PRIVATE EDUCATION ASSISTANCE COMMITTEE

ADAPTIVE TEACHING GUIDE

MET # 15 Lesson # 15

Prerequisite Content-knowledge: Show the student the UNESCO infographics and let them interpret by answering on of the following the following questions:
1. What do you think is the theme or idea of the infographics?
2. Who do you think is the target audience of the infographic? Why did you say?
Prerequisite Skill: Comprehends how visual information and media is formally or informally produced, organized, and disseminated.

Prerequisites Assessment: Show visual images and let the student react with the images, whether these images are pleasing to their eyes or not, let the student identify if the
images convey specific message. (What information is being communicated?) (What emotions are elicited?)
Pre-lesson Remediation Activity:
1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): As an alternative, show a variety of interesting and eye-catching visual images, and then
ask the learners to comment based on what they see, what information is being communicated, and what emotions are being elicited.
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Individual learners can design a personal shield depicting personal mission, goals
and values.

Introduction:
1. time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
Scene analysis: Let the learners view and analyze a scene from a trailer or a film. Ask the learners to share their ideas supported by evidences as reflected on the video. 10
minutes activity
Guide questions: (1. What made you think that the scene portrays such meaning) (2. How did you spot the elements in the film that contributed to this message?)
(Learners may used MIL GC for questions or concerns arises)

Discussion: (20 minutes) Use a collection of videos to reinforce the discussion.

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Key discussion questions:

1. What are the specific roles performed by each of these people involved in making motion media?
2. What techniques do they employ in order to create effective motion media?
3. What are the specific features of each of these type of motion media?
4. Could you give some examples of each of these type of motion pictures?
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson:
The learners are expected to identify the types of motion information, discuss the differences between formal and informal motion media, and produces a creative motion- based
media.
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
Let the learners see different scenes from movies who are nominated in a technical or acting award. The learners must be able to critically think why judges chose the winner from
the list of nominees.
4. Overview of the Lesson
In this lesson the learners will demonstrates understanding of different resources of media and information, their design principle and elements, and selection criteria.

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
Chunk 1
How do effective motion media created to employ message to the viewer?
Chunk 2
How do you improve your motion media to effectively communicate to your viewer?
Chunk 3
Why do we need to use the different techniques in creating an effective motion media? Can you give example?
Synthesis: The purpose of motion media is to communicate information in multiple ways •Motion media in essence is visual media that gives the appearance of movement.
Motion media can be a collection of graphics, footage, videos. It is combined with audio, text, and/or interactive content to create multimedia.
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RUA of a Student’s Learning:

The leaners will identify the different design principles and elements from the sets of collective video teaser presented by the teacher to the class.

Post-lesson Remediation Activity:

The students are asked to create a flipbook. It is a book that contains a series of picture in each of its pages. These pictures vary gradually from one page to the next page to the
next. Furthermore, these pictures appear to animate a story when the pages are turned over rapidly or the students are asked to create 30 seconds video advocacy teaser