Lesson Plan in Media Information Literacy

Republic of the Philippines
Department of education
Region V (Bicol)
Malinao Albay Division
Estancia National High School
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LESSON PLAN IN MEDIA INFORMATION AND LITERACY
June 3, 2019
I. OBJECTIVES
At the end of the lesson, the students are able to:
 Explain how communication is affected by media and information.
 Interpret the concepts/message from the given pictures
 Demonstrate collaboration in the accomplishment of the given task
II. SUBJECTMATTER
Topic: Introduction to Media and Information Literacy: Media Literacy, Information Literacy &
Technology Literacy
References: Media Information Literacy TG
Materials: Pictures/Slides, Pictures/Slides, Meta Strips
Values: Maintain harmonious relationship through communication
III. PROCEDURE
A. Preliminary Activity
 Prayer, Greetings, Checking of attendance and setting of classroom standards.
Motivation
How would you express your feelings towards someone you love or you like?
B. Activity
Picture Analysis (Cooperative Learning)
1. Make a list of words associating the pictures shown (what you see, what you can get, what do they do)? (Write on meta strips)( words, signs, telephones,
symbols, computer, magazines, articles newspaper, information, media)
2. Classify the words into media, information and technology (arrange words on meta strips using graphic organizer on manila paper )
3. Present your output to the class.
C. Analysis
1. Find out the similarities and differences of your classifications.
2. Let us find out who’s doing the correct grouping.
(The teacher facilitates organizing/consolidating each group’s work.)
3. What is the message common among the pictures shown? (Communication)
4. What is communication?
5. What do we communicate? (Information)
6. How are messages sent or received? (Face to Face or through the use of media)
D. Abstraction
Let us take a look at this presentation. (Teacher presents a power presentation/Show pictures on how communication is affected by media and information)
1. Based on the presentation, describe how media and information affects communication?
Media and information affect communication in the following aspects:
Changes in:
a. Transmission – communication travels faster
b. Processing of the message- no filter when we speak
c. Way of writing – use of abbreviations, writing is summarized due to limited space
d. Way of conversation – through mails, use of jejemon,
e. Way of interaction – changes how people interact or communicate
- increases the number of people you interact with
- we lost our social skills
E. Application
Complete the organizer.
How is
facebook use of jejemon communication
IV. EVALUATION
Describe how communication is affected by media and information in the following
IV.ASSIGNMENT : On your Notes!

Essay:
Cite an incidence in your life wherein media and information affects communication and describe how it is affected.
Prepared by:
MARIBEL B. MALAGUEÑO
T-1 ENHS

Region V (Bicol)
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June 10, 2019
Learning Area: MEDIA AND INFORMATION LITERACY Grade Level: 11

iPlan No.: 2 Quarter: 3 Duration: 60 minutes
Learning The learner identifies the similarities and differences of media literacy, information literacy, and Code:
Competency/ies: technology literacy. MIL11/ 12IMIL IIIa-2
[Taken from the
Curriculum Guide]
Key Concepts/ Understanding Media and Information Literacy
Understandings to be
Developed
Content Media Literacy, Information Literacy and Technology Literacy
Learning Objectives Adapted Cognitive Process Dimensions
Knowledge Remembering The learner can recall
The factor or condition information and retrieve
of knowing something relevant knowledge from
with familiarity gained long-term memory:
through experience or identify, retrieve,
association recognize, duplicate, list,
memorize, repeat,
describe, reproduce
Understanding The learner can construct Differentiate media, information and technology literacy.
meaning from oral, written
and graphic messages:
interpret, exemplify,
classify, summarize,
infer, compare, explain,
paraphrase, discuss
Skills Applying The learner can use
The ability and capacity information to undertake a
acquired through procedure in familiar
deliberate, systematic, situations or in a way:
and sustained effort to execute, implement,
smoothly and adaptively demonstrate, dramatize,
carryout complex interpret, solve, use,
activities or.. the ability, illustrate, convert,
coming from one’s discover
knowledge, practice, Analyzing The learner can distinguish
aptitude, etc., to do between parts and
something determine how they relate
to one another, and the
overall structure and
purpose: differentiate,
distinguish, compare,
contrast, organize,
outline, attribute,
deconstruct
Evaluating The learner can make
judgments and justify
decisions: coordinate,
measure, detect, defend,
judge, argue, debate,
describe, critique,
appraise, evaluate
Creating The learner can put Develop a creative graphic organizer showing the
elements together to form similarities and differences of media, information and
a functional whole, create a technology literacy.
new product or point of
view: generate,
hypothesize, plan, design,
develop, produce,
construct, formulate,
assemble, devise
Attitude A settled way of thinking or feeling about Manifest collaboration in group activity.
someone or something, typically one that is
reflected in a person’s behavior:
Values [RA 849]
 A learner principles Maka-Diyos
or standards of Maka-tao Display respect to classmates in social media.
behavior; one’s Makakalikasan
judgment of what is Makabansa
important in life.
 Go beyond learner’s
life on earth, include
more than wealth and
fame and would affect
the eternal destiny of
millions
Resources Needed Listing of all resources Hand outs, Rubrics, Reference book, Video clips, CG, Metastrips, Manila Papers, Marker pens, Scissors, Colored
needed papers, Glue, and Masking tape.
METHODOLOGY
Introductory Activity (3 minutes) VideoClipTalk:
This part introduces the lesson content. Although at  Watch the video clip entitled “The Power of Literacy.”
times optional, it is usually included to serve as a  What is the message in the video?
warm-up activity to give the learners zest for the  What literacy skill being portrayed?
incoming lesson and an idea about what it to follow.  What is literacy?
One principle in learning is that learning occurs  How does literacy help him?
when it is conducted in a pleasurable and
comfortable atmosphere.
Activity (8 minutes) Video Clip Analysis:
This is an interactive strategy to elicit learner’s  The class will be group into four.
prior learning experience. It serves as springboard  The class will watch another video clip.
for new learning. It illustrates the principle that  Based on the video presented the group will:
learning starts where the learners are. Carefully 1. Grasp the idea on:
structured activities such as individual or group  Media Literacy
assessment, dyadic or triadic interactions, puzzles,  Information Literacy
simulations or role-play, cybernetics exercise,  Technology Literacy
gallery walk and the like may be created. Clear 2. Identify the differences and similarities?
instructions should be considered in this part of the  Write your answers on the metastrips/manila paper.
lesson.  Prepare for the presentation after 5 minutes.
Analysis (10 minutes) EFFECTIVE DISCUSSION:
Essential questions are included to serve as a guide  Group presentation
for the teacher in clarifying key understandings  What is media literacy, information literacy and technology literacy?
about the topic at hand. Critical points are  What are their differences and similarities?
organized to structure the discussion allowing the
learners to maximize instructions and sharing of
ideas and opinions about expected issues. Affective
questions are included to elicit the feelings of the
learners about the activity or the topic. The last
questions or points taken should lead the learners
to understand the new concepts or skills that are to
be presented in the next part of the lesson.
Abstraction (18 minutes) EFFECTIVE DISCUSSION
This outlines the key concepts, important skills that  Powerpoint presentation.
should be enhanced, and the proper attitude that  Media Literacy, Information Literacy and Technology Literacy.
should be emphasized. This is organized as a  Describe a media and information literate individual.
lecturette that summarizes the learning
emphasized from the activity, analysis and new
inputs in this part of the lesson.
Application (10 minutes) CREATIVE GRAPHIC ORGANIZER:
This part is structured to ensure the commitment Utilizing the same groupings, they will make a creative graphic organizer on the similarities and differences of
of the learners to do something to apply their new media literacy, information literacy and technology literacy. The output of the students will be evaluated using
learning in their own environment. the Rubrics.
Assessment (7 minutes) Pen and paper test

For the Teacher to:
1. Assesses whether learning objectives have
been met for a specified duration
2. Remediate and/or enrich with appropriate
strategies as needed
3. Evaluate whether learning intentions and
success criteria have been met
[Reminder: Formative Assessment may be given

before, during or after the lesson.]
Assignment (2minutes) Reinforcing/

Note: Fill-in any of the four strengthening the
purposes day’s lesson
Enhancing/ inspiring
the day’s lesson
Preparing for the Look for a newspaper clipping that talk about media and information literacy.
new lesson
Concluding Activity (2 How will you show respect to your classmates especially in social media?
minutes)
This is usually a brief but
effective closing activity
such as a strong quotation,
a short song, an anecdote,
parable or a letter that
inspires the learners to do
something to practice their
new learning.
5. Remarks Indicate below special cases including but not limited to continuation of a lesson plan to the following day in case of re-teaching or lack
of time, transfer of lesson to the following day, in cases of class suspension, etc.
6. Reflections 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 student learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
can ask them relevant questions. Indicate below whichever is/are appropriate
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my learning
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 materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
Name: REXON B. AMAMAG-ID School: DALAGUETE NATIONAL HIGH SCHOOL

Position/Designation: TEACHER 3 Division: CEBU PROVINCE
Contact Number: 09322519084 Email Address: rexon.amamagid@deped.gov.ph
Bibliography:
Prepared by:
T-1 ENHS

Region V (Bicol)
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June 11, 2019
Learning Area: MEDIA AND INFORMATION LITERACY Grade Level: 11/12 GAS
iPlan No.: 3 QUARTER 1 Duration: ONE HOUR
Learning  Editorializes the value of being a media and information literate Code: MIL11/12MIL-
Competency/ies:  Identifies characteristics/ describes a responsible uses and competent producers of media and IIIa-3
[Taken from the information
Curriculum Guide]
Key Concepts/  Media and Information literate
Understandings to be  Characteristics of a responsible uses and competent producers of media and information
Developed
Knowledge Remembering The learner can recall
relevant knowledge from
of knowing something long-term memory: identify,
with familiarity gained retrieve, recognize,
through experience or duplicate, list, memorize,
association repeat, describe,
reproduce
Understanding The learner can construct Compare the value of being media and information literate
classify, summarize, infer,
compare, explain,
paraphrase, discuss
activities or.. the ability, illustrate, convert, discover
coming from one’s Analyzing The learner can distinguish Distinguish the characteristics of a responsible uses and
knowledge, practice, between parts and competent producers of media and information
aptitude, etc., to do determine how they relate
something to one another, and the
contrast, organize, outline,
attribute, deconstruct
describe, critique, appraise,
evaluate
Creating The learner can put
elements together to form
a functional whole, create a
view: generate,
develop, produce,
assemble, devise
Attitude A settled way of thinking or feeling about Demonstrate cooperation in working with a group
Values [RA 849]
or standards of Maka-tao Work well with others in performing the given task
important in life.
millions
Resources Needed Listing of all resources Manila paper, markers, masking tape
needed
METHODOLOGY
Introductory Activity (5 min.)  Giving of the lesson objectives
This part introduces the lesson content. Although at  Ask students:
times optional, it is usually included to serve as a 1. How can you be a media and information literate individual?
warm-up activity to give the learners zest for the 2. How can you distinguish reliable producers of media and information from mock producers?
incoming lesson and an idea about what it to follow.
One principle in learning is that learning occurs
Activity (20 min) GROUP WORK
This is an interactive strategy to elicit learner’s  Divide the class into 5 groups. They are to choose a facilitator, a recorder and a rapporteur.
prior learning experience. It serves as springboard  Each group is given 20 minutes to brainstorm and share their ideas about characteristics of a
for new learning. It illustrates the principle that responsible uses and competent producers of media and information.
learning starts where the learners are. Carefully  Ask the group to display their work and ask the group reporter to share their work.
structured activities such as individual or group
assessment, dyadic or triadic interactions, puzzles,
simulations or role-play, cybernetics exercise,
gallery walk and the like may be created. Clear
instructions should be considered in this part of the
lesson.
Analysis (15 min) EFFECTIVE DISCUSSION
Essential questions are included to serve as a guide
for the teacher in clarifying key understandings • How can you be a media, and information literate individual?
about the topic at hand. Critical points are • Why is being a media and information literate individual considered a necessity at present?
organized to structure the discussion allowing the • How do you know if the source of information from the media is reliable or not?
Abstraction (10 min) EFFECTIVE DISCUSSION
This outlines the key concepts, important skills that Power Point Presentation
should be enhanced, and the proper attitude that An Information literate person can:
should be emphasized. This is organized as a  Identify
lecturette that summarizes the learning  Find
emphasized from the activity, analysis and new  Evaluate
inputs in this part of the lesson.  Apply
 Acknowledge
Media Literacy is the ability to read media, including its underlying messages.
Information Literacy is the ability to know when there is a need for information, while at the same time, being
able to identify, locate and effectively use sources of information.
Application (5 min) Let the students will assess the information they post and share in their Facebook account.
This part is structured to ensure the commitment
of the learners to do something to apply their new
learning in their own environment.
Assessment (10 min) Pen and Paper Test. Pen and Paper Test (Please refer to the attached test)
For the Teacher to:
4. Assesses whether learning objectives have
5. Remediate and/or enrich with appropriate

Assignment (2 min) Reinforcing/ Cut out one article from the newspaper or magazine and analyze the media messages, the source and its
Note: Fill-in any of the four strengthening the function.
the day’ lesson
Preparing for the new
lesson
Concluding Activity (3 “Whoever controls the media controls the mind.”-Jim Morrison
min)
such as a strong
quotation, a short song,
an anecdote, parable or a
letter that inspires the
learners to do something
to practice their new
learning.
Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of
time, transfer of lesson to the following day, in cases of class suspension, etc.
Remarks
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs
Reflections to be done to help the student’s learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
can ask them relevant questions. Indicate below whichever is/are appropriate.
A.
Prepared by:
T-1 ENHS

Region V (Bicol)
--------------------------------------------------------------------------------------------------------------------------------------------
June 13, 2019
Learning Area: MEDIA AND INFORMATION LITERACY Grade Level: 11/12 GAS
iPlan No.: Quarter: 1 Duration: ONE HOUR
Learning  Shares to class media habits, lifestyles and preferences Code: MIL11/12MIL-
Competency/ies: IIIa-4
[Taken from the
Curriculum Guide]
Key Concepts/  Media habits, lifestyles and preferences
Developed
Knowledge Remembering The learner can recall Recognize exposure to media in their daily life.
of knowing something relevant knowledge from
with familiarity gained long-term memory: identify,
retrieve, recognize,
through experience or duplicate, list, memorize,
association repeat, describe,
reproduce
Understanding The learner can construct
compare, explain,
paraphrase, discuss
activities or.. the ability, illustrate, convert, discover
coming from one’s Analyzing The learner can distinguish
knowledge, practice, between parts and
aptitude, etc., to do determine how they relate
something to one another, and the
contrast, organize, outline,
attribute, deconstruct
describe, critique, appraise,
evaluate
Creating The learner can put Produce artworks based on media habits, lifestyle and
elements together to form preferences.
a functional whole, create a
view: generate,
develop, produce,
assemble, devise
Attitude A settled way of thinking or feeling about Demonstrate cooperation in working with a group
reflected in HO wa person’s behavior:
Values [RA 849]
or standards of Maka-tao Work well with others in performing the given task
important in life.
millions
Resources Needed Listing of all resources Art materials, markers etc.
needed
METHODOLOGY
Introductory Activity (5 min.)
This part introduces the lesson content. Although at  Giving of the lesson objectives
times optional, it is usually included to serve as a  Ask students:
warm-up activity to give the learners zest for the 1. How many times in a day they use/encounter media?
incoming lesson and an idea about what it to follow. 2. Are you dependent media user?
One principle in learning is that learning occurs
Activity (30 min) GROUP WORK
This is an interactive strategy to elicit learner’s  Divide the class into 5 groups. They are to choose a facilitator to guide the group and then, they’re
prior learning experience. It serves as springboard going to share to the group their media habits, lifestyle and preferences.
for new learning. It illustrates the principle that  Based on their sharing, each group is given 20 minutes to make an artwork.
learning starts where the learners are. Carefully  Ask the group to display their work and ask the group reporter to share their work.
structured activities such as individual or group
lesson.
Analysis (10 min) CONCEPT SKETCHES
for the teacher in clarifying key understandings What are the common media habits, lifestyle and preferences of the students?
about the topic at hand. Critical points are
organized to structure the discussion allowing the
Abstraction (10 min)  Technology Literacy is the ability to use the appropriate technological tool in responsible manner to
This outlines the key concepts, important skills that communicate, solve problem, analyze data, and acquire new learning.
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a
Application (5 min) The students will assess themselves their media exposure in daily life.
This part is structured to ensure the commitment
of the learners to do something to apply their new
Assessment (10 min) The students will be asses based on their artwork presented based on the following criteria:
For the Teacher to:  Creativity
1. Assesses whether learning objectives have  Interactivity
been met for a specified duration  Uniqueness
2. Remediate and/or enrich with appropriate  Content

Assignment (2 min) Reinforcing/

Note: Fill-in any of the four strengthening the
the day’ lesson
Preparing for the new Research in the internet the evolution of media
lesson
Concluding Activity (3 It takes discipline not to let social media steal your time.- Alexis Ohanian
min)
such as a strong
quotation, a short song,
an anecdote, parable or a
letter that inspires the
learners to do something
to practice their new
learning.
Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of
Remarks
Reflections to be done to help the student’s learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
A.
Rubrics:
The students will be asses based on their artwork presented based on the following criteria:
 Creativity- 25%
 Interactivity- 25%
 Uniqueness- 25%
 Content- 25%
Prepared by:
SHS - Teacher

Region V (Bicol)
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June 14, 2019
Learning Code:
Competency/ies: Identify traditional media and new media and their relationships. MIL11/12EMIL-IIIb-5
Key Concepts/ (Media and Information Literacy (MIL) and MIL related concepts)
Developed
Learning Objectives Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Knowledge Remembering
Understanding Identify the devices used by people communicate with each other, store information and
broadcast
Information across the different ages.
Skills Applying
Analyzing Differentiate between traditional media and new media.
Evaluating
Creating
Attitude Share ideas with the group to promote teamwork in every activity.
Values Demonstrate collaboration in the accomplishment of the given task
Content The Evolution of Traditional to New Media
a. Prehistoric Age
b. Electronic Age
c. Industrial Age
d. New (Information) Age
Learning Resources Books, computer, internet, manila paper, marker, teaching guide of MIL
Procedures:
Introductory Activity(5 min.) Ask learners to give the key points in the discussion of Introduction to Media and Information Literacy in the
previous lesson.
State the objectives of the lesson.
Activity(15 min) 1. Let the learners’ guess what famous world event happened on April 14, 1912.
2. Ask learners: if the Titanic sank in the Atlantic Ocean, how did the news reach the people in England
and New York at that time?
Analysis(15 min) If the Titanic sank today, in what format will people receive or read the news?
Abstraction(10 min) Engage the students in effective discussion. Use the presentation software. Tell the students that media and
information have evolved throughout history.
Describe the four ages to the class:

1. Prehistoric Age - People discovered fire, developed paper from plants and forged equipment or
weapon through stone, bronze, copper and iron.
2. Industrial Age - People used the power of steam, developed machine tools, established iron
production and manufacturing of various products (including books through the printing press).
3. Electronic Age - People harnessed the power of electricity that led to electrical telegraphy,
electrical circuits and the early large scale computers (through vacuum tubes, transistors and
integrated circuits.
4. New (Digital) Age - People advanced the use of microelectronics in the invention of personal
computers, mobile devices and wearable technology. In this age, the internet paved the way for
faster communication and the creation of the social network. Moreover, voice, image, sound and
data are digitized.
Application( 10min) Tell the learners to form groups of 6 members. Using the manila paper and markers, the learners
will provide answers for the table below:
What devices did What devices did What devices
people use to people use to store did people use
Age communicate with information? to share or
each other? broadcast
information?
a. Prehistoric Age
b. Industrial Age
c. Electronic Age
d. New (information) Age
Give learners 20 minutes to perform the group activity. After filling-up the table, tell the learners to
assign a group reporter.
Assessment Method: Given the available media that we have in the world now, what do you think is the future of media? Is there a
(15 min) Observation technology that you have seen in a science-fiction film or read in a book that you want to become a reality in the
near future?
Assignment(2 min) Reinforcing/
strengthening the
day’s lesson
Enriching/inspiring
the day’s lesson
Enhancing/
inspiring the day’
lesson
Preparing for the Research about the roles and functions of media in democratic society.
new lesson
Concluding Activity(3 Change is the only permanent thing in this world. So, we need to adapt this change for a better life. And now, change has come.
min)
Remarks
Reflections 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 student’s learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
A. No.l of learners who
earned 80% in the
evaluation
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
continue to require
remediation
E.Which of my learning
Why did these work?
encounter which my
principal or supervisor
can help me solve
to share with other
teachers?
Prepared by:
SHS - Teacher

Region V (Bicol)
--------------------------------------------------------------------------------------------------------------------------------------------
June 17, 2019
Learning Code:
Competency/ies: Editorializes the roles and functions of media in democratic society. MIL11/12EMIL-IIIb-6
Key Concepts/ (Media and Information Literacy (MIL) and MIL related concepts)
Developed
Learning Objectives Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Understanding Discuss the roles and functions of media in democratic society.
Skills Applying
Analyzing
Evaluating Debate about the right for freedom of expression versus the right of individual for private
life.
Creating
Attitude Demonstrate collaboration in the accomplishment of the given task.
Values Perform respect for human rights and concern for others (Makatao)
Content The Evolution of Traditional to New Media
e. Prehistoric Age
f. Electronic Age
g. Industrial Age
h. New (Information) Age
Learning Resources Books, computer, internet, manila paper, marker, Pitagan UNESCO
Procedures:
Introductory Activity (5 min.) Ask learners to give the key points about the activity of the previous lesson which is traditional media and new
media and their relationships.
State the objectives of the lesson.
Activity(15 min) The class is divided into two groups.
1. Each group will do the brainstorming about the roles and functions of media in democratic society
including the right for freedom of expression of media and the right of individual for private life.
2. Discuss the shared ideas of every group to the class.
Analysis(5 min) Why is it that the mass media has a watchdog role as the eyes, ears, and voice of the audience?
Abstraction(5 min) Roles of media in democratic society:

1. Act as channels of information and knowledge through which citizens communicate with each other
and informed decisions.
2. facilities informed debates between diverse social actors
3. provide us with much of what we learn about the world beyond our immediate experience
4. means by which a society learns about itself and builders a sense of community
5. essential facilitators of democracy processes and one of the guarantors of free and fair elections
6. vehicle for cultural expression and cultural cohesion within and between
between nations.
Functions of media:
1. function as a watchdog of government in all its forms, promoting transparency in public life and
public scrutiny of those with power through exposing corruption, maladministration and corporate
wrong doing.
2. function as an advocate and social actor in its own right while respecting pluralistic values.
Application (10 min)
The class is divided into 2 groups.
Debate this topic, the right for freedom of expression of media versus the right of individual for private life.
Assessment Method:
(15 min) Analysis of In a ½ sheet of paper, ask learners to write their own opinion about the roles and functions of media in
Learners’ Products democratic society.
Assignment(2 min) Reinforcing/

strengthening the
day’s lesson
Enriching/inspiring
the day’s lesson
Enhancing/
inspiring the day’
lesson
Preparing for the Do research about the latest theory on information and media.
new lesson
Concluding Activity(3 Respect begets respect. Do not do unto others if you do not want others do unto you.
min)
Remarks
Reflections 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 student’s learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
A. No.l of learners who
earned 80% in the
evaluation
require additional
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
continue to require
remediation
E.Which of my learning
Why did these work?
encounter which my
principal or supervisor
can help me solve
to share with other
teachers?
Prepared by:
SHS - Teacher

Region V (Bicol)
--------------------------------------------------------------------------------------------------------------------------------------------
June 18-19, 2019
Learning Area: MEDIA AND INFORMATION LITERACY Grade Level: 11 Section: White
DLP No.: Quarter: 1 Duration: 60 mins.
Learning Competency/ies: Code: MIL11/12EMIL-IIIb-7
Searches latest theory on information and media.
Key Concepts/
Understandings to be Latest theory on information and media.
Developed
1. Objectives Adapted Cognitive Process Dimensions (D.O. 8, s. 2015)
Knowledge  Discuss theories on information and media.
Skills  Distinguish the theories on information and media.
Attitude  Demonstrate cooperation in working with a group
Values  Work well with others in performing the given task
2. Content The Evolution of Traditional to New Media.

3. Learning Resources Books, Pentel Pen, Manila Paper, Multimedia, handouts,
4.Procedures
Introductory Activity (2.5 min) Ask question to the student;
 Are you familiar with the latest trends on global media?
 What have you noticed the way information and media nowadays?
Activity (10 mins) Conferencing:

 Divide the student into groups and select from them a leader and secretary who will report
and write the outputs from the panel of members.
 Provide handouts to the students regarding latest theories of media and information.
 They need to discuss salient features of the theory from the handouts given to come up with
the exact meaning.
 The students will report to the class after the given time expired.
Analysis (20 mins) Teacher would ask the following;

 Important information are presented through Power point presentations.
 What are the different theory of media and information?
 How this theory improve the lives of the people?
Abstraction (10 mins) Discussing the theory of information and media.
Media Theory – refers to the complex of social-political-philosophical principles which organize ideas
about the relationship between media and society.
Information Theory – studies the transmission, processing, utilization, and extraction of information.
Theories are the following;

 Effects theory (Hypodermic Syringe, Inoculation) – what the media does to the audience.
 Reception theory (Nationwide Audience) – what audiences do to the media.
Application (5 mins) From the different theories we have discussed, I want every group to create a concept map. From
there, ensure that key concepts are included.
Assessment (10 mins) Formative Assessment
Method: Tests
Activity: Quiz
Rubric: One point for each correct answer
Assignment (2.5 mins) Defines information needs, locates, accesses, assesses, organizes, and communicates information?
Concluding Activity (3 mins) Theory helps us to bear our ignorance of facts.

- Paul Feyerabend
-
http://www.searchquotes.com/search/Media_Theory/
Remarks
Reflections
Prepared by:
SHS - Teacher

Region V (Bicol)
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
June 20, 2019
Learning Area: MEDIA AND INFORMATION LITERACY Grade Level: 12 Section:
Learning Competency/ies: Code: MIL11/12EMIL-IIIb-7
Searches latest theory on information and media.
Key Concepts/
Understandings to be Latest theory on information and media.
Developed
Knowledge  Discuss theories on information and media.
Skills  Distinguish the theories on information and media.
Attitude  Demonstrate cooperation in working with a group
Values  Work well with others in performing the given task
2. Content The Evolution of Traditional to New Media.
3. Learning Resources Books, Pentel Pen, Manila Paper, Multimedia, handouts,
4.Procedures
Introductory Activity (2.5 min) Ask question to the student;
 Are you familiar with the latest trends on global media?
 What have you noticed the way information and media nowadays?
Activity (10 mins) Conferencing:

 Divide the student into groups and select from them a leader and secretary who will report
and write the outputs from the panel of members.
 Provide handouts to the students regarding latest theories of media and information.
 They need to discuss salient features of the theory from the handouts given to come up with
the exact meaning.
 The students will report to the class after the given time expired.
Analysis (20 mins) Teacher would ask the following;

 Important information are presented through Power point presentations.
 What are the different theory of media and information?
 How this theory improve the lives of the people?
Abstraction (10 mins) Discussing the theory of information and media.
Media Theory – refers to the complex of social-political-philosophical principles which organize ideas
about the relationship between media and society.
Information Theory – studies the transmission, processing, utilization, and extraction of information.
Theories are the following;

 Effects theory (Hypodermic Syringe, Inoculation) – what the media does to the audience.
 Reception theory (Nationwide Audience) – what audiences do to the media.
Application (5 mins) From the different theories we have discussed, I want every group to create a concept map. From
there, ensure that key concepts are included.
Method: Tests
Activity: Quiz
Assignment (2.5 mins) Defines information needs, locates, accesses, assesses, organizes, and communicates information?
Concluding Activity (3 mins) Theory helps us to bear our ignorance of facts.

- Paul Feyerabend
-
http://www.searchquotes.com/search/Media_Theory/
Remarks
Reflections
Prepared by:
SHS - Teacher

Region V (Bicol)
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
June 24, 2019
Name: Maribel B. Malagueño School: Estancia National High School

Position/Designation: TEACHER 1 Division: Albay
Contact Number: Email Address:

Learning Competency/ies: Defines information needs, locates, accesses, assesses, organizes, Code: MIL11/12EMIL-IIIc-8
and communicates information.
Key Concepts/
Understandings to be Defining information pertaining to the needs and how to locate, access, assess, and organize and communicate information.
Developed
Knowledge  Paraphrase information pertaining to the need and how locate, access, assess, organize and
communicate.
Skills  Differentiate information needs, locates, accesses, assess, organizes and communicates.
Attitude  Defend information needs, locates, accesses, assesses, organizes and communicates.
Values  Influence information needs, locates, accesses, assesses, organizes and communicates to
other people.
2. Content Information Literacy

3. Learning Resources Books, Multimedia, Manila Paper, picture
4.Procedures
Introductory Activity (2.5 min) Quote;
“Knowledge is of two kinds.

 We know a subject ourselves, or
 We know where we can find information upon it.”
- Samuel Johnson
Asks,
 How would you react?

 What can you say about it?
Activity (15 mins) Panel Discussion;

 The class will be divided into four (4) group.
 They are given picture for them to extract what they have observed from it.
 Every details from the members of the group will be recorded in a manila paper and be
posted in the blackboard.
 The group will practically defend what they have written in the manila paper.
Analysis (20 mins) Questions;

 How will you differentiate information?
 What will be your basis in arriving the decision?
The teacher will show a power point presentation to support the discussion from the class.
Abstraction (15 mins) Discussing the key concepts;
 Information is that which reduces uncertainty. It is a set of symbol which has the potential
for meaning.
 It applies to facts transmitted, read, or communicated and may sometimes appear to be
unorganized and unrelated.
 It is important that all of us must be willing to understand that information is everywhere.
 If we were able to understand information then we are an information literate individual.
Application (5 mins) On an piece of paper,
I want everybody to differentiate how information is communicated nowadays.
Method: Tests
Activity: Quiz
Assignment (2.5 mins)  What is information Literacy?
 How is information distributed?
Concluding Activity (3 mins) An informed individual knows his/her responsibility as members of the community.
Remarks
Reflections
Prepared by:
SHS-Teacher
Region V (Bicol)
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
June 25, 2019
Name: Maribel B. Malagueño School: Estancia National High School

Position/Designation: TEACHER 1 Division: Albay
Contact Number: Email Address:

Learning Competency/ies: Demonstrates ethical use of information Code: MIL11/12EMIL-IIIc-8
Key Concepts/ ETHICAL USE OF INFORMATION

Developed
Knowledge Recognize the importance of keeping track of sources
Skills Evaluate the use of information when it becomes negative and positive one.
Attitude Explain why plagiarism is to be avoided
Values Practice the ethical use of information in constructing a paragraph or sharing information
2. Content Information Literacy

3. Learning Resources Printed Text/New media
4.Procedures
Introductory Giving information about some of the information needs.
Activity Have the students list down some possible ways in imparting information to the
people Let them observe the show presented to the class showing its proper way in
presenting info. Or giving information whether traditional one or the new one.
Analysis Let the students evaluate the use of information when it becomes negative and positive one.
Giving information from its original source and letting them make their own out of the information given
or just simply copying it form its source then evaluate after.
Abstraction The teacher will now ask the following questions :

A. Which do you think is a reliable source of information , is it the primary one or the 2nd one why?
B. Why is copying from other sources is sometimes considered a crime?
C. What is the best way to do to avoid plagiarism?
Application Have the students study some series of information from different sources and then make their own
revision out of the data presented .
Assessment Formative Assessment
Method: Tests
Activity: Quiz
Assignment Describe different types of media.
Concluding Activity The sources of information is either primary or secondary. The secondary Information is somewhat
just a revision of what is in the first hand info. The important is the person should avoid copying
everything what is given or written.
Remarks
Reflections
Prepared by:
SHS-Teacher

Region V (Bicol)
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
June 26, 2019
DLP No.: 11 1111Learning Area: MIL Grade Level: 11 Quarter: 1 Duration: 60 min
Learning Competency:/ies Defines media convergence through current examples Code: MIL11/12TYM-IIId-11
(Taken from the Curriculum Guide)
Key Concepts/ Understanding to be Media convergence
developed
1. Objectives:
Knowledge Defines media convergence.
Skills Interpret the given pictures.
Attitude Demonstrate cooperation in the given task.
Values Manifest concern for others.
2. Content Types of Media
a. Print (books, newsletter, magazines, journals, and other printed materials)
b. Broadcast (radio, television, and film)
c. New media (internet)
3. Learning Resources Multimedia, worksheets
4. Procedures
Introductory Activity Recall of the previous topic.
Activity Present the pictures/video presentation to the class about media.
 Print
 Broadcast
 New media
Group the class into 4 groups.
The teacher will instruct the class to describe the pictures/video presentation.
Process students’ answers.
Analysis Let the students interpret the given pictures/video presentation.
The teacher will give feedback about students’ interpretation.
Abstraction The teacher will present the topic through the use of multimedia presentation.
Convergence of Media:
Refers to the ability to transform different kinds of media into digital code, which is then accessible by a range of
devices, from the personal computer to the mobile phone, thus creating a digital communication environment.
Application The teacher will say:
In your group, act out a situation how media convergence is used.
Assessment Analysis of Learners’ acted out situation based on the following criteria:
Content- 4
Creativity-4
Presentation - 4
Assignment Preparing for the new lesson.

Listen, read or watch any current events.
List the events in your assignment notebook.
4.8 Concluding Activity Define media convergence through current examples.
5. Remarks
6. Reflection
Prepared by:
SHS-Teacher

Region V (Bicol)
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
June 28, 2019
DLP No.: 12 1111Learning Area: MIL Grade Level:12 Quarter: 1 Duration: 120 min
Learning Competency:/ies Discusses to class on how a particular individual/ or society is portrayed in Code: MIL11/12TYM-IIId-12
(Taken from the Curriculum Guide) public using different types of media
Key Concepts/ Understanding to be Individual/society and types of media
developed
1. Objectives:
Knowledge Explain how a particular individual/society is portrayed in public.
Skills Use the different types of media.
Attitude Develop self-confidence.
Values Demonstrate kindness in the activity
2. Content Types of Media
a. Print (books, newsletter, magazines, journals, and other printed materials)
b. Broadcast (radio, television, and film)
c. New media (internet)
3. Learning Resources Multimedia, laptop, projector, pictures
4. Procedures
4.1 Introductory Activity Recall of the previous topic.
Let the students refresh their minds by letting selected students to define media convergence and to elaborate it.
4.2 Activity The teacher will group the class into 5.
Let the students share in their group any current issues that they’ve heard, read, viewed and watched yesterday.
Instruct each group to have a leader to consolidate the answers of his/her group mates and a reporter to share
it in class.
The teacher will give feedback and process student’s answers.
4.3 Analysis Let each group discuss the following questions:
What can you say about the situation?
What issue is being presented?
Who is being portrayed?
What is used in presenting a particular individual/society?
4.4 Abstraction The teacher will start the discussion by flashing the following questions on the screen:
What type of media is used in presenting a particular individual/society
How did the individual/society portrayed in the media presented?
4.5 Application The teacher will instruct:
In your group choose an issue.
Show how a particular individual/society is portrayed in public using the different types of media. (simulation)
4.6 Assessment Role Play
Portray how a particular individual/society is portrayed in public using the different types of media based on the
following:
a. Content
b. Originality
c. Creativity
4.7 Assignment Preparing for the new lesson.
What are our sources of information?
4.8 Concluding Activity Solicit answers to the question:
How is an individual/society portrayed in public using the different types of media?
5. Remarks
6. Reflection
NOTE: ICL (The students will just continue their unfinish activity)
Prepared by:
SHS-Teacher

Region V (Bicol)
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------
July 1-3, 2019
DLP No.: 12 1111
Learning Area: MIL Grade Level:12 Quarter: 1 Duration: 120 min
Learning Competency:/ies The learner compares potential sources of media and information. Code: MIL11/12TYM-IIId-12
(Taken from the Curriculum Guide)
Key Concepts/ Understanding to be Comparing potential sources of media and information.
developed
1. Objectives:
Knowledge Compares indigenous, library, internet and other potential sources of media and information
Skills Distinguishes the strengths and weaknesses of indigenous, library, internet and other potential sources of media and information
Attitude Shares ideas on the strengths and weaknesses of indigenous, library, internet and other potential sources of media and
information
Values Shows collaboration in making an output.
2. Content Media and Information Sources
 Indigenous
 Library
 Internet
 Others
3. Learning Resources textbooks, PPT presentation
4. Procedures
4.1 Introductory Activity Project #RioOlympicGame2016 on a projector screen and ask the students:
“What information can you give out from this hashtag?”

“What is your source of such information?”
Process students’ answers and lead them to the next activity.
4.2 Activity  Show the following topics on a white screen :
 History of How a Municipality is Named
 Life of the Centenarians in a Municipality
 New Inventions and Discoveries in Science
 Evolution of Traditional to New Media
 Philippine Football
 Recent National Issues
 Ask students: “If you will be asked to search for the topics/information listed on the board, where could you possibly
locate/search for this information?”
 For collaboration, group students into 5 members each.
 Each group should choose a leader and a secretary.
 Distribute metacards and ask each group to write their answers on the strips of paper and let them paste it on the
board. The first to post their answers will have an extra point.
4.3 Analysis Ask:
 “Among the list found on the board, what could be best responded with indigenous source of information? with library
as source of information? with internet as source of information?”
 What other potential sources of information that you know that might respond to your queries about the presented
topics?”
 “How can you retrieve information from these sources?”
 “When can each of the identified potential sources of media and information be used?”
 “What could be the strengths and weaknesses of these potential sources of media and information?”
 Encourage students to share their ideas and traffic their answers. Remind them to demonstrate respect for their
classmates’ opinions and ideas.
4.4 Abstraction  To validate and process students’ answers, present the following to the class:
 Potential Media and Information Sources:
 Indigenous
 Library
 Internet
 Others
 Strengths of Indigenous Source of Information:
 can be generated within communities
 is location and culture specific
 Strengths of Library as Source of Information:
 high quality research data
 international collaboration
 well-structured information
 saves time searching and appraising
 Strengths of Internet Source of Information:
 very up-to-date
 valuable/unique information
 professional networking information exchange
 full-text
 access to world-wide information
 24-hour access
 Weaknesses of Indigenous Source of Information:
 not systematically documented
 is oral and rural in nature
 Weaknesses of Library as Source of Information:
 some subject areas are under-represented
 reviews need updating
 Weaknesses of Internet as Source of Information:
 no central directory; information and sites difficult to locate
 no censorship or editing procedures
 no quality guarantee/not validated
 can be slow depending on network
 needs computer and ICT skills
 costs of getting addicted
 During the discussion, encourage students’ participation.
 Ask students’ experiences in locating information using the aforementioned sources.
 Ask:
◦ “What are the top 2 media and information sources you usually use?”
“Why do you prefer these sources?”
4.5 Application Say: Based on what you feel are your top two potential sources of media and information, list down at least 5 topics per subject
area in which you could make research about.
4.6 Assessment Ask the students to compare the potential sources of media and information using graphic organizers. Let them point out the
strengths and weaknesses of these potential media and information sources. They can use as many applicable graphic organizers
possible for the topic.
4.7 Assignment Let students list down at least 3 potential indigenous sources (a name of a person, a copy of a folk song, etc…) of information in
their community.
4.8 Concluding Activity  End the class by saying the quote of Michael Springer: “The biggest strength can be found in how you understand and
confront your greatest weaknesses.”
 Ask student volunteers to relate this quote to the discussion of the day.
5. Remarks
6. Reflection
Prepared by:
SHS-Teacher

Region V (Bicol)
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------
July 4-5, 2019
DLP No.: 12 1111
Learning Area: MIL Grade Level:12 Quarter: 1 Duration: 120 min
Learning Competency:/ies The learner interviews an elder from the community regarding indigenous media and Code: MIL11/12TYM-IIId-12
(Taken from the Curriculum Guide) information resource.
Key Concepts/ Understanding to be Interviewing an elder from the community regarding indigenous media and information resource.
developed
1. Objectives:
Knowledge Identify elders from a community to be respondents in an interview regarding indigenous media and information resource
Identify media and information resource in a community
Skills 1. Demonstrate effective interviewing skills
2. Formulate effective interview questions for an elder from a community regarding indigenous media and information resource
Attitude Explain the importance of indigenous media and information resource based on the information they have gathered from the
interview
Values Shows collaboration in making an output.
2. Content Media and Information Resource in a Community
3. Learning Resources Questionnaire, Parents’ Consent/Transmittal Letter
4. Procedures
4.1 Introductory Activity Play the Cebuano folksong entitled “Philippines History” by Yoyoy Villame in the class.
Ask the following questions to the students:
◦“What is the message depicted in the song?”
◦“What information can you get from the song?”
◦“Do you know of other indigenous media (an elder, folksongs, poetry, etc.) in your community that could be a source of
information?”
4.2 Activity  Group students into 7 members each.
 Each group should choose a leader, secretary and a reporter.
 Let them brain storm and identify potential media and information resources (an elder, folksongs, poetry, etc.) in the
community they are living in. Ask each group to write their answers on the strips of paper and let them paste it on the
board. The first to post their answers will have an extra point.
4.3 Analysis Ask:
“What are your bases in coming up with your output posted on the board?”
“What are the information you could usually retrieve out from the resources you have identified?”
“Do you think these resources are important in attaining community development? Why do you say so?”
“If you are to conduct an interview regarding these media and information resources, what potential questions are you going to
ask?”
“What steps or processes are you going to undertake before, during and after conducting an interview?”
 Encourage students to share their ideas and traffic their answers. Remind them to demonstrate respect for their
classmates’ opinions and ideas.
4.4 Abstraction During the discussion, encourage students’ participation.
Say:
“An indigenous media and information resource is owned, controlled and managed by the people in a community in
order for them to develop and produce culturally appropriate information in the languages understood by the
community by utilizing indigenous materials, reflecting community needs and interests, visions and aspirations, and
independent from vested interest groups.”
“Now, are your answers posted on the board in line with this definition?”
After processing students’ responses, say:
“When you were asked earlier of the steps or processes before, during and after conducting an interview, you have
varied and insightful answers. Now, let us look at how these steps are arranged.
Present the following to the class:
During the discussion, encourage students’ participation.

Say:
“An indigenous media and information resource is owned, controlled and managed by the people in a community in
order for them to develop and produce culturally appropriate information in the languages understood by the
community by utilizing indigenous materials, reflecting community needs and interests, visions and aspirations, and
independent from vested interest groups.”
“Now, are your answers posted on the board in line with this definition?”
After processing students’ responses, say:
“When you were asked earlier of the steps or processes before, during and after conducting an interview, you have
varied and insightful answers. Now, let us look at how these steps are arranged.
Present the following to the class:
Step 1: Research. The only way to come up with good questions is to know everything there is to know about the topic.
Step 2: Contact the Person You Wish to Interview. Ask when a good time would be to do the interview. Be polite. Say
"please" and "thank you." Try to set up the interview in person. If this isn't possible, then set up a phone interview.
Step 3: Read Over Your Questions. The more specific your questions are, the better. And never ask questions that can
be answered with a simple yes or no. Make your interviewee talk. Be sure to write all your questions down in a
notebook, then practice asking them with a partner. Become very familiar with your questions before you go into the
interview.
Step 4: Come Prepared. You will want to bring:
A pencil
A notebook
A list of good questions
A recording device (always ask permission before recording an interview)
Step 5: Be on Time. Arrive at your interview with plenty of time to spare. If you’ve never been to the place where your
interview is taking place, go early and scout it out. There is nothing more unprofessional than a reporter who is late.
You can also use the time you are waiting to make notes about the surroundings. You won’t remember details later, so
write them down.
Step 6: Conduct Your Interview in an Organized, Timely Manner. During the interview:
Be courteous to your subject.
Always take time to ask for an explanation about things you don't understand.
Don’t be afraid of uncomfortable silences and pauses.
Let the interview take its natural course.
Look the person in the eye when asking questions.
Always listen carefully to the answers. Each answer could lead to more questions or include an answer to a question
you haven’t asked yet. Don't ask a question that has already been answered. Your subject will know you weren't
listening and be insulted.
Don't read through your questions one right after another like you can't wait to be finished. Conduct your interview
like a conversation. One question should lead naturally into another. If you are LISTENING to the answers this will come
naturally.
Also, take notes on what the person looked like, what the person was wearing, where he or she sat. If the interview is
in an office, make notes of what is on the walls and on the desk. The objects people surround themselves with hold
important clues to their personalities. Ask about any object that interests you. You’ll find some good stories.
Step 7: Even If You Are Recording an Interview, Take Notes. Don't try to write every word said. It will slow down the
interview. Just take down the highlights. After the interview, while the details are still fresh in your mind, write
everything down you can remember about the person you interviewed. Don’t forget to make note of the sounds in the
background. Take note of what was happening around you. Write it all down as soon as possible. At home, expand your
notes by following up on things you learned in your interview with more research.
Step 8: Review Your Research and Your Interview Notes. Circle or highlight quotations that you think will be good for
your article. Now you're ready to begin writing.
4.5 Application Let the group formulate effective interview questions for an elder from a community regarding indigenous media and information
resource. Remind them to exhaust all possible questions they could think of to maximize the information they could gather from
the elder that they are to interview. Let them seek approval from the teacher first before using the questions in the actual
conduct of the interview.
After formulating the interview questions, let each group do a role playing on how they are going to conduct the interview.
4.6 Assessment (NOTE: This assessment method should be done after the conduct of the interview.)
 Based on the information gathered by the group from the interview, let them present an oral presentation. Included in
their presentation is the importance of the media and information resources they have in the community and how
these resources can be preserved.
 With the same grouping they have from the start of the class, let them conduct an interview to the identified elders
from a community regarding indigenous media and information resources.
 Let them use the questionns they have prepared for the interview. Remind the students to observe proper demeanor
in the conduct of the interview. Parental consent and or transmittal letter should be a prerequisite before they can go
to the community for the interview. Proper documentation should also be observed for the validation of the
information they will generate out from the interview.
(The interview will be done during non-class hours and is not included in the allocation of time reflected in this plan.)
4.7 Assignment Agreement: Bring a manual of your mobile phone and be familiar with the phone’s features and how it works. This will be used in
the discussion of the codes, conventions and messages of everyday media and information.
4.8 Concluding Activity End the class by saying this quote from the internet with an anonymous author: “No man was ever so completely
skilled in the conduct of life, as not to receive new information from age and experience.”
Ask student volunteers to relate this quote to the discussion of the day.
5. Remarks
6. Reflection
Prepared by:
SHS-Teacher
Region V (Bicol)
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
July 8-9, 2019
School Estancia National High School Grade Level 12

Teacher Maribel B. Malagueño Learning Area 21st Century Literature
Time & Dates 1:00-2:00 Quarter 1
I. OBJECTIVES
A. Content Standards Media and information languages
a. Codes, convention & messages
B. Performance Standards Distinguish everyday media in regards w/ audience, producers and other stakeholders.
C. Learning Competencies / Objectives. The learner evaluates everyday media and information with regard to with codes, convention & messages in regards
Write the LC code for each w/audience, producers & other stakeholders. MIL11/12MILA-IIIf-15
 Classify codes, convention & messages presented.
 Demonstrate critical thinking in evaluating media and information languages.
 Display responsibility in accomplishing tasks..
II. CONTENT Media information Literacy and MIL related concepts.

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Multimedia facilities, Hand outs
Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
Motivation The teacher will flash on the screen through the use of PPT presentation the word MEDIA. Give 1 minute to the
students to think over the word that has been flashed on the screen. Then the teacher will inform the class that
today’s topic is about media and information languages (codes, conventions & messages).
Activity The teacher will ask:
What is the first thing that comes into your mind if you see/hear the word media?
The teacher will solicit answer from the students.
The teacher will flash on the screen the meaning of media for the students to validate whether their answers are
correct or not.
Then the teacher will ask:
Do you know what are the uses of media?
Solicit answers from the students through dividing the class into 8 groups.
Analysis The teacher will ask:
Are you aware of the codes and conventions in media?
If students’ answer is yes, she will ask them what are those codes in media?
If students’ answer is no, she will explain the codes through conferencing.
Abstraction The teacher will elaborate on the codes of media through the use of PPT presentation.
Codes in media is defined as systems of signs, put together (usually in a sequence to create a meaning).
Conventions in media is defined as the habits or long accepted ways of doing things through repeated experiences,
audiences become familiar with these.
3 groups of codes and conventions in media:
1. Technical codes: Camera techniques, framing, depth of field, lighting, exposure and juxtaposition.
2. Symbolic Codes: Objects, setting, body language, clothing and color.
3. Written Codes: Headlines, captions, speech bubbles, language style.
The Languages of TV & Film:
The teacher will elaborate on the codes of media through the use of PPT presentation.
Codes in media is defined as systems of signs, put together (usually in a sequence to create a meaning).
Conventions in media is defined as the habits or long accepted ways of doing things through repeated experiences,
audiences become familiar with these.
3 groups of codes and conventions in media:
1. Technical codes: Camera techniques, framing, depth of field, lighting, exposure and juxtaposition.
2. Symbolic Codes: Objects, setting, body language, clothing and color.
3. Written Codes: Headlines, captions, speech bubbles, language style.
The Languages of TV & Film:
Camera
Lights
Sound
Editing
Setting
Costume
Actor experiences
The teacher will also inform the class that the signs, codes and conventions in movies is called semiotics.
Each slides will be provided with pictures as examples.
Application Read “Coraline” an excerpt by Neil Gaiman.
Assessment The Class will be having an oral presentation of the code assigned to them. The teacher will give an instruction to the
class that they would present an oral presentation in each code to check whether they have understood it or not and
how they could use these codes in demonstrating concern for others.
Rubrics:
1 2 3 4
Audience cannot Audience has Student presents Student presents
understand difficulty following information in information in
Organization presentation the presentation logical sequence logical, interesting
because there is because student which audience sequence which
no sequence in jumps around. can follow. students can follow.
information.
Student does not Student is Student is at ease Student
have grasp of uncomfortable with with expected demonstrates full
Subject information; information and is answers to all knowledge (more
Knowledge student cannot able to answer questions, but than required) by
answer questions only rudimentary fails to elaborate answering all class
about subject. questions. questions with
explanations &
elaborations.
Student uses Student Students’ Students’ graphics
superfluous occasionally uses graphics relate to explain and
Graphics graphics or no graphics that text and reinforce screen
graphics. rarely support text presentation. text and
and presentation. presentation.
Eye Contact Student reads all Student Student Student maintains
of report with no occasionally uses maintains eye eye contact with
eye contact. eye contact, but contact most of audience, seldom
still reads most of the time but return to notes.
report. frequently return
to notes.
Assignment What are the conventions in media?
Concluding Activity Each group will be given the task to sum up the day’s lesson through sharing a significant line related to the topic.
V.REMARKS This lesson will be tackled for 2 days.

VI.REFLECTION
Prepared by:
SHS-Teacher
Region V (Bicol)
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
July 11-12, 2019

I. OBJECTIVES
A. Content Standards Exemplify intellectual property, copy right, and fair use guidelines
B. Performance Standards Describe the intellectual property, copy right, and fair use guidelines
C. Learning Competencies / Objectives. 1. Put into practice their understanding of the intellectual property, copy right, and fair use guidelines
Write the LC code for each 2. Media and information literacy and MIL related concepts.
3. Demonstrate interest in describing the intellectual property, copy right, and fair use guidelines
4. Humility in presenting their new learned ideas
II. CONTENT Media and Information Literacy
A. References
3. Textbook pages
4. Additional Materials from Learning LCD Projector
Resource (LR) portal Laptop
Cartolina
Pen
Internet
Books/print out materials
V. PROCEDURES
Motivation The teacher show a picture using powerpoint.
• The class will be divided into 5 groups. Each group will be given meta strips and a pentel pen.
• The answers of each group will be posted on the board and will be reported by one member.
• Give the best word describe the picture.
Activity • The teacher will show different pictures and let the students give the best word for its picture.
• Using the same group but different reporter. Each group will be given meta strips and a pentel pen.
Analysis • Guide Questions:

a. What are intellectual property right?
- Industrial property
- Copyright
b. Why promote and protect intellectual property?
Abstraction Discussion:
a. Why promote and protect intellectual property?
b. How does the average person benefit?
Application • Showing another sets of pictures and let the students identify what intellectual property categories the
picture belong. (oral participation)
a. Bulb
b. Globe
c. Books
d. Abacus
e. Calculator
f. Cell phone etc.,
Assessment Let the students give their own examples on industrial property and copyright.
(same group activity)
Assignment The students will make a power point presentation showing the different pictures/examples of intellectual property
considering its category.
Concluding Activity
VI.REFLECTION
Prepared by:
SHS-Teacher

Region V (Bicol)
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
July 12, 2019

I. OBJECTIVES
A. Content Standards Media and information languages
a. Codes, convention & messages
B. Performance Standards Distinguish everyday media in regards w/ audience, producers and other stakeholders.
C. Learning Competencies / Objectives. The learner evaluates everyday media and information with regard to with codes, convention & messages in regards
Write the LC code for each w/audience, producers & other stakeholders. MIL11/12MILA-IIIf-15
 Classify codes, convention & messages presented.
 Demonstrate critical thinking in evaluating media and information languages.
 Display responsibility in accomplishing tasks..

A. References
3. Textbook pages
4. Additional Materials from Learning
V. PROCEDURES
Motivation ICL
Activity
Analysis
Abstraction
Application
Assessment
Assignment
Concluding Activity
V.REMARKS
VI.REFLECTION
Prepared by:
SHS-Teacher

Region V (Bicol)
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
July 15-16, 2019

I. OBJECTIVES
A. Content Standards Discuss proper conduct and behavior online
B. Performance Standards  Evaluating their own conduct and behavior online.
 Relate their conduct and behavior online with their friends
 Respect others behavior online
C. Learning Competencies / Objectives. Demonstrates proper conduct and behavior online (netiquette, virtual self)
Write the LC code for each
A. References
3. Textbook pages
B. Other Learning Resources  LCD Projector
 Laptop
 Cartolina
 Pen
 Internet
 Books/print out materials
V. PROCEDURES
Motivation • The teacher show a picture using powerpoint.
• What can you say about the picture?
Activity  The teacher will show two different pictures and let the students point out the difference.
Using the same group but different reporter. Each group will be given meta strips and a pentel pen.
Analysis  Guide Questions:
a. What is netiquette then?
b. Why should we observe such?
a. Why should we demonstrate proper conduct and behavior online??
b. How does we benefit?
Application The students will compile pictures that show proper behavior online and present it in power point. (group work)
Assessment Let the students present their work.
Assignment The students will post anything on facebook that observe proper conduct and behavior.
Concluding Activity

VI.REFLECTION
Prepared by:
SHS-Teacher
Region V (Bicol)
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
July 19, 2019

I. OBJECTIVES
A. Content Standards Discuss proper conduct and behavior online
B. Performance Standards  Evaluating their own conduct and behavior online.
 Relate their conduct and behavior online with their friends
 Respect others behavior online
C. Learning Competencies / Objectives. Demonstrates proper conduct and behavior online (netiquette, virtual self)
Write the LC code for each
A. References
3. Textbook pages
B. Other Learning Resources  LCD Projector
 Laptop
 Cartolina
 Pen
 Internet
 Books/print out materials
V. PROCEDURES
Motivation • The teacher show a picture using powerpoint.
• What can you say about the picture?
Activity  The teacher will show two different pictures and let the students point out the difference.
Using the same group but different reporter. Each group will be given meta strips and a pentel pen.
Analysis  Guide Questions:
c. What is netiquette then?
d. Why should we observe such?
a. Why should we demonstrate proper conduct and behavior online??
b. How does we benefit?
Application The students will compile pictures that show proper behavior online and present it in power point. (group work)
Assessment Let the students present their work.
Assignment The students will post anything on facebook that observe proper conduct and behavior.
Concluding Activity

VI.REFLECTION
Prepared by:
SHS-Teacher
Region V (Bicol)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------.—-------------------------------------------------------------
July 29-30, 2019
Learning Area: Media and Information Literacy Grade Level:12

iPlan No.:20 Quarter:I Duration:120 minutes
Learning Code:
Competency/ies: Discusses current issues related to copyright vis-à-vis gov’t./provide sectors actions MIL11/12LESI-IIIg-20
(Taken from the
CurriculumGuide)
Key Concepts/ Current issues related to copyright
Understandings
To be Developed
Adapted Cognitive Process Dimensions
Knowledge Remembering Explain the meaning of the word “copyright”
The fact or condition
of knowing
something with
familiarity gained Understanding
Learning Objectives through experience Interpret the current issues related to copyright vis-à-vis government
or association
Skills Applying
The ability and Discusses current issues related to copyright vis-à-vis gov’t./provide sectors actions
capacity acquired Analyzing
through deliberate,
systematic, and Evaluating
sustained effort to
smoothly and
adaptively carryout Creating
complex activities or
the ability coming
from one’s
knowledge, practice,
aptitude, etc., to do
something
Attitude Practice critical thinking in analyzing the current issues shown
Values (RA 8491)

*A learner’s principles or Maka-Diyos
standards of behavior;
one’s judgment of what is Maka-tao Demonstrate solidarity in group discussion on the current issues related to copyright
important in life.
*Go beyond learner’s life Makakalikasan
on earth, include more
than wealth and fame, and Makabansa
would affect the eternal
destiny of millions
Content Legal, Ethical, and Societal Issues in Media & Information
Resources Needed Listing of all Laptop, projector

resources needed
Methodology
Introductory Activity Giving of instruction.
(___10__ minutes)
Activity ANAGRAM: Direction – Arrange the letters properly to form a word.
(___15__ minutes) 1. T R I C O P H G Y (COPYRIGHT)
2. P L I A S M A G R I (PLAGIARISM)
Analysis 1. What are the words form from the anagram?
(___5__ minutes)
2. What do these words mean?
Abstraction  Copyright – a set of rights granted to the author or creator of a work, to restrict others’ ability to copy, redistribute and reshape
(___15__ minutes) the content. Rights are frequently owned by the companies who sponsor the work rather than the creators themselves and can be
bought and sold on the market.
 1. Plagiarism – the act of taking another person’s ideas, writings, inventions, and similar intellectual products as one’s own without
knowledge, consent and/or accreditation.
 2. Digital Divide
Application Group Activity:
(___5__ minutes) Group the students into three (3) let them discuss the current issues related to copyright.
Assessment Oral Presentation / Reporting by group

(___5__ minutes)
Assignment Reinforcing/Strengthening the Day’s Lesson
(___5__ minutes)
Note: Fill-in any of the four
Enriching/Inspiring the Day’s Lesson
purposes
Enhancing / Improving the Day’s Lesson
Preparing for the New Lesson Read Chapter 6: Codes and Self-Regulation on pages 81-84. Answer the following
questions:
1. State the Article III, section 4 of the Philippine Constitution
2. Give the ten-point code of ethics that each members of the PPC should be guided.
Concluding Activity Honesty is the best policy.
(___4___ minutes)
new learning.
Remarks
Reflections
earned 80%in the
evaluation
require additional
C. Did the remedial lessons
lesson.
continue to require
remediation.
E. Which my learning
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
Prepared by:
SHS-Teacher

Region V (Bicol)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------.—-------------------------------------------------------------
August 19, 2019

Learning Code:
Competency/ies: Explain actions to promote ethical use of media and information MIL11/12LESI-IIIg-20
(Taken from the
CurriculumGuide)
Key Concepts/ Ethical use of media and information
Understandings
To be Developed
Knowledge Remembering Explain the phrase “Code of Ethics”
of knowing
something with
Learning Objectives through experience Interpret the current issues related to copyright vis-à-vis government
or association
Skills Applying
The ability and Illustrate the ten-point code of ethics that each members of the PPC should be guided
through deliberate,
sustained effort to
smoothly and
the ability coming
from one’s
something
Attitude Demonstrate personal discipline in promoting ethical use of media and information
Values (RA 8491)

one’s judgment of what is Maka-tao Display social responsibility in using media and information
important in life.
destiny of millions
Content Ethical Use of Media and Information
Resources Needed Listing of all Laptop, Projector, Internet Connectivity, LM, CG

resources needed
Methodology
Introductory Activity Presentation of video clip showing a person’s action violating a law.
(___10__ minutes)
Activity After presenting the video clip, the teacher will give time for the students to organize their insights, and, the teacher will ask the
(___15__ minutes) following questions:
1. What has been violated based on the video clip?
2. What are your bases why you can say that he/she violated the law?
Analysis 1. What is a code of ethics? Explain.

(___5__ minutes)
2. What are the ten-point code of ethics that each members of the PPI should be guided?
Abstraction  Code of ethics/ethical codes serve as principles, values, standards, or rules of behavior that guide the decisions, procedures, and
(___15__ minutes) conduct of media practitioners.
 Under the PPI is the Philippine Press Council, composed of publishers, members of the academe and civil society. It functions as a
sort of grievance committee where anyone can file a complaint against a newspaper report that may be offensive or faulty.
Moreover, members are guided by this ten-point code of ethics: (Please refer to powerpoint presentation)
Application Group the class into four and let them illustrate some of the code of conduct in media and information. They are given 15minutes to
(___5__ minutes) practice.
Assessment They will be graded based on the following rubric:

(___5__ minutes) Collaboration 3
Creativity 3
Relevance to the topic 3
Mastery 3
(___5__ minutes)
Enriching/Inspiring the Day’s Lesson Using the same groupings, each group is given the copy of Adboard code of ethics. Each
purposes
group will be assign to look for an advertisement on TV that seems to violate the
Adboard code.
Let them discuss the following:
1. What point in the code of ethics does it violate?
2. How do you think this violation impacts on the audience?
Preparing for the New Lesson
Concluding Activity Honesty is the best policy.

(___4___ minutes)
new learning.
Remarks
Reflections
earned 80%in the
evaluation
require additional
lesson.
continue to require
remediation.
E. Which my learning
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
Prepared by:
SHS-Teacher
Region V (Bicol)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------.—-------------------------------------------------------------
September 4, 2019

Learning Cites studies showing proofs of positive and negative effects of media, information on individual and Code:
Competency/ies: society (MIL-11/12PM-IVa-1) MIL11/12LESI-IIIg-20
(Taken from the
CurriculumGuide)
Key Concepts/ Positive and negative effects of media, information on individual and society
Understandings
To be Developed
Knowledge Remembering Explain the definition of people media.
of knowing
something with
Learning Objectives through experience Differentiate people media and people in media.
or association
Skills Applying
through deliberate,
sustained effort to
smoothly and
the ability coming
from one’s
something
Attitude Work with his or her classmates with enthusiasm and cooperation.
Values Demonstrate help, respect, and unity among each dyad.

one’s judgment of what is Maka-tao
important in life.
destiny of millions
Content 1. People Media
a. People as Media and people in media
1. Definition
2. Characteristics
3. Positive and Negative effects of media and information (advantages and limitations)
Resources Needed Listing of all - Multimedia resources
resources needed - internet
Methodology
Introductory Activity The teacher will flash different TV, print, radio, and social media personalities through a multimedia presentation. She will tell the class that
(___10__ minutes) these people might be familiar to them because they might saw them in TV, magazines, internet, etc. They might have heard some of them in
the radio as well.
TV Personalities:
1.) Noli de Castro
2.) Kris Aquino
3.) Karen Davila
4.) Piolo Pascual
5.) Taylor Swift
Radio Personalities:
1.) Papa Jack
2.) DJ Cha-cha
3.) Mark Logan
Social Media personalities/YouTubers/Vloggers:

1.) Mikey Bustos
2.) Say Artillero
3.) Lloyd Cadena
4.) Maine Mendoza
Activity The teacher will then let the students watch these videos:
(___15__ minutes)
A.) a Ted Talk of Karylle Yuson, a famous TV personality.
B.) Karen da Vila interviewing a Leni Robredo
C.) Ann Curtis being interview by Boy Abunda
Given some guide questions, the students will choose a partner and answer the guide questions after watching the video clips.
Analysis The teacher will ask the following questions to the students about the activity.
(___5__ minutes) 1.) What have you learned from the videos shown?
2.) What are the sources of information you know?
3.) Where do you get sources of information?
4.) How important are people as sources of information?
5.) What are the positive and negative effects of media on an individual or society?
6.) How did you come up with your answers?
Abstraction  The teacher will present first the meaning of people and media. And, for better understanding of the lesson, she will discuss the
(___15__ minutes) different between people media and people in media/ Afterwards, the teacher will also discuss the characteristics of people in
media.
 “Based on the dictionary definition, we may say that people media consists of men, women, even children
 that widely influence the people by reaching them through different means.
 They are the sources of information, and are responsible in disseminating those information.
 People media may also be defined as the utilization of people credible in their respective fields to talk about their expertise and help
the students learn from people with firsthand experiences on a particular field or topic.”

 She will also discuss the positive and negative effects of media and information on an individual and society.

 Media has always been powerful especially with the rise of social media. Each individual, especially children, can get information
accessibly through social media. Thus, one positive effect of media is the access to varied information through social media. Media
also is a great way to express your ideas, feelings, and emotions.

 There are also several negative effects of media. One would in advertising. The society is bombarded with a lot of information that
are harmful and would trigger psychological and mental problems especially to the youth.
Application
(___5__ minutes) The class will do an activity entitled, “ Paint Me A Picture”. They will be divided into five groups. Each group will choose a facilitator/leader.
Each group will pick out a paper with a scenario that they will do. Once they have received the paper, they will be given 3 minutes to brainstorm
on how to portray or act their given scenario.
The scenarios are as follows:

1.) A leader or a president is giving a speech.
2.) A group of students are talking in the canteen.
3.) A meeting of teachers
4.) A person is posting an information in the internet.
5.) A child is glued on the television.
After brainstorming, the group will present it to the class without any sound. Once the teacher says freeze, the group who was presenting will
pause as if like a picture or a painting. The teacher will then ask the class what they have observed or presented. This will be done until the last
group is finished.
After such activity, there will be a group assessment and discussion on what has been shown by each group. The class will discuss and assess
each scenarios that were given. The students can give out their inputs.
Assessment The teacher will show some pictures with different scenarios about the effects of media on the individual and society. In a dyad, the students
(___5__ minutes) will determine if the effects are positive or negative to an individual or the society.
(___5__ minutes)
purposes
Preparing for the New Lesson Research about the Format and types of People Media
Concluding Activity The teacher will let the students watch a short clip or video that speaks about facebook and its effect/s on an individual.
(___4___ minutes)
new learning.
Prepared by:
SHS-Teacher

Region V (Bicol)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------.—-------------------------------------------------------------
September 4-6, 2019

Learning Cites studies showing proofs of positive and negative effects of media, information on individual and Code:
Competency/ies: society (MIL-11/12PM-IVa-1) MIL11/12LESI-IIIg-20
(Taken from the
CurriculumGuide)
Key Concepts/ Positive and negative effects of media, information on individual and society
Understandings
To be Developed
Knowledge Remembering Explain the definition of people media.
of knowing
something with
Learning Objectives through experience Differentiate people media and people in media.
or association
Skills Applying
through deliberate,
sustained effort to
smoothly and
the ability coming
from one’s
something
Attitude Work with his or her classmates with enthusiasm and cooperation.

one’s judgment of what is Maka-tao
important in life.
destiny of millions
Content 1. People Media
a. People as Media and people in media
1. Definition
2. Characteristics
3. Positive and Negative effects of media and information (advantages and limitations)
Resources Needed Listing of all - Multimedia resources
resources needed - internet
Methodology
Introductory Activity The teacher will flash different TV, print, radio, and social media personalities through a multimedia presentation. She will tell the class that
(___10__ minutes) these people might be familiar to them because they might saw them in TV, magazines, internet, etc. They might have heard some of them in
the radio as well.
TV Personalities:
1.) Noli de Castro
2.) Kris Aquino
3.) Karen Davila
4.) Piolo Pascual
5.) Taylor Swift
Radio Personalities:
1.) Papa Jack
2.) DJ Cha-cha
3.) Mark Logan
Social Media personalities/YouTubers/Vloggers:

1.) Mikey Bustos
2.) Say Artillero
3.) Lloyd Cadena
4.) Maine Mendoza
Activity The teacher will then let the students watch these videos:
(___15__ minutes)
A.) a Ted Talk of Karylle Yuson, a famous TV personality.
B.) Karen da Vila interviewing a Leni Robredo
C.) Ann Curtis being interview by Boy Abunda
Given some guide questions, the students will choose a partner and answer the guide questions after watching the video clips.
Analysis The teacher will ask the following questions to the students about the activity.
(___5__ minutes) 1.) What have you learned from the videos shown?
2.) What are the sources of information you know?
3.) Where do you get sources of information?
4.) How important are people as sources of information?
5.) What are the positive and negative effects of media on an individual or society?
6.) How did you come up with your answers?
Abstraction  The teacher will present first the meaning of people and media. And, for better understanding of the lesson, she will discuss the
(___15__ minutes) different between people media and people in media/ Afterwards, the teacher will also discuss the characteristics of people in
media.
 “Based on the dictionary definition, we may say that people media consists of men, women, even children
 that widely influence the people by reaching them through different means.
 They are the sources of information, and are responsible in disseminating those information.
 People media may also be defined as the utilization of people credible in their respective fields to talk about their expertise and help
the students learn from people with firsthand experiences on a particular field or topic.”

 She will also discuss the positive and negative effects of media and information on an individual and society.

 Media has always been powerful especially with the rise of social media. Each individual, especially children, can get information
accessibly through social media. Thus, one positive effect of media is the access to varied information through social media. Media
also is a great way to express your ideas, feelings, and emotions.

 There are also several negative effects of media. One would in advertising. The society is bombarded with a lot of information that
are harmful and would trigger psychological and mental problems especially to the youth.
Application
(___5__ minutes) The class will do an activity entitled, “ Paint Me A Picture”. They will be divided into five groups. Each group will choose a facilitator/leader.
Each group will pick out a paper with a scenario that they will do. Once they have received the paper, they will be given 3 minutes to brainstorm
on how to portray or act their given scenario.
The scenarios are as follows:

1.) A leader or a president is giving a speech.
2.) A group of students are talking in the canteen.
3.) A meeting of teachers
4.) A person is posting an information in the internet.
5.) A child is glued on the television.
After brainstorming, the group will present it to the class without any sound. Once the teacher says freeze, the group who was presenting will
pause as if like a picture or a painting. The teacher will then ask the class what they have observed or presented. This will be done until the last
group is finished.
After such activity, there will be a group assessment and discussion on what has been shown by each group. The class will discuss and assess
each scenarios that were given. The students can give out their inputs.
Assessment The teacher will show some pictures with different scenarios about the effects of media on the individual and society. In a dyad, the students
(___5__ minutes) will determine if the effects are positive or negative to an individual or the society.
(___5__ minutes)
purposes
Preparing for the New Lesson Research about the Format and types of People Media
Concluding Activity The teacher will let the students watch a short clip or video that speaks about facebook and its effect/s on an individual.
(___4___ minutes)
new learning.
Prepared by:
SHS-Teacher

Region V (Bicol)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------.—-------------------------------------------------------------
September 13, 2019

Learning The learner comprehends how text information and media is/are formally and informally produced, Code:
Competency/ies: organized and disseminated. MIL11/12LESI-IIIg-20
(Taken from the
CurriculumGuide)
Key Concepts/ understanding different resources of media and information, their design principle and elements and selection criteria
Understandings
To be Developed
Knowledge Remembering Exemplify the formal and informal production, organization and dissemination of text
The fact or condition information and media;
of knowing
something with
Learning Objectives through experience
or association
Skills Applying
The ability and
through deliberate,
systematic, and Evaluating Appraise both formal and informal production, organization and dissemination of text
sustained effort to information and media.
smoothly and
the ability coming
from one’s
something
Attitude demonstrate interest in comprehending how text information and media is/are formally
and informally produced, organized and disseminated
one’s judgment of what is Maka-tao Concern for others, Respect for Human Rights
important in life.
than wealth and fame, and Makabansa Civic consciousness,
destiny of millions
Content Text Information and Media
a. Definition, characteristics, format and types, sources, advantages and limitations, and value
b. Text as Visual
c. Selection Criteria
d. Design principle and Elements
Resources Needed Listing of all Laptop, Projector/ LED TV, Manila papers, Marker pens, Chalk, Reference books
resources needed
Methodology
Introductory Activity  Prayer
(___10__ minutes)  Checking of Attendance
 Review of the previous topics
Activity  Think- pair- share

(___15__ minutes) Students will find a pair and share to one another as to how they produce, organize and disseminate text information to their friends,
family or classmates, etc.
Analysis  What did you come up with your sharing activity?

(___5__ minutes) Based on your sharing, how do you usually they produce, organize and disseminate text information in your daily activities?
Abstraction Interactive learning among teacher to student, student to teacher and student to student and inquiry- guided learning about the formal and
(___15__ minutes) informal production, organization and dissemination of text information and media and give concrete examples

Application
(___5__ minutes)  Give some commonly observed examples of formal and informal text information and/or media.
 With these, how are they formally and informally produced, organized and disseminated to others concerned?
Assessment Idea presentation through graphic organizer on both formal and informal production, organization and dissemination of text information and
(___5__ minutes) media with the use of activity sheets
Criteria:
 Content 40%
 Organization of ideas 30%
 Delivery/ Performance 30%
(___5__ minutes)
purposes
Preparing for the New Lesson Research or read in advance selection criteria as to the reliability and validity of text
information and media and its sources
Concluding Activity Processing the group oral presentation as to its performance and content
(___4___ minutes)
new learning.
Prepared by:
SHS-Teacher
Note: The lesson was not covered due to seminar of the students
ACTIVITY SHEET NO.______
TEXT INFORMATION AND MEDIA
FORMAL INFORMAL
1. Production
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
2. Organization
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
3. Dissemination
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________

Region V (Bicol)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------.—-------------------------------------------------------------
September 16-17, 2019

Learning The learner comprehends how text information and media is/are formally and informally produced, Code:
Competency/ies: organized and disseminated. MIL11/12LESI-IIIg-20
(Taken from the
CurriculumGuide)
Key Concepts/ understanding different resources of media and information, their design principle and elements and selection criteria
Understandings
To be Developed
Knowledge Remembering Exemplify the formal and informal production, organization and dissemination of text
The fact or condition information and media;
of knowing
something with
Learning Objectives through experience
or association
Skills Applying
The ability and
through deliberate,
systematic, and Evaluating Appraise both formal and informal production, organization and dissemination of text
sustained effort to information and media.
smoothly and
the ability coming
from one’s
something
Attitude demonstrate interest in comprehending how text information and media is/are formally
and informally produced, organized and disseminated
one’s judgment of what is Maka-tao Concern for others, Respect for Human Rights
important in life.
than wealth and fame, and Makabansa Civic consciousness,
destiny of millions
Content Text Information and Media
b. Text as Visual
c. Selection Criteria
d. Design principle and Elements
Resources Needed Listing of all Laptop, Projector/ LED TV, Manila papers, Marker pens, Chalk, Reference books
resources needed
Methodology
Introductory Activity  Prayer
(___10__ minutes)  Checking of Attendance
 Review of the previous topics
Activity  Think- pair- share

(___15__ minutes) Students will find a pair and share to one another as to how they produce, organize and disseminate text information to their friends,
family or classmates, etc.
Analysis  What did you come up with your sharing activity?

(___5__ minutes) Based on your sharing, how do you usually they produce, organize and disseminate text information in your daily activities?
Abstraction Interactive learning among teacher to student, student to teacher and student to student and inquiry- guided learning about the formal and
(___15__ minutes) informal production, organization and dissemination of text information and media and give concrete examples

Application
(___5__ minutes)  Give some commonly observed examples of formal and informal text information and/or media.
 With these, how are they formally and informally produced, organized and disseminated to others concerned?
Assessment Idea presentation through graphic organizer on both formal and informal production, organization and dissemination of text information and
(___5__ minutes) media with the use of activity sheets
Criteria:
 Content 40%
 Organization of ideas 30%
 Delivery/ Performance 30%

(___5__ minutes)
purposes
Preparing for the New Lesson Research or read in advance selection criteria as to the reliability and validity of text
information and media and its sources
Concluding Activity Processing the group oral presentation as to its performance and content
(___4___ minutes)
new learning.
Prepared by:
SHS-Teacher
Note: The lesson was not covered due to seminar of the students
ACTIVITY SHEET NO.______
TEXT INFORMATION AND MEDIA
FORMAL INFORMAL
1. Production
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
2. Organization
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
3. Dissemination
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________
_____________________________________ _________________________________

Region V (Bicol)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------.—-------------------------------------------------------------
September 7, 2019

Learning Produces and evaluates a creative visual based presentation using design, principle and Code:
Competency/ies: elements. MIL11/12LESI-IIIg-20
(Taken from the
CurriculumGuide)
Key Concepts/ Understanding Visual-based presentation
Understandings
To be Developed
Knowledge Remembering Recognize creative visual-based presentation using design, principle and
The fact or elements.
condition of
knowing something
with familiarity Understanding
Learning Objectives gained through Interprete what visual - based presentation using design and elements..
experience or
association
Skills Applying
The ability and Demonstrate the visual-based presentation using design and elements by giving
capacity acquired example of it.
through deliberate, Analyzing Organize visual-based presentation using design, principle and element for the
systematic, and class discussion.
sustained effort to Evaluating Critique/Evaluate a creativity visual-based presentation using design, principle
smoothly and and elements.
adaptively
carryout complex Creating Plan and construct visual-based presentation using design, principle and element.
activities or the
ability coming
from one’s
knowledge,
practice, aptitude,
etc., to do
something
Attitude Name what visual based presentation using design, principle and elements to
make.
Assist other classmates on how to make a visual-based presentation with design
principles and elements.
Justify the virtue of being creative towards works.
Organize good human relation to others within the group.
Display good image to others and create good human relation.
Values
*A learner’s principles Maka-Diyos Study on how accept the reality of life.
or standards of behavior;
one’s judgment of what is (Love of God)
important in life. Maka-tao Assist other skills to develop it more. (Solidarity)
*Go beyond learner’s Makakalikasan Share the skills by helping and teaching others who need it
more than wealth and (Contain of the Environment)
fame, and would affect Makabansa Perform good works for the environment and for the people in the community as
the eternal destiny of well.
millions
(Social Responsibility)
Content Visual information and Media(design principles and elements)
Resources Needed Listing of all Texkbooks

resources Media printed materials like newspapers and etc…
needed Cartolina
Pentel Pen
Laptop/Computer with Internet access/Power point presentation
Methodology
Introductory Activity Give/present a model sample of a visual-based presentation with the design principle and element.
(___10__ minutes) • The class will be divided into 4 groups and each group will be given guide questions to answer based on the posted
material.
Activity • Each group will choose one representative to present a group output.
(___15__ minutes) • The teacher will assess and process the answers of students.
• Give rewards and appreciation of students’ good works.
Analysis The teacher will discuss the topic following with the guide questions:
(___5__ minutes) • What is Visual-Based presentation? Define.
• Explain what visual-based presentation. Example.
• How to make visual-based presentation?
• When/why do we use visual-based presentation?
Abstraction  Interactive discussion:

(___15__ minutes)  Define and explain the visual-based presentation.
 b. Give examples.
 c. Why visual-based presentation is useful?

Application • The students will group into 4 groups, choose a leader, assistant leader and a secretary.
(___5__ minutes) • Each group is going to make visual –based presentation about ___________ .
• Criteria: design, principle and element
Assessment Make and evaluate a visual based presentation using Power Point Presentation in a certain topic for the class discussion.
(___5__ minutes)
Assignment Reinforcing/Strengthening the Day’s Lesson Oral Presentation
(___5__ minutes) Skill demonstration on how to produce and to evaluate the visual-based
Note: Fill-in any of the presentation made.
four purposes
Enriching/Inspiring the Day’s Lesson The teacher will give the positive and negative comments(correct and
mistakes)during the coference/talking to learners
Enhancing / Improving the Day’s Lesson Multi-mediaPresentation-visualbased presentation
Preparing for the New Lesson Oral Test/Pen and Paper Test
Concluding Activity
(___4___ minutes)
This is usually a brief “People are sheep. TV is the shepherd.” “People are
but effective closing sheep. TV is
activity such as a strong ― Jess C. Scott, Literary Heroin (Gluttony): A Twilight Parody the
quotation, a short song, shepherd.”
an anecdote, parable or
a letter that inspires the ― Jess C.
learners to do Scott,
something to practice Literary
their new learning. Heroin
(Gluttony): A
Twilight
Parody
Prepared by:
SHS-Teacher
Region V (Bicol)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------.—-------------------------------------------------------------
October 14-15, 2019

iPlan No.: 13 and 14 Quarter: 4 Duration: 60 minutes
Learning -The student evaluates the reliability and validity of audio information and media and its/their sources Code: MIL11/12AIM-IVd-13
Competency/ies: using selection criteria. Code: MIL11/12AIM-IVd-14
[Taken from the -The student produces and evaluates a creative audio-based presentation using design principle and
Curriculum Guide] elements.
Key Concepts/ Reliability and validity of audio-based information and media.
Understandings to
be Developed
Learning Objectives Adapted Cognitive Process Dimensions 1. Objectives
Understanding Discuss audio information and media and it’s/their
sources.
Skills Applying
The ability and capacity Analyzing
acquired through Evaluating Evaluate the reliability and validity of audio information
deliberate, systematic, using selection criteria.
and sustained effort to Creating Design a creative audio-presentation using design principle
smoothly and adaptively and elements.
carryout complex
activities or.. the ability,
coming from one’s
something
Attitude A settled way of thinking or feeling about Justify that audio information and media are valid and
someone or something, typically one that is reliable sources of information.
Values [RA 849]
Maka-Diyos
Maka-tao Assume responsibility with the use of audio-based
information.
Makakalikasan
Makabansa
2. Content Audio Information and Media
b. Hearing vs. Listening
Learning out Loud
c. Selecting Criteria
d. Design principle and elements
3. Learning Listing of all resources Powerpoint presentation, Speaker (Audio Gadgets)
Resources needed Manila paper/Cartolina
4. Procedures
Introductory Activity (__minutes) The teacher asks the students about how audio-based presentation is done.
Activity (__minutes) GROUP ASSESSMENT

This is an interactive strategy to elicit learner’s The different sources of audio information are given through PowerPoint presentation. Then the
prior learning experience. It serves as springboard students (by group) will give the advantages and disadvantages of using these:
for new learning. It illustrates the principle that 1. Audio tapes
learning starts where the learners are. Carefully 2. Compact disks
structured activities such as individual or group 3. MPEG/WAVE
assessment, dyadic or triadic interactions, puzzles, By using all of these sources the students would be able to analyze the reliability and validity of
simulations or role-play, cybernetics exercise, audio information and media and its/their sources using selection criteria. (Incorporate hearing
gallery walk and the like may be created. Clear and listening)
lesson.
Analysis (__minutes) COLLABORATIVE LEARNING
Essential questions are included to serve as a guide The students will answer the following questions?
for the teacher in clarifying key understandings 1. Is the information you heard over the radio are always reliable and valid? Why do you think so?
about the topic at hand. Critical points are 2. Can you now distinguish the advantages and disadvantages of using audio information?
organized to structure the discussion allowing the 3. Evaluate the reliability and validity of audio information and media and its/their sources using
learners to maximize instructions and sharing of selection criteria.
Abstraction (__ minutes) EFFECTIVE DISCUSSION
This outlines the key concepts, important skills that What are the considerations in using audio and media?
should be enhanced, and the proper attitude that How will you promote the use of audio information and media?
should be emphasized. This is organized as a
Application (__minutes) By group:
This part is structured to ensure the commitment Let the students listen to an audio presentation and after that, they will share what difficulties they
of the learners to do something to apply their new encountered during listening.
Assessment (__minutes) Design a creative audio-based presentation using design principles and elements.
For the Teacher to: Output of the students will be rated based on Rubrics.
4. Assesses whether learning objectives have RUBRICS FOR AUDIO-BASED PRESENTATION
5. Remediate and/or enrich with appropriate EXCELLENT (4) VERY SATISFACTORY NEEDS
strategies as needed SATISFACTORY (2) IMPROVEMENT
6. Evaluate whether learning intentions and (3) (1)
success criteria have been met CREATIVITY Able to show Able to show Able to show Show less
creativity of output creativity of creativity of creativity of
[Reminder: Formative Assessment may be given in an excellent output in a very output in a output that needs
before, during or after the lesson.] manner with the satisfactory satisfactory improvement with
time given manner with the manner with the the time given
time given time given
Able to show Able to show Able to show Show less
ORGANIZATION organized output in organized output organized output organized output
an excellent manner in a very in a satisfactory that needs
with the time given satisfactory manner with the improvement with
manner with the time given the time given
time given
CONTENT Excellent evidence Satisfactory Adequate
of student learning evidence of evidenced of Less than
and efforts are student learning student learning adequate
reflected in and efforts are and efforts are evidence of
student's project. reflected in reflected in student learning
student’s project. student's project. and efforts are
reflected in
student's project.
Assignment Reinforcing/ 1. What are the advantages of audio as media source?
( __minutes) strengthening the 2. What are the disadvantages of audio as media source?
Note: Fill-in any of the four day’s lesson
purposes Enhancing/ inspiring
the day’ s lesson
Enriching the day’s
lesson
Preparing for the new
lesson
Concluding Activity
“One of the most sincere forms of respect is actually listening to what another has to say.”
Bryant H. McGill
5.Remarks Indicate below special cases includind but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of
The lesson needs to be developed in two days.
6. Reflections to be done to help the students learn? Identify what help your instructional supervisors can provide for you sow when you meet them, you
Prepared by:
SHS-Teacher
Region V (Bicol)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------.—-------------------------------------------------------------
October 10-11, 2019
Learning Area Media and Information Literacy Grade Level 11/12
iPlan No.: 16 Quarter: 4 Duration: 1Hr. Date: 8/11/2016
Learning Competency/ies: The learner comprehends how motion information and media is/are formally and informally produced, Code:
(Taken from the organized and disseminated.
Curriculum Guide) MIL11/12AIM-IVef-16
Key Media and information literacy and MIL related concepts.

Concepts/Understanding
to be developed
Learning Objectives Adaptive Cognitive Process Dimensions
KNOWLEDGE Remembering The learner can recall

information and retrieve
The factor condition of relevant knowledge from
knowing something long-term memory;
with familiarity gained Identify, retrieve,
through experience or recognize, duplicate, list, N/A
association memorize, repeat,
describe, reproduce
Understanding The learner can construct Explain how motion information and media is/are formally
meaning from oral, written and informally produced, organized and disseminated.
compare, explain,
paraphrase, discuss
SKILLS Applying The learner can use

information to undertake a
The ability and procedure in familiar
capacity acquired situations or in a new way:
through deliberate, execute, implement,
systematic, and demonstrate, dramatize, N/A
sustained effort to interpret, solve, use,
smoothly and illustrate, convert,
adaptively carryout discover
… the ability, coming
from one's knowledge,
practice, aptitude,
etc., to do something Analyzing The learner can use
procedure in familiar
situations or in a new way:
execute, implement,
demonstrate, dramatize, N/A
interpret, solve, use,
illustrate, convert,
discover
Evaluating The learner can make Evaluate the impact of motion information and media to
judgments and justify the audiences.
describe, critique,
appraise, evaluate

a functional whole, create
a new product or point of
view: generate,
hypothesize, plan, design, N/A
develop, produce,
assemble, device
Attitude A settled way of thinking or feeling about someone Justify sincerity and seriousness of the information being
or something, typically one that is reflected in a organized and disseminated by media.
person's behavior:
Values (RA 8491)
* A learner's principles or standards of Maka-Diyos

behavior; one's judgment of what is important in
life. Maka-Tao Demonstrate concern for others
Maka-kalikasan
* Go beyond learner's life on earth, include Maka-bansa Propose social responsibility in promoting awareness on
more than wealth and fame, and would affect proper dissemination of motion information and media.
the eternal destiny of millions.
Content Sources, advantages and limitations and value of motion information and media.
Resources Needed Multimedia devices, DVDs, CDs, Internet
Procedures
Introductory Activity (5 minutes)  How do you compare information dissemination now a days and in the past?
This part introduces the lesson content. Although at

times optional, it is usually included to serve as a
warm-up activity to give the learners zest for the
incoming lesson and an idea about what it to follow.
One principle in learning is that learning occurs when
it is conducted in a pleasurable and comfortable
atmosphere.
Activity (10 minutes)  Video clip presentation
This is an interactive strategy to elicit learner's prior

learning experience. It serves as springboard for
new learning. It illustrates the principle that learning
starts where the learners are. Carefully structured
activities such as individual or group reflective
exercises, group discussion, self or group
lesson
Analysis (8 minutes)  What part of the activity did you like the most?
 What have you learned with it?
Essential questions are included to serve as a guide  What lesson or concept do you need to know first before doing the activity?
for the teacher in clarifying key understandings
about the topic at hand. Critical points are organized
to structure the discussions allowing the learners to
maximize interactions & sharing of ideas and
opinions abut expected issues. Affective questions
are included to elicit the feelings of the learners
about the activity or the topic. The last questions or
points taken should lead the learners to understand
the new concepts or skills that are to be presented in
the next part of the lesson
Abstraction (20 minutes) Information Sheet 16.1
This outlines the key concepts, important skills that

should be enhanced, and the proper attitude that
should be emphasized. This is organized as a lecture
that summarizes the learning emphasized from the
activity, analysis and new inputs in this part of the
lesson.
Application (7 minutes) Analyze the message portrayed by the video presentation.
This part is structured to ensure the commitment of

the learners to do something to apply their new
Assessment (10 minutes) Team Teaching
For the teachers to:
1.) Assess whether learning objectives have been met

for a specified duration.
2. Remediate and / or enrich with appropriate
3.. Evaluate whether learning intentions and succes
criteria have been met.
(Reminder: Formative Assessment maybe given
before, during, or after the lesson.)
Reinforcing / strengthening the day's lesson
Enriching / inspiring the day's lesson
Assignment (____ minutes Enhancing / improving the day's lesson 1. How does motion information and media affect the lives
of the audiences?
Note: Fill-in any of the four purposes Preparing for the new lesson
Concluding Activity (____ minutes Checking of outputs
This is usually a brief but affective closing activity

such as a strong quotation, a short song, an
anecdote, parable or a letter that inspires the
learners to do something to practice their new
learning.
REMARKS Accomplished
REFLECTIONS “Honesty is the best policy.”
Prepared by:
SHS-Teacher
Region V (Bicol)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------.—-------------------------------------------------------------
October 10-11, 2019
Learning Area Media and Information Literacy Grade Level 11/12
iPlan No.: Quarter: 4 Duration: 1Hr. Date: 8/11/2016
Learning Competency/ies: Code:

(Taken from the
Curriculum Guide) Describes the different dimensions of manipulative information and media MIL11/12MPIM-IVgh-19
Key
Concepts/Understanding
to be developed
The different dimensions of manipulative information and media.
Learning Objectives Adaptive Cognitive Process Dimensions
KNOWLEDGE Remembering The learner can recall

information and retrieve
The factor condition of relevant knowledge from
knowing something long-term memory;
with familiarity gained Identify, retrieve,
through experience or recognize, duplicate, list, Recognize the different dimensions of manipulative
association memorize, repeat, information and media
describe, reproduce
Understanding The learner can construct

N/A
compare, explain,
paraphrase, discuss
SKILLS Applying The learner can use

The ability and procedure in familiar
capacity acquired situations or in a new way:
through deliberate, execute, implement,
systematic, and demonstrate, dramatize, N/A
sustained effort to interpret, solve, use,
smoothly and illustrate, convert,
adaptively carryout discover
… the ability, coming Analyzing The learner can use
from one's knowledge, information to undertake a
practice, aptitude, procedure in familiar
etc., to do something situations or in a new way:
execute, implement,
demonstrate, dramatize, differentiate the different dimensions of manipulative
interpret, solve, use, information and media
illustrate, convert,
discover

N/A
describe, critique,
appraise, evaluate

a functional whole, create
a new product or point of
view: generate,
hypothesize, plan, design, N/A
develop, produce,
assemble, device
Attitude A settled way of thinking or feeling about someone differentiate the different dimensions of manipulative
or something, typically one that is reflected in a information and media
person's behavior:
Values (RA 8491)
* A learner's principles or standards of Maka-Diyos Humble

behavior; one's judgment of what is important in
life. Maka-Tao Generosity
Maka-kalikasan
* Go beyond learner's life on earth, include Maka-bansa Social responsibility

more than wealth and fame, and would affect
the eternal destiny of millions.
Content  Manipulative Information and Media
Resources Needed  Books

 Web
 Visual Aids
 Power point presentation
Procedures
Introductory Activity (____ minutes The teacher presents using powerpoint presentation the different dimension of manipulative information and
media then let them guess the dimension of manipulative information and media.
This part introduces the lesson content. Although at
times optional, it is usually included to serve as a 1.What have you observe in the presentation?
warm-up activity to give the learners zest for the
incoming lesson and an idea about what it to follow. 2. Are they the same or different?
One principle in learning is that learning occurs when
3. What are their similarities?
it is conducted in a pleasurable and comfortable
atmosphere. 4. What are the different dimensions of manipulative information and media?
Activity (____ minutes The teacher provides another set of presentation leads to the target. He let students to answer these following
questions:
This is an interactive strategy to elicit learner's prior
learning experience. It serves as springboard for 1. What are those elements being use in the presentation?
new learning. It illustrates the principle that learning
starts where the learners are. Carefully structured 2.What can you describe to those elements?
activities such as individual or group reflective
3. Are those elements are important to the manipulative information?
exercises, group discussion, self or group
simulations or role-play, cybernetics exercise, 4. Why or Why not?
lesson
Analysis (____ minutes The teacher let the other group members to process their answer base on the activity given but the teacher
always give feedback to the students after they express their ideas.
for the teacher in clarifying key understandings
about the topic at hand. Critical points are organized
to structure the discussions allowing the learners to
maximize interactions & sharing of ideas and
opinions abut expected issues. Affective questions
are included to elicit the feelings of the learners
about the activity or the topic. The last questions or
points taken should lead the learners to understand
the new concepts or skills that are to be presented in
the next part of the lesson
Abstraction (____ minutes Guide questions to lead the class for a generalization
This outlines the key concepts, important skills that  Enumerate those elements used in the manipulative information and media.
should be enhanced, and the proper attitude that  How is it being used?
should be emphasized. This is organized as a lecture  What is your new learned concepts from the topic?
that summarizes the learning emphasized from the
activity, analysis and new inputs in this part of the
lesson.
Application (____ minutes The teacher let the class to choose a partner to share more about the different dimensions in manipulative
information and media.
This part is structured to ensure the commitment of
the learners to do something to apply their new
Assessment (____ minutes  Conferencing
For the teachers to:
4.) Assess whether learning objectives have been

met for a specified duration.
5. Remediate and / or enrich with appropriate
6.. Evaluate whether learning intentions and succes
criteria have been met.
(Reminder: Formative Assessment maybe given
before, during, or after the lesson.)
Assignment (____ minutes Reinforcing / strengthening the day's lesson
Note: Fill-in any of the four purposes Enriching / inspiring the day's lesson Research about the different dimensions in the
manipulative information and media.
Enhancing / improving the day's lesson
Preparing for the new lesson
Concluding Activity (____ minutes
This is usually a brief but affective closing activity

such as a strong quotation, a short song, an
anecdote, parable or a letter that inspires the Checking of outputs
learners to do something to practice their new
learning.
REMARKS Accomplished
REFLECTIONS
A. No. Of learners who earned

80% in the evaluation
B. No. Of learners who require

additional activities for
remediation

work?No. Of learners who have
caught up with the lesson.
D. No. of learners who continue

to require remediation.
E. Which of my learning
strategies worked well?Why
did these worked?

encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized

materials did I used/discover
which I wish to share with
other teachers?

Lesson Plan in Media Information Literacy

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Republic of the Philippines

IV.ASSIGNMENT : On your Notes!

Republic of the Philippines

Learning Area: MEDIA AND INFORMATION LITERACY Grade Level: 11

Assessment (7 minutes) Pen and paper test

[Reminder: Formative Assessment may be given

Assignment (2minutes) Reinforcing/

Name: REXON B. AMAMAG-ID School: DALAGUETE NATIONAL HIGH SCHOOL

Republic of the Philippines

[Reminder: Formative Assessment may be given

Republic of the Philippines

[Reminder: Formative Assessment may be given

Assignment (2 min) Reinforcing/

Republic of the Philippines

Describe the four ages to the class:

Republic of the Philippines

Abstraction(5 min) Roles of media in democratic society:

Assignment(2 min) Reinforcing/

Republic of the Philippines

Skills  Distinguish the theories on information and media.

Attitude  Demonstrate cooperation in working with a group

Values  Work well with others in performing the given task

2. Content The Evolution of Traditional to New Media.

Activity (10 mins) Conferencing:

Analysis (20 mins) Teacher would ask the following;

Abstraction (10 mins) Discussing the theory of information and media.

Theories are the following;

Concluding Activity (3 mins) Theory helps us to bear our ignorance of facts.

Republic of the Philippines

Activity (10 mins) Conferencing:

Analysis (20 mins) Teacher would ask the following;

Abstraction (10 mins) Discussing the theory of information and media.

Theories are the following;

Concluding Activity (3 mins) Theory helps us to bear our ignorance of facts.

Republic of the Philippines

Name: Maribel B. Malagueño School: Estancia National High School

Learning Area: MEDIA AND INFORMATION LITERACY Grade Level: 12 Section:

2. Content Information Literacy

“Knowledge is of two kinds.

 How would you react?

Activity (15 mins) Panel Discussion;

Analysis (20 mins) Questions;

Abstraction (15 mins) Discussing the key concepts;

Name: Maribel B. Malagueño School: Estancia National High School

Learning Area: MEDIA AND INFORMATION LITERACY Grade Level: 12 Section:

Key Concepts/ ETHICAL USE OF INFORMATION

Attitude Explain why plagiarism is to be avoided

2. Content Information Literacy

Abstraction The teacher will now ask the following questions :

Republic of the Philippines

Assignment Preparing for the new lesson.

Republic of the Philippines

Republic of the Philippines

“What information can you give out from this hashtag?”

Republic of the Philippines

During the discussion, encourage students’ participation.

School Estancia National High School Grade Level 12

II. CONTENT Media information Literacy and MIL related concepts.

V.REMARKS This lesson will be tackled for 2 days.

School Estancia National High School Grade Level 12

Analysis • Guide Questions:

Republic of the Philippines

School Estancia National High School Grade Level 12

II. CONTENT Media information Literacy and MIL related concepts.