Integrating Media Literacy Across

MODULE 4
Integrating Media Literacy Across

Subject Areas
Mr. Arniel V. Ping, LPT
St. Stephen’s High School
Philippine Association for Media and Information Literacy (PAMIL)
"What is your understanding of subject
integration in the context of
teaching?"
“How do you incorporate subject
integration into your classroom
practices?"
LEARNING OBJECTIVES
At the end of the session, colleagues will be able to…
1. define media literacy integration in the classroom;
2. illustrate entry points of media literacy in various subject
areas;
3. demonstrate examples of media literacy integration in
the classroom;
4. demonstrate the integration of media literacy in the
core competencies in the K-12 curriculum;
5. demonstrate the value of media literacy integration in
enhancing the students’ critical thinking skills.
TOPIC OUTLINE
Integrating Media Literacy Across Subject Areas
A. Media Literacy Integration in the Classroom
B. Entry Points of Media Literacy Integration
C.Examples of Media Literacy Integration in the
Classroom
D.Integration of Media Literacy in the Core
Competencies in the K-12 curriculum
What is Media Literacy?
“Media Literacy is the ability
to access, analyze, evaluate
and create media in a
variety of forms.” (1992
Aspen Media Literacy
Leadership Institute)
What is Media Literacy?
“Media Literacy is a 21st century approach to education. It
provides a framework to access, analyze, evaluate, create
and participate with messages in a variety of forms - from
print to video to the Internet. Media literacy builds an
understanding of the role of media in society as well as
essential skills of inquiry and self-expression necessary for
citizens of a democracy” (CML)
The Policy Guidelines on the K to 12 Basic Education Program (DepEd Memo
020, s. 2019) identified information, media and technology skills as one of the
four skills being promoted in the curriculum. It “deals with various sub-skills such
as visual and information literacies, media literacy, basic, scientific, economic
and technological literacies, multicultural literacy, and global awareness”
(Department of Education, 2019).
Media Literacy
integration means
intentionally
including media
literacy knowledge,
skills, and attitude in
different educational
subjects and
programs.
Image Credit: Habi Textile Council as cited by Tatler Asia
Use Media Literacy
to reinforce existing
teaching standards
and promote critical
thinking.
Image Credit: Habi Textile Council as cited by Tatler Asia

Critical thinking is the act
of deliberate analysis and
evaluation of media
messages and
information so that you
can make better
judgements and
decisions.
Image Credit: pressfoto/ Freepik

Conceptual Framework for Media Literacy Integration
Across Subject Areas
Entry Points
(Various ways to integrate Media Literacy)
Access to reliable sources
Media
Media Analyze and evaluate media Literacy
Literacy as messages Integration
an Integral
Create media content effectively Across
Part of Daily
and ethically Subject
Instruction
Areas
Participate or actively engage with
media messages
Prepared by Mr. Arniel V. Ping
Media Deconstruction/Construction Framework or Q/Tips
by Center for Media Literacy (CML)
Deconstruction: Construction:
Key Words CML’s Key Questions CML’s 5 Core Concepts CML’s 5 Key Questions
(Consumer) (Producer)
Authorship Who created this message? All media messages are What am I authoring?
constructed.
Format What creative techniques are Media messages are Does my message reflect
used to attract my attention? constructed using a creative understanding in format,
language with its own rules. creativity and technology?
Audience How might different people Different people experience Is my message engaging and
understand this message the same media message compelling for my target
differently? differently. audience?
Content What values, lifestyles and Media have embedded Have I clearly and
points of view are values and points of view. consistently framed values,
represented in or omitted lifestyles and points of view in
from this message? my content?
Purpose Why is this message being Most media messages are Have I communicated my
sent? organized to gain profit purpose effectively?
and/or power.
(Center for Media Literacy, 2009)
Questions to Guide Young Children (CML)
Key Words Core Concepts Key Questions Questions to Guide Young Children
Authorship All media messages are Who created this message? • What is this?
constructed. • How is this put together?
Format Media messages are What creative techniques • What do I see or hear? Smell?
constructed using a are used to attract my Touch or taste?
creative language with attention? • What do I like or dislike about this?
its own rules.
Audience Different people How might different people • What do I think and feel about
experience the same understand this message this?
media message differently? • What might other people think
differently. and feel about this?
Content Media have What values, lifestyles and • What does this tell me about how
embedded values and points of view are other people live and believe?
points of view. represented in or omitted • Is anything or anyone left out?
from this message?
Purpose Most media messages Why is this message being • Is this trying to tell me something?
are organized to gain sent? • Is this trying to sell me something?
profit and/or power.
(Thoman & Jolls, 2005)

Entry Point no. 1
ACCESS TO RELIABLE SOURCES

The CRAAP Test
• Currency: Is the source up-to-date?
• Relevance: Is the source relevant to
your research?
• Authority: Where is the source
published? Who is the author? Are
they considered reputable and
trustworthy in their field?
• Accuracy: Is the source supported
by evidence? Are the claims cited
correctly?
• Purpose: What was the motive
behind publishing this source?
(California State University as cited by George, 2023) Image Credit: pressfoto/Freepik
LATERAL READING
When you came across an unfamiliar
online source:
● Open a new tab in your browser
● Search the name of the unfamiliar
source.
● Check what trustworthy sites say
about it.
● If the source seems untrustworthy,
don't waste your time on it. FIND A
BETTER SOURCE.
Source: Civic Online Reasoning by Stanford History
Education Group (SHEG)
Image Credit rawpixel/Freepik
Website Evaluation Checklist
Criteria Questions Yes/No
Readability Do you understand the information without relying on other
sources?
Accuracy Is the information correct? Do other websites or books give you
the same information?
Author Is the web page associated with an organization that has a
good reputation? Is the author an expert?
Purpose Is the website’s main goal to educate and inform, rather than
try to sell you something?
Timeliness Does the web page include the date it was created or
updated?
Links Do the links take you to good websites? Do they work?
URL Does the website have an official owner: .org (nonprofit), .edu
(educational institution), or .gov (government)?
(Source: Thomas Jefferson Library, NJ) 18

GRAPHIC ORGANIZER:
K-W-L Chart with Media Literacy Integration
KNOW WANT LEARN
K-W-L What do you What do you What did you

Questions want to KNOW? WANT to learn? LEARN?
Media Literacy Where did you Where are you Which sources
Questions get your likely to find were the most
information or credible helpful? Why?
Access to ideas? sources that
diverse reliable could answer
sources your questions?
(Scheibe & Rogow, 2008).
Gr. 7 English (2nd Quarter)
Media utilize in teaching: Sources of Information (newspapers,
website, video, images, podcast, print based material)
Learning Competencies Learning Objectives Strategies with Assessment
Media Literacy
Integration
Research a topic with At the end of the lesson, learners will be Evaluating Worksheet:
support using two or able to… sources of Rubrics
three sources a. identify the topic to be researched; Information:
provided, e.g. b. locate three sources of information The CRAAP Test
newspapers, website, relevant to the identified topic; and Worksheet
video, images, c. evaluate credibility of sources using the (Individual
podcast, print based CRAAP Test; and Activity)
material d. write a persuasive essay with arguments
(EN7VC-IV-c-15) supported by information gathered from Essay Writing: Essay:
research. Persuasive Essay Rubrics
(Individual
Activity)
Source: DepEd MELCs

Evaluating Sources of Information: The CRAAP Test
Worksheet (Individual Activity)
Procedure
1. Identify the topic to be researched
and submit to the teacher for
approval.
2. Locate three sources of information
relevant to the approved topic.
3. Evaluate credibility of sources using
the CRAAP Test.
4. Identify best sources for the approved
topic using the CRAAP Test Worksheet.
Source:
The CRAAP Test Worksheet
Truman State University
https://library.truman.edu/wp-
content/uploads/2023/02/CRAAP-Worksheet.pdf
Gr. 3 Health (3rd Quarter)
Media utilize in teaching: Sources of Information (newspapers,
website, video, images, posters, printed materials)
Learning Learning Objectives Strategies with Assessment
Competencies Media Literacy
Integration
identifies reliable At the end of the lesson, learners will Class Activity Worksheet:
sources of be able to… Evaluating Rubrics
health information a. identify the source of information sources of
(10 H3CH-IIIj-11) provided by the teacher; Information:
b. evaluate credibility of the provided Website
sources using the Website Evaluation
Evaluation Checklist; and Checklist
c. discern reliable from unreliable
sources of health information using
the Website Evaluation Checklist.
Source: DepEd MELCs

Evaluating Sources of Information:
Procedure
1. The teacher will provide the
pupils with information about
proper hygiene as a means of
protection against COVID-19.
2. Pupils will evaluate credibility of
the provided sources using the
Website Evaluation Checklist.
3. Pupils will determine if the
sources of the provided
information on proper hygiene
is reliable or not using the
Website Evaluation Checklist.
Source: https://doh.gov.ph/2019-nCov/infographics
Evaluating Sources of Information: Website Evaluation Checklist
Link to the website: https://doh.gov.ph/2019-nCov/infographics

Criteria Questions Yes/No
Readability Do you understand the information without relying on other
sources?
Accuracy Is the information correct? Do other websites or books give
you the same information?
Author Is the web page associated with an organization that has a
good reputation? Is the author an expert?
Purpose Is the website’s main goal to educate and inform, rather
than try to sell you something?
Timeliness Does the web page include the date it was created or
updated?
Links Do the links take you to good websites? Do they work?
URL Does the website have an official owner: .org (nonprofit),
.edu (educational institution), or .gov (government)?
(Source: Thomas Jefferson Library, NJ) 25
Entry Point no. 2
ANALYZE AND EVALUATE
MEDIA MESSAGES
What media do you utilize to enhance
your classroom teaching?
When using media
in the classroom,
seek opportunities
to integrate Media
Literacy.
Image Credit: Freepik

Gr. 6 Araling Panlipunan (4th Quarter)
Media utilize in teaching: Editorial Cartoons
Learning Competencies Learning Objectives Strategies with Media Assessment
Literacy Integration
Nasusuri ang mga Pagkatapos ng Aralin, ang mga Cooperative Learning Oral
kontemporaryong isyu ng mag-aaral ay… Presentation:
lipunan tungo sa pagtugon sa a. Nasusuri ang piling Cartoon Analysis with Teacher’s
mga hamon ng malaya at kontemporaryong isyu ng Oral Presentation Observation
maunlad na bansa lipunan gamit ang cartoons; (Group Activity):
• Pampulitika (Hal., usaping b. Nasusuri ang pampulitikal, a. Usaping
pangteritoryo sa West pangkabuhayan, at pangteritoryo sa West
Philippine Sea, korupsyon, pangkapaligirang implikasyon Philippine Sea
atbp) ng mga tinalakay na
• Pangkabuhayan (Hal., open kontemporaryong isyu ng b. Gender issues
trade, globalisasyon, atbp) lipunan sa Pilipinas;
• Panlipunan (Hal., OFW, c. Natatalakay ang posisyon at c. Climate change
gender, drug at child abuse, aksiyon ng Pilipinas hinggil sa
atbp) mga tinalakay na
• Pangkapaligiran (climate kontemporaryong isyu ng
change, atbp) lipunan.
(AP6TDK-IVe-f-6)
Source: DepEd MELCs

Grade 6 Araling Panlipunan (4th Quarter)
Cartoon Analysis with Oral Presentation
(Group Activity)
Guide Questions
1. Sino ang lumikha ng cartoon at saan ito
nailathala? (Authorship)
2. Bakit nilikha ang cartoon na ito? (Purpose)
3. Ano ang mga simbolo, label, at
exaggeration ang ginamit sa cartoon?
(Format)
4. Ano ang isyu na ipinapakita sa cartoon?
Ito ba ay isyung pampulitika, pang-
ekonomiya, o pangkapaligiran? Bakit?
5. Ano ang pangunahing mensahe ng
cartoon?
6. Anong impormasyon at mga perspektiba
ang kasama o hindi kasama sa cartoon?
(Content)
7. Sumasang-ayon ka ba sa mensahe?
Image Credit: Gilbert Daroy/ Philippine Daily Inquirer
https://opinion.inquirer.net/139633/editorial-cartoon-april-25-2021
Bakit? (Audience)
(Group Activity)
Guide Questions
1. Sino ang lumikha ng cartoon at saan ito
nailathala? (Authorship)
2. Bakit nilikha ang cartoon na ito? (Purpose)
3. Ano ang mga simbolo, label, at
exaggeration ang ginamit sa cartoon?
(Format)
4. Ano ang isyu na ipinapakita sa cartoon?
Ito ba ay isyung pampulitika, pang-
ekonomiya, o pangkapaligiran? Bakit?
5. Ano ang pangunahing mensahe ng
cartoon?
6. Anong impormasyon at mga perspektiba
ang kasama o hindi kasama sa cartoon?
(Content)
7. Sumasang-ayon ka ba sa mensahe?
Bakit? (Audience)
Image Credit: Marilena Nardi/ UN Women Twitter
Link: https://twitter.com/UN_Women/status/972707455263272960
(Group Activity)
Guide Questions
1. Who created this cartoon and where
was it published? (Authorship)
2. Why was this message created?
(Purpose)
3. What symbols, labels, and exaggerations
are used in the cartoon? (Format)
4. What is the issue being depicted in the
cartoon, and is it political, economic, or
environmental? Why?
5. What is the main message of the
cartoon?
6. What information and perspectives are
included or excluded in the cartoon?
(Content)
Image Credit: Rene Aranda/ The Philippine Star
7. Do you agree with the message? Why or
Link: https://www.philstar.com/opinion/2021/09/24/2129273/editorial-confronting-
climate-change why not? (Audience)
Gr. 9 Edukasyon sa Pagpapakatao (1st Quarter)
Media utilize in teaching: Song
Media Literacy
Integration
Ang layunin ng Lipunang Sibil, Pagkatapos ng Aralin, ang mga Song Analysis: Oral
ang likas-kayang pag-unlad, ay mag-aaral ay… Masdan Mo Recitation:
isang ulirang lipunan na a. Nasusuri ang isang sumikat na Ang Kapaligiran Teacher’s
pinagkakaisa ang mga awitin tungkol sa pangangalaga (Asin) Observation
panlipunang pagpapahalaga ng kalikasan;
tulad ng katarungang b. Natatalakay ang mga isyu na
panlipunan, pang- may kinalaman sa kapaligiran; Graphic
ekonomiyang pag-unlad c. Nasusuri ang pampulitikal, Organizer: Idea
(economic viability), pakikilahok pangkabuhayan, at Map
ng mamamayan, pangkapaligirang implikasyon ng
pangangalaga ng kapaligiran, mga suliraning pangkapaligiran;
kapayapaan, pagkakapantay d. Natatalakay ang posisyon at
ng kababaihan at kalalakihan aksiyon ng lipunang sibil hinggil sa
(gender equality) at pangangalaga ng kapaligiran.
ispiritwalidad. (EsP9PL-Ih-4.3)
Source: DepEd MELCs

Graphic Organizer: Idea Map
Gr. 9 Edukasyon sa Pagpapakatao (1st Qtr.)
Pakinggan ang kanta at
Song Analysis: Masdan Mo Ang Kapaligiran kumpletuhin ang idea map sa
YouTube Channel: Asin - Topic pamamagitan ng paglalagay ng
Link: https://www.youtube.com/watch?v=GSpZ4yE046E salita o larawan na naiisip mo
habang pinapakinggan mo ang
Mga Gabay na Tanong kanta.
1. Sino ang sumulat ng kanta? (Authorship)
2. Ano ang layunin o motibo sa likod ng paglikha ng
kanta? (Purpose)
3. Ano ang mensahe na ipinapahayag ng kanta?
(Content)
4. Naging epektibo ba ang liriko sa paglalahad ng Masdan
mensahe? Bakit? (Format) Mo ang
Kapaligiran
5. Kanino iniaalay ng manunulat ang kantang (Asin)
napakinggan? Ipaliwanag at patunayan ang
iyong sagot. (Audience)
6. Ano ang iyong naramdaman matapos mong
mapakinggan ang kanta? Ano ang dahilan nito?
(Audience)
Media utilize in teaching: Movie Poster
explains the factors that At the end of the lesson, Movie Poster Oral Recitation:
affect the promotion of students will be able to… Analysis: “Tililing” Teacher’s
good mental health a. identify factors that Observation
(H7PH-IIIa-b-28) affect the promotion
of good mental health
in the Philippines;
b. explain how these
factors affect the
promotion of good
mental health in the
country;
Source: DepEd MELCs

Movie Poster Analysis: Tililing
Guide Questions
1. Who created this message? (Authorship)
2. What creative techniques are used to
attract my attention? (Format)
3. How might different people understand
this message differently? (Audience)
4. What values, lifestyles and points of view
are represented in or omitted from this
message? (Content)
5. Why is this message being sent? (Purpose)
Image Credit: Vincentiments/ Facebook

Movie Poster Analysis: Tililing
Guide Questions (cont.)
6. How is the issue of mental health
depicted in this movie poster? Do you
agree with the depiction? Why or why
not?
7. What do you think is the effect of this
movie poster in promoting good mental
health in the country? Why?
8. If you are to reconstruct this movie poster,
how will you do it? Why?
Image Credit: Vincentiments/ Facebook

ORIGINAL AD COUNTER AD
Image Credit:
(Left)
Vincentiments/
Facebook
(Right)
Anxiety and
Depression
Support
Philippines
(ADSP)/
Facebook
Media utilize in teaching: Digital Poster
Examine images At the end of the lesson, Poster Analysis: Oral Recitation:
which present students will be able to… Empowering Teacher’s
particular viewpoints, a. identify the issue Women through Observation
e.g. stereotypes presented in the digital Education
(gender, age, poster; (UNESCO)
cultural), opinions on b. examine the viewpoint
an issue about the issue presented Class Discussion
in the digital poster; and
c. research information from
academic studies made
about the issue presented
in the poster.
Source: DepEd MELCs

Poster Analysis
Guide Questions
1. Who is the creator of this message?
(Authorship)
2. What is the purpose behind sending this
message? (Purpose)
3. What are the creative techniques employed
to capture my attention? (Format)
4. What societal concerns are highlighted in
this poster? (Content)
5. What values, opinions, and perspectives are
included or excluded from this message?
(Content)
6. Do you agree with the perspective or
opinion expressed in the digital poster? Why
or why not? (Audience)
7. In what ways can individuals interpret this
message differently? (Audience)
Image Credit: UNESCO/ Facebook page

Link: https://www.facebook.com/photo/?fbid=633721855470033&set=a.292345616274327
Gr. 10 Physical Education (1st Quarter)
Media utilize in teaching: Advertisement (Commercial)
Assesses physical activity, At the end of the lesson, Ad Analysis: Belo Oral Recitation:
exercise and eating students will be able to… Commercial Teacher’s
habits (PE10PF-Ia-h-39) a. identify criteria in Observation
assessing physical
activity, exercise and
eating habits;
b. assess their physical
activity, exercise and
eating habits;
Source: DepEd MELCs

Gr. 10 Physical Education (1st Quarter)
Ad Analysis (Commercial)
Guide Questions
1. Who created this message?
(Authorship)
2. Why is this message being sent?
(Purpose)
3. What creative techniques are used to
attract my attention? (Format)
4. What health issues were depicted in
the advertisement?
5. Was the depiction of health issues
accurate and appropriate? Why or
why not? (Content)
6. How did you feel about the
advertisement? Why? (Audience)
Video Credit: Belo Medical Group
Gr. 6 Mathematics (2nd Quarter)
Media utilize in teaching: Digital Poster (DOH COVID-19 Bulletin)
solves routine and At the end of the lesson, Visual Data Analysis: Recitation:
non-routine problems students will be able to… DOH COVID-19 Teacher’s
involving finding the a. verify accuracy of the Bulletin #75 - Hospital Observation
percentage, rate and percentages in a visual Beds and
base using information by solving Mechanical
appropriate strategies problems using Ventilations Board work:
and tools. (M6NSIId- appropriate Rubric
143) techniques and tools. Board work: Solving
problems
Performance Standards
The learner is able to apply percent in mathematical problems and real-life situations.
Source: DepEd MELCs
Visual Data Analysis: DOH COVID-19 Bulletin #75
Guide Questions
1. Who created this message?
(Authorship)
2. Is the author a reliable source of
information? Why? (Authorship)
3. Why is this message being sent?
(Purpose)
4. Why did DOH include the
percentages in their DOH COVID-
19 Bulletin? (Content)
5. Are there any potential biases or
misleading aspects in the way the
data is presented? (Content)
6. How might different people
understand this message
Image Credit: Department of Health Philippines/ Twitter differently? (Audience)
https://twitter.com/DOHgovph/status/1265925022113099777/photo/2
Visual Data Analysis: DOH COVID-19 Bulletin #75
Board Work
1. If 36.00% of the ward beds are
occupied, how many ward
beds are available?
2. If 36.20% of the isolation beds
are occupied, how many
isolation beds are available?
3. If 33.60% of the ICU beds are
occupied, how many ICU
beds are available?
4. Is the provided percentage
for ward beds, isolation beds,
ICU beds in the pie chart
Image Credit: Department of Health Philippines/ Twitter
accurate?
https://twitter.com/DOHgovph/status/1265925022113099777/photo/2
Entry Point no. 3
CREATE MEDIA CONTENT
EFFECTIVELY AND ETHICALLY
What specific types of media do your
students create in your class?
Encourage
students to
practice Media
Literacy while
creating media.
“Students should
analyze first
before they
produce”.
Dr. Jose Reuben Alagaran II
On media production activities in the classrooms
5th National Forum on Media and Information Literacy
January 20-21, 2023
Communication Foundation for Asia

GR. 5 HEALTH (1st Quarter)
Media utilize in teaching: Campaign Poster
demonstrates skills At the end of the lesson, learners Creating a Campaign
in preventing or will be able to… Campaign Poster Poster:
managing teasing, a. discuss the negative effects using GRASPS Rubrics
bullying, of bullying and harassment ; (Group Activity)
harassment or b. explain how bullying and
abuse harassment can be
(H5PH-Ii-17) prevented; Note: The output
c. create a series of campaign can be digital or
posters aim at raising hand drawn
awareness and prevention poster.
of bullying and harassment
in the school community.
Source: DepEd MELCs

Performance Task: Creating a Campaign Poster using
GRASPS (Group Activity)
GOAL
The goal is to create a campaign poster that
effectively raises awareness about bullying and
harassment in schools and promotes prevention
strategies. The poster should engage the target
audience and inspire action to address the issue in the
school community.
ROLE
You are a graphic designer who has been assigned
the task of creating a campaign poster on raising
awareness and prevention of bullying and harassment
in school.
Image Credit: Aidan Hammond
ROLE (cont.)
Your role is to design a visually appealing and
impactful poster that conveys the message
effectively. You will use the following CML’s 5 Key
Questions for Construction as guide in creating the
campaign poster:
1. What am I authoring? (Authorship)
2. Does my message reflect understanding in format,
creativity and technology? (Format)
3. Is my message engaging and compelling for my target
audience? (Audience)
4. Have I clearly and consistently framed values, lifestyles
and points of view in my content? (Content)
5. Have I communicated my purpose effectively?
(Purpose)
AUDIENCE
Your target audience for the campaign poster are the
junior high school students. The poster should resonate
with the target audience and motivate them to act
against bullying.
SITUATION
Bullying and harassment is a significant problem in
schools, affecting the well-being and academic
performance of many students. The campaign aims to
educate the school community about the harmful
effects of bullying and encourage everyone to work
together to prevent it.
PRODUCT
You need to create a campaign poster that
incorporates persuasive visuals, concise and powerful
messaging, and compelling design elements to
effectively raise awareness about bullying and
promote prevention strategies in the school
community.
STANDARDS AND CRITERIA FOR SUCCESS

Your poster will be graded based on the following
criteria: visual appeal, clear message, emotional
impact, informational content, creativity and
originality, alignment with target audience, and call to
action. Image Credit: Aidan Hammond
Gr. 6 Mathematics (4th Quarter)
Media utilize in teaching: Pie Graph
Learning Learning Objectives Strategies with Media Assessment
Competencies Literacy Integration
constructs a pie At the end of the lesson, learners Constructing Pie Graphs:
graph based on will be able to… and Rubrics
a given set of a. construct a pie graph based Interpreting Pie
data and on a given set of data, Graph (Group
interpret it. interpret the information Activity)
represented in the graph;
b. Interpret the data presented Class Oral
in the pie graph; and Discussions Recitation:
c. evaluate if the pie graph Teacher’s
accurately represent the Observation
data
Source: DepEd MELCs

GR. 6 MATHEMATICS (4th Quarter)
Constructing and Interpreting Pie Graph
Constructing the Pie Graph

Procedure
1. Divide the class into 4 groups and provide
each group a data set for the activity.
2. Students will identify the different sectors
according to the given data set.
3. Students will determine the angle and
percentage for each sector.
4. Students will draw the sectors and label them
with the corresponding category or part.
5. Students will use different colors for each
sector to make the pie graph visually
appealing and easy to interpret.
Image Credit: spreadsheetweb
Interpreting the Pie Graph

Class Discussions
Guide Questions
1. Which category or part has the largest sector?
Which has the smallest?
2. What percentage does each sector
represent?
3. Are there any categories or parts that have
similar percentages?
4. What conclusions can you draw from the pie
graph?

Media Literacy Integration

Guide Questions
1. What is the purpose of the pie graph?
(Purpose)
2. Is the pie graph visually clear and accurate?
(Format)
3. Are the labels and percentages clearly
presented? (Content)
4. Does the pie graph accurately represent the
data? (Content)
5. Are there any potential biases or misleading
aspects in the way the data is presented?
(Content)
SCIENCE
Grade Level Performance Standards
Grade 6 make a chart showing healthful habits that promote proper
2nd Quarter functioning of the musculo-skeletal, integumentary, digestive,
circulatory, excretory, respiratory, and nervous systems
Grade 6 produce an advertisement demonstrates road safety
3rd Quarter
Grade 7 make a chart, poster, or multimedia presentation of common
1st Quarter elements showing their names, symbols, and uses
Grade report (e.g., through a travelogue) on the activities that
4th Quarter communities engage in to protect, and conserve endangered
and economically important species
Source: DepEd MELCs

SCIENCE
Grade Level Performance Standards
Grade 9 conduct an information dissemination activity on effective ways of
1st Quarter taking care of the respiratory and circulatory systems based on
data gathered from the school or local health workers
Grade 9 make a multimedia presentation of a timeline of extinction of
1st Quarter representative microorganisms, plants, and animals
Grade 9 analyze the percentage composition of different brands of two
2nd Quarter food products and decide on the products’ appropriate
percentage composition
Grade 10 write an essay on the importance of adaptation as a mechanism
3rd Quarter for the survival of a species
Grade 10 using any form of media, present chemical reactions involved in
4th Quarter biological and industrial processes affecting life and the
environment
Source: DepEd MELCs
GR. 9 SCIENCE (1st Quarter)
Media utilize in teaching: Infographics
Performance Standard Learning Objectives Strategies with Media Assessment
conduct an At the end of the lesson, learners will be Creating Infographic
information able to… Infographics s: Rubric
dissemination a. gather information on effective ways of (Group Activity)
activity on effective taking care of the respiratory and
ways of taking care circulatory systems based on
of the respiratory information gathered from the school or
and circulatory local health workers
systems based on b. create infographics on effective ways
data gathered from of taking care of the respiratory and
the school or local circulatory systems based on the
health workers gathered information; and
c. disseminate information in the school
community by posting the created
graphic organizer in the school bulletin
boards and other designated area.
Source: DepEd MELCs

Grade 9 Science 9 (1st Quarter)
Creating Infographics (Group Activity)
Topic: Effective ways of taking care of
the respiratory and circulatory systems
Procedure
1. Students will interview school or
local health workers on effective
ways of taking care of the
respiratory and circulatory
systems.
2. Students will organize the
gathered information and create
an infographics about the
effective ways of taking care of
the respiratory and circulatory
systems.
Image Credit: mingwrites.com
Procedure (cont.)
3. Students will use the Media
Construction questions (CML, 2009)
in creating the infographics:
a. What am I authoring? (Authorship)
b. Does my message reflect
understanding in format, creativity
and technology? (Format)
c. Is my message engaging and
compelling for my target
audience? (Audience)
d. Have I clearly and consistently
framed values, lifestyles and points
of view in my content? (Content)
e. Have I communicated my purpose
effectively? (Purpose)
Procedure (cont.)
4. Students will cite sources of
information in the infographics.
5. Students will present their
infographics in class and explain
how they accessed the
information and why they
selected the cited sources.
6. Conduct an information
dissemination campaign by
posting copies of the created
infographics in school and
classroom bulletin boards.
GR. 10 SCIENCE (3rd Quarter)
Media utilize in teaching: Essay
write an essay on At the end of the lesson, learners will Essay Writing Essay: Rubric
the importance be able to… (Individual
of adaptation as a. search relevant and reliable Activity)
a mechanism for information about the given
the survival of a topic;
species b. evaluate sources using the
CRAAP Test;
c. compare information from
various sources;
d. Write an essay with an
introduction, body, and
conclusion; and
e. cite sources using APA Style.
Source: DepEd MELCs

GRADE 10 SCIENCE (3RD QUARTER)
Essay Writing (Individual Activity)
Procedure
1. Students will retrieve and compare
information from various sources
about the importance of
adaptation as a mechanism for the
survival of a species.
2. Students will use information from
reliable sources of information.
• If the author or source is
unfamiliar, use lateral reading
• Use the CRAAP Test
Image Credit: katemangostar/ Freepik

The CRAAP Test
• Currency: Is the source up-to-date?
• Relevance: Is the source relevant to
your research?
• Authority: Where is the source
published? Who is the author? Are they
considered reputable and trustworthy
in their field?
• Accuracy: Is the source supported by
evidence? Are the claims cited
correctly?
• Purpose: What was the motive behind
publishing this source?
(California State University as cited by George, 2023)
Procedure (cont.)
3. Students will compare information
from various sources.
4. Students will formulate their thesis
statement.
5. Students will write an essay about
the importance of adaptation as a
mechanism for the survival of a
species. The essay is composed of
the following parts: Introduction (with
thesis statement), body, and
conclusion.

Image Credit: Scott Graham/ Unsplash
Procedure (cont.)
6. Students will use the following CML’s 5
Key Questions for Construction as guide
in writing the essay:
b. Does my message reflect understanding
in format, creativity and technology?
(Format)
c. Is my message engaging and compelling
for my target audience? (Audience)
d. Have I clearly and consistently framed
values, lifestyles and points of view in my
content? (Content)
7. Students will cite sources, in-text and
reference list, using the APA format. Image Credit: katemangostar/ Freepik
GR. 10 SCIENCE (4th Quarter)
Media utilize in teaching: Media Presentation (Slide Deck)

using any form of At the end of the lesson, Group Slide deck:
media, present learners will be able to… Reporting with Rubrics
chemical a. search relevant and Media
reactions reliable information about Presentation
involved in the given topic; (Slide deck) Reporting:
biological and b. compare information from Rubrics
industrial various sources;
processes c. create a media
affecting life and presentation about the
the environment topic; and
d. cite sources using APA
Style.
Source: DepEd MELCs
Group Reporting with Media Presentation
(Slide deck)
Procedure
1. The class will be divided into
small groups. Each group will
be assigned a specific topic
related to chemical reactions
in biological or industrial
processes.
Image Credit: zinkevych/ Freepik

(Slide deck)
Procedure
2. Each group will conduct
research on their assigned
topic using reliable online
sources, textbooks, or
scientific journals. They are to
evaluate credibility of sources
using the CRAAP Test and
identify the best sources for
the assigned topic.

(Slide deck)
Procedure (cont.)
3. Each group will create a media
presentation (e.g., PowerPoint,
Google Slides) that will be used
during the presentation.
Encourage the use of visuals,
diagrams, animations, and
videos to enhance the delivery
and clarity of the information
presented.

(Slide deck)
Procedure (cont.)
4. Students will use the following CML’s 5 Key
Questions for Construction as guide in
creating the campaign poster:
b. Does my message reflect
understanding in format, creativity and
technology? (Format)
c. Is my message engaging and
compelling for my target audience?
(Audience)
d. Have I clearly and consistently framed
values, lifestyles and points of view in
my content? (Content)
(Slide deck)
Procedure (cont.)
5. The presentation should
include the following
elements: Introduction,
explanation of chemical
reactions, impact on life and
the environment, examples
and real-life applications,
conclusion, and citations (in-
text and reference list) in APA
format.
(Slide deck)
Procedure (cont.)
6. Each group will be given time
to practice their presentations
and provide feedback to one
another. Encourage them to
consider clarity, organization,
and effective use of visuals
during their practice sessions.

(Slide deck)
Procedure (cont.)
5. Each group will present their
topic to the class aided by
the created slide deck. After
each presentation, allow time
for questions and discussions.
Encourage students to ask
clarifying questions and
engage in conversations
about the presented topics.

Gr. 8 Filipino (3rd Quarter)
Media utilize in teaching: Video Campaign
Media Literacy
Integration
Nakasusulat ng isang a. Nakapagsasaliksik ng mga Paglikha ng Script:
malinaw na social mahahalaga at kinakailangang isang Social Rubrics
awareness campaign impormasyon ukol sa paksang Media
tungkol sa isang paksa na information disorder; Awareness Video:
maisasagawa sa tulong b. Nakasusulat ng isang script para Campaign Rubrics
ng multimedia* sa isang social media awareness Video
(F8PU-IIIi-j-34) video na tumatalakay sa
paksang sinaliksik; at
Nagagamit ang angkop c. Nakalilikha ng isang awareness
na mga komunikatibong video na magtatalakay tungkol
pahayag sa pagbuo ng sa information disorder at mga
isang social awareness mungkahing solusyon ukol dito.
campaign (F8WG-IIIi-j-34)
Source: DepEd MELCs

Paglikha ng Social Media Awareness
Campaign
Topic: Information Disorder

Output: Script and Video
Procedure
1. Magsagawa ng pananaliksik
tungkol sa information disorder.
Alamin ang mga sumusunod:
a. Sanhi at Bunga
b. Epekto sa mamamayang Pilipino
at sa bansa
c. Mga aksiyon at munkahing
solusyon
Image Credit: DCStudio/ Freepik
Procedure (cont.)
2. Gamitin ang CRAAP Test sa
pagsusuri sa mga nasaliksik na
sanggunian at impormasyon.
3. Sumulat ng script para sa
gagawing social media
awareness campaign video.
4. Gamitin/ ilakip sa script na isusulat
ang mahahalagang
impormasyong nakuha mula sa
pananaliksik na isinagawa.

Procedure (cont.)
5. Siguraduhing akma ang mensahe
at pamamaraan ng paglalahad
na gagamitin sa social media
awareness campaign video sa
target audience - mga mag-aaral
sa iyong paaralan.
6. Maghanap ng mga kaugnay na
larawan, video clips, o musika na
makatutulong sa pagkuha ng
interes ng mga manonood, at lalo
na sa pagpapahayag ng
mensahe.

Procedure (cont.)
7. Mula sa isinulat na script, gumawa
ng isang video. Magsagawa ng
pag-edit upang maging mas
organisado at maganda ang
pagkakasunod-sunod ng mga
eksena, mga larawan, bidyo, o
musika na ilalagay, upang
maihayag ng malinaw ang
mensaheng nais ipabatid.
8. Kilalanin ang mga pinagbatayang
sanggunian na pinagkuhanan ng
mga impormasyon, larawan,
video clips, o musika na ginamit sa
video. Gumamit ng APA style.
Procedure (cont.)
9. Ipakita ang social media
awareness campaign video sa
guro at piling mga kaklase para sa
feedback. Gamitin ang mga ito
upang ayusin ang ginawang
video.
10. Ibahagi ang nilikhang video sa
klase, paaralan, at sa iba pang
plataporma upang maraming tao
ang makapanood at mabigyan
ng kaalaman ukol sa paksa/
suliraning inilalahad.

Entry Point no. 4
PARTICIPATE OR ACTIVELY ENGAGE
WITH MEDIA MESSAGES
Be aware of
the media
choices you
make and the
potential
impact they
can have on
your thoughts,
beliefs,
opinions, and
behaviors.
Verify
information,
fact-check
claims, and
consider the
reputation and
agenda of the
media outlet or
creator.
Image Credit: DilokaStudio/Freepik
Express your opinions, challenge problematic
narratives or representations, and actively
participate in discussions about media content.
Image Credit: rawpixel.com/Freepik
Produce your own content,
share your perspective, or
participate in online
communities to shape media
Image Credit: DCStudio/Freepik
discourse.
Adopt a scholarly
approach which involves
seeking out and citing
credible sources of
information.
Image Credit: rawpixel/Freepik
REFERENCES
Alagaran, J. R., II. (2017). Media and information literacy: Empower the discerning
audiences. Quezon City: Abiva Publishing House Inc.
Baron, G. (2021, February 10). Support group releases own version of controversial
‘Tililing’ poster.
https://mb.com.ph/2021/02/10/support-group-releases-own-version-of-
controversial-tililing-poster/
Center for Media Literacy. (2009). CML’s Five key questions and core
concepts(Q/TIPS)for consumers and producers
https://www.medialit.org/sites/default/files/QTIPS%20CHART_1_0.pdf
REFERENCES
Department of Education. (2020). Most essential learning competencies with
corresponding curriculum guide codes.
https://commons.deped.gov.ph/melc
Department of Education. (2019). Policy guidelines on the K to 12 basic education
program [D.O. 2019, s. 2019]. https://www.deped.gov.ph/wp-
content/uploads/2019/08/DO_s2019_021.pdf
George, T. (2023). Applying the CRAAP Test & evaluating sources.
https://www.scribbr.com/working-with-sources/craap-test/
REFERENCES
MediaSmart. (n.d.). Media Literacy fundamentals. MediaSmart. Retrieved from
http://mediasmarts.ca/digital-media-literacy/general-information/digital-
media-literacy-fundamentals/media-literacy-fundamentals#key
Scheibe, C. & Rogow, F.(2008). 12 Basic ways to integrate Media Literacy and
critical thinking into any curriculum. Project Look Sharp. Ithaca College.
Share, J. & Jolls, T. (2007). 5 Key questions that can change the world. Center for
Media Literacy.
https://medialiteracyweek.us/wp-content/uploads/2015/07/cml25lessons.pdf
REFERENCES
Thoman, E., & Jolls, T. (2005). MediaLit Kit—Literacy for the 21st Century: An
Overview and Orientation Guide to Media Literacy Education.
https://www.medialit.org/sites/default/files/01_MLKorientation.pdf
Truman State University. (n.d.). CRAAP test worksheet.
https://library.truman.edu/wp-content/uploads/2023/02/CRAAP-
Worksheet.pdf
THANK YOU VERY MUCH!
MR. ARNIEL PING, LPT

Email Address: aping.pamil@gmail.com
St. Stephen’s High School
Philippine Association for Media and Information Literacy (PAMIL)
https://www.facebook.com/PAMIL.PH
http://www.pamil.ph/
pamil.philippines@gmail.com

Integrating Media Literacy Across

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Integrating Media Literacy Across

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MODULE 4

Integrating Media Literacy Across

Image Credit: Habi Textile Council as cited by Tatler Asia

Image Credit: pressfoto/ Freepik

Access to reliable sources

(Thoman & Jolls, 2005)

ACCESS TO RELIABLE SOURCES

(Source: Thomas Jefferson Library, NJ) 18

KNOW WANT LEARN

K-W-L What do you What do you What did you

Source: DepEd MELCs

Source: DepEd MELCs

Link to the website: https://doh.gov.ph/2019-nCov/infographics

Image Credit: Freepik

Source: DepEd MELCs

Source: DepEd MELCs

Source: DepEd MELCs

Image Credit: Vincentiments/ Facebook

Image Credit: Vincentiments/ Facebook

Source: DepEd MELCs

Image Credit: UNESCO/ Facebook page

Source: DepEd MELCs

Image Credit: Freepik

Source: DepEd MELCs

STANDARDS AND CRITERIA FOR SUCCESS

Source: DepEd MELCs

Constructing the Pie Graph

Interpreting the Pie Graph

Image Credit: spreadsheetweb

Media Literacy Integration

Source: DepEd MELCs

Source: DepEd MELCs

Source: DepEd MELCs

Image Credit: katemangostar/ Freepik

Image Credit: katemangostar/ Freepik

Performance Standard Learning Objectives Strategies with Media Assessment

Image Credit: zinkevych/ Freepik

Image Credit: zinkevych/ Freepik

Image Credit: zinkevych/ Freepik

Image Credit: zinkevych/ Freepik

Image Credit: zinkevych/ Freepik

Source: DepEd MELCs

Topic: Information Disorder

Image Credit: DCStudio/ Freepik

Image Credit: DCStudio/ Freepik

Image Credit: DCStudio/ Freepik

MR. ARNIEL PING, LPT

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