SCHOOL CABAY NATIONAL HIGH SCHOOL GRADE LEVEL Grade 12 AAR

GRADES 1 TO 12 TEACHER CLARISSA C. REYES LEARNING AREA Media and Information Literacy
DAILY LESSON LOG June 3 -6, 2019/ ________________ QUARTER: First Quarter – First
TEACHING DATES AND TIME First/ Week 1
(MTWTh) Semester
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I.OBJECTIVES 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)
A.Content Standards The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
B.Performance Standards The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
C.Learning The learner… The learner… The learner… The learner
Competencies/Objectives describes how communication is describes how communication is identifies the similarities and
Write the LC Code for each affected by media and information. affected by media and information. differences of media literacy, editorializes the value of being a
(MIL11/12IMIL-IIIa-1) (MIL11/12IMIL-IIIa-1) information literacy, and technology media and information literate
literacy 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 Introduction to Media and Information Introduction to Media and 1. Introduction to Media and
Information Literacy Literacy Information Literacy Information Literacy
a. Media Literacy a. Media Literacy a. Media Literacy a. Media Literacy
b. Information Literacy b. Information Literacy b. Information Literacy b. Information Literacy
c. Technology Literacy c. Technology Literacy c. Technology Literacy c. Technology Literacy

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 Media and Information Literacy (MIL) Media and Information Literacy (MIL) - Media and Information Literacy (MIL) - Media and Information Literacy (MIL)
- 1. Introduction to Media and 1. Introduction to Media and 1. Introduction to Media and - 1. Introduction to Media and
Information Literacy (Part 1) Information Literacy (Part 1) Information Literacy (Part 1) Information Literacy (Part 1)
Communication, Communication Communication, Communication Communication, Communication Communication, Communication
Models, Media Literacy, Information Models, Media Literacy, Information Models, Media Literacy, Information Models, Media Literacy, Information

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
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/
applications of concepts and
skills in daily living
Literacy, Technology (Digital) Literacy, Technology (Digital) Literacy, Literacy, Technology (Digital) Literacy, Literacy, Technology (Digital) Literacy,
Literacy, and MIL and MIL and MIL and MIL
Media and Information Literacy Media and Information Literacy Media and Information Literacy Media and Information Literacy
Teaching Guide Teaching Guide Teaching Guide 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.
The teacher does the getting to know The class reviews the concepts that The class review about mass media. The teacher reviews the student
stage. were discussed. about the forms of literacy being
discussed last meeting.
Learners answer what they know Ask the learners samples of mass Ask the students to define: Students give their presentation.
about media. media. Literacy
Media
Technology
Information
Ask:
How do you describe the cyber
environment?
The class define media. The discuss the descriptions of mass Discuss about The class focus on how to be
media. a. Media Literacy responsible in using forms of media.
The learners accomplish the checklist b. Information Literacy
about social media. Then, the learners are tasked to c. Technology Literacy The learner will explain “Think before
demonstrate how mass media affect Learners create Venn Diagram to you click”
communication through skits. compare the three.
The class focus on netiquette.
The learners match definition of The learners reflect on what they The learners will answer true or false The learners do Right or Wrong
words. performed. test. activity
Direction: Put a check mark or wrong
mark on the following activities in
using media.
Ask: Ask: Ask: Ask:
How media affects communication? How media improved your How the three literacies will help you How netiquette helps you to be
communication skills? to be a good agent of communication? responsible media user?
H. Making generalizations and Learners give terms associated with Learners differentiate mass media Learners differentiate the three Complete the statement:
abstractions about the lesson media. objects. literacies. Netiquette is _________________.
I. Evaluating Learning Learners write what media is for Learners write how media affects Learners try to find good posts and The learners create to- do list in using
them. communication bad/ blatant posts on Facebook. Let media.
them give opinions about the posts.
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.
VI.REFLECTION 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:

CLARISSA C. REYES Noted by:

SST-I
ARIEL C. DEL MUNDO
Principal I

GRADES 1 TO 12
DAILY LESSON LOG
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
II.CONTENT
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
SCHOOL CABAY NATIONAL HIGH SCHOOL GRADE LEVEL Grade 12 AAR
TEACHER CLARISSA C. REYES LEARNING AREA Media and Information Literacy
June 11 -15, 2019/ 10:50 AM- 11:50 AM
TEACHING DATES AND TIME QUARTER First/ Week 1
(MTWTh)
SESSION 1 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.
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 identifies traditional media and new editorializes the roles and functions of identifies traditional media and
media and their relationships. media and their relationships. media in democratic society. new media and their relationships.
(MIL11/12EMIL-IIIb-5) (MIL11/12EMIL-IIIb-5) (MIL11/12EMIL-IIIb-6) (MIL11/12EMIL-IIIb-5)
searches latest theory on information searches latest theory on
and media. (MIL11/12EMIL-IIIb-7) 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.
The Evolution of Traditional to New The Evolution of Traditional to New 2. The Evolution of Traditional to
2. The Evolution of Traditional to New Media: a. Prehistoric Age; b. Industrial Media a. Prehistoric Age b. Industrial New Media
Media: a. Prehistoric Age; b. Industrial Age; c. Electronic Age; d. New Age c. Electronic Age d. New a. Prehistoric Age
Age; c. Electronic Age; d. New (Information) Age (Information) Age b. Industrial Age
(Information) Age c. Electronic Age
Do ePortfolio; creating email/ social d. New (Information) Age
media accounts
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 unesco.org unesco.org unesco.org
/1XKn5VEH726H3xc565KrKgjLXxlQ26kjXmetx84XXg6w
/edit#slide=id.g19b200797a_0_33
IV.PROCEDURES
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
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.
The class reviews the lesson last The class reviews the periods of The class review the topic that was The class reviews the periods that
meeting. evolution of media that were discussed discussed last meeting. were already tackled.
last meeting.
Show the picture of Titanic. Ask the List the rules that you know in using our
learners what is about the picture that computer lab.
is shown to them.
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?”
The class focus on evolution of media The reporters discuss about Electronic Elaborate the roles and functions of The remaining groups discuss their
during Pre- Historic Age. and Digital Age. media in democratic society. topics.
Activity: Describe the media during The groups should have a group chat. In
those time and explain why in two their group, discuss how media help
sentences. them to be democratic.
The class focus on evolution of media We are going to create your group’s Discuss some of the latest theory
during Industrial Age. There will be ePortfolio. We are going to create your on information and media.
reporters for this period. group blog.

F.Developing mastery
(Leads to formative
assessment)
G.Finding
practical/applications 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
VI.REFLECTION
Activity: Describe the media during
those time and explain why in two
sentences.
The learners do True or False Test
about the things being discussed.
Ask:
How the milestones during primordial
times help you improve media?
Learners differentiate the two periods
The learners create a friendly letter.
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.
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:
How the evolution of media makes you
appreciate its existence?
Learners differentiate the remaining
periods.
Answer the following:
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)?
Post in your blog at least one article
about the roles and functions of media
to have democratic society.
Ask:
How ePortfolio and technology will help
you to become a good citizen of the
country?
Learners generalize the facts they
learned.
Ask the students what do they know
about Internet of Things (IoT).
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:
How the evolution of media makes
you a responsible media user?
Learners generalize about the
concepts.
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)?
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:

CLARISSA C. REYES Noted by:

SST-I
SHIRLEY S. VILLA
Teacher –In-Charge

GRADES 1 TO 12
DAILY LESSON LOG
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
II.CONTENT
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
SCHOOL CABAY NATIONAL HIGH SCHOOL GRADE LEVEL Grade 12 AAR
TEACHER CLARISSA C. REYES LEARNING AREA Media and Information Literacy
June 18 -22, 2018/ 10:50 AM- 11:50 AM
TEACHING DATES AND TIME QUARTER First/ Week 3
(MTWTh)
SESSION 1 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.
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. (MIL11/12TYM-IIId-10)
defines information needs, locates, defines information needs, locates, defines information needs, locates,
accesses, assesses, organizes, and accesses, assesses, organizes, and accesses, assesses, organizes, and Define media convergence through
communicates information. communicates information. communicates information. current examples.
(MIL11/12IL-IIIc-8) (MIL11/12IL-IIIc-8) (MIL11/12IL-IIIc-8) (MIL11/12TYM-IIId-11)
demonstrates ethical use of demonstrates ethical use of information. demonstrates ethical use of Discuss to class on how a particular
information. (MIL11/12IL-IIIc-9) (MIL11/12IL-IIIc-9) information. (MIL11/12IL-IIIc-9) 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 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.
pictures, video clips, articles,
printed log
IV.PROCEDURES
A.Reviewing previous lesson
or presenting the new lesson
B.Establishing a purpose for
the lesson
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.
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 the Review the previous lesson. The class reviews the lesson tackled
following in their own understanding: last meeting.
• 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.
1. Most Influential Person Knowledge is Power State the learning objectives.
• Write “MOST INFLUENTIAL PERSON IN
YOUR LIFE” on the board. 1. Write “KNOWLEDGE IS POWER”
on the board.
• Instruct learners to answer the phrase
on a piece of paper by providing the 2. Direct learners to define the
following details: meaning of the statement.
Who, What, Where, When, Why, How.
2. Ask the learners the following 3. Ask learners to connect
• What is the purpose of these Information Literacy to the
questions? statement on the board.
• What is the importance of answering 4. Ask the learners: “How does
these questions?” information become
knowledge?”
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

C.Presenting
examples/instances of the
new lesson
D.Discussing new concepts
and practicing new skills #1
knowledge of specific events or
situations that has been gathered or
received by communication,
intelligence, or news reports
Fill up the matrix by sorting the
following:
books, newspaper, television,
Youtube, magazines, social
network, radio, memeography,
newsletter, cellphone, journals,
film/movie
Group Discussion Discuss about plagiarism and its stages Academic Field Trip Discuss about types of media and
1. Lead a discussion using the and implications. 1. Instruct learners to form groups of media convergence.
following guide questions and seven to ten members. Assign a leader
prompts. Learners will synthesize in answering the and an assistant leader to
question: facilitate the group.
2. Inform the learners that the 2. Say “Your group is tasked to plan an
questions that they have just answered “State the importance of giving credit to academic trip. List pertinent
are the Stages/Elements of Information the source of one’s work. Elaborate your information on two possible
Literacy. answer.” destinations (somewhere in the country
or abroad)”.
3. Show the meaning of 3. To present valid and reliable
Information Literacy to the learners information, discuss with the learners
and explain. the following:
● Identify the information needed –
4. Discuss the stages / elements what, where, who, when, why, how.
of information literacy and explain ● Determine all the possible sources,
each in connection with the previous select the best sources – the world wide
discussions 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

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
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
Disaster Scenario
Explain the scenario to the learners,
and have them 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?”
Ask:
How information literacy will make you
a good user of information?
Learners synthesize about information
literacy.
Ask:
How information literacy is beneficial
for everyone?
Learners answer true or false test.
Ask:
How can you use your knowledge on
plagiarism in filtering information?
Learners cite the stages of plagiarism.
Learners create a five- sentence
paragraph about the consequences of
plagiarism.
4. Let the learners accomplish the
matrix below and present their output
to class in a creative way.
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.
Fill up the media convergence
matrix.
Ask:
How types of media will help you
appreciate information?
Learners differentiate the types of
media.
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 Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
VI.REFLECTION 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:

CLARISSA C. REYES Noted by:

SST-I
SHIRLEY S. VILLA
Teacher –In-Charge
 SCHOOL CABAY NATIONAL HIGH SCHOOL GRADE LEVEL Grade 12 AAR
GRADES 1 TO 12 TEACHER CLARISSA C. REYES LEARNING AREA Media and Information Literacy
DAILY LESSON LOG June 25 -29, 2018/ 10:50 AM- 11:50 AM
TEACHING DATES AND TIME QUARTER First/ Week 4
(MTWTh)
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.
B.Performance Standards The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
C.Learning Classify contents of different media Classify contents of different media Classify contents of different media The learners compare potential
Competencies/Objectives types. (MIL11/12TYM-IIId-10) types. (MIL11/12TYM-IIId-10) types. (MIL11/12TYM-IIId-10) sources of media and information.
Write the LC Code for each (MIL11/12MIM-IIIe-13)
Define media convergence through Define media convergence through
current examples. current examples. At the end of the lesson, the
(MIL11/12TYM-IIId-11) (MIL11/12TYM-IIId-11) learners must be able to:
• Demonstrate an ability to
Discuss to class on how a particular Discuss to class on how a particular examine and compare information
individual is portrayed in public using individual is portrayed in public using from various
different type of media. different type of media. (MIL11/12TYM- sources in order to evaluate its
(MIL11/12TYM-IIId-12) IIId-12) 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.

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.
Types of Media Types of Media Creation of MIL portfolio and other Reliability and accuracy of
a. Print (books, newsletter, magazines, a. Print (books, newsletter, magazines, social media accounts information
journals, and other printed materials) journals, and other printed materials)
b. Broadcast (radio, television, and b. Broadcast (radio, television, and film) 5. Media and Information Sources
film) c. New Media (internet) a. Indigenous
c. New Media (internet) b. Library
c. Internet
d. Others
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
IV.PROCEDURES
A.Reviewing previous lesson
or presenting the new lesson
B.Establishing a purpose for
the lesson
C.Presenting
examples/instances of the
new lesson
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.
computers with Internet connection, computers with Internet connection computers with Internet connection
pictures, video clips, articles, printed
matrix
https://www.youtube.com/
watch?v=YOY67QY7FM4
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.
Review about types of media and The class reviews the lesson tackled last The class reviews the activities they State the competency and
media convergence. meeting. had. objectives the learners need to
achieve.
Let the learners give their thoughts
about #PacquiaoHorn fight. They
need to state where they got
information.
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.
D.Discussing new concepts Discuss with the learners the following: The learners improve/ do their Discuss about reliability and
and practicing new skills #1 • Different interpretations of the ePortfolio and do other social media accuracy of information.
quote. accounts.

“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 and
practicing new skills #2
F.Developing mastery
(Leads to formative
assessment)
G.Finding
practical/applications of
concepts and skills in daily
living
Discuss about media personalities and
the responsibility of media content
producers to their viewers.
Ask:
How media personalities influence you
as teenagers?
Discuss about types of media and
information sources
Using the application that the learners
are most competent 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)
Ask: Ask:
How the application helped you convey How these concepts will help you
on how different media affects your life? to become media literate?

H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
The learners enumerate the influence The learners give their insight about the The learners will generalize about
of media among people. application they used. the concepts being discussed
Instruct learners to search for The learners will evaluate their works The learners will give their steps on
famous/iconic personalities who have using the matrix. distinguishing fake news.
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.
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.
VI.REFLECTION 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:

CLARISSA C. REYES Noted by:

SST-I
SHIRLEY S. VILLA
Teacher –In-Charge

GRADES 1 TO 12
DAILY LESSON LOG
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
II.CONTENT
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
SCHOOL CABAY NATIONAL HIGH SCHOOL GRADE LEVEL Grade 12 AAR
TEACHER CLARISSA C. REYES LEARNING AREA Media and Information Literacy
July 2-6, 2018/ 10:50 AM- 11:50 AM
TEACHING DATES AND TIME QUARTER First/ Week 5
(MTWTh)
SESSION 1 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.
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 media Interview an elder from the community Compare potential sources of media Evaluates everyday media and
and information. regarding indigenous media and and information. information presentations
(MIL11/12MIM-IIIe-13) information resource. (MIL11/12MIM- (MIL11/12MIM-IIIe-13) regarding codes, convention, and
IIIf-14) message; and how they affect the
audience, producers, and
 Identify a range of strategies •Identify a range of strategies for other stake holders.
for gathering indigenous gathering indigenous informational (MIL11/12MILA-IIIf-15)
informational media. media.
Produces and assesses the codes,
• Define Open Educational Resource conventions, and messages of a
group presentation.
MIL11/12MILA-IIIf-16
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 5. Media and Information Sources 5. Media and Information Sources 6. Media and Information
a. Indigenous a. Indigenous a. Indigenous Languages
b. Library b. Library b. Library a. Codes, Conventions, and
c. Internet c. Internet c. Internet Messages,
d. Others d. Others d. Others 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.
IV.PROCEDURES
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/applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
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.
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
lives.
Discuss about indigenous media and
information.
Do the Mind activity.
Discuss about Open Educational
Resources
The learners need to give examples of
indigenous media sources.
Ask:
How indigenous media sources will
help you to be knowledgeable about
your barangay?
The learners will enumerate things
about what they learned.
The class should prepare for the forum
about indigenous media resource and
information.
The teacher introduces the invited
speaker for the Indigenous Media and
Information Resource.
The forum will start as the speaker gives
information indigenous media and
information resource.
The learners will ask questions about the The learners do the ePortfolio.
topic given by the speaker.
Ask:
How the forum has helped you to be
familiar about local information?
The learners will state the things they
garnered from the speaker.
The class will conduct a post- evaluation
The teacher leads the learners in doing
social media accounts and MIL
ePortfolio
The learners need to have the basic
social media accounts.
Discuss about MIL ePortfolio.
The learners present their outputs.
State the learning objectives.
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)
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.
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 Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
VI.REFLECTION 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:

CLARISSA C. REYES Noted by:

SST-I
SHIRLEY S. VILLA
Teacher –In-Charge
 SCHOOL CABAY NATIONAL HIGH SCHOOL GRADE LEVEL Grade 12 AAR
GRADES 1 TO 12 TEACHER CLARISSA C. REYES LEARNING AREA Media and Information Literacy
DAILY LESSON LOG July 9-13, 2018/ 10:50 AM- 11:50 AM
TEACHING DATES AND TIME QUARTER First/ Week 6
(MTWTh)
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
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.

III.LEARNING 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.
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
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/applications 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.
VI.REFLECTION 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?
 SCHOOL
GRADES 1 TO 12 TEACHER
DAILY LESSON LOG
TEACHING DATES AND TIME July 10 -14, 2017/ 9:30 AM- 10:30 AM QUARTER
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
II.CONTENT
III.LEARNING RESOURCES
Tondol National High School GRADE LEVEL Grade 12- GAS/ TVL
Carl John C. Carolino LEARNING AREA Media and Information Literacy
First/ Week 7
(MTThF)
SESSION 1 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.
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 and Evaluates everyday media and Evaluates everyday media and Evaluates everyday media and
information presentations regarding information presentations information presentations information presentations
codes, convention, and message; and regarding codes, convention, regarding codes, convention, regarding codes, convention,
how they affect the audience, and message; and how they and message; and how they and message; and how they
producers, and affect the audience, producers, affect the audience, producers, affect the audience, producers,
other stake holders. (MIL11/12MILA-IIIf- and and and
15) other stake holders. other stake holders. other stake holders.
(MIL11/12MILA-IIIf-15) (MIL11/12MILA-IIIf-15) (MIL11/12MILA-IIIf-15)
Produces and assesses the codes,
conventions, and messages of a group Produces and assesses the Produces and assesses the Produces and assesses the
presentation. MIL11/12MILA-IIIf-16 codes, conventions, and codes, conventions, and codes, conventions, and
messages of a group messages of a group messages of a group
presentation. MIL11/12MILA- presentation. MIL11/12MILA- presentation. MIL11/12MILA-
IIIf-16 IIIf-16 IIIf-16
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.
6. Media and Information Languages 6. Media and Information 6. Media and Information 6. Media and Information
a. Codes, Conventions, and Messages, Languages Languages Languages
b. Audience, Producers, and Other a. Codes, Conventions, and a. Codes, Conventions, and a. Codes, Conventions, and
stakeholders Messages, Messages, Messages,
b. Audience, Producers, and b. Audience, Producers, and b. Audience, Producers, and
Other stakeholders Other stakeholders 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.
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
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
pp. 52- 56 pp. 57- 59 pp. 57- 59
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.
State the learning objectives. Review the previous lesson. Review the previous lesson. The teacher checks the class
progress on the upcoming
media forum.
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

E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
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).
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
Instruct learners to form groups The class needs to apply
with five members and create technical and symbolic codes in
their own media and the preparation.
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.

G.Finding practical/applications 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
VI.REFLECTION
A.No. of learners who earned 80%
of the formative assessment
Ask:
How the codes will help you to become
more accurate in getting information?
The learners generalize about the
concepts being discussed.
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?
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.
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.
Ask:
How the codes will help you
understand more information
clearly?
The learners generalize about
the concepts being discussed.
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?
• 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?
• 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: Ask:
How the codes will help you How the codes will help you
understand more information making the forum successful?
clearly?
The learners generalize about
the concepts being discussed.
Evaluation of outputs. The learners will report on their
assignments.
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?