A Lesson Plan in Media and Information Literacy

(Week 13/ 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 visual information and media
MIL11/12VIM-IVc-7
2. comprehends how visual information and media is/are formally and
informally produced, organized, and disseminated
MIL11/12VIM-IVc-8

I. Learning Objectives

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

1. Comprehends how visual information and media is/are formally and informally produced,
organized, and disseminated;
2. appreciate the worth of visual information in giving messages thru any formats; and
3. describes the different dimensions of visual information and through written and oral descriptions.

II. Subject Matter

Topic Visual Information: Definition, characteristics, format and types, sources, advantages
and limitations, and value
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: 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: Students will be given some intriguing visual ads from the internet and they will be
tasked to say what can they understand about these:

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B. Developmental Activities
b. 1 Activity

Day 1
1. Per group of 4, students will be given a set of pictures of visual information and media that we
utilize every day. Among others are road signs, warnings, furniture labels, and others that depend
on this strand (i.e automotive: road signs, machine symbols, others).

Day 2
Students will be tasked to scrutinize the following infographics. Per group, they will be tasked to
answer the following questions thru presentation in front

b. 2 Analysis
Day 1: Call on the learners to answer the following questions:

1. What these visual materials are for?

2. How do the creator of these media designed the visuals?
3. Do these design has something to do with the overall message of the material? How did
you say so?

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

1. What are the key details in the infographics? Is it true or not?
2. What is the bottom line of these facts?
3. Are people visual mammals? How did you say so?

b. 3 Abstraction
1. Visual media and information – materials, programs, applications and the like that teachers and
students use to formulate new information to aid learning through the use, analysis, evaluation and
production of visual images.
2. Types of visual media – photography, video, screenshots, infographics, data visualization (charts
and graphs), comic strips/cartoons, memes, visual note-taking, etc (Give examples of each type and
highlight special characteristics of a given type and its application).
3. Formats of visual information, etc

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 Day 2
3. Formally and informally produced visual media – visual media produced by formal organizations
such as schools, government, and established media/publishing outfits are considered formally
produced. Other visual media are considered informally produced.
4. Purpose of visual information – the primary purpose of visual information is to gain attention,
create meaning, and facilitate retention. (Show at least one example for each purpose and ask
learners their reactions or responses to each one).

b. 4 Application
Assessing the visual information: Students will be given 2 sets of information and they will be tasked
to criticize the item as a whole. Students will be given the following aspect to observe:
1. Use of colors
2. Use of typeface
3. And how each element says about each item

Generalization
Ask a student to synthesize and generalize the topic discussed.

IV. Evaluation
Identify what is being best described in the following statements:
1. These are materials, programs, applications and the like that teachers and students use to formulate
new information to aid learning through the use, analysis, evaluation and production of visual
images.
2. Give one type of visual information
3. Give at least one purpose of visual information
4. Give at least one producer of media
5. According to research, humans are visuals. How many percent of human brain processes do visual
materials recognized?

V. Assignment
1. What are the basic design principles and fundamentals?

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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/ 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. evaluates the reliability and validity of visual information and
media and its/their sources using selection criteria
MIL11/12TIM-IVc-9
2. produces and evaluates a creative visual-based presentation using
design principle and elements
MIL11/12TIM-IVc-10

I. Learning Objectives
At the end of the lesson, the students will be able to:
1. Identify the principles, elements and fundamentals of text information;
2. Appreciate principles, elements and fundamentals of text information in curating their own text
information material during discussion and application; and
3. produces and evaluates a creative visual-based presentation using design principle and elements
4. evaluates the reliability and validity of text information and media and its/their sources using
selection criteria

II. Subject Matter

Topic visual information: principles, fundamentals, and elements
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

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B. Developmental Activities
b. 1 Activity
1. Divide the class into four groups.
2. Ask learners to form teams of 3-5 members each and research facts and figures about a social or
ethical issue on media and information literacy.
3. Using any art materials or laptops or mobile apps, they will be tasked to create a simple
presentation
3. At the end of 90 minutes, the learners must post their completed work at the board for
constructive criticism.

b. 2 Analysis
With the above activities, call on the learners per group to report their work with the following
questions:
a. How did they come up with the design?
b. What are the elements that can locate in their design (lines, shapes, etc).
c. Looking at the overall visual design, why did the group used specific fonts? Style?
Do these elements and total look have something to do with the totality of the
message?

b. 3 Abstraction
From the students’ work, the teacher will discuss more about the following:
Visual design elements - the building blocks or basic units in the construction of a visual image.
1. Line – describes a shape or outline. It can create texture and can be thick or thin. Lines may be
actual, implied, vertical, horizontal, diagonal, or contour lines.
2. Shape – usually a geometric area that stands out from the space next to or around it, or because
of differences in value, color, or texture. Shape may also be organic.
3. Value – the degree of light and dark in a design. It is the contrast between black and white and
all the tones in between. Value can be used with color as well as black and white. Contrast is
the extreme changes between values.
4. Texture – the way a surface feels or is perceived to feel. Texture can be added to attract or
repel interest to a visual element. Visual texture is the illusion of the surfaces peaks and
valleys, resulting in a feeling of smoothness or roughness in objects.
5. Color – determined by its hue (name of color), intensity (purity of the hue), and value
(lightness or darkness of hue). Color and color combination can play a large role in the design.
Color may be used for emphasis, or may elicit emotions from viewers. Color maybe warm,
cool, or neutral. It plays a major role in our visual perception, as it influences our reactions
about the world around us. It is therefore important to create color palettes that evoke the
appropriate audience reactions. Color has three properties.

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 6. Form – a figure having volume and thickness. An illusion of a 3-dimensional object can be
implied with the use of light and shading. Form can be viewed from many angles.

Visual Design Principles are:

7. Consistency of margins, typeface, typestyle, and colors is necessary, especially in slide
presentations or documents that are more than one page.
8. Center of interest – an area that first attracts attention in a composition. This area is more
important when compared to the other objects or elements in a composition. This can be by contrast
of values, more colors, and placement in the format.
9. Balance – a feeling of visual equality in shape, form, value, color, etc. Balance can be symmetrical
sand evenly balanced, or asymmetrical and unevenly balanced. Objects, values, colors, textures,
shapes, forms, etc. can be used in creating balance in a composition.
10. Harmony – brings together a composition with similar units. If for example your composition
was using wavy lines and organic shapes, you would stay with those types of lines and not put in just
one geometric shape. (Notice how similar Harmony is to Unity - some sources list both terms).
11. Contrast – offers some change in value creating a visual discord in a composition. Contrast
shows the difference between shapes and can be used as a background to bring objects out and
forward in a design. It can also be used to create an area of emphasis.
12. Directional Movement – a visual flow through the composition. It can be the suggestion of
motion in a design as you move from object to object by way of placement and position. Directional
movement can be created with a value pattern. It is with the placement of dark and light areas that
you can move your attention through the format.
13. Rhythm – a movement in which some elements recur regularly. Like a dance, it will have a flow
of objects that will seem to be like the beat of music.
14. Perspective – created through the arrangement of objects in two dimensional spaces to look like
they appear in real life. Perspective is a learned meaning of the relationship between different objects
seen in space.
b. 4 Application
Students will be given a task to create a poster that observes both the text and visual information from any of
the following issues: social issues, course promotion, personality development, etc.
Students will be graded based on the following rubrics: Rubrics for the output includes
1. Message Impact
2. Use of Visual and text Principles Elements
3. Relevance to social issues
4. Execution
5. Social media reaction
***see separate sheets for detailed guidelines

Generalization
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 Ask learners to synthesize the topic discussed by pinpointing key details on the following:

IV. Evaluation
What visual design principle is best described in the following?
1. An area that first attracts attention in a composition. This area is more important when compared to
the other objects or elements in a composition.
2. It offers some change in value creating a visual discord in a composition.
3. a visual flow through the composition. It can be the suggestion of motion in a design as you move
from object to object by way of placement and position.
4. A feeling of visual equality in shape, form, value, color, etc.
5. Brings together a composition with similar units.

V. Assignment
1. Identify and describe the different dimensions of audio 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