MIL DLP w11

A Lesson Plan in Media and Information Literacy
(Week 11/ Day 1 and 2)
Content Standard The learner demonstrates understanding of different resources of media and
information, their design principle and elements, and selection criteria.
Performance Standard 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.
Learning Competencies The learner…
1. describes the different dimensions of people media
MIL11/12PM-IVa-1
2. categorizes different examples of people and state reasons for such
categorization MIL11/12PM-IVa-2
I. Learning Objectives
At the end of the lesson, the students will be able to:

1. differentiate what is people media and the difference of people as media vs. people in media;
2. value each learner as a source of information throughout the whole learning lessons from ‘balitaan’
to sharing of experiences and other related activities; and
3. describe the characteristics of a good people in media as information source.
II. Subject Matter

Topic People Media: Definition and characteristics
References: Commission on Higher Education (CHED). MEDIA AND INFORMATION
LITERACY Teaching Guide for Senior High School. Manila: PNU. P97-104
Magpile, Christine Marie (2016). Media and Information Literacy: Enhancing Education
Through Effective communication. Intelegente Publishing: Quezon City.
Materials: Laptop, PowerPoint Presentation, Blackboard
Values Integration: Cooperation and credibility
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: There will be pictures presented in the monitor and the teacher will ask the students
what are the prominent work of each picture: Kris Aquino, Boy Abunda, Mel Tiangco, Nick, Jessica Soho,
Oprah Winfrey, Ellen Degeneres, and alike.
B. Developmental Activities
b. 1 Activity
1. Per group of 7, students will be given a shuffled 3 sets of media-related job, function and
descriptions. Each group shall be given 10 minutes to put the job description and job
responsibilities in order. Students will report their work in front and will be given additional 2
minutes for questions and process.
2. Ask each group to classify the jobs based on at least 2 categories written on the board. Assign the
categorization scheme to the groups.
3. Inform them that they must use the qualifications and job descriptions/functions when classifying
the jobs.
4. Have each group briefly share the basis of their categorization to the rest of the learners.
b. 2 Analysis
Day 1: Call on the learners to answer the following questions:
1. What is people media?

2. What is People as media?
3. What is people in media?
4. How people in media differs as people as media?
Day 2: Call on the learners to answer the following questions:

5. What are the characteristics of a good people in media?
b. 3 Abstraction
People media refers to persons that are involved in the use, analysis, evaluation and production of
media and information.
People as media they are the MEDIA itself. The person serves as the medium for another person to
learn or acquire new knowledge.
People as Media are
1. Opinion Leaders
2. Citizen Journalist
3. Social Journalist
4. Crowdsourcer
People in Media - they are the people behind another form of media. They use other forms of media
such as text media, visual media, multimedia, etc. in disseminating information and imparting
knowledge.
TYPES OF JOURNALIST BY MEDIUM

o Print Journalists
o Photojournalists
o Broadcast Journalists
o Multimedia Journalist
b. 4 Application
Each student will be given a time to write an article on the following question:
1. What do people in media and people as media do? Give a particular example to each category.
2. What should these two kind of people media possess to be good source of information?
Generalization
Ask a student to synthesize and generalize the topic discussed.
IV. Evaluation
Write “PAM” if it is People As Media else “PIM” if it is “People In Media.”
1. SHS Teacher - PAM
2. Blogger- PAM
3. Radio Anchors - PIM
4. Professor- PAM
5. Convention Speaker - PAM
6. News Reporter - PIM
7. YouTubers - PIM
8. Preachers - PAM
9. Movie Directors - PIM
10. Rally Leader - PAM
V. Assignment
1. The positive and negative effects of people media.
2. Download the wave studies from Universal McCann website, a study of trends in social media and
analyze usage, motivations and content. Us this link: www.mccann.com/research
VI. Reflection
A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
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 wish to share
with other teachers?
**IOM will be submitted weekly after unit discussion.
Prepared by: Checked by:
GERALD M. DESACULA HAROLD B. PANGILINAN, Ed. D.

Subject Teacher Subject group Head, SHS-TVL
A Lesson Plan in Media and Information Literacy
(Week 11/ Days 3-4)
Content Standard The learner demonstrates understanding of different resources of media and
information, their design principle and elements, and selection criteria.
Performance Standard 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.
Learning Competencies The learner…
1. Cites studies showing proofs of positive and negative effects of media,
information on individual and society. MIL11/12PM-IVa-1
I. Learning Objectives
At the end of the lesson, the students will be able to:
1. Identify the positive and negative effect of people media;
2. appreciate the benefits of being a media and information literate individual shown during
discussions and the debate.
3. Cite studies showing proofs of positive and negative effects of media, information on individual
and society thru a simple case study.
II. Subject Matter

Topic People media: case studies of its effects
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
McCann Studies International. www.mccannstudies.com
Materials: Laptop, PowerPoint Presentation, Blackboard
Values Integration: Cooperation and Appreciation
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 (per group reporter): People Game: students will be given a portrait of a prominent
media practitioner. This portrait will not be revealed unless all 3 clues will be given. Several figures will
have different contribution to media and information (some must be negative; some must be positive).
B. Developmental Activities
b. 1 Activity
Each group will be given 1 wave of media-related study to scrutinize with the below guide questions.
These wave studies are part of the research conducted annually by Universal McCann to study trends
in social media and analyze usage, motivations and content. The research draws insights primarily
for market analysis but also provides insights on how societies around the world are affected by what
is currently available on the Internet.
1. Group learners into 4 groups and assign a wave study to each group.
2. Instruct the learners to study the growth of social media and how it has changed people.
3. Have them compare Philippine data to global data, if available. If this is not available have
them compare data from Asia with other continents.
a. Have each group discuss among themselves how to look for their assigned study on the
Internet and/or the downloaded materials. Have them divide the reading among themselves?
4. Have the groups create a 3-minute slide presentation to summarize what they have learned.
b. 2 Analysis
With the above activities, call on the learners per group to report their work with the following
questions:
a. What are the drivers of change?
b. What changes in our culture and way of life were directly affected by these drivers?
c. Are these changes beneficial? Why or why not?
d. How does the Philippines compare with its neighbors?
e. What have you learned about human nature?
b. 3 Abstraction
From the students’ work, the teacher will discuss more about the following:
The advantage people media
1. They can be a source of motivation.
2. They can provide entertainment to audience
3. They provide people with information
The disadvantage of people media
1. It can be an instrument of violence and profanity
2. It can also dictate violence and misleading information
b. 4 Application
With the above activity, each group shall create a simple powerpoint presentation to present the case
study. Each group will be graded according to the following:
10 8 6 5
Generalization
Ask learners to synthesize the topic discussed by pinpointing key details on the following:
The advantage and disadvantage of media and information
a. Economic
b. Education
c. Social
IV. Evaluation
Write “A” if the following statement is an advantage to the context mentioned, otherwise, write
“D” if not.
b.5 Evaluation
Write “A” if the following statement is an advantage of media otherwise “D” if otherwise.
1. People who are physically apart can continue to communicate at a lower cost, send pictures, use
live-streaming, thereby strengthening the ties between them. - A
2. Not all information in media forms are valid, accurate, or beneficial. - D
3. Social media has created a specific need for validation and attention. - D
4. It has become easier to market oneself through social media. Connections and referrals are
established more quickly. - A
5. This form of entertainment can often be addictive. Others find it more difficult to manage their
time wisely and to focus on the task at hand. - D
V. Assignment
1. Identify and describe the different dimensions of text information and media.
VI. Reflection
A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
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 wish to share
with other teachers?
**IOM will be submitted weekly after unit discussion.
Prepared by: Checked by:
GERALD M. DESACULA HAROLD B. PANGILINAN, Ed. D.

Subject Teacher Subject group Head, SHS-TVL

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A Lesson Plan in Media and Information Literacy

(Week 11/ Day 1 and 2)

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

II. Subject Matter

III. Learning Activities

1. What is people media?

Day 2: Call on the learners to answer the following questions:

TYPES OF JOURNALIST BY MEDIUM

A. No. of learners who earned 80% on the formative assessment

**IOM will be submitted weekly after unit discussion.

Prepared by: Checked by:

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

II. Subject Matter

III. Learning Activities

A. No. of learners who earned 80% on the formative assessment

**IOM will be submitted weekly after unit discussion.

Prepared by: Checked by:

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

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