MEDIA AND INFORMATION LITERACY (MIL)

MEDIA LITERACY (Part 3)

Performance Task- Deconstructing
Media Messages
Mr. Arniel Ping
St. Stephen’s High School
Manila, Philippines
MIL PPT 11, Revised: May 25, 2017
LEARNING COMPETENCIES

Learners will be able to…

• apply strategies in analyzing and
deconstructing media messages (SSHS).
TOPIC OUTLINE
I- Media Literacy
A. Preview of the Questions for Deconstructing Media
messages
B. Formative Assessment: Class Discussion
1. Deconstructing Media Messages: TV Commercial
C. Performance Task: Written Output
1. Deconstructing Media Messages: TV Commercial
 PREVIEW OF THE QUESTIONS
FOR DECONSTRUCTING MEDIA MESSAGE

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

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

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

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
DECONSTRUCTING MEDIA MESSAGE:
JOLLISAVERS MEALS TV AD

JolliSavers Meals
By Jollibee Philippines
https://www.youtube.com/watch?v=0Wh-nrEk
BD8
 FORMATIVE ASSESSMENT: CLASS
DISCUSSION
DECONSTRUCTING MEDIA MESSAGE

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
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

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

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:
DECONSTRUCTING 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 WORK
COOPERATIVE LEARNING:
DECONSTRUCTING 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
 PERFORMANCE TASK-WRITTEN WORK
COOPERATIVE LEARNING:
DECONSTRUCTING MEDIA MESSAGE

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
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

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: ANALYZING
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?
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