Objective:

- Describe how communication is influenced by media and information.

Subject:

- MIL11/12IMIL-IIIa-1 (Media and Information Literacy)

Grade Level:

- Grade 12

Learning across curriculum:

- English Language Arts: Analyzing media texts and their impact on communication.

- Social Studies: Studying the historical development of media and its influence on
society.

- Technology and Livelihood Education: Exploring different media platforms and their
role in communication.

Review Motivation:

1. Show students a thought-provoking video clip that highlights the power of media in
shaping public opinion and influencing communication.

2. Conduct a class discussion on recent news events and how media coverage has
influenced public discourse.

3. Share examples of social media posts or advertisements that have had a

significant impact on society, and discuss their implications.

Activity 1: Analyzing Media Messages

Materials:

- Various print and digital media examples (newspaper articles, online news
websites, advertisements, social media posts, etc.)

- Pen and paper

Instructions:

1. Divide the students into small groups.

2. Distribute different media examples to each group.

3. In their groups, students will analyze the media messages and discuss how they
influence communication.

4. Each group will present their findings to the class.

5. Use the following rubric for grading:

- Criteria: Analysis of media messages, clarity of presentation, and

participation.

- Points: 20 points total.

Assessment questions:

1. How does the use of persuasive language in an advertisement influence

communication?

2. In what ways can biased media coverage affect public perception of an issue?

Activity 2: Media Literacy Workshop

Materials:

- Projector or screen for multimedia presentation

- Handouts on media literacy concepts

Instructions:

1. Conduct a multimedia presentation on media literacy, covering topics such as

media bias, credibility, and manipulation.

2. Engage the students in interactive activities that promote critical thinking and
analysis of media messages.

3. Provide handouts for students to take notes and engage in discussions.

4. Use the following rubric for grading:

 - Criteria: Active participation, understanding of media literacy concepts, and
application of critical thinking skills.

- Points: 30 points total.

Assessment questions:

1. How can individuals determine the credibility of online news sources?

2. Discuss the ethical implications of manipulating media messages for personal

gain.

Activity 3: Media and Information Project

Materials:

- Computers or laptops with internet access

- Presentation software (e.g., PowerPoint, Google Slides)

- Rubric for project evaluation

Instructions:

1. Assign students to create a multimedia presentation on a chosen topic related to

media and information.

2. Students should research and gather information from various sources, critically
analyze the data, and present their findings.

3. Encourage creativity in the presentation design and the incorporation of visual

aids.

4. Use the following rubric for grading:

- Criteria: Content accuracy, organization, visual presentation, and oral

delivery.

- Points: 50 points total.

Assessment questions:

1. How did the students effectively incorporate media elements in their presentations
to enhance communication?

2. Discuss the strengths and weaknesses of the students' ability to critically analyze
information sources.

Analysis:

- After each activity, facilitate a class discussion on the outcomes and insights
gained from the students' analysis and projects. Encourage them to reflect on how
media and information influence communication in various contexts.

Abstraction:

- Guide students in summarizing the key concepts and principles they have learned
about how communication is influenced by media and information.

Application:

- Pose a real-life problem to the students, such as analyzing a controversial social

media campaign and discussing its impact on communication. Encourage them to
apply their knowledge and critical thinking skills to propose solutions or strategies for
responsible media consumption.

Assessment:

- Teachers can assess students' learning based on their active participation in class
discussions, their ability to analyze media messages, their understanding of media
literacy concepts, and the quality of their presentations and projects. This can be
done through observation, rubric-based evaluations, quizzes, or written reflections.

Assignment:

- As an assignment, students can be tasked with creating a personal media

consumption plan, outlining their strategies for critically analyzing media messages
and ensuring responsible communication. They can also be asked to write a
reflective essay on their learning journey throughout the unit.