Lesson Plan in Building and Enhancing New Literacies Across the Curriculum
Teacher Nielke A. Garcia Grade Level Grade 12
I. LEARNING OBJECTIVES
Teaching Date At the end of the
July 6, 2023 lesson, the
Learning studentsMedia
Area shouldLiteracy
be able to:
a. identifies how the same information is being conveyed in
Teaching Time 1:00 – 2:00 PM Quarter 2nd Quarter
different media
b. present information appropriately through codes,
conventions, and messages
II. CONTENT Media Literacy
a. Codes, Conventions, and Messages,
b. Audience, Producers, and other stakeholders
III. LEARNING RESOURCES
A. Resources Media and Information Literacy Textbook by Edward Gonzales,
pp
K-12 Basic Education Curriculum Guide – MIL
Media and Information Literacy Teaching Guide for SHS
B. Learning Materials Textbook, PPT Presentation, Visual Aid, Computer with internet
connection, newspaper, magazines, radio, hand-outs sample
articles of each case, manila paper, markets, crayons, glue,
scissors
IV. PROCEDURES
A. Preliminaries Prayer, Checking of Attendance, Checking of Assignments,
Setting of Classroom Rules and Orderliness
B. Review of previous lesson Communicate Learning Objectives:
or presenting the new Teacher will state the competency and objectives the learners
lesson need to achieve. (Introducing the objectives can be done using
any of the suggested protocols: Verbatim, Own Words, Read-
aloud.)
C. Establishing purpose for Learners will play “Break the Code”
the lesson
(English Literacy Integration – Vocabulary)
Literacy, interdisciplinary, experiential, medium, blog, digital,
embed, manipulation
D. Presenting Read his sentence after writing it on the board “Language may
Examples/Instances of the be a source of misunderstandings by Marshall McLuhan, 1964”
new lesson
(Numeracy Integration – Convey the weight)
Gather several items (at least 5), and call 5 students (form a
straight line). Using a kitchen scale invite the first students to
weigh each item and record the correct answer. Let the
student convey the weight of each item to the second student,
and then the second student will convey the weigh to the third
student, and so on. The last student will come to the front to
speak the conveyed message in front of the class. (The teacher
will post the correct weight of the items on the board in the
first column and write the weight given by the 5th student)
Compare.
What unit of measurement did they used to interpret the
weight of the items?
Did they have the same answer? Do they still have the same
and exact output? What happens when a conversation is
conveyed from one person to another?
E. Discussing new concepts Ask learners to analyze the quote, then, let them share what
and practicing new skills they think to the class.
#1 Sample Response: I strongly agree that language is a medium
where one conveys his or her message and the kind of
language to be used in communication could greatly affect how
the message is understood.
Discuss “Language maybe a source of misunderstanding by
Marshall McLuhan, 1964”
“The medium is the message” is a phrase coined by Marshall
McLuhan meaning that the form of a medium embeds itself in
the message, creating symbolic relationship by which the
medium influences how the message is perceived.
(Let the learners express themselves freely. Correct
misconceptions)
(DRR Integration – Communication after the disaster)
After the disaster, are we aware of to where we can get true
and reliable information source? Having been unaware of the
proper channel to tune in to tune in to after the disaster will
lead misconception and suspicion which may bring anxiety and
deceitful fear not only to us but to others as well. It is also
important that we should make list of key contacts, like our
families, including first responders, local hospital, and
emergency response team and so on for source availability and
survival.
F. Discussing new concepts Discuss about language and media languages.
and practicing new skills 1. What is language?
#2 Sample Answer: language means the technical and
symbolic ingredients or codes and conventions that
media and information professionals may select and use
in an effort to communicate ideas, information and
knowledge.
2. How is Media Literacy being configured?
Sample Answer: Media Literacy is comprised of codes,
conventions, formats, symbols and narrative structures
that indicate the meaning of media messages to an
audience.
3. Who are consumers and producers of media?
Sample Answers: Consumers of media are the audience
while producers of media are the providers. They are
both stakeholders.
G. Developing Mastery (Leads Fill up the matrix by reading this scenario:
to Formative Assessment)
Scenario: A local government official was changed of graft and
corruption and was suspended from his office. The government
official announced that the charges were all fabricated and that
he will step down from his office. A large group of supporters
are present to protest. They barricaded the building where the
official has once taken office. A struggle seems to start
breaking out between the protesters and the police.
H. Finding practical Predict how this event will be covered by television, radio, print
application of concepts and Internet?
and skills in daily living. How are the presentation of facts may vary from medium to
medium?
How are the codes and conventions vary from medium to
medium?
How much of these differences will be based on the unique
characteristics of the medium?
I. Making Generalization and The learners generalize about the concepts being discussed.
abstraction about lesson.
V. EVALUATING LEARNING:
A. Additional Activities for After the presentation, discuss the following with the class:
Application or Remediation If you will be a reporter, are you going to use the
conventional way of how each media will broadcast the
given scenario?
What will you do not make your report boring?
Elaborate your answer.
Would you exaggerate some elements in your report to
make it interesting? Why?
VI. REFLECTION
A. Number of learners who
earned 80% in the evaluation.
B. Number of learners who
require additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? Number of learners who
have caught up with the lesson.
D. Number of learners who needs
to continue to remediation.
E. Which of my teaching
strategies works well? Why did
these works?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I share with other teacher?
