GRADE XII- MEDIA AND INFORMATION LITERACY

June 19 , 2017
10:30-11:50 - ABM
1:00-2:20 -HUMSS – DEWEY

I. Objectives:
At the end of the lesson the student should be able to:
a. Describe how communication is affected by media and information.
b. analyze a message (official statement).
c. list the types of Communication.

II. Subject Matter: The World of Media and Information Literacy

 Topic: Communication: From Interpersonal to Mass Communication

 Reference:Book ( Media and Information Literacy by Maria Jovita E. Zarate)
 Material: Powerpoint Presentation, Projector

III. Procedures:
a. Preliminary Activities
 Greetings
 Checking of Attendance

4A’s Approach
1. Activity

-the teacher will give a situation based on the student’s daily life activities.

2. Analysis

Question:

-the teacher then asks the question.

 -What do they mean?
 -What bring they bring to our lives?
 -What consequences and implication do they pose for our community and society?

3. Abstraction

-the teacher will discuss about the Communication and how communication affected by the
media and information.

-the teacher will ask the student

 What role communication plays in our daily lives?

  What makes up a message?

4. Application

The teacher will gather the class and group into four to six members.

The teacher will give a copy of examples, perhaps, an official statement (from Television,
newspaper, Radio, social media). The teacher will ask the student to single out a message which
they will like to unravel and analyze.

1. As a group, try to analyse the message guided by the following questions.

 Where is the message coming from?
 How is the message sent?
 Who is the receiver?
2. After the student responded to the above question, the teacher will try to push students
analysis a little further by pondering on these question:
 What form did the sender use so that the message can be transmitted to the
intended receiver?
 Did the form of the message change once it has reached the intended receiver? If so,
what form did it take?

3. Lastly, the teacher will ask the student to take time to see how it was received by the
intended receiver.
 Did the message reach the intended receiver? If yes, did the message prompt a
response from intended receiver? If no, what blocks or impediments kept the
message from getting to the intended receiver?

IV. Assessment
 Try visualizing the process that starts with the sender and ends with the receiver.
Make a diagram out of it.
V. Assignment
 Recall those instances and reflect on what could have been done to clear out the
“noise interferences” that stood in the way between the sender and the receiver.

Prepared by:

ZYFREL MAE P. VERA