School PASIAN NATIONAL HIGH SCHOOL Grade Level XI

GRADES 1 TO 12
DAILY LESSON LOG Teacher REIMUEL M. BISNAR Learning Area EMPOWERMENT TECHNOLOGIES
Teaching Date and Time MAY 23, 2022 | 3:00 P.M. – 4:00 P.M. Quarter FOURTH QUARTER

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
The learners demonstrate an understanding of how to manipulate text, graphics, and images to create ICT content intended for an
online environment
The learners shall be able to:
at the end of the 2-week period independently apply the techniques of image manipulation and graphic design to create original or
derivative ICT content from existing images, text and graphic elements for use in specific professional tracks.
Learning Competency:
Use image manipulation techniques on existing images to change or enhance their current state to communicate a message
for a specific purpose (CS_ICT11-ICTPT-Ic-d-7)
Objectives:
• explain the meaning and principles of visual message design of infographic,
• practice creativity in creating an appealing infographic by conceptualizing a clear idea on it,
• display oneness in coming up with ideas
.
PRINCIPLES OF VISUAL MESSAGE DESIGN OF INFOGRAPHIC
Empowerment Technologies by IT Works Inc. pp. 105 - 108
Empowerment Technology for Senior High School ADM Quarter 1 – Module 2: Productivity Tools, First Edition 2019 by Department
of Education – Alternative Delivery Mode (DepEd-ADM)
Cook, K. (June 2014). Reviewing Previous Learning [Journal].
Retrieved from http://teachingonpurpose.org/journal/reviewing-previous-learning
Davies, K. 10 Differences Between Dogs and Cats Infographic [Image File].
Retrieved from https://petloverguy.com/differences-between-cats-and-dogs/10-differences-between-dogs-and-cats-
infographic
David McCandless. (2010). The beauty of data visualization [Video File].
Retrieved from https://www.ted.com/talks/david_mccandless_the_beauty_of_data_visualization
Keen, C. University Study Finds Random Student Selection Keep Students Engaged. San Clemente, CA: Kagan Publishing. Kagan
Online Magazine, Fall 2006. www.KaganOnline.com
Matthew Joseph. (October 2, 2019). Strategies to Increase Critical Thinking Skills in students .

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 Retrieved from https://www.teachbetter.com/blog/strategies-to-increase-critical-thinking-skills-in-students
Meyer, H. (2003). Novice and Expert Teachers’ Conceptions of Learners’ Prior Knowledge. In Wiley InterScience
Olivia Hanifan. (January 03, 2022). Interactive Quizzes & Games for the Classroom.
Retrieved from https://www.mentimeter.com/blog/interactive-classrooms/interactive-quizzes-to-make-the-classroom-fun
Parry, N. (November 26, 2016). Multiple intelligences in the classroom.
Retrieved from https://www.acornhouse.school/2016/11/26/multiple-intelligences-
classroom/#:~:text=By%20applying%20the%20theory%20of,each%20learner%20to%20utilise%20his
Prince, M. J., & Felder, R. M. (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases.
Rebecca Alber. (March 18, 2019). Using Video Content to Amplify Learning.
Retrieved from https://www.edutopia.org/article/using-video-content-amplify-learning
Shanna Fox (May 8, 2019). Making Generalizations Activities. (2019, May 8).
Retrieved from https://study.com/academy/lesson/making-generalizations-activities.html.
Strangman, N., & Hall, T. (2004). Background Knowledge. Wakefield, MA: National Center on Accessing the General Curriculum.
Feb.
2014.
The Center for Public Education (2007). Key Lessons: What Research Says About the Value of Homework
Retrieved from https://www.readingrockets.org/article/key-lessons-what-research-says-about-value-homework
The William & Ida Friday Institute for Educational Innovation. 2. Monitoring Progress: Helping Your Students Track Their Goals .
Retrieved from https://microcredentials.digitalpromise.org/explore/2-monitoring-progress-helping-your-students-track-
Vectorstock. Cats and dogs infographic vector image [Image File].
Retrieved from https://www.vectorstock.com/royalty-free-vector/cats-and-dogs-infographic-vector-6374994
Venngage. The Ultimate Infographic Design Guide: 13 Tricks For Better Designs.
Retrieved https://venngage.com/blog/infographic-design
Yii. (June 2018). Little things of Internet 2018.- Infographics Animation [Video File].
Retrieved from https://www.youtube.com/watch?v=sLnC8cNO7Wc
C. Indicators 1. Apply knowledge of content within and across curriculum teaching areas.
Practical Research 1 - Cites Related Literature Using Standard Style (S_RS11-IIIf-j-2)
(Please see Activity 5 pp. 8 )

2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
(Please see Activity 6 pp. 9)

3. Use effective verbal and non-verbal classroom communication strategies to support learner understanding, participation.
engagement and achievement.
(Please see Review of the Previews Lesson, Activity 2 pp. 5, Activity 3 pp. 6, Activity 4 pp. 7, Activity 6 pp. 9)

4. Establish safe and secure learning environments to enhance learning through the consistent implementation of policies,
guidelines and procedures.
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 (Please see Preliminaries pp. 3 & all other activities)

5. Maintain learning environments that promote fairness, respect and care to encourage learning.
(Please see Preliminaries pp. 3 & all other activities)

6. Maintain learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning**
(Please see Preliminaries pp. 3 & all other activities)

7. Apply a range of successful strategies that maintain learning environments that motivate learners to work productively by
assuming responsibility for their own learning**
(Please see Activity 2 pp. 5, Activity 5 pp. 8, Activity 6 pp. 9)

8. Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents***
(For Math-Logic please see Activity 2 pp. 5)
(For Verbal-Linguistic please see Reviewing Previous Lesson, Activity 2 pp. 5 and Activity 3 pp. 6)
(For Spatial please see Activity 3 pp. 6, Activity 4 pp. 7, Activity 5 pp. 8 and Activity 6 pp. 9)
(For Musical please see Activity 6 pp. 9 )
(For Bodily-Kinesthetic please see Activity 4 pp. 7 and Activity 6 pp. 9)
(For Intrapersonal please see Activity 3 pp. 6 and Assignment pp. 11)
(For Interpersonal please see Activity 2 pp. 5, Activity 4 pp. 7, Activity 5 pp. 8 and Activity 6 pp. 9)

9. Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous groups***
(Please see Activity 6 pp. 9 and Assignment pp. 11)

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IV. PROCEDURES

A. PRELIMINARIES (3 MINUTES)

1. Prayer
2. Greetings
3. Checking of Attendance
4. Remind the students about the classroom rules:

 Cough or Sneeze in Elbow  Social Distancing  Be Respectful of others ideas

 Wear you Mask  Be kind to your classmates  Be creative and be proud of your work
 Use Hand Sanitizer  Raise your hand to talk
 Wipe your surface  Cooperate with your classmates

5. Remind the students about the safety protocols during

emergency situations like fire or earthquake.
(Note: Integration of Disaster Risk Reduction
Management)
6. Introduce to the learners the PROGRESS CHART to be
used to track learners’ learning/behavior. A point will be
given for each correct answer and positive behavior that
the learner exhibits. Each student is assigned by a
number, no two or more students share the same number.

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B. REVIEWING PREVIOUS LESSON
Ask the learners with these following questions:

1. What are the principles of graphics and layout in web pages?

Answer: Balance, Emphasis, Movement, Pattern, Pattern-Repetition and Rhythm, Proportion and Variety

2. What is Proportion?
Answer: Visual elements create a sense of unity where they relate well with one another.

3. What is Emphasis?
Answer: An area in the design that may appear different in size, texture, shape or color to attract the viewer's attention.

Note: Give positive feedback to students who gives their answers or ideas.

C. ESTABLISHING A PURPOSE FOR THE LESSON

ACTIVITY 2: LE’ IT ‘GO (2 minutes)
Objective:
 This activity helps the students to increase their critical thinking skills and understand the meaning of infographic.

Instructions:
1. Divide the class into 4 teams. Each group will be given materials to be used in the activity.
2. Place 4 different group of Legos at the. These Legos describes the definition of infographic.

3. Give each team a 2-minute time to analyze the definition. Encourage them (the students) to participate with their team.
4. Another 20-second time is given to write their answer in the illustration board.
5. After the given time, all teams will raise their answer then show to the class the correct meaning of infographic
6. The teacher will show the correct meaning of infographic and let the team examine their outputs and correct their mistakes.

An Infographic are …

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D. PRESENTING EXAMPLES/INSTANCES OF THE NEW LESSON
ACTIVITY 3: VIDEO REACTION (10 minutes)
Objective:
 This activity helps the students to realize the importance of an infographic.

1. Give each student a printed infographic samples:

a. 70 Years of Batman Evolution
b. Then/Now: Same Camping Gear Essentials, But Better

2. Let the students watch a 2-minutes and 58-seconds video entitled “Little things of Internet 2018.-
Infographics Animation” by Yii.

3. Present these guide questions before watching the video and exploring examples:
a) Which infographic was the best? Why?
b) What made them interesting, content or design? Or both?
c) How did the use of fonts, color, graphics, and imagery contribute?
d) Did the design contribute to how you felt about the information?

4. Ask students for their reactions. Pick 1 student for each guide question using the number wheel.

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E. DISCUSSING NEW CONCEPTS AND PRACTICING NEW SKILLS #1
ACTIVITY 4: PICK A SIDE

Direction:

1. The teacher makes a

statement and students
move to one side of the
room if they agree and the
other side if they disagree.
Students then justify why
they moved to that side.
The statement is: “The dog
is better than a cat”.
2. Pass out Contrasting
Graphic of a Cats vs. Dogs
and a worksheet.
3. In pairs, have them work with
the worksheet. They should
prepare to share their ideas
at the end
4. Using a number wheel pick 1
pair from the Cat and Dog
Group to share their
ideas/thoughts about the
graphic through the
worksheet they answered.

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 ACTIVITY 4: PICK A SIDE WORKSHEET
Names: _________________________________________________________________________________________________ Date: _________________
1. What ideas or pieces of information does the author present?
_________________________________________________________________________________________________________________________
2. Identify the central idea(s) told in the graphic.
_________________________________________________________________________________________________________________________
3. Describe how the author represents data in the graphic? (Ex. Using color to differentiate two things.)
________________________________________________________________________________________________________________________
4. What questions do you have about the graphic? What confuses you?
________________________________________________________________________________________________________________________
5. What do you like/dislike about the graphic?
________________________________________________________________________________________________________________________
6. Does this graphic show a similar set of numbers?
________________________________________________________________________________________________________________________
7. Are there any differences in the main ideas?
_________________________________________________________________________________________________________________________
8. Describe how the author represents data in the graphic? How does it compare to the previous graphics?
_________________________________________________________________________________________________________________________

F. DISCUSSING NEW CONCEPTS AND PRACTICING NEW SKILLS #2

ACTIVITY 5: CREATING INFOGRPHIC – STEP 1: THE SEEKER (10 minutes)

1. Each team has a freedom to choose a theme, regardless of if this theme has been chose by the other team :

 Exploring the Beauty of Monkayo (Tourism)
 The Potential of Social Media (Technology)
 COVID-19 Vaccination (Health)
 The Anatomy of a Great Teacher (Education)
 Reasons to Become a Police Officer (Criminology)
 How Our Laws are Made (Political Science)
 English Matters (Language)
 Waste Recycling (Environment)
 Setting Up Success with Company Culture (Business)
 Filipino Culture (Social)

2. To create an infographic, the process begins not with making the infographic itself, but with research. Students will need time to research their chosen
concept as well as think about how they will visually convey it. Assess for understanding and comprehension of the content as they collect and clarify
information. Infographics, especially those that include lots of data, ALWAYS include citations. Take a moment to remind your students to capture citations
for information they are including in their posters.
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G. DEVELOPING MASTERY (LEADS TO FORMATIVE ASSESSMENT 3)
ACTIVITY 6: CREATING INFOGRPHIC – STEP 2: VISUAL SKETCH

1. When their notes are complete and they are confident about the information and their knowledge of it, students/ teams should produce a rough visual sketch
of how they will share the information. Organization and design of the poster will be critical in informing others. Check in again to evaluate how well they are
thinking about representing data and information.

2. Team leaders shall distribute the task for every member:

a. Presenter
b. Layout Artist
c. Data Analyst
d. Proofreader
e. Colorist
f. In-Charge of Yell (Lyrics and Arrangement)
g. In-Charge of Pantomime

3. As they plan out design, students should ask and answer questions like:
 Which information, facts, and data are essential to include? Which aren’t?
 What colors and layout works best in sharing the information?
 What graphs and graphics best convey information and data to the viewer?
 What is the order, or flow, of information?

4. The first team to finish will make a yell regardless of what language or dialect (Dabawenyo, Tausug, Mandaya, etc.) they will use and an additional points
will be given to each member of the team.

5. Before each team present their output, a tableau of the selected theme should be performed and let other team guess what theme is being portrayed.
Tableaus are “frozen pictures” in which groups of students “freeze” or pose to act out a scene. Before starting tableaus, discuss the skills necessary to be a
good “freezer” (i.e., eyes staring blankly, no movement, frozen expression, etc.). One (1) points will be earned for each member of the team in every correct
answer.

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 Infographic Rubric

Excellent Good Fair Needs Improvement

Criteria
5 4
All statistics are accurate
(minimum of 5) and
Research
resources are all properly
cited (minimum of 2)
All graphs and charts used
are appropriate for the data
Graphs & Charts displayed and include a
variety of types of charts and one or two types of graphs or
graphs
Design elements of
Infographic Design infographic contribute to clear
communication of information
Additional elements, such as
Creativity pictures are incorporated to used, but do not enhance the
enhance the infographic
3 2
Some statistics maybe
Some statistics cannot be No citations available for
misleading or unclear but
verified due to resources statistics or fewer than 5
resources are all properly
being improperly cited. statistics.
cited
All graphs and charts are No graphs or charts included
Some graphs or charts may
appropriate for the data OR none of the graphs or
not be appropriate for the
displayed, but are limited to charts are
data displayed or may be
appropriate/accurate for the
inaccurate.
charts. data displayed.
Design element of
Important design element, Turned in an incomplete,
infographic do not interfere
such as titles, may be missing many important
with communication of
missing. design elements.
information
Additional elements are Additional elements are
No additional elements are
included that are not relevant
used.
infographic. to the topic of the infographic.

H. FINDING PRACTICAL APPLICATIONS OF CONCEPTS AND SKILLS IN DAILY LIVING

Amidst this pandemic, is it important to convey information using an infographic?
(Note: Give positive feedback to students who gave their opinions/ideas.)
I. MAKING GENERALIZATIONS AND ABSTRACTIONS ABOUT THE LESSON
Ask the learners the importance of knowing the process in creating infographic
(Note: Encourage them to ask questions about the topic before evaluating their learning.)

J. EVALUATING LEARNING
ACTIVITY 8: INTERACTIVE QUIZ
Let the learners answer a 5-item quiz using the QUIZ MAKER app. Point(s) earned will be added to the progress chart.

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K. ASSIGNMENT
Direction:

1. Create an infographic using any materials that can be found in your surroundings, printed or not. This infographic depicts the norms within your household,
race, religious group, or community. Post it in your own timeline (Facebook, Instagram, Twitter, etc.) with the hashtags: #PasianNHS_ETECH_Infographic.
2. For students with no smartphone or socialmedia account, a personal submission to the teacher is advised.
3. The rubric in Activity 6 will be used for this assignment.

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 ANNOTATIONS
RESEARCHED-BASED KNOWLEDGE AND PRINCIPLES OF TEACHING & LEARNING
A. PRELIMINARIES RESEARCHED-BASED KNOWLEDGE AND PRINCIPLES OF TEACHING & LEARNING
MonitoringNEW
E. DISCUSSING Progress: HelpingAND
CONCEPTS YourPRACTICING
Students Track NEWTheir Goals.#1Friday Institute cited that when students monitor their own progress, it means that they have set a
SKILLS
goal and know how to measure where they are in the process of achieving it. Monitoring progress fosters metacognition, an important non-academic skill that has been
Comparative Thinking. Robert Marzano, Debra Pickering, and Jane Pollock (2001) found that strategies that engage students in comparative thinking had the
associated with higher student achievement.
greatest effect on student achievement, leading to an average percentile gain of 45 points (p. 7f). More recently, Marzano's research in The Art and Science of Teaching
(2007)
B. reconfirmed
REVIEWING that asking
PREVIOUS students to identify similarities and differences through comparative analysis leads to eye-opening gains in student achievement.
LESSON
ReviewingNEW
F. DISCUSSING Previous Lesson. AND
CONCEPTS CookPRACTICING NEWit SKILLS
(2014) cited that #2 that they are able to grasp a firm understanding before moving on. It is most beneficial for a
is essential
student to be able to connect new information with previous learning, and by spending a small yet significant amount of time focusing on this idea, students will be able to
Giving Learners Choices. Biewener (2021) cited that people learn best when they have some control over their learning. Choice reduces learner apathy, relieves
better understand any new material they are being taught (Meyer). Subsequently, students who do not find themselves able to successfully recall the previous learning they
some of the stress of the learning process and motivates people to engage with the material.
have done are oftentimes more susceptible to falling behind and not completely grasping new concepts (Strangman & Hall, 2004). Therefore, it can be said that spending
time going over basic
G. DEVELOPING learning (LEADS
MASTERY will proveTO
to FORMATIVE
not be a wasteASSESSMENT
of time but rather
3) crucial for effective learners.
C. ESTABLISHING A PURPOSE
Multiple Intelligence FORClassroom.
in the THE LESSON Parry (2016) mentioned that by applying the theory of multiple intelligences in the classroom, educators take into
consideration the different types of learners they might have in their class, reinforce all types of intelligences in every student, and allow for an individual learning process
Critical Thinking. Joseph (2019) believed that the term critical thinking means that students effectively identify, analyze, and evaluate content or skills. In this
that will ultimately enable each learner to utilize his or her specific abilities and demonstrate learning.
process, they (the students) will discover and present convincing reasons in support of their answers or thinking. One of the goals of education is to prepare students to
learn throughPRACTICAL
H. FINDING discovery. Providing opportunities
APPLICATIONS to practiceAND
OF CONCEPTS being criticalINthinkers
SKILLS will assist students in analyzing others’ thinking and examining the logic of others.
DAILY LIVING
Understanding others is an essential skill in collaboration and in everyday life. Critical thinking will allow students to do more than just memorize knowledge.
Related Course Material To Real-Life Situations. Theall (2012) explained that There are many reasons for incorporating real-life situations into instruction.
D.
Foremost are thatEXAMPLES/INSTANCES
PRESENTING applications of theoretical OF THE NEW
material LESSON
in real-life situations make content easier to understand, and that the relevance of content is demonstrated by real-life
examples. Relevance is a major component of many motivational models and particularly important if learners’ experiences can be used as a basis for new learning.
Random Calling. Keen (2006) mentioned that the problem with calling on students with their hands up is students can withdraw. If students know they won't be held
Recent literature on brain function and learning) reinforces a constructivist view in which existing knowledge forms the foundation for incorporating new information into
accountable for learning, learning is optional. Oftentimes, this method of selection boils down to a conversation between the teacher and the high achievers. A new
more complex and sophisticated schemas
University of Florida study suggests that when teachers use a hand-held computer that randomly chooses whom to call on, even the quiet student in the back won't be
missed.
I. MAKING AndGENERALIZATIONS
that may not be a badAND thing. It turns out students
ABSTRACTIONS ABOUT actually do better in class when they know their number could come up at any time. Paige Allison, who did
THE LESSON
the research for her dissertation in educational anthropology at UF, found that students at one North Central Florida high school where she conducted her research
reported Making
they were Generalizations
more engagedActivity. Fox (2019)
in the activities statessuccess
of school that making
whengeneralizations
teachers used involves
the nametaking a look at all the parts of a text, multimedia clip, math problem, or
generator.
even a life experience, and simplifying to glean an overview of the information. In so doing, they must first identify the essential information and then summarize it in a way
Usingan
that provides Video Content explanation
overarching to Amplify Learning . Alber (2019) explained that students learn best when they take in information via multiple modalities—through reading,
of the concept.
drawing, listening to the teacher’s oral explanations, and viewing visual media. Using visuals is key for those acquiring a new language. Images and videos support the
learning of new content, concepts, and ideas.

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 RESEARCHED-BASED KNOWLEDGE AND PRINCIPLES OF TEACHING & LEARNING
J. EVALUATING LEARNING
Interactive Quizzes & Games for the Classroom. Hanifan (2022) explained that the benefits of hosting a fun class quiz or running an educational game are:
Evaluate student understanding - A nice break from a pen and paper exam, a quiz that contains interactive elements can be a great and unique way to see what
students know and what knowledge gaps there may be.
Improve knowledge retention - It’s always important to assess whether students are retaining the information you are making an effort to impart. Posing questions
about a subject, or including facts and information as part of a game can help to reinforce what they have just learned and make future lessons all the easier.
Engage students - It’s tough to hold the attention of a class for a sustained period, no matter how well behaved, attentive and studious the group may be. Changing
focus, experimenting with a new teaching method, or doing something they have never done before can be a good way to refocus attention and keep students engaged.
This can be especially true if there is an enjoyable element to the quiz or game.
K. ASSIGNMENT
Homework. Homework may have nonacademic benefits. Certain nonacademic benefits of homework have been shown, especially for younger students which
include learning the importance of responsibility, managing time, developing study habits, and staying with a task until it is completed (Cooper, Robinson and Patall 2006;
Corno and Xu 2004; Johnson and Pontius 1989; Warton 2001).

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 PERSONAL PHILOSOPHY OF TEACHING THAT IS LEARNER-CENTERED
The whole lesson encompasses two important contemporary educational philosophies that is learner-centered: Progressivism and
Constructivism.
Progressivism. Progressivists believe that education should focus on the whole child, rather than on the content or the teacher.
This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions of
learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver and thinker who makes
meaning through his or her individual experience in the physical and cultural context. Effective teachers provide experiences so that
students can learn by doing. Curriculum content is derived from student interests and questions. The scientific method is used by
progressivist educators so that students can study matter and events systematically and first hand. The emphasis is on process-how one
comes to know. The Progressive education philosophy was established in America from the mid 1920s through the mid 1950s. John
Dewey was its foremost proponent. One of his tenets was that the school should improve the way of life of our citizens through
experiencing freedom and democracy in schools. Shared decision making, planning of teachers with students, student-selected topics
are all aspects. Books are tools, rather than authority.
Constructivism. Constructivism is the theory that says learners construct knowledge rather than just passively take in information.
As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information
into their pre-existing knowledge (schemas). Students learn best when engaged in learning experiences rather passively receiving
information. Learning is inherently a social process because it is embedded within a social context as students and teachers work
together to build knowledge. Because knowledge cannot be directly imparted to students, the goal of teaching is to provide experiences
that facilitate the construction of knowledge.

Prepared by: Checked by:

REIMUEL M. BISNAR JENNY O. DERANO

T-II/Subject Teacher Head Teacher I

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