SENIOR HIGH SCHOOL CORE SUBJECT

MEDIA AND INFORMATION LITERACY – QUARTER 1

TOPIC / LESSON NAME Media and Information Languages

CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING OUTCOMES
The learner demonstrates understanding of media and information literacy (MIL) and MIL related
concepts.
The learner produces a living museum or electronic portfolio or any other creative forms of
multimedia showcasing his/her/their understanding, insights, and perceptions of the different
resources of media and informationm
1. evaluates everyday media and information regarding with codes, conventions, and
messages; in regards with audience, producers, and other stakeholders
2. produces and assesses the codes, convention, and messages
At the end of the lesson, the learner should be able to:

1. Understands the concept of codes, convention, messages, audience, producers,

stakeholders
2. Analyzes meanings embedded in various types of media
TIME ALLOTMENT 90 minutes

CONTENT:
A. Definition of Media Literacy, Information Literacy and Technology Literacy.
B. The Importance of Media and Information Literacy
C. Evaluating Media Using Media and Information Design Framework.
Lesson Outline:
1. Introduction/Motivation: (5 minutes)
2. Motivation (10 minutes)
3. Instruction/Delivery: (30 minutes)
4. Practice: (15 minutes)
5. Enrichment: (10 minutes)
6. Evaluation: (30 minutes)
 Materials LCD Projector, Computer with presentation software and media player, video
Teaching Guide for SHS Media and Information Literacy(2016). Commission on Higher
Education. Quezon City.
Resources

PROCEDURE TEACHER TIP

INTRODUCTION (5 minutes)
1. Perform Preliminaries (opening prayer, classroom management, and attendance checking)
2. Present the topic and discuss the objectives of the lesson.

MOTIVATION (10 minutes)

Reverse Charades

1. Divide the class into 4 groups.

2. The rules of this game is similar to the traditional charades. But instead of having one person act the
word given to them, that one person is now the one who will guess the word and the rest of the team
will do the acting.
3. Tell the students that language does not necessarily mean that we have to speak words, it is a way
of communicating with other people on a certain community.
4. Then explain that the purpose of this activity is to show that information can be transferred into
differenct forms and the media uses codes and conventions to deliver messages.
INSTRUCTION/DELIVERY (30 minutes)

Discuss the following:

1. Differebtiating Media Messages through Genres
2. Codes in Media Media Messages
3. Conventions
Present video clips on:
Technical codes ( “Camera Angles with Zach King” source: https://www.youtube.com/watch?v=tD63b6Z-Tr0)
Symbolic codes: (“Symbolisms in Films” source: https://www.youtube.com/watch?v=WhijmmePlU8)

PRACTICE (15 minutes)

Present a video clip: Kwentong Jollibee Valentine Series- ‘Vow’” ( source: : https://www.youtube.com/watch?
vhsamD2Yrs)

After watching the video, let the students reflect using these questions:
 What is the plot twist of the video?
 How did they misdirect people into believing that the two main characters are getting married?
 Do you think that the misdirection is intentional? Why?
 Does the music and camera angles help in the story telling?

Instruct atleast 5 students to share their insights about the video.

ENRICHMENT (10 minutes)

Essay
Present a video clip: “Cinemalaya 2016 commercial” (source: https://www.youtube.com/watch?v=hdv4iHTUu1s)

Have the learners write an essay on the topic “ Are Filipinos really tired of watching cliche films?” and “Do you
agree that Filipinos doesn’t produce quality films anymore?”
EVALUATION (30 minutes)
Divide the students into 3 – 5 groups (depending on the class size). Ask the students to take the role of a movie
producer. To make sure that the movie is well planned, they must create a storyboard for the film. Using pieces of
papers, the learners will draw their plans for each scene. They should also indicate what is happening in the
scene ( for example: camera angle, mood, type of music) Their output will be graded based on the rubrics below

CRITERIA 5 3 1
Content / story The storyboard contains
all the appropriate content
and the story was well
explained
Required Elements The required elements
are complete and well
organiized.
Attractiveness / design Storyboard is
exceptionally attractive in
terms of design and
layout.
Grammar/Mechanics The storyboard can be
easily understood
because it contains no
errors in grammar,
capitalization, or
punctuation
The storyboar has some
missing contents and the
story is somewhat well
explained
There are some missing
elements and a litte
unorganized.
Storyboard is attractive in
terms of design and
layout.
The storyboard
understandable enough
because it contains little
errorsonly in grammar,
capitalization, or
punctuation
The storyboar has a lot of
missing contents and the
story is not explained
well.
There are a lot of missing
elements and is
unoganized
Storyboard is distractingly
messy in terms of design
and layout.
The storyboard is hard to
understand because it
contains a lot of errors in
grammar, capitalization,
or punctuation