School Buenavista National High School Grade Level 11

Daily Lesson Log Media and Information

Teacher Bernadette T. Rocha Learning Area
Grades 1 to 12 Literac y (MIL)
Teaching Dates and Time November 19 – November 23 Quarter 3 r d

I. OBJECTIVES Sessi on 1 Sessi on 2 Sessi on 3 Sessi on 4

A. Content Standards The learners demonstrate an 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.

The learner
1. describes how communication is affected by media and information – MIL 11/12IMIL-IIIa-1
C. Learning Competencies /
2. identifies the similarities and differences of media literacy, information literacy, and technology literacy – MIL 11/12IMIL-IIIa-2
Objectives / LC Codes
3. editorializes the value of being a media and information literate individual – MIL 11/12IMIL-IIIa-3
4. shares to class media habits, lifestyles and preferences – MIL 11/12IMIL-IIIa-4

Introduction to Media and Information Literacy

a. Media Literacy
II. CONTENT
b. Information Literacy
c. Technology Litearcy

A. References

1. Teacher’s Guide pages Teaching Guide for SHS Media and Information Literacy Core Subject, pp. 9 – 13

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) Computer, internet, projector
portal
B. Other Learning
Resources

What are the different kinds of

communication? State the meaning of media
A. Reviewing previous
How is communication affected by literacy, information literacy,
lesson or presenting What is communication? Give the eight elements that media and information? technology literacy, and media and
the new lesson constitute the creation of a information literacy.
message.
Everyday we encounter words,
images, and sounds passing
through various channels. Too
often, we get absorbed in the
messages they send and
unconsciously allow them to Inform the learners that today’s
shape our ways of thinking or Today we will know how is topic embodies essential
even influence the decisions we communication affected by media knowledge that should allow users
B. Establishing a and information. to engage with media and
make. We seldom ask ourselves
purpose for the lesson information channels in a
what do they mean, what they
bring to our lives, and what meaningful manner.
consequences and implications do
they pose for our community and
society. In here, we will know the
different kind of communication
which plays an essential role in
our daily lives.

Direct the learners to think of the

Interactive Word Wall – show to
C. Presenting past week, and record their use
What is communication? the learners the common online
examples/instances of the How is communication affected and interaction with media and
How do we communicate? activities and solicit from them the
by media and information? information providers. Have them
new lesson Why do we communicate? competencies that would fall under
indicate how many hours were
the three literacies.
spent engaged with each one.
Sample responses;
Online Media Informa- Techno-
Activitie Literacy tion logy  Which media provider did
s Literacy Literacy
they spend the most time?
As Content Tools
Sending
platform (appro- (mobile,  What roles do media play in
electro-
(text; priate- compu- their lives? (leisure, learning,
nic
email; ness, ters, communication, etc.)
messag
messen tone, others).
e
ger, recipient,
video others)
messag
e; voice
messag
e; others
Traditio- Content Knowin
Getting
nal (appro- g how to
the
(news- priate- use
latest
paper, ness, mass
news
tv, radio, reliabili- media
others) ty, accu- platform
Digital racy, s (tv,
(web- tone, radio,
sites, audience others)
social , others) Where
media, Giving to
others) feedback access
(reac- digital
tions, content
comment naviga-
s, rate, tional
others) skills
Enter-
tainment
Others
 How do Media Literacy,
Information Literacy, and
 Technology Literacy and Media
and Information Literacy differ
in terms of use?
 Are they similar in form?
Elaborate.
 Are they similar in use?
Elaborate.
Flash News and Visuals
Show the class samples of fake
news headlines found online.
Discussion on the different types Engage the learners in a quick
of communication discussion about examining and
a. Interpersonal believing in news.
D. Discussing new
communication Guide questions:
concepts and practicing  Did you believe these news
new skills #1 b. Mediated interpersonal
communication item were true? How did you
c. Organizational know they were true/false?
communication  Are all news and information on
d. Public communication the internet true? Why or why
not?
 Who gets to post news items
online? Expound.
1. Divide the learners into eight
Eight elements that constitute the
(8) groups.
creation of a message:
2. Assign one (1) term of the
1. Source following terms to each group:
E. Discussing new 2. Encoding a. Technology Literacy
concepts and practicing 3. Transmitting b. Media Literacy
new skills #2 4. Channels c. Information Literacy
5. Decoding d. Media and Information
6. Receiver Literacy
7. Feedback 3. Have each group formulate
8. Noise Interference their own definition of the term
assigned to them, and have
 each group present to the
class.
4. Show the correct definitions
and have the learners
compare it with their work.
5. Synthesize the activity by
listing misconceptions on the
board.
F. Developing Mastery
(Leads to Formative
Assessment 3)

Activity 1 The Low-tech Future (Connect

1. Gather as a class. this activity with media, informa-
2. Divide yourselves into groups of tion, technology and media and
four to six members. Single out information literacies)
a message which you would 1. Remind the learners that they
like to unravel and analyze. are living in the 21st Century,
Take as an example, perhaps, where people are dependent on
an official statement issued by a technology.
local chief executive or an 2. As the learners to imagine up
G. Finding practical organizational communication one day to find no internet,
applications of concepts by your academic official in libraries, and cell phones,
and skills in daily living school. It could be a directive Newspapers, magazines, radio
by the city mayor, for instance, stations and TV channels have
or a memorandum or also disappeared.
announcement released by the 3. Call on learners to answer the
principal in your school. ff. questions:
3. As a group, try to analyze the  How would you be informed
message guided by the of anything now?
following questions:  What ways would you have
 Where is the message to communicate with one
coming from? another?
 How is the message sent?
  Who is the receiver?  How would you share
4. After you have responded to the information and
above questions, try to push communicate news and
your analysis a little further by events?
pondering on these questions:  What would happen with the
 What form did the sender decisions you usually make?
use so that the message can  How would it affect the way
be transmitted to the you live?
intended receiver?  What would you personally
 Did the form of the message miss most in such a
change once it has reached situation?
the intended receiver? If so,  What would society lose in
what form did it take? this situation?
5. Lastly, take time now to see
how it was received by the
intended receiver.
 Did the message reach the
intended receiver? If yes,
did the message prompt a
response from the intended
receiver? If no, what blocks
or impediments kept the
message from getting to the
intended receiver?
 Try visualizing the process
that starts with the sender
and ends with the receiver.
Attempt to render a diagram.

Define the following

H. Making generalization
What are the different types of How is communication affected by a. Literacy What is media? Information
and abstractions about
communication? media and information? b. Media literacy?
the lesson
c. Media Literacy
d. Information

I. Evaluating Learning
J. Additional Activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
QUIZ
Objectives has
Attained: ____________
Not attained due to
_________________________
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
Complete the Venn diagram.
Objectives has
Attained: ____________
Not attained due to
_________________________
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
e. Information Literacy
f. Technology Literacy
g. Media and Information
Literacy
 In your opinion, what makes
an individual literate in media
and information?
 What activities/habits do you QUIZ
practice which illustrate media
and information literacy? Give
at least three examples.
Objectives has Objectives has
Attained: ____________ Attained: ____________
Not attained due to Not attained due to
_________________________ _________________________
___ of Learners who earned 80% ___ of Learners who earned 80%
above above
___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for 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 this work?
F. What difficulties did I
encounter which my
___ Yes ___No
___ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Techniques and Strategies used:
___ Repitition
___ Math Games
___ Manipulative Tools
___ Pair Work
___ Explicit Teaching
___ Group Collaboration
___ Peer Tutoring
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s
collaboration/cooperation in
doing their tasks
___ Audio Visual Presentation of
the Lesson
___ Bullying among students
___ Students behavior/attitude
___ Yes ___No
___ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Techniques and Strategies used:
___ Repitition
___ Math Games
___ Manipulative Tools
___ Pair Work
___ Explicit Teaching
___ Group Collaboration
___ Peer Tutoring
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s
collaboration/cooperation in
doing their tasks
___ Audio Visual Presentation of
the Lesson
___ Bullying among students
___ Students behavior/attitude
___ Yes ___No
___ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Techniques and Strategies used:
___ Repitition
___ Math Games
___ Manipulative Tools
___ Pair Work
___ Explicit Teaching
___ Group Collaboration
___ Peer Tutoring
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s
collaboration/cooperation in
doing their tasks
___ Audio Visual Presentation of
the Lesson
___ Bullying among students
___ Students behavior/attitude
___ Yes ___No
___ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Techniques and Strategies used:
___ Repitition
___ Math Games
___ Manipulative Tools
___ Pair Work
___ Explicit Teaching
___ Group Collaboration
___ Peer Tutoring
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s
collaboration/cooperation in
doing their tasks
___ Audio Visual Presentation of
the Lesson
___ Bullying among students
___ Students behavior/attitude
principal or supervisor can ___ Unavailable Technology
help me solve? Equipment (AVR/LCD/
Computer)
___ Computer/Internet Lab
Planned Innovations:
___ Contextualized/Localized and
Indigenized IM’s
G. What innovation of
___ Localized Videos
localized materials did I
___ Making big books from views
use/discover which I wish to
of the locality
share with other teachers?
___ Recycling of plastics to be
used as Instructional
Materials
PREPARED BY:
BERNADETTE T. ROCHA
SST – II
___ Unavailable Technology
Equipment (AVR/LCD/
Computer)
___ Computer/Internet Lab
Planned Innovations:
___ Contextualized/Localized and
Indigenized IM’s
___ Localized Videos
___ Making big books from views
of the locality
___ Recycling of plastics to be
used as Instructional
Materials
___ Unavailable Technology ___ Unavailable Technology
Equipment (AVR/LCD/ Equipment (AVR/LCD/
Computer) Computer)
___ Computer/Internet Lab ___ Computer/Internet Lab
Planned Innovations: Planned Innovations:
___ Contextualized/Localized and ___ Contextualized/Localized and
Indigenized IM’s Indigenized IM’s
___ Localized Videos ___ Localized Videos
___ Making big books from views ___ Making big books from views
of the locality of the locality
___ Recycling of plastics to be ___ Recycling of plastics to be
used as Instructional used as Instructional
Materials Materials
CHECKED BY:
LUZVIMINDA G. SALVACION
PRINCIPAL