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LAAK NATIONAL HIGH SCHOOL

MEDIA AND INFORMATION LITERACY


GRADE 11
FIRST SEMESTER
September 4 , 2023

I. OBJECTIVE
At the end of the lesson 85% of the learners should be able to:
a. define and understand the basic terminologies used in media and information technology;
b. understand the role of media in communication;
c. explore the different media and its impact on society.

II. SUBJECT MATTER


Media Information Literacy: Media and Communication

Materials: Learner’s material Module 1


Reference: Learner’s Material

III. PROCEDURE
A. Activity
a. Preliminaries
 Prayer
 Greetings
 Attendance
 Activating prior knowledge
(A short diagnostic test will be administered)
b. Motivation (5 minutes)
Learners will be asked what their idea about Media and information technology is.
c. Activity Proper

 Begin the lesson with a thought-provoking quote about the power of media in shaping
opinions and influencing communication.
 Engage students in a brief class discussion the terminologies used in media and
communication and its impact to the society.
B. Analysis

Media Analysis Activity:


 Provide students with a selection of media content, such as news articles, advertisements,
social media posts, and video clips.
 In pairs or small groups, ask students to choose one piece of media and analyze its
communication strategies. They should consider the target audience, message, tone, and
potential impact.
 Each group presents their analysis to the class, discussing how media choices influence
communication effectiveness.
C. Abstraction

At the end of the lesson we should be able to answer the questions:


 How did the media content you analyzed use visuals, language, and tone to convey
its message?
 Were there any instances of bias or manipulation in the media you examined?
How did you recognize them?
D. Applications
Analyzing Media Portrayals
Materials:
 Various news articles, video clips, or social media posts related to a chosen event, issue, or
topic (ensure a mix of reputable and less reputable sources)
 Whiteboard and markers or projector for class discussion

Instructions:
 Divide the class into small groups.
 Assign each group a different media source (e.g., a reputable news outlet, a tabloid, a social
media post, a blog, etc.) that has covered the chosen event, issue, or topic.
 Provide each group with the relevant media content for analysis.

Group Presentation (15 minutes):


 Each group presents their analysis to the class.
 Share key findings, the identified narrative, and any biases observed.
 Encourage class discussion after each presentation. Compare and contrast the different
portrayals from various sources.

IV. EVALUATION

Instructions: Choose the best answer for each question.


1. What is the primary focus of media and communication in the context of information literacy?
a) Studying ancient forms of communication
b) Understanding how media influences political decisions
c) Navigating and critically analyzing media messages
d) Learning the technical aspects of media production
2. Which of the following is a key aspect of media literacy?
a) Understanding complex mathematical equations
b) Recognizing the influence of media on climate change
c) Evaluating and interpreting media content
d) Memorizing historical dates and events
3. What is the goal of media literacy in the context of communication?
a) To promote censorship of media content
b) To analyze and evaluate media messages critically
c) To encourage passive consumption of media
d) To eliminate all forms of media bias
4. What does bias refer to in media and communication?
a) The balance between media sources
b) The fair representation of different viewpoints
c) The subtle promotion of a particular perspective
d) The absence of visuals in media content
5. Why is media and information literacy important in today's society?
a) It helps us memorize facts more efficiently
b) It allows us to create entertaining media content
c) It enables us to critically navigate a flood of information
d) It ensures that we only consume traditional media sources
6. Which term refers to the ability to access, evaluate, analyze, and create media in various forms?
a) Social media engagement
b) Media consumption
c) Media and information literacy
d) Digital marketing
7. What is one of the primary skills taught in media literacy?
a) How to create the most viral social media posts
b) How to identify credible and unreliable sources
c) How to convince others of your opinions
d) How to use emojis effectively in communication
8. Which form of media includes newspapers, magazines, and books?
a) Visual media
b) Social media
c) Print media
d) Broadcast media
9. What does a media analysis activity typically involve?
a) Watching movies and critiquing their entertainment value
b) Writing fictional stories inspired by media content
c) Evaluating and discussing media messages and strategies
d) Analyzing media consumption trends over the years
10. What should individuals do to become more media and information literate?
a) Rely solely on one news source for accurate information
b) Avoid engaging in online discussions or debates
c) Critically evaluate media content and seek diverse perspectives
d) Only share media content that aligns with their personal beliefs
Answers:
1. c) Navigating and critically analyzing media messages
2. c) Evaluating and interpreting media content
3. b) To analyze and evaluate media messages critically
4. c) The subtle promotion of a particular perspective
5. c) It enables us to critically navigate a flood of information
6. c) Media and information literacy
7. b) How to identify credible and unreliable sources
8. c) Print media
9. c) Evaluating and discussing media messages and strategies
10. c) Critically evaluate media content and seek diverse perspectives

V. ASSIGNMENT

 Students will be task to find an example of media (e.g., a news article, advertisement, or
social media post) that illustrates a specific communication strategy. They should write a
short paragraph explaining how the chosen media uses communication techniques to
convey its message.

Prepared by:

Liezl L. Primitiva, LPT Remarks:


Teacher I

Checked by:

Marievic A. Calonia
Head Teacher III
LAAK NATIONAL HIGH SCHOOL
MEDIA AND INFORMATION LITERACY
GRADE 11
FIRST SEMESTER
September 5, 2023

I. OBJECTIVE
At the end of the lesson 85% of the learners should be able to:
a. Understand the concept of communication models.
b. Explore different communication models and their applications.
c. Analyze how communication models can enhance media and information literacy.

II. SUBJECT MATTER


Media Information Literacy: Media and Communication (Communication Models)

Materials: Learner’s material


Reference: Learner’s Material

III. PROCEDURE
A. Activity
a. Preliminaries
 Prayer
 Greetings
 Attendance
 Activating prior knowledge
(A short diagnostic test will be administered)
b. Motivation (5 minutes)
Begin the lesson by asking students to share their thoughts on what communication
means to them. Encourage a brief class discussion to highlight the diverse ways
communication occurs in their lives.

c. Activity Proper

 Define Communication Models: Explain that communication models are visual


representations or frameworks that help us understand how communication occurs
between a sender and a receiver.
 Importance of Understanding Models: Discuss how communication models can provide
insights into the complexities of communication and how messages are transmitted and
received.

Exploring Communication Models:


 Introduce Various Communication Models:
 Shannon-Weaver Model
 Osgood-Schramm Model of Communication
 Berlo's S-M-C-R Model
 Aristotle Model of Communication
 Briefly explain each model, its key elements, and how it represents the communication
process.
 The Social Media Effect

B. Analysis

 Define Communication Models: Explain that communication models are visual


representations or framework s that help us understand how communication occurs
between a sender and a receiver.
 Importance of Understanding Models: Discuss how communication models can provide
insights into the complexities of communication and how messages are transmitted and
received.

C. Abstraction

At the end of the lesson we should be able to answer the questions:


 How did the media models aid in communication?
 What is the effect of these communication model in the society?

D. Applications
Comparative Analysis of Communication Models:
 Divide students into small groups.
 Assign each group a specific communication model to focus on.
 In their groups, students should:
 Research and discuss the key features of their assigned model.
 Prepare a brief presentation highlighting how their assigned model represents the
communication process.
 Identify real-world examples or scenarios that best fit their assigned model.

Group Presentations and Discussion:


 Each group presents their assigned communication model to the class.
 After each presentation, open the floor for questions and discussion.
 Encourage students to compare and contrast the different models, discussing their
strengths, weaknesses, and practical applications.

IV. EVALUATION

The result of their activity will serve as their evaluation.


V. ASSIGNMENT

 Students will be task to choose a recent media-related event (e.g., news article,
advertisement, social media post) and analyze how different communication models can be
applied to understand the message's transmission and reception.

Prepared by:

Liezl L. Primitiva, LPT Remarks:


Teacher I

Checked by:

Marievic A. Calonia
Head Teacher III
LAAK NATIONAL HIGH SCHOOL
MEDIA AND INFORMATION LITERACY
GRADE 11
FIRST SEMESTER
September 6, 2023

I. OBJECTIVE
At the end of the lesson 85% of the learners should be able to:
a. Define key concepts (media literacy, information literacy, technology
literacy);
b. Compare and contrast media, information, and technology literacies;
c. appreciate the importance of media and information literacy and its impact to everyday life.

II. SUBJECT MATTER


Media Information Literacy: Introduction to Media and Information Literacy

Materials: Learner’s material Module 2


Reference: Learner’s Material

III. PROCEDURE
A. Activity
a. Preliminaries
 Prayer
 Greetings
 Attendance
 Activating prior knowledge
(A short diagnostic test will be administered)
b. Motivation (5 minutes)

Begin with a thought-provoking question: "How often do you encounter information


through various media sources in a single day?" Discuss students' responses as a class. Show
a short video clip or present a relevant infographic that highlights the abundance of media
and information in daily life.

c. Activity Proper

Provide a clear definition of Media and Information Literacy (MIL), explaining that it's the
ability to access, analyze, evaluate, and create media and information in various forms. Discuss the
importance of MIL in critical thinking, decision-making, and being responsible digital citizens.
B. Analysis

Analyzing Media Messages:


Divide students into small groups. Give each group a different advertisement from a magazine,
website, or social media platform. Ask them to analyze the advertisement, considering the following:
 What is the main message of the advertisement?
 Who is the intended audience?
 What emotions or values is the advertisement trying to evoke?
 Are there any hidden or implied messages?

C. Abstraction

At the end of the lesson we should be able to answer the questions:


 What is Media and Information Literacy?
 Why is it important to critically analyze media messages?
 What are some strategies for identifying reliable sources online?

D. Applications
Comparative Analysis of Communication Models:
 Divide students into small groups.
 Assign each group a specific communication model to focus on.
 In their groups, students should:
 Research and discuss the key features of their assigned model.
 Prepare a brief presentation highlighting how their assigned model represents the
communication process.
 Identify real-world examples or scenarios that best fit their assigned model.

Group Presentations and Discussion:


 Each group presents their assigned communication model to the class.
 After each presentation, open the floor for questions and discussion.
 Encourage students to compare and contrast the different models, discussing their
strengths, weaknesses, and practical applications.

IV. EVALUATION
The result of the activity will serve as the evaluation/quiz of the learners.

V. ASSIGNMENT

The students will be tasked to find a news article or online content related to a current event.
They should evaluate the credibility of the source and write a short paragraph explaining
their assessment.

Prepared by:

Liezl L. Primitiva, LPT Remarks:


Teacher I

Checked by:

Marievic A. Calonia
Head Teacher III
LAAK NATIONAL HIGH SCHOOL
MEDIA AND INFORMATION LITERACY
GRADE 11
FIRST SEMESTER
SEPTEMBER 7, 2023

I. OBJECTIVE
At the end of the lesson 85% of the learners should be able to:
a. enumerate the proper conduct while online;
b. value the importance of netiquette and having a positive digital footprint;
c. discuss digital issues in the Phillipines in relation to online conduct.

II. SUBJECT MATTER


Media Information Literacy: Responsible Use of Media and Information

Materials: Learner’s material Module 3


Reference: Learner’s Material

III. PROCEDURE
A. Activity
a. Preliminaries
 Prayer
 Greetings
 Attendance
 Activating prior knowledge
(A short diagnostic test will be administered)
b. Motivation (5 minutes)

Randomly selected learners will be asked about


 the previous lesson.
 Their opinion on what responsible media and information.
 What they think they need to observe while online.

c. Activity Proper

Begin with a brief discussion on the ways students use media and information daily,
including social media, news articles, videos, etc. Emphasize on the Key Principles with Elements of
Digital Citizenship and the 9 Elements of Digital Citizenship. Ask students to share their thoughts on
the potential impacts—both positive and negative—of irresponsible use of media.

B. Analysis
Show a news article or video clip with evident bias. Ask students to identify the bias and discuss how
it might influence the way the information is presented. Guide them to think about alternative
viewpoints and how media bias can shape public opinion.

C. Abstraction

At the end of the lesson we should be able to answer the questions:


 What is netiquette?
 Why is it important to critically analyze media information while using different
types of media?
 What are the proper etiquette while online?

D. Applications

Show a news article or video clip with evident bias. Ask students to identify the bias and
discuss how it might influence the way the information is presented. Guide them to think about
alternative viewpoints and how media bias can shape public opinion.

Group Presentations and Discussion:


 Each group presents their assigned communication model to the class.
 After each presentation, open the floor for questions and discussion.
 Encourage students to compare and contrast the different models, discussing their
strengths, weaknesses, and practical applications.

IV. EVALUATION

Answer the following questions briefly.


1. What problem/s were you encountered with the use of media?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. How do you see the effect of social media to teenagers today?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. How will you define a “Responsible Media User”?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

V. ASSIGNMENT
The students will be tasked find a recent news article or online content, and analyze it for
biases. They should also evaluate whether the information is reliable and consider the
potential impacts of sharing it.

Prepared by:

Liezl L. Primitiva, LPT Remarks:


Teacher I

Checked by:

Marievic A. Calonia
Head Teacher III

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