11/12

NAME:__________________________________________
GRADE/SECTION:______________________________

Media and Information

Literacy
Quarter II – Week 8
Producing Media-Based
Presentation

CONTEXTUALIZED LEARNING ACTIVITY SHEETS

SCHOOLS DIVISION OF PUERTO PRINCESA CITY
Media and Information Literacy - Grade 11/12
Contextualized Learning Activity Sheets (CLAS)
Quarter II - Week 8: Producing Media-Based Presentation
First Edition, 2021

Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for the exploitation of such work for a
profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this CLAS are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Schools Division of Puerto Princesa City

Development Team of the Contextualized Learning Activity Sheets

Writer: Kenneth E. Roque
Content Editor: Charie Lou M. Crisostomo
Language Editor: Connie Grace C. Carlos
Reviewers: Dennis M. Lucas, PhD
Illustrator: Kenneth E. Roque
Layout Artist: Kenneth E. Roque
Management Team:
Servillano A. Arzaga, CESO V, SDS
Loida P. Adornado, PhD, ASDS
Cyril C. Serador, PhD, CID Chief
Ronald S. Brillantes, EPS-LRMS Manager
Dennis M. Lucas, PhD, EPS-EPP/TLE/TVL
Eva Joyce C. Presto, PDO II
Rhea Ann A. Navilla, Librarian II

Division Quality Assurance Team:

Ronald S. Brilliantes, Mary Jane J. Parcon, Jim Paul M. Belgado
Cynchea H. Cabanero, Rhea D. Romero, Rosario T. Gonzales
Liezl O. Arosio, Karl Gabriel G. Buenafe

Division of Puerto Princesa City-Learning Resource Management Section (LRMS)

Sta. Monica Heights, Brgy. Sta. Monica, Puerto Princesa City
Telephone No.: (048) 434 9438
Email Address: [email protected]
 Lesson 1
Producing Media-Based
Presentation
Learning Competencies:
Produce a creative text-based, visual-based, audio-based, motion-based, and
manipulative-based presentation using design principle and elements.

Objectives: 1. Identify different types of media;

2. Classify the multimedia elements;
2. Organize media-based presentation; and
3. Produce media-based presentation.

Let’s Try
Directions: Read each question carefully. Circle the letter of your answer.

1. It is the recording, transmission, reception, and reproduction of sound used for

communication, information dissemination, and entertainment.
A. Audio Media C. Motion Information and Media
B. Interactive Media D. Visual Media and Information
2. Which of the following is a publication that disseminates information through media
products.
A. Interactive Media C. Text Media
B. Motion Information and Media D. Visual Media and Information
3. Which of the following is a method of communication in which the program’s outputs
depend on the user’s inputs and the user’s inputs, in turn, affect the program’s
outputs.
A. Audio Media C. Text Media
B. Interactive Media D. Visual Media and Information
4. It refers to the materials, programs, applications, and the like that teachers and
students use to formulate new information to aid learning through the use, analysis,
evaluation, and production of visual images.
A. Interactive Media C. Text Media
B. Motion Information and Media D. Visual Media and Information
5. It refers to materials, programs, applications, and the like that teachers and students
use to formulate new information to aid learning through the use, analysis,
evaluation, and production of moving text and images.
A. Audio Media C. Motion Information and Media
B. Interactive Media D. Text Media

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 Let’s Explore and Discover

UNLOCKING DIFFICULTIES

Audio media
It is the recording, transmission, reception, and reproduction of sound used for
communication, information dissemination, and entertainment.

Interactive Media
A method of communication in which the program’s outputs depend on the user’s
inputs and the user’s inputs, in turn, affect the program’s output.

Motion Information and Media

Refers to materials, programs, applications and the like that teachers and students
use to formulate new information to aid learning through the use, analysis, evaluation, and
production of moving text and images.

Text Media
Refers to any publications that disseminate information through media products.

Visual Media and Information

Materials, programs, applications and the like that teachers and students use to
formulate new information to aid learning through the use, analysis, evaluation, and
production of visual images.

CREATIVE MEDIA PRESENTATION

MIL stands for Media and Information Literacy and refers to the essential
competencies and skills that allow citizens to engage with media and other information
providers effectively and develop critical thinking and life-long learning skills to socialize
and become active citizens.

Media referred to the sources of information produced and shared across the globe.
Information can be accessed and presented through various media sources such as text,
visual, audio, motion, interactive, and a combination of new and traditional media-
multimedia.

Media and other information providers play a central role in information and
communication processes. Nowadays, media has become the common outlet of self-
expression and creativity. Its huge influence spreads speedily across the globe.
Technological advances and people’s connectivity created a huge impact on the lives of
today’s generation.

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FIVE MAIN ELEMENTS OF MULTIMEDIA

1. Text
It is the basic element of multimedia. It involves
the use of text types, sizes, colors, and background
color. In a multimedia application, other media or
screens can be linked through the use of text. This
is what you call Hypertext. To produce an effective
multimedia program there are three things that need
to be considered. They are:
• The position of the text on the screen.
• Length of the message
• And legibility of the text.

2. Graphic
Graphics make the multimedia application attractive. It helps to illustrate ideas
through still pictures. There are two types of graphics: bitmaps (paint graphics) and vector
(draw graphics).

3. Audio
Audio or the sound element refers to the use of speech, music, and sound effects.
There are two basic types of audio or sound: analog and digital audio.

4. Video
It provides a powerful impact in a multimedia program. In multimedia applications,
digital video is gaining popularity because of the following reasons:

 Video clips can be edited easily. The digital video files can be stored like any other
files on the computer and the quality of the video can still be maintained. The video
files can be transferred within a computer network it allows non-linear editing in any
part of the video. However, these digital video files are large. Transferring these files
can take a long time especially when using the Internet.

5. Animation
It is a process of making a static image look like it is moving. In multimedia, digital
animation is used. Digital animation can be categorized into two broad areas: 2D (2
Dimension) and 3D (3 Dimension) animations.
(Source: Commission on Higher Education. 2016. Teaching Guide for Senior High School Media and Information Literacy.
Quezon City: Commission on Higher Education. Accessed January 29, 2021.)

Let’s Practice

Poster Mo, Explain Mo!

Directions: Make a simple poster and briefly explain it. Consider the use of appropriate
symbols, visual language, colors, image angles, and fonts to engage and speak to the
audience. Audiences for this poster could be your community.

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 Choose the following theme:
1. Preventive Measure in COVID-19
2. Education in New Normal
3. Media and Information Literate
Individual
4. Healthy Life Style
The purpose of a poster is to convey
information. The main goal in poster
design is to present information in a way
that is accessible and understandable.

People view a poster from both far away

and close up. Your design, title, and
subheadings need to be eye-catching.
Your detailed text needs to keep the
audience reading. Poster space is
limited make sure that every element
counts—nothing should be extraneous.
The text should be as concise as
possible.

Below is the rubric for your performance SAMPLE POSTER

task:

CRITERIA 5 4 3 2
Required The poster includes all All required elements All but 1 of the Several required
Elements required elements as are included on the required elements elements were
well as additional poster. are included on the missing.
information. poster.
Labels All items of importance Almost all items of Many items of Labels are too small
on the poster are importance on the importance on the to view or no
clearly labeled with poster are clearly poster are clearly important items
labels that is readable labeled with labels labeled with labels were labeled.
and understandable. that that is readable that that is
and understandable readable and
understandable
Graphics - All graphics are All graphics are All graphics relate to Graphics do not
Relevance related to the topic related to the topic the topic. One or two relate to the topic
and make it easier to and most make it borrowed graphics or several borrowed
understand. easier to have a source graphics do not
All borrowed graphics understand. Some citation. have a source
have a source citation. borrowed graphics citation.
have a source
citation.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive attractive in terms of acceptably attractive distractingly messy
in terms of design, design, layout, and though it may be a or very poorly
layout, and neatness. neatness. bit messy. designed. It is not
attractive.
Grammar There are no There are 1-2 There are 3-4 There are more than
grammatical/ grammatical/ grammatical/ 4 grammatical/
mechanical mistakes mechanical mistakes mechanical mistakes mechanical mistakes
on the poster. on the poster. on the poster. on the poster

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 Pop Up Card of My Future
Career

Materials:
 2 pieces of cardstock or
construction paper
 Scissors
 Glue stick
 Pop up card printables (or
extra paper if you’re designing
the art yourself)
 Art supplies to decorate with
(markers, glitter)

Directions:
1. Fold a piece of construction paper or cardstock in half. If you’d like to make
a smaller card, cut the paper to size before you fold.
2. Cut slits at the center of your card. With the folded side facing you, cut two
1.5 inch slits. The paper between each of the cuts will form a tab that you’ll
secure your pop up art too. Tabs can be wide or narrow depending on what
kind of art you choose. Make multiple tabs if you are planning to add pop up
art along the width of your card.
3. Open the card and fold tabs inward. Fold each tab at the center. They should
now be on the inside of the card.
4. Print or draw your pop up art. Choose your future career that will go on each
tab—you can either print the images we provided or draw your own. Cut the
pop up art out and use a glue stick to secure to each tab.
5. Fold your second piece of paper in half. This will be the outside of your final
card. Glue the outside of the first piece of paper. Place the first piece of paper
inside of the second piece of paper and press together, hiding the tab cutouts.
6. Decorate your pop up card and write a message. Put the finishing touches
on your pop up card with glitter, stamps, or a message.
7. Explain the Pop Up Card. Briefly explain the finished Pop Up Card.
Below is the rubric for your performance task:

CRITERIA 8 6 4 2
Instruction & The artwork is The artwork is The art work is The artwork shows
Concepts planned carefully; planned carefully; planned adequately; little evidence of
understanding of all understanding of understanding of understanding the
concepts and most concepts and some concepts and concepts and
instructions is instructions is instructions instructions.
clearly demonstrated. demonstrated.
demonstrated.

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 Craftsmanship/ The artwork shows The artwork shows The artwork shows The artwork shows
Skill outstanding good average minimal
craftsmanship, with craftsmanship, with craftsmanship and craftsmanship and
clear attention to some attention to average attention little attention to
control, adaptation, control, adaptation, to control, control, adaptation,
selection and selection and adaptation, selection and
experimentation of experimentation of selection and experimentation of
medium/media. medium/media. experimentation of medium/media.
medium/media.

Creativity/ The artwork The artwork The artwork The artwork

Originality demonstrates original demonstrates some demonstrates an demonstrates little
and outstanding personal average amount of personal expression.
personal expression. expression. personal
expression.

Let’s Do More

Video Blog (Vlog) or Tiktok: “Changing the world in 15 Seconds”

Directions: Produce a self-video. Apply the elements and design of the different dimensions
of media. And follow the given instructions:
1. Theme: students can choose to the following:
a. Hope, Faith and Family
b. Education in New Normal
c. Media and Information Literate Individual
2. Name your vlog - Give your vlog a title.
3. Prepare some content - Record content for your vlog and edit it.
4. Submit your video - Upload or send the video that you have recorded and edited to
your Teacher.

Below is the rubric for your performance task:

CRITERIA 5 4 3 2
Content Entire Tiktok / Video Tiktok / Video Blog Tiktok / Video Blog Theme is
Blog shows reflection shows some evidence of is basic and shows unclear.
and expression of a the student's very little reflection Supportive ideas
particular theme. reflections on a on a theme. are missing or
Supportive ideas are particular theme. Supportive ideas are unclear.
relevant & original Supportive ideas are mostly irrelevant &
throughout. mostly relevant & unoriginal.
original.
Parts of the Tiktok /
Video Blog might be
off- topic but most of
the Tiktok / Video Blog
expresses some depth
and insight.
Video Video is well lit and Video is well lit and Video is fairly well lit Camera may be
Quality frames subject frames the subject within minimal jerky, making it
appropriately. Editing within the frame movement. Subject is difficult to view,
enhances cohesiveness without excessive usually within the poorly lit, or

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 of Tiktok / Video Blog. movement. frame. subject not
clearly in video.

Sound Sound is clear and Tiktok / Video Blog is Tiktok / Video Blog Tiktok / Video
Quality volume is appropriate. understandable and somewhat difficult to Blog is difficult
volume is appropriate. hear or is to hear or is too
occasionally too loud. loud.
Body Excellent use of facial Good use of facial Some use of facial Minimal use of
Language expression, gestures expression, gestures and expression, gestures body language to
and body language. body language to and body language enhance poem.
Body language adds enhance poem. to enhance poem.
meaning.
Creativity/ The Tiktok / Video Blog The Tiktok / Video Blog The Tiktok / Video The Tiktok /
Originality demonstrates original demonstrates some Blog demonstrates an Video Blog
and outstanding personal expression. average amount of demonstrates
personal expression. personal expression. little personal
expression.

Spoken Poetry
Directions:
1. Pick a topic you’re passionate about. Spoken word performances are filled with
emotion, so before you even start writing, make sure the subject you’re tackling is
something you feel strongly about or can generate a lot of feelings toward. Spoken
word poems can cover topics—however, there is usually a central focus to broader
topics.
a. Theme: Hope; Family; Unity; Faith; Self-love; Education; Determination
2. Write the gateway line. The gateway line is like your poem’s thesis—it lets the
audience know what you’re going to be talking about.
3. Focus on sensory details. You want the audience to be put right in the scene you’re
verbally crafting for them, and the best way to do that is to write vividly. Write what
you want the audience to be seeing, hearing, feeling, tasting, and smelling
throughout your entire piece, and use literary devices like metaphors or similes to
create comparisons.
4. Use repetition and wordplay. Repeating certain lines or words in a piece can
emphasize an image or idea for your audience.
5. Make it sound good. Check your sound and video; do a test.
6. Make good eye contact but look at notes as needed; keep it natural and do not edit
for natural pauses, collecting thoughts, noises—these should be real-life.
7. Keep it concise. 2‐3 minutes is sufficient for synthesizing the content, personal
reflection, and any additional features you hope to add.
8. Submit your video - Upload or send the video that you have recorded and edited to
your Teacher.

Below is the rubric for your performance task:

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CRITERIA 5 4 3 2

Content Entire poem shows Poem shows some Poem is basic and Theme is
reflection and evidence of the author's shows very little unclear.
expression of a reflections on a reflection on a Supportive
particular theme. particular theme. theme. Supportive ideas are
Supportive ideas are Supportive ideas are ideas are mostly missing or
relevant & original mostly relevant & irrelevant & unclear.
throughout. original. unoriginal.
Poem gives real insight Parts of the poem The poet's feelings
into the writer's might be off- topic but are not revealed.
character and point of most of the poem
view. expresses some depth
and insight.

Structure All lines and stanzas Most Lines and stanzas Lines and stanzas The
are carefully chosen to are carefully chosen to do not effectively organization of
reinforce rhythm. reinforce rhythm. reinforce rhythm. the lines or
The poem is organized The poem is organized Most of the poem is stanzas is not
in a way that naturally in a way that lends ineffectively apparent.
lends itself to spoken itself to the spoken organized.
word. word.

Language Utilizes numerous Utilizes more than one Utilizes a poetic Utilizes either
effective poetic devices effective poetic devices device and a poetic device
or figurative language. or figurative language. figurative or figurative
Uses vivid, detailed Uses images and language. language.
images and rich, imaginative language. Uses some images. Uses everyday
imaginative language. Language is language with
mundane. no images.

Voice Excellent use of pitch, Good use of pitch, Some use of pitch, Little use of
pacing and intonation. pacing and intonation. pacing and voice qualities
Voice is loud and clear. Voice is mostly clear intonation. to enhance
Fluent and coherent and audible. Voice is performance.
delivery. sometimes clear Voice is too
and audible. quiet to be
heard.

Body Excellent use of facial Good use of facial Some use of facial Minimal use of
Language expression, gestures expression, gestures expression, gestures body language
and body language. and body language to and body language to enhance
Body language adds enhance poem. to enhance poem. poem.
meaning.

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 Let’s Sum It Up

Directions: Provide the five (5) Main Elements of Multimedia. Write your answer in the box
provided.

1. 2.

Multimedia

3. 4.

5.

Let’s Assess
Directions: Read each question carefully. Circle the letter of your answer.

1. Which of the following is a method of communication in which the program’s outputs

depend on the user’s inputs and the user’s inputs, in turn, affect the program’s
outputs.
A. Audio Media C. Text Media
B. Interactive Media D. Visual Media and Information
2. It refers to materials, programs, applications, and the like that teachers and students
use to formulate new information to aid learning through the use, analysis,
evaluation, and production of moving text and images.
A. Audio Media C. Motion Information and Media
B. Interactive Media D. Text Media
3. It is the recording, transmission, reception, and reproduction of sound used for
communication, information dissemination, and entertainment.
A. Audio Media C. Motion Information and Media
B. Interactive Media D. Visual Media and Information
4. Which of the following is a publication that disseminates information through media
products.
A. Interactive Media C. Text Media
B. Motion Information and Media D. Visual Media and Information
5. It refers to the materials, programs, applications, and the like that teachers and
students use to formulate new information to aid learning through the use, analysis,
evaluation, and production of visual images.
A. Interactive Media C. Text Media
B. Motion Information and Media D. Visual Media and Information

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 Answer Key

Let’s Try Let’s Practice Let’s Do More

***Answers of the student may ***Answers of the student may

1. A vary*** vary***
2. C
3. B
4. D
5. C
***Answers of the student may ***Answers of the student may
vary*** vary***

Let’s Sum It Up Let’s Assess

 Text 1. B
 Graphic 2. C
 Audio 3. A
 Video 4. C
 Animation 5. D

References
Website
Commission on Higher Education. 2016. Teaching Guide for Senior High School Media
and Information Literacy. Quezon City: Commission on Higher Education.
Accessed January 29, 2021.

Social Media and the Classroom, Accessed January 29, 2021 from
https://socialmediaandtheclassroom415.weebly.com/vlogging.html

How to Write Spoken Word Poetry, (2020, November 8). Accessed January 29, 2021
from https://www.masterclass.com/articles/how-to-write-spoken-word-
poetry#how-to-write-spoken-word-poetry

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FEEDBACK SLIP

A. FOR THE LEARNER

Thank you very much for using this CLAS. This learner’s material
is aimed at ensuring your worthwhile learning through the help of your
family members. For feedback purposes, kindly answer the following YES NO
questions:

1. Are you happy and contented with your learning experiences

using this CLAS?

2. Were you able to follow the processes and procedures that were
indicated in the different learning activities?

3. Were you guided by anybody from your family while using this
CLAS?

4. Was there any part of this CLAS that you found difficult? If yes,
please specify what it was and why.

B. FOR THE PARENTS / GUARDIANS

Do you have any suggestions or recommendations on how we
can make improvements to this CLAS to better serve the learners?

Yes (Please indicate what this is/these are.)

None

Contact Number: __________________________________

NAME OF SCHOOL:

Teacher’s Name and Signature:

Parent’s / Guardian’s Name and Signature:

Date Received:

Date Returned:

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