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    Lesson 3 COT LP

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    Crystal Gayle Afos-Medrano
    lesson 3

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    Lesson 3 COT LP

    Uploaded by

    Crystal Gayle Afos-Medrano
    3 views4 pages
    lesson 3

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    lesson 3

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    3 views4 pages

    Lesson 3 COT LP

    Uploaded by

    Crystal Gayle Afos-Medrano
    lesson 3

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Lesson Plan

    School: Amir Bara Lidasan National High School Grade Level: Grade 11
    Teacher: CRYSTAL GAYLE A. MEDRANO Learning Area: Media and Information Literacy
    Date & Time: 02/12/2024 – 08:15-09:15am. Quarter & Semester: 3rd Quarter & 2nd Semester

    I. OBJECTIVES
    A. CONTENT STANDARD
    The learners demonstrates understanding of media and information literacy (MIL) and MIL related
    concepts.
    B. PERFORMANCE STANDARDS
    The learners organizes a creative and interactive symposium for the community focusing on being a
    media and information literate individual.

    C. LEARNING COMPETENCIES/OBJECTIVES
    The learners…
    Identifies traditional media and new media and their relationships (MIL11/12IMIL-IIIb-5)

    II. CONTENT
    Topic: The Evolution of Traditional to New Media
    a. Prehistoric Age
    b. Industrial Age
    c. Electronic Age
    d. New ( information)
    Age Lesson Integration: Differentiated Instruction
    Values Integration: Collaborative Learning
    Within the Curriculum: Grade 11 – Oral
    Communication Across the Curriculum: Grade 9 – SPA
    Media Arts
    Technology Integration with the use of Projector and Laptop during the discussions.

    III. LEARNING RESOURCES


    1. Teacher’s guide pages:
    2. Learner’s materials pages:
    3. Textbook pages:
    4. Additional Materials from learning Resources:
    Heinich, R., Molenda, M., Russel, J. & Smaldino, S. (1999). Instructional
    Media and Technologies for Learning, 6th ed. NJ: Prentice Hall, Inc.
    Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
    Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum for Teachers.
    UNESCO Press ISBN 978-92-3-104198-3 (EN); 978-959-18-07; 978-959-18-0787-8 (ES)

    Manila Paper, markers, Laptop, SmartTV, video clip.


    IV. PROCEDURE
    A. Preliminary Activities (5mins)
    Teacher’s Activity Learner’s Activity
    a. Prayer In the name of the Father and of the Son and of
    the Holy Spirit Amen!
    b. Checking of Attendance
    (5mins)
    B. Reviewing previous lesson or presenting Recap on the previous lesson
    the new lesson
    C. Establishing a Purpose for the lesson (5mins)
    I “Pic” This Activity

    The learners will be asked: What famous world


    event that happened on April 14, 1912?

    possible answered by learner: The sinking of RMS


    Titanic, one of the deadliest peacetime
    maritime disasters in history.

    The learners will explain there answers.

    Present to the class the picture of the RMS TITANIC


    (10mins)
    D. Presenting Examples/Instances of the new If Titanic sank in the Atlantic Ocean, How did
    lesson the news reach the people in England and New
    York at that time?

    Possible answer: newspaper, telephone,


    letter, telegrams

    If Titanic sank today, in what format will people


    receive or read the news?
    Unlocking of Difficulties
    (Collaborative Activity 2)
    E. Discussing New Concepts and Practicing ❑ Tell the students that media and
    new skills #1 information have evolved throughout
    history.
    Present the Four Ages
    Prehistoric Age, Industrial Age, Electronic Age
    and New Digital Age
    open the link www.youtube.com/electronic age

    Task Options:

    Timeline
    1. You have to draft a timeline of your
    exposure to traditional and new
    media on a bond paper.
    2. You can use different devices from
    the prehistoric age, industrial age,
    electronic age, through to the digital
    age.
    3. You may prefer to use any of these
    alternatives in creating the timeline:
    Tiki- Toki, Time Glider, OurStory,
    Capzles, Read Write Think, Xtimeline,
    TimeToast, Dipity,
    all available online.
    4. For each item of media, you are
    to include a picture or image, year,
    short description, and a personal
    insight.
    5. The output with a brief description and be
    submitted to your (Media and Information
    Literacy) subject teacher messenger account (MIL
    portal).
    Rubrics is presented
    F. Discussing New Concepts and Practicing Discuss the functions of media
    new skills #2
    G. Developing Mastery
    H. Finding practical applications of Concepts Given the available media that we have in the
    and skills in daily living world now, what do you think is the future of
    media?
    Is there a technology that you have seen in
    science-fiction film or read in a book that you
    want to become a reality in the near future?
    Cut some pictures and paste them in the box to
    create a collage that shows the future of media.
    Rubrics is presented
    I. Making generalization and abstractions
    J. Evaluating Learning Formative Assessment
    Drawing/Sketch Sample Rubric

    Criteria 4 3 2 1
    The use of The use of The use of The use of
    graphic arts to graphic arts to graphic arts to graphic arts to
    present the present the present the present the
    Appropriateness message is message is message is message is
    suitable and satisfactorily acceptably poorly suitable
    on purpose. suitable suitable

    The use of The use of The use of There is no


    graphic arts is graphic arts graphic arts hint of
    Originality new and is new but is not very originality in
    novel with new the submitted
    little creativity work.

    The student The student was The student The student was
    was able to able to create a was able to not able to
    create a cohesive but not create a create a
    cohesive and comprehensive cohesive cohesive or
    Meaningfulness comprehensive sketch, with sketch , with meaningful
    sketch, with supporting not so much sketch.
    supporting details to its supporting
    details to its meaning details to its
    meaning meaning

    The project The project was The project The project was
    was submitted submitted but was submitted submitted
    with all the had a few but largely
    Completeness requirements lacking seems to be unfinished.
    satisfied. components. slightly
    uncompleted.

    Prepared by:

    CRYSTAL GAYLE A. MEDRANO


    SHS/Subject Teacher

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