SANTOS VENTURA NATIONAL HIGH

School SCHOOL
Grade Level TWELVE
GRADES 11 MEDIA AND INFORMATION
TO 12 DAILY Teacher GIL BRYAN S. BALOT Learning Area LITERACY
LESSON LOG Teaching Dates and Time FEBRUARY 19-23,2024 Quarter 1ST QUARTER

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 es 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
I. OBJECTIVES
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: defines
Competencies / The learner: defines
information needs, locates, Classify contents of different media types.
Objectives information needs, locates, The learner: defines information
Write LC code for each accesses, assesses, (MIL11/12TYM-IIId-10) Define media
accesses, assesses, organizes, needs, locates, accesses, assesses,
organizes, and convergence through current examples.
and communicates organizes, and communicates
communicates information. (MIL11/12TYM-IIId-11) Discuss to class
information. (MIL11/12IL- information. (MIL11/12IL-IIIc-8)
(MIL11/12IL-IIIc-8) on how a particular individual is portrayed
IIIc-8) demonstrates ethical demonstrates ethical use of
demonstrates ethical use of in public using different type of media.
use of information. information. (MIL11/12IL-IIIc-9)
information. (MIL11/12IL- (MIL11/12TYM-IIId-12)
(MIL11/12IL-IIIc-9)
IIIc-9)
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 Literacy , Types of Media
III. LEARNING List the materials to be used on 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
RESOURCES manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Media and Information Media and Information Media and Information Media and Information Literacy
Pages Literacy (MIL) - 1. Literacy (MIL) - 1. Literacy (MIL) - 1. (MIL) - 1. Introduction to Media and
Introduction to Media Introduction to Media Introduction to Media and Information Literacy (Part 1)
and Information and Information Information Literacy (Part 1) Communication Models, Media
Literacy (Part 1) Literacy (Part 1) Communication Models, Literacy, Information Literacy,
Communication Communication Models, Media Literacy, Information Technology (Digital) Literacy, and
Models, Media Media Literacy, Literacy, Technology (Digital) MIL
Literacy, Information Information Literacy, Literacy, and MIL
Literacy, Technology Technology (Digital)
(Digital) Literacy, and Literacy, and MIL
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 MIL
3. Textbook Pages Media and Information Media and Information Media and Information Media and Information Literacy
Literacy Teaching Literacy Teaching Guide Literacy Teaching Guide Teaching Guide
Guide
4. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning
Resources
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, question their
IV. PROCEDURES 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 Communicate Ask the learners to The teacher reviews the The teacher reviews the student
lesson or presenting the Learning Objectives state and discuss the student about the forms of about the forms of literacy being
new lesson
State the learning following in their own literacy being discussed last discussed last meeting
objectives: understanding: • meeting
• Define information Information and
needs; can locate, information literacy •
access, assess, Stages / elements of
organize, and information literacy •
communicate Present to class some of
information. the best timelines or
• Demonstrate ethical historical records of
use of information their interaction with
and exposure
B. Establishing a purpose 1. Most Infuential Knowledge is Power State the learning objectives.
for the lesson Person 1. Write “KNOWLEDGE IS
• Write “MOST POWER” on the board.
INFLUENTIAL PERSON 2. Direct learners to define
IN YOUR LIFE” on the the meaning of the
board. • Instruct statement.
learners to answer the 3. Ask learners to connect
phrase on a piece of Information Literacy to the
paper by providing the statement on the board.
following details: Who, 4. Ask the learners: “How
What, Where, When, does information become
Why, How. knowledge?”
2. Ask the learners the
following • What is the
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 purpose of these
questions?
• What is the
importance of
answering these
questions?”
3. Provide to the leaners
the following definition
of information:
• Data that has been
collected, processed,
and interpreted in order
to be presented in a
useable form.
• A broad term that can
cover processed data,
knowledge derived from
study, experience,
instruction, signals or
symbols. In the media
world, information is
often used to describe
C. Presenting examples / Video presentation of Video presentation of Video presentation of the Fill up the matrix by sorting the
instances of the new the topic the topic topic following: books, newspaper,
lesson
television, Youtube, magazines,
https:// https:// https://www.youtube.com/ social network, radio,
www.youtube.com/ www.youtube.com/ watch? memeography, newsletter,
watch? watch?v=M6eN7XvvOVo v=bjYhmTC3lrc&t=35s cellphone, journals, film/movie
v=bjYhmTC3lrc&t=30s
D. Discussing new Group Discussion Group Report 2 Group report 3 Group report 4
concepts and practicing
new skills # 1
Group Report 1 Discuss about Academic Field Trip Discuss about types of media and
1. Lead a discussion plagiarism and its 1. Instruct learners to form media convergence.
using the following stages and implications. groups of seven to ten
guide questions and Learners will synthesize members. Assign a leader
prompts. in answering the and an assistant leader to
2. Inform the learners question: “State the facilitate the group.
that the questions that importance of giving 2. Say “Your group is tasked
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 they have just credit to the source of to plan an academic trip. List
answered are the one’s work. Elaborate pertinent information two
Stages/Elements of your answer.” possible destinations
Information Literacy. (somewhere in the country or
3. Show the meaning abroad)”.
of Information Literacy 3. To present valid and
to the learners and reliable information, discuss
explain. with the learners the
4. Discuss the following: Identify the
stages / elements of information needed – what,
information literacy where, who, when, why, how.
and explain each in ● Determine all the possible
connection with the sources, select the best
previous discussions sources – the world wide
web, travel guide books,
brochures, maps and atlases,
tour bureaus, family
members, and friends.
Locate and
● Send 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 Disaster Scenario Learners answer true or Learners will extract relevant Fill up the media convergence
(Leads to Formative Assessment 3)
Explain the scenario false test. information matrix.
to the learners, and
have them answer the
matrix below:
“According to the
weather forecast, there
is no typhoon.
However, your locality
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 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 Ask: How information Ask: How can you use Ask : Is Extraction of data Ask: How types of media will help
applications of concepts literacy will make you your knowledge on relevant? Why? you appreciate information?
and skills in daily living
a good user of plagiarism in filtering
information? information?
H. Making generalizations Learners will Learners cite the stages Learners differentiate the types of
and abstractions about synthesize about of plagiarism media
the lesson
information literacy
I. Evaluating learning How information Learners create a Instruct the learners to write The learners dot the following:
literacy is beneficial subjective- sentence an essay (of at most 100 Describe how new technologies
for everyone? paragraph about the hundred words) about an have led to the convergence of
consequences of information literate traditional and new media. Explain
plagiarism. individual. Tell the learners how media convergence creates new
to submit their outputs (Field opportunities for interaction.
trip plan and essay) at the Describe the use of one or two
MIL Portal. forms of new media to share
knowledge and information on a
current issue in society.
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 them relevant questions.
VII.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional

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 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?
Did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use / discover which
I wish to share with
other teachers?

Prepared by: Checked by: Noted by:

Gil Bryan S. Balot Alma T. Bautista Arcely G. Flores

Subject Teacher Master Teacher II School Head

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