SCHOO
L
GRADES 1 TO
12 DAILY
LESSON LOG
TEACHE
R
TEACHING DATES AND TIME
SESSION 1
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectiv
es Write the LC Code for
each
LAOAC NATIONAL HIGH
SCHOOL
RHEA MAE T. PACO
August 30-September 2, 2022
SESSION 2
GRADE LEVEL
LEARNING AREA
QUARTER: First Quarter –
First Semester
SESSION 3
Grade 12
HUMSS,STEM,TVLICT&SMAW
Media and Information
Literacy
First/ Week 1
MODULAR SESSION 4
a. describe the nature of communication and the concepts related to it (SSHS);
b. describe how communication is affected by media and information (MIL11/12IMIL-IIIa-1);
c. identify the similarities and differences of media literacy, information literacy, and technology literacy
(MIL11/12IMIL-IIIa-2); and d. define Media and Information Literacy (SSHS)
The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate
individual.
The learner…
The learner…
The learner…
The learner
describes how
describes how
identifies the similarities and
communication is affected
communication is affected
differences of media literacy,
editorializes the value of being
by media and information.
by media and information.
information literacy, and
a media and information
(MIL11/12IMIL-IIIa-1)
(MIL11/12IMIL-IIIa-1)
technology literacy
literate individual.
(MIL11/12IMIL-IIIa-2)
identifies characteristics
/describes a responsible uses
and competent producers of
media and information.
(MIL11/12IMIL-IIIa-3)
shares to class media habits,
lifestyles and preferences.
(MIL11/12IMIL-IIIa-4)
II.CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week
or two.
Introduction to Media
and Information
Literacy
a. Media Literacy
b. Information Literacy
c. Technology Literacy
III.LEARNING
RESOURCES
Introduction to Media and
Information Literacy
a. Media Literacy
b. Information Literacy
c. Technology Literacy
Introduction to Media and
Information Literacy
a. Media Literacy
b. Information Literacy
c. Technology Literacy
1. Introduction to Media
and Information
Literacy
a. Media Literacy
b. Information Literacy
c. Technology Literacy
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV.PROCEDURES
Media and Information Literacy
(MIL)
- 1. Introduction to Media and
Information Literacy (Part 1)
Communication,
Communication
Models, Media Literacy,
Information
Literacy, Technology (Digital)
Literacy,
and MIL
Media and Information Literacy
Teaching Guide
Media and Information Literacy
(MIL) 1. Introduction to Media and
Information Literacy (Part 1)
Communication,
Communication
Models, Media Literacy,
Information
Literacy, Technology (Digital)
Literacy,
and MIL
Media and Information
Literacy Teaching Guide
Media and Information Literacy
(MIL) 1. Introduction to Media and
Information Literacy (Part 1)
Communication, Communication
Models, Media Literacy,
Information
Literacy, Technology (Digital)
Literacy,
and MIL
Media and Information
Literacy Teaching Guide
Media and Information Literacy
(MIL)
- 1. Introduction to Media and
Information Literacy (Part 1)
Communication,
Communication
Models, Media Literacy,
Information
Literacy, Technology (Digital)
Literacy,
and MIL
Media and Information Literacy
Teaching Guide
unesco.org
unesco.org
unesco.org
unesco.org
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their
life experiences and previous knowledge, indicate the time allotment for each step.
A. Reviewing previous lesson The teacher does the getting to
or presenting the new lesson know stage.
The class reviews the concepts
that were discussed.
The class review about mass
media.
B. Establishing a purpose for
the lesson
Ask the learners samples of
mass media.
Ask the students to define:
Literacy
Media
Technology
Information
C. Presenting
examples/instances of the
new
lesson
Learners answer what they
know about media.
The teacher reviews the
student about the forms of
literacy being
discussed last meeting.
Students give their presentation.
Ask:
How do you describe the cyber
environment?
D. Discussing new concepts
and practicing new skills #1
The class define media.
The learners accomplish the
checklist about social media.
E. Discussing new concepts
and
practicing new skills #2
F. Developing mastery
(Leads to formative
assessment)
G. Finding practical/
applications of
concepts and skills in
daily living
The discuss the descriptions of
mass media.
Then, the learners are tasked to
demonstrate how mass media
affect
communication through skits.
Discuss about
a. Media Literacy
b. Information Literacy
c. Technology Literacy
Learners create Venn Diagram to
compare the three.
The class focus on how to be
responsible in using forms of
media.
The learner will explain “Think
before you click”
The class focus on netiquette.
The learners match
definition of words.
The learners reflect on what they
performed.
The learners will answer true or
false test.
The learners do Right or Wrong
activity
Direction: Put a check mark or
wrong mark on the following
activities in using media.
Ask:
How media affects
communication?
Ask:
How media improved
your communication
skills?
Ask:
How the three literacies will help
you to be a good agent of
communication?
Ask:
How netiquette helps you
to be responsible media
user?
H. Making generalizations
and
abstractions about the lesson
I. Evaluating Learning
Learners give terms associated
with
media.
Learners write what media is
for them.
Learners differentiate mass media
objects.
Learners differentiate the three
literacies.
Complete the statement:
Netiquette is
Learners write how media
affects communication
Learners try to find good posts
and bad/ blatant posts on
Facebook. Let
them give opinions about the
posts.
The learners create to- do list in
using media.
.
J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A. No. of learners who
earned 80% of the
formative
assessment
B. No. of learners who require
additional activities to
remediation
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?
Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to
be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant
questions.
G. What innovation or
localized material did I
use/discover which I wish to
share with other
teachers?
Prepared by:
Checked By:
Noted By:
RHEA MAE T. PACO
EMIELYN ROSE A. AQUINO
AMY T. PACO,EdD
SHS-TII
OIC- SHS ASST. PRINCIPAL
PRINCIPAL IV
Grade 12 HUMSS,STEM,TVLGRADE LEVEL ICT&SMAW
SCHOOL LAOAC NATIONAL HIGH SCHOOL
GRADES 1 TO
12 DAILY
LESSON LOG
TEACHER RHEA MAE T. PACO
TEACHING DATES AND TIME
SESSION 1
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objective
s Write the LC Code for
each
LEARNING AREA Media and Information
Literacy
September 5-9, 2022
SESSION 2
QUARTER First/ Week 2
SESSION 3
The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate
individual.
The learner
The learner
The learner
The learner:
identifies traditional media
and new media and their
relationships. (MIL11/12EMILIIIb-5)
identifies traditional media
and new media and their
relationships. (MIL11/12EMILIIIb-5)
editorializes the roles and
functions of media in
democratic society.
(MIL11/12EMIL-IIIb-6)
searches latest theory on
information and media.
(MIL11/12EMIL-IIIb-7)
II.CONTENT
MODULAR SESSION 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
identifies traditional media
and new media and their
relationships. (MIL11/12EMILIIIb-5)
searches latest
theory on
information and
media.
(MIL11/12EMIL-IIIb-7)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
2. The Evolution of Traditional to
New Media: a. Prehistoric Age; b.
Industrial Age; c. Electronic Age;
d. New (Information) Age
The Evolution of Traditional to
New Media: a. Prehistoric Age; b.
Industrial Age; c. Electronic Age;
d. New (Information) Age
The Evolution of Traditional to
New Media a. Prehistoric Age b.
Industrial Age c. Electronic Age
d. New (Information) Age
Do ePortfolio; creating email/
social media accounts
2. The Evolution of
Traditional to New Media
a. Prehistoric Age
b. Industrial Age
c. Electronic Age
d. New (Information) Age
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B.Other Learning Resources
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
https://docs.google.com/presentation/d
/1XKn5VEH726H3xc565KrKgjLXxlQ26kjXmetx84XX
g6w
/edit#slide=id.g19b200797a_0_33
unesco.org
unesco.org
unesco.org
IV.PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge, indicate the time allotment for each step.
A.Reviewing previous
lesson or presenting the
new lesson
The class reviews the lesson
last meeting.
The class reviews the periods of
evolution of media that were
discussed
last meeting.
The class review the topic that was The class reviews the periods
discussed last meeting.
that were already tackled.
B.Establishing a purpose
for the lesson
Show the picture of Titanic. Ask
the learners what is about the
picture that is shown to them.
List the rules that you know in using
our computer lab.
Ask: “If the Titanic sank
somewhere in the Atlantic
Ocean, how do you
think the news reached people in
England and New York at that
time?” (Sample answers:
telephone, letter, newspaper,
etc.)
How people used the telegraph
and telegrams for faster means of
communication during that time?
Pose this question to the
learners: “If the Titanic sank
today, in what format would
people receive or
read the news?”
C.Presenting
examples/instances of
the
new lesson
D.Discussing new
concepts and practicing
new skills #1
The class focus on evolution of
media during Pre- Historic Age.
Activity: Describe the media
during those time and explain
why in two sentences.
E.Discussing new concepts The class focus on evolution of
and
media
The reporters discuss about
Electronic and Digital Age.
Elaborate the roles and
functions of media in
democratic society.
The groups should have a group
chat. In their group, discuss how
media help them to be
democratic.
We are going to create your
group’s
The remaining groups discuss
their topics.
Discuss some of the latest
theory
practicing new skills #2
during Industrial Age. There will be
reporters for this period.
ePortfolio. We are going to
create your group blog.
on information and media.
Post in your blog at least one
article about the roles and
functions of media to have
democratic society.
Have the learners form
groups of six (6) members.
Using Manila paper and
markers, each group should
provide answers to fill in the
table.
Ask:
Ask:
Activity: Describe the media
during those time and explain
why in two sentences.
F.Developing mastery
(Leads to formative
assessment)
The learners do True or False
Test about the things being
discussed.
Learners do Knowing You
Media at Different Ages.
Direction: Have the learners form
groups of six (6) members. Using
Manila paper and markers, each
group
should provide answers to fill in
the table
Ask:
G.Finding
practical/applications of
concepts and skills in
daily living
Ask:
H. Making generalizations
and
abstractions about the
lesson
I.Evaluating Learning
Learners differentiate the two
periods
Learners differentiate the remaining Learners generalize the facts they
periods.
learned.
Learners generalize about the
concepts.
The learners create a friendly
letter.
Answer the following:
After reporting, discuss with the
learners the roles and functions
of media in democratic
society.
Discuss with the learners the
following questions:
• Given the available media
that we now have in the
world, what are its roles and
functions in a
democratic society?
• In what way does media
affect your life (personal,
professional,
academic,
social, others)?
How the milestones during
How the evolution of media makes How ePortfolio and technology will How the evolution of media
primordial times help you improve you appreciate its existence?
help you to become a good
makes you a responsible
media?
citizen of the country?
media user?
1. Given the available
media that we now have
in the world, what are its
roles and functions in a
democratic society?
2. In what way does media
affect your life (personal,
professional, academic,
social, others)?
Ask the students what do they
know about Internet of Things
(IoT).
J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be
done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.
A.No. of learners who
earned 80% of the
formative
assessment
B.No. of learners who
require additional activities
to
remediation
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 material did I
use/discover which I wish
to share with
other teachers?
Prepared by:
RHEA MAE T. PACO
Checked By:
EMIELYN ROSE A. AQUINO
Noted By:
AMY T. PACO,EdD
SHS-TII
OIC- SHS ASST. PRINCIPAL
PRINCIPAL IV
Grade 12 HUMSS,STEM,TVLGRADE LEVEL ICT&SMAW
SCHOOL LAOAC NATIONAL HIGH SCHOOL
GRADES 1 TO
12 DAILY
LESSON LOG
TEACHER RHEA MAE T. PACO
LEARNING AREA Media and Information
Literacy
TEACHING DATES AND TIME September 12-16, 2022
SESSION 1
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objective
s Write the LC Code for
each
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
MODULAR SESSION 4
The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate
individual.
The learner:
The learner:
The learner:
Classify contents of different
media types. (MIL11/12TYMIIId-10)
defines information needs,
defines information needs,
defines information needs,
locates, accesses, assesses,
locates, accesses, assesses,
locates, accesses, assesses,
Define media convergence
organizes, and
organizes, and
organizes, and
communicates information.
communicates information.
communicates information.
through current examples.
(MIL11/12TYM-IIId-11)
(MIL11/12IL-IIIc-8)
(MIL11/12IL-IIIc-8)
(MIL11/12IL-IIIc-8)
demonstrates ethical use of
information. (MIL11/12IL-IIIc-9)
demonstrates ethical use of
information. (MIL11/12IL-IIIc-9)
Discuss to class on how a
particular individual is
portrayed in public using
different type of media.
(MIL11/12TYM-IIId-12)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
Information Literacy
III.LEARNING
RESOURCES
SESSION 3
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
demonstrates ethical use of
information. (MIL11/12IL-IIIc-9)
II.CONTENT
SESSION 2
QUARTER First/ Week 3
Information Literacy
Information Literacy
Types of Media
a. Print (books, newsletter,
magazines, journals, and
other printed materials)
b. Broadcast (radio,
television, and film)
c. New Media (internet)
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B.Other Learning Resources
pictures, video clips, articles,
printed log
IV.PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge, indicate the time allotment for each step.
A.Reviewing previous
lesson or presenting the
new lesson
Communicate Learning
Objectives State the learning
objectives:
• Define information needs; can
locate, access, assess, organize,
and communicate information.
• Demonstrate ethical
use of information.
Ask the learners to state and discuss Review the previous lesson.
the following in their own
understanding:
• Information and information
literacy
• Stages / elements of
information literacy
• Present to class some of the
best timelines or historical
records of their interaction with
and exposure to traditional
and new media.
The class reviews the lesson
tackled last meeting.
B.Establishing a purpose
for the lesson
1. Most Influential Person
• Write “MOST INFLUENTIAL PERSON
IN
YOUR LIFE” on the board.
• Instruct learners to answer the
phrase on a piece of paper by
providing the following details:
Who, What, Where, When, Why,
How.
2. Ask the learners the following
• What is the purpose of
these questions?
• What is the importance of
answering these questions?”
3. Provide to the leaners the
following definition of
information:
• Data that has been collected,
processed, and interpreted in
order to be presented in a
useable
form.
• A broad term that can cover
processed data, knowledge
derived from study, experience,
instruction, signals or symbols. In
the media world, information is
often used
to describe
knowledge of specific events
or situations that has been
gathered or received by
communication, intelligence,
or news reports
Knowledge is Power
1. Write “KNOWLEDGE IS
POWER”
on the board.
2. Direct learners to define
the meaning of the
statement.
3. Ask learners to
connect Information
Literacy to the
statement on the
board.
4. Ask the learners: “How
does information
become knowledge?”
State the learning objectives.
C.Presenting
examples/instances of
the new lesson
D.Discussing new
concepts and practicing
new skills #1
Fill up the matrix by sorting the
following:
Group Discussion
1. Lead a discussion using
the following guide
questions and prompts.
2. Inform the learners that
the questions that they
have just answered are
the Stages/Elements of
Information Literacy.
3. Show the meaning of
Information Literacy to
the learners and
explain.
4. Discuss the stages /
elements of information
literacy and explain
each in connection with
the previous discussions
Academic Field Trip
1. Instruct learners to form
groups of seven to ten
Learners will synthesize in answering members. Assign a leader and
an assistant leader to
the question:
facilitate the group.
“State the importance of giving 2. Say “Your group is tasked to
credit to the source of one’s work. plan an academic trip. List
pertinent information on two
Elaborate your answer.”
possible
destinations (somewhere in the
country or abroad)”.
3. To present valid and reliable
information, discuss with the
learners the following:
● Identify the information
needed – what, where, who,
when, why, how.
● Determine all the possible
sources, select the best sources –
the world wide web, travel guide
books, brochures, maps and
atlases, tour bureaus, family
members, and friends.
● Locate and find information
within the sources – blogs,
travel reviews, posts from
social networking
sites, travel features, pictures,
stories, and testimonials.
● Extract the best relevant
information and cite pertinent
sources
Discuss about plagiarism and its
stages and implications.
books, newspaper,
television, Youtube,
magazines, social network,
radio, memeography,
newsletter, cellphone,
journals, film/movie
Discuss about types of media
and media convergence.
4. Let the learners accomplish
the matrix below and present
their output to class in a creative
way.
E.Discussing new concepts
and
practicing new skills #2
Disaster Scenario
F.Developing mastery
(Leads to formative
Explain the scenario to the
learners, and have them
assessment)
answer the matrix below:
“According to the weather
forecast, there is no typhoon.
However, your locality is
experiencing heavy rainfall,
while some parts in your
province /region are already
flooded. There are reported
incidents of landslide,
evacuation, stranded vehicles
and drowning. As a student,
what are you going to do?”
G.Finding
Ask:
practical/applications of
concepts and skills in
How information literacy will
daily living
make you a good user of
information?
H. Making generalizations
Learners synthesize about
and
information
abstractions about the
literacy.
lesson
Learners answer true or false test.
Fill up the media
convergence matrix.
Ask:
Ask:
How can you use your knowledge
on plagiarism in filtering
information?
Learners cite the stages of
plagiarism.
How types of media will help
you appreciate information?
Learners differentiate the types
of
media.
I.Evaluating Learning
Ask:
How information literacy is
beneficial for everyone?
Learners create a fivesentence paragraph about the
consequences of plagiarism.
Instruct the learners to write an
essay (of at most 100 hundred
words) about an information
literate individual.
Tell the learners to submit their
outputs (field trip plan and essay)
at the MIL Portal.
The learners dot the following:
Describe how new
technologies have led to the
convergence of traditional
and new media.
Explain how media
convergence creates new
opportunities for
interaction.
Describe the use of one or
two forms of new media to
share knowledge and
information on a current
issue in society.
Explain how a person could be
portrayed in public in the age
of media convergence.
J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who
earned 80% of the
formative
assessment
B.No. of learners who
require additional activities
to
remediation
C.Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be
done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.
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 material did I
use/discover which I wish
to share with
other teachers?
Prepared by:
Checked By:
Noted By:
RHEA MAE T. PACO
EMIELYN ROSE A. AQUINO
AMY T. PACO,EdD
SHS-TII
OIC- SHS ASST. PRINCIPAL
PRINCIPAL IV
SCHOOL LAOAC NATIONAL HIGH SCHOOL
GRADES 1 TO 12
GRADE
LEVEL
Grade 12 HUMSS,STEM,TVLICT&SMAW
TEACHER RHEA MAE T. PACO
DAILY LESSON LOG
LEARNING AREA Media and Information
Literacy
TEACHING DATES AND TIME September 19-23, 2022
SESSION 1
I.OBJECTIVES
A.Content Standards
B.Performance Standards
SESSION 2
QUARTER First/ Week 4
SESSION 3
MODULAR SESSION 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate
individual.
C.Learning
Competencies/Objective
s Write the LC Code for
each
II.CONTENT
Classify contents of different
media types. (MIL11/12TYMIIId-10)
Classify contents of different
media types. (MIL11/12TYMIIId-10)
Define media convergence
through current examples.
(MIL11/12TYM-IIId-11)
Define media convergence
through current examples.
(MIL11/12TYM-IIId-11)
Discuss to class on how a
particular individual is
portrayed in public using
different type of media.
(MIL11/12TYM-IIId-12)
Discuss to class on how a
particular individual is portrayed
in public using different type of
media. (MIL11/12TYM- IIId-12)
RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
The learners compare
potential sources of media
and information.
(MIL11/12MIM-IIIe-13)
At the end of the lesson, the
learners must be able to:
• Demonstrate an ability to
examine and compare
information from various
sources in order to evaluate its
reliability, accuracy, authority,
timeliness, and
bias.
• Determine the accuracy,
reliability and value of
information by questioning
the source of data,
limitations of the information
gathering tools or strategies,
and the rationale of the
conclusions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
Types of Media
a. Print (books, newsletter,
magazines, journals, and other
printed materials)
b. Broadcast (radio,
television, and film)
c. New Media (internet)
III.LEARNING
Classify contents of different
media types. (MIL11/12TYM-IIId10)
Types of Media
a. Print (books, newsletter,
magazines, journals, and other
printed materials)
b. Broadcast (radio, television, and
film)
c. New Media (internet)
Creation of MIL portfolio and
other social media accounts
Reliability and
accuracy of
information
5. Media and Information
Sources
a. Indigenous
b. Library
c. Internet
d. Others
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
mix of concrete and
manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
portal
B.Other Learning Resources computers
with
Internet
connection, pictures, video
clips, articles, printed matrix
computers with Internet
connection
computers with Internet
connection
https://www.youtube.c
om/
watch?v=YOY67QY7F
M4
IV.PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge, indicate the time allotment for each step.
A.Reviewing previous
lesson or presenting the
new lesson
Review about types of media
and media convergence.
B.Establishing a purpose
for the lesson
C.Presenting
examples/instances of
the new lesson
The learners watch videos. Then,
ask them the following:
personalities who were in the
video
• people who watched and
read the news
• media men who featured the
article
• their (learners ) own
personal reactions
Ask further:
How do different audiences
perceive media personalities?
Do you agree that media
personalities have power to direct
or challenge
society? Explain your answer.
The class reviews the lesson tackled The class reviews the activities
last meeting.
they had.
State the competency and
objectives the learners need
to
achieve.
Let the learners give their
thoughts about
#PacquiaoHorn fight. They
need to state where they got
information.
D.Discussing new
concepts and practicing
new skills #1
Discuss with the learners the
following:
• Different interpretations of the
quote.
The learners improve/ do their
ePortfolio and do other social
media
accounts.
Discuss about reliability and
accuracy of information.
“The
media
can
be
influenced by society and
can in turn influence
society”.
Explain their answer.
• Cite the different forms of
media that greatly influence
youth like them.
• The different levels of
influence that different media
have in society in general.
• How this quote should be
given consideration when
using media for presenting
information.
E.Discussing new concepts Discuss about media personalities
and practicing new skills
and the responsibility of media
#2
content
producers to their viewers.
F.Developing mastery
Using the application that the
(Leads to formative
learners are most competent
assessment)
with, make a drawing/sketch on
how different media is affecting
your
everyday life. The learners can use
any application that they are most
comfortable with (ex. SketchPro,
sketch.io, Microsoft Paint,
others)
G.Finding
Ask:
Ask:
Ask:
practical/applications of
concepts and skills in
How the milestones during
6. How the evolution of media
How ePortfolio and technology will
daily living
primordial times help you improve
makes you appreciate its
help you to become a good citizen
media?
existence?
of the country?
H. Making generalizations
The learners enumerate the
The learners give their insight about
and
influence
the
Discuss about types of media
and information sources
Ask:
How these concepts will help
you to become media
literate?
The learners will generalize
about
abstractions about the
lesson
of media among people.
application they used.
I.Evaluating Learning
Instruct learners to search for
The learners will evaluate their
famous/iconic personalities who
works using the matrix.
have been featured in print,
broadcast and new media. Make
a matrix that would contain
(1) title of the media product;
(2) its creator; and
(3) describe how each particular
personality is being described in a
specific type of media.
the concepts being discussed
The learners will give their steps
on distinguishing fake news.
J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who
earned 80% of the
formative
assessment
B.No. of learners who
require additional activities
to
remediation
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?
Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be
done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.
G.What innovation or
localized material did I
use/discover which I wish
to share with
other teachers?
Prepared by:
Checked By:
Noted By
RHEA MAE T. PACO
EMIELYN ROSE A. AQUINO
AMY T. PACO,EdD
SHS-TII
OIC- SHS ASST. PRINCIPAL
PRINCIPAL IV
GRADES 1 TO
12 DAILY
LESSON LOG
Grade 12 HUMSS,STEM,TVLGRADE LEVEL ICT&SMAW
SCHOOL LAOAC NATIONAL HIGH SCHOOL
TEACHER RHEA MAE T. PACO
TEACHING DATES AND
TIME
SESSION 1
LEARNING AREA Media and Information
Literacy
September 26-30, 2022
SESSION 2
QUARTER First/ Week 5
SESSION 3
MODULAR SESSION 4
I.OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A.Content Standards
The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
The learners demonstrate an understanding of the values and differences of the sources of media and information.
The learner organizes a creative and interactive symposium for the community focusing on being a media and
information literate individual. The learners shall be able to examine the reliability, accuracy, value, authority, and
timeliness of the different sources of media and information.
The learners shall be able to research on indigenous media or information resource within the community.
Compare potential sources of
Interview an elder from the
Compare potential sources of
Evaluates everyday media
media and information.
community regarding
media and information.
and information
(MIL11/12MIM-IIIe-13)
indigenous media and
(MIL11/12MIM-IIIe-13)
presentations regarding
information resource.
codes, convention, and
(MIL11/12MIM- IIIf-14)
message; and how they
• Identify a range of
affect the audience,
strategies for gathering
producers, and
• Identify a range of
indigenous
other stake
strategies for gathering
informational media.
holders.
indigenous informational
(MIL11/12MILA-IIIfmedia.
• Define Open Educational
15)
Resource
Produces and assesses the
B.Performance Standards
C.Learning
Competencies/Objective
s Write the LC Code for
each
codes, conventions, and
messages of a group
presentation.
MIL11/12MILA-IIIf-16
II.CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
5. Media and Information Sources
a. Indigenous
b. Library
c. Internet
d. Others
5. Media and Information Sources
a. Indigenous
b. Library
c. Internet
d. Others
5. Media and Information Sources
a. Indigenous
b. Library
c. Internet
d. Others
6. Media and
Information
Languages
a. Codes, Conventions,
and Messages,
b. Audience, Producers, and
Other
stakeholders
III.LEARNING
RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
IV.PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge, indicate the time allotment for each step.
A.Reviewing previous
lesson or presenting the
new lesson
The teacher reviews the learners
about types of media and
information
sources.
The teacher will present the
outputs of the learners on how
media affect their
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B.Other Learning Resources
B.Establishing a purpose
for the lesson
The teacher introduces the invited
speaker for the Indigenous Media
and
Information Resource.
The teacher leads the learners in
State the learning objectives.
doing social media accounts and
MIL
ePortfolio
Learners will play “Break the
Code”
lives.
C.Presenting
examples/instances of
the
new lesson
D.Discussing new
concepts and practicing
new skills #1
Discuss about indigenous media
and information.
Do the Mind activity.
The forum will start as the speaker
gives information indigenous
media and information resource.
The learners need to have the
basic social media accounts.
Discuss “Language may be a
source of misunderstandings
by
Marshall McLuhan, 1964”
Discuss about language and
media languages.
Instruct learners to form
groups of 5 to 10 members.
Direct learners to identify five
(3) signs and symbols in their
community that are used to
convey
information (ex. for directions,
locations of attractions, others)
E.Discussing new concepts
and
practicing new skills #2
F.Developing mastery
(Leads to formative
assessment)
Discuss about Open Educational
Resources
The learners need to give
examples of indigenous media
sources.
The learners will ask questions about The learners do the ePortfolio.
the topic given by the speaker.
G.Finding
practical/applications of
concepts and skills in
daily living
Ask:
Ask:
How indigenous media sources
will help you to be
knowledgeable about
your barangay?
The learners will enumerate things
about what they learned.
How the forum has helped you to
be familiar about local
information?
H. Making generalizations
and
abstractions about the
lesson
Discuss about MIL ePortfolio.
The learners will state the things
they
garnered from the speaker.
Present the following
Philippine postcards to the
learners. Then
complete the matrix.
Ask:
How the codes will help you to
become more accurate in
getting
information?
The learners generalize about
the
concepts being discussed.
I.Evaluating Learning
The class should prepare for the
forum about indigenous media
resource and information.
The class will conduct a postevaluation
The learners present their outputs.
What information codes,
conventions and messages
about our country is
communicated enthuse
postcards?
• If you are to create a
postcard for a place or
organization of your choice,
what technical and symbolic
codes would you use to
convey important information
and create the desired
impression? Why?
• How is understanding of
the technical and
symbolic codes
contribute to media and
information literacy?
J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who
earned 80% of the
formative
assessment
B.No. of learners who
require additional activities
to
remediation
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
Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be
done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.
did these work?
F.What difficulties did I
encounter which my
principal or supervisor
can help me
solve?
G.What innovation or
localized material did I
use/discover which I wish
to share with
other teachers?
Prepared by:
Checked By:
Noted By
RHEA MAE T. PACO
EMIELYN ROSE A. AQUINO
AMY T. PACO,EdD
SHS-TII
OIC- SHS ASST. PRINCIPAL
PRINCIPAL IV
SCHOOL CABAY NATIONAL HIGH SCHOOL
GRADES 1 TO
12 DAILY
LESSON LOG
TEACHER CLARISSA C. REYES
GRADE LEVEL Grade 12 AAR
LEARNING AREA Media and Information
Literacy
TEACHING DATES AND TIME July 9-13, 2018/ 10:50 AM- 11:50 AM
QUARTER First/ Week 6
(MTWTh)
SESSION
1
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
SESSION
2
SESSION
3
SESSION
4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
II.CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
III.LEARNING
RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B.Other Learning Resources
IV.PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge, indicate the time allotment for each step.
A.Reviewing previous
lesson
or presenting the new
lesson
B.Establishing a purpose for
the lesson
C.Presenting
examples/instances of
the
new lesson
D.Discussing new concepts
and practicing new skills #1
E.Discussing new concepts
and
practicing new skills #2
F.Developing mastery
(Leads to formative
assessment)
G.Finding
practical/application
s of
concepts and skills in daily
living
H. Making generalizations
and
abstractions about the
lesson
I.Evaluating Learning
J.Additional activities for
application or remediation
V.REMARKS
Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be
done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.
VI.REFLECTION
A.No. of learners who
earned 80% of the
formative
assessment
B.No. of learners who
require additional activities
to
remediation
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 material did I
use/discover which I wish
to share with
other teachers?
GRADES 1 TO 12
SCHOOL
Tondol National High School
GRADE LEVEL
Grade 12 HUMSS,STEM,TVL-ICT&SMAW
DAILY LESSON LOG
TEACHER
Carl John C. Carolino
LEARNING AREA
Media and Information Literacy
TEACHING DATES AND TIME
July 10 -14, 2017/ 9:30 AM- 10:30 AM
(MTThF)
QUARTER
First/ Week 7
SESSION 1
SESSION 2
SESSION 3
SESSION 4
I.OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from
the curriculum guides.
A.Content Standards
The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
The learners understand media and information codes, conventions, and messages in relation to consumers, producers,
and other stakeholders.
The learner organizes a creative and interactive symposium for the community focusing on being a media and
information literate individual. The learners shall be able to examine and identify pertinent media and information codes,
conventions and messages given a visual resource. 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
Evaluates everyday media Evaluates everyday
Evaluates everyday media
and information presentations
and information
media and information
and information
regarding codes, convention,
presentations regarding
presentations regarding
presentations regarding
and message; and how they
codes, convention, and
codes, convention, and
codes, convention, and
affect the audience,
message; and how they
message; and how they
message; and how they
producers, and
affect the audience,
affect the audience,
affect the audience,
producers, and
producers, and
other stake holders. (MIL11/12MILA- producers, and
IIIf- 15)
other stake
other stake
other stake
holders.
holders.
holders.
(MIL11/12MILA-IIIf(MIL11/12MILA-IIIfProduces and assesses the codes, (MIL11/12MILA-IIIf15)
15)
15)
conventions, and messages of a
group presentation. MIL11/12MILAIIIf-16
Produces and assesses the Produces and assesses the Produces and assesses the
codes, conventions, and
codes, conventions, and
codes, conventions, and
messages of a group
messages of a group
messages of a group
presentation.
presentation.
presentation.
MIL11/12MILAMIL11/12MILAMIL11/12MILAIIIf-16
IIIf-16
IIIf-16
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for
each
II.CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be
tackled in a week or two.
7. Media and Information
Languages
a. Codes, Conventions, and
Messages,
b. Audience, Producers, and
Other stakeholders
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B.Other Learning Resources
6. Media and
Information
Languages
a. Codes, Conventions,
and Messages,
b. Audience, Producers, and
Other stakeholders
6. Media and
Information
Languages
a. Codes, Conventions,
and Messages,
b. Audience, Producers, and
Other stakeholders
6. Media and
Information
Languages
a. Codes, Conventions,
and Messages,
b. Audience, Producers, and
Other stakeholders
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure
that there is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept
development.
pp. 52- 56
pp. 57- 59
pp. 57- 59
IV.PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
A.Reviewing previous
lesson or presenting the
new lesson
State the learning objectives.
B.Establishing a purpose for the
lesson
C.Presenting
examples/instances of the
new lesson
D.Discussing new
concepts and practicing
new skills #1
Learners will play “Break the Code”
Discuss “Language may be a
source of misunderstandings by
Marshall McLuhan, 1964”
Discuss about language and
media languages.
Instruct learners to form groups of
5 to 10 members. Direct learners to
identify five (3) signs and symbols
in their community that are used
to convey information (ex. for
directions, locations
of attractions, others).
E.Discussing new concepts
and
practicing new skills #2
Review the previous lesson.
.
Review the previous lesson.
The teacher checks the
class progress on the
upcoming
media forum.
F.Developing mastery
(Leads to formative
assessment)
Present
the
following
Philippine postcards to the
learners. Then complete
the matrix.
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.
G.Finding
practical/applications of
concepts and skills in daily
living
Ask:
Ask:
How the codes will help you to
How the codes will help
become more accurate in getting you understand more
information?
information
clearly?
H. Making generalizations and The learners generalize about the The learners generalize
abstractions about the lesson concepts being discussed.
about
the concepts being
discussed.
Instruct learners to form
groups with five members
and create their own
media and information
presentation about the
latest trends
in technology: (ex
postcard, collage,
advertisement,
infomercial, story etc.)
• Use the MIL Design
Framework for designing,
developing and
evaluating your
presentation.
• Review the Rubric of
Evaluation for
benchmarking
• Use codes and
conventions for
the development of the
presentation.
• The group can choose
its medium (video, text,
sound) for the
presentation.
• Each group should have a
distinct presentation
Ask:
The class needs to apply
technical and symbolic
codes in the preparation.
How the codes will help
you understand more
information
clearly?
The learners generalize
about
the concepts being
discussed.
How the codes will help
you making the forum
successful?
Ask:
I.Evaluating Learning
What information codes,
conventions and messages about
our country is communicated
enthuse postcards?
• If you are to create a
postcard for a place or
organization of your choice,
what technical and symbolic
codes would you use to
convey important information
and create the desired
impression? Why?
• How is understanding of the
technical and symbolic codes
contribute
to
media
and
information literacy?
After three 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?
Evaluation of outputs.
The learners will report on
their assignments.
• 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?
J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80%
of the formative assessment
B.No. of learners who require
additional activities to
remediation
C.Did the remedial lessons
work?
Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask
relevant questions.
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 material did I
use/discover which I
wish to share with other
teachers?
Clarissa C. Reyes
S S T- I
Downloaded by Rovein James Anteola (roveinjam es.anteola@deped.gov.ph)