GRADES 1 TO 12 DAILY LESSON LOG I.OBJECTIVES A. Content Standards SCHOOL Tukuran Technical-Vocational High School ol GRADE LEVEL Grade 12 TEACHER Quinee R. Illustracion, Sarah Macay, Joraynie Mercado, Dustin Andrew Apiag LEARNING AREA Media and Information Literacy TEACHING DATES AND TIME November 14-18, 2022 QUARTER Second - Week 2 SESSION 1 SESSION 2 SESSION 3 SESSION 4 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. 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. B. Learning Competencies/Objectives Write the LC Code for each Describe the different dimensions of text information and media. (MIL11/12TIM-IVb-3) Comprehend how text information and media is/are formally and informally produced, organized, and disseminated. (MIL11/12TIM-IVb-4) Evaluate the reliability and validity of text information and media and its/ their sources using selection criteria. (MIL11/12TIM-IVb-5) Evaluate the reliability and validity of text information and media and its/ their sources using selection criteria. (MIL11/12TIM-IVb-5) Produce and evaluate a creative text-based presentation using design principles and elements. (MIL11/12TIM-IVb-6) Evaluate the reliability and validity of text information and media and its/ their sources using selection criteria. (MIL11/12TIM-IVb-5) Produce and evaluate a creative text-based presentation using design principles and elements. (MIL11/12TIM-IVb-6) Describe the different dimensions of text information and media. (MIL11/12TIM-IVb-3) Comprehend how text information and media is/are formally and informally produced, organized, and disseminated. (MIL11/12TIM-IVb-4) Evaluate the reliability and validity of text information and media and its/ their sources using selection criteria. (MIL11/12TIM-IVb-5) Produce and evaluate a creative text-based presentation using design principles and elements. (MIL11/12TIM-IVb-6) 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 Text Media and Information Text Media and Information Text Media and Information 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 manipulative materials as well as paper- based materials. Hands- on learning promotes concept development. pp. 112- 117 pp. 118- 120 pp. 118- 120 pp. 112- 120 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. Review the key points in the Review the key points in the Review the learners about the discussion of People Media from discussion of Text Media and topic being discussed. the previous lesson. Information in the previous lesson. Present the topic titles on the Ask some learners to discuss their different resources of media and answers on the things to consider in information: creating their brochures: Tourism a. People Media campaign, election campaign, school b. Text admission and community advisory. c. Visual d. Audio State the learning objectives. 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 of a fraudulent text message: I am Attorney Robert Limco of Happy Cola Company. Congratulations! Your SIM card Ask your learners about the updates on their outputs. Ask them what they know about posters. 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 E.Discussing new concepts and practicing new skills #2 F.Developing mastery (Leads to formative assessment) Discussion: definition, characteristics, format and types, and selection criteria of text. 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. 3. Assign each group based on the topics: a. Group 1 – Tourism Campaign – This brochure will invite the readers to spend their summer vacation in your city. Continuation of making a brochure. Making Typography Posters Continue the Making of Typography 1. Have the learners form groups of 3 Posters Activity. members each. Tell the learners to make a campaign about Drugs through a typography poster. The campaign poster will have a statement consisting of 10-20 words. a. Poster statement example about Child Labor: “Let our children learn and play. Keep 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. 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. 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. 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/applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I.Evaluating Learning Ask: 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 How the activities will help you to be accurate at the same time giving informative facts? The learners generalize the topics being discussed. The learners will have a quiz. Give time for them to review. 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 V.REMARKS VI.REFLECTION 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? Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting. 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. G.What innovation or localized material did I use/discover which I wish to share with Prepared by: SARAH GASSELEE D. MACAY Teacher I Checked by: WILMA C. ALIDO Master Teacher I Approved by: JULIE L. DOLIENTE Principal II