GRADE 1 to 12 School PARACELIS TECHNICAL AND HIGH SCHOOL Grade Level 12-Faith

DAILY Teacher JEFFY VENIA S. PASCUA- BESWENG Learning Media and Information Literacy
Area (MIL)
LESSON LOG
Teaching Dates and July 18, 2019 Quarter FIRST QUARTER
Time 9:00-10:00AM

TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
The learners demonstrate understanding of media and information literacy (MIL) and MIL related concepts.
The learners understand media an information codes, conventions, and messages in relation to consumers, producers, and other stakeholders.
The learners shall be able to examine and identify pertinent media and information codes, conventions and messages given a visual resource.
The learners…
1. evaluate everyday media and information with regard to with codes, convention, and messages; in regards with audience, producers, and other
stake holders.
MIL11/12MILA-IIIf-15

2. produce and assess the codes, conventions, and messages of a group presentation. MIL11/12MILA-IIIf-16

At the end of the lesson, the learners will be able to…

a. discuss the different types of genres and codes in each genre;
b. identify the different camera techniques in film making;
c. discuss how these techniques can be used in film to effectively tell a story or send a message; and
d. produce a video project.

II. CONTENT MEDIA AND INFORMATION LANGUAGES

III. LEARNING
RESOURCES
A. References Laptop, Book, Chalkboard, Powerpoint presentation, short films/ video clips
1. Teacher’s Guide pages LISCUNAN, P.B. 2016. Teaching Guide for Senior High School: MEDIA AND INFORMATION
LITERACY. Published by Commission on Higher Education
2. Learner’s Materials Pages 52- 59
pages
3. Textbook pages
 4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource  Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc.
 http://media-studies.tki.org.nz/Teaching-media-studies/Media-concepts/Codes-and-
conventions#tkibar-genre-0
 http://media-studies.tki.org.nz/Teaching-media-studies/Media-concepts/Genre
 https://www.youtube.com/user/KingFilmSchool
 https://www.tes.com/lessons/YRVz4Xg3TxrJSQ/camera-movement
 https://www.youtube.com/watch?v=DKKuo2kSy0M

IV. PROCEDURES
A. Reviewing previous lesson The teacher will let the students define the following terms…
or presenting the new lesson a. genre;
b. conventions; and
c. codes

B. Establishing a purpose for The teacher will ask the students…

the lesson  What catches your attention if you are watching a video or a movie?
Possible answers:
- storyline
- Sound effect, sound track
- Camera angles and shots
- Setting, clothing, objects used
- Creative cover poster

 Why do you think your attention was caught, or you were so attached to a movie you had watched
aside from the story line?...
What’s with the camera angles? Sound effects? Setting? Clothing? Objects used?

What is the role of the sound effects, sound tracks, clothing, background, etc.?

Possible answers:
- It brings out emotions
- It gives more meaning to the story
C. Presenting The teacher will let the students…
examples/instances of the  watch a video clip titled, “Kwentong Jollibee Valentine Series.”
new lesson
The teacher will ask…
 what genre is this TV ad? What made you think so?
 was the video clip able to catch your attention? Why?

D. Discussing new concepts The teacher will briefly discuss the 3 Types of Codes.
and practicing new skills #1 1. Technical
2. Symbols
3. Written

***
1. Technical- ways in which equipment is used to tell the story
(sound, camera angles, types of shots, and lighting.)

Basic Camera Shots Advance Camera Shots Camera Angles

Extreme Wide Shot Two Shot Eye-Level

Wide Shot Cut Away High Angle
Medium Shot Over the Shoulder Low Angle
Medium Close- up Point of View Bird's Eye View
Close- up Selective Focus Worm’s Eye View
Extreme Close- up Arc Shot Slanted (canted)
  The teacher will flash more pictures showing the camera angles.
 The students will watch a video clip titled, “Camera Angles with Zach King.”

2. Symbolism- show what is beneath the surface of what we see

(objects, setting, body language, clothing, color.)

The teacher will let the students…

 watch a video clip titled, “Symbolism in Film” by Chris Constantine
 share example of symbolisms according to their tribe
possible answers:
Symbolism meaning
Clothing: tribal attire Tribal identity
Beliefs/traditions:
A lady accepting momma from a man Acceptance of love
3 gunshots Someone has died
 Rice that easily and occasionally get spoiled Someone who is nearly dying has eaten or visited you
Purjus for iMajukayongs forbidden
Angalinawa for iMajukayongs That person who “nagparamdam” to you is going to die

3. Written- use of language style and textual layout

(headlines, captions, speech bubbles, language style, etc.)

E. Discussing new concepts The teacher will briefly discuss…

and practicing new skills #2 1. Storyboard
A storyboard is a graphic representation of how your video will unfold, shot by shot.

The teacher will show an example of storyboard, an output from former MIL students.

F. Developing mastery The teacher will ask the students… The teacher
(leads to Formative will…
Assessment 3)  Why are these types of codes important in presenting information - let the
students
Students’ possible answers: watch a
*It constructs the message of a video/ movie or film
*It could effectively tell a story or send a message
video clip
 *The quality of video we produce is creative, and has a great quality. titled,
*The story can be more powerful because of the codes “Mangayew
”
 How can these techniques be used in film making to effectively tell a story or send a message? *Mangatew
is a
Students’ possible answer:
traditional
*by making sure that the genre, conventions, and codes go all together.
practice of
the
Balangao
tribe which
is head
hunting
- let the
students
observe the
codes and
conventions
of the short
film
G. Finding practical Tv Advertisement Analysis:
application of concepts and
skills in daily living The teacher will let the students…
 again watch an advertisement titled, “Kwentong Jollibee Valentine Series” for an analysis.

The teacher will ask the following questions:

1. What codes are used in the TV ad?
2. How were the codes used in constructing the message of this TV ad?
3. Why do you think this TV ad went viral?

H. Making generalizations and The teacher will let the class…

abstractions about the a. give and define the three types of codes; and
lesson b. define storyboard.
I. Evaluating learning Performance Task: Movie Trailer Performance Performance
Task: Movie Task: Movie
Trailer Trailer
OUTPUT 1: Storyboard
The students will make a storyboard showing the key scenes, main characters, location, and The students
camera angles will… The students
and shots. will…
 Brainstorm
for their  Start
OUTPUT 2: Movie Trailer movie shooting for
trailer’s their movie
The teacher will divide the class into 3 groups according to their tribe (Balangao, Ga’dang, Majukayong) story line trailer.
with 8-9 members. Each group will produce a maximum of 1 minute and 30 seconds runtime trailer.
 Direct or
Group 1: Genre: Action formulate
Topic: Tribal War their movie
trailer’s
Group 2: Romance/Love Story story
Topic: courtship/marriage

Group 3: Horror  Each group

Note: portray any tradition/s or belief/s of your tribe for example kammaral/ will also
pannyaw/paniyo choose at
least two
Notes: who will do
****Observe proper clothing, props/objects to be used, setting should be appropriate; like the tribal their movie
attire, pasiking, luyong, etc. trailer’s
storyboard

OUTPUT 3: Cover Poster  Each group

The students will make a cover poster of their movie trailer, applying the camera angles, and the will choose
written code. 2 members
in doing the
**** movie poster

OUTPUT 1: Storyboard RUBRICS  All members

Activity Exemplary Proficient Partially Incomple Point must have a
Proficient te s role in their
Storyboard 10-8 points 7-5 points 4-2 points 1-0 trailer, like
points the
The storyboard The storyboard The storyboard characters,
 illustrates the movie includes sketches of includes There is cameraman,
trailer structure with the movie trailer sketches are not no editor, etc.
sketches of each scenes, and includes text for in logical evidence
notes of proposed each segment, sequence and of a
transitions, special descriptions of do not provide storyboar
effects, sounds, sound background audio, complete d.
track, color, camera and notes about descriptions of
shots and angles. Notes proposed dialogues. the video
about proposed scenes, audio
dialogues are included. background, or
notes about the
dialouges.

Content/Organiz 10-8 points 5-7 points 4-2 points 1-0

ation points
The content includes a The content The content
clear statement. A clear includes a clear lacks a clear The
variety of supporting point of view with a point of view content
information in the progression of ideas does not
movie trailer contributes and supporting have a
to the understanding of details. clear
the movie’s main idea. point of
view and
logical
sequence
of
informati
on

Clarity and 10-8 points 7-5 points 4-2 points 1-0

Neatness points
The storyboard is easy The storyboard is The storyboard
to read and all elements easy to read and is hard to read The
are clearly written. most elements are with rough storyboar
clearly written. drawings and d can’t be
labels seen and
read at
all.
OUTPUT 2: Movie Trailer RUBRICS
Activity Exemplary Proficient Partially Incomplet Point
Proficient e s
Content/Organizatio 20-15 points 14-10 points 9-5 points 4-0 points
n
The content includes The content The content The
a clear statement. A includes a clear lacks a clear content
clear variety of point of view point of view does not
supporting with a have a
information in the progression of clear point
movie trailer ideas and of view
contributes to the supporting and logical
understanding of the details. sequence
movie’s main idea. of
informatio
n

Quality 20-15 points 14-10 points 9-5 points 4-0 points

Movie trailer was Movie trailer was Movie was The video
completed and had completed and made, but had was totally
all required elements continued all very bad unedited
(genre, codes and required editing. Video with no
conventions). The elements. Editing was transitions
video was well edited was not done fragmented and no
and moves smoothly well. Transition, and choppy supporting
from one scene to and audio is not with no use of audio.
another. Sound smooth or was sound
effects/tracks were not done well. effects/tracks.
well used.
Work Ethics 10-8 points 5-7 points 5-7 points 5-7 points

Every individual in 1 member is not 2-3 members More than

the group contributed involved in the are not 3 members
to the creation of the group. Team involved in the are not
video project. Team members mostly group. Team involved
 members showed showed respect members fairly and/or
respect with each with each other. showed respect group
other. with each members
other. are not
working
during the
designated
time.

OUTPUT 3: Cover Poster RUBRICS

Activity Exemplary Proficient Partially Incomplet Point
Proficient e s
Quality 10-8 points 5-7 points 4-2 points 1-0 points

The movie poster Some of the codes The movie There is

clearly shows the and conventions poster did not no
genre, codes, and needed for the meet any of evidence
conventions of the genre of the movie elemet of movie
movie. are missing. showing the poster.
genre, codes,
and
conventions of
the movie.
Clarity and 10-8 points 5-7 points 4-2 points 1-0 points
Neatness
The movie poster is The movie poster The movie There is
easy to read and is easy to read and poster is hard no
visualize and all visualize, and most read and evidence
elements are clearly elements are visualize. of movie
written. clearly written. poster.
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?

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: Noted by:

JEFFY VENIA S. PASCUA-. BESWENG MIKE S. CHORAWAN

Subject Teacher Head Teacher III