Senior High School Department

ADAPTIVE TEACHING GUIDE

Most Essential Topic (MET) Media and Information Literacy

Lesson Media and Information Literacy: Analysis Perspectives

 Synthesizes the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others).
Kinakailangang Kaalamang Pangnilalaman
(Prerequisite Content-knowledge)

Activity: Media and Information in Everyday Life

Kinakailangang kasanayan
(Prerequisite Skill)
 Ask students to create a mind map illustrating how media and information impact different aspects of their lives. Encourage them to include examples from news, social media, and entertainment.

Activity: Media and Society Reflection

Kinakailangang Pagtatasa
(Prerequisites Assessment)
 Students will write a short essay analyzing a recent news event and discussing its implications for society. They will evaluate how the media shaped public perception.

For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s) Activity: Guided Media Exploration – Provide students with a structured worksheet that guides them through an analysis of a media
Pre-lesson Remediation na gawain
article or video, prompting them to identify key messages, biases, and potential societal effects.
(Pre-lesson Remediation Activity)
For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Activity: Peer Teaching – Pair students and have them discuss the societal impact of a selected media case study. They will then
Skill(s) present their findings to the class.

INTRODUCTION

Time Frame 5 hours

Learning Competency  Synthesizes the overall implication of media and information to an individual and the society as a whole.

Preparatory Assessment Activity/ies (PAA) or Enabling Activity: Media Perspectives Gallery Walk – Set up different media materials (news articles, advertisements, videos) around the classroom. Students rotate in groups, analyzing each from different perspectives (consumer, producer, social
Formative Assessment Activity/ies (EFAA) or Performance impact).
Task

Overview of the Lesson This lesson explores different perspectives in analyzing media and information. Students will critically assess how media representations, audiences, production, and languages influence perception and knowledge. The lesson will highlight
the role of media consumers and producers, as well as key areas of investigation in media and information literacy (MIL).
STUDENT’S EXPERIENTIAL LEARNING

Chunk 1 The Media Consumers’ Perspective

Formative Question  How does media representation shape public perception?

 Why is audience engagement important in media consumption?

Discussion  Looking at media representations

 Looking at media audiences

Activity: Representation Analysis – Students will analyze a media representation (news article, film clip, advertisement) and discuss how different audiences might interpret it.

Chunk 2 The Media Producers’ Perspective

Formative Questions  How do media producers influence content creation?

 What role do media languages play in shaping messages?

Discussion  Looking at media production

 Looking at media languages

Activity: Behind the Scenes – Students take on different roles (journalist, advertiser, filmmaker) and create media content while considering production influences.

Chunk 3 Three Areas of MIL Investigation

Formative Questions  What are the key areas of investigation in MIL?

 How do these areas contribute to a deeper understanding of media and information?

Discussion  Media representations

 Media audiences
 Media production

Activity: Case Study Debate – Students research different case studies and debate how media representations affect public opinion.

Chunk 4
Inquiring Minds Want to Know!

Formative Questions  How do you analyze and evaluate information sources?

 What strategies can improve your media literacy skills?

Discussion Activity: Fact vs. Opinion Investigation – Students analyze media sources and classify information as fact, opinion, or misinformation.

SYNTHESIS Media Literacy Reflection Journal – Students reflect on how their understanding of media and information literacy has changed, citing examples from the lesson.
RUA (Remembering, Understanding, Applying) OF STUDENT’S LEARNING

Option 1 for RUA Option 2 for RUA Option 3 for RUA

Identify different perspectives in media analysis. Compare media consumer and producer perspectives in shaping media messages. Apply critical thinking skills in analyzing media representations and production.

POST-LESSON REMEDIATION ACTIVITY

For Students with Insufficient Level on Prerequisite For Students with Insufficient Level on Prerequisite Content Knowledge and/or Skill(s):
Content-knowledge and/or Skill (s)

Activity: MIL Scavenger Hunt – Provide a checklist for students to find examples of media representations, audiences, and production techniques in real-world media.

For Students with Fairly Sufficient Level on Prerequisite For Students with Fairly Sufficient Level on Prerequisite Content Knowledge and/or Skill(s):
Content-knowledge and/or Skill (s)
 Activity: Digital Literacy Blog – Students write blog posts analyzing media from the perspectives of both consumers and producers.

PREPARATORY ASSESSMENT ACTIVITY (PAA) OR ENABLING FORMATIVE ASSESSMENT ACTIVITY (EFFA) OR PERFORMANCE TASK

Preparatory Assessment Activity/ies (PAA) or Enabling  Activity: Media Investigation – Students research and present an example of media influencing public perception, analyzing its impact.
Formative Assessment Activity/ies (EFAA)