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 08, Revised: May 23, 2017
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
MEDIA AND INFORMATION LITERACY (MIL)
Mr. Arniel PingSt. Stephen’s High SchoolManila, Philippines
MEDIA LITERACY (Part 3)Performance Task-
Deconstructing Media Messages
MIL PPT 08, Revised: May 23, 2017
LEARNING COMPETENCIES
Learners will be able to…•apply strategies in analyzing and deconstructing media messages (SSHS).
TOPIC OUTLINEI- Media LiteracyA.Performance Task: Written
Output1.Deconstructing Media
Messages: TV Commercial
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 ASSESSMENTDECONSTRUCTING MEDIA MESSAGE
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 ASSESSMENTDECONSTRUCTING MEDIA MESSAGE
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 ASSESSMENTDECONSTRUCTING MEDIA MESSAGE
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 ASSESSMENTDECONSTRUCTING MEDIA MESSAGE
JolliSavers MealsBy Jollibee Philippines
https://www.youtube.com/watch?v=0Wh-nrEkBD8
FORMATIVE ASSESSMENTDECONSTRUCTING MEDIA MESSAGE:
JOLLISAVERS MEALS TV AD
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 ASSESSMENTDECONSTRUCTING MEDIA MESSAGE
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 ASSESSMENTDECONSTRUCTING MEDIA MESSAGE
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 ASSESSMENTDECONSTRUCTING MEDIA MESSAGE
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 ASSESSMENTDECONSTRUCTING MEDIA MESSAGE
•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 WORKCOOPERATIVE LEARNING:
DECONSTRUCTING MEDIA MESSAGE
Performance Task – Written WorkCooperative Learning: Analyzing
Media Message
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
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 WORKCOOPERATIVE LEARNING:
DECONSTRUCTING MEDIA MESSAGE
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 WORKCOOPERATIVE LEARNING:
DECONSTRUCTING MEDIA MESSAGE
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 WORKCOOPERATIVE LEARNING:
DECONSTRUCTING MEDIA MESSAGE
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 WORKCOOPERATIVE LEARNING: ANALYZING
MEDIA MESSAGE
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
Related Documents
