School BARAYONG NATIONAL HIGH SCHOOL Grade 11 (ACADEMIC & TVL TRACK)

Teacher GILBERT M. ERASMO JR. Learning Area MEDIA AND INFORMATION LITERACY
Daily Lesson Log Teaching Dates and August 20-24, 2018 Quarter 1st Quarter
Time

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES At the end of the lesson, the learners are able to: At the end of the lesson, the learners
are able to:
• Create an audio-based presentation (podcast) by using tdesign principles and
elements. • Define motion media and information
• Evaluate the audio-based presentation (podcast) through the design principles and and key terms such as: animation,
elements. frames per second (FPS), rendering,
and storyboard.
• Explain the basic steps involved in
producing motion media and
information.
• Classify motion media according to
their format, purpose, method, types,
sources, audience.
At the end of the lesson, the learners
are able to:
• Examine existing motion media and
information on the Internet and identify
their possible source, advantages and
limitations.
• Make a guideline on selecting reliable
motion media and information.
• Critique the effectiveness and
appropriateness of these media by
designing their own criterion.
• Design a storyboard for a motion
media and information.

A. Content Standards The learners demonstrate an understanding of audio media, and gain comprehensive The learners demonstrate an
knowledge on how to effectively evaluate them. understanding of motion media and
information, and gain comprehensive
knowledge on how to effectively
evaluate them.
The learners demonstrate an
understanding of motion media and
information, and gain comprehensive
knowledge on how to effectively
evaluate them.

B. Performance Standards The learners shall produce an audio art presentation anchored on design principles The learners shall be able to produce The learners shall be able to produce an
and elements. an motion-based presentation anchored motion-based presentation anchored on
. on design principles and elements. design principles and elements.

C. Learning Competencies/ • Comprehend how audio information and media are formally and informally produced, • Describe the different dimensions of • Describe the different dimensions of
Objectives organized, and disseminated. motion information and media. motion information and media.
MIL11/12AIM-IVd-13 MIL11/12MIM-IVef15 MIL11/12MIM-IVef15
• Produce and evaluate a creative audio-based presentation using design principles • Comprehend how motion media and • Comprehend how motion media and
and elements. information is/are formally and information is/are formally and
MIL11/12AIM-IVd-14 informally produced, organized and informally produced, organized and
disseminated. disseminated.
MIL11/12MIM-IVef16 MIL11/12MIM-IVef16

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II. CONTENT Lesson 14: Audio Media and Information Lesson 15: Motion Media and
Information
A. Audio Information (definition, types, category, storage, formats, others)
B. Hearing VS Listening A. Flipbook
C. Sound Characteristics and Purposes B. Motion Media (definition, formats,
D. Elements and Principles of Sound Design types, others)
E. Audio-based Presentation (analysis, design, development and evaluation) C. Motion Media and Information
(credibility, validity, advantages,
limitations)
D. Motion Media and Information
Design Principles and Elements
E. Motion-based Presentation
(description, script, storyboard, others)
• Evaluate the reliability/effectiveness
and validity/appropriateness of motion
media and information.
MIL11/12MIM-IVef17
Lesson 16: Manipulatives / Interactive
Media and Information
A. Social Media
B. Interactive Media and Interactivity
C. Interacting with the Internet (social
media, online diagnostic exam, online
game, online shopping)
D. Emerging Interactive Media
E. Manipulatives / interactive
presentation (analysis, design,
development and evaluation)

III. LEARNING various examples of audio media, projector and computer with presentation software, flipbook, blank pad papers, computers with Internet connection,
RESOURCES magazine cutouts with visual information, audio player— computer, mobile phone, adhesives/tape pictures, video clips, articles, printed
other sound recorder activity sheet

A. References
1. Teachers Guide Media and Information Literacy Media and Information Literacy Media and Information Literacy
Audio Information and Media Motion Media and Information (Lec A) Motion Media and Information (Lab A)
(Laboratory) – Page 135 – 138 (Laboratory) – Page 139 – 143 (Laboratory) – Page 144 – 149

2. Learners Guide Pages

3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Heinich, R., Molenda, M., Russel, J. & Smaldino, S. (1999). Instructional Media and Column Five. How to Create Engaging Column Five. How to Create Engaging
Technologies for Learning, 6th ed. NJ: Prentice Hall, Inc. Motion Graphics in four steps. Motion Graphics in four steps. Retrieved
Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung, Chi- Retrieved from from
Kim (2011). Media and Information Literacy: Curriculum for Teachers. UNESCO Press http://www.columnfivemedia.com/how- http://www.columnfivemedia.com/how-
ISBN 978-92-3-104198-3 (EN); 978-959-18-07; 978-959-18-0787-8 (ES) to-createengaging-motion-graphics-in- to-createengaging-motion-graphics-in-
four-steps four-steps
Knapp, Jake. Google Venture. Stanford Knapp, Jake. Google Venture. Stanford
University. 8 Steps to Creating a Great University. 8 Steps to Creating a Great
Storyboard. Retrieved from Storyboard. Retrieved from
http://stanford.edu/class/gsbgen542/ http://stanford.edu/class/gsbgen542/

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 cgi-bin/files/8StepsGreatStoryboarding.
pdf
Shelton, S.M. (2004). Communicating
ideas with film, video and multimedia: A
practical guide to information motion-
media. Carbondale: South Illinois Press
cgi-bin/files/8StepsGreatStoryboarding.
pdf Shelton, S.M. (2004).
Communicating ideas with film, video
and multimedia: A practical guide to
information motion-media. Carbondale:
South Illinois Press

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the .
new lesson
C. Presenting examples instances
of the lesson
D. Discussing new concepts and
practicing new skills#1

E. Discussing new concepts and

practicing new skills#2
F. Developing mastery
(Lead to formative
assessment)

G. Finding practical application of

concepts and skills in daily
living.
H. Making generalization and
abstraction about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. 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 them relevant questions.
A. No of learners who earned in ____ out of ____ students earned 80% on formative assessment ____ out of ____ students earned 80% ____ out of ____ students earned 80%
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 the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson works?
No of learners who have
caught up with the lesson
D. No. of learners who continue
require remediation
E. Which teaching strategies
worked well? Why this these
work
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials dis I use/discover
which I wish to share with other
learners?
on formative assessment
____ learners need activities for remediation ____ learners need activities for
remediation
____ learners have caught up after the remedial ____ learners have caught up after the
remedial
I related the topic/ concept with student’s personal experiences I related the topic/ concept with student’s
personal experiences
Dealing with absenteeism of slow learners which affects the time for their remedial Dealing with absenteeism of slow
learners which affects the time for their
remedial
Relating concepts with student’s experiences Relating concepts with student’s
experiences
on formative assessment
____ learners need activities for
remediation
____ learners have caught up after the
remedial
I related the topic/ concept with
student’s personal experiences
Dealing with absenteeism of slow
learners which affects the time for their
remedial
Relating concepts with student’s
experiences

Submitted to:

SYLVIA A. FERNANDEZ
Principal I

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