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School Guisad Valley National High School Grade Level Grade 11

DAILY Teacher Nover Keithley S. Mente Learning Area Media and Information Literacy
LESSON LOG Teaching Dates and June 17 – 21, 2019 (HumSS 12B 11:00 – 12:00 M,T,W,Th) First Quarter, 1st Semester, S.Y.
Quarter
Time (HE 12 7:40 – 8:40 AM T,W ; 1:00 – 2:00 W, Th) 2019 -2020
DAY 1 DAY 2 DAY 3 DAY 4
I. WEEKLY 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 interactive symposium for the communty focusing on being a media and information literate individual.
The learner...
The learner.... The learner...
MIL11/12IL-IIIc-8
MIL11/12EMIL-IIIb-5 The learner... MIL11/12IL-IIIc-8
Defines information needs, locates,
Identifies traditional media and new Defines information needs, locates,
assesses, organizes and
media and their relationships MIL11/12IL-IIIc-8 assesses, organizes and
communicates information.
C. Learning Competencies Defines information needs, locates, communicates information.
assesses, organizes and communicates
MIL11/12IL-IIIc-9
MIL11/12EMIL-IIIb-7 information. MIL11/12IL-IIIC-9
Demonstrates ethical use of
Searches latest theory on information Demonstrates ethical use of
information
and media information

 Illustrate the media control and  State their opinions on

 Discuss the importance of being an  Create an Academic Field Trip
functions of media on Normative Plagiarism, its stages and
information literate person. Plan integrating the ethical use
Theories through a table implications through insgiht
 Justify connections of information of information.
Specific Objectives  Show clear understanding on the sharing
literacy with the previous  Write an essay about the
relationships of traditional and new  Construct 5 – sentence paragraph
discussions importance of being an
media through an active showing the consequences of
information literate indivdual.
participation in class discussions. plagiarism
2. The Evolution of Traditional to New
Media
a. Prehistoric Age
II. CONTENT b. Industrial Age
Information Literacy Information Literacy Information Literacy
c. Electronic Age
d. New Information Age
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 21-23 pp. 27-30 pp. 31-33 pp. 34 - 35
2. Learner’s Materials pages
3. Textbook pages

4. Additional Materials from Learning Unesco.org https://docs.google.com/presentatio

Resource (LR) portal n/d/editslide.

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing yesterday’s lesson or
Presenting the new lesson
Restate the important points
The class reviews the periods of media Ask some students to give a simple
Communicate Learning Objetives discussed about Plagiarism. Ask some
evolution tackeld previously. recall of the previous lesson.
students on the important

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B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the
new lesson
D. Discussing new concepts and practicing The remaining groups shall discuss
new skills 1
dimensions of learning about the
topic.
MOST INFLUENTIAL PERSON
 Write “MOST INFLUENTIAL PERSON
IN YOUR LIFE” on the board
 Instruct learners to answer the
phrase on a piece of paper by
providing the following details:
WHO, WHAT, WHERE, WHEN,
WHY, HOW.
 Ask the learners the following.
 What is the purpose of
these questions?
 What is the importance of
answering these questions?
 Provide the learners the
following deifnitions of the term State the lesson objectives and have
information. students ask clarifications, if any.
 INFORMATION – data that has
been collected, processed and
interpreted in order to be
presented in a useable form.
 INFORMATION – a broad term that
can cover processed data and
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
new reports.
GROUP DISCUSSION
ACADEMIC FIELD TRIP
 Lead a discussion using the
1. Instruct the learners to form
following guide questions and Discuss about PLAGIARISM and Its
groups of seven to ten members.
prompts. Stages and Implications.
Assign a leader and an assistant
 Inform the learners that the
leader to facilitate the group.
questions that they have just Learners will give their opinions on
2. Say “Your group is tasked to plan
answered are the the following:
an academic trip. List pertinent
their topics assigned. stages/elements of information
information on two possible
literacy. “State the importance of giving
destinations (somewhere in the
 Show the meaning of credit to the source of one’s work.”
country or abroad.)
Information Literacy to the
3. To present valid and reliable
learners and explain. Elaborate your answer.
information, discuss with the
 Discuss the stages or elements learners the following:
of information literacy and
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 explain each in connection with  Identify the information needed
the previous discussions. – What, where, who, when, why
and how.
 Determine all the possible
sources, select the best sources
- 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, psots from
social networking sites, travel
features, pictures, stories and
testimonials.
 Extract the best relevant
information and cite pertinent
sources.

 Discuss some of the latest theory on

information and media.
E. Discussing new concepts and practicing 1. Authoritarian
new skills 2 2. Soviet Media
3. Libertarian
4. Social Responsibility
Have the learners form groups of six DISASTER SCENARIO
(6) members. Using Manila paper and Explain the scenario to the learners
markers, each group should provide and have them answer the matrix
answers to fill in the table. below:

Normative Media Functions of “According to the weather forecast,

Media Provide this time for students to
Theories Control there is no typhoon. However, your Learners answer the TRUE or FALSE
F. Developing mastery accomplish their task on Academic
of the locality is experiencing heavy rainfall, Test.
Field Trip Plan.
Press while some parts in your province /
Authoritarian region are already flooded. There are
Soviet Media reported incidents of landslide,
Libertarian evacuation, stranded vehicles and
Social drowning. As a student, what are you
Responsiblity going to do?”

Ask: Ask: Ask:

G. Finding practical applications of
concepts and skills in daily living How does the evolution of media make How does information literacy make How can you use your knowledge on
you a responsible user? you a good user of information? plagiarism in filtering inforamtion?

H. Making generalizations and Learners generalize about the Learners synthesize about Information Learners cite the stages of
abstractions about the lesson concepts discussed. Literacy. plagiarism.

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 After reporting, discuss with the
learners the roles and functions of
media in a democratic society. Discuss
ESSAY WRITING
with the learners the following
Instruct the learners to write an
questions: Ask:
essay (of at most 100 words) about
Learners create a five-sentence
information literate individual. Tell
I. Evaluating learning  Given the available media that How does information literacy become paragraph about the consequences of
the learners to submit their outputs
we now have in the world, what beneficial for everyone? plagiarism.
(field trip plan and essay) as soon as
are its roles and functions in a
they finish. Ample time will be given
democratic society?
in accomplishing the task.
 In what way does media affect
your life (personal, professional,
academic, social)
J. Additional activities for application or
remediation

Remarks: Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.

IV. REFLECTION

Prepared by: Checked & Noted:

NOVER KEITHLEY S. MENTE LUCIA T. CASIM

Subject Teacher School Principal I

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