School Guisad Valley National High School Grade Level Grade 12

DAILY Teacher NOVER KEITHLEY S. MENTE Learning Area Media and Information Literacy
LESSON LOG Teaching Dates and October 14 - 18, 2019 (HumSS 12B, 1:00 – 3:00, M; 2:00-3:00 T, Th) Second Quarter, 1st Semester, S.Y.
Quarter
Time (HumSS 10:00 – 11:00 W, Th, F; 11:00 – 12:00 F) 2019 -2020
DAY 1 DAY 2 DAY 3 DAY 4
I. WEEKLY OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the legal, ethical, and societal issues in the use of media and information.
The learners shall be able to conduct a case study on an offense, investigation, or decision pertaining to any of the media and information issues within their
B. Performance Standards
community.
MIL11/12MPIM-IVgh-20
MIL11/12MPIM-IVgh-22
Comprehend how manipulative
Produce and evaluate a creative
information and media is /are
manipulative-based presentation
formally and informally produced,
using design principle and
organized, and disseminated
elements.
C. Learning Competencies MIL11/12MPIM-IVgh-21 SECOND QUARTER EXAMINATIONS SECOND QUARTER EXAMINATIONS
MIL11/12MM-IVij-23
Evaluate the reliability and validity
Describes the different dimension
of manipulative information and
of multimedia information and
media and its/their sources using
media.
selection criteria

 Define multimedia and its

characteristics.

• Summarize the design principles  Follow instructions carefully. • Follow instructions carefully.
 Create manipulatives / interactive and elements in different forms of  Answer all the test items correctly • Answer all the test items correctly
Specific Objectives media by making an online information and media (text, audio, and pass all the examinations taken. and pass all the examinations taken.
interactive form. visual, motion and manipulative /  Submit any final requirements missed • Submit any final requirements
interactive). for the Second Quarter. missed for the Second Quarter.

• Identify the advantages and

limitations of multimedia.
Manipulative Information
Multimedia Information and Media TEST ADMINISTRATION FOR THE TEST ADMINISTRATION FOR THE
II. CONTENT and Media
FIRST QUARTER EXAMINATIONS FIRST QUARTER EXAMINATIONS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
Resources Resources
Norton, P. (2006). Introduction to Norton, P. (2006). Introduction to
Computers. McGraw-Hill Education. Computers. McGraw-Hill Education.
B. Other Learning Resources
Marshall, D. (2001). History of Marshall, D. (2001). History of
Multimedia. Retrieved from Multimedia. Retrieved from
www.cs.cf.ac.uk www.cs.cf.ac.uk
 School Guisad Valley National High School Grade Level Grade 12
DAILY Teacher NOVER KEITHLEY S. MENTE Learning Area Media and Information Literacy
LESSON LOG Teaching Dates and October 14 - 18, 2019 (HumSS 12B, 1:00 – 3:00, M; 2:00-3:00 T, Th) Second Quarter, 1st Semester, S.Y.
Quarter
Time (HumSS 10:00 – 11:00 W, Th, F; 11:00 – 12:00 F) 2019 -2020
DAY 1 DAY 2 DAY 3 DAY 4
Savage, T.M. & Vogel, K.E. (2009). An Savage, T.M. & Vogel, K.E. (2009). An
introduction to digital multimedia. introduction to digital multimedia.
Jones and Bartlett Publishers. Jones and Bartlett Publishers.
IV. PROCEDURES
Explain the lesson’s objectives to the Review the key points in the I . Preliminary Act I . Preliminary Act
A. Reviewing yesterday’s lesson or learners. discussion of Manipulative/Interactive 1. Inspect the room and make sure 1. Inspect the room and make sure
Presenting the new lesson Information and Media in the previous that: that:
lesson. a. it is clean and free from litter; a. it is clean and free from litter;
Demonstrate how to create an online Present the topic titles on different b. it is properly ventilated and well- b. it is properly ventilated and well-
form (e.g. Google Forms), how to ask resources of media and information: lighted lighted
people to fill up the a. People Media c. the chairs are arranged according to c. the chairs are arranged according
form, and how to collect and use the b. Text proper distance to proper distance
B. Establishing a purpose for the lesson data. c. Visual
d. Audio 2. Direct students to put their bags in 2. Direct students to put their bags
e. Motion front. Check their seats for any other in front. Check their seats for any
f. Manipulatives / Interactive materials unnecessary in taking the other materials unnecessary in
g. Multimedia exam. taking the exam.
C. Presenting examples/ instances of the Highlight Multimedia Information and
new lesson Media as the topic for today’s session Distribution of Test Questionnaires Distribution of Test Questionnaires
Making an Online Form Classifying Media
1. Divide the learners into 8 groups of 1. Instruct students to check the 1. Instruct students to check the
4 or 5. 1. Show to the learners a 3-minute number of pages. Guide them in number of pages. Guide them in
2. Instruct each group to think of a multimedia video that explains an browsing each page. browsing each page.
topic for survey research wherein the advocacy, lesson, or concept.
respondents will be the class. 2. Remind students to read all 2. Remind students to read all
3. Instruct the groups to pick 5 instructions carefully. instructions carefully.
2. After they have viewed the video,
questions to use for the survey
4. To prepare for the project, have ask the learners the following
II. Test Proper II. Test Proper
each group fill in the table below: questions:
1. While the test is going on, roam 1. While the test is going on, roam
Component Guide Questions Answers a. What is the video all about? around to check for any unneccessary around to check for any
materials around students’ arm chairs. unneccessary materials around
 Target Audience b. Did the video effectively convey Instruct them to put it inside their students’ arm chairs. Instruct them
D. Discussing new concepts and practicing the information to you? bags. to put it inside their bags.
new skills 1
Who are the respondents?
c. What are the components of the 2. Monitor students for any collution or 2. Monitor students for any collution
 Sender/Author video? forms of cheating. Call their attention or forms of cheating. Call their
discreetly and give a warning. attention discreetly and give a
 Who is the researcher? d. How did the components contribute warning.
III. Test Retrieval
to conveying of the information?
Key content III. Test Retrieval
1. Collect the Test Questionnaires with
 What are the survey students’ answers systematcially. 1. Collect the Test Questionnaires
questions? with students’ answers
Discuss with the learners how, in the 2. If the subject teacher requested for systematcially.
Purpose past, people used a single, unique checking of papers, instruct students
medium when presenting information: to turn in their papers clockwise. The 2. If the subject teacher requested
 What is the research problem? As discussed in the first part of the checker should write her name and for checking of papers, instruct
 School Guisad Valley National High School Grade Level Grade 12
DAILY Teacher NOVER KEITHLEY S. MENTE Learning Area Media and Information Literacy
LESSON LOG Teaching Dates and October 14 - 18, 2019 (HumSS 12B, 1:00 – 3:00, M; 2:00-3:00 T, Th) Second Quarter, 1st Semester, S.Y.
Quarter
Time (HumSS 10:00 – 11:00 W, Th, F; 11:00 – 12:00 F) 2019 -2020
DAY 1 DAY 2 DAY 3 DAY 4
course, people used the human voice affix her signature below the front students to turn in their papers
Form / Style as a type of medium until writing was page. clockwise. The checker should write
discovered. her name and affix her signature
 What are considered in 3. Read aloud the Key to Correction as below the front page.
designing the electronic form? 2. Over the years, it has been students check the items. Have them
count the correct number of answers 3. Read aloud the Key to Correction
established that information can be
 What is the software used for and write the total above the answer as students check the items. Have
creating the electronic expressed through text, speech, sheet. them count the correct number of
form? sound, graphics or images, animation, answers and write the total above
and video. A combination of these 4. Collect the test papers and answer the answer sheet.
Medium / Format media sources is considered sheets systematically from the highest
multimedia. scores to the lowest. 4. Collect the test papers and
 How would you implement answer sheets systematically from
the electronic form? 5. Pile the test papers properly and the highest scores to the lowest.
submit to the concerned subject
teacher. 5. Pile the test papers properly and
Dave Marshall defines multimedia as submit to the concerned subject
“the field concerned with the teacher.
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.”
E. Discussing new concepts and practicing
new skills 2 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.
Remind the learners that in the
previous lessons, they have learned
about the different types of
information and media. For each
type, they have learned and made use
Using any Internet application or
of design principles and
computer software, each group must
F. Developing mastery elements for their projects.
create an online form that can then be
filled up by their classmates.
Text
Audio
Visual
Motion
Interactive/
 School Guisad Valley National High School Grade Level Grade 12
DAILY Teacher NOVER KEITHLEY S. MENTE Learning Area Media and Information Literacy
LESSON LOG Teaching Dates and October 14 - 18, 2019 (HumSS 12B, 1:00 – 3:00, M; 2:00-3:00 T, Th) Second Quarter, 1st Semester, S.Y.
Quarter
Time (HumSS 10:00 – 11:00 W, Th, F; 11:00 – 12:00 F) 2019 -2020
DAY 1 DAY 2 DAY 3 DAY 4
Manipulative

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.

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:

Create a document or post where the You work for a company that creates
links of all online forms of the class multimedia content for educational
G. Finding practical applications of
shall be made available. Provide purposes. One day, your
concepts and skills in daily living
enough time for all students to supervisor tasks you with the creation
answer all surveys. 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?

After all respondents have answered

the forms, the group should then
H. Making generalizations and collate the data and save it on a Have students briefly summarize the
abstractions about the lesson worksheet. The learners should lesson for the day.
create charts or graphs to display the
survey results.
The learners must also come up with a
write up of the survey problem, Have the learners answer the
I. Evaluating learning present the data in graphical form, following questions:
and give their data analysis of the
results.
 School Guisad Valley National High School Grade Level Grade 12
DAILY Teacher NOVER KEITHLEY S. MENTE Learning Area Media and Information Literacy
LESSON LOG Teaching Dates and October 14 - 18, 2019 (HumSS 12B, 1:00 – 3:00, M; 2:00-3:00 T, Th) Second Quarter, 1st Semester, S.Y.
Quarter
Time (HumSS 10:00 – 11:00 W, Th, F; 11:00 – 12:00 F) 2019 -2020
DAY 1 DAY 2 DAY 3 DAY 4
a. What are the advantages and
limitations/disadvantages of
multimedia products?

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).
Post-activity, have each learner write
J. Additional activities for application or a short reflection about the activity,
remediation and how it might have helped them
become more media-literate.

REMARKS

IV. REFLECTION

Prepared by: Checked & Noted:

NOVER KEITHLEY S. MENTE LUCIA T. CASIM

Subject Teacher School Principal I