Republic of the Philippines
Department of education (DepEd)
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
BARUGO NATIONAL HIGH SCHOOL
Daily Lesson Plan in Media and Information Literacy
Teacher
SOL AMALIA M. MEDALLA
Grade Level
12
Teaching Date
December 11, 2018
1:00AM – 2:00AM (Zeus)
Learning Area
Media and Information Literacy
3
Teaching Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
D. Specific Learning
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. Resources
B. Learning Materials
IV. PROCEDURES
A. Preliminaries
B. Review of previous
lesson or presenting the
new lesson
C. Establishing purpose
for the lesson
Quarter
The learner understands media and information codes, conventions, and
messages in relation to consumers, producers, and other stakeholders.
The students in small groups create their own media and information
presentations (e.g. postcard, collage, advertisement, infomercial, etc.)
about
the latest trends in technology.
• Evaluates everyday media and information presentations regarding
codes, convention, and message; and how they affect the audience,
producers, and other stake holders. MIL11/12MILA-IIIf-15
• Produces and assesses the codes, conventions, and messages of a
Group presentation. MIL11/12MILA-IIIf-16
At the end of the lesson, the learners must be able to:
• Identify how the same information is being conveyed in different media
• Present information appropriately through codes, conventions,
and messages
Media and Information Languages
a. Codes, Conventions, and Messages,
b. Audience, Producers, and Other stakeholders
Media and Information Literacy Textbook by Edward Gonzales, pp
K-12 Basic Education Curriculum Guide – MIL
Media and Information Literacy Teaching Guide for SHS
Textbook, PPT Presentation, Visual Aid, Computer with internet
connection, newspaper, magazines, radio, hand-outs sample articles of
each case, manila paper, markers, crayons, glue, scissors
Prayer, Checking of Attendance, Checking of Assignments, Setting of
Classroom Rules and Orderliness.
Communicate Learning Objectives:
Teacher will state the competency and objectives the learners need to
achieve. (Introducing the objectives can be done using any of the
suggested protocols: Verbatim, Own Words, Read-aloud.)
Learners will play “Break the Code”
(English Literacy Integration – Vocabulary)
literacy, interdisciplinary, experiential, medium, blog, digital, embed,
manipulation
D. Presenting Examples/
Instances of the new
lesson
Read his sentence after writing it on the board “Language may be a
source of misunderstandings by Marshall McLuhan, 1964”
(Numeracy Integration – Convey the weight)
Gather several items (at least 5), and call 5 student (form a straight line).
Using a kitchen scale invite the first student to weigh each item and
record the correct answer. Let the student convey the weight of each item
to the second student, and then the second student will convey the weigh
to the third student, and so on. The last student will come to the front to
speak the conveyed message in front of the class. (The teacher will post
E. Discussing new
concepts and practicing
new skills #1
the correct weight of the items on the board in the first column and write
the weight given by the 5th student) Compare.
What unit of measurement did they used to interpret the weight of the
items?
Did they have the same answer? Do they still have the same and exact
output? What happens when a conversation is conveyed from one
person to another?
Ask learners to analyze the quote, then, let them share what they think to
the class.
Sample Response: I strongly agree that language is a medium where
one conveys his or her message and the kind of language to be used in
communication could greatly affect how the message is understood.
Discuss “Language may be a source of misunderstandings by
Marshall McLuhan, 1964”
“The medium is the message” is a phrase coined by Marshall McLuhan
meaning that the form of a medium embeds itself in the message,
creating symbiotic relationship by which the medium influences how the
message is perceived.
(Let the learners express themselves freely. Correct misconceptions)
F. Discussing new
concepts and practicing
new skills #2
G. Developing Mastery
(Leads to Formative
Assessment)
H. Finding practical
application of concepts
and skills in daily living.
I. Making Generalization
and abstraction about
the lesson.
(DRR Integration – Communication after the disaster)
After the disaster, are we aware of to where we can get true and reliable
information source? Having been unaware of the proper channel to tune
in to after the disaster will lead misconception and suspicion which may
bring anxiety and deceitful fear not only to us but to others as well.
It is also important that we should make list of key contacts, like our
families, including first responders, local hospitals, and emergency
response team and so on for resource availability and survival.
Discuss about language and media languages.
1. What is language?
Sample Answer: Language means the technical and symbolic
ingredients or codes and conventions that media and information
professionals may select and use in an effort to communicate ideas,
information and knowledge.
2. How is Media Language being configured?
Sample Answer: Media Language is comprised of codes, conventions,
formats, symbols and narrative structures that indicate the meaning of
media messages to an audience.
3. Who are consumers and producers of media?
Sample answers: Consumers of media are the audience while
producers of media are the providers. They are both stakeholders.
Fill up the matrix by reading this scenario:
Scenario: A local government official was charged of graft and corruption
and was suspended from his office. The government official announced
that the charges were all fabricated and that he will not step down from
his office. A large group of supporters are present to protest. They
barricaded the building where the official has once taken office. A
struggle seems to start breaking out between the protesters and the
police.
Predict how this event will be covered by television, radio, print and
Internet?
How are the presentation of facts may vary from medium to medium?
How are the codes and conventions vary from medium to medium?
How much of these differences will be based on the unique
characteristics of the medium?
The learners generalize about the concepts being discussed.
V. EVALUATING LEARNING:
I. Additional Activities for
Application or
Remediation
After the presentations, discuss the following with the class:
• If you will be a reporter, are you going to use the conventional way of
how the each media will broadcast the given scenario?
• What will you do to not make your report boring? Elaborate your answer
• Would you exaggerate some elements in your report to make it
interesting? Why?
VI. REFLECTION
A. No. of pupils who earned 80% in
formative assessment.
B. No of pupils who require additional
activities for remediation
C. Did the remedial lesson work? No. of
learners who had caught up with the lesson.
D. No of learners who continue to require
remediation?
E. Which of my teaching strategies work well?
Why did these works?
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 share with other Teacher?
Prepared by:
SOL AMALIA M. MEDALLA
Subject Teacher
Checked by:
Approved by:
FLORIZA MAY L. BALTAR
SHS Coordinator
EVANGELINE C. MERCADO
Principal II