SCHOOL ITAWES NATIONAL AGRICULTURAL AND GRADE LEVEL Grade 12- PERSEVERANCE

GRADES 1 TO 12 TECHNICAL SCHOOL-MAIN CAMPUS

DAILY LESSON LOG TEACHER JUDITH A. FRONDA LEARNING AREA Media and Information Literacy
TEACHING DATES AND TIME QUARTER THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES
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/Objectives The learner: The learner: The learner: The learner:
Write the LC Code for each
identifies traditional media and defines information needs, locates, defines information needs, defines information needs, locates,
new media and their accesses, assesses, organizes, and locates, accesses, assesses, accesses, assesses, organizes, and
relationships. (MIL11/12EMIL- communicates information. organizes, and communicates communicates information.
IIIb-5) (MIL11/12IL-IIIc-8) information. (MIL11/12IL-IIIc-8) (MIL11/12IL-IIIc-8)

searches latest theory on demonstrates ethical use of demonstrates ethical use of demonstrates ethical use of
information and media. information. (MIL11/12IL-IIIc-9) information. (MIL11/12IL-IIIc-9) information. (MIL11/12IL-IIIc-9)
(MIL11/12EMIL-IIIb-7)
II.CONTENT
2. The Evolution of Traditional to Information Literacy Information Literacy Information Literacy
New Media
a. Prehistoric Age
b. Industrial Age
c. Electronic Age
d. New (Information) Age
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages pp. 21- 23 pp. 27- 30 pp. 31- 33 pp. 34- 35
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or The class reviews the periods Communicate Learning Objectives Ask the learners to state and Review the previous lesson.
presenting the new lesson that were already tackled. State the learning objectives: discuss the following in their own
• Define information needs; can understanding:
locate, access, assess, organize, and • Information and information
communicate information. literacy
• Demonstrate ethical use of • Stages / elements of information
information. literacy
• Present to class some of the best
timelines or historical records of
their interaction with and
exposure to
traditional and new media.
B.Establishing a purpose for the lesson 1. Most Influential Person Knowledge is Power
• Write “MOST INFLUENTIAL 1. Write “KNOWLEDGE IS
PERSON IN YOUR LIFE” on the POWER” on the board.
board.
2. Direct learners to define
• Instruct learners to answer the the meaning of the
phrase on a piece of paper by statement.
providing the following details:
Who, What, Where, When, Why,
How. 3. Ask learners to connect
Information Literacy to
2. Ask the learners the following the statement on the
• What is the purpose of these board.
questions?
4. Ask the learners: “How
• What is the importance of does information become
answering these questions?” 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
knowledge of specific events or
situations that has been gathered or
received by communication,
intelligence, or news reports.
C.Presenting examples/instances of
the new lesson
D.Discussing new concepts and The remaining groups discuss Group Discussion Discuss about plagiarism and its Academic Field Trip
practicing new skills #1 their topics. 1. Lead a discussion using the stages and implications. 1. Instruct learners to form groups
following guide questions of seven to ten members. Assign a
and prompts. Learners will synthesize in leader and an assistant leader to
answering the question: facilitate the group.
2. Inform the learners that the 2. Say “Your group is tasked to
questions that they have “State the importance of giving plan an academic trip. List
just answered are the credit to the source of one’s work. pertinent information on two
Stages/Elements of Elaborate your answer.” possible
Information Literacy. destinations (somewhere in the
country or abroad)”.
3. Show the meaning of 3. To present valid and reliable
Information Literacy to the information, discuss with the
learners and explain. learners the following:
● Identify the information needed
4. Discuss the stages / – what, where, who, when, why,
elements of information how.
literacy and explain each in ● Determine all the possible
connection with the sources, select the best sources –
previous discussions the world wide web, travel guide
books, brochures, maps and
. atlases, tour bureaus, family
members, and friends.
● Locate and find information
within the sources – blogs, travel
reviews, posts from social
networking
sites, travel features, pictures,
stories, and testimonials.
● Extract the best relevant
information and cite pertinent
sources
 4. Let the learners accomplish the
matrix below and present their
output to class in a creative way.
E.Discussing new concepts and Discuss some of the latest theory
practicing new skills #2 on information and media.
F.Developing mastery Have the learners form groups of Disaster Scenario Learners answer true or false test.
(Leads to formative assessment) six (6) members. Using Manila Explain the scenario to the learners,
paper and markers, each group and have them answer the matrix
should provide answers to fill in below:
the table. “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 practical/applications of Ask: Ask: Ask:
concepts and skills in daily living
How the evolution of media How information literacy will make How can you use your knowledge
makes you a responsible media you a good user of information? on plagiarism in filtering
user? information?

H. Making generalizations and Learners generalize about the Learners synthesize about Learners cite the stages of
abstractions about the lesson concepts. information literacy. plagiarism.
I.Evaluating Learning After reporting, discuss with the Ask: Learners create a five- sentence Instruct the learners to write an
learners the roles and functions paragraph about the essay (of at most 100 hundred
of media in democratic society. How information literacy is consequences of plagiarism. words) about an information
Discuss with the learners the beneficial for everyone? literate individual.
following questions: Tell the learners to submit their
• Given the available media that outputs (field trip plan and essay)
we now have in the world, what at the MIL Portal.
are its roles and functions in a
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
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?