Genre-based language learning is proposed to enable the learners to write a language linguistically accurate and socially appropriate. English teachers realize that writing is an important skill that foreign language learners need to develop.

1. SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1
Group #4
GUADAMOR, TED JAYSON B.
TOPIC / LESSON NAME Types of Media
CONTENT STANDARDS The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
PERFORMANCE STANDARDS
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. classifies contents of different media types (MIL11/12TYM-IIId-10)
2. defines media convergence through current examples (MIL11/12TYM-IIId-11)
3. discusses to class on how a particular individual/ or society is portrayed in public using different type of media
(MIL11/12TYM-IIId-12)
SPECIFIC LEARNING OBJECTIVES
At the end of the lesson, the learner should be able to:
1. identify similarities and differences among various types of media
2. give examples of media convergence
3. appreciate the differences of all types of media
TIME ALLOTMENT 180 minutes (3 sessions)
CONTENT:
Types of Media
a. Print (books, newsletter, magazines, journals, and other printed materials)
b. Broadcast (radio, television, and film)
c. New Media (internet)
Media Convergence
a. Definition

2. SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1
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LESSON OUTLINE:
1. Introduction: 5 minutes
2. Motivation: 10 minutes
3. Introduction/Delivery: 40 minutes
4. Practice: 20 minutes
5. Enrichment: 40 minutes
6. Evaluation: 60 minutes
MATERIALS laptop; whiteboard marker; books; newspapers; magazines; speaker; audio cable; projector; and VGA adapter.
RESOURCES
a. Mass Communication, Media, and Culture v. 1.0
b. Mass Communication Theory: Foundations, Ferment, and Future (SIXTH EDITION)
c. McQuail’s Mass Communication Theory
d. K to 12 Senior High School Core Curriculum – Media and Information Literacy December 2013
e. http://www.thecanadianencyclopedia.ca/en/article/media-convergence/
f. Media and Information Literacy: Curriculum for Teachers, UNESCO 2011
PROCEDURE MEETING LEARNERS’ NEEDS
INTRODUCTION (5 minutes)
1. Review the key points in the discussion of Information Literacy in the previous lesson.
2. State the learning objectives.
a. identify similarities and differences among various types of media
b. give examples of media convergence
c. discuss how a particular individual or society is portrayed in public using different types of media

3. SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1
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MOTIVATION (10 minutes)
Think/Pair/Share
1. Show a video of the different types of media.
2. Ask the students to get a partner and accomplish the following afterwards.
a. What examples of media are mentioned in the video?
b. Using the matrix below, classify the identified examples of media.
NON-ELECTRIC ELECTRIC
LIGHT HEAVY
MODERATELY USED HIGHLY USED
INSTRUCTION/DELIVERY (40 minutes)
TYPES OF MEDIA
Group Activity
1. Divide the class into three groups.
2. Each group will be given the following topics which they have to discuss among themselves.
a. Newspaper versus Magazine
b. Television versus Film/Cinema
c. smartphone versus laptop
3. For 10 minutes, the groups are to prepare a Venn Diagram using a manila paper or cartolina showing the differences
and similarities of the various types of media assigned to them. They also have to answer the following guide questions.

4. SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1
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a. Is it possible to present information by only using these forms of media? Why?
b. What will happen if the community you are living in has access to only these forms of media?
4. Afterwards, each group will present the result of their group discussion in front of the class.
Lecture Proper
a. Print. Refers to the means of mass communication in the form of printed publications, such as newspapers and
magazines. Type of media which are more durable and easily archived, and allowed users more flexibility in
terms of time. (Examples: books, newspapers, magazines, pamphlets, newsletters, flyers, posters, print ads,
etc.)
b. Broadcast. Refers to the means of mass communication by means of the transmission of radio and television signals
over air from fixed terrestrial transmitters and with limited range, before the advent of cable and satellite systems
from the 1970s onwards. In contrast to print media, these are usually aired programs on a fixed schedule, which
allowed it to both provide a sense of immediacy but also impermanence—until the advent of digital video
recorders in the 21st century, it was impossible to pause and rewind a television broadcast. (Examples: radio,
television, and film)
c. New/Digital. Refers to content organized and distributed on digital platforms. These are also characterized as digital,
often also capable of being manipulated, networkable, dense, compressible, and interactive. (Examples:
Internet, mobile phone, DVDs, video games)
MEDIA CONVERGENCE
Background Knowledge Probe
Show the following pictures then encourage the students to answer the corresponding question.
Picture Question
What is the message of the picture?
Where do you get your e-books?

5. SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1
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Where can you watch 24- Oras of GMA- 7?
What is the commonality between these
movies?
These movies were released in cinemas, where
can you find it if you want to watch it today?
Lecture
a. Definition. This refers to the co-existence of traditional and new media. The co-existence of print media, broadcast
media (radio and television), the Internet, mobile phones, as well as others, allowing media content to flow
across various platforms. The ability to transform different kinds of media into digital code, which is then
accessible by a range of devices (ex. from the personal computer to the mobile phone), thus creating a digital
communication environment. This is also an economic strategy in which the media properties owned by
communications companies employ digitization and computer networking to work together.
PRACTICE (20 minutes)
Two-Column Method
1. Divide the class into three groups.
2. Each group will be given the following topics and materials which they have to discuss among themselves.
a. Sen. Tito Sotto (news clipping and video report)
b. Bb. Pilipinas - Universe Rachel Peters (Facebook post and news clipping)
c. Philippine Tourism advertisement (video advert and billboard advert)
3. Each group will enumerate how the subject/topic was presented in the two forms of media in two columns.

6. SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1
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ENRICHMENT (40 minutes)
Writing (Individual Task): Give the learners time to write their essays. Present the following mechanics:
a. The essay prompt is ―This Will Happen If A Community Has Access To A Single Form Of Media Only‖
b. The essay must have an introduction, body, and conclusion.
c. The number of words must be 450-500.
d. The essay will be graded according to the rubric below.

7. SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1
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EVALUATION (60 minutes)
Interview – Video Report
Give the learners the following scenario.
As a newscaster in a media organization, you are tasked by the producer to conduct a news report on where people
usually get information about news, sports, and entertainment. You have to interview three people coming from the
following sectors: government, academic, and business.
1. The class is divided into groups.
2. The group can create their own media company/news program.
3. The script will be graded according to the rubric below.
Criteria 4 3 2 1
Content
The video report
contains meaningful
and relevant
information from three
interviewees.
The video report
contains less
meaningful and
relevant information
from three
interviewees.
The video report
contains less
meaningful and
relevant information
from less than three
interviewees.
The video report
contains meaningless
and irrelevant
information from less
than three
interviewees.
Organization
The content of the
video report shows
coherent and clear
information and videos
which can be easily
understood.
The content of the
video report shows
less coherence and
clarity of information
and videos but can be
understood.
The content of the
video report shows
less coherence and
clarity of information
and videos and is
difficult to understand.
The content of the
video report has no
coherence and clarity
of information and
videos and is cannot
be understood.
Creativity
The video report has
high resolution,
excellent lighting and
vivid colors.
The video report has
lower resolution, good
lighting and less vivid
colors.
The video report is
pixelated because of
extremely low
resolution, poor
lighting, and less vivid
colors.
The elements in the
video report are not
clear at all.
Impact
The video report shows
relevance to the
audience and is well
received by them.
The video report shows
less relevance to the
audience but is well-
received by them.
The video report shows
less relevance to the
audience and is
received fairly by them.
The video report
shows no relevance to
the audience and is
poorly received by
them.