GRADES 11 School Grade Level Grade 12

DAILY
Teacher Learning Area Media and Information Literacy (MIL)
LESSON
PLAN Teaching Dates Semester 2nd

I. Objectives
A. Content Standard The learners demonstrate understanding of different resources of media and information, their design principle and elements, and selection
criteria.
B. Performance Standard The learners produce a living museum or electronic portfolio or any other creative forms of multimedia showcasing their/his/her
understanding, insights and perceptions of the different resources of media and information.

C. Learning  Describes the different dimensions of visual information media.

Competencies  Comprehends how visual information and media is/are formally and formally produced, organized and disseminated
MIL11/12MIM-IVc-8
D. Specific Objectives At the end of the session, the students will be able to:
1. Demonstrate an understanding of motion media and information and gain comprehensive knowledge on how to effectively evaluate them.
2. Produce an motion-based text presentation anchored on design principles and elements.
3. Evaluate the design principles of motion media and information revolve using design principle elements.
II. Content ssss
III. Learning Resources: ssss

IV. Pedagogical Integrative Approach

Approach & Strategy Scaffold-Knowledge Integration
used 4 A’s
V. Procedure: Daily Routine (5 min)
Checking of Attendances
Greetings
Putting the class in order
Simple recall of previous lesson
A. Motivation: Short Video Presentation – The Life Cycle of the Butterfly (Integration across the curriculum)
1. Understanding and applying motion media and information that revolves around design principle elements.
2. Demonstrating crictical and creative thinking skills in arts.
B. Lesson Proper: ACT: Tapping into prior knowledge (Integration within the curriculum)
The teacher will bring the learners to a focus by showing an example of a flipbook and discuss what is flipbook. Questions will be given and
volunteer students will be called anwer.
  Do you have any idea about animation?
 Have you ever create/drawn a picture and then made it come alive?
After, the teacher will explain what is the connection of flipbook to the lsson.And also, will instruct students to bring out all the materials
needed (finished storyboard and drawings in previous lesson).
For processing, students will be given a time and with the same groupings, they will create a motion media by making flipbook.
ANALYZE (Collaboration with students)
To analyze, each group will be given a chance to evaluate the work of other two groups. They will provide a rubrics that describes the
motion media design principle elements. And the teacher will summarize the answers in provided rubric.
ABSTRACTION
The teacher will make a generalization to the topic.
For processing,students will anwer the questions given and they will internalize the significance of motion media
 Did you find the activity (making flipbook) interesting?
 Did you find motion media valuable in your lives?In what ways?

C. Deepening: SCIENCE (Integration across the curriculum)

The lesson is related to the life cycle of a butterfly, showing the example of a simple motion and let the students create to show the starting
and end position of the object.
ARTS (Integration across the curriculum –specifically Animation)
Creating flipbook is a simple form of animation consisting of series of drawings.In relation to the topic, the images appear to animate by
simulating motion.

After the “posting” of responses, students watch a short video presentation on Animation. Sharing of insights.
D. Application:
APPLICATION: Making Flipbook ( Integration within curriculum)
The class will group into 3 groups, they will work independently and instruct how to do it.
1. Bring out the materials needed. ( Storyboard, drawings, paste, coloring materials, pens,etc.)
2. Make a stack of paper and bind it using glue or staples or a paper clip.
3. Paste your drawing left aligned as a starting point.
4. On the next sheet of paper, not in the same spot. See to it the second sequence should display minor shift from the first image.
5. Use coloring pens and materials to make it more interesting.
6. Flip through your flipbook to watch your animation once it is finished, be sure they are not sticking together.

D. Synthesis: Representatives from each group will be called to share their answers. Processing of responses in class will follow.

E. Evaluation: 1. The action or process of moving or being moved?

a. Motion
b. Animation
c. Media
d. Acting
2. A design principle that works by adjusting the frame in order to give the impression of something moving slowly then rapidly.
a. Timing
b. Anticipation
 c. Staging
d. Ease in/out

V. Remarks: Flip books are often illustrated books for children, but may also be geared towards adults and employ a series of photographs rather than
drawings.

 Literacy skills are honed through the various readings and interpretations done in class, through the Storyboard of “The Life Cycle of
Butterfly”
 Numeracy skills are targeted in the discussion of figures presented through the video in Animation.
 Engaging learners in various tasks in succession allow management of learners inside the classroom, their physical learning
environment.
 Group tasks: answering different questions allow for diversity of learners. Shy or passive students will be given a chance to voice out or
express themselves. Groupings which were done heterogeneously, considered the learners’ genders, needs, strengths, interests, &
experiences.
 The use of Constructivism and PAR (Present-Apply-Review) Model allowed the developmental sequencing of the lesson.
 Finally, since the lesson focused on textual analysis, it will contribute to the achievement of both the Content and Performance standards
for the quarter.
VI. Reflection:

Prepared by: Checked by: Noted by: