Group #4

SENIOR HIGH SCHOOL CORE SUBJECT

GUADAMOR, TED JAYSON B.
MEDIA AND INFORMATION LITERACY – QUARTER 1

TOPIC / LESSON NAME Types of Media

CONTENT STANDARDS 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
PERFORMANCE STANDARDS
their/his/her understanding, insights, and perceptions of the different resources of media and information.

The learner:
1. classifies contents of different media types (MIL11/12TYM-IIId-10)
LEARNING COMPETENCIES 2. defines media convergence through current examples (MIL11/12TYM-IIId-11)
3. discusses to class on how a particular individual/ or society is portrayed in public using different type of media
(MIL11/12TYM-IIId-12)

At the end of the lesson, the learner should be able to:

1. identify similarities and differences among various types of media
SPECIFIC LEARNING OBJECTIVES
2. give examples of media convergence
3. appreciate the differences of all types of media

TIME ALLOTMENT 180 minutes (3 sessions)

CONTENT:
Types of Media
a. Print (books, newsletter, magazines, journals, and other printed materials)
b. Broadcast (radio, television, and film)
c. New Media (internet)

Media Convergence
a. Definition
 SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1

LESSON OUTLINE:

1. Introduction: 5 minutes
2. Motivation: 10 minutes
3. Introduction/Delivery: 40 minutes
4. Practice: 20 minutes
5. Enrichment: 40 minutes
6. Evaluation: 60 minutes

MATERIALS laptop; whiteboard marker; books; newspapers; magazines; speaker; audio cable; projector; and VGA adapter.

a. Mass Communication, Media, and Culture v. 1.0

b. Mass Communication Theory: Foundations, Ferment, and Future (SIXTH EDITION)
c. McQuail’s Mass Communication Theory
RESOURCES d. K to 12 Senior High School Core Curriculum – Media and Information Literacy December 2013
e. http://www.thecanadianencyclopedia.ca/en/article/media-convergence/
f. Media and Information Literacy: Curriculum for Teachers, UNESCO 2011

PROCEDURE MEETING LEARNERS’ NEEDS

INTRODUCTION (5 minutes)

1. Review the key points in the discussion of Information Literacy in the previous lesson.
2. State the learning objectives.
a. identify similarities and differences among various types of media
b. give examples of media convergence
c. discuss how a particular individual or society is portrayed in public using different types of media

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 SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1

MOTIVATION (10 minutes)

Think/Pair/Share

1. Show a video of the different types of media.

2. Ask the students to get a partner and accomplish the following afterwards.
a. What examples of media are mentioned in the video?
b. Using the matrix below, classify the identified examples of media.

NON-ELECTRIC ELECTRIC

LIGHT HEAVY

MODERATELY USED HIGHLY USED

INSTRUCTION/DELIVERY (40 minutes)

TYPES OF MEDIA

Group Activity
1. Divide the class into three groups.
2. Each group will be given the following topics which they have to discuss among themselves.
a. Newspaper versus Magazine
b. Television versus Film/Cinema
c. smartphone versus laptop
3. For 10 minutes, the groups are to prepare a Venn Diagram using a manila paper or cartolina showing the differences
and similarities of the various types of media assigned to them. They also have to answer the following guide questions.

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 SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1

a. Is it possible to present information by only using these forms of media? Why?

b. What will happen if the community you are living in has access to only these forms of media?
4. Afterwards, each group will present the result of their group discussion in front of the class.

Lecture Proper
a. Print. Refers to the means of mass communication in the form of printed publications, such as newspapers and
magazines. Type of media which are more durable and easily archived, and allowed users more flexibility in
terms of time. (Examples: books, newspapers, magazines, pamphlets, newsletters, flyers, posters, print ads,
etc.)
b. Broadcast. Refers to the means of mass communication by means of the transmission of radio and television signals
over air from fixed terrestrial transmitters and with limited range, before the advent of cable and satellite systems
from the 1970s onwards. In contrast to print media, these are usually aired programs on a fixed schedule, which
allowed it to both provide a sense of immediacy but also impermanence—until the advent of digital video
recorders in the 21st century, it was impossible to pause and rewind a television broadcast. (Examples: radio,
television, and film)
c. New/Digital. Refers to content organized and distributed on digital platforms. These are also characterized as digital,
often also capable of being manipulated, networkable, dense, compressible, and interactive. (Examples:
Internet, mobile phone, DVDs, video games)

MEDIA CONVERGENCE

Background Knowledge Probe

Show the following pictures then encourage the students to answer the corresponding question.

Picture Question

What is the message of the picture?

Where do you get your e-books?

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 SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1

Where can you watch 24- Oras of GMA- 7?

What is the commonality between these

movies?
These movies were released in cinemas, where
can you find it if you want to watch it today?

Lecture
a. Definition. This refers to the co-existence of traditional and new media. The co-existence of print media, broadcast
media (radio and television), the Internet, mobile phones, as well as others, allowing media content to flow
across various platforms. The ability to transform different kinds of media into digital code, which is then
accessible by a range of devices (ex. from the personal computer to the mobile phone), thus creating a digital
communication environment. This is also an economic strategy in which the media properties owned by
communications companies employ digitization and computer networking to work together.

PRACTICE (20 minutes)

Two-Column Method
1. Divide the class into three groups.
2. Each group will be given the following topics and materials which they have to discuss among themselves.
a. Sen. Tito Sotto (news clipping and video report)
b. Bb. Pilipinas - Universe Rachel Peters (Facebook post and news clipping)
c. Philippine Tourism advertisement (video advert and billboard advert)
3. Each group will enumerate how the subject/topic was presented in the two forms of media in two columns.

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 SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1

ENRICHMENT (40 minutes)

Writing (Individual Task): Give the learners time to write their essays. Present the following mechanics:
a. The essay prompt is ―This Will Happen If A Community Has Access To A Single Form Of Media Only‖
b. The essay must have an introduction, body, and conclusion.
c. The number of words must be 450-500.
d. The essay will be graded according to the rubric below.

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 SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1

EVALUATION (60 minutes)

Interview – Video Report

Give the learners the following scenario.

As a newscaster in a media organization, you are tasked by the producer to conduct a news report on where people
usually get information about news, sports, and entertainment. You have to interview three people coming from the
following sectors: government, academic, and business.

1. The class is divided into groups.

2. The group can create their own media company/news program.
3. The script will be graded according to the rubric below.

Criteria 4 3 2 1
The video report The video report The video report The video report
contains meaningful contains less contains less contains meaningless
and relevant meaningful and meaningful and and irrelevant
Content
information from three relevant information relevant information information from less
interviewees. from three from less than three than three
interviewees. interviewees. interviewees.
The content of the The content of the The content of the The content of the
video report shows video report shows video report shows video report has no
coherent and clear less coherence and less coherence and coherence and clarity
Organization
information and videos clarity of information clarity of information of information and
which can be easily and videos but can be and videos and is videos and is cannot
understood. understood. difficult to understand. be understood.
The video report has The video report has The video report is The elements in the
high resolution, lower resolution, good pixelated because of video report are not
excellent lighting and lighting and less vivid extremely low clear at all.
Creativity
vivid colors. colors. resolution, poor
lighting, and less vivid
colors.
The video report shows The video report shows The video report shows The video report
relevance to the less relevance to the less relevance to the shows no relevance to
Impact audience and is well audience but is well- audience and is the audience and is
received by them. received by them. received fairly by them. poorly received by
them.

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