DAILY LESSON LOG
School Teacher Teaching Date and Time
SAN NICOLAS NATIONAL HIGH SCHOOL DOMINADOR BENJAMIN G. BERNABE OCTOBER 1-5, 2018
Grade Level Learning Area Semester/Quarter
GRADE 12 MEDIA & INFORMATION TECHNOLOGY FIRST SEMESTER/2ND QUARTER
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 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. I. OBJECTIVES
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 Standards
The learners demonstrate an understanding of people media and gain the comprehensive knowledge to effectively evaluate them.
The learners demonstrate an understanding of text media and information, and gain 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.
The learners shall be able to produce a text-based presentation anchored on design principles and elements. Describe the different dimensions
Evaluate the reliability and validity
Evaluate the reliability and
Describe the different
of text information and media.
of text information and media and
validity of text information
dimensions of text information
(MIL11/12TIM-IVb-3)
its/ their sources using selection
and media and its/ their
and media. (MIL11/12TIM-IVb-3)
criteria. (MIL11/12TIM-IVb-5)
sources using selection criteria. (MIL11/12TIM-IVb-5)
Comprehend how text information
C. Learning Competencies/ Objectives
Comprehend how text
and media is/are formally and
Produce and evaluate a creative
informally
text-based presentation using
Produce and evaluate a
design principles and elements.
creative text-based
(MIL11/12TIM-IVb-6)
presentation using design
produced, organized, and disseminated. (MIL11/12TIM-IVb4)
information and media is/are
principles and elements. (MIL11/12TIM-IVb-6)
formally and informally produced, organized, and disseminated. (MIL11/12TIM-IVb4)
Evaluate the reliability and validity
Evaluate the reliability and
of text information and media and
validity of text information and
its/ their sources using selection
media and its/ their sources using
criteria. (MIL11/12TIM-IVb-5)
selection criteria. (MIL11/12TIMIVb-5)
Produce and evaluate a creative text-based presentation using design principles and elements. (MIL11/12TIM-IVb-6)
Text Media and Information
II. CONTENT
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
III. LEARNING RESOURCES
manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A. References 1.Teacher’s Guide Pages 2.Learner’s Materials Pages 3.Textbook Pages 4.Additional Materials from Learning Resource Portal B. Other Learning Resources
pp. 112- 117
pp. 118- 120
Page 131-138
Page 131-138
Laptop, Computer, Powerpoint Presentation
Laptop, Computer, Powerpoint Presentation
Laptop, Computer, Powerpoint Presentation
Laptop, Computer, Powerpoint Presentation
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 IV. PROCEDURES
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.
Review the key points in the
Review the key points in the
Ask your learners about the
Review the learners about the
discussion of People Media from
discussion of Text Media and
updates on their outputs.
topic being discussed.
the previous lesson.
Information in the previous lesson. Ask some learners to discuss their answers on the things to consider
A. Reviewing previous lesson or presenting the new lesson
Present the topic titles on the
in creating their brochures:
different resources of media and
Tourism
information: a. People Media
campaign, election campaign, school admission and community advisory.
b. Text
c. Visual
State the learning objectives.
d. Audio e. Motion f. Manipulatives / Interactive g. Multimedia
3. Emphasize that Text Media and Information as the topic for today’s
session. State the objectives of the lesson. Show to the learners an example
Ask them what they know about
of a fraudulent text message:
posters.
I am Attorney Robert Limco of Happy Cola Company. Congratulations! Your SIM card number has been chosen in our raffle draw. You have won 500,000 pesos. Please give me your bank B. Establishing a purpose purpose for the lesson
account number so we can deposit your reward. For more details, please contact me. Pose the following questions to the learners and discuss: • What is the tone of this
fraudulent message? (enticing,
scary, informative, formal, encouraging, etc.) • Why do you think Filipinos fall for
this kind of fraudulent or scam text message? • Do you think that te xt-based
messages are powerful. C. Presenting examples/ instances of the new lesson
Discussion: definition, D. Discussing new concepts and practicing new skills #1
characteristics, format and types, and selection criteria of text.
E. Discussing new concepts and practicing new skills #2
Divide the class into four groups.
Making Typography Posters
2. Have the learners imagine that
1. Have the learners form groups of
each group is an
3 members each. Tell the learners
advertising firm. The task for each
to identify an advocacy or issue
group is to discuss creating a
that they would like to campaign
brochure for a client with specific
about through a typography poster
needs.
design. The campaign poster
F. Developing Mastery
3. Assign each group based on the
will have a statement consisting of
topics:
10-20 words.
a. Group 1 – Tourism Campaign – This brochure will invite the readers to spend their summer vacation in your city.
a. Poster statement example: “Let
our children learn and play. Keep them in schools. Stop child
Continue the Making Typography Posters Activity.
b. Group 2 – Election Campaign –
labor.”
This brochure will promote to the readers a local politician who will run for mayor in the upcoming election.
2. Remind the learners of the principles of design. Bearing in mind the principle of contrast, have them make some text elements
c. Group 3 – School Admission –
large or bold while other text
This brochure will advertise to the
elements are thin or small to create
readers a college/university in your place. d. Group 4 – Community Advisory – This brochure will inform the
visual interest. The learners may also use basic shapes, lines, and some symbols in this design activity.
readers about the new policy for garbage collection schedule and segregation in your community.
3. Give the MIL Design Framework to give focus and guidance in the planning phase.
Have the learners identify the appropriate content for the brochure based on the Media and Information Design Framework. Using the manila
4. In the bottom part of a poster, include an explanation (150-200 words) about the campaign.
paper and markers, the learners will provide answers in the table.
5. Have the learners perform the activity using a desktop publishing software. Give the rubrics to the learners at the start of the activity.
G. Finding Practical applications of concepts and skills in daily living
Ask: How the activities will help you to be accurate at the same time giving informative facts? The learners generalize the topics
H. Making Generalizations and abstractions about the lesson
being discussed. After the groups have completed the table, have them post them on the walls of the classroom and ask the learners to go around and read the answers of each group.
Presentations 1. Have the learners do a “gallery walk.” Give each
learner three star stickers. Have them go around the different computer stations and vote for their three favorite campaign posters using the stickers. Group members may not vote for their own group’s work. A
I.
Evaluating Learning
prize may be given to the group with the most number of stickers.
2. Have the learners answer the following questions for reflection: a. Why did you choose this advocacy or issue for this campaign poster?
The learners will have a quiz. Give time for them to review.
b. How effective do you think is your message to your target audience?
3. All outputs including reflections should be submitted to the MIL Portal and licensed under CC. J.
Additional Activities for application or remediation
Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting. IV.REMARKS
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 use/discover which I wish to share with other teachers?
Prepared by: DOMINADOR BENJAMIN G. BERNABE Teacher I
Checked: ALMARIO S. RUIZ Head Teacher
MRS. ELIZA C. VEDANIA School Principal IV
