School BARAYONG NATIONAL HIGH SCHOOL
Teacher GILBERT M. ERASMO JR.
Daily Lesson Log Teaching Dates and August 13-17, 2018
Time
SESSION 1
I. OBJECTIVES At the end of the lesson, the learners
must be able to:
• Identify the different types of visual
content.
• Describe the purposes of visual media
and information.
• Analyze the design principles and
elements used in a given visual media.
• Critique the effectiveness of visual
information.
A. Content Standards The learners demonstrate a familiarity
with visual media and gains
comprehensive knowledge on how to
effectively evaluate them.
B. Performance Standards The learners shall produce a visual-
based presentation anchored on design
principles and elements
C. Learning Competencies/ • Describe the different dimensions of
Objectives visual information and media
MIL-11/12VIM-IVc-7
• Comprehend how visual information
and media is/are formally and informally
produced, organized and disseminated.
MIL11/12-VIM-IVc-8
Grade 11 (ACADEMIC & TVL TRACK)
Learning Area MEDIA AND INFORMATION LITERACY
Quarter 1st Quarter
SESSION 2 SESSION 3 SESSION 4
At the end of the lesson, the learners must be able to: At the end of the lesson, the learners
must be able to:
• Create a visual-based presentation (infographics) using design principles and
elements. • Identify the different types of audio
• Evaluate the visual-based presentation (infographics) through design principles and content.
elements. • Describe the purposes of audio media
and information.
• Analyze the design principles and
elements used in a given audio media.
• Critique the effectiveness of particular
audio information.
The learners demonstrate an understanding of the different sources of media and The learners demonstrate an
information, their design principles and elements, and their selection criteria. understanding of audio media and
information, and gain comprehensive
knowledge on how to effectively evaluate
them.
The learners produce a visual-based presentation anchored in design principles and The learners shall be able to produce an
elements. audio-based presentation anchored on
design principles and elements
• Comprehend how visual information and media are formally and informally • Describe the different dimensions of
produced, organized, and disseminated. audio information and media.
MIL11/12VIM-IVc-8 MIL-11/12AIM-IVd-11
• Produce and evaluates a creative visual-based presentation using design principles • Discuss how audio information and
and elements. media is/are formally and informally
MIL11/12VIM-IVc-10 produced, organized, and disseminated.
MIL11/12-AIM-IVd-12

• Evaluate the reliability and validity of
visual information and media and its/
their sources using selection criteria.
MIL11/12-VIM-IVc-9
• Produce and evaluates a creative
visual-based presentation using design
principles and elements.
MIL11/12-VIM-IVc-10
II. CONTENT Lesson 13: Visual Media and Information
A. The Power of Visual Content
B. Visual Media and Information
(definition, types, purpose, production,
others)
C. Visual Design Elements
D. Visual Design Principles
E. Visual-based Presentation (analysis,
design, development and evaluation)
III. LEARNING RESOURCES computer with presentation software and
projector, different example son visual
media and information, pictures, printed
log activity
A. References
1. Teachers Guide Media and Information Literacy
Visual Information and Media
(Lecture) – Page 121 – 126
2. Learners Guide Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Composition and the Elements of Visual
Design. Retrieved from http://
photoinf.com/General/Robert_Berdan/
• Evaluate the reliability and validity of
audio information and media and their
sources using selection criteria.
MIL11/12-AIM-IVd-13
• Produce and evaluate a creative audio-
based presentation using design
principles and elements. MIL11/12-AIM-
IVd-14
Lesson 13: Visual Media and Information Lesson 14: Audio Media and Information
A. The Power of Visual Content A. Audio Information (definition, types,
B. Visual Media and Information (definition, types, purpose, production, others) category, storage, formats, others)
C. Visual Design Elements B. Hearing VS Listening
D. Visual Design Principles C. Sound Characteristics and Purposes
E. Visual-based Presentation (analysis, design, development and evaluation) D. Elements and Principles of Sound
Design
E. Audio-based Presentation (analysis,
design, development and evaluation)
computers with Internet connection, references and resources, printed activity sheet various examples of audio media,
projector and computer with presentation
software, magazine cutouts with visual
information, audio player— computer,
mobile phone, other sound recorder
Media and Information Literacy Media and Information Literacy
Visual Information and Media Audio Information and Media
(Laboratory) – Page 127 – 130 (Lecture) – Page 131 – 134
Robins, W. (2008). The Non-Designer’s Design Book: Design and Typographic Heinich, R., Molenda, M., Russel, J. &
Principles for the Visual Novice. Peachpit Press. Smaldino, S. (1999). Instructional Media
and Technologies for Learning, 6th ed.
 Composition_and_the_Elements_of_Vis NJ: Prentice Hall, Inc.
ual_Design.htm Wilson, Carolyn; Grizzle, Anton; Tuazon,
Marvin Bartel. Retrieved from Ramon; Akyempong; Kwane; Cheung,
http://www.incredibleart.org/files/ Chi-Kim (2011). Media and Information
elements2.htm Literacy: Curriculum for Teachers.
Some Ideas about Composition and UNESCO Press ISBN 978-92-3-104198-
Design Elements, Principles and Visual 3 (EN); 978-959-18-07; 978-959-18-
Effects. Retrieved from 0787-8 (ES)
https://www.goshen.edu/art/ed/
Compose.htm#elements
The Power of Visual Content
[Infographic]. Retreived from http://
www.demandgenreport.com/industry-
topics/rich-media/2906-thepower-of-
visual-content-
infographic.html#.VUDqrfnF_r3

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
A. No of learners who earned in
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?
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.
____ out of ____ students earned 80% ____ out of ____ students earned 80% on formative assessment ____ out of ____ students earned 80%
on formative assessment on formative assessment
____ learners need activities for ____ learners need activities for remediation ____ learners need activities for
remediation remediation
____ learners have caught up after the ____ learners have caught up after the remedial ____ learners have caught up after the
remedial remedial
I related the topic/ concept with I related the topic/ concept with student’s personal experiences I related the topic/ concept with student’s
student’s personal experiences personal experiences
Dealing with absenteeism of slow 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 learners which affects the time for their
remedial remedial
Relating concepts with student’s Relating concepts with student’s experiences Relating concepts with student’s
experiences experiences

Submitted to:

SYLVIA A. FERNANDEZ
Principal I