School SAN NICOLAS NATIONAL HIGH SCHOOL Grade Level GRADE 12

DAILY LESSON LOG Teacher DOMINADOR BENJAMIN G. BERNABE Learning Area MEDIA & INFORMATION TECHNOLOGY
Teaching Date and Time OCTOBER 1-5, 2018 Semester/Quarter 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 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 The learners shall understand the similarities and differences of people as a medium of information.
Standards
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 Comprehend how text
and media is/are formally and Produce and evaluate a creative information and media is/are
informally text-based presentation using Produce and evaluate a formally and informally
design principles and elements. creative text-based
C. Learning produced, organized, and produced, organized, and
Competencies/ (MIL11/12TIM-IVb-6) presentation using design
disseminated. (MIL11/12TIM-IVb- disseminated. (MIL11/12TIM-IVb-
Objectives principles and elements.
4) (MIL11/12TIM-IVb-6) 4)

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. (MIL11/12TIM-
IVb-5)
 Produce and evaluate a creative
text-based presentation using
design principles and elements.
(MIL11/12TIM-IVb-6)

II. CONTENT Text Media and Information

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
pp. 112- 117 pp. 118- 120 Page 131-138 Page 131-138
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resource Portal
B. Other Learning Resources Laptop, Computer, Powerpoint Laptop, Computer, Powerpoint Presentation Laptop, Computer, Powerpoint Laptop, Computer, Powerpoint
Presentation Presentation 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
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
IV. PROCEDURES
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
discussion of People Media from
the previous lesson.
A. Reviewing previous lesson Present the topic titles on the
or presenting the new different resources of media and
lesson
information:
a. People Media
b. Text
Review the key points in the Ask your learners about the Review the learners about the
discussion of Text Media and updates on their outputs. topic being discussed.
Information in the previous lesson.
Ask some learners to discuss their
answers on the things to consider
in creating their brochures:
Tourism
campaign, election campaign,
school admission and community
advisory.

B. Establishing a purpose for
the lesson
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
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 text-based

messages are powerful.

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
Discussion: definition,
characteristics, format and types,
and selection criteria of text.

E. Discussing new concepts

and practicing new skills #2
Divide the class into four groups.
2. Have the learners imagine that
each group is an
advertising firm. The task for each
group is to discuss creating a
brochure for a client with specific
needs.
F. Developing Mastery
3. Assign each group based on the
topics:
Making Typography Posters Continue the Making
Typography Posters Activity.
1. Have the learners form groups of
3 members each. Tell the learners
to identify an advocacy or issue
that they would like to campaign
about through a typography poster
design. The campaign poster
will have a statement consisting of
10-20 words.

a. Group 1 – Tourism Campaign –

This brochure will invite the
readers to spend their summer a. Poster statement example: “Let
our children learn and play. Keep
vacation in your city. them in schools. Stop child
b. Group 2 – Election Campaign –
This brochure will promote to the
readers a local politician
who will run for mayor in the
upcoming
election.
c. Group 3 – School Admission –
This brochure will advertise to the
readers a college/university
in your place.
d. Group 4 – Community Advisory
– This brochure will inform the
readers about the new policy for
garbage collection schedule and
segregation in your community.
Have the learners identify the
appropriate content for the
brochure based on the Media and
Information Design Framework.
Using the manila
paper and markers, the learners
will provide answers in the table.
labor.”
2. Remind the learners of the
principles of design. Bearing in
mind the principle of contrast, have
them make some text elements
large or bold while other text
elements are thin or small to create
visual interest. The learners may
also use basic shapes, lines, and
some symbols in this design
activity.
3. Give the MIL Design Framework
to give focus and guidance in the
planning phase.
4. In the bottom part of a poster,
include an explanation (150-200
words) about the campaign.
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 Ask:
applications of concepts
and skills in daily living How the activities will help you to
be accurate at the same time
giving informative facts?

H. Making Generalizations and The learners generalize the topics

abstractions about the
lesson
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.
I. Evaluating Learning
being discussed.
Presentations The learners will have a quiz.
Give time for them to review.
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
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?
 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 which I wish to
share with other teachers?

Prepared by: Checked:

DOMINADOR BENJAMIN G. BERNABE ALMARIO S. RUIZ

Teacher I Head Teacher

MRS. ELIZA C. VEDANIA

School Principal IV