GRADES 1 TO 12 SCHOOL LEON GUINTO MEMORIAL COLLEGE, INC.

GRADE LEVEL 12- HUMSS BLK 1

DAILY LESSON LOG TEACHER CHRISTIAN MARK A. AYALA LEARNING AREA MEDIA AND INFORMATION
LITERACY
TEACHING DATES AND MONDAY TO THURSDAY QUARTER Second/ SESSION 6
TIME 3:40-4:40

TOPIC/LESSON NAME Audio Information and Media (Lab)

CONTENT STANDARDS The learners demonstrate an understanding of audio media, and gain comprehensive knowledge on how
to effectively evaluate them.
PERFORMANCE STANDARDS The learners shall produce an audio art presentation anchored on design principles and elements.
LEARNING COMPETENCIES • Comprehend how audio information and media are formally and informally produced, organized, and
disseminated. MIL11/12AIM-IVd-13
• Produce and evaluate a creative audio-based presentation using design principles and elements.
MIL11/12AIM-IVd-14
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners must be able to:
• Create an audio-based presentation (podcast) by using the design principles and elements.
• Evaluate the audio-based presentation (podcast) through the design principles and elements.
TIME ALLOTMENT 120 minutes
MATERIALS various examples of audio media, projector and computer with presentation software, magazine cutouts
with visual information, audio player— computer, mobile phone, other sound recorder
RESOURCES Media and Information Literacy in the 21st Century by; Angelito P. Bautista Jr. & Jessica Mariz R.
Ignacio, Brilliant Creations Pub.
Teaching Guide for Senior High School MEDIA AND INFORMATION LITERACY Philippine Normal
University

PROCEDURES MEETING LEARNER’S NEED

INTRODUCTION Teacher Tips

• Emphasize the need for creativity.
1. Have the learners listen to a podcast. • Feature podcasts from iTunes U. UP has an
2. Review the design elements and principles relative to creating a podcast. iTunes University Channel that can be
accessed via iTunes (Mac, Windows, iPhone,
iPod) or Tunesviewer
(Android).
MOTIVATION
INSTRUCTION/DELIVERY
PRACTICE
Teacher Tips
• Be ready to answer queries or provide
Producing Podcasts assistance in doing the practical activity.
1. Divide the learners into small groups. Have the learners plan to design a podcast about their school, class subject, or a class or • Note that podcasts are audio, and should
school activity or advocacy. have the learners’ output be audio only.
2. As a guide for the podcast planning, ask them to answer the questions below (Media and Information Design Framework). • Podcasts cover everything from news and
Inform each group that they are to create a 5-minute podcast on their topic using any recording device and computer software. politics to sports and music.

3. Briefly explain to the learners the general procedure for creating a podcast:
a. Planning - choosing a topic and answering the guide questions
b. Pre-recording - choosing your equipment and software for recording
c. Creating your Podcast - audio recording and converting to MP3
d. Uploading your Podcast - choosing where to upload through RSS Feed
4. Informing people about the Podcast
5. Explain the rubrics for assessment of learner’s output.
6. After completing the activity, have each group submit their output (podcast) to the MIL Portal.
7. Have the learners write a short reflection on what they learned about podcasts, as well as the mportance of sound or audio in
media production (to be posted on to their blogs).
ENRICHMENT
EVALUATION Teacher Tips

• Podcasts may be tough for learners who are

Group Listening not used to consuming audio-only content.
1. Have each group play their podcast to the class. Use their reactions (boredom, losing interest,
2. Give other learners the opportunity to comment or critique the presentation using the rubrics below to assess the group’s output. etc.) to discuss how audio-only content should
3. Ask the learners to write a short paragraph evaluating the activity and have them post their paragraphs on their ePortfolio. be different compared to audio-visual and
4. All outputs including reflections should be submitted at the MIL Portal and licensed under CC. visual-only media.
• You may use the same rubric for individual
or group projects.