School: Washington National Highschool Grade Level: 11

GRADES 1 to 12 Teacher: . Jade M. Plocios Learning Area: EMP TECH 1

DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter: 1/3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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Pamantayang Pangnilalaman
(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 us

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

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

Kagamitang Panturo Materials: Materials: Materials:

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

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

b. Establishing purpose
for the lesson
c. Presenting Activity 1: Platform Activity 1: Online Safety and
example/instances of Activity 1: Comparison Chart Comparison (25 minutes): Security Training (25
the new lesson (20 minutes): 1. Divide the students into minutes):
1. Divide the students into Activity 1: Platform small groups. 1. Provide students with a list
small groups. Comparison (25 minutes): 2. Assign each group a of common online threats and
Activity 1: Online Safety and
2. Provide each group with a 1. Divide the students into different content sharing security vulnerabilities related
Security Training (25
chart paper or access to a small groups. platform (e.g., YouTube, to computer programming.
minutes):
collaborative online 2. Assign each group a Vimeo, SoundCloud, 2. Conduct an interactive
1. Provide students with a list
document. different online learning SlideShare). session to educate students on
of common online threats and
3. Assign each group a platform (e.g., Google 3. In their groups, students best practices to protect their
security vulnerabilities
different social media Classroom, Moodle, Edmodo, should research and list the personal and professional
relevant to graphic design
platform (e.g., Facebook, Zoom, Microsoft Teams). features, target audience, information online.
work.
Twitter, Instagram, TikTok, 3. In their groups, students content types, and 3. Demonstrate how to identify
2. Conduct an interactive
LinkedIn). should research and list the benefits/drawbacks of their phishing attempts and other
session to educate students on
4. In their groups, students features, user interface, assigned platform. online scams.
best practices for securing
should research and list the communication tools, and 4. Each group presents their
their digital assets and
key features, target audience, pros/cons of their assigned findings to the class, and the
sensitive client information.
content format, and platform. information is recorded on the
3. Demonstrate techniques to
advantages/disadvantages of 4. Each group presents their board to create a master
create strong and unique
their assigned platform. findings to the class, and the comparison chart.
passwords for different
5. Each group presents their information is recorded on
accounts.
findings to the class, and the the board to create a master
information is recorded on comparison chart.
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 practical Activity 2: Scenarios and Activity 2: Scenarios and Activity 2: Scenarios and Activity 2: Code of Ethics for
applications of Class Objectives (20 Class Objectives (25 Class Objectives (25 Activity 2: Code of Ethics for Graphic Designers (25
concepts and skills in minutes): minutes): minutes): Computer Programmers (25 minutes):
daily living 1. Present the students with 1. Present the students with 1. Present the students with minutes): 1. Introduce students to the
various scenarios or class various scenarios or class various scenarios or class 1. Introduce students to the code of ethics for graphic
objectives (e.g., promoting an objectives (e.g., conducting a objectives (e.g., creating a code of ethics for computer designers, emphasizing
event, conducting a survey, quiz, facilitating group video presentation, sharing programmers, highlighting the principles such as respect for
raising awareness about an discussions, organizing audio recordings, uploading principles of professionalism, intellectual property rights
issue). project collaboration). slideshows). integrity, and responsibility. and maintaining client
2. In their groups, students 2. In their groups, students 2. In their groups, students 2. Discuss real-world scenarios confidentiality.
 discuss which social media discuss which online learning discuss which content sharing where ethical decision-making
2. Discuss real-life scenarios
platform(s) would be most platform(s) would be most platform(s) would be most is essential in computer
where ethical decision-
effective for each scenario or effective for each scenario or suitable for each scenario or programming.
making is crucial in graphic
objective based on the objective based on the objective based on the 3. Engage students in group
design projects.
information from the information from the information from the discussions to analyze the
3. Engage students in group
comparison chart. comparison chart. comparison chart. ethical implications of various
discussions to analyze the
3. Each group presents their 3. Each group presents their 3. Each group presents their programming practices.
ethical implications of design
recommendations and recommendations and recommendations and
choices and content usage.
reasoning to the class. reasoning to the class. reasoning to the class.

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

j. Additional activities Homework: Homework: Homework: Homework: Homework:

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