Media and Information Literacy (MIL) 4. Types of Media (Part 3): Performance Task: Deconstructing Media Messages
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Learners will be able to… 1. apply strategies in analyzing and deconstructing media messages (SSHS). I- Media Literacy A.Preview of the Questions for Deconstructing Media messages B.Formative Assessment: Class Discussion C.Deconstructing Media Messages: TV Commercial D.Performance Task: Written Output 1. Deconstructing Media Messages: TV Commercial
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Media and Information Literacy (MIL) 4. Types of Media (Part 3): Performance Task: Deconstructing Media Messages
- 1. MEDIA AND INFORMATION LITERACY (MIL) Mr. Arniel Ping St. Stephen’s High School Manila, Philippines MEDIA LITERACY (Part 3) Performance Task- Deconstructing Media Messages MIL PPT 11, Revised: June 11, 2017
- 2. LEARNING COMPETENCIES Learners will be able to… •apply strategies in analyzing and deconstructing media messages (SSHS).
- 3. TOPIC OUTLINE I- Media Literacy A. Questions for Deconstructing Media messages B. Formative Assessment: Class Discussion 1. Deconstructing Media Messages:TV Commercial C. PerformanceTask: Written Output 1. Cooperative Learning: Deconstructing Media Messages:TV Commercial
- 4. 1. Whose message is this?Who created or paid for it?Why? 2.Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.?What words, images or sounds suggest this? PREVIEW OF THE QUESTIONS FOR DECONSTRUCTING MEDIA MESSAGE
- 5. 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.) 4. What is the “subtext” of the message?(What do you think is the hidden or unstated meaning?) PREVIEW OF THE QUESTIONS FOR DECONSTRUCTING MEDIA MESSAGE
- 6. 5. What kind of lifestyle is presented? Is it glamorized? How? 6. What values are expressed? 7. What positive messages are presented? What negative messages are presented? PREVIEW OF THE QUESTIONS FOR DECONSTRUCTING MEDIA MESSAGE
- 7. 8. What groups of people does this message empower?What groups does it disempower? How does this serve the media maker's interests? 9. What part of the story is not being told? PREVIEW OF THE QUESTIONS FOR DECONSTRUCTING MEDIA MESSAGE
- 8. JolliSavers Meals By Jollibee Philippines https://www.youtube.com/watch?v=0Wh- nrEkBD8 FORMATIVE ASSESSMENT DECONSTRUCTING MEDIA MESSAGE: JOLLISAVERS MEALS TV AD
- 9. 1. Whose message is this?Who created or paid for it?Why? 2.Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.?What words, images or sounds suggest this? FORMATIVE ASSESSMENT: CLASS DISCUSSION DECONSTRUCTING MEDIA MESSAGE
- 10. 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.) 4. What is the “subtext” of the message?(What do you think is the hidden or unstated meaning?) FORMATIVE ASSESSMENT: CLASS DISCUSSION DECONSTRUCTING MEDIA MESSAGE
- 11. 5. What kind of lifestyle is presented? Is it glamorized? How? 6. What values are expressed? 7. What positive messages are presented? What negative messages are presented? FORMATIVE ASSESSMENT: CLASS DISCUSSION DECONSTRUCTING MEDIA MESSAGE
- 12. 8. What groups of people does this message empower?What groups does it disempower? How does this serve the media maker's interests? 9. What part of the story is not being told? FORMATIVE ASSESSMENT: CLASS DISCUSSION DECONSTRUCTING MEDIA MESSAGE
- 13. •Cooperative Learning: Group of 4 students •Watch the advertisement then answer the given questions in 1 whole yellow pad. •Allocated time for the activity is 1 hour. •2 points per item.Total of 18 points + 2 bonus points= 20 Points. PERFORMANCE TASK-WRITTEN WORK COOPERATIVE LEARNING: DECONSTRUCTING MEDIA MESSAGE
- 14. Watch this video “Behind the Scenes at a McDonald's Photo Shoot” by McDonald's Canada (YouTube Channel) https://www.youtube.com/watch?v=oSd0keSj2W8 PERFORMANCE TASK-WRITTEN WORK COOPERATIVE LEARNING: DECONSTRUCTING MEDIA MESSAGE
- 15. 1. Whose message is this?Who created or paid for it?Why? 2.Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.?What words, images or sounds suggest this? PERFORMANCE TASK-WRITTEN WORK COOPERATIVE LEARNING: DECONSTRUCTING MEDIA MESSAGE
- 16. 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.) 4. What is the “subtext” of the message?(What do you think is the hidden or unstated meaning?) PERFORMANCE TASK-WRITTEN WORK COOPERATIVE LEARNING: DECONSTRUCTING MEDIA MESSAGE
- 17. 5. What kind of lifestyle is presented? Is it glamorized? How? 6. What values are expressed? 7. What positive messages are presented? What negative messages are presented? PERFORMANCE TASK-WRITTEN WORK COOPERATIVE LEARNING: DECONSTRUCTING MEDIA MESSAGE
- 18. 8. What groups of people does this message empower?What groups does it disempower? How does this serve the media maker's interests? 9. What part of the story is not being told? PERFORMANCE TASK-WRITTEN WORK COOPERATIVE LEARNING: ANALYZING MEDIA MESSAGE
- 19. REFERENCES •Media and Information Literacy Curriculum Guide by DepEd •Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc. •http://www.projectlooksharp.org/ •https://www.sophia.org/tutorials/deconstruct -media-messages
Hinweis der Redaktion
- Alternative: You can do this activity using print ad.
- Preview the questions before the video presentation.
- Preview the questions before the video presentation.
- Preview the questions before the video presentation.
- Preview the questions before the video presentation.
- Suggestions You can also do this for a print ad. You provide the print ads (either one print ad for all groups or different print ads for each group) or ask students to bring their own print ads.
- Preview the questions before the video presentation.
- Preview the questions before the video presentation.
- Preview the questions before the video presentation.
- Preview the questions before the video presentation.
- Please tell the students that they are not allowed to divide the items and answer individually. Since this is a cooperative learning, they are expected to discuss each questions and together formulate their answers as a group for each item.
- Suggestions You can also do this for a print ad. You provide the print ads (either one print ad for all groups or different print ads for each group) or ask students to bring their own print ads.