ADAPTIVE TEACHING GUIDE
CREATIVE INDUSTRIES (Visual, Literary, Media, Applied, and Traditional
Arts)
MET # 7 Lesson # 2 (Name of the Lesson/topic) Intellectual
Property Rights
Prerequisite Content-knowledge:
● Overview of the Philippine Creative Industries
Prerequisite Skill:
● Definition and history of Creative Industries
● Identify the domains of Creative Industries and their impact.
Prerequisites Assessment: (Describe the type and content of the Prerequisite Assessment and
Use a separate sheet for the copy of a full-blown assessment.)
Multiple Choice: Choose the letter of the correct answer.
1. Which of the following best defines creative industries?
A. Industries that manufacture physical goods.
B. Sectors focused on science and technology.
C. Fields that generate value through creativity, talent, and intellectual
property.
D. Businesses that exclusively promote cultural heritage.
Answer: C
2. Which domain is NOT part of the Philippine creative industries?
A. Advertising
B. Banking
C. Architecture
D. Performing Arts
Answer: B
3. What is the primary economic contribution of creative industries?
A. Importation of goods
B. Production of fossil fuels
C. Cultural expression and innovation
D. Political legislation
Answer: C
4. What best describes the nature of creative expression in pre-colonial
Philippines?
A. Influenced by Western techniques and academic standards
B. Focused on industrial production and digital art
C. Rooted in oral traditions, crafts, and indigenous rituals
D. Developed mainly through formal art education
Answer: C
5. When did the "Golden Age of Philippine Cinema" take place, marked by the
rise of high-quality Filipino films?
A. 1920s
B. 1950s–1970s
C. 1980s–1990s
D. 2000s–2010s
Answer: B
Interpretation:
Score Description
Sufficient Level 5 correct answers out of 5
Fairly Sufficient Level 4 correct answers out of 5
Insufficient Level 0 to 3 correct answers out of 5
Pre-lesson Remediation Activity: (Describe the activities and Use a separate sheet for the
copy of a full-blown assessment.)
1. For Students with an Insufficient Level of Prerequisite Content-knowledge
and/or Skill(s):
[Link]
[Link]
2. For Students with a Fairly Sufficient Level of Prerequisite Content-
knowledge and/or Skill(s):
Open-ended questions seatwork:
A. Why is it important to understand the historical development of creative
industries in the Philippines when planning for their future growth?
B. How does knowing the past help creatives today?
Introduction: Must include the following parts:
1. Time frame a student is expected to finish learning the lesson (and where to
contact the teacher when concerns arise)
One hour is allotted for the delivery of the following topics:
● Definition
● Types of Intellectual Property Rights
Blended (Online + In-person On-campus)
2. The knowledge (RUA) the student is expected to gain from learning the
topic/lesson
Remembering: Recall basic facts and definitions related to Intellectual
Property
Rights in the Philippines.
Understanding: Explain the significance of IPR and how it affects creative
workers
and industries.
Applying: Use knowledge of IPR law to identify real-life applications or
provide
practical solutions.
3. Context where the student is going to apply their learning (In what PAA/EFAA
and personal use?)
EAA/PAA: Logo Making for Small Business
Personal Use: Follow the legal process in business permit registration.
4. Overview of the Lesson
The lesson focuses on the relevance and implications of prevailing
creative
industry laws on art production in intellectual property rights.
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the
topic/lesson relative to the General Enabling Teaching Strategy.
Number of chunking of topics will be dependent on the teacher’s
plan.)
Chunk 1: Definition of Intellectual Property Rights
Formative question: In your own words, how do you define intellectual property
rights?
Activity 1: Name that Property! (Drawing Attention to Meaning/Prompting
Connections to Prior Knowledge)
Instructions:
1. Divide students into small groups (3–5 members).
2. Give each group a mixed deck of cards with examples of both IP and PP
(see sample items below).
3. Provide manila paper with two columns labeled “Intellectual Property” and
“Physical Property.”
4. Students must discuss and sort the cards into the correct category by
taping or pasting them.
Item Classification
A personal journal with original poems Intellectual Property
A computer keyboard Physical Property
The brand name “Jollibee” Intellectual Property
A limited-edition sneaker Physical Property
A recipe invented by a chef Intellectual Property
A desk Physical Property
A trademark for a coffee shop logo Intellectual Property
A flash drive Physical Property
A copyrighted mobile app Intellectual Property
A drawing framed on a wall Physical (the frame) +
Intellectual (the
drawing’s design)
5. Each group will present 2–3 items from each category and why they
classified them that way. (Prompting to Effortful Thinking)
Synthesis:
Intellectual Property Rights (IPR) Law is a legal framework that protects creations
of the human mind. These creations—such as inventions, literary and artistic
works, brand names, symbols, and designs—are recognized as the intellectual
property of their creators. Under IPR Law, creators are given exclusive rights to
use, reproduce, distribute, and gain profit from their original works, usually for a
limited time.
Chunk 2: Types of Intellectual Property Right (Prompting Connections to Prior
Knowledge)
Formative question: What are the various types of Intellectual Property Rights?
Activity 2: Mind Game
Direction: The class will be divided into four (4) groups. Each group will
determine the sample logos shown by the teacher and will write their answer on
a sheet of paper. One point will be given to the first team that answers correctly.
Sample Logos:
Guide Question: (Prompting to Effortful Thinking)
● Which logos were easy or hard to recognize? Why?
● Where do you usually see this kind of logo?
Synthesis:
There are four main types of intellectual property rights, each serving a unique
purpose in protecting creativity and innovation. Copyright safeguards original
literary and artistic works such as books, music, films, paintings, and digital
media, granting authors and artists the exclusive right to reproduce, distribute,
and display their creations. Trademarks protect symbols, logos, names, and
slogans that are used to identify and distinguish goods or services, helping
consumers recognize the source and quality of a product. Patents cover
inventions and technical solutions to specific problems, giving inventors the
exclusive right to use or license their innovations for a limited time. Lastly, trade
secrets protect confidential business information—such as formulas, practices,
or processes—that provide a company with a competitive advantage. Together,
these rights promote a fair, creative, and economically vibrant environment.
Chunk 3: Applying IPR Law: Real-World Uses and Practical Solutions (Prompting
to Effortful Thinking)
Formative question: How would you help a small business protect its brand,
product design, and secret recipe using IPR laws?
Activity 3: Scenario Analysis (Prompting to Effortful Thinking)
1. Divide students into 4 groups (3–5 members).
2. Give each group one scenario card (sample cases below).
3. Each group will:
Identify the type of IP involved
○ Determine whether there is a violation
○ Explain why it's a violation (or not)
○ Propose a practical, legal solution (e.g., send a cease-and-desist
letter, file a complaint, ask permission, revise project, etc.)
Sample Scenarios:
Scenario 1: "The School Rap Video"
A group of students creates a video for their school project using a popular rap
song without asking permission or giving credit. They upload it to YouTube and it
goes viral.
→ Is this a violation of IPR? What type of IP is involved? What should the students
do to fix the situation?
Scenario 2: "The Copied Logo"
A student starts a small business selling milk tea online and uses a logo design
she found on Google. A few weeks later, she receives a message from a graphic
designer claiming that it's his original work.
→ Did she violate any IPR? How should she respond?
Scenario 3: "The Comic Book Clash"
Two classmates both submitted similar comic book ideas. One claims the other
copied his plot and characters.
→ What kind of intellectual property is possibly involved? How can the school
address this fairly?
Scenario 4: "DIY App Disaster"
A student develops a review app for fellow classmates but copies 50% of its
features and code from a paid app without permission.
→ Which IPR law applies? What can the student do to make the project ethical
and legal?
Synthesis
Understanding and applying IPR Law empowers us to become responsible digital
citizens and ethical creators. Whether in school, business, or online, we can
provide practical solutions by:
● Asking permission or licensing works before use
● Citing sources correctly in academic work
● Creating original content instead of copying
● Reporting misuse of protected works
● Supporting platforms and creators who follow the law
By applying IPR Law in our decisions, we help build a culture that respects
originality, promotes fairness, and encourages innovation.
FINAL SYNTHESIS
Intellectual Property Rights (IPR) Law protects creations of the mind—like
inventions, art, music, writing, logos, and business secrets—by giving creators
the right to use and earn from their work. There are four main types:
1. Copyright – protects books, music, films, and artworks.
2. Trademark – protects brand names, logos, and slogans.
3. Patent – protects new inventions or technical ideas.
4. Trade Secret – protects confidential business information like formulas or
processes.
These rights encourage creativity, fairness, and economic growth. By
understanding IPR, we become responsible digital citizens. We can support this
by:
● Asking permission before using someone else’s work
● Giving proper credit
● Making our own original content
● Reporting illegal use of protected works
● Supporting creators who follow the rules
Following IPR helps build a culture of respect, fairness, and innovation.
RUA of a Student’s Learning:
Title: My Brand, My Right (Prompting to Effortful Thinking)
The students will create their small business logo using digital tools (ex. Canva)
while applying their knowledge of Intellectual Property Rights (IPR),
especially copyright and trademark rules.
While designing, follow these guidelines:
● The students will use Canva or any other digital design tool you're
comfortable with.
● Make sure your logo is original — do not copy existing logos or
copyrighted images.
● You can use elements (like icons or fonts) from Canva’s free library, but
make sure they are marked for free or commercial use.
Submission of Performance Task
● Export your final logo as a PNG or JPG file.
● Include a short description (3–5 sentences) explaining your business
idea and how you made sure your logo respects Intellectual Property
Rights.
● Please submit your logo and description via the Google Drive link provided
by the teacher.
Example:
Criteria 5 – Excellent 3– 1 – Needs
Satisfactor Improvement
y
1. Originality & Logo is highly original Logo has Logo lacks
Creativity and imaginative; some originality;
clearly reflects a originality; appears copied,
unique and well- may rely on heavily templated,
thought-out business common or or unrelated to a
idea. basic designs clear concept.
but still
reflects a
clear idea.
2. IPR Fully respects IPR; Shows Violates IPR rules
Compliance only uses legal, free- general (e.g., copied
(Understanding for-use elements and awareness of images or logos);
and application of avoids all IPR; some little to no effort to
copyright/tradem copyrighted/trademar use of follow
ark rules) ked content. elements is copyright/tradema
unclear or rk guidelines.
poorly
justified.
3. Use of Digital Demonstrates Demonstrate Struggles with
Design Tools excellent use of Canva s basic skill; digital tools;
or similar tools; design design is design appears
is clear, professional, functional unbalanced,
and balanced. but may lack unfinished, or
visual polish unclear.
or
organization.
4. Written Clear, thoughtful Basic Incomplete or
Description (3–5 explanation of the explanation unclear
sentences business idea and how that explanation; little
explaining IPR was considered in addresses or no mention of
business idea and the design process. the business IPR or relevance to
IPR awareness) and the design.
mentions
IPR, though
lacking
detail.
5. Submission & Submitted on time in Submitted Submission is
Format (PNG/JPG the correct format with minor incomplete, in the
file + description with all required issues (e.g., wrong format, or
via provided link) components. missing file not submitted at
details, late all.
submission).
Scoring Guide:
● 25 points – Excellent (A)
● 19–24 points – Very Satisfactory (B)
● 13–18 points – Satisfactory (C)
● 8–12 points – Needs Improvement (D)
● Below 8 points – Incomplete / Redo Required (F)
Post-lesson Remediation Activity: (Describe the activity and use a separate sheet for the
copy of a full-blown activity.)
Click and read or watch the following to refresh your understanding:
1. What is Intellectual Property?
📖 WIPO: What is Intellectual Property? [Link]
2. Copyright and Fair Use (for students)
📺 Common Sense Education: Copyright and Fair Use
3. Types of Intellectual Property
📖 IPO Philippines: Types of IP [Link]
property/
