MIL DLP w6

A Lesson Plan in Media and Information Literacy
(Week 6/ Days 2)
Content Standard The learners demonstrate an understanding of the values and differences of the
sources of media and information.
Performance Standard The learner shall be able to examine the reliability, accuracy, value, authority,
and timeliness of the different sources of media and information.
Learning Competencies The learner…
1. evaluate everyday media and information with regard to codes,
conventions, and messages; in regard to the audience, producers, and other
stakeholders (MIL11/12 MILA-IIIf-15).
I. Learning Objectives
At the end of the lesson, the students will be able to:

1. Identify and define genres, codes, and conventions of media;
2. discuss the different types of genres, codes, convention of media; and
3. evaluate each students’ everyday media and information with regard to codes, conventions, and
messages.
II. Subject Matter

Topic Media and Information languages
References: Commission on Higher Education (CHED). MEDIA AND INFORMATION
LITERACY Teaching Guide for Senior High School. Manila: PNU
Magpile, Christine Marie (2016). Media and Information Literacy: Enhancing Education
Through Effective communication. Intelegente Publishing: Quezon City
Materials: Laptop, PowerPoint Presentation, Blackboard
Values Integration: Team work and Self-awareness
III. Learning Activities

A. Preliminary Activities
a. 1 Prayer
a. 2 Greetings
a. 3 Classroom Management
a. 4 Checking of Attendance
a. 5 Review
a. 6 Motivation
B. Developmental Activities
b. 1 Activity
The students will evaluate the different International and local movie or series trailer and shall
write its description in a piece of paper. Each group will be given 10 minutes to brainstorm (8 minutes to
discuss and 2 minutes to report)
Movie Description
Avenger: Infinity War
Kingsman
Starting over again
Sing
Miracles from Heaven
Paul
Jack and the Cuckoo-Clock Heart
Sabrina
The snowman
Avatar
Apocalypto
Johnny English
b. 2 Analysis
Call on the learners to answer the following questions:
1. How did you know that the movie Sabrina is a horror film? How is a Horror film differing from a
thriller?
2. How did you know that the movie Johny English is an action comedy film?
3. How did you know that the movie Avatar is a sci-fi movie?
4. How did you know that the movie Kingsman is an action film?
5. Generally, How will you describe each movie based on their trailers?
b. 3 Abstraction
From the students’ work, the teacher will discuss more about the following:
Media and Information Languages

A. Genre
b. 4 Application
The teacher will call the students one at a time to explain the topic discussed.
Generalization
Genre comes from the French word meaning “type” or “class”. It can be recognized by its
common set of distinguishing features (codes and conventions). Codes are systems of sign, which create
meaning while conventions are the generally accepted ways of doing something.
IV. Evaluation
Identify the codes and convention used in these movies:
1. Ang Probinsyano
2. Slenderman
3. Sing
4. Sabrina
5. Saw 3
6. Sisters Keeper
7. Coco
8. Wonderwoman
9. Central Intelligence
10. Drag me to hell
V. Assignment
1. What are the three types of code?
2. How these codes differ from each other?
3. What are the different camera shots/angles used in film?
Prepared by: Checked by:
GERALD M. DESACULA HAROLD B. PANGILINAN, Ed. D.

Subject Teacher Subject group Head, SHS-TVL
(Week 6/ Days 3)
Content Standard The learners demonstrate an understanding of the values and differences of the
sources of media and information.
Performance Standard The learner shall be able to examine the reliability, accuracy, value, authority,
and timeliness of the different sources of media and information.
Learning Competencies The learner…
1. evaluate everyday media and information with regard to codes,
conventions, and messages; in regard to the audience, producers, and
other stakeholders (MIL11/12 MILA-IIIf-15).
1. explain how codes and conventions are used in constructing media messages;
2. appreciate codes and convention in constructing and sharing information inside the classroom; and
3. Create their own storyboard and shot list of their upcoming photo story.
II. Subject Matter

LITERACY Teaching Guide for Senior High School. Page 19-22. Manila: PNU
“Different shot list” www.youtube.com

a. 1 Prayer
a. 2 Greetings
a. 5 Review
a. 6 Motivation (per group)
b. Activity (INDVIVIDUAL)
Students will be tasked to watch a video on the different camera styles and video shots. Students will be
task to write the complete list in a piece of pad paper. Students will then be asked with the following questions:
1. How many of this shots can you relate with? Or Have seen overly with films and TV shows?
2. Why do we need to employ these different cam shots?
Activity 2: By group
Each group will be given at least 10 minutes to discuss the same topic with the video playing for the
second time. Each group will be given 2 minutes to report and SHOW these shots.
b. 2 Analysis
b. 2 Analysis
The following are expected answers of students based from the given pictures:
Mid-shot Close Up Extreme Close Up Over the Shoulder
b. 3 Abstraction
Technical Codes- ways in which equipment is used to tell the story (camera techniques, framing, depth
of fields, lighting and exposure, etc.)
Basic Camera Shots Advance Camera Shots Camera Angles

Extreme Wide Shot Two Shot Eye-Level
Wide Shot Cut Away High Angle
Medium Shot Over the Shoulder Low Angle
Medium Close- up Point of View Bird's Eye View
Close- up Selective Focus Worm’s Eye View
Extreme Close- up Arc Shot Slanted (canted)
b. 4 Application
4 groups will be regrouped into just 2 groups
1. The group will create a short photo storywith the theme, “PAG-IBIG: Si Juan in the Seacrh of True
Love” **See separate sheet for complete theme.
2. Storyboard shall be prepared and camera shots shall also be started.
3. Teacher will go from group to group for checking and add up.
Generalization
There are different ways to emphasize the certain thing or object when watching a film or TV
shows and that is through different camera techniques and angles. The technical code are ways in which
equipment is used to tell the story.
IV. Evaluation
IV. Evaluation
Identify the different camera techniques and angles from the given pictures below.
1. 2. 3. 4.
5. 6. 7. 8.
9. 10.
V. Assignment
1. Make a selfie and choose three different camera shots or angles from our discussion. Paste the photo in Oslo
paper and label the camera shot or angle used.

(Week 6/ Days 1)
Content Standard The learners demonstrate an understanding of how representations are

constructed in diverse media types and how they converged.
Performance Standard The learner shall provide an outline of media convergence in different areas by
identifying the different platforms and the convergence therein.
Learning Competencies Leaners…
evaluate everyday media and information with regard to codes, conventions, and
messages; in regard to the audience, producers, and other stakeholders
(MIL11/12 MILA-IIIf-15).
1. define symbolic and written codes of media;
2. Illustrate the genre and codes used in a television advertisement, print and OOH ads, photo story and other
media contents; and
3. evaluate everyday media and information with regard to codes, conventions, and messages; in regard to the
audience, producers, and other stakeholders.
II. Subject Matter


a. 1 Prayer
a. 2 Greetings
a. 5 Review
a. 6 Motivation
b. 1 Activity
The students will be given set of TV commercials and photo stories. Learners will then identify
symbols and its perceived meanings.
Symbol Meaning/ Purpose
b. 2 Analysis
Call on the learners to answer the following questions:
1. How are symbols usually being presented?

2. What is the importance of using symbols to convey a message or information?
3. How these symbols are presented in terms of font, images, colors, design and others?
b. 3 Abstraction
From the students work, the teacher will discuss more about the following:
Symbolic Codes- show what is beneath the surface of what we see (objects, setting, body language,
clothing, color, etc.)
Written Codes- use of language style and textual layout (headlines, captions, speech bubbles, language
style, etc.)
b. 4 Application
CONT FROM DAY 2: Students will create and employ at least 5 symbols in their photo-story.
Generalization
Symbols and written codes plays an important role to understand the meaning and information
conveyed from film or television. Without these codes, no one can understand really the meaning behind
the symbols and written codes used.
IV. Evaluation
With the discussion above, list down 5 possible symbolic items in their planed photo-story. Each group
shall illustrate it in a whole bond paper.
Criteria Points
 Content and Quality of Information and Idea - 4 (Expert)
 Presentation and Layout - 3 (Advanced)
- 2 (Intermediate)
- 1 (Beginner)
V. Assignment
1. What is Video treatment and story board?
2. How video treatment differ from story board?
3. Search and study different sample of story board used in film or TV commercials.

(Week 6/ Day 4)
Content Standard The learners understand media and information codes, conventions, and
messages in relation to consumers, producers, and other stakeholders.
Performance Standard The learner shall be able to examine and identify pertinent media and
information codes, conventions and messages given a visual resource.
Content Standard produces and assesses the codes, convention, and messages of a group
presentation. (MIL11/12 MILA-IIIf-16).
1. identify the different camera techniques, video treatment and Story board in film making;
2 appreciate how these techniques can be used in film to effectively tell a story or send a message; and
4. create a video treatment and storyboard applying the different camera techniques.
II. Subject Matter


a. 1 Prayer
a. 2 Greetings
a. 5 Review
a. 6 Motivation
b. 1 Activity
The students will arrange in proper order the rambled pictures gave by their teacher write a short
description to each scene.
b. 2 Analysis
Below is the correct flow of scenes from rambled picture with short description.
b. 3 Abstraction
Video Treatment
- consists of a written condensation of a proposed film or TV dramatic production
- written in the present tense, using active language and often read like a short story
- covers the basic ideas and issues of the production as well as the main characters, locations, and
story angles
- covers the full story sequence, typically contains some key scenes
Different Videography Shots
Story board
- A storyboard is a graphic representation of how your video will unfold, shot by shot.
- Think of it as sort of a comic book version of your script.
b. 4 Application
4 groups will be regrouped into just 2 groups.
4. The group will create a short film with the theme, “PAG-IBIG: Si Juan in the Seacrh of True Love”
**See separate sheet for complete theme.
5. Storyboard shall be prepared and camera shots shall also be started.
6. Teacher will go from group to group for checking and add up.
Generalization
Video Treatment covers the basic ideas and issues of the production as well as the main characters,
locations, and story angles. A storyboard is a graphic representation of how your video will unfold, shot
by shot.
IV. Evaluation
Make a story board of the students’ film with video treatment not less than 6 scenes. The output will be
evaluated using the criteria below:
Criteria Points
 Content and Quality of Information and Idea - 4 (Expert)
 Presentation and Layout - 3 (Advanced)
- 2 (Intermediate)
- 1 (Beginner)
V. Assignment
Write a video treatment for a 30-50 seconds music video. Draw a storyboard for your music video
applying the different camera techniques. Shoot the scenes using your smartphone. Use a video editing mobile
application to edit and create your music video.


MIL DLP w6

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A Lesson Plan in Media and Information Literacy

At the end of the lesson, the students will be able to:

II. Subject Matter

III. Learning Activities

Media and Information Languages

Prepared by: Checked by:

GERALD M. DESACULA HAROLD B. PANGILINAN, Ed. D.

II. Subject Matter

III. Learning Activities

Mid-shot Close Up Extreme Close Up Over the Shoulder

Basic Camera Shots Advance Camera Shots Camera Angles

Prepared by: Checked by:

GERALD M. DESACULA HAROLD B. PANGILINAN, Ed. D.

Content Standard The learners demonstrate an understanding of how representations are

II. Subject Matter

III. Learning Activities

Symbol Meaning/ Purpose

1. How are symbols usually being presented?

Prepared by: Checked by:

GERALD M. DESACULA HAROLD B. PANGILINAN, Ed. D.

II. Subject Matter

III. Learning Activities

Different Videography Shots

Prepared by: Checked by:

GERALD M. DESACULA HAROLD B. PANGILINAN, Ed. D.

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