Topic/Lesson Name Content Standards Performance Standards Learning Competencies

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 8
TIME 3:40-4:40
TOPIC/LESSON NAME Motion Media and Information (Lab A)

CONTENT STANDARDS The learners demonstrate an understanding of motion media and information, and gain comprehensive
knowledge on how to effectively evaluate them.
PERFORMANCE STANDARDS The learners shall be able to produce an motion-based presentation anchored on design principles and
elements.
LEARNING COMPETENCIES • Describe the different dimensions of motion information and media. MIL11/12MIM-IVef15
• Comprehend how motion media and information is/are formally and informally produced, organized
and disseminated. MIL11/12MIM-IVef16
• Evaluate the reliability/effectiveness and validity/appropriateness of motion media and information.
MIL11/12MIM-IVef17
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners must be 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.
TIME ALLOTMENT 120 minutes
MATERIALS computers with Internet connection, pictures, video clips, articles, printed activity sheet
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 key concepts from the previous lesson. Some examples of motion media and
• State the lesson objectives for this lesson. information are animations, videos, live
streaming, screencasts, others as well as
plays, flash mob, others.
MOTIVATION
INSTRUCTION/DELIVERY Teacher Tip
Optional technical methods for advanced
• Discuss with the learners the basic methods on determining the credibility of motion media: learners: Math and physics add up – certain
• Validity of information – Is it peer reviewed and verifiable movements are determined by law of
• Source - Primary or secondary source? Does the video capture the actual event or does it simply present information learned about physics. Simply put objects often have
an event natural movements (bouncing of a ball,
• Relationship of the author to the event – Does he have firsthand knowledge falling to the ground, etc.). Such
• Technical methods of detecting tampering/fake video: movements must reflect what we see in
• Smoothness of video – This is often detected when movements are not smooth; when action seems to jump from one position to actual life.
another, as if some action was missing
• Lighting coverage matches - One way to detect lighting matches is to look at the shadows; the source of light determines the size
and direction of the shadow
• Scale and size consistent- scale refers to how the size of the objects in reference to one another are near the real thing. If the picture
is reduced or enlarged by a certain percent then all of the objects should be resized by that percent. Objects that are far away are
usually smaller than objects that are nearer.
• Discuss with the learners the advantages of motion media and information:
• It captures motion in a manner that can be viewed repeatedly
• It can show processes in detail and in sequence
• Simulations allow for safe observation
• It can cut across different cultures and groups
• It allows scenes, history, events and phenomenon to be recreated
• It enables learning with emotions
• Discuss with the learners the limitations of motion media and information:
• Compared to other forms of visual media the viewer cannot always interrupt the presentation.
• It is often times more costly than other forms of visual media.
• Other data may be presented best using still images. Examples are graphs, diagrams, maps.
• It is subject to misinterpretation
PRACTICE
• Using the same grouping last meeting, instruct the learners share what they have written in their reflection essay.
• From the group discussion, let them choose one motion media that they are most familiar with and evaluate it using Media and
Information Design Framework.
• Synthesize by explaining that while there is a plethora of motion media, appropriate consumption of motion media depends on the
factors stated above and that proper evaluation of the media is important.
ENRICHMENT
EVALUATION Teacher Tips
• Provide a one page summary of the
• Have learners read on storyboards using any of the following sites: articles
• Columnfivemedia. How to Create Engaging Motion Graphics in Four Steps. Retrieved from • Learners might request for more time
http://www.columnfivemedia.com/how-to-create-engaging-motion-graphics-in-four-steps outside class hours. It is better to look at
• Stanford. * Great Steps in Creating A Great Storyboard. Retrieved from http://stanford.edu/ class/gsbgen542/cgi their output at the end of the class and give
bin/files/8StepsGreatStoryboarding.pdf learners feedback so they would know how
• Group the learners into groups of four for a mini-project . Ask them to choose a topic agreed upon as a group. Tell the learners to proceed with their project.
“Think of your target audience for your chosen topic. How would you present the topic to your audience using motion media and • Allow individual work in special cases
information? What is your message? What do you need to know about your message and your audience? Write your thoughts and • Go around the room and offer assistance
questions on a sheet of paper.” and feedback. Provide feedback in the form
• Have learners plan their script and storyboard. The story should be played out in 1 minute. Steps in creating a storyboard: of questions rather than suggestions or
• Create a timeline of your story. This will allow you to identify key events in your story. judgements. This will encourage the to
• Draw a mind map. Tell learners ” A mind map will help flesh out all ideas that you have. Write down all your ideas and draw lines think of their project more thoroughly
to indicate the connections of these ideas.” without being limited to your own
• Identify key scenes. Tell learners ”Now let us start your storyboard. Get/give a manila paper. Fold it into 8 squares. For each preferences or ideas.
square, draw 3 lines at the bottom. The space above is where you draw your key scenes. The lines below are where you write the
details.”
• Groups should submit their outputs the following format:
A. Mini Project Description (Those in italics are sample answers)
Group #:
Name of Members:
Topic : Bullying
Audience : Children age 13-16
Description of Audience: High school children who are leaders in their school
Message: Bullying can happen anywhere. Bullying must not be allowed in school.
Teacher Tips
• Check the output of each group- the
format,, flow and continuity of their
stories.
• The output may be very raw. What is
important is that students are able to
determine key sequences in their story.
• You may not have enough time to
evaluate their work and return their papers
in time for the next meeting.
Consider self evaluation by learners or peer
evaluation by other groups.

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

GRADE LEVEL 12- HUMSS BLK 1

TOPIC/LESSON NAME Motion Media and Information (Lab A)

PROCEDURES MEETING LEARNER’S NEED

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