ELENA M.

MIPAÑA NATIONAL HIGH

GRADES 11 School: SCHOOL Grade Level: 11
DAILY LESSON LOG Teacher: SHAINA J. TALANGIN Learning Area: EMP TECH 1
MELC BASED Teaching Dates and Time: JULY 29 2024 - AUGUST 02, 2024 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Content Standards The learners demonstrate an understanding of: ICT in the context of global communication for specific professional track The learners
demonstrate an understanding of: the use of advanced tools and techniques found in common productivity and software applications in
developing ICT content for specific professional tracks / how to manipulate text, graphics, and images to create ICT content intended
for an online environment / the principles and techniques of design using online creation tools, platforms, and applications to develop
ICT content for specific professional tracks / the key learnings from the previous weeks, which they will synthesize into an integrated
ICT content through collaboration with classmate and teacher as both peer and partner
Perfomance Standards The learners shall be able to: at the end of the 2-week period independently compose an insightful reflection paper on the nature of ICT
in the context of their lives, society, and professional tracks (Arts, Tech Voc, Sports, Academic)
The learners shall be able to: at the end of the 2-week period independently apply advanced productivity tools to create or develop ICT
content for use in specific professional tracks These may be in the form of, but not limited to:
1. Calculating spread sheet of athletic statistics (Sports) 2. Layout of catalogue of creative works (Arts) 3. Materials/ ingredients
projections for batches of baked goods (Tech- Voc) 4. Letterhead/ business card design (Business/ Academic)
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. These may be in the form
of, but not limited to: 1. Team/ athlete/ league recruitment posters (Sports) 2. Logo or crest for a community, school organization or
barkada (Arts) 3. Labeling and manual of operation for tools and equipment (Tech-Voc) 4. Presentation of cafeteria patronage data
(Business/ Academic)
at the end of the 2-week period independently apply the principles and techniques of design using online creation tools, platforms, and
applications to create original or derivative ICT content for use in specific professional tracks These may be in the form of, but not
limited to: 1. Survey instruments using Google forms (Business/ Academic) 2. Athletic match-ups and league standings using
Mindmeister (Sports) 3. Catalogues/Swatches/ options for products and services using Prezi (Tech Voc) 4. Online photo album of
artistic works or photographs using Picasa (Arts) 5. Online music production using Sibelius (Music)
at the end of the 2-week period and quarter collaboratively develop an online portal or website to showcase and share existing and
previously developed content These may be in the form of, but not limited to: 1. Online newsletter 2. Blog 3. Issuu online “magazine”
Learning Competencies

Lesson Objective

Objective: Objective: Objective: Objective:

Students will be able to Students will be able to Objective: Students will be able to Students will be able to
compare and contrast compare and contrast Students will compare apply online safety, apply online safety,
 and contrast the nuances security, ethics, and
the nuances of various of various content sharing etiquette standards in the
the nuances of different
social media platforms platforms (e.g., YouTube, use of ICTs related to
online learning platforms security, ethics, and
and assess their Vimeo, SoundCloud, computer programming.
to determine the most etiquette standards in
effectiveness in SlideShare) to determine
suitable platform for the use of ICTs related
achieving specific class their suitability for specific
specific class objectives to graphic design.
objectives or addressing class objectives or
or situational challenges.
situational challenges. addressing situational
challenges.

Subject Matter Comparing and Comparing and Comparing and Applying Online Safety, Applying Online
Contrasting Social Contrasting Online Contrasting Content Security, Ethics, and Safety, Security,
Media Platforms Learning Platforms Sharing Platforms Etiquette in the ICT Ethics, and Etiquette
Track - Programming in the ICT Track -
Graphic Design

Learning Resources Materials: Materials: Materials: Materials:

Materials:
1. Computers or laptops 1. Computers or laptops 1. Computers or laptops 1. Computers or laptops
1. Computers or laptops
with internet access with internet access with internet access with internet access
with internet access
2. Projector or 2. Projector or smartboard 2. Projector or 2. Projector or
2. Projector or
smartboard 3. Chart paper or smartboard smartboard
smartboard
3. Chart paper or whiteboard 3. Online safety and 3. Online safety and
3. Chart paper or
whiteboard 4. Markers or chalk security guidelines security guidelines
whiteboard
4. Code of ethics for 4. Code of ethics for
4. Markers or chalk
computer programmers graphic designers

Procedure

a. Reviewing Introduction (10 Introduction (10 minutes): Introduction (10 Introduction (10
Previous minutes): Introduction (10 1. Introduce the concept minutes): minutes):
Lesson or 1. Begin the lesson by minutes): of content sharing 1. Discuss the 1. Discuss the
Presenting the discussing the 1. Introduce the topic of platforms and their role in importance of online importance of online
New Lesson prevalence of social online learning platforms communication and safety, security, ethics, safety, security, ethics,
media in today's society and their increasing information dissemination. and etiquette in the field and etiquette in the field
and its impact on importance in education. 2. Discuss the impact of of computer of graphic design,
communication, 2. Discuss the benefits different platforms on user programming. particularly when
information and challenges of using engagement and reach. 2. Introduce students to dealing with clients'
dissemination, and online platforms for online safety and security confidential information.
online behavior. learning. guidelines, emphasizing
2. Ask students to share the risks associated with
their experiences with sharing sensitive
 different social media information online.
platforms and what they
find appealing about
them.

b. Establishing
purpose for the
lesson

c. Presenting Activity 1: Platform Activity 1: Platform Activity 1: Online Safety Activity 1: Online Safety
example/instan Activity 1: Comparison Comparison (25 Comparison (25 minutes): and Security Training (25 and Security Training
ces of the new Chart (20 minutes): minutes): 1. Divide the students into minutes): (25 minutes):
lesson 1. Divide the students 1. Divide the students small groups. 1. Provide students with 1. Provide students with
into small groups. into small groups. 2. Assign each group a a list of common online a list of common online
2. Provide each group 2. Assign each group a different content sharing threats and security threats and security
with a chart paper or different online learning platform (e.g., YouTube, vulnerabilities related to vulnerabilities relevant
access to a platform (e.g., Google Vimeo, SoundCloud, computer programming. to graphic design work.
collaborative online Classroom, Moodle, SlideShare). 2. Conduct an interactive 2. Conduct an
document. Edmodo, Zoom, 3. In their groups, session to educate interactive session to
3. Assign each group a Microsoft Teams). students should research students on best educate students on
different social media 3. In their groups, and list the features, practices to protect their best practices for
platform (e.g., students should research target audience, content personal and securing their digital
Facebook, Twitter, and list the features, user types, and professional information assets and sensitive
Instagram, TikTok, interface, communication benefits/drawbacks of online. client information.
LinkedIn). tools, and pros/cons of their assigned platform. 3. Demonstrate how to 3. Demonstrate
4. In their groups, their assigned platform. 4. Each group presents identify phishing attempts techniques to create
students should 4. Each group presents their findings to the class, and other online scams. strong and unique
research and list the key their findings to the class, and the information is passwords for different
features, target and the information is recorded on the board to accounts.
audience, content recorded on the board to create a master
format, and create a master comparison chart.
advantages/disadvantag comparison chart.
es of their assigned
platform.
5. Each group presents
their findings to the
class, and the
information is recorded
 on the board to create a
master comparison
chart.

d. Discussing new
concepts

e. Continuation of
the discussion
of new
concepts
f. Developing
Mastery

g. Finding Activity 2: Scenarios and Activity 2: Scenarios and

Activity 2: Scenarios Activity 2: Code of
practical Class Objectives (25 Class Objectives (25 Activity 2: Code of Ethics
and Class Objectives Ethics for Graphic
applications of minutes): minutes): for Computer
(20 minutes): Designers (25 minutes):
concepts and 1. Present the students 1. Present the students Programmers (25
1. Present the students 1. Introduce students to
skills in daily with various scenarios or with various scenarios or minutes):
with various scenarios the code of ethics for
living class objectives (e.g., class objectives (e.g., 1. Introduce students to
or class objectives (e.g., graphic designers,
conducting a quiz, creating a video the code of ethics for
promoting an event, emphasizing principles
facilitating group presentation, sharing computer programmers,
conducting a survey, such as respect for
discussions, organizing audio recordings, highlighting the principles
raising awareness about intellectual property
project collaboration). uploading slideshows). of professionalism,
an issue). rights and maintaining
2. In their groups, 2. In their groups, integrity, and
2. In their groups, client confidentiality.
students discuss which students discuss which responsibility.
students discuss which 2. Discuss real-life
online learning content sharing 2. Discuss real-world
social media platform(s) scenarios where ethical
platform(s) would be platform(s) would be most scenarios where ethical
would be most effective decision-making is
most effective for each suitable for each scenario decision-making is
for each scenario or crucial in graphic design
scenario or objective or objective based on the essential in computer
objective based on the projects.
based on the information information from the programming.
information from the 3. Engage students in
from the comparison comparison chart. 3. Engage students in
comparison chart. group discussions to
chart. 3. Each group presents group discussions to
3. Each group presents analyze the ethical
3. Each group presents their recommendations analyze the ethical
their recommendations implications of design
their recommendations and reasoning to the implications of various
and reasoning to the choices and content
and reasoning to the class. programming practices.
class. usage.
class.

h. Making
.
generalizations
 and
abstractions
about the
lesson
i. Evaluating Conclusion (10 minutes): Conclusion (10 minutes): Conclusion (10
learning 1. Facilitate a class 1. Review the key points minutes):
discussion on the covered in the lesson, 1. Review the key points
Conclusion (10
importance of choosing emphasizing the covered in the lesson,
minutes): Conclusion (10 minutes):
the right content sharing significance of applying highlighting the
1. Facilitate a class 1. Facilitate a class
platform for specific online safety, security, significance of applying
discussion on the discussion on the
objectives and ethics, and etiquette in online safety, security,
importance of choosing importance of choosing
challenges. computer programming. ethics, and etiquette in
the right social media the appropriate online
2. Discuss the ethical 2. Encourage students to graphic design.
platform for specific learning platform for
considerations and always prioritize security 2. Encourage students
objectives and specific objectives and
responsible content and ethical to always uphold
challenges. challenges.
sharing practices. considerations in their professional ethics and
2. Emphasize the need 2. Highlight the
future programming safeguard client
for media and significance of
projects and careers. information in their
information literacy in adaptability and
future graphic design
evaluating online familiarity with different
endeavors.
content and platforms. platforms in the digital
era.

j. Additional Homework: Homework:

Homework:
activities for Ask students to create a Ask students to research
Ask students to
application or Homework: Homework: content piece (video, and write a short essay
research and create a
remediation Ask students to conduct Ask students to create a audio, slideshow) using on the importance of
visual presentation
individual research on a short video or one of the content sharing online safety and security
illustrating the
social media platform presentation platforms covered in in the field of computer
importance of online
not covered in class and demonstrating how to class, showcasing its programming, citing real-
safety, security, ethics,
write a short essay use one of the online unique features and world examples of
and etiquette in graphic
comparing and learning platforms relevance to a specific security breaches and
design, using examples
contrasting it with one of covered in class for a topic or purpose. their impact on
from industry
the platforms discussed specific learning activity individuals and
professionals and
in the lesson. or scenario. organizations.
successful design
campaigns.
REMARKS

REFLECTION

a. Number of
learners who
earned 80%
of the
evaluation
b. Number of
learners who
require
additional
activities for
remediation
who scored
below 80%
c. Did the
remedial
lesson work?
d. Number of
learners who
have caught
up with the
lesson
e. Number of
learners who
continue to
require
remediation
f. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
g. What
innovation or
 localized
materials did
I
use/discover
which I wish
to share with
other
teachers?

Prepared by: Checked by:

SHAINA J. TALANGIN, T-I ARTHUR B. BESANA, TIC