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GRADES 1 TO 12
DAILY LESSON LOG
SCHOOL Tondol National High School GRADE LEVEL Grade 12- GAS/ TVL
TEACHER Carl John C. Carolino LEARNING AREA Media and Information Literacy
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.
The learners shall produce a visual-based presentation anchored on design principles and elements
C.Learning Competencies/Objectives
Write the LC Code for each
Describe the different
dimensions of visual information
and media. (MIL-11/12VIM-IVc-7)
Comprehend how visual
information and media is/are
formally and informally
produced, organized and
disseminated. (MIL11/12-VIM-
IVc-8)
Evaluate the reliability and
validity of visual information and
media and its/ their sources using
selection criteria. (MIL11/12-
VIM-IVc-9)
Produce and evaluates a creative
visual-based presentation using
design principles and elements.
(MIL11/12-VIM-IVc-10)
Comprehend how visual information
and media are formally and
informally produced, organized, and
disseminated. (MIL11/12VIM-IVc-8)
Produce and evaluates a creative
visual-based presentation using
design principles and elements.
(MIL11/12VIM-IVc-10)
Comprehend how visual
information and media are
formally and informally produced,
organized, and disseminated.
(MIL11/12VIM-IVc-8)
Produce and evaluates a creative
visual-based presentation using
design principles and elements.
(MIL11/12VIM-IVc-10)
Describe the different dimensions
of visual information and media.
(MIL-11/12VIM-IVc-7)
Comprehend how visual
information and media is/are
formally and informally produced,
organized and disseminated.
(MIL11/12-VIM-IVc-8)
Evaluate the reliability and validity
of visual information and media
and its/ their sources using
selection criteria. (MIL11/12-VIM-
IVc-9)
Produce and evaluates a creative
visual-based presentation using
design principles and elements.
(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 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.
A.References
1.Teacher’s Guides/Pages pp. 121- 126 pp. 127- 129 pp. 127- 129 pp. 121- 129
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES 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.
A.Reviewing previous lesson or
presenting the new lesson
Present the topic titles on the
different resources of media
and information:
a. People Media
b. Text
c. Visual
d. Audio
e. Motion
f. Manipulatives / Interactive
g. Multimedia
Review the process of evaluating
reliability and accuracy of visual
media.
Review the Media and Information
Design Framework.
Check the learners’ progress. Ask the learners what they have
learned.
B.Establishing a purpose for the lesson 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
practicing new skills #1
Discuss about visual media and
information.
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment) 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.
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
learners must post their
completed work in their MIL
Portal.
4. In planning for their infographic,
ask the learners to accomplish the
Media and Information Design
Framework
Ask the learner to write a short
paragraph in their ePortfolio about
their evaluation of the activity and
their own learning about becoming
a media literate person.
G.Finding practical/applications of
concepts and skills in daily living
Ask:
How visual media and
information will help you to give
information to others.
Ask:
How the activity will help you to be
more informative?
H. Making generalizations and
abstractions about the lesson
The learners generalize the
underpinning concepts.
I.Evaluating Learning 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.The groups should choose a
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.
The learners will have a quiz.
J.Additional activities for application
or remediation
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?

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MIL DLL August 28- Sept 1, 2017 Grade 12.docx

  • 1. GRADES 1 TO 12 DAILY LESSON LOG SCHOOL Tondol National High School GRADE LEVEL Grade 12- GAS/ TVL TEACHER Carl John C. Carolino LEARNING AREA Media and Information Literacy 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. The learners shall produce a visual-based presentation anchored on design principles and elements C.Learning Competencies/Objectives Write the LC Code for each Describe the different dimensions of visual information and media. (MIL-11/12VIM-IVc-7) Comprehend how visual information and media is/are formally and informally produced, organized and disseminated. (MIL11/12-VIM- IVc-8) Evaluate the reliability and validity of visual information and media and its/ their sources using selection criteria. (MIL11/12- VIM-IVc-9) Produce and evaluates a creative visual-based presentation using design principles and elements. (MIL11/12-VIM-IVc-10) Comprehend how visual information and media are formally and informally produced, organized, and disseminated. (MIL11/12VIM-IVc-8) Produce and evaluates a creative visual-based presentation using design principles and elements. (MIL11/12VIM-IVc-10) Comprehend how visual information and media are formally and informally produced, organized, and disseminated. (MIL11/12VIM-IVc-8) Produce and evaluates a creative visual-based presentation using design principles and elements. (MIL11/12VIM-IVc-10) Describe the different dimensions of visual information and media. (MIL-11/12VIM-IVc-7) Comprehend how visual information and media is/are formally and informally produced, organized and disseminated. (MIL11/12-VIM-IVc-8) Evaluate the reliability and validity of visual information and media and its/ their sources using selection criteria. (MIL11/12-VIM- IVc-9) Produce and evaluates a creative visual-based presentation using design principles and elements. (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.
  • 2. II.CONTENT III.LEARNING RESOURCES 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. A.References 1.Teacher’s Guides/Pages pp. 121- 126 pp. 127- 129 pp. 127- 129 pp. 121- 129 2.Learner’s Materials Pages 3.Textbook Pages 4.Additional Materials from Learning Resources (LR) portal B.Other Learning Resources IV.PROCEDURES 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. A.Reviewing previous lesson or presenting the new lesson Present the topic titles on the different resources of media and information: a. People Media b. Text c. Visual d. Audio e. Motion f. Manipulatives / Interactive g. Multimedia Review the process of evaluating reliability and accuracy of visual media. Review the Media and Information Design Framework. Check the learners’ progress. Ask the learners what they have learned. B.Establishing a purpose for the lesson 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.
  • 3. 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 practicing new skills #1 Discuss about visual media and information. E.Discussing new concepts and practicing new skills #2
  • 4. F.Developing mastery (Leads to formative assessment) 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. 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 learners must post their completed work in their MIL Portal. 4. In planning for their infographic, ask the learners to accomplish the Media and Information Design Framework Ask the learner to write a short paragraph in their ePortfolio about their evaluation of the activity and their own learning about becoming a media literate person. G.Finding practical/applications of concepts and skills in daily living Ask: How visual media and information will help you to give information to others. Ask: How the activity will help you to be more informative? H. Making generalizations and abstractions about the lesson The learners generalize the underpinning concepts. I.Evaluating Learning 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.The groups should choose a 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. The learners will have a quiz. J.Additional activities for application or remediation
  • 5. 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?