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 9
TIME 3:40-4:40

TOPIC/LESSON NAME Multimedia Information and Media(Lec A)

CONTENT STANDARDS The learners demonstrate an understanding of multimedia, and gain comprehensive knowledge on how to
effectively evaluate them.
PERFORMANCE STANDARDS The learners shall be able to give suggestions for a multimedia project based on the different concepts
discussed.
LEARNING COMPETENCIES • Describe the different dimensions of multimedia information and media. MIL11/12MM-IVij-23
• Comprehend how multimedia information and media are formally and informally produced, organized, and
disseminated. MIL11/12MM-IVij-24
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners must be able to:
• Define multimedia and its characteristics.
• Summarize the design principles and elements in different forms of information and media (text, audio,
visual, motion and manipulative / interactive).
• Identify the advantages and limitations of multimedia.
TIME ALLOTMENT 60 minutes
MATERIALS manila paper / cartolina, markers, adhesive tape, printed activity sheets
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 Tip

Review and Learning Objectives Emphasize that this is a synthesis of all

1. Review the key points in the discussion of Manipulative/Interactive the components of multimedia discussed in
Information and Media in the previous lesson. the previous chapter
2. Present the topic titles on different resources of media and information:
a. People Media
b. Text
c. Visual
d. Audio
e. Motion
f. Manipulatives / Interactive
g. Multimedia
3. Highlight Multimedia Information and Media as the topic for today’s session. State the
objectives of the lesson.

MOTIVATION Teacher Tip

Classifying Media Prepare a downloaded version of the video if

1. Show to the learners a 3-minute multimedia video that explains an advocacy, lesson, or concept. there is no Internet connection at school
2. After they have viewed the video, ask the learners the following questions:
a. What is the video all about?
b. Did the video effectively convey the information to you?
c. What are the components of the video?
d. How did the components contribute to conveying of the information?
INSTRUCTION/DELIVERY

1. Discuss with the learners how, in the past, people used a single, unique medium when presenting information: As discussed in
the first part of the course, people used the human voice as a type of medium until writing was discovered.
2. Over the years, it has been established that information can be expressed through text, speech, sound, graphics or images,
animation, and video. A combination of these media sources is considered multimedia.
3. Dave Marshall defines multimedia as “the field concerned with the computer-controlled integration of text, graphics, drawings,
still and moving images (video), animation, audio, and any other media where every type of information can be represented, stored,
transmitted and processed digitally.”
4. While traditional or analog media still co-exist with computer-controlled media, Savage and Vogel (2009) assert that the
contemporary definition of multimedia is mostly in the digital form. Moreover, both trending and emerging forms of multimedia
are described as ubiquitous, interactive, massive, and immersive.
PRACTICE Teacher Tip

Media and Information Design Framework If learners are having a hard time, ask them
1. Remind the learners that in the previous lessons they have learned about the different types of information and media. For to think about the challenges that they faced
each type, they have learned and made use of design principles and elements for their projects. while working with various formats. What
worked? What helped them? Ask them to
think of those as tips for other learners who
would use the media, what tips/design
principles can they suggest?

2. Display a large version of the table below and put it on the board. Have the learners use meta cards (2 inches x 3 inches cartolina
paper or cardboard) to write down at design principles or tips when working with the different formats. Have the learners post their
answers on the board.
3. Inform the learners that in creating a multimedia content, they have to consider the components of the Media and Information
Design Framework. Review the framework, share this scenario:
You work for a company that creates multimedia content for educational purposes. One day, your supervisor tasks you with the
creation of a multimedia product that talks about how green plants manufacture their own food (photosynthesis), a lesson intended
for Grade 4 students. What are the things that you will have to consider in creating this multimedia product?
ENRICHMENT
EVALUATION
1. Have the learners answer the following questions:
a. What are the advantages and limitations/disadvantages of multimedia products?
2. Answer key/sample answers
a. Advantages - multi-sensorial (sight, hearing, etc.), it can be interactive, caters to a wide audience.
b. Disadvantages - can take up a lot of digital storage, some products may cater to the larger population but neglect some groups
(i.e. persons with disability, non-native language speakers).