Detailed Lesson Plan in Purposive Communication (GEC 102) 1st Year College

I. Objectives
At the end of the lesson, the students should be able to . . .

1. Develop critical thinking that enables them to interpret messages and images of
different text types reflecting different cultures.
2. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing)
skills.
3. Write an evaluation of different types of texts through oral, audio-visual, and/or
web-based presentations.
4. Construct questions in evaluating different types of texts according to the principles
of media.

II. Content
Evaluating Messages and Images of Different Text Types

References:

III. Learning Resources

• Canva Presentation
• Mentimeter
• Youtube
• Google Classroom
Learning Reference

https://purposivecommunication.news.blog/2018/09/08/business
communication/

IV. Procedures
Before the Lesson
Time Allotment : 25 minutes
Strategy: Interactive discussion and brainstorming
Tool: Canva slides and Mentimeter
Teacher’s Activity Student’s Activity

“Good day class, before we start our lesson “Good morning ma’am, I would
may I ask someone to lead the prayer?” like to lead the prayer ma’am.”

“Alright, very good! Please start.” “In the name of the father and of the
son and of the holy spirit . . . . Amen.”

“Once again, good morning. How’s your day? Is “We’re all good, ma’am.”
it good so far?”

“Alright, that’s nice to hear. Have you eaten ”Yes ma’am!”

your breakfast this morning?”
“Wow, I guess that you really have eaten your
breakfast because you sound active and ”Yes ma’am!”
energetic. I also see here that no one is absent
today, I’m very glad that everyone gives the
importance to attending our class regularly. So,
good job on that. Since you are energetic now,
let us review the topic that we have discussed
in our previous lesson. Are you ready?”

(Presents canva slides, showing the title and an “Yes ma’am!”

illustration about the previous topic)

“Okay, class, can you still remember our

previous lesson?”

“Very good, then, who can tell me the topic (Raises hand)
of our previous discussion?” “Me ma’am, in our previous lesson,
we tackled about ‘Local And Global
Communication In Multicultural Setting’.”

“Okay, correct, in our previous lesson, we have (The student will answer)
tackled about ‘ Local And Global Communication refers to the sharing of
Communication In Multicultural Setting’. information, ideas, and messages
There are a lot of essential terms that we between two or more people.
encountered there, one of it is
‘communication’. So, who can give definition
of communication? Any volunteer?”

(Next slide)
“Very good answer, now, other than (Raises hand)
communication, what are other important
terms that you have learned during our
previous lesson? Anyone?”

“Okay, yes?” “Cultural diversity, ma’am.”

“Yes, very good! Cultural diversity. Okay, what “Cultural diversity refers to the
do we mean by cultural diversity?” different interests, skills, talents and
needs that belong or exist in a variety
of groups in a society.”

“That’s right, very well said.” “Yes, ma’am.”

(next slide)

“Diversity not only involves how people

perceive themselves, but also how they
perceive others. Actually class, cultural
diversity makes communication difficult as the
mindset including the practices of people from
different cultures in using a language are
different, this includes the signs, symbols and
gestures that are unique from each other.
Right?”
(next slide) “None ma’am.”

“That is why, class, we have to remember that

before taking into the process of
communication, we must be knowledgeable
about the internal and external differences of
people from various places. We do this in order
to prevent from causing any forms of conflict or
misunderstandings to happen between two
opposite parties. Alright, do you have any
questions about the previous topic?”

“Okay, that’s great! Then, let us proceed to

our short activity that will enhance your
understanding of our main topic for
this morning.”

“Yes ma’am.”

“I am going to divide the class into 2. A series of (Students start entering in Mentimeter)
pictures in Mentimeter will be posted and each
of the group will have to guess and evaluate
what the picture means in accordance with
your interpretation. You’ll be given 3 minutes
to discuss your answers and finally submit
them in the answer box. Once you have used
the code ‘7939 4782’ and entered in
Mentimeter, I will start presenting the first out
of the 3 pictures that I’ve prepared. Alright, are
you guys ready?”
(The teacher presents the first picture (Both groups start to submit their
in Mentimeter) answers)

What can you say about the picture? What

does it mean?

(The teacher presents the second picture

in Mentimeter)

What can you say about the picture? What

does it mean? (Both groups start to submit their answers)
 (The teacher presents the third picture (Both groups start to submit their answers)
in Mentimeter)
What can you say about the picture?
What does it mean?

“Okay, class, time is up! So, how did you find (Students will tell their experiences
the activity? Was it fun?” when playing the game.)

“It was fun ma’am but challenging at

the same time.”
“I’m glad that you enjoyed, thank you so
much for participating. Our lesson for this
morning, is about ‘Evaluating Messages and
Images of Different Text Types’. Alright, let’s
discuss your answers on the first picture that
you guessed earlier.”
(Teacher presents both groups’ answers
along with the picture on the screen.)
Group 1 representative: This is a
hand gesture that says “Let’s eat”.
Group 2 representative:
For us, we use this as a joke within
our friends, when we want to eat a
large amount of food together.

(The teacher calls a representative of both

groups to briefly read their answers to the
class)

“Okay, both representative of the groups

please read your answers.”

(elaborates the students’ answer) “Very good, (No one raises a hand)
both of your answers are quite similar. This
gesture can be called ‘loose-fist’. In the
Philippine Culture, when this gesture puts
towards the mouth, it refers to an invitation for
people to eat. But, have you ever wondered
what this gesture means in Italy? Who here
knows the meaning of this gesture in Italy?”

(starts explaining)
“When you talk to your Italian friend and
he/she suddenly shows this gesture to you, it
literally means ‘I don’t know what you’re
saying’. However, in Malaysia, this gesture
means ‘Wait a minute?’ like ‘give me some
time’ . It’s different right? Okay, how about the
second one.”
 (The teacher presents the second picture
answers along with the picture on the screen.)
(The teacher calls a representative of both
groups to briefly read their answers to the
class)
What can you say about the picture?
What does it mean?
“Alright, very good, your answers are accurate.
This sign is known as V sign, some also call this
the ‘peace sign’. This sign has two formats. Can
someone tell me what the two formats are?”
Group 1 representative:
This is a peace sign. Usually, this is used
when teenagers take selfies, most
particularly, the people in Asia can be seen
practicing this sign in their photos to look
cute.
Group 2 representative:
This is a peace sign. You show this sign
to another person to entail peace or
positivity and calmness.
(raises a hand)
“Me ma’am, one with the palm faced
outwards, and another with the palm
inwards.”
Okay, you got it right. In the US, both ways refer
to “victory” and peace because back in the day,
the protesters against the Vietnam War and
activists adopted the gesture as a sign of peace.
However, in other places, such as in the UK,
Australia and South Africa, the same gesture
with the back of the hand facing the other
person is an equivalent to a middle finger. This
gesture is considered to be extremely insulting
in some common wealth nations.”

“Okay, let’s move on to the last one.”

(The teacher presents the third picture Group 1 representative:

answers along with the picture on the This is relevant for musicians. This means
screen.) “rock n’ roll”.

(The teacher calls a representative of both

groups to briefly read their answers to the Group 2 representative:
class) What can you say about the picture? Rockers have popularized this sign.
What does it mean? Teenagers usually do this in pictures to
look cool or swag.
“Yes, thank you so much for your answers. We
have here, the hedge horn. In USA “the horn
fingers” is adopted by rockers and it is a sign of
approval. But then again, in many
Mediterranean and Latin countries, such as
Argentina, Brazil, Colombia, Cuba, Spain, Italy
and Portugal, to make this sign at someone is
to tell them that their spouse is cheating on
them.”

(next slide) “None so far, ma’am. “

“From these three examples, we can say that
every small gesture that we do, any kind of texts
or images would really mean differently when
we look at them from a variety of cultural
perspectives. This is where we have to evaluate
messages not only from our own perspective
but also, through different cultural lenses
because again, the same gesture can mean
many things depending on where we are
coming from. Failure to analyze the information
between the context and the meaning of the
presented text would prevent the
communication to be successful. Alright, do
you have any questions regarding the
presented pictures?”

“Okay, since you don’t have any questions. At “Yes, teacher!”

this point, we will go into the process of
knowing how to properly evaluate any type of
text that is present in the media. There are 5
principles that we undertake when we look at
media, and these principles dictate what
questions to ask when we try to analyze a
particular image or message.”

“I’m asking everyone to pay attention to the

video that I’m going to play right now. Please
understand the questions that are used to
analyze the intentions behind the presented
text as I will have a small activity after this.
Alright, is everyone ready?”
(The teacher presents the video) (watches the video)

The Link to the Video:

https://youtu.be/JxACFNNBZxQ

The content of the video:

How to evaluate?

Principle 1: All media messages are

constructed. Questions to consider:
• What is the message of the text?
• How effectively does it represent
reality? • How is the message
constructed?

Principle 2: Media have embedded values

and point of view.

Questions to consider:
•What message do you perceive from the
text? •What lifestyles, values and points of
view are represented in the text?

•Who or what is missing?

Principle 3: Each person interprets

messages differently.

Questions to consider:
•What message do you perceive from the
text? •How might other understand it
differently?

Principle 4: Media have commercial,

ideological, or political interest.

Questions to consider:
• What is the purpose of the text? • What is
the target audience of the text? • Who might
be disadvantage?

Principle 5: Media messages are constructed

using a creative language having its own
rules. • What techniques are use and why? •
How effective are the techniques in
supporting the messages or themes in the
text? • What are other ways of presenting
the message?
 --End of the Video--

“Alright, that’s the end of the video. How was “ Yes ma’am!”
the video class? Did you understand
something? Was it informative?”

“Oh, that’s great. So, who can share their (Raises hand)
insights about the 5 principles of media?”

“Okay, yes?” “From the video ma’am, and as you also

said from the examples in the first
activity, different people experience the
same media message differently. People
interpret their own message from a text
based on their life experiences, and we all
live differently, we don’t share the same
experiences every day. Those who have
already went through a long-twisted
journey in life, usually those who are risk
takers like our parents, may have a whole
different perspective about a particular
text/image than those who choose to
spend their time inside their house.”

“Wow, very impressive insight. Yes, our

interpretations to a particular type of media are
different because it reflects from the various
situations that we have experienced. Thank you
so much for sharing your insight. So, class, in
order to evaluate whether a message is
effective, we can ask ourselves a series of
questions which were

shown in the video. These questions help us to

be critical in determining the meaning of a text
accurately and effectively. So, Good job class. “

“Okay, so, are there any parts that you guys “ None Ma’am “
find confusing about our topic today? Please
raise a hand if you have any concerns,
clarifications or questions.”

After the Lesson

Time Allotment : 30 minutes

Strategy: Collaboration
Tool: Canva slides, Song, Story Board and Movie Poster
Application
Teacher’s Activity Student’s Activity

“Alright, if there’s none, let’s now have a group activity.

I’m going to divide the class into three. The first group “Excuse me ma’am, in what way are
will be assigned to listen to a song, the second group you going to grade our activity
will be given a storyboard and the third group will have ma’am?”
to evaluate a poster of a Japanese movie. After taking
the time to evaluate each of the type of texts, you will
have to present your analysis using Canva.”

“ Please apply the questions in evaluating the texts, it

will guide you in noticing even the slightest details very
well. Have I made myself clear? Please feel free to raise
questions about the activity or perhaps about our lesson
today.”

“Oh yes, thank you for asking. I will give you a rubric “None ma’am. Thank you!”
which contains particular points of each criteria that
reflects your performance in the activity. I’m going to
give you a copy of it after this. Okay, so, are there any
further questions?”

Group Work: Evaluate Me!

Rubric:
Group 1: Song
Title: We are the world by USA for
Africa
Group 2: Story Board
Title: An Honest Woodcutter

Group 3: Movie Poster

 “Great work class! I appreciate every inch of effort that
you exerted in the activity. Now, for your assessment, a
10-item quiz will be posted in the Google Classroom,
you will have to put your answers in a file format and
attached it there.

Instructions: Construct your own guide questions in

evaluating different types of text that match the 5
given principles of media.
1. All media messages are constructed.
2. Media have embedded values and point of view. 3.
Each person interprets messages differently. 4. Media
have commercial, ideological, or political interest.
5: Media messages are constructed using a creative
language having its own rules.

V. Assignment (optional)

ESSAY: Express your knowledge of the topic by answering the following questions with clarity.
Submit it in a PDF form to be attached in the Google Classroom. (15 points)

1. What is the importance of evaluating messages and images in communication? 2.

How would you evaluate a message or text?

3. What are the things to be considered in evaluating messages or images?

VI. Remarks (to be filled in after the class)

VII. Reflections

Using Mentimeter, get the students to share what they have learned including their difficulties in
‘Evaluating Messages and Images of Different Text Types’. The students will have to fill the blanks in
the sentence below.

Today, I have learned that __________. I’m having a difficulty in _________. I want to improve in/my
___________.

Prepared by:
Dhara Joy M. Monreal BSED ENG 3-A