Now, go back to the What I Learned table in Activity 1 and try to answer
the same questions. Apply everything you’ve learned in this module :)

4. Activity 5: Check for Understanding (5min)

In writing captions, what are the things that should be considered?

________________________________________________________________________________________
________________________________________________________________________________________

C. LESSON WRAP-UP
1. Activity 6: Thinking about Learning (5 min)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

1. What part of the lesson seems difficult to understand for you?
__________________________________________________________________________________
__________________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
__________________________________________________________________________________
__________________________________________________________________________________

FAQs
1. Is there a word-count limit in writing cutlines?
Captions and cutlines must not be too long to not overdo explanation and to give the readers space for
imagination. There is no rule with regards to word-count but it is suggested that cutlines should not exceed 50
words.

Key to Correction
Activity 5- Check for Understanding
1. Check the facts.
2. Captions should add new information.
3. Always identify the main people in the photograph.
4. A photograph captures a moment in time.
5. Conversational language works best.
6. The tone of the caption should match the tone of the image.

This document is the property of PHINMA EDUCATION

Page 3 of 3