FORTUNE HIGH SCHOOL- Grade Level &

School Grade 12 4th Quarter

MARIKINA CITY Quarter
DAILY
LESSON
Teacher Ms. Myrzi Jell C. Aceituna SHS Track Core Subject/GAS
LOG Dates January 29, 2019 Learning Area Media and Information
SENIOR Literacy
HIGH
SCHOOL Time 8:20-9:20 AM Topic Visual Information and
Media-Visual Design
Principles

I. OBJECTIVES
A. Content The learner demonstrates understanding of different resources of media and
Standard information, their design principle and elements, and selection criteria.
B. Performance The learner produces a living museum or electronic portfolio or any other creative
Standards forms of multimedia showcasing their / his/her understanding, insights, and
perceptions of the different resources of media and information.
C. Learning The learners should be able to;
Competencies /  produce and evaluates a creative visual-based presentation using
Objectives design principles and elements (MIL11/12-VIM-IVc-10).
(Write the LC Specifically, at the end of the lesson, the students should be able to:
Code) 1. discuss visual design principles
2. perform an activity showing visual design principles.
3. Demonstrate understanding of the topic through collaboration and
teamwork.
II. CONTENT Visual Information and Media -Visual Design Principles
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learners’
Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources
Portals
B. Other Media and Information Literacy Curriculum Guide by DepEd
Learning Media and Information Literacy Teaching Guide by CHED
Resources Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc.
DESIGN ELEMENTS AND PRINCIPLES BY CANVA.COM
https://designschool.canva.com/design-elements-principles/
WILSON’S PORTFOLIO: PRINCIPLES OF DESIGN
https://oss.adm.ntu.edu.sg/wheng004/tag/design/
Arniel Ping- Powerpoint in Visual and Information Media- Vsual design principles
Paolo Borja- Powerpoint presentation ( Issues in MIL)

IV. PROCEDURE
S
A. Revising In order to check the mastery of the previous lesson, students will have a simple
previous lesson activity called “4 Pics One Word” Students will guess the word through the four
or presenting pictures presented.
the new lesson
(ELICIT)
B. Establishing a
INDICATOR
purpose for the “BACK TO BACK DRAWING CHALLENGE” #1, #7
lesson Divide the class into pairs, and have each pair organize their chairs so they are The
sitting back to back. teacher will
One person out of each pair will be given a picture (Instructor), and give the other have a
C. Presenting simple
person a piece of paper (Artist). The person who is holding the picture is now required
examples/ activity
to give verbal instructions to his partner on how to draw the shape – they are not
instances of the allowed to tell their partner the name of the shape and can only describe the picture. called
new lesson Allow three to five minutes to complete the picture and after, compare the shape with
Back to
Back
(ENGAGED) the actual drawing. Drawing
Challenge
This
activity is
also used
in Oral
communic
ation in
Context.

INDICATOR
#2, #3, #6
,#8
The
teacher will
present
Guide question to be discussed at the end of the activity: and
How is this activity connected to our lesson? infographic
to test their
D. Discussing new basic
knowledge
concepts and in
practicing new mathemati
skills #1 cs
(statistics)
their
E. Discussing literacy
concepts and skills
practicing new (reading
skills #2 comprehen
sion) by
(EXPLORE) explaining
their
backgroun
d
Students will analyze the infographics presented. knowledge
about the
information
provided.
Also, it
develops
F. Developing Discussion of the 9 principles of design through oral recitation. critical and
mastery VISUAL DESIGN PRINCIPLES creative
(Leads to 1.CONSISTENCY thinking
Formative skills of the
• Consistency of margins, typeface, typestyle, and colors is necessary, students.
Assessment 3) especially in slide presentations or documents that are more than one page.
(EXPLAIN) 2. CENTER OF INTEREST
• an area that first attracts attention in a composition
3. BALANCE
• visual equality in shape, form, value, color, etc.
4. HARMONY
 • brings together a composition with similar units
5. CONTRAST
• offers some change in value creating a visual discord in a composition
6. DIRECTIONAL MOVEMENT INDICATOR
#,4,5,9
• a visual flow through the composition The
7. RHYTHM teacher will
• a movement in which some elements recur regularly ask
students to
8. PERSPECTIVE
give the
• created through the arrangement of objects in two dimensional space to look application
like they appear in real life or
9. DOMINANCE importance
gives interest, counteracting confusion and monotony of having
knowledge
G. Finding The teacher will have an activity called “SHOOT THAT PRINCIPLE”. Students will about
practical be divided into five groups. Students will be assigned for each question. The visual
applications of representative of each group will proceed to the starting line and once the question design
concepts and or picture was presented, they will shoot the ball to the box that corresponds to principles
and relate
skills in daily principles of design that they chose. The group that will get the highest score wins them to
living the game.After which they will answer the EXIT Ticketing Activity. their daily
EXIT TICKETING: life
H. Making The students will accomplish an exit ticket given the format below: experience
.
generalizations
and EXIT TICKETING: The
abstractions After the conduct of today’s lesson: teacher will
about the I learned that__________________________________ ask
students to
lesson I want to learn more about_____________________________________ relate the
(ELABORATE) I will apply what I have learned topic to the
through__________________________________________ different
This activity will be taken for 5 minutes. discipline
for them to
realize the
The teacher will ask students the application/importance or its relationship to other importance
discipline. Relate or give importance of having knowledge about Visual of the topic
design principles, give examples of other disciplines where visual design is to other
discipline.
applicable.

I. Evaluating CLASS ACTIVITY: STILL LIFE PHOTOGRAPHY INDICATOR

learning  Produce a still life photography (Students can roam around the school #8 and #9

(EVALUATE) premises to capture pictures, while the teacher monitors the output and The teacher
behavior of the students while they are doing their activity ) students will use will allow
one smartphone for each group applying at least 3 of the discussed visual the
students to
design principles. use their
smartphone
s ( for still
photograph
y in the
school
prsenting
visual
design
principles)
as ICT
 integration
on the
J. Additional Create a visual-based presentation (infographics) using design principles and lesson.
activities for elements. The teacher
Ask learners to form teams of 3-5 members each and research facts and figures will give
application or formative
about a social or ethical issue on media and information literacy. 2. Using any
remediation assessment
desktop publishing software, the group must create an infographic to show the facts
(EXTEND) and figures visually.
to the
students
answering
the
objectives.f
or the day.
V. REMARKS

VI. REFLECTIO
N
A. No. of learners 12- Saturn= 12- Uranus=
who earned 12- Mars= 12- Jupiter=
12- Venus=
80% in the
evaluation.
B. No. of learners 12- Saturn= 12- Uranus=
who require 12- Mars= 12- Jupiter=
12- Venus=
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners 12- Saturn= 12- Uranus=
who continue 12- Mars= 12- Jupiter=
12- Venus=
to require
remediation.

E. Which of my
teaching
strategies
worked well?
Why did it
work?

F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
used/discover
which I wish to
share with
other learners?

Date Submitted: January 29, 2019 Prepared by: Myrzi Jell C. Aceituna
Remarks:
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