MIL DLP w14

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A Lesson Plan in Media and Information Literacy

(Week 14/ 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 audio information and media
MIL11/12AIM-IVd-11
2. comprehends how audio information and media is/are formally and
informally produced, organized, and disseminated
MIL11/12VIM-IVd-12

I. Learning Objectives

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


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

II. Subject Matter


Topic Audio 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 one song to sing dubbed, “Perfect” by American singer Ed
Sheeran. Students will be given task to sing with the videoke.
B. Developmental Activities
b. 1 Activity

Day 1
1. Show the learners a video clip of a Charlie Chaplin movie (silent movie) without audio.
2. Start a quick discussion about how they found the experience of watching something without
audio.
3. Write down key words/ideas on the board. Use those words to highlight the value of audio
information and media to the learners. Some sample responses:
a. “I was more focused on the film without the audio” - Perhaps we are so used to media that use
multiple forms and channels. Audio, if not used well, can be distracting. That is why it’s
important to ensure that the key message and intention are consistent across the different
media that you will use.
b. “It was boring” - We are not used to singular media anymore, and that can be a good example
of convergence of media and how it is prevalent in our daily lives. Audio is a powerful tool to set
the mood and convey emotions that visuals can’t.
Day 2
Students will be given sample movie clips and trailers from The Ring, Transformer, News Program
and AM stations and will let students will be tasked to analyze the use of audio in media information
like films, newscast, radio and others.

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

1. What these audio materials are for?


2. How do the creator of these media designed the audios?
3. Do these audio 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 to good audio and does it have something to do with the overall message?
2. What makes a good sound effects?
3. Does it affect media message? How

b. 3 Abstraction
Day 1
Types and Categories of Audio Information
1. Play to the learners different samples of audio files. Let the learners identify the type.
a. Radio broadcast - live or recorded audio sent through radio waves to reach a wide audience.
b. Music - vocal and/or instrumental sounds combined in such a way as to produce beauty of form,
harmony, and expression of emotion. It is composed and performed for many purposes, ranging from
aesthetic pleasure, religious or ceremonial purposes, or as an entertainment product.
c. Sound recording - recording of an interview, meeting, or any sound from the environment.
d. Sound clips/effects - any sound, other than music or speech, artificially reproduced to create an effect
in a dramatic presentation, as the sound of a storm or a creaking door.
e. Audio Podcast - a digital audio or video file or recording, usually part of a themed series, that can be
downloaded from a website to a media player or computer.
2. Discuss the different ways of storing audio media:
a. Tape - magnetic tape on which sound can be recorded.
b. CD - a plastic-fabricated, circular medium for recording, storing, and playing back audio, video, and
computer data.
c. USB drive - an external flash drive, small enough to carry on a key ring, that can be used with any
computer that has a USB port.
d. Memory Card - (aka flash memory card or storage card) is a small storage medium used to store data
such as audio, pictures, audio, and video, for use on small, portable, or remote computing devices.
e. Computer hard drive - secondary storage devices for storing audio files.
f. Internet/Cloud - websites or file repositories for retrieving audio files, and more precisely the files are
stored in some datacenter full of servers that is connected to the Internet.

Day 2
1. Hearing Vs. Listening
“Hearing is simply the act of perceiving sound by the ear. If you are not hearing-impaired,
hearing simply happens. Listening, however, is something you consciously choose to do.
Listening requires concentration so that your brain processes meaning from words and sentences.

3. Discuss the different audio file formats:


a. MP3 (MPEG Audio Layer 3) - a common format for consumer audio, as well as a standard of
digital
audio compression for the transfer and playback of music on most digital audio players.
b. M4A/AAC (MPEG-4 Audio/Advanced Audio Coding) - an audio coding standard for lossy
digital
audio compression. Designed to be the successor of the MP3 format, AAC generally achieves
better
sound quality than MP3 at similar bit rates.
c. WAV - is a Microsoft audio file format standard for storing an audio bitstream on PCs. It has
become
a standard file format for game sounds, among others.
d. WMA (Windows Media Audio) - is an audio data compression technology developed by
Microsoft
and used with Windows Media Player.

b. 4 Application
Day 1
Orally mention at least 3 elements of audio information and give a specific example each

Day 2
1. Call the attention of the learners and have them be quiet to listen to the short audio clip (Note:
This audio clip is a monologue in French):
2. Ask the learners whether they heard the audio or listened to the audio (“Did you hear the audio or
did you listen to the audio?”
3. Ask the learners if they can differentiate between hearing and listening.
4. Explain the difference between hearing and listening:

Generalization
Ask a student to synthesize and generalize the topic discussed.
IV. Evaluation
Identify what is being best described in the following statements:
1. sound, especially when recorded, transmitted, or reproduced
2. media communication that uses audio or recordings to deliver and transfer information
through the means of sound
3. Type of audio information wherein live or recorded audio sent through radio waves to reach a wide
audience.
4. Type of audio Information which is a recording of an interview, meeting, or any sound from the
environment.
5. A micro/small storage medium used to store data such as audio, pictures, audio, and video, for use on
small, portable, or remote computing devices.

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

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 14/ 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 audio information and media
and its/their sources using selection criteria
MIL11/12TIM-IVd-13
2. produces and evaluates a creative audio-based presentation using
design principle and elements
MIL11/12TIM-IV4-14

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

II. Subject Matter


Topic audio 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
B. Developmental Activities
b. 1 Activity
3. Divide the learners into small groups. Have the learners plan to design a podcast about their
school, class subject, or a class or school activity or advocacy.
4. As a guide for the podcast planning, ask them to answer the questions below (Media and
Information Design Framework). Inform each group that they are to create a 5-minute podcast on
their topic using any recording device and computer software.
5. Briefly explain to the learners the general procedure for creating a podcast:
a. Planning - choosing a topic and answering the guide questions
b. Pre-recording - choosing your equipment and software for recording
c. Creating your Podcast - audio recording and converting to MP3
d. Uploading your Podcast - choosing where to upload through RSS Feed
6. Informing people about the Podcast
7. Explain the rubrics for assessment of learner’s output.
8. After completing the activity, have each group submit their output (podcast) to the MIL Portal.
9. Have the learners write a short reflection on what they learned about podcasts, as well as this
importance of sound or audio in media production (to be posted on to their blogs).

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 audio 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
1. Discuss the elements and principles of sound design.
a. Elements of Sound Design – the objects or things that we have to work with:
• Dialogue - speech, conversation, voice-over.
• Sound Effects - any sound other than music or dialogue.
• Music - vocal or instrumental sounds (or both) combined in such a way as to produce beauty
of form, harmony, and expression of emotion.
• Silence - absence of audio or sound.

2. Principles of Sound Design – the techniques for combining the


different elements or objects.
• Mixing - the combination, balance and control of multiple sound elements.
• Pace - Time control. Editing. Order of events: linear, non-linear, or multi-linear.
• Transitions - How you get from one segment or element to another.

Types of transitions:
- Segue - one element stops, the next begins ("cut" in film).
- Cross-fade - one element fades out, the next fades in, and they overlap on the way.
- V-Fade - First element fades to inaudible before the second element begins.
- Fade to Black - V-Fade with some silence between elements.
- Waterfall - As first element fades out, the second element
begins at full volume. Better for voice transitions, than for effects
• Stereo Imaging - Using left and right channel for depth.
b. 4 Application
Group Listening
1. Have each group play their podcast to the class.
2. Give other learners the opportunity to comment or critique the presentation using the rubrics
below to assess the group’s output.
3. Ask the learners to write a short paragraph evaluating the activity and have them post their
paragraphs on their ePortfolio.
3. All outputs including reflections should be submitted at the MIL Portal and licensed under CC.

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

IV. Evaluation
What audio design principle is best described in the following?
1. This is the techniques for combining the different elements or objects.
2. The combination, balance and control of multiple sound elements.
3. Time control. Editing. Order of events: linear, non-linear, or multi-linear.
4. A principle how you get from one segment or element to another.
5. An element including speech, conversation, voice-over.

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