SCHOOL Tondol National High School GRADE LEVEL Grade 12- GAS/ TVL

GRADES 1 TO 12
TEACHER Carl John C. Carolino LEARNING AREA Media and Information Literacy
DAILY LESSON LOG
TEACHING DATES AND TIME August 28 –September 1, 2017 QUARTER Second/ Week 3

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A.Content Standards The learners demonstrate an understanding of people media and gain the comprehensive knowledge to effectively evaluate them.

The learners demonstrate a familiarity with visual media and gains comprehensive knowledge on how to effectively evaluate them.
B.Performance Standards The learners shall understand the similarities and differences of people as a medium of information.

C.Learning Competencies/Objectives
Write the LC Code for each
The learners shall produce a visual-based presentation anchored on design principles and elements
Describe the different Comprehend how visual information Comprehend how visual Describe the different dimensions
dimensions of visual information and media are formally and information and media are of visual information and media.
and media. (MIL-11/12VIM-IVc-7) informally produced, organized, and formally and informally produced, (MIL-11/12VIM-IVc-7)
disseminated. (MIL11/12VIM-IVc-8) organized, and disseminated.
Comprehend how visual (MIL11/12VIM-IVc-8) Comprehend how visual
information and media is/are Produce and evaluates a creative information and media is/are
formally and informally visual-based presentation using Produce and evaluates a creative formally and informally produced,
produced, organized and design principles and elements. visual-based presentation using organized and disseminated.
disseminated. (MIL11/12-VIM- (MIL11/12VIM-IVc-10) design principles and elements. (MIL11/12-VIM-IVc-8)
IVc-8) (MIL11/12VIM-IVc-10)
Evaluate the reliability and validity
Evaluate the reliability and of visual information and media
validity of visual information and and its/ their sources using
media and its/ their sources using selection criteria. (MIL11/12-VIM-
selection criteria. (MIL11/12- IVc-9)
VIM-IVc-9)
Produce and evaluates a creative
Produce and evaluates a creative visual-based presentation using
visual-based presentation using design principles and elements.
design principles and elements. (MIL11/12-VIM-IVc-10)
(MIL11/12-VIM-IVc-10)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
pp. 121- 126 pp. 127- 129 pp. 127- 129 pp. 121- 129
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
Present the topic titles on the Review the process of evaluating Check the learners’ progress. Ask the learners what they have
different resources of media reliability and accuracy of visual learned.
and information: media.
a. People Media
b. Text Review the Media and Information
c. Visual Design Framework.
d. Audio
e. Motion
f. Manipulatives / Interactive
g. Multimedia
Discuss the following survey
results about “The Power of
Visual Content”
by DemandGen Report (2014):
a. Forty percent of people will
respond better to visual
information than
plain text.
b. Publishers who use
infographics grow in traffic an
average of 12%
more than those who don’t.
 c. Eighty percent of what is seen
is retained.

d. Conversions increase by 86
percent when videos are used in
a landing
page.

e. Twenty percent of words on a

web page is read by the average
user.
f. Landing pages with videos are
40 times more shareable.

Ask the learners what can be

concluded about the importance
of visual content based on the
survey results.

Present an infographic to the

learners.

Ask learners whether they

thought the infographic was a
better way of presenting the
results of the survey. The
learners must be able to explain
why they think so.

Ask the learners if there are

other ways of presenting the
same information.
C.Presenting examples/instances of
the new lesson
D.Discussing new concepts and Discuss about visual media and
practicing new skills #1 information.
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
J.Additional activities for application
or remediation
1. Choose and prepare a visual
image that incorporates at least 3
design elements and 3 design
principles.
2. In class, show the visual to the
learners and have them identify
and describe at least 3 design
elements and 3 design principles
employed.
Ask:
How visual media and
information will help you to give
information to others.
The learners generalize the
underpinning concepts.
Distribute magazine cutouts/
digital prints to learners. Ask the
learners evaluate the visual by
filling up the media and
information design framework
worksheet.
Learners must submit at the MIL
Portal a one-page written
critique of the visuals based on
the media and information
design framework.
1. Ask learners to form teams of 3-5
members each and research facts
and figures about a social or
ethical issue on media and
information literacy.
2. Using any desktop publishing
software, the group must create an
infographic to show the facts and
figures visually. (Alternatively, if
research takes a long time or is not
practical, the learners can
present facts and figures about
themselves or topics they are
familiar with instead).
3. At the end of 90 minutes, the Ask the learner to write a short
learners must post their paragraph in their ePortfolio about
completed work in their MIL their evaluation of the activity and
Portal. their own learning about becoming
a media literate person.
4. In planning for their infographic,
ask the learners to accomplish the
Media and Information Design
Framework
Ask:
How the activity will help you to be
more informative?
1.The groups should choose a The learners will have a quiz.
presenter who will be given 2
minutes to present their group’s
output in class. Other members of
the class will be given the
opportunity to comment or
critique the presentation.
2. Ask the groups to submit all
outputs at the MIL Portal and
licensed under CC.
3. Use the detailed rubrics below
to assess the learner’s output.
V.REMARKS Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant
questions.
A.No. of learners who earned 80% of
the formative assessment
B.No. of learners who require
additional activities to remediation
C.Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
help me solve?
G.What innovation or localized
material did I use/discover which I
wish to share with other teachers?