Digital Detectives: A High School Media Literacy Unit on Deconstructing Persuasive Online Marketing

Section 1: Introduction for the Educator: Pedagogical and Contextual Framework

This unit, “Digital Detectives: Deconstructing Persuasive Online Marketing,” is designed to provide high school students with the essential critical thinking skills required to navigate the complex and commercially saturated digital landscape. It moves beyond traditional media literacy topics like news and disinformation to tackle the pervasive world of online advertising and consumer persuasion. The curriculum is grounded in established pedagogical frameworks, tailored to the unique legal and cultural context of the Philippines, and structured to transform students from passive consumers into active, critical analysts of digital content.

The Imperative of Media and Information Literacy (MIL)

The foundation of this unit rests on the core principles of Media and Information Literacy (MIL). As defined by educational bodies and supported by global organizations like UNESCO, media literacy is the fundamental ability to access, analyze, evaluate, and use media in its various forms.¹ This curriculum extends this definition to explicitly include the foundational skills of digital citizenship—the knowledge and practices that allow students to interact safely, ethically, and responsibly in a digital environment.² By doing so, the unit directly addresses the competencies outlined in the ISTE Standards for Students, particularly the “Digital Citizen” standard, which calls for students to become informed, inclusive, engaged, balanced, and alert participants in the digital world.⁴

While much of the contemporary MIL conversation rightly focuses on political “fake news,” this unit posits that developing a critical lens for commercial persuasion is an equally vital, if not more frequently required, life skill. Students are bombarded daily with sophisticated marketing messages designed to influence their behavior, shape their values, and encourage consumerism.⁵ Therefore, understanding how media communicates these messages is a cornerstone of a complete 21st-century education. The instructional approach avoids ineffective, rigid prohibitions (e.g., “don’t go to these websites”), which research shows are easily circumvented by teenagers seeking autonomy. Instead, it fosters critical discussion, skill-building, and responsible decision-making, empowering students to manage their own digital lives thoughtfully.⁴ This approach is particularly relevant for Filipino youth, who are active participants in a vibrant digital economy and are the target of both local and global marketing campaigns. The curriculum aligns with the goals of Philippine-based MIL organizations like the Philippine Association for Media and Information Literacy (PAMIL) and recent government initiatives that aim to equip citizens, especially young people, with the critical thinking skills necessary to combat all forms of manipulative digital content.⁶

Connecting Media Literacy to Commercial Persuasion

The lessons within this unit are designed to systematically deconstruct the architecture of online persuasion. Students will learn that media messages are constructions that re-present reality, often with embedded ideological values and social implications.⁵ The unit provides the analytical tools to dissect these constructions, moving from foundational concepts of persuasion to the specific psychological tactics employed in modern digital marketing.

A central premise of this unit is that “free” in the digital world is rarely without cost. Offers of free products, services, or bonuses are sophisticated marketing strategies designed to lower the barrier to entry for consumers, build brand loyalty, and, most critically, gather valuable personal data.⁹ This curriculum guides students through an investigation of this transactional reality. They will learn to identify the psychological triggers that make these offers so appealing and then uncover the “fine print”—the terms, conditions, and business models that reveal the true nature of the exchange. This process mirrors the core actions of information literacy: recognizing a need for information, then locating, evaluating, and effectively using that information to make an informed decision.¹

The Philippine Legal and Regulatory Context

To ensure maximum relevance and practical application for its target audience, this unit is firmly anchored in the legal and regulatory framework of the Philippines. This contextualization transforms abstract concepts of ethics and fairness into concrete matters of law and civic responsibility. Students will learn that their rights as consumers are not merely theoretical but are protected by a robust set of national laws.

The foundational law is the Consumer Act of the Philippines (Republic Act No. 7394). This landmark legislation provides comprehensive protection against deceptive, unfair, and unconscionable sales acts and practices, with specific articles (110-112) dedicated to prohibiting false and misleading advertising.¹² It establishes the consumer’s right to truthful information and provides mechanisms for redress.

This framework has been modernized by the Internet Transactions Act of 2023 (Republic Act No. 11967). This crucial new law addresses the realities of e-commerce, extending consumer protections into the digital realm. It grants the Department of Trade and Industry (DTI) explicit authority to regulate online commercial activities, including the power to issue takedown orders for fraudulent or harmful content and hold online platforms accountable for the merchants they host.¹⁶ This law is particularly relevant as it covers entities that avail themselves of the Philippine market, even if they are based overseas, closing a common loophole in digital regulation.¹⁶

Complementing these government regulations is the work of the Ad Standards Council (ASC), the advertising industry’s self-regulatory body. The ASC works in partnership with government agencies like the DTI to ensure that advertising content is truthful, honest, and decent. It provides a framework for pre-screening advertisements and handling complaints, acting as a first line of defense against misleading marketing and supporting the core principles of the Consumer Act.¹⁹

By integrating these legal and regulatory realities, the unit empowers students with practical, actionable knowledge. They learn not only how to critically analyze a misleading ad but also what their rights are and which specific agencies—the DTI, the ASC, the National Privacy Commission—they can turn to for redress.²² This synthesis of media literacy theory, marketing psychology, and Philippine law creates a uniquely powerful and relevant learning experience, preparing students to be not just critical thinkers, but informed and engaged Filipino digital citizens.

Section 2: Unit Overview and Learning Objectives

Unit Title

Digital Detectives: Deconstructing Persuasive Online Marketing

Grade Level

9-12

Subject Areas

Media Literacy, English Language Arts, Social Studies, Digital Citizenship

Essential Questions

• What is the true cost of “free” in the digital world?
• How do advertisers use psychology to influence our thoughts, feelings, and actions?
• How can we distinguish between persuasive marketing and deceptive or manipulative practices?
• What are our rights and responsibilities as digital consumers in the Philippines?

Key Vocabulary

Media Literacy, Digital Citizenship, Persuasion, Ethos, Pathos, Logos, Anchoring Bias, Scarcity, Social Proof, FOMO (Fear of Missing Out), Loss Aversion, Wagering Requirement, Terms & Conditions (T&Cs), Consumer Act of the Philippines (R.A. 7394), Internet Transactions Act (R.A. 11967), Department of Trade and Industry (DTI), Ad Standards Council (ASC), Vulnerable Populations.

Materials

Projector, internet access, student devices (laptops/tablets), printouts of handouts and worksheets (from Appendices), chart paper, markers.

Section 3: Day 1 Lesson Plan – The Psychology of Persuasion

Topic

Identifying Foundational Persuasive Techniques in Advertising.

Learning Objectives

Students will be able to define and identify classical rhetorical appeals (Ethos, Pathos, Logos) and common psychological tactics used in modern advertising.

Activities

1. Warm-up (10 minutes)

The lesson begins with an engaging activity titled “Guess the Slogan/Logo”.²⁴ The educator will project a series of well-known brand logos (e.g., Jollibee, Nike, Apple) and popular slogans, asking students to identify the associated company. Following the identification, a brief discussion will be facilitated with questions such as:

Why are these images and phrases so memorable? What ideas, feelings, or qualities do you immediately associate with them? This activity serves as an accessible entry point, priming students to think about the power of branding, emotional association, and the non-verbal messages embedded in advertising.

2. Direct Instruction (20 minutes)

The educator will transition from the warm-up to a more formal introduction of the core concepts of persuasion. This will be a two-part instruction.

First, the classical rhetorical appeals, which have been the foundation of persuasive communication for centuries, will be introduced.²⁴ Using a student handout for reference (see Appendix A), the educator will define:

• Ethos: Persuasion through credibility, authority, or character. (e.g., “9 out of 10 dentists recommend this toothpaste.”)
• Pathos: Persuasion by appealing to emotions. (e.g., An ad showing a happy family reunion, implicitly linking the product to feelings of joy and connection.)
• Logos: Persuasion using logic, facts, and reason. (e.g., “This phone has 256GB of storage, which is double the capacity of its leading competitor.”)

Second, the educator will explain that modern digital advertising builds upon these classical appeals by employing specific psychological tactics, often targeting subconscious biases. The educator will introduce Table 1: Key Persuasive Techniques in Online Advertising, which provides a “decoder key” for the tactics students will encounter throughout the unit. This structured reference tool gives students the specific vocabulary needed to move from being passive recipients of marketing to active analysts, a core objective of media literacy.¹ The research behind modern marketing consistently identifies a set of powerful psychological principles that are leveraged to influence consumer behavior; this table distills the most common ones into an accessible format for students.²⁷

Technique	Definition	Example
Anchoring Bias	The tendency to rely heavily on the first piece of information offered (the “anchor”) when making decisions. 27	An item is listed with a “Was $200” price next to the “Now $100” sale price, making the sale price seem like a significant bargain.
Scarcity / FOMO	Creating a sense of urgency by implying that a product or offer is in limited supply or available for a short time. FOMO stands for “Fear Of Missing Out.” 27	“Only 3 tickets left at this price!” or “Flash sale ends in 2 hours!”
Social Proof	Using testimonials, reviews, celebrity endorsements, or user counts to suggest that a product is popular, trusted, and validated by others. 28	“Over 10 million downloads!” or a popular influencer posting about a product.
Reciprocity	The social norm of responding to a positive action with another positive action. Giving something “free” can create a feeling of obligation. 11	A website offers a “free guide” or “free checklist” in exchange for the user’s email address.
Loss Aversion	The principle that people are more motivated to avoid a loss than to acquire an equivalent gain. The pain of losing is psychologically more powerful than the pleasure of winning. 29	“Don’t miss out on your chance to save 50%!” frames the offer as avoiding a loss rather than achieving a gain.
Emotional Appeal	Using “power words” or imagery that is designed to trigger strong positive or negative emotions, bypassing rational thought. 27	Using words like “revolutionary,” “life-changing,” or “heartbreaking” to describe a product or situation.

3. Group Analysis (15 minutes)

Students will form small groups to apply their new knowledge. Each group will receive a curated set of advertisements, including both print ads from magazines and links to video commercials.²⁶ The ads should be mainstream and varied (e.g., for a smartphone, a fast-food item, a beauty product, a car). Using their handouts as a guide, groups will analyze each ad and identify at least one clear example of Ethos, Pathos, or Logos, as well as at least one of the psychological tactics from Table 1. They will be required to articulate their reasoning on a shared worksheet, explaining how the technique is used and what effect it is intended to have on the audience.³³

4. Wrap-up Discussion (5 minutes)

To conclude the lesson, groups will share one or two of their most interesting findings with the class. The educator will facilitate a brief discussion with questions like: Which persuasive techniques did you see most often? In your opinion, which are the most powerful or effective? Why do you think that is? This sharing session reinforces the day’s concepts and prepares students for a more complex analysis in the following lesson.

Section 4: Day 2 Lesson Plan – The Anatomy of a “Free” Offer

Topic

Case Study Analysis of a Persuasive Online Promotion.

Learning Objectives

Students will apply their knowledge of persuasive techniques to deconstruct a specific online offer and hypothesize about its underlying purpose and business model.

Activities

1. Warm-up (5 minutes)

The lesson begins with a quick review of the persuasive techniques covered on Day 1. The educator will ask students to recall the definitions of terms like Anchoring Bias, Scarcity, and Social Proof. To connect the concepts to their daily lives, the educator will ask: Think about your time online since yesterday. Where did you encounter any of these techniques? This reinforces the ubiquity of these strategies and primes students for the day’s analysis.

2. Introducing the Case Study (15 minutes)

The educator will introduce the central theme of the lesson: the marketing power of the word “free.” It will be explained that “free” offers are a cornerstone of digital marketing, used as a powerful tool to attract new customers, lower the psychological barrier to trying a new product, and build a database of potential leads.⁹ Behavioral studies have shown that the allure of “free” can dramatically increase user sign-ups and engagement, making it a highly effective customer acquisition strategy.¹¹

The educator will then present the unit’s central case study, framing it as an authentic artifact for analysis. This approach is more impactful than using generic or hypothetical examples because it presents a real-world challenge.²⁵ The educator will state:

“Online platforms use specific, enticing language to capture your attention. For example, you might see an ad that says you can get a 100 free bonus casino no deposit Philippines.”

The educator will immediately pose the question: Based on what we learned yesterday, what persuasive techniques can you immediately spot in this short phrase? The class will brainstorm, with the educator guiding them to identify:

• Anchoring Bias: The number “100” serves as a powerful anchor, establishing a high perceived value from the very first piece of information.²⁷
• Emotional Appeal (The Power of “Free”): The word “free” is one of the most persuasive words in marketing, triggering a strong positive emotional response and suggesting a no-risk opportunity.¹¹
• Loss Aversion: The phrase “no deposit” directly targets the fear of losing money, framing the offer as entirely risk-free.²⁹
• Localization: Including “Philippines” makes the offer feel more relevant, trustworthy, and specifically tailored to the target audience.

This initial deconstruction demonstrates how a single, short marketing phrase can be densely packed with multiple psychological triggers. It transforms the user’s required anchor text from a potential liability into the lesson’s greatest asset—a perfect, complex specimen for analysis.

3. Group Deconstruction (25 minutes)

Students will re-form their groups from Day 1 and receive the “Deconstructing the ‘Free’ Offer” worksheet (provided in Appendix A, based on Table 2). Their task is to perform a deep analysis of the case study phrase. The worksheet will guide them to move beyond surface-level identification and engage in higher-order thinking.³³ The worksheet prompts will include:

• Message Breakdown: What is the literal promise of this ad?
• Target Audience: Who is this ad trying to reach? What can you infer about their desires or interests?
• Psychological Triggers: List all the persuasive techniques you can identify from Day 1.
• Advertiser’s Goal (Hypothesis): What does the company really want you to do? What is their primary business objective?
• The “Catch” (Hypothesis): What do you predict a user will have to do to actually claim this “free” bonus? What information might they need to provide? What rules might apply?

This structured activity encourages students to think like investigators, formulating hypotheses based on the evidence presented in the ad and their prior knowledge of marketing.

4. Wrap-up (5 minutes)

In the final minutes of class, each group will share their primary hypothesis about “the catch.” The educator will record these ideas on chart paper or a whiteboard. This creates a public record of the class’s initial theories, building suspense and setting a clear agenda for the next day’s lesson, which will focus on investigating the reality behind the marketing claims. The lesson will end with the guiding question: What do you think the “catch” is, and how can we find out for sure?

Section 5: Day 3 Lesson Plan – Reading the Fine Print: The Hidden Costs

Topic

Investigating Terms and Conditions and the True Nature of “Free.”

Learning Objectives

Students will be able to identify common “catches” in “free” online offers, including wagering requirements, withdrawal limits, and data collection, and explain the business model behind them.

Activities

1. Warm-up (5 minutes)

The lesson begins by revisiting the hypotheses generated at the end of Day 2, which are displayed on the board. The educator will ask a few students to briefly restate their predictions about the “catch” behind the “100 free bonus casino no deposit Philippines” offer. This serves to activate prior knowledge and focus the class on the investigative task ahead.

2. Guided Research (30 minutes)

This activity is designed to teach a critical life skill: reading beyond the headline to uncover the reality behind a marketing claim. It is an exercise in active information literacy, requiring students to locate, evaluate, and synthesize information from multiple online sources.¹

Students, working in their groups, will conduct a guided internet search to investigate the typical business model and terms associated with “no deposit bonus” offers. The educator will provide a list of neutral, investigative search terms to guide their inquiry, such as:

• “How do no deposit bonuses work”
• “Wagering requirements explained”
• “Casino bonus withdrawal limits”
• “Business model of free online offers”

Through this research, students will discover that these offers are not simple gifts but calculated customer acquisition tools.¹¹ The research will reveal several key concepts that constitute the “hidden costs” of the “free” offer:

• Wagering/Playthrough Requirements: This is the most significant “catch.” Students will learn that users cannot simply withdraw the bonus money. They must first bet the bonus amount a certain number of times, often ranging from 30x to 60x the bonus value. For a $10 bonus with a 40x requirement, a user would have to place $400 in bets before any winnings could be withdrawn.³⁷ This mechanism ensures that most users will lose the bonus money before meeting the condition, protecting the casino from significant losses.
• Maximum Cash-out Limits: Even if a user meets the wagering requirement, there is typically a cap on how much they can withdraw from winnings generated by the bonus. This limit is often low (e.g., $50-$100), meaning a large jackpot win would be mostly forfeited.³⁸ This is another risk management tool for the operator.
• Game Restrictions: The bonus is often not usable on all games. It is typically restricted to specific games, usually online slots, which have a higher statistical advantage (house edge) for the casino compared to games like blackjack.³⁷ This steers players toward games where they are more likely to lose.
• Data Collection and Future Marketing: To claim the offer, a user must register for an account, providing personal information such as their name, email address, and phone number. This data is highly valuable to the company, as it builds a database of qualified leads for future marketing campaigns, email promotions, and other targeted advertising efforts.¹¹

3. Synthesizing Findings (10 minutes)

After completing their research, groups will return to their “Deconstructing the ‘Free’ Offer” worksheet from Day 2. They will now fill in a new section titled “The Reality: Hidden Costs and The Catch,” where they will detail their findings on wagering requirements, withdrawal limits, game restrictions, and data collection. This step requires them to compare their initial hypotheses with the evidence they have gathered, a key element of critical thinking.

4. Discussion (5 minutes)

The lesson will conclude with a class-wide discussion, circling back to the unit’s essential question: What is the true cost of “free”? Students should now be able to articulate that the offer is not a gift but a complex transaction. The user “pays” for the “free” offer with their personal data, their time and attention, and their potential future spending. The “free” bonus is the bait in a sophisticated business model designed for customer acquisition and long-term revenue generation. This understanding moves them from a naive consumer perspective to an informed, critical one.

Section 6: Day 4 Lesson Plan – Consumer Rights and Digital Ethics in the Philippines

Topic

Understanding Legal Protections and Ethical Responsibilities.

Learning Objectives

Students will be able to identify key consumer rights related to online advertising under Philippine law and discuss the ethical implications of targeting vulnerable populations.

Activities

1. Warm-up (5 minutes)

The educator will start the class by posing a direct, empowering question: If you see an online advertisement that you believe is false or misleading, what can you do about it? Are there rules against it? This question transitions the unit’s focus from critical analysis to civic action and legal awareness.

2. Direct Instruction (20 minutes)

This segment provides students with practical, actionable knowledge about the consumer protection landscape in the Philippines. This knowledge is crucial for digital citizenship, as it equips students to be not just critical consumers but also engaged citizens who know their rights and how to seek redress.² The legal framework can be complex, so a simplified overview is essential for a high school audience.

The educator will present an overview of the key laws and regulatory bodies, supported by Table 3: Your Rights as a Digital Consumer in the Philippines.

• The Consumer Act of the Philippines (R.A. 7394): The foundational law that protects consumers from all forms of deceptive marketing. The educator will highlight Articles 110-112, which specifically outlaw false, deceptive, or misleading advertising.¹²
• The Internet Transactions Act (R.A. 11967): The modern law designed for the e-commerce age. It confirms the Department of Trade and Industry’s (DTI) power to regulate online advertisements, including live-selling, and to order the takedown of fraudulent content.¹⁷
• The Ad Standards Council (ASC): The industry’s self-regulatory body. The educator will explain that the ASC partners with the government to pre-screen ads and handle complaints, ensuring they are truthful and fair.¹⁹
• The Data Privacy Act (R.A. 10173): This law is introduced to address the data collection aspect discovered on Day 3, explaining that consumers have a right to the protection of their personal information.¹²

This information, when presented in a clear, structured table, becomes a memorable and useful tool for students, transforming abstract legal concepts into a practical guide for their digital lives.

Your Right	The Law That Protects It	The Agency to Contact
Right to Truthful Information	Protection from false, deceptive, or misleading advertisements.	Consumer Act (R.A. 7394)Internet Transactions Act (R.A. 11967) 12
Right to Redress	The right to seek remedy (e.g., refund, replacement) for faulty products or fraudulent transactions.	Consumer Act (R.A. 7394)Internet Transactions Act (R.A. 11967) 12
Right to Data Privacy	Protection of your personal information collected by companies online.	Data Privacy Act (R.A. 10173) 12
Right to Safety	Protection from products and services that are hazardous to health and safety.	Consumer Act (R.A. 7394) 13

3. Ethical Debate (20 minutes)

With the legal framework established, the lesson shifts to a more nuanced ethical discussion. The educator will introduce the concept of vulnerable populations: groups that may be more susceptible to manipulation or exploitation due to factors like age (children, the elderly), cognitive or mental health conditions, or financial instability.⁴⁵

The class will then engage in a structured debate on the question: Is it ethical for companies to specifically target vulnerable groups with persuasive advertising for potentially harmful products or services (like gambling, high-interest loans, or unhealthy foods)?

• Argument for Free Market/Personal Responsibility: One side of the class will be assigned to argue that adults should be free to make their own choices, that protecting these groups can be patronizing, and that companies have a right to market their legal products to interested consumers.⁴⁷
• Argument for Social Responsibility/Protection: The other side will argue that companies have a moral responsibility to avoid exploiting known vulnerabilities, that such targeting can perpetuate harmful stereotypes and behaviors, and that the power imbalance between a sophisticated marketer and a vulnerable individual necessitates greater protection.⁴⁶

This debate encourages students to consider the complex moral dimensions of marketing that go beyond what is strictly legal.

4. Wrap-up (5 minutes)

To conclude, the educator will connect the ethical debate back to the unit’s case study. The class will briefly discuss: How might an offer for a “100 free bonus” be perceived differently by someone with a stable income versus someone facing financial hardship? What about someone with a history of gambling addiction? This final reflection reinforces the idea that the impact of a media message is not universal but is deeply influenced by the context and vulnerabilities of the audience.

Section 7: Day 5 Culminating Project – “Be Web Wise” Public Service Announcement (PSA)

Topic

Synthesizing and Applying Knowledge for Peer Education.

Learning Objectives

Students will synthesize their learning from the entire unit to create a persuasive media product that educates their peers about critically evaluating online offers and practicing responsible digital citizenship.

Activities

1. Project Introduction (10 minutes)

The final day is dedicated to a culminating project that requires students to move from analysis to creation—a key component of comprehensive media literacy.¹ The educator will explain the task: working in their established groups, students will create a Public Service Announcement (PSA) aimed at their peers (other high school students). The PSA must effectively communicate the core lessons of the unit.

The required elements of the PSA are:

• Explain at least one psychological tactic used in online advertising (e.g., Scarcity, Anchoring Bias).
• Warn about the “hidden costs” of seemingly “free” online offers (e.g., wagering requirements, data collection).
• Provide actionable advice on how to be a “Digital Detective” (e.g., “Read the fine print,” “Question the source,” “Know your rights”).

Students will be given a choice of media formats for their PSA, allowing for differentiation based on skills and available resources ⁵:

• A short video (30-60 seconds), which can be filmed on a smartphone and edited with free software like iMovie or CapCut.
• A visually compelling infographic, created using free online tools like Canva.
• A digital poster or comic strip, designed with platforms like Comic Creator or Google Slides.

2. Work Session (30 minutes)

Groups will use the majority of the class period to plan and produce their PSAs. To structure their work, the educator will provide a planning worksheet modeled on resources like the “Planning Your Advertisement” sheet from ReadWriteThink, but adapted for an educational, pro-social purpose.²⁶ The worksheet will prompt them to define their key message, target audience (peers), chosen persuasive techniques (to educate, not manipulate), and a storyboard or layout for their chosen format. The educator will circulate, providing guidance and technical support as needed.

3. Gallery Walk and Presentations (10 minutes)

In the final part of the lesson, the finished PSAs will be shared with the class. Depending on the format, this can be done as a “gallery walk” where students circulate the room to view posters and infographics, or as a series of short video screenings. After viewing, groups can offer brief, constructive feedback based on the project rubric (see Appendix B). This peer-review process reinforces the learning and celebrates the students’ work as media creators. The project concludes the unit by empowering students to use their newfound knowledge to positively influence their own community, fulfilling a core tenet of digital citizenship.

Section 8: Appendices for Implementation

A. Printable Student Handouts and Worksheets

• Handout 1: The Three Appeals of Persuasion (Ethos, Pathos, Logos)
• Contains definitions, examples, and guiding questions for each of Aristotle’s rhetorical appeals.
• Worksheet 1: Table 1 – Key Persuasive Techniques in Online Advertising
• A printable version of the table from the Day 1 lesson plan for students to use as a reference throughout the unit.
• Worksheet 2: Table 2 – Deconstructing the “Free” Offer
• A structured worksheet for the Day 2 case study analysis, with sections for Message Breakdown, Target Audience, Psychological Triggers, Hypothesis on Advertiser’s Goal, and Hypothesis on “The Catch.” It will include a follow-up section, “The Reality,” to be completed on Day 3.
• Handout 2: Table 3 – Your Rights as a Digital Consumer in the Philippines
• A printable version of the table from the Day 4 lesson plan, serving as a practical guide to local laws and agencies.

B. Assessment Rubrics

• Rubric 1: Class Participation and Group Work

• Criteria: Contribution to discussions, collaborative spirit, completion of group tasks, on-task behavior.
• Scale: Exemplary, Proficient, Developing, Beginning.
• Rubric 2: “Be Web Wise” PSA Project
• Criteria:

1. Clarity of Message: The PSA clearly explains a persuasive tactic and a “hidden cost.”
2. Accuracy of Information: The concepts presented are accurate based on unit lessons.
3. Persuasive Effectiveness: The PSA effectively uses ethical persuasive techniques (e.g., pathos, logos) to engage its peer audience.
4. Creativity and Technical Execution: The design is original, engaging, and well-executed for the chosen format.

• Scale: Exemplary, Proficient, Developing, Beginning.

C. Curated List of Additional Resources

Philippine-Specific Resources

• Laws and Regulations:

• Full Text of the Consumer Act of the Philippines (R.A. 7394) ⁵⁰
• Full Text of the Internet Transactions Act of 2023 (R.A. 11967) ¹⁷
• Government and Regulatory Agencies:

• Department of Trade and Industry (DTI) – Consumer Care Portal ²²
• Ad Standards Council (ASC) – Official Website ²⁰
• National Privacy Commission (NPC)
• Media Literacy Organizations and Projects:

• Philippine Association for Media and Information Literacy (PAMIL) ⁶
• Foundation for Media Alternatives (FMA) ⁵¹
• Department of Education – #BeCyberSafe Project Resources ⁵²
• SaferKidsPH – Online Safety Guides ⁵³

General Media Literacy and Digital Citizenship Resources

• Curriculum and Lesson Plans:

• Media Smarts (Canada) – Digital Literacy Lessons for K-12 ⁵
• Common Sense Education – Digital Citizenship Curriculum ²
• The News Literacy Project – Checkology and The Sift ¹
• NewseumED – Media Literacy Resources (using E.S.C.A.P.E. Junk News) ⁵⁴
• Videos and Interactives:

• KQED Learn & Above the Noise – Videos exploring complex topics for teens ¹
• iCivics – “Newsfeed Defenders” Game ⁴²