ED 403 - SPEECH AND ORAL COMMUNICATION FOR TEACHERS

LESSON PLAN
Name of Discussant/s:
● Acabal, Psyche Louie
● Alanano, Sarah Marie A.
● Amparado, Cheryl Jane
● Catubay, Jessah Mae
● Garinggan, Aphrodite T.
● Owera, Arvilane C.
● Pael, Christine May
● Partosa, Marianne Luis Nicole
● Tano, Jessa May R.
● Tiburio, Trina Eve T.
● Zerna, Queen Thea Mira

I. Target Learners: 4th year Education students

II. Topic: Evaluating Messages and/or Images of Different Types of Texts

III. Materials: Powerpoint Presentation, Bondpaper, and Ballpens

MOST Specific Objectives:
ESSENTIAL
LEARNING At the end of the lesson, students will be able to:
COMPETENC
Y (K) Identify media messages, the qualities of effective messages,
(MELC) content analysis, visual analysis, different biases in the media,
(S) Exhibit the ability to evaluate messages through small group
discussion.
(A) Demonstrate the importance of evaluating messages and images
in communication.
CONTENT Media
Message
Media Message
Four Main Qualities for an Effective Message
LEARNING ● https://www.slideshare.net/slideshow/evaluating-messages-or-
RESOURCES images-of-different-types-of-texts-reflecting-different-
cultures/161101967
PROCEDURE A. PREPARATION
● Prayer
● Greetings
● Checking of attendance

● Motivation

Message Relay

(Students will be divided into 4 groups. Each group shall have 2 end
representatives - 1 student at the end of the line will be the one to observe
the image that will be presented. After 30 seconds, the representative will
describe the image assigned to them and the next one will relay it to the
next person behind and so on until it reaches the other end of the line. The
last one on the line will be the 2nd representative and will be the one to
choose from a series of images whether which one is the correct image
being described. The 1st group to complete 2 rounds with both correct
answers will be the winner.)
Note: Each student is only allowed to relay the description for 30 seconds.
Once done, the student will be moved away in the line.

B. PRESENTATION
1. Giving of Learning Objectives
(Students will be tasked to read the lesson objectives)

C. LESSON PROPER
 The discussants will discuss the following topics:

Media

- All channels of communication, including everything from printed

paper to digital data.

Examples of Media:

● Print Media
● Social Media
● Broadcasting
● Newspapers

What is a Message?

- A communication or statement conveyed from one person or group

to another.
- Transmitted verbally or in writing, a message can also be sent via a
look or a gesture.

What is a Media Message?

- Messages that you see in media platforms that contain information

and ideas that are shared to a larger audience.
- Media message can have commercial, political or social intentions
behind them and commonly use in influencing techniques. It can
also be purely informative or entertaining.

Examples:
Why do you evaluate message?

1. Understanding the message

-allows us to identify the key points, understand the sender's
perspective, and analyze the message's overall impact

2. Determining credibility
-examine the source, evidence, and potential biases to determine
whether the information is accurate and valid

3. Making informed decisions

-important when dealing with persuasive messages, advertisements,
or news articles that may attempt to influence our opinions or
actions

4. Identifying potential problems

-could include logical fallacies, misleading information, or
inconsistencies in the sender's arguments

Four Main Qualities for an Effective Message

Simplicity
- The message should have a clear purpose and a straightforward
core. This ensures that the audience easily understands the main
idea without confusion.

Is the purpose evident?

Is the core message clear?

Structure
- Ideas should be organized logically, making the message easy to
follow. A well-structured message enhances clarity and helps the
audience grasp the content more effectively.

● Do the messages have structure?

● Is the a more effective way to arrange the ideas?
Stickiness

- The message should present a coherent flow of ideas, ensuring that

they connect smoothly. This quality helps the audience retain and
engage with the message more deeply.

● Does the idea of the message flow smoothly?

EVALUATING IMAGES

It is important to critically evaluate images you use for research. Study and
presentation images should be evaluated like any other source, such as
journal articles or books,to determine their quality,reliability,and
appropriateness

Three steps of evaluating an image

1.Identifying source

2.Interpret contextual information

3.Understand implication

How to use images on google to avoid plagiarism?

Type it
Choose a license

ANALYZING THE TEXT/IMAGES

CONTENT ANALYSIS
• What do you see?
• What is the image all about?
• Are their people in the image?
• What are they doing?
• How are they presented?
• Can the image be looked at in different ways?
• How effective is the image as a visual message?
How do you Visual Analyze an Image?

1. Identify
- You can identify the image by simply looking at the texture,
tone, colors, shapes, line and etc.
2. Describe
- You can describe the image by examining the elements, such
as the tone, shapes, colour and line.
3. Analyze
- You can analyze the connection of the image by connecting
it to the feelings that you feel.

The Scream by Edward Munch

The Blood Compact at Limasawa by Carlos V. Francisco

Visual Analysis
- identifies and explores characteristics of example material and
relationships within the context in which they were produced and
encountered.

Technical Quality

- refers to the objective properties of an image, such as sharpness,

focus, color accuracy, and noise levels.

● Is the image enough to suit your purpose?

● Are the color, light and balance,true?
● Is the image a quality digital image without pixelation or
distortion?
● Is the image in a file format you can use?

Contextual Info

The image's meaning in relation to its surroundings and its intended

audience. It's about how the image is used to communicate a
message or tell a story within a specific context.

● What information accompanies the image?

● Does the text change how you see the image? How?
● Is the textual information intended to be factual an inform or is
intended to influence what and how you see?
● What kind of context does the information provide?
● Does it answer the questions where,how and why?

The interactions between non-verbal and verbal forms of communication,

more in particular the relations between visual symbols other than writing
and the recording of speech in writing, are important for the evaluation of
both images and texts
According to some, medieval images may be ‘read’. According to others,
the perception of images is fundamentally different from that of texts.

● Do images have a morphology (colours, lines, planes), a syntax and

semantics of their own?
● In other words: do both texts and images have a ‘grammar’? Is it
useful to speak of ‘visual literacy’?
● Can texts be considered as images?
● How are texts and images perceived?
● Do they communicate different kinds of messages?
● Can an image’s message be put into words?
● In which social contexts does medieval man prefer the visual to the
textual?
● What about the interplay of texts and images (e.g. in rituals and
ceremonies)?
● Do we observe an evolution in the perception of images due to the
development of a literate mentality?
To evaluate messages and images of different types of text reflecting
different culture, the following should do:

1. Understand how the special cultures live.

2. How the people in the specified group communicate each other.
3. Learn the symbolism of their culture.
4. Be aware of every detail, such as artifacts, language, and symbolism.
5. Get the meanings being addressed by the images.
6. Get the important elements conveyed by the images.
7. Getting the audience for the images

Cultural Texts

● cultural texts are those objects, actions, and behaviors that reveal
cultural meanings.
● A photo is an image, but is also a cultural text, a picture with
cultural information beyond just the picture itself
● The entire place and space, all of the people and interaction, all of
the rituals and rules and the various forms in which they manifest
themselves, are “readable” texts, suitable for information and
analysis by the ethnographer and writer.
● The identification of cultural texts will be absolutely necessary, but
they are fairly easy to identify once you know it.

Analyzing Further

Analysis continues as you ask even more questions:

1. Identifying Cultural Texts: What works of art, books, media, or

other cultural artifacts provide insight into the values and beliefs of
the people being studied?

2. Analyzing Nonverbal Communication: How do people express

themselves nonverbally, particularly through their clothing choices?
What messages are being conveyed, and how might these messages
be interpreted by others?

3. Uncovering Deeper Meaning: The ultimate goal is to uncover the

stories and deeper meaning embedded within both the artifacts
(material objects) and behaviors of the group.

D. APPLICATION
In a 1 whole sheet of paper, pick 2 images from the images that will be
presented on the screen and analyze the messages through both text and
images. Use the worksheet to guide the analysis, addressing the following
question:
 1. What is the message being conveyed?
(Identify the main point of the text and the image. What are they
trying to communicate together?)

2. Who is the intended audience?

(Based on the text and image, think about who the message is aimed
at. Are the creators trying to appeal to a specific age group, gender,
social class, or interest group?)

3. What emotions or attitudes are being triggered?

(Reflect on how the combination of the text and image makes you
feel. Are there any emotional responses, such as happiness, fear, or
excitement?)

4. What techniques or strategies are being used?

(Look for persuasive techniques, such as using humor, fear, or
authority. How does the image or text aim to influence your
thoughts, opinions, or actions?)

● GENERALIZATION
1. How does evaluating messages important for future
educators?
2. What significant contribution to learning does the 4 main
qualities of effective messages to the learners of this
generation?

● EVALUATION
(Distribute an assessment sheet to students to assess their
understanding of the lesson.)

Instructions: For each question, read the passage and choose the best
answer from options provided.

1. What do you call a message that you see in media platforms that contain
information and ideas that are shared to a larger audience?
A. Print Media
B. Mass Media
C. Social Media
D. Media Message
2. What quality for an effective message employs that the message should
have a clear purpose and a straightforward core?
A. Simplicity
 B. Specificity
C. Structure
D. Stickiness
3. What identifies the characteristics of example material and relationships
within the context in which they were produced and encountered?
A. Visual Analysis
B. Technical Quality
C. Contextual Info
D. Content Analyses
4. What quality for an effective message employs that ideas should be
organized logically, making the message easy to follow?
A. Stickiness
B. Simplicity
C. Structure
D. Specificity
5. What quality for an effective message employs that the language used
should be precise and concrete and should avoid ambiguity?
A. Simplicity
B. Structure
C. Specificity
D. Stickiness
6. What quality for an effective message employs that the message should
present a coherent flow of ideas , ensuring that they connect smoothly?
A. Simplicity
B. Structure
C. Specificity
D. Stickiness
7. What do you call the objective properties of an image, such as sharpness,
focus, color accuracy, and noise levels?
A. Technical Quality
B. Contextual Info
C. Visual Analysis
D. Cultural Texts
8. -10. Give 1 scenario that shows the importance of evaluating texts and
images.

REFLECTION ● Write a brief response (150-200 words) explaining why does

/ASSIGNMEN evaluating texts and images are important inside a classroom as a
T future educator?