Learning Competencies Students will be able to… A. produce a short film that will educate the viewers about a specific issue related to legal, ethical, and societal issues in media and information (SSHS); B. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf-16); and C. organize a creative and interactive symposium where students will present their short film and discuss its subject and message to junior high school students (SSHS).

1. ST. STEPHEN’S HIGH SCHOOL
SENIOR HIGH SCHOOL
Project Proposal for Media and Information Literacy (MIL)
Performance Tasks: Video Project – Short Film
Prepared by: Mr. Arniel V. Ping
I- Standard
A. Content Standard
1. The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
B. Performance Standard
1. The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
II- Content
A. Media and Information Languages
B. Legal, Ethical, and Societal Issues in Media and Information
III- Learning Competencies
Students will be able to…
A. produce a short film that will educate the viewers about a specific issue related to legal, ethical, and societal issues in media and information (SSHS);
B. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf-16); and
C. organize a creative and interactive symposium where students will present their short film and discuss its subject and message to junior high school students
(SSHS).
IV- Tools
A. Computer
B. Smartphone, Digital Camera, or DLSR Camera (Video Recording)
C. Microsoft Word
D. Video Editing Software, Web Tool, or Mobile Application (e.g. Windows Movie Maker, iMovie, Animoto, MiniMovie, VideoShow etc.)
V- Guidelines
A. The class will be divided into groups with 6- 7 members. Each group is considered a film production and members will be assigned to a specific position role.
Students will be allowed to play dual positions.
(Please see attached video treatment form for the positions in each film productions)

2. B. Each group will create a 3- 6 minutes video presentation in MP4 format. Video presentation may be instructional, persuasive, historical, or reflective.
C. Each group will choose a topic from the next lesson which is “Legal, Ethical, and Societal Issues in Media and Information”. No duplication of topics in each
class.
- Digital Piracy - Internet Addiction - Digital Footprints - Plagiarism
- Netiquette - Flame Wars - Cyberbullying - Internet Safety
- Cybercrime
D. Each group will create a video treatment, storyboard, and movie poster for their video.
E. Format for video treatment:
-MS Word (.doc) -Legal size (8. 5 inches X 13 inches) -Font: Times New Roman -Font Size: 12
-Line Spacing: 1.5, Single Space -Borders: 1 inch top, left, right, and bottom.
(Note: Please see attached video treatment form for the additional needed information)
F. Digital video poster size is 8 inches x 12. 5 inches while a storyboard sheet will be provide.
G. Shooting location is strictly within the premises of the School.
H. Students can use any video editing software, web tools, or mobile application that they are familiar with in making their video presentation.
I. The video must be in line with the vision- mission of the school thus cursing, vulgar words, profanity, obscenity are not allowed.
J. Proper citation for borrowed materials is required.
VI- Time Frame
Day Date Time Location Activity
1
 Each group will choose a topic and get the approval of the teacher.
 The researchers of the group will do research on the approved topic.
 The production staff will start brainstorm on the genre and story for their short film.
2
 Continue brainstorming on the storyline and identify needed preparations for the film.
 The writer/s of the group will start composing the video treatment for the project.
3
 The director/s together with the visual artist/s will work on the storyboard.
 The rest of the members will be performing the responsibilities assigned to their respective positions. For example, the visual
artist of the group will start conceptualizing the video poster.
4
 Submission of the copy of the video treatment and storyboard to the teacher.
 Start shooting of the film.
5  Continue shooting of the film.
6  Video editing and final production.
7  Submission of the digital video poster and video to the teacher.

3. VII- Rubric
A. Short Film (Group Grade)
Criteria Very Good Good Fair Needs Improvement
Content The content includes a clear statement of
purpose or theme and is creative,
compelling and clearly written. A rich
variety of supporting information in the
video contributes to the understanding of
the project’s main idea. Events and
messages are presented in a logical order.
Includes properly cited sources.
(15 Points)
Information is presented as a connected
theme with accurate, current supporting
information that contributes to
understanding the project’s main idea.
Details are logical and persuasive
information is effectively used. The
content includes a clear point of view with
a progression of ideas and supporting
information. Includes properly cited
sources.
(12 Points)
The content does not present a clearly
stated theme, is vague, and some of the
supporting information does not seem to
fit the main idea or appears as a
disconnected series of scenes with no
unifying main idea. Includes few citations
and few facts.
( 8 Points)
Content lacks a centraltheme, clear point
of view and logical sequence of
information. Much of the supporting
information is irrelevant to the overall
message. The viewer is unsure what the
message is because there is little
persuasive information and only one or
two facts about the topic are articulated.
Information is incorrect, out of date, or
incomplete. No citations included.
(5 Points)
Quality Movie was completed and had all required
elements. The video was well edited and
moves smoothly from scene to scene with
proper use of transitions. Audio and other
enhancements were well used.
(15 Points)
Movie was completed and contained all
required elements. Editing was not done
as well as it should have been. Some poor
shots remain. Movie is still somewhat
choppy. Audio and other enhancements
were utilized, but not for maximum effect.
(12 Points)
Movie was made, but had very little if any
editing. Many poor shots remain. Video
was very fragmented and choppy with
little to no audio reinforcement.
(8 Points)
The video was totally unedited with no
transitions or audio support of any kind.
(5 Points)
Citations All sources (information, graphics, music,
etc.) are properly cited using APA
citations.
(15 Points)
1-2 sources (information, graphics, music
etc.) are not identified and credited using
APA citations.
(12 Points)
3-4 sources (information, graphics, music,
etc.) are not identified and credited using
APA citations.
(8 points)
More than 5 sources (information,
graphics, music, etc.) are not identified
and credited using APA citations or No
citations are included.
(5 Points)
Work
Ethics
Every individual in the group contributed
to the creation of the video project. Team
members showed respect with each other.
(15 Points)
1 member is not involved in the group
project. Team members mostly showed
respect with each other.
(12 Points)
2-3 members are not involved in the group
project. Team members fairly showed
respect with each other.
(8 Points)
More than 3 members are not involved in
the group project or group members are
not working during the designated time or
low levels of respect were evident within
the team.
(5 Points)
TOTAL 60 Points
References
 https://lambenglishmontana.wikispaces.com/file/view/RubricVideo.doc
 https://www2.uwstout.edu/content/profdev/rubrics/videorubric.html

4. B. Movie Poster (Group Grade)
Criteria Very Good Good Fair Needs Improvement
Written Information
Includes all of the following:
Movie title, author, rating, cast of
main actors, director, and movie
tagline line.
(4 Points)
Includes most of the following:
Movie title, author, rating, cast of
main actors, director, and movie
tagline line.
(3 Points)
Includes some of the following:
Movie title, author, rating, cast of
main actors, director, and movie
tagline line.
(2 Points)
Missing most of the required
information.
(1 Point)
Picture or Graphic of
Movie Poster
All graphics are appropriate
to topic
(4 Points)
Most graphics are appropriate
to topic
(3 Points)
Some graphics are appropriate
to topic
(2 Points)
Graphics are not
appropriate to topic
(1 Point)
Overall Appearance of
Movie Poster
The poster is presented creatively
and organized neatly.
(4 Points)
For the most part the poster is
presented in a creative manner
and is organized neatly.
(3 Points)
The poster is somewhat
presented in a creative manner
and organized neatly to some
degree.
(2 Points)
The poster is not presented
creatively and is not organized
neatly.
(1 Point)
Spelling, Grammar, and
Punctuation of Movie
Poster
Spelling, punctuation, and
grammar were all correct.
(4 Points)
Spelling, punctuation, and
grammar were mostly correct. 1-
3 mistakes.
(3 Points)
There were problems with
spelling, punctuation, and
grammar. 4-7 mistakes.
(2 Points)
There were numerous spelling,
punctuation, and grammar
mistakes. More than 7 mistakes.
(1 Point)
Readability Background and text make all
parts easy to see and read.
(4 Points)
Background and text make most
parts easy to see and read.
(3 Points)
Background and text make some
parts easy to see and read.
(2 Points)
Background and text make it
difficult to see and read parts.
(1 Point)
TOTAL 20 Points
Reference: http://www.starofbethlehem.org/home/140007275/140007276/files/Movie%20Poster%20Scoing%20Rubric.pdf

5. C. Peer Evaluation
Write the name of each of your group members in the first column. For each person, indicate the extent to which you agree with the statement on the left, using a scale of
1-4 (1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree). Total the scores in each column.
CRITERIA
NAMES
Contributes
meaningfully to
group discussions.
Completes group
assignments on
time.
Prepares work in
a quality manner.
Demonstrates a
cooperative and
supportive
attitude.
Contributes
significantly to
the success of the
project.
Total
Score
Points
1.
2.
3.
4.
5.
6.
7.
Peer Evaluation Summary
NAMES Score Given by Members
Average
Score
Points
1 2 3 4 5 6 7 8
1.
2.
3.
4.
5.
6.
7.
Equivalent Points for Peer Evaluation
Peer Evaluation
Average Score: 16 –20
(10 Points)
Average Score: 11 – 15
(8 Points)
Average Score: 6 – 10
(5 Points)
Average Score: 0 – 5
(3 Points)
C. Computation of Grades
Group Grade + Peer Evaluation Average Score = Individual Grade

6. 80 Points + 10 Points = 90 Points
SAMPLE STORYBOARD
MEDIA AND INFORMATION LITERACY (MIL)
Production Company:
Production Staff:
Grade and Section: Teacher:
Working Title:
(Source: http://bluevalecareers.weebly.com/video-project.html)

7. SAMPLE VIDEO TREATMENT
MEDIA AND INFORMATION LITERACY (MIL)
Production Company: Digital Media Productions Date Submitted:
Grade and Section: Teacher:
Working Title:
PRODUCTION STAFF
Executive Director: Teacher Script Writer: Student Sound Director: Student
Director: Student Storyboard and Graphic Artist: Student Film Editor: Student
Producer: Student Set Designer: Student Actors: Student
Researcher: Student Camera Operator: Student
(Please visit this link for more details: https://www.csusm.edu/media/MediaCreation/post-production/training-materials/productionteamroles.pdf)
VIDEO TREATMENT
McDonald’s TV Commercial
A Commercial Treatment by John Mastromonaco
“Chain Reaction” is all about how one simple moment can spark a continuous, natural series of events. When we open the spot, we’re mid-stride, a woman on her way to
work as she crosses the street. It’s morning, it’s a nice day—we’re right in stride with her. A simple camera move or cut reveals to us what she sees—in the stopped car she
passes at the red light, the passenger is eating an Egg McMuffin. For just a moment, we move in slowly—now we see the Egg McMuffin in its wrapper, familiar golden
arches – unmistakable.
Now we know it’s morning. Then when we cut back to the woman, she’s at a subway platform, enjoying her Egg McMuffin as the subway pulls into the station. So with a
few simple shots—we’ve started our Chain Reaction. From there, our job is to let our continuing series of vignettes unfold as effortlessly and as simply as that. As the
subway pulls into the station, we see a teenager who is inside, he sees the woman eating, enjoying her Egg McMuffin.
When we cut back to the teenager, we’ve shifted time and place again with minimal intrusion. Our teenager’s now stepping off the elevator inside a large, modern building—
and he’s enjoying his Egg McMuffin. Cut to well-dressed businessman who sees the teenager steeping off the elevator. When we next see him (businessman) he is sitting
in a beautiful European garden on a bench, eating an Egg McMuffin. In turn, the gardener notices the businessman then—chain reaction. The next time we see the gardener
he’s selling fresh flowers with one hand, holding an Egg McMuffin in the other. And so it goes

8. (Source: http://bluevalecareers.weebly.com/uploads/5/6/2/6/5626532/video_treatment_overview.pdf)
This project covers competencies of two lesson.
 Media and Information Languages
 Legal, Ethical, and Societal Issues in Media and Information
Suggestions:
 Present the short film in your symposium then discuss its subject.
 You may held a movie screening or a film festival in your school.
 If tools are not available but you have a device for voice recording, why
not make it like a drama on radio.