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GUADAMOR, TED JAYSON B.
SENIOR HIGH SCHOOL CORE SUBJECT 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.
PERFORMANCE PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING OBJECTIVES
TIME ALLOTMENT
The learner produces a living museum or electronic portfolio or any other creative forms of multimedia showcasing their/his/her understanding, insights, and perceptions of the different resources of media and information.
The learner: 1. classifi es contents of different media types (MIL11/12TYM-IIId-10) 2. defines media convergence through current examples (MIL11/12TYM-I IId-11) 3. discusses to class on how a particular individual/ individual/ or society is portrayed in public using different different type of media (MIL11/12TYM-IIId-12)
At the end of the the lesson, the the learner should should be able able to: 1. identify similaritie s and differences among various types of media 2. give examples examples of media media convergence convergence 3. appreciate the differences differences of all types types of media
180 minutes (3 sessions)
CONTENT: Types of Media a. Print (books, newsletter, newsletter, magazines, journ journals, als, and other printed materials) materials) b. Broadcast (radio, television, 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. 2. 3. 4. 5. 6.
Introducti on: Motivation: Introduction/Delivery: Practice: Enrichment: Evaluation:
5 minutes 10 minutes 40 minutes 20 minutes 40 minutes 60 minutes
MATERIALS
laptop; whiteboard marker; books; newspapers; magazines; speaker; audio cable; projector; and VGA adapter.
RESOURCES
a. b. c. d. e. f.
Mass Communicati on, Media, and Culture v. 1.0 Mass Communicati on Theory: Foundations, Ferment, and Future (SIXTH EDITION) McQuail’s Mass Communication Theory K to 12 Senior High School Core Curriculum – Media and Information Literacy December 2013 http://www.thecanadianencyclopedia.ca/en/article/media-convergence/ 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 individua l 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. Philippin e 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 O f 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
Content
Organization
Creativity
Impact
4 The video report contains meaningful and relevant information from three interviewees. The content of the video report shows coherent and clear information and videos which can be easily understood. The video report has high resolution, excellent lighting and vivid colors.
3 The video report contains less meaningful and relevant information from three interviewees. The content of the video report shows less coherence and clarity of information and videos but can be understood. The video report has lower resolution, good lighting and less vivid colors.
The video report shows relevance to the audience and is well received by them.
The video report shows less relevance to the audience but is wellreceived by them.
2 The video report contains less meaningful and relevant information from less than three interviewees. The content of the video report shows less coherence and clarity of information and videos and is difficult to understand. The video report is pixelated because of extremely low resolution, poor lighting, and less vivid colors. The video report shows less relevance to the audience and is received fairly by them.
1 The video report contains meaningless and irrelevant information from less than three interviewees. The content of the video report has no coherence and clarity of information and videos and is cannot be understood. The elements in the video report are not clear at all.
The video report shows no relevance to the audience and is poorly received by them.
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