ALAMINOS CITY NATIONAL

School: HIGH SCHOOL STRAND - Grade Level: 11

DAILY LESSON
LOG Teacher: ALDRIN R. GOMEZ Learning Area: PRACTICAL RESEARCH 1
CSS- GATES
SECTION/ TIME: Quarter: 1 Week No: 1

SESSION 1 SESSION 2 SESSION 3 SESSION 4

FEB. 02-03, 2024 FEB. 04, 2024 FEB. 05, 2024 FEB. 06, 2024
1. 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.
1. describes how communication 1. identifies the similarities and 1. editorializes the value of being a shares to class media habits,
is affected by media and differences of media literacy, media and information literate lifestyles and preferences.
information literacy, and technology individual MIL11/12IMIL-IIIa-4
information. MIL11/12IMIL-IIIa-1
C. Learning literacy. MIL11/12IMIL-IIIa-2 2. identifies characteristics
Competencies/Objectives: /describes a responsible uses and
competent producers of media and
information. MIL11/12IMIL-
IIIa-3
Compare and contrast the 2. Editorialize the value of being a
Objectives . Describe how differences and similarities of Media
Literacy, Information Literacy, and
media and information-literate
individual.

communication Technological Literacy.

is influenced by
media and
information.
2. React to
illustrations to
analyze which
 between it is
considered
media and
information-
literate
individual
1. Describe the communication process.
2. Analyze direction of communication.
3. Discuss types of communication.
4. Analyze barriers to effective
communication.

2. CONTENT Communication Nature of Inquiry and Research Nature of Inquiry and Research Nature of Inquiry and Research
Integration (eg. GAD, DRRM. SHARED RESPONSIBILITIES EQUALIZED OPPORTUNITIES EQUALIZED OPPORTUNITIES
Etc)
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
Edward D. Gonzales, Media and Edward D. Gonzales, Media and Edward D. Gonzales, Media and Edward D. Gonzales, Media and
B. Other Learning Resources
Information Literacy, JFS Publishing Information Literacy, JFS Publishing Information Literacy, JFS Publishing Information Literacy, JFS Publishing
Services, 2016 Services, 2016 Services, 2016 Services, 2016
 SESSION 1 SESSION 2 SESSION 3 SESSION 4
4. 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, question 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 Activity: Communication Activity: Recapitulations Activity: I Believe Ask students:
Presenting the New Lesson Ask the student about the previous Instruct the students to answer the 1. How many times in a day they
lesson. Instruct them to select the following questions and start their use/encounter media?2. Are you a
best answer for each item answer with the statement, “I believe…” dependent media user?
from the box. The choices 1. Why is it essential to be
are media, communication, media and information literate? I
information, channel, message, believe…
and receiver. 2. How can you become literate in
media and information technology? I
1. What do you call the believe…
communication outlets or 3. How would you assess the reliability
tools used to store and deliver and accuracy of information circulated in
information? different social media platforms? I
2. What do you call the content believe
being related in the
communication process?
B. Establishing a Purpose for the Present objective of the lesson. Present objective of the lesson. Present objective of the lesson. Present objective of the lesson.
Lesson
C. Presenting Examples/Instances Ask the students the following Activity: Picture Analysis GROUP WORK:
of the Lesson questions: Show a picture of a fire hydrant Activity: Tell Me! Analyze the poster -Divide the class into 5 groups.
1. What is communication? to the students. Tell them that campaign by accomplishing the They are to choose a facilitator to
2. Why do we communicate? a fire hydrant is a pipe usually in Media and Information Design guidethe group and then, they’re
3. How do we communicate? the street that provides water Framework going to share to the group their
Elicit responses from before especially for putting out fires. Tell mediahabits, lifestyle and
discussing the context of the lesson them that the water that comes preferences.
out from the fire hydrant -Based on their sharing, each
discharges a massive amount with group is given 20 minutes to make
rigorous pressure. This can be anartwork.
comparable to the amount of -Ask the group to display their
information that comes out of the work and ask the group reporter to
media. sharetheir work

Guide questions: What would you

feel if you took a drink of water
from afire hydrant? How would
you relate the water coming out
from the firehydrant to the
information you can get on the
Internet?Tell them that
 according to Mitchell Kapor,
getting information off the
internet is like taking a drink from
a fire hydrant.

D. Discussing New Concepts and Activity: Discussion Present to them what exactly What are the common media
Practicing New Skills #1 Media and Information Literacy is. habits, lifestyle and preferences of
Discuss with the students what Let the student read the definition. the students?
communication is and its two basic Explain that in order to fully
types. understand and acquire this skill.
One should also know what media
Examples of non-verbal literacy, information literacy, and
communication is signs, symbols, technological literacy are
colors, gestures, body language,
and facial expressions,while verbal
communication is oral and written.
E. Discussing New Concepts and Activity: Unlocking of Difficulties Guide Questions: Technology Literacy is the ability
Practicing New Skills #2 Discuss with the students the 1. How can we access, search, to use the appropriate
difference among media literacy, critically assess, use, and technological tool in responsible
information literacy, and contribute content wisely, both manner to communicate, solve
technological literacy. online and offline? problem, analyze data, and acquire
2. What are our rights online and new learning
offline?
3. What are the ethical issues
surrounding the access and use of
information?
How can we engage with media
and ICTs to promote equality,
intercultural and interreligious dialogue,
peace, freedom of expression, and
access to information?
F. Developing Mastery How is communication affected by Activity: Triple Venn Diagram Activity: Video Analysis Let the students The students will assess
(Leads to Formative Assessment 3) media and information? Using the Venn Diagram, identify watch a video presentation themselves their media exposures
the similarities and differences in their day-to-day undertakings.
between and among media Media and Information Literate Citizens:
literacy, information literacy, and Think Critically, Click Wisely!
technology literacy. Write your
answer in a ½ paper. Retrieved January 9, 2023 from
https://www.youtube.com/watch?
v=bjYhmTC3lrcGuide

Guide Questions:
1. How many percentages of youth are
 globally connected online?
2. How can you make sure that all
information is used for public good?
What skills do you possess if you are
media and information literate citizens?
G. Finding Practical Applications Activity: Picture Analysis Technology Literacy is the ability to
of Concepts and Skills in Daily Let the students analyze the use the appropriate technological
Living differences between the two tool in responsible manner to
illustrations. Which of these two communicate, solve problem, analyze
illustrations is considered media and data, and acquire new learning
information-literate individuals.

Activity: Mind Mapping

Instruct the students to show their
creativity and critical thinking skills by
creating a mind map about the influence
of media and information in
communication. Tell them to write a
short explanation or description of the
mind map they have created
H. Making Generalizations and Show the Quote “ We have two How does literacy help you in your How will you show respect to your It takes discipline not to let social
Abstractions about the Lesson ears and one mouth so that we can chosen strand, in your subjects? classmates especially in social media? media steal your time
listen twice as much as we speak.”
I. Evaluate Learning Short Quiz Short Quiz:
Identify media habits, lifestyles
and preferences
J. Additional Activities for Sent soft copy of lesson in the GC
Application or Remediation for students that have attend the
class.
IV.REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
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
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
Prepared by:

ALDRIN R. GOMEZ
Subject Teacher

Checked by:

LORNA E. CABANAYAN
Master Teacher II/Subject Group Head

Concurred by:

SHERLYN V. ROMASOC, EdD

HT III/OIC-Assistant Principal II, OLS