Grade and Empowerment

Teacher:
Daily NATIONAL HIGH
Section: SCHOOL
Learning Area: Technologies
Lesson Teaching 1st Semester/
Plan Date/Time: Semester/Quarter: 1st Quarter

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of media and information literacy (MIL) and
MIL related concepts.
B. Performance Standards The learners organize a creative and interactive symposium for the community focusing
on being a media and information literate individual.
C. Most Essential Learning Code: MIL11/12IMIL-IIIa-1
Competencies (MELCS) Objectives:
At the end of the lesson, the learners are expected to;
a. define communication, media, and information;
b. describe how communication is influenced by media and information;
c. differentiate the concepts of communication model;
d. construct your own concept of communication model.

II. CONTENT Media and Communication

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Not applicable
2. Learner’s Materials pages Not applicable
3. Textbook pages Not applicable
4. Additional Materials from
Learning Resource (LR)
Portal Not applicable
B. List of Learning Resources DepEd SOCCSKSARGEN Media and Information Literacy Quarter 1-Module 1: Media
for Development and Communication
IV. PROCEDURES
A. Reviewing previous RESEQUENCE ME!
lesson or presenting the Activity 1: The students will be asked to unscramble the letters of the given words or
new lesson phrases.
Direction: Below are scrambled words or phrases. With the given definition, rearrange
the placement of each letters of the given answer to form the correct answer.

1. It refers to any physical object used to communicate media messages. DEMAI

2. Knowledge of specific events or situations that has been gathered or received
by communication, intelligence or news. OIONNIFRAMT
3. Forms of electronic communication through which people create online
communities to share information, ideas, personal messages, etc. SIACLO
ADEMI
4. The act or process of using words, sounds, signs, or behaviors to express or
exchange information, ideas, thoughts, feelings, etc., to someone else.
IONNUCMMOIACT
5. Are diagrams that make you understand the process at a glance. They are like
maps that guide you in the understanding how communication works in
different settings. IONNUCMMOIACT EDLOM
6. The ability to read, analyze, evaluate and produce communication in a variety
of media forms.
AIDEM LTEIARYC

B. Establishing a purpose At this time, the teacher will give an activity that will serve as preliminary activity that
for the lesson introduces the initial concept on the learning target.

Activity 2: K-W-L Instructions: Complete the table below by writing what you already
know on column K; what you want to know in column L. After the discussion, you will
write on the column L what you have learned in our lesson today.

What you already What you Want to What you have

Know K know W Learned L
 After the students have wrote their answers on their papers, the teacher will ask selected
students to recite their answers on the class.

TEACHER: By the end of this lesson on Media and Information Literacy, you are
expected to:
a. define communication, media, and information;
b. describe how communication is influenced by media and information;
c. differentiate the concepts of communication model;
d. construct your own concept of communication model.
C. Presenting Teacher: As for the start, let us first discuss what are media, communication, and
examples/instances for information.
the new lesson
In your Oral Communication subject, communication is a process in which individuals
interact with and through symbols to create and interpret meanings. (Wood, 2004). It can
also be described through its nature as follows:
Communication is a process a process that changes as the
communicators’ environments and
needs change.
Communication is systematic It involves within systems of
interrelated and interacting parts.
Communication is symbolic Symbols, verbal (with words) or
nonverbal (without words), are the
basis of language.
Communication refers to the process of conveying or sharing information.
Since then, it is often described as a natural ability of an individual to socialize with
others. In the 21st century world, communication has become “more social” due to the
emergence of technology. Media are defined as sources of credible and current
information created through an editorial process determined by journalistic values. To
the extent that media become an important part of every society’s communication
system, their institutional make-up can mesh with a variety of non-media information
providers, such as libraries, museums, archives, Internet information providers, other
information organizations and citizens who produce their own content.
D. & E. Discussing new
concepts and practicing With the emergence of technological platform of communication, delivery of the
new skill message increased its speed resulting to some grapevine form of communication. To
clearly understand how communication happens, it is appropriate to take a look on the
following communication models.

Image source: https://www.communicationtheory.org/shannon-and-weaver-model-of-communication/

Known as the mother of all communication models, the Shannon –Weaver

model (1949) depicts communication as a linear or one-way process consisting of the
five elements: a source (producer of message); a transmitter (encoder of message into
signals; and a destination. This model has been originally intended to show how radio
and telephone technologies function. This model has been criticized for missing one
essential element in the communication process: feedback. Without feedback, the
speaker will not know whether the receiver understands the message or not.
OSGOOD-SCHRAMM MODEL OF COMMUNICATION (1954)

Image source: https://www.communicationtheory.org/osgood-schramm-model-of-communication/

The Schramm model of communication (1954), which seeks to explain how

meaning is transferred between individuals, corporations, and others, is the most
commonly taught and widely used theory of communication. Schramm modified
ShannonWeaver model by adding field of experience, defined as “life experiences,
attitudes, values, and beliefs that each communicator brings to an interaction and that
shape how messages are sent and received.” (McCornack, 2010, p.10, as cited in
“Osgood-Schramm model, “2015).

https://rahmanjmc.wordpress.com/2015/02/09/berlos-smcr-model-of-communication/

In 1960, David Berlo postulated Berlo’s Sender-Message-Channel-Receiver

(SMCR) model of communication from Shannon Weaver’s Model of Communication
(1949). He described factors affecting the individual components in the communication
making the communication more efficient.
The model also focuses on encoding and decoding which happens before
sender sends the message and before receiver receives the message respectively. Berlo’s
Model has mainly, four components to describe the communication process. They are
sender, message, channel and receiver. Each of the component is affected by many
factors.

Image source: https://medium.com/@pragyamishra_84005/aristotles-model-of-communication-

254aa568fb0a

Aristotle (384-322 B.C) was a Greek philosopher and writer born in Stagira,
Northern Greece. While exploring the human nature scientifically, Aristotle developed a
linear model of communication for oral communication known as Aristotle’s Model of
Communication. This is considered as the first model of communication and was
proposed before 300 B.C. It is also the most widely accepted among all communication
models. Aristotle Model is mainly focused on speaker and speech. The Aristotle’s
 communication model is a speaker centered model as the speaker has the most important
role in it and is the only one active. It is the speaker’s role to deliver a speech to the
audience. The role of the audience is passive, influenced by the speech. This makes the
communication process one way, from speaker to receiver.
F. Developing mastery (Leads The teacher will give tasks to the students and will present the tasks and the rubrics of
to Formative Assessment) the said activity to the class.

Directions:
1. Construct your own concept of communication model with the guidance of the
communication model presented on the discussion.

RUBRIC SUPERIOR PROFICIEN EMERGING NOVICE

5 points T 4 points 3 points 2 point
Responsibility Exceeded the Was Sometimes Frequently
expectation on responsible failed to failed to
timely and completed complete tasks complete tasks
completion of most of the on time on time
the tasks tasks on time
Quality of Quality of Quality of Quality of Quality of
work work work meet our work work often
exceeded the expectation sometimes failed to meet
expectation failed to meet the
the expectation
expectation
TOTAL POINTS - 10 points

Teacher: Good job for constructing your own communication model.

G. Finding practical After the activity the teacher will now ask question:
applications of concepts and skills in 1. Why do we need to discuss this topic?
daily living. 2. How communication is influenced by media and information?
H. Making generalizations and
abstractions about the lesson The students will be asked the following questions:
1. Among the communication model, choose 2 concepts and differentiate it.
2. What are your experiences in constructing your own communication model?
3. How was the concept of communication model being discussed previously
helped you in constructing your own concept of communication model?

I.Evaluating Learning At the end of the discussion, the teacher will ask the students to answer the 3-2-1 Chart.
3-2-1 CHART
3 Things you found out
2 Interesting things
1 Question you still have
J. Additional activities for
application for remediation
REMARKS
V. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80 %
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 this 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?

Prepared by:

Subject Teacher
Checked by:

Master Teacher II