DLL-MIL - DLL IN MIL QUARTER 1

Media & Information Literacy (Tayug National High School)

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 Grade 12 HUMSS,STEM,TVL-
SCHOOL LAOAC NATIONAL HIGH
NACI INTEGRATED SCHOOL
SCHOOL GRADE LEVEL GRADEICT&SMAW
11
GRADES 1 TO 12 TEACHER RHEA MAEMAET. PACO LEARNING AREA Media and Information Literacy
DEVONA F. BAYQUIN
DAILY LESSON
August 30-September 2, 2022 QUARTER: First Quarter –
LOG TEACHING DATES AND TIME 8/29/2023-9/01/2023, 10:45-11:45 First/ Week 1
First Semester
SESSION 1DAY 1 SESSION 2 DAY 2 SESSION 3 DAY 3 MODULAR
DAYSESSION
4 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 affected by media and information. differences of media literacy, editorializes the value of being a
information. (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 Introduction to Media and Introduction to Media and 1. Introduction to Media
and Information Literacy Information Literacy Information Literacy and 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, Communication, Communication
Models, Media Literacy, Information Models,
Models, Media Literacy, Information
Information Models, Media
Models, Media Literacy, Information Models, Media Literacy, Information
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 Literacy, Technology (Digital) Literacy, Literacy, Technology (Digital) Literacy, Literacy, Technology (Digital) Literacy, Literacy, Technology (Digital) Literacy,
and MIL and MIL and MIL and MIL
1.Teacher’s Guides/Pages Media and Information Literacy Media and Information Literacy Media and Information Literacy Media and Information Literacy
Teaching Guide Teaching Guide Teaching Guide Teaching Guide

2.Learner’s Materials Pages

3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources unesco.org 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 The teacher does the getting to know The class reviews the concepts that The class review about mass media. The teacher reviews the student
presenting the new lesson stage. were discussed. about the forms of literacy
being
discussed last meeting.
B. Establishing a purpose for the Learners answer what they Ask the learners samples of mass Ask the students to define: Students give their presentation.
lesson know about media. media. Literacy
Media
Technology
Information
C. Presenting Ask:
examples/instances of the How do you describe the cyber
new environment?
lesson
D. Discussing new concepts and The class define media. The discuss the descriptions of mass Discuss about The class focus on how to be
practicing new skills #1 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.
E. Discussing new concepts and The class focus on netiquette.
practicing new skills #2
F. Developing mastery The learners match definition The learners reflect on what they The learners will answer true or false The learners do Right or Wrong
(Leads to formative assessment) of words. performed. test. activity
Direction: Put a check mark or wrong
mark on the following activities in
using media.

G. Finding practical/ Ask: Ask: Ask: Ask:

applications of concepts How media affects communication? How media improved How the three literacies will help you How netiquette helps you to
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and skills in daily living your communication to be a good agent of be responsible media user?
skills? communication?

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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 Learners try to find good posts and The learners create to- do list in using
them. affects 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: Checked By: Noted By:

DEVONA MAE F. BAYQUIN
RHEA MAETeacher
T. PACOI EMIELYN ROSE A. AQUINO AMY T. PACO,EdD

SHS-TII OIC- SHS ASST. PRINCIPAL PRINCIPAL IV

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 Grade 12 HUMSS,STEM,TVL-
SCHOOL LAOAC NATIONAL HIGH SCHOOL GRADE LEVEL
ICT&SMAW
GRADES 1 TO 12 TEACHER RHEA MAE T. PACO LEARNING AREA Media and Information Literacy
DAILY LESSON
September 5-9, 2022
LOG TEACHING DATES AND TIME QUARTER First/ Week 2
SESSION 1 SESSION 2 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.
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
Write the LC Code for each identifies traditional media and identifies traditional media and editorializes the roles and functions identifies traditional media and
new media and their relationships. new media and their relationships. of media in democratic society. new media and their
(MIL11/12EMIL-IIIb-5) (MIL11/12EMIL-IIIb-5) (MIL11/12EMIL-IIIb-6) relationships. (MIL11/12EMIL-IIIb-
5)
searches latest theory on
information and media. searches latest theory
(MIL11/12EMIL-IIIb-7) on information and
media. (MIL11/12EMIL-
IIIb-7)
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.
The Evolution of Traditional to New The Evolution of Traditional to New 2. The Evolution of Traditional
2. The Evolution of Traditional to New Media: a. Prehistoric Age; b. Industrial Media a. Prehistoric Age b. Industrial to 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/ d. New (Information) Age
social media accounts

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 https://docs.google.com/presentation/d unesco.org unesco.org unesco.org
/1XKn5VEH726H3xc565KrKgjLXxlQ26kjXmetx84XXg6w
/edit#slide=id.g19b200797a_0_33

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 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
or presenting the new lesson meeting. evolution of media that were discussed discussed last meeting. were already tackled.
last meeting.
B.Establishing a purpose Show the picture of Titanic. Ask the List the rules that you know in using our
for the lesson 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?”

C.Presenting
examples/instances of the
new lesson
D.Discussing new concepts The class focus on evolution of media The reporters discuss about Elaborate the roles and functions of The remaining groups discuss their
and practicing new skills #1 during Pre- Historic Age. Electronic 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.

E.Discussing new concepts and The class focus on evolution of media We are going to create your group’s Discuss some of the latest theory

practicing new skills #2 during Industrial Age. There will be ePortfolio. We are going to create on information and media.
reporters for this period. your group blog.

Activity: Describe the media during

those time and explain why in two
sentences.

F.Developing mastery The learners do True or False Test Learners do Knowing You Media Post in your blog at least one article Have the learners form groups of
(Leads to formative about the things being discussed. at Different Ages. about the roles and functions of six (6) members. Using Manila
assessment) media to have democratic society. paper and markers, each group
Direction: Have the learners form should provide answers to fill in
groups of six (6) members. Using Manila the table.
paper and markers, each group
should provide answers to fill in the
table

G.Finding Ask: Ask: Ask: Ask:

practical/applications of
concepts and skills in daily How the milestones during primordial How the evolution of media makes you How ePortfolio and technology will help How the evolution of media makes
living times help you improve media? appreciate its existence? you to become a good citizen of the you a responsible media user?
country?

H. Making generalizations and Learners differentiate the two periods Learners differentiate the remaining Learners generalize the facts they Learners generalize about the
abstractions about the lesson periods. learned. concepts.
I.Evaluating Learning The learners create a friendly letter. Answer the following: Ask the students what do they know After reporting, discuss with the
about Internet of Things (IoT). learners the roles and functions of
1. Given the available media that media in democratic society.
we now have in the world, Discuss with the learners the
what are its roles and functions following questions:
 in a democratic society? • Given the available media that
2. In what way does media affect we now have in the world, what
your life (personal, professional, are its roles and functions in a
academic, social, others)? democratic society?
• In what way does media
affect your life (personal,
professional, academic, social,
others)?
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: 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 11
GRADES 1 TO 12 SCHOOL NACI INTEGRATED SCHOOL GRADE LEVEL
DAILY LESSON
LOG TEACHER DEVONA MAE F. BAYQUIN LEARNING AREA Media and Information Literacy
TEACHING DATES AND TIME September 11-15, 2023, 10:45-11:45 QUARTER First/ Week 3
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 The learner: The learner: The learner: The learner:
Competencies/Objectives
Write the LC Code for each defines information needs, locates, defines information needs, locates, demonstrates ethical use of demonstrates ethical use of
accesses, assesses, organizes, and accesses, assesses, organizes, and information. (MIL11/12IL-IIIc-9) information. (MIL11/12IL-IIIc-9)
communicates information. communicates information.
(MIL11/12IL-IIIc-8) (MIL11/12IL-IIIc-8)

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.
Information Literacy Information Literacy Information Literacy Information Literacy

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
A. Reviewing previous Communicate Learning Objectives Ask the learners to state and discuss the What are the different sources of What is Information Literacy?
lesson or presenting the State the learning objectives: following in their own understanding: information?
new lesson • Define information needs; can • Information and information literacy
locate, access, assess, organize, and • Stages / elements of
communicate information. information literacy
• Demonstrate ethical use of • Present to class some of the best
information. timelines or historical records of
their interaction with and exposure
 to traditional and new media.

B. Establishing a purpose 1. Most Influential Person Knowledge is Power How to be look good online?
for the lesson • Write “MOST INFLUENTIAL PERSON IN 1. Write “KNOWLEDGE IS POWER”
YOUR LIFE” on the board. on the board.
2. Direct learners to define
• Instruct learners to answer the the meaning of the
phrase on a piece of paper by providing statement.
the following details: 3. Ask learners to connect
Who, What, Where, When, Why, How. Information Literacy to the
statement on the board.

Ask the learners: “How does

information become knowledge?”

C. Presenting In what way you can show that

examples/instances of the you are the responsible user of
new lesson information especially in digital
world?

D. Discussing new concepts Group Discussion Discuss about plagiarism and its stages Academic Field Trip What is Digital Citizenship?
and practicing new skills #1 1. Lead a discussion using the and implications. 1. Instruct learners to form groups of
following guide questions seven to ten members. Assign a
and prompts. Learners will synthesize in answering the leader 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 “State the importance of giving credit to academic trip. List pertinent
just answered are the the source of one’s work. Elaborate information on two possible
Stages/Elements of your answer.” destinations (somewhere in the
Information Literacy. country or abroad)”.
3. To present valid and reliable
3. Show the meaning of information, discuss with the
Information Literacy to the learners the following:
learners and explain. ● Identify the information needed
– what, where, who, when, why,
4. Discuss the stages / how.
elements of information ● Determine all the possible sources,
literacy and explain each in select the best sources – the world
connection with the previous wide web, travel guide
discussions 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.

4. Let the learners accomplish the matrix
below and present their output to class
in a creative way.

E. Discussing new concepts and How does Digital Etiquette connected

practicing new skills #2 to Netiquette?

F. Developing mastery Disaster Scenario Learners answer true or false test. Come up five of your own
(Leads to formative Explain the scenario to the learners, netiquette rules and discuss
assessment) and have them answer the matrix their positive outcome in two
below: to three sentences.
“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: Ask: Ask:
practical/applications of
concepts and skills in daily How information literacy will make How can you use your knowledge on How do you see the concept of
living you a good user of information? plagiarism in filtering information? Proper Online Conduct in today’s
time?
H. Making generalizations and Learners synthesize about information Learners cite the stages of plagiarism. List the Rules of Netiquette
abstractions about the lesson literacy.
I. Evaluating Learning Ask: Learners create a five- sentence Instruct the learners to write an essay Short Quiz
paragraph about the consequences (of at most 100 hundred words)
How information literacy is of plagiarism. about an information literate
beneficial for everyone? individual.
Tell the learners to submit their outputs
(field trip plan and essay)
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?
G.What innovation or localized
material did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked By:

DEVONA MAE F. BAYQUIN SUSAN S. ALAGOS
Teacher I Mater Teacher I
 SCHOOL Naci Integrated School GRADE LEVEL Grade 11
GRADES 1 TO 12
TEACHER Devona Mae F. Bayquin LEARNING AREA Media and Information Literacy
DAILY LESSON LOG
TEACHING DATES AND TIME September 18-22, 2022, 10:45-11:45 QUARTER First/ Week 4
SESSION 1 SESSION 2 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.
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 Competencies/ Classify contents of different media Classify contents of different media Define Media convergence through The learners compare potential
Objectives types. (MIL11/12TYM-IIId-10) types. (MIL11/12TYM-IIId-10) current examples. (MIL11/12TYM- sources of media and
IIId-11) information. (MIL11/12TYM-III-12)

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
a. Print (books, newsletter, d. Print (books, newsletter, Media Convergence Media in Society
magazines, journals, and other magazines, journals, and other
printed materials) printed materials)
b. Broadcast (radio, television, and e. Broadcast (radio, television, and film)
film) c. New Media (internet)
c. New Media (internet)

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 Fill up the matrix by sorting the The learners watch videos. Then, ask What product is invented by combining The learners watch videos. Then, ask
examples/instances of the following: them the following: camera and cellphone? them the following:
new lesson Personalities who were in the video
books, newspaper, television, Youtube, personalities who were in the video
magazines, social network, radio, Ask further: • people who watched and read the
memeography, newsletter, cellphone, How do different audiences perceive news
journals, film/movie media personalities? • media men who featured the article
• their (learners ) own personal
Do you agree that media personalities reactions
have power to direct or challenge Ask further:
society? Explain your answer. 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 about types of media. Discuss with the learners the following: How does traditional and new media co- Discuss with the learners the
and practicing new skills #1 • Different interpretations of the exist? following:
quote. • Different interpretations of the
“The media can be influenced by quote.
society and can in turn influence
society”. “The media can be influenced by
society and can in turn influence
society”.

E.Discussing new concepts and Discuss different Examples of Print, Discuss about media personalities and What is convergence? Discuss about media personalities
practicing new skills #2 Broadcast and New Media. the responsibility of media content and the responsibility of media
producers to their viewers. content producers to their viewers.
F.Developing mastery Give example of devices that created
(Leads to formative from combining traditional and new
assessment) media?

G.Finding Ask: Ask: Ask Ask:

practical/applications of
concepts and skills in daily How types of media will help you How media personalities influence you How media convergence have led to the Ask: How media personalities
living appreciate information? as teenagers? convergence of traditional and new influence you as teenagers?
media?

H. Making generalizations and Learners differentiate the types of The learners enumerate the influence The learners dot the following: The learners enumerate the
abstractions about the lesson media. of media among people. influence of media among people.
Describe how new technologies have
led to the convergence of traditional
and new media.

I. Evaluating Learning Short Quiz Instruct learners to search for Short Quiz Instruct learners to search for
famous/iconic personalities who have famous/iconic personalities who
been featured in print, broadcast and have been featured in print,
new media. Make a matrix that would broadcast and new media. Make a
contain matrix that would contain
(1) title of the media product; (1) title of the media product;
(2) its creator; and (2) its creator; and
describe how each particular personality (3) describe how each particular
is being described in a
(3) 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
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: Checked By:

DEVONA MAE F. BAYQUIN SUSAN S. ALAGOS
Teacher I Master Teacher I
 Grade 11
GRADES 1 TO 12 SCHOOL NACI INTEGRATED SCHOOL GRADE LEVEL
DAILY LESSON
TEACHER DEVONA MAE F. BAYQUIN LEARNING AREA Media and Information Literacy
LOG

TEACHING DATES AND TIME September 25-39, 2023, 7:30-8:30-10:45-11:45 QUARTER First/ Week 5
SESSION 1 SESSION 2 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.
B.Performance Standards 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.
C.Learning The learners compare potential sources Compare potential sources of media Interview an elder from the
Competencies/Objectives of media and information. and information. community regarding indigenous
Write the LC Code for each (MIL11/12MIM-IIIe-13) (MIL11/12MIM-IIIe-13) HOLIDAY media and information resource.
(MIL11/12MIM- IIIf-14)
• Demonstrate an ability to examine and
compare information from various • Identify a range of strategies for Identify a range of strategies for
sources gathering indigenous informational gathering indigenous informational
• Determine the accuracy, reliability and media. media.
value of information by questioning the • Define Open Educational Resource
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.
II.CONTENT a. Reliability and accuracy of 5. Media and Information Sources 5. Media and Information Sources
information a. Indigenous a. Indigenous
5 Media and Information Sources b. Library b. Library
a. Indigenous c. Internet c. Internet
b. Library d. Others d. Others
c. Internet
d. Others
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 26-30 26-30 26-30
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 What are the different types of media? What are the tips in examining good What is Indigenous media?
or presenting the new lesson Give example. information? Give examples of Indigenous
knowledge that are still present
today.
B.Establishing a purpose Let the learners give their thoughts about How does media affect our Show a video of the elder from the
for the lesson #PacquiaoHorn fight. They need to state lives. community regarding Indigenous
where they got information. Media and
Information Resource.
C.Presenting How can we tell the quality and validity How do people gather information in the What is the difference of
examples/instances of the of the information? past? getting information in past to
new lesson present?
D.Discussing new concepts Discuss about reliability and accuracy of Discuss about indigenous media and The forum will start as the
and practicing new skills #1 information. information. speaker gives information
Do the Mind activity. indigenous media and
information resource.
E.Discussing new concepts and Discuss the information sources Discuss about Open Educational
practicing new skills #2 Resources
F.Developing mastery The learners need to give examples of The learners will ask questions
(Leads to formative indigenous media sources. about the topic given by the
assessment) speaker.
G.Finding Ask: How these concepts will help you Ask: Ask:
practical/applications of to become media literate?
concepts and skills in daily How indigenous media sources will help How the forum has helped you to
living you to be knowledgeable about be familiar about local information?
your barangay?
H. Making generalizations and The learner will list the tips in examining The learners will enumerate things The learners will state the things
abstractions about the lesson accurate information from various about what they learned. they
sources. garnered from the speaker.
I.Evaluating Learning The learners will give their steps on The class should prepare for the forum Short quiz
distinguishing fake news. about indigenous media resource and
information.

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: Checked By: Noted By

DEVONA MAE F. BAYQUIN SUSAN S. ALAGOS EDDIE C. DEMETILLO
TEACHER I MASTER TEACHER I PRINCIPAL I

SCHOOL NACI INTEGRATED SCHOOL GRADE LEVEL Grade 11

GRADES 1 TO 12 TEACHER DEVONA MAE F. BAYQUIN LEARNING AREA Media and Information Literacy
DAILY LESSON
LOG TEACHING DATES AND TIME October 2-6, 2023, 7:30-8:30 QUARTER First/ Week 6

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 Evaluates everyday media and Evaluates everyday media and Evaluates everyday media and Produces and assesses the codes,
Competencies/Objectives information presentations regarding information presentations regarding information presentations regarding conventions, and messages of a
Write the LC Code for each codes, convention, and message; and codes, convention, and message; and codes, convention, and message; and group presentation. MIL11/12MILA-
how they affect the audience, how they affect the audience, how they affect the audience, producers, IIIf-16
producers, and producers, and and
other stake holders. other stake holders. other stake holders.
(MIL11/12MILA-IIIf-15) (MIL11/12MILA-IIIf-15) (MIL11/12MILA-IIIf-15)

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.
Media and Information Media and Information Media and Information Media and Information
Languages Languages Languages Languages
 a. Codes, Conventions, and c. Codes, Conventions, and a. Codes, Conventions, and a. Codes, Conventions,
Messages, Messages, Messages, and Messages,
b. Audience, Producers, and Other d. Audience, Producers, and Other b. Audience, Producers, and Other b. Audience, Producers, and Other
stakeholders stakeholders stakeholders stakeholders
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 4-7 8-10 10-12 13-16
3.Textbook Pages
4.Additional Materials from SLM- MIL Week 6 SLM- MIL Week 6 SLM- MIL Week 6 SLM- MIL Week 6
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 What are the different sources of What is technical codes? Give example of What is symbolic codes? What is convention and other form of
or presenting the new lesson information? different camera shots. What is written codes? media languages?
B.Establishing a purpose for Learners will play “Break the Code” Guess whether the picture is an example Study the movie poster flash in television Video Presentation.
the lesson of symbolic or written codes. screen.
C.Presenting Discuss “Language may be a source of Did you used symbol or written codes to Based on the video how does codes
examples/instances of the misunderstandings by conveys message? and Conventions used to produce
new lesson Marshall McLuhan, 1964” media products?

D.Discussing new concepts Discuss about language and media What is symbolic codes? What is convention? What are different genres o films?
and practicing new skills #1 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 What is the language of media and What is written codes? How does codes and convention work in
practicing new skills #2 codes? different multimedia platform?
F.Developing mastery List the different technical codes. Give different examples of symbolic and What are the other concepts of media Instruct learners to form groups
(Leads to formative written codes? languages? with five members and create
assessment) their own short film and make use
the codes and convention
choosing from different genres:
(Horror, Love story, Comedy)
Scoring rubrics will be presented.
G.Finding Ask: Ask: Ask: Ask:
practical/applications of
concepts and skills in daily How the codes will help you to become What is the importance of understanding How will codes and conventions help you How does using codes and
living more accurate in getting symbolic and written codes in our daily understand information? conventions help you create
information? life? effective and creative media
outputs?
H. Making generalizations and What is technical code and the different How does symbolic and written code What is the different between codes and The learners generalize about
abstractions about the lesson camera techniques? differ in conveying message? conventions? the concepts being discussed.
I.Evaluating Learning Study the commercial ad below Short Quiz. Answer assessment in page 15 in the Name five of your favorite movie
and identify the technical codes Identify symbolic and written codes used module. and complete the matrix below.
used in the commercial. in a movie poster. Using the images, fill in the table below Write your answer in ½ sheet of
by giving description to the identified paper.
codes and conventions used in each
media platform.
J.Additional activities for
application or remediation

V.REMARKS
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: Checked By: Noted By

DEVONA MAE F. BAYQUIN SUSAN S. ALAGOS EDDIE C. DEMETILLO
TEACHER I MASTER TEACHER I PRINCIPAL I
 TEACHER Carl John C. Carolino LEARNING AREA Media and Information Literacy
DAILY LESSON LOG TEACHING DATES AND TIME July 10 -14, 2017/ 9:30 AM- 10:30 AM QUARTER 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
I.OBJECTIVES
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.
B.Performance Standards 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.
C.Learning Evaluates everyday media and Evaluates everyday media and Evaluates everyday media and Evaluates everyday media and
Competencies/Objectives information presentations regarding information presentations information presentations information presentations
Write the LC Code for each codes, convention, and message; regarding codes, convention, regarding codes, convention, regarding codes, convention,
and 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
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.
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 a. Codes, Conventions, and a. Codes, Conventions, and a. Codes, Conventions, and
Other stakeholders Messages, Messages, Messages,
b. Audience, Producers, and b. Audience, Producers, and b. Audience, Producers, and
Other stakeholders Other stakeholders 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.
A.References
1.Teacher’s Guides/Pages pp. 52- 56 pp. 57- 59 pp. 57- 59
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 State the learning objectives. Review the previous lesson. Review the previous lesson. The teacher checks the class
or presenting the new lesson progress on the upcoming
media forum.
B.Establishing a purpose for the Learners will play “Break the Code”
lesson
C.Presenting examples/instances Discuss “Language may be a source of
of the new lesson misunderstandings by
Marshall McLuhan, 1964”
D.Discussing new concepts Discuss about language and media
and practicing new skills #1 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 Present the following Fill up the matrix by reading this Instruct learners to form The class needs to apply
(Leads to formative assessment) Philippine postcards to the scenario: groups with five members and technical and symbolic codes in
learners. Then complete the create their own media and the preparation.
matrix. Scenario: A local government information presentation
official was charged of graft about the latest trends
and corruption and was in technology: (ex
suspended from his postcard, collage,
office. The government official advertisement,
announced that the charges infomercial, story etc.)
were all fabricated and that he • Use the MIL Design
will not step Framework for designing,
down from his office. A large developing and evaluating
group of supporters are your presentation.
present to protest. They • Review the Rubric of
barricaded the Evaluation for benchmarking
 building • Use codes and conventions for

where the official has once the development of the

taken office. A struggle presentation.
seems to start breaking out • The group can choose its
between the protesters medium (video, text, sound)
and the police. for the presentation.
• Each group should have a
distinct presentation
G.Finding practical/applications of Ask: Ask: Ask: Ask:
concepts and skills in daily living
How the codes will help you to become How the codes will help you How the codes will help you How the codes will help you
more accurate in getting information? understand more information understand more information making the forum
clearly? clearly? successful?
H. Making generalizations and The learners generalize about the The learners generalize about The learners generalize about
abstractions about the lesson concepts being discussed. the concepts being discussed. the concepts being discussed.
I.Evaluating Learning What information codes, conventions After three presentations, Evaluation of outputs. The learners will report on their
and messages about our country is discuss the following with the assignments.
communicated enthuse postcards? class:
• If you are to create a postcard for • If you will be a reporter,
a place or organization of your are you going to use the
choice, what technical and symbolic conventional way of how the
codes would you use to convey each media will broadcast
important information and create the given scenario?
the desired impression? Why?
• How is understanding of the • What will you do to not
technical and symbolic codes make your report boring?
contribute to media and information Elaborate your answer
literacy?
• Would you exaggerate some
elements in your report to
make
it interesting? Why?
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?

Clarissa C. Reyes
S S T -I
Downloaded by Devona Ma e Ba yqui n (n az amenayuki@gmail.com)