Lesson Plan MIL COR11

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LESSON PLAN

MEDIA AND INFORMATION LITERACY

Course Description: The course introduces the learners to basic understanding of media and information as channels of communication and tools for the development of individuals and societies. It also aims to develop students to be creative and critical thinkers as well as responsible users and competent producers of media and information.

It covers core competencies, namely: 1) Describe how much media and information affect communication; 2) Identify the similarities and differences of media literacy, information literacy, and technology literacy; 3) Editorialize the value of being literate in media and information; and 4) Use Information and Communications Technology (ICT) skills for information processing.

At the end of the course, the student should be able to: 1. Define the nature and extent of media and information. 2. Identify types of media and information resources available. 3. Locate or access information resources on topic.

4. Evaluate media and information resources being found.

5. Use the information found ethically to satisfy the information needed. JOJI ILAGAN BIAN COLLEGE OF BUSINESS AND TOURISM

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WEEK NO.: 1 SESSION NO.: 1

TOPIC/CONTENT LEARNING OUTCOMES LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Introductory Session 1. Check students and knowing oneself 2. School and Classroom Policy and discipline 3. Grading System 4. Course objectives 5. Course requirements

At the end of the session, students should be able to: Introduce themselves among their classmates and create rapport. (JIBCBT-SHS)

Understand school and classroom policies and discipline to distinguishing sense of self-discipline. (JIBCBT-SHS) Recognize and understand teacher’s classroom policies. (JIBCBT-SHS)

Know and understand on how they were being graded for them to develop as well

competitiveness within themselves to aim a high grade. (JIBCBT-SHS)

Preparatory Activity - Prayer

- Getting to Know You

Getting to know each other.

Direction: Each student will introduce their selves to the class. They will share their course expectations and teachers’ expectations.

A. Activity

Each student will provide a one-fourth (¼) sheet of yellow paper indicating their full personal contact information. They will be introducing their selves to the class. B. Analysis

How will they be able to

The students will be graded base on the accuracy of their answers based on their application.

Search about the definition of “media,” “information” and “communication.” May be a dictionary definition or a definition taken from online sources. To be typewritten in a one short bond paper and submitted on the next meeting. Introduction to Media and Information Literacy YouTube Channel: Arniel Ping Retrieved October 26, 2016 from https://www.yout ube.com/watch? v=b-Y6LRIppU4

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Determine the course objectives and to let them understand the

importance of passing the Media and

Information Literacy Course. (JIBCBT-SHS)

confidently introduce their selves in front of the class?

C. Abstraction

-What are your expectations for this course? -What are your expectations to your teacher? D. Application The students will be going to answer the teacher’s follow-up questions during their self-introduction. Show a video

presentation introducing the Media and

Information Literacy course.

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Introduction to Media

and Information Literacy (Part 1A) The learner demonstrates an understanding of media and information

sources, and values them as part of communication tools. Discussion of the different communication models. On successful completion of this

chapter, the students will be able to:

 describe the nature of communication and the concepts related to it (JIBCBT-SHS);  describe how communication is affected by media and information (MIL11/12IMIL-IIIa-1); and  identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2). Preparatory Activity - Prayer - Attendance - Submission of assignment

- Brief overview and idea about the course.

Direction: Students will interact to their teacher about their idea on the topic.

A. Activity

Direction: The students will be asked to get ½ crosswise sheet of yellow paper and record their use and interaction of different media and information sources and how many hours do they spent on each one per week. The figures to be provided do not have to be exact, just a rough

Assignment: definitions of “media”, “information” and “communication” . - Worth 5 points per complete definition (15 points total). Class activity: Write student’s media usage per week (5 points), with recitation activity (5 points) Students will enter the MIL Portal Facebook group by entering the group through their Facebook accounts. Students will also “like” and “share” the Facebook page “JIB Senior High Media and Information Literacy”. Media and Information Literacy Curriculum Guide by DepEd Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum for Teachers. UNESCO Press Media and Information Literacy by Boots C. Liquigan, Diwa

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estimate. B. Analysis

- Which media provider did they spend most of the time?

- Ask the learners to imagining one day they find no

Internet, libraries, newspapers, phones, etc. How would it affect on how they live? - Why do we communicate? C. Abstraction - Slide show discussion on the definition of “communication” - Discuss the different models of communication. D. Application “Oral Recitation” A few students will be called randomly and going to present their report about what they have written on the

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Introduction to Media and Information Literacy (Part 1B) The learner demonstrates an understanding of media and information

sources, and values them as part of communication tools.

On successful completion of this

chapter, the students will be able to:  Identify the similarities and differences of media literacy, information literacy, and technology literacy. (MIL11/12IMIL-IIIa-2)  Editorialize the value

of being literate in media and

information.

(MIL11/12IMIL-IIIa-3)  Share to the class

media habits, lifestyles and preferences (MIL11/12IMIL-IIIa-4). Preparatory Activity - Prayer - Attendance - Ice breaker

- Brief review on the previous topic Ice Breaker: Students perform a parody of the “Pen-Pineapple-Apple-Pen” song using the Media and Information Literacy concept.

Direction: The students will interact on the previous sub-topic and relate to the current sub-topic. A. Activity Slide presentation - Review of the definition of communication and communication models. Group task: - Create a model showing the communication process in Facebook. (5 points) - Briefly explain the different components (e.g. sender, receiver, channel, events, feedback, etc.) in your communication model (5 points) Essay: How is communication affected by media and information in your communication model Students will sign up for an Edmodo account and enter the JIB Media and Information Literacy group. Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum for Teachers. UNESCO Press Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning

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- Definition of media literacy, information literacy and technology literacy. Performance task - Create a model showing the communication process in Facebook. B. Analysis

- How media has affected the way we communicate? C. Abstraction - Differentiate media literacy, information literacy, and technology literacy. D. Application Recitation: communication being affected by Facebook. Sign-up/enroll online in the MIL Portal as the class learning

management system.

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Introduction to Media and Information Literacy (Part 2) Discussion of the responsible and competent use of media information - Characteristics of a Media and Information Literate Individual - Importance of Media and Information Literacy (MIL)

Learners will be able to:  identify the characteristics of responsible users and competent producers of media and information (MIL11/12IMIL-IIIa-3); and  editorialize the value of being a media and information literate individual (MIL11/12IMIL-IIIa-3). Preparatory Activity - Prayer - Attendance

- Brief overview and idea about the topic.

A. Activity

Direction: During the slide presentation, students will interact to their teacher about the posters and images being flashed on the screen.

B. Analysis

Students will answer the following question on each image:

- What is the message of this poster?

- Do you agree with the message? Why or why not?

The students will be graded base on the responses of the students participating in the recitation. Performance work rubrics: * Introduction – 5 pts. * Main argument – 5 pts * Conclusion – 5pts. Performance task: Students will write an essay about the value of being a media and information literate individual. To be typewritten in a one short bond paper and submitted on the next meeting. Media and Information Literacy Curriculum Guide by DepEd Responsible Use of Social Media THINK by Projonmo Agami https://www.you tube.com/watch ?v=qKxJA7bE-xw

Dos and Don'ts when using social networks By leadinginnovatio n https://www.you tube.com/watch ? v=hqezbib5qpQ

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C. Abstraction

Direction: Students will watch two videos about the responsible use of social media.

After which, students will be asked to complete a table on the

characteristics of a responsible and

competent user of media information.

D. Application

Recitation: Students will be asked: Do you

consider yourself as a media and information literate individual? Why or why not?

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and Information Literacy (Part 3A) Design Elements and Principles

- Discussion on the foundations of design. Performance Task: Digital Poster Project (Concept)

Learners will be able to:  Identify and explain basic design elements and principles (JIBCBT-SHS);  discuss how the

discussed design elements and principles are used in posters (JIBCBT-SHS);  create a text and

visual digital poster which will influence high school students to be a responsible user and competent producer of media information (JIBCBT-SHS); and  produce and evaluate a creative text and

Preparatory Activity - Prayer - Attendance - Submission of

assignment

- Brief review about the previous topic about being a media and information literate individual. - Brief overview of the lesson. A. Activity

Direction: Slide show discussing the

fundamental design elements and principles. B. Analysis

- What makes a good and effective design?

- Analyze samples of digital posters. C. Abstraction

- What are the

Performance Task:

The students will be graded base on the following criteria: Content (10 points) -Be a responsible user and producer of media information Graphic (10 points) - Relevance and Citation Design and Layout (10 points) Work Ethics (10 points) - Cooperation Take pictures to be used for the poster. Venue must be strictly within JIB-CBT premises only. - Create the digital poster using Canva. - Students are allowed to use additional tools. - Each group will present each of their concepts next meeting. Media and Information Literacy Curriculum Guide by DepEd Design Elements and Principles https://designsc hool.canva.com /design- elements-principles/ https://designsc hool.canva.com /blog/visual- design-composition/

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visual presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10) fundamental principles of design?

- What is the design principles that make a media output effective? D. Application

Performance Task: Digital Poster project (group of 3 students)

MATERIALS / TOOLS -Computer

-Smartphone Camera -Web tool : Canva (www.canva.com)

-Photo editing software or applications

Create a digital poster which will influence high school and college students to be a responsible user and competent producer of media information 1. Conceptualize the poster. (Message and Design)

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used for the poster. Venue must be strictly within JIB-CBT premises only.

3. Gather the pictures and create the digital poster using Canva. 4. Submit the digital poster in three (3) channels: via email, in the JIB MIL Edmodo group and the JIB MIL Facebook group.

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and Information Literacy (Part 3B) Design Elements and Principles

Performance Task: Digital Poster Project (Laboratory)

Learners will be able to:

 create a text and visual digital poster which will influence high school students to be a responsible user and competent producer of media information (JIBCBT-SHS); and  produce and evaluate a creative text and visual presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10) Preparatory Activity - Prayer - Attendance

- Brief review about the previous topic on design

principles A. Activity

Direction: Each group of 3 students presents their poster (or their poster concept) to the class. B. Analysis - Analyze the concept being chosen by each group. C. Abstraction - How will the

chosen topic be relevant to both senior high and college students? D. Application

The digital posters will be shared on the JIB MIL Facebook page.

Performance Task:

The students will be graded base on the following criteria: Content (10 points) -Be a responsible user and producer of media information Graphic (10 points) - Relevance and Citation Design and Layout (10 points) Work Ethics (10 points) - Cooperation - Create the digital poster using Canva. - Students are allowed to use additional tools. - Submit the digital poster in the Edmodo account and Facebook group. - Print a copy of the poster in a short bond paper and submit next meeting. Media and Information Literacy Curriculum Guide by DepEd Design Elements and Principles https://designsc hool.canva.com /design- elements-principles/ https://designsc hool.canva.com /blog/visual- design-composition/

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES The Evolution of Traditional to New Media (Part 1) Traditional vs. New Media Technological Determinism vs. Cultural Determinism

Learners will able to:  identify traditional

media and new media and their relationships (MIL11/12EMIL-IIIb-5);  compare technological determinism with cultural determinism (JIBCBT-SHS);  search latest theory

on information and media (MIL11/12EMIL-IIIb-7);  Examine the technology or resources available during the prehistoric age,the industrial age, the electronic age, and the new or digital age. (CHED-DepEd-TG)

 Identify the devices used by people to communicate with Preparatory Activity - Prayer - Attendance - Check submission of digital poster project

- Brief review and overview and idea about the course. Direction: Students will interact to their teacher about their idea on the topic.

A. Activity Video Watching:

Direction: Students will watch the History of Communication video. Assessment Activity: Students will compare different types of media then determine if the medium is traditional or new media. Formative Assessment: Traditional vs New Media Recitation: What issues facing journalist are mentioned in the news?

The students will be graded based on the accuracy of their answers during the class recitation. Research on the current issues of media in the Philippines. Media and Information Literacy Curriculum Guide by DepEd Teaching Guide on Media and Information Literacy by CHED Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. History of Communication by Volke.com https://www.you tube.com/watch ? v=rDkxsNmKD Gk

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each other, store information, and broadcast

information across the different ages. (CHED-DepEd TG)

B. Analysis

- What is the difference between traditional media and new media?

C. Abstraction Lecture:

- Discuss the approach of traditional media vs. new media.

Video Watching: Students will watch the three videos:

- History of Social Media

- How Has Technology

Changed Us?: The Medium is the Message - World Press

Freedom Day 2017: UNESCO calls for better protection of press D. Application

Class recitation activity: A. “The Medium is the Message”

1. Explain the statement of Marshall McLuhan that “The Medium is the

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Message”.

2. Does technology shaped us or is it us who shaped technology? Explain your answer and give an example.

B. News Report

1. What is the news all about?

2. What issues facing journalist are mentioned in the news?

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES The Evolution of Traditional to New Media (Part 2) Functions of Communication and Media Current Issues in Philippine Media

The learners will be able to: • discuss the functions of communication and media (JIBCBT-SHS); • editorialize the roles and functions of media in democratic society (MIL11/12EMIL-IIIb-6); and • discuss current issues in Philippine Media (JIBCBT-SHS). Preparatory Activity - Prayer - Attendance

- Brief review about the previous topic. A. Activity

Direction: Discuss the five (5) functions of communication and media.

B. Analysis For each point:

- What symbolisms are used in this illustration? - What is the message of the illustration?

- Do you agree with the message? Why or why not?

C. Abstraction

- Relate these points into the current issues of Philippine Media

- Analysis: Discuss on the

Performance task: Political Cartoon Students will be graded based on the following rubrics: 1. Drawing (10pts.) - The drawing is very artistic and neat. It communicates the message clearly. 2. Explanation (5 pts.) – Explanation must be very comprehensive. Research on the different types of media in terms of classification. Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

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issue of media in the Philippines a. Media Killings b. “Unfair, Twisted Coverage” comments by President Rodrigo Duterte. D. Application

Activity: Political cartoon drawing

Instructions: Group of 3 students

1. Draw on a short bond paper a political cartoon depicting your opinion about how the Philippine media performs its roles and functions in the Philippines which is a democratic country. (10 points)

2. Explain the message of your political cartoon in not less than 3

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Types of Media (part 1)

Types of Media Media Convergence

Learners will be able to:  identify the different types of media (JIBCBT-SHS);  classify contents of different media types (MIL11/12TYM-IIId-10);  discuss the effects of social media in society (JIBCBT-SHS); and  define media convergence through current examples (MIL11/12TYM-IIId-11). Preparatory Activity - Prayer - Attendance

- Brief review about the previous topic. - Overview of the

current topic. Direction: Students will be asked about their idea/experience about different kinds of media. A. Activity

Formative assessment: Answer which key type of media is a particular media item.

Lecture: Discussion on the types of media 1. Print media 2. Broadcast media 3. Film / Cinema 4. Video games 5. New media Formative Assessment: Students will answer in a ¼ sheet of paper 10 questions on which type of media is a particular item. (10 points) Recitation on Media Convergence: The students will be graded based on their performance in recitation. Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. http://www.glob alization101.org /types-of-media-2/ http://online.seu .edu/what-is-new-media/

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B. Analysis

Activity: Analyze the infographics on digital media in the Philippines What important

information can we derive from these data?

C. Abstraction Class discussion:

1. What is the emerging role of social media in the society?

2. How do you think social media is affecting our culture?

D. Application

a. Direction: Students will watch a video “Media Convergence (2013)” Recitation guide questions: 1. What is media convergence? 2. Why media

convergence a trend that cannot be done away? 3. What are other examples of media convergence?

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b. Directions: Students will be shown illustrations about certain media convergence scenarios. Guide Questions:

1. What is the message in this picture?

2. Where do you get this type of medium?

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Types of Media (part 2)

Mass Media Media Effects

Learners will be able to:  discuss in class how a particular individual or society is portrayed in public using different types of media (MIL11/12TYM-IIId-12n);  define mass media and media effects (JIBCBT-SHS);and  discuss and evaluate the different theories on media effects (JIBCBT-SHS). Preparatory Activity - Prayer - Attendance

- Review about the previous

discussion. Direction: Students will interact to their teacher about the ideas they were able to gather all throughout the

discussion. A. Activity

Direction: Students will look at images of

personalities and they will be asked the following question for analysis: How is this person portrayed in public by different types of media? B. Analysis

Direction: Students be

The students will be graded using a rubrics base on their performance in recitation. Essay Rubrics: Introduction – 5pts. Body Paragraphs – 5 pts. Conclusion – 5 pts. Write an essay answering this question: Is the media effects on Filipino youth good or bad? - Essay must have a title, an introduction, a body paragraph (1 main argument with 2 examples), and a conclusion. - Not less than 12 sentences. - Must be typewritten and printed on a short bond paper.To be submitted next meeting. Refer to the rubric for criteria and grading. MIL Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

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called at random and will give out their comments about how the certain personality is being portrayed or depicted in media.

C. Abstraction

Direction: Discussion on the definition, Mass Media, Media Effects and Propaganda.

Discussion question: How does media effects relate to the local context? - e.g. MTRCB Rating D. Application

Assignment: Write an essay answering this question:

Is the media effects on Filipino youth good or bad?

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Media Literacy (part 1)

Definition, Importance, Fundamental Elements, and Critical Thinking

 define media literacy (SHS);  discuss and value

the importance of media literacy (SHS);  explain the fundamental elements of media literacy (SHS);  value the importance of critical thinking in media literacy (SHS); and  apply critical thinking by identifying fallacies in arguments (SHS). Preparatory Activity - Prayer - Attendance

current topic. Direction: Students will be asked about their idea/experience about being literate in media. A. Activity

Direction: Students will be watching videos about What is Media Literacy. B. Analysis

Guide questions: - How will they

relate the video? - What is media

literacy?

- Why do we need to read media from a critical point of

The students will be graded based on their performance in recitation. Students will research on being a media and information literate individual. Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Maria Jovita E. Zarate, Ph. D. (Rex Book Store)

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view? - Why is media literacy very important to democracy? C. Abstraction Discussion: - Fundamental Elements of Media Literacy - Critical Thinking - Fallacies of Thinking Guide questions: Why is critical thinking

important? D. Application “Recitation”

- Why is critical thinking very important to media literacy?

- Why is it important for students to develop their critical thinking skills?

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Media Literacy (Part 2)

Key Concepts in Media Analysis

Discussion of key concepts and questions when analyzing media messages.

 Identify and explain the key concepts in media analysis (JIBCBT-SHS);  Discuss key questions to ask when analyzing media messages (JIBCBT-SHS); and  apply the discussed strategies in analyzing and deconstructing media messages (JIBCBT-SHS). Preparatory Activity - Prayer - Attendance

- Brief overview and idea about the topic.

A. Activity

Direction: Students will first watch a video about the “Top 10 Misleading Marketing Tactics”. B. Analysis

Activity: Students will then watch a video clip Photos will be displayed throughout some of the key points.

- What valuable lessons can we learn from the video?

C. Abstraction

The students will be graded base on the accuracy of their answers and how deep are their understanding about the topic. Media Analysis performance task:

1. Who made the ad? On what purpose? (2 points) 2. Who do you think is the target audience? Why? (2 points) 3. What is this ad about? (2 points) 4. What ideas, values, information, and/or points of view are overt? Implied? (2 Performance Task: Media Message Analysis Students will be group by 3’s and will be asked to watch the advertising video clip: - Behind the Scenes at a McDonald’s Photo Shoot by McDonald’s Canada Analyze the commercial by answering the given questions in the Assessment column. Research on facts or statistics about media usage in the Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Maria Jovita E. Zarate, Ph. D. (Rex Book Store) “Websites”

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- How is being a media and

information literate related to being a wise consumer? - How can media and information literacy make producers or companies be more honest in their advertisements? D. Application “Oral Recitation” The students will be going to answer the questions that the teacher will be asking with regards to their understanding on the discussion.

Performance Task: Media Message Analysis Students will be group by 3’s and will be asked to watch the advertising video clips.

Analyze the commercial by answering the given questions.

points)

5. What is left out in the ad that might be important to know? (2 points) 6. What is your conclusion about this ad after answering questions no. 1- 5? (5 points) Philippines. (i.e. television, print, radio, Internet, social media, etc.)

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Information Literacy (lecture) Definition and Importance Components of Information Literacy Ethical Use of Information Performance Task (Project): Audio-Visual Presentation

The learners will be able to:  define information needs (MIL11/12IL-IIIc-8);  locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);  demonstrate ethical use of information (MIL11/12IL-IIIc-9) Preparatory Activity - Prayer - Attendance

current topic. Direction: Students will be asked about their idea/experience about information.

A. Activity

Direction: Students will be watching videos about Information Literacy & 21st_{Century Literacy.} B. Analysis

Guide question: - How will they

relate the video? - Why is information literacy important when processing thoughts or facts? Students will be assessed based on their performance in their recitation. Audio Visual Presentation Write a story line and design the flow of

information to be shared.

Photo shoot in the library and classroom. Only original pictures taken by students using their smartphone will be used in the project. Pictures can be enhanced or edited using any photo editing software, web tool, or mobile application. Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. What is Information Literacy? YouTube Channel: uniSheffieldLib Date Published: November 7, 2012 https://www.you tube.com/watch ? v=7sHvQa0vR_

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C. Abstraction Discussion: - Definition of Information Literacy - Components of Information Literacy Guide questions: What are the five components of information literacy? Explain each component by relating it to your experience in doing research (relate to concepts in Practical Research course). D. Application “Audio Visual Presentation”

The class will be divided into groups with 3

members.

Each group will create an audio - visual

presentation (Text, Pictures, and Audio) about what information literacy is and why information literacy skills are important. stored in the Edmodo accounts or via email. 21st Century Literacy YouTube Channel: jjkeigher29 Date Published: April 19, 2012 https://www.you tube.com/watch ?v=dGTl-OdkVIE

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Information Literacy

(laboratory)

Performance Task (Project): Audio-Visual Presentation

The learners will be able to:  create an audio- visual presentation about what information

literacy is and why information

literacy skills are important (JIBCBT-SHS); and  produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd) Preparatory Activity - Prayer - Attendance - Check status of each group’s audio-visual presentation project

Direction: Students will be asked about their experience about their project making.

A. Activity

Direction: Students will be making their audio-visual presentation at the computer laboratory B. Analysis Guide question: - How do students use appropriate tools in providing an effective presentation? Students will be assessed on their attendance and performance in their work ethics during the laboratory session. Audio Visual Presentation Create the audio-visual presentation. Students can use any computer software, web tools, or mobile application for making an audio-visual presentation. (e.g. Windows Movie Maker, iMovie, Animoto, VideoShow, etc.) Soundtrack or music must be in minus one (instrumental). Although minus one, the music

Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. What is Information Literacy? YouTube Channel: uniSheffieldLib Date Published: November 7, 2012 https://www.you tube.com/watch ? v=7sHvQa0vR_

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C. Abstraction Review: - Definition of Information Literacy D. Application “Audio Visual Presentation”

Create the audio-visual presentation.

(see assignment column for details) associated with cursing, vulgar words, or profanity. The audio-visual presentation must not attack or make fun of any

personalities. Foul words are not allowed. Running time should be from 3 - 4 minutes including the intro and credits. Proper citation and acknowledgmen t is required. Videos will be submitted via email or uploaded to the student’s Google Drive account. Link must be shared via email for the teacher to download. 21st Century Literacy YouTube Channel: jjkeigher29 Date Published: April 19, 2012 https://www.you tube.com/watch ?v=dGTl-OdkVIE

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Information Literacy

(presentation) Performance Task (Project): Audio-Visual Presentation

Academic Field Trip Planning Session (primary activity for JIB

Moments Proposal)

The learners will be able to:

 produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)  demonstrate ethical use of information (MIL11/12IL-IIIc-9)  search for pertinent information in planning an academic field trip. (CHED TG) Preparatory Activity - Prayer - Attendance - Check status of each group’s audio-visual presentation project

Direction: Students will be asked about their experience about what they did during the project production process.

A. Activity

Direction: Students will be presenting their final output of their audio-visual presentation. B. Analysis

How does information become knowledge? Did the AVPs provide

Rubrics for Audio-Visual Presentation Content – Learning competencies (10 points) Relevance of pictures (10 points) Overall quality (10 points) Citations or References (10 points) Work Ethics (10 points) Academic Field Trip planning Students will be assessed on Academic Field Trip Planning On a Microsoft Word document, the group will answer out the following questions: 1. Identify the information needed – what, where, who, when, why, how. 2. Determine all the possible sources, select the best sources – the world wide web, travel guide books,

brochures, maps and atlases, tour bureaus, family members, and Teaching Guide on Media and Information Literacy by CHED

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enough information for students to become information literate? C. Abstraction Given the provided principles of gathering information, ask the students on how they can ethically gather

information from a number of sources. D. Application “Academic Field Trip Planning”

This is a primary activity to the proposal for the JIB Moments activity to be conducted on Week 14.

Instruct learners to form groups of seven to ten members. Assign a leader and an assistant leader to facilitate the group.

The group is tasked to plan an academic trip. List pertinent information on two possible

students were able to plan out their Academic Field Trip. 3. Locate and find information within the sources – blogs, travel reviews, posts from social networking sites, travel features, pictures, stories, and testimonials. 4. Extract the best relevant information and cite pertinent sources. Students will submit their outputs (field trip plan) at the MIL Portal on

Facebook and Edmodo.

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Media and Information

Sources A. Sources of Information

B. Pros and Cons of the Different Types of Media as Sources of Information

C. Evaluating Information Sources

Learners will be able to:  compare potential sources of media and information (MIL11/12MIS-IIIe-13);  assess information quality by studying the pros and cons of different types of media as sources of information (JIBCBT-SHS); and

 interview an elder from the community regarding indigenous media and information resource (MIL11/12MIS-IIIe-14). Preparatory Activity - Prayer - Attendance - Brief review on previous topic. Direction: Students will analyze a photo about a person being bombarded with information. A. Activity Discussion on different sources of information: 1. Indigenous Knowledge - video presentation 2. Library

-show and discuss modern library interiors -video presentation 3. Internet

4. Mass Media B. Analysis

- How will you understand the importance of each source of

The students will be graded base on the accuracy of their answers and how deep is there

understanding about the topic.

Interview Activity Divide the class into groups with 3- 4 members. -Each group will interview two elders coming from two families. They will ask about cultural beliefs or practices in the community valued by the elders. Students need to identify and gather information to at least two cultural beliefs or practices. -Encode the information on a short bond paper, identify the source of information. Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. Teaching Guide on Media and Information Literacy by CHED

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information? C. Abstraction

Discussion: Pros and Cons of the Different Types of Media as Sources of Information and Evaluating

Information Sources - What are the pros

and cons when using each information source? D. Application Group Discussion Guide Questions: 1. What are the advantages and disadvantages of the different types of media as sources of

information?

2. How can you evaluate or measure information quality?

-Students will interview 10 classmates and find out if these cultural beliefs or practices are still known and being valued by their generation. (Example 3 out of 10…) Submit it to the teacher via email and Edmodo not more than 2 weeks after it was assigned.

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES

Media and Information Languages (Part 1) Genre, Codes and Conventions

-define genres, codes, and conventions (JIBCBT-SHS); -discuss the different types of code (JIBCBT-SHS);

-evaluate everyday media and information with regard to codes, conventions, and messages; in regard to the audience, producers, and other stakeholders (MIL11/12MILA-IIIf15); and

-create a short video clip and apply the different types of code (JIBCBT-SHS).

Preparatory Activity - Prayer - Attendance

- Review about the previous

discussion. - Preview on the

current topic. Direction: Students will interact to their teacher about the ideas they were able to gather all throughout the

discussion. A. Activity

Direction: The students will be watching a series of movie trailers of films released in 2016 and 2017.

B. Analysis

- How will you describe each movie based on Formative Assessment: Board Work. Group Discussion The students will be graded base on the accuracy of their answers and how deep is there

“Prepare for the major Performance Task” Students will prepare the following materials for major Performance Task: - Smartphone with camera, digital camera, DSLR camera or camcorder - Laptop, if available - Pencils Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. Teaching Guide on Media and Information Literacy by CHED

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their trailers? C. Abstraction

Discussion on Genre, Codes and Conventions -Camera angles

-Camera shots -Camera movements Guide questions

- How will they apply and use all the techniques and methods in

producing certain forms of media? D. Application

Class Discussion The students will be watching a clip of a scene in a TV series and

analyze the codes and conventions being used in the certain segments in the scene. They will be tested on how deep their understanding is.

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Languages (Part 2) Major Performance Task: Video Project A. Camera techniques B. Treatment

C. Storyboard

At the end of the lesson, the learners should be able to: -discuss the different camera techniques in film making (JIBCBT-SHS);

-produce a video treatment and a

storyboard for a 30-50 seconds story applying the different camera techniques (JIBCBT-SHS);

-shoot and edit the video using a smartphone (mobile applications) (JIBCBT-SHS);

-share their video in the class (JIBCBT-SHS); and

-value the importance of video treatment and storyboard in video project (JIBCBT-SHS) Preparatory Activity - Prayer - Attendance - Brief review,

overview and idea about the course. Direction: Students will interact to their teacher about their idea on the topic.

A. Activity

Review: Codes and conventions of the camera:

-Camera angles -Camera shots -Camera movements Direction: The students will watch a video about film making basics. Discussion: Making a video treatment and video storyboard. Students will be assessed on their attendance and performance in their work ethics during the laboratory session. Rubrics of Video Project (total of 60 points): Content (15pts) Quality (15pts) Citations (15pts) Work Ethics (15 pts) Prepare for Midterm Examination. Video shooting: 1. Shoot the scenes using their smartphones or cameras. 2. Use a video editing mobile application to edit and create a 30- 50 seconds video clip. 3. Present the work to the class next meeting. Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. Teaching Guide on Media and Information Literacy by CHED 10 Ideas for Classroom Video Projects http://education altechnology.ca/ couros/2127 “Websites”

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B. Analysis

- How will you understand the video?

C. Abstraction - What are the

terms being used in creating a treatment and a storyboard? D. Application

“Video Treatment and Storyboard” The students will group themselves into 3 to 5 members and will create their own video treatment and storyboard.

1. Write a video treatment for a 30-50 seconds story.

2. Draw a storyboard for the story applying the different camera techniques.

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Legal, Ethical, and

Societal Issues in Media and Information (part 1)  Current Events: Digital Piracy in the Philippines  Intellectual Property in International and Local Context  Definition of IP  Types of IP  IP Rights (WIPO and R.A. 8293)  Fair Use (Fair

Dealings) and Creative Commons

explain intellectual property and its different types (JIBCBT-SHS); explain copyright, fair use, etc.vis-a-vis human rights (MIL11/12LESI-IIIg20);

discuss current issues related to copyright vis-à-vis gov’t./provide sectors actions

(MIL11/12LESI-IIIg21); put into practice their understanding of the intellectual property, copy right, and fair use guidelines

(MIL11/12LESI-IIIg17); explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22); Preparatory Activity - Prayer - Attendance - Major performance task viewing. - Brief overview and

idea about the course.

Direction: Students will be asked about the importance of intellectual property.

A. Activity

1) Students will watch their major performance task presentation and will assess them through a peer evaluation.

2) Direction: The students will be watching a video on intellectual property crimes. B. Analysis Major performance task (peer evaluation): Students will grade their other groups based on the rubrics mentioned in Week 9 Session 18.

understanding about the topic

“What are the most acceptable means of getting information from other sources?” How do you properly cite information produced by other people or other sources? Students will study on the definition and examples of digital literacy. Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

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- Did the AVPs provide enough information for students to become information literate? C. Abstraction

- What are the issues that were discussed in the video? - How important is intellectual property in producing media and information? D. Application “Oral Recitation” The students will be going to answer the questions that the teacher will be asking with regards to their understanding on the discussion.

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Legal, Ethical, and

Societal Issues in Media and Information (part 2) Digital Citizenship, Netiquette, Digital Footprints

and Digital Issues in the Philippines

Learners will be able to:  explain digital citizenship, netiquette, and digital footprints (JIBCBT-SHS);  demonstrate proper conduct and behavior online (netiquette, virtual self) (MIL11/12LESI-IIIg18);

 discuss some of the digital issues in the Philippines (JIBCBT-SHS);

 put into action personal resolve to combat digital divide, addiction, and

bullying

(MIL11/12LESI-IIIg19);

 explain actions to promote ethical use of media and information (MIL11/12LESI-Preparatory Activity - Prayer - Attendance

- Brief review about the previous discussion. Direction:

Students will watch a video on Digital Literacy. A. Activity

Discussion on Core Rules of Netiquette: Students will identify or analyze the pictures flashing on screen. B. Analysis

Digital Footprint

- What is your digital footprint?

- What do you want your digital

footprint to say about you?

WRITTEN WORK Research a news article (2015 - up to present) on the Internet about an event that that shows the power of media and information to affect change or an event where media and information was instrumental in making a change.

Copy and paste the article on a short bond paper.

Cite the source of the news using APA style.

Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. Teaching Guide on Media and Information Literacy by CHED

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IIIg22);  enumerate opportunities and challenges in media and information (MIL12LESI-IIIg-23); and

 value the importance of netiquette and having a positive digital footprint. (JIBCBT-SHS) C. Abstraction Is a positive digital reputation important? Why? D. Application “Recitation”

Students will watch a video on digital issues in the Philippines.

-What digital issues were presented in the given news?

- Why do internet addiction and

cyberbullying an alarming digital issues at present? - How can you help in preventing internet addiction and cyberbullying in our school? Write a summary and a reaction about the article.

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Opportunities,

Challenges, and Power of Media and

Information

Economic, Educational, Social, and Political Threats, Risks, Abuse, and Misuse

The learners will be able to:  realize opportunities and challenges in media and information (MIL11/12OCP-IIIh-24);  create infographics showing opportunities and challenges in media and information (SSHS); and  research and cite

recent examples of the power of media and information to affect change (MIL11/12OCP-IIIh-25). Preparatory Activity - Prayer - Attendance

- Brief review about the definition of media.

A. Activity Discussion on opportunities and challenges of media. Direction: The students will be analyzing images and videos being shown on the screen.

B. Analysis

- How will they relate it to the next topic?

Students will research on technology trends in the hospitality and tourism industry. To be used for next meeting’s performance task. Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. https://www.wef orum.org/agend a/2016/04/6- ways-social- media-is- changing-the-world/ https://itconnect .uw.edu/learn/re search/ecar- social-media/#opps

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opportunities and challenges of media in the local context? D. Application “Inforgraphic Making” (group of 3 students) MATERIALS / TOOLS -Computer

-Web tool : Piktochart (www.piktochart.com) -Photo editing software or applications

Create a digital

inforgraphic which shows opportunities and

challenges in media and information. 1. Conceptualize the poster. (Message and Design) 2. Take pictures to be used for the poster. Venue must be strictly within JIB-CBT http://www.cepa l.org/elac2015/n oticias/paginas/ 7/40837/flavio-calonge.pdf

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premises only. 3. Gather the pictures and create the digital poster using Piktochart. Submit the digital infographic in three (3) channels: via email, in the JIB MIL Edmodo group and the JIB MIL Facebook group.

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Current and Future

Trends in Media and Information

 describe massive open on-line

(MIL11/12CFT-IIIi-26)  evaluate current

trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)  predict future media

innovation

(MIL11/12CFT-IIIi-27)  synthesize the overall

knowledge about media and information with skills for

producing a prototype of what the learners think is a future media innovation

(MIL11/12CFT-IIIi-28)

- Brief overview and idea about the course.

A. Activity

Direction: Students will watch AVPs on MOOC. Students will then identify images of latest

technology tools. B. Analysis

- How will they relate to it? C. Abstraction

- How can they relate the latest technologies to their everyday

understanding about the topic. Performance task: Prototyping Design (10 points) Relevance of item (10 points) Overall quality (10 points) Work Ethics (10 points) Instruct students prior to this meeting to bring ruler, colored pens, and a bond paper which will be used for the graphic organizer in next meeting’s activity. Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

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living? D. Application “Prototyping”

Students will create a mock or prototype of a technology product that may help solve problems in the hospitality and tourism industry. Tools: cartolina pencil eraser marker pen ruler masking tape scissors coloring materials art paper glue

(see assessment column for details)

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Literate Individual  Improved Quality of Life  Greater Political Participation  Better Economic Opportunities  Improved Learning Environment  More Cohesive Social Units

The learners will be able to:  synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) (MIL11/12MILI-IIIj-29) Preparatory Activity - Prayer - Attendance

- Brief review about the previous topic. Direction: Students will interact to their teacher about their idea on the previous topic.

A. Activity

Direction: The teacher will be showing a video presentation of a

conference session about being media and

information literate. B. Analysis

C. Abstraction

- How to become a media and

The students will be graded base on the correct data that they were able to gather from the application. Students are asked to list news personalities that appear on television for the next meeting. Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

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information literate individual?

D. Application

“Brainstorming Session” Divide the class into smaller groups. (4- 5 members)

Each group will be assigned to a topic and conduct a brainstorming session about it.

Each group will be assigned in a specific topic based on the Overall Implication of Media and Information.

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WEEK NO.: 12 SESSION NO.:24

TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES People Media

(lecture part 1)

People as Media and People in Media 1. Definition 2. Characteristics 3. Format and Types

 Cite studies to support theories on the positive and negative effects of media and information on the individual and society. MIL11/12PM-IVa-I  Describe the different dimensions of people media. MIL11/12PM-IVa-I  Categorize different examples of people and state reasons for such categorizations. MIL11/12PM-IVa-2

- Brief review about the previous topic. Direction: Students will share their thoughts on the class about the previous topic. A. Activity

Direction: The students will be given a graded quiz identifying people as media vs. people in media.

B. Analysis

- How will you understand the course?

- How is information being relayed through people in media and people as media?

The students will be graded base on the correct data that they were able to gather from the application. Students will bring a broadsheet newspaper containing a “classified ads” section for the next session. Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. “Websites”

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C. Abstraction - What is the difference between people as media and people in media?

- What are the advantages and limitations of people as media? People in media? D. Application “Case Study”

The students will be with their group mates and will do a case study on a media report.

Guide questions:

-What role was played by citizen journalism and social media in this incident?

-What positive and negative effects of media and information on individual and society were evident in this incident?

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WEEK NO.: 13 SESSION NO.:25

TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES People Media

(lecture part 2)

People as Media and People in Media 4. Advantages and Limitations

5. Value 6. Others

 Cite studies to support theories on the positive and negative effects of media and information on the individual and society. MIL11/12PM-IVa-I  Describe the different dimensions of people media. MIL11/12PM-IVa-I  Categorize different examples of people and state reasons for such categorizations. MIL11/12PM-IVa-2

- Brief review about the previous topic. - Update on JIB

(Joint Industry Bonding) Moments / Culminating Activity

Direction: Students will share their thoughts on the class about the previous topic. A. Activity

Direction: The students must have their

broadsheet newspaper with them and will be asked to proceed to the “classified ads” section. They will be asked to identify the different jobs in the ads and their details: Job title; Function

The students will be graded base on the correct data that they were able to gather from the application.

Students will prepare

themselves for the JIB (Joint Industry Bonding) Moments activity Direction: Students will be informed of the JIB Moments details (venue, date, time, etc.). Instructor will be assigning students who will facilitate different aspects of the trip. Teaching Guide on Media and Information Literacy by CHED “Websites”

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or job description; Qualifications;

Benefits/compensation/sa lary

Explain briefly how Philippine media has grown throughout history and how new professions for people in media have evolved.

B. Analysis

- How careers in have changed in the past years? - How media

professions have also evolved in the past years?

advantages and limitations of working in media as a journalist, entertainer, director, producer, etc.?

- How the standards of the media and information

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industries may be gleaned from the functions of each job and the qualifications required by the industry for that job?

D. Application “Case Study” Have the learners

suggest groups in which they will categorize the jobs from the

advertisements.

Write their answers on the board.

Ask each group to

classify the jobs based on at least 2 categories written on the board. Assign the categorization scheme to the groups. Inform them that they must use the

qualifications and job descriptions/functions when classifying the jobs.

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES People Media (laboratory) *JOINT INDUSTRY BONDING (JIB) MOMENTS Industry Visit to a Media Organization (Broadcast Station/ Newspaper/Publisher)

Learners will be able to:  Cite studies to support theories on the positive and negative effects of media and information on the individual and society. MIL11/12PM-IVa-I  Describe the different dimensions of people media. MIL11/12PM-IVa-I  Categorize different examples of people and state reasons for such categorizations. MIL11/12PM-IVa-2  Identify and discuss the Preparatory Activity - Prayer - Attendance

- Brief review about the previous topic. - Discuss the travel itinerary, rules and guidelines

Direction: Students will share their expectations in this industry visit activity.

A. Activity

Direction: Students will be listening to a

motivational talk by a media practitioner on how media affects the society. Students may also

witness or get involved in the production process of a broadcast program or a print publication,

whichever applies.

The students will be graded base on their

involvement in the activity and their

participation in the class discussion towards the end of the activity.

Students will submit a

reflection paper in which they will write out their reflections on what they have learned during the activity. To be submitted on the next meeting. Media and Information Literacy by Maria Jovita E. Zarate, Ph. D. (Rex Book Store) Teaching Guide on Media and Information Literacy by CHED

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workflow of a media organization. (JIBCBT-SHS)  Enumerate the key production standards of the media organization. (JIBCBT-SHS)  Learn the secret

to making a successful episode of a TV or radio program/issue of a news publication. (JIBCBT-SHS) B. Analysis

- How will the student relate the said talk?

- How does a media organization produce programs or publications? - Why is the media

industry important in the society? C. Abstraction

- What is the role of a media

practitioner in the society?

- How can media be applied in the student’s field of study?

D. Application “Class Discussion”

Students must be able to discuss the points that have been presented by the guest speaker.

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TOPIC/CONTENT LEARNING OUTCOMES

LEARNING TEACHING

ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Text Media and

Information (lecture) a. Definition, characteristics, format, types, sources, advantages and limitations, and value b. Text as Visual c. Selection Criteria d. Design principle and Elements

Learners will be able to:  describes the different dimensions of text information and media (MIL11/12TIM-IVb-3)  comprehends how

text information and media is/are formally and informally

produced, organized, and disseminated (MIL11/12TIM-IVb-4)  evaluates the

reliability and validity of text information and media and its/ their sources using selection criteria (MIL11/12TIM-IVb-5) Preparatory Activity - Prayer - Attendance - Submission of reflection paper. - Brief review about

the previous topic. Direction: Students will interact to their teacher about the previous JIB Moments Activity. A. Activity

Direction: The students will be comparing a series of texts on the screen.

B. Analysis

- How will you understand the texts given certain factors in style, typeface and legibility?

Students will prepare a concept for the laboratory activity (brochure making) next meeting. Teaching Guide on Media and Information Literacy by CHED “Websites”

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C. Abstraction - How to balance readability and attractiveness in a text document, given different circumstances? D. Application “Essay”

Explain the process in creating a text document in different situations? Which typeface/font to use in a given document?

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TOPIC/CONTENT _OUTCOMESLEARNING LEARNING TEACHING_ACTIVITY ASSESSMENT ASSIGNMENT RESOURCES Text Media and

Information (laboratory)

Creative Text Creation

 produces and

evaluates a creative text-based

presentation using design principle and elements

(MIL11/12TIM-IVb-6)

- Brief review about the previous topic. Direction: Students will interact to their teacher about the previous lesson.

A. Activity

Direction: Have the learners be grouped into four. Have them imagine that each group is an advertising firm. The task for each group is to discuss creating a

brochure for an assigned client with specific needs. B. Analysis

- What is the tone of the text in the brochure the students will

The students will be graded through rubrics. They must be able to perform the methods and procedures in designing the brochure. Rubrics: Communication to Audience (10 points) Organization of elements (10 points) Spelling & readability (10 points)

“Prepare for the next topic about visual information.” Front Office Skills: A Practical Approach, O’Shannessy, Vivienne, Pearson Australia Group Pty, Ltd, 2009. “Websites”

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make?

- What are the facts, sample phrases or taglines that can be applied in the brochure?

C. Abstraction - How will the

brochure be produced and how to distribute them? - In what manner a

brochure should be presented? D. Application

Create a digital brochure which will represent the assigned ad campaign of the group.

1. Conceptualize the brochure. The campaign poster will have a

statement consisting of 10-20 words.

2. Create the campaign brochure using Canva. Submit the digital

brochure via email, in the JIB MIL Edmodo group and the JIB MIL