SCHOOL Tondol National High School GRADE LEVEL Grade 12- GAS/ TVL

GRADES 1 TO 12 TEACHER Carl John C. Carolino LEARNING AREA Media and Information Literacy
DAILY LESSON LOG TEACHING DATES AND TIME June 19 -23, 2017/ 9:30 AM- 10:30 AM QUARTER First/ Week 3
(MTThF)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
Write the LC Code for each
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
The learner: The learner: The learner: The learner:
identifies traditional media and defines information needs, locates, defines information needs, defines information needs, locates,
new media and their accesses, assesses, organizes, and locates, accesses, assesses, accesses, assesses, organizes, and
relationships. (MIL11/12EMIL- communicates information. organizes, and communicates communicates information.
IIIb-5) (MIL11/12IL-IIIc-8) information. (MIL11/12IL-IIIc-8) (MIL11/12IL-IIIc-8)

II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
searches latest theory on demonstrates ethical use of demonstrates ethical use of demonstrates ethical use of
information and media. information. (MIL11/12IL-IIIc-9) information. (MIL11/12IL-IIIc-9) information. (MIL11/12IL-IIIc-9)
(MIL11/12EMIL-IIIb-7)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
2. The Evolution of Traditional to Information Literacy Information Literacy Information Literacy
New Media
a. Prehistoric Age
b. Industrial Age
c. Electronic Age
d. New (Information) Age
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
pp. 21- 23 pp. 27- 30 pp. 31- 33 pp. 34- 35
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.
The class reviews the periods Communicate Learning Objectives
that were already tackled. State the learning objectives:
• Define information needs; can
locate, access, assess, organize, and
communicate information.
• Demonstrate ethical use of
information.
1. Most Influential Person
• Write “MOST INFLUENTIAL
PERSON IN YOUR LIFE” on the
board.
• Instruct learners to answer the
phrase on a piece of paper by
providing the following details:
Who, What, Where, When, Why,
How.
2. Ask the learners the following
• What is the purpose of these
questions?
• What is the importance of
answering these questions?”
3. Provide to the leaners the
following definition of information:
• Data that has been collected,
processed, and interpreted in order
Ask the learners to state and Review the previous lesson.
discuss the following in their own
understanding:
• Information and information
literacy
• Stages / elements of information
literacy
• Present to class some of the best
timelines or historical records of
their interaction with and
exposure to
traditional and new media.
Knowledge is Power
1. Write “KNOWLEDGE IS
POWER” on the board.
2. Direct learners to define
the meaning of the
statement.
3. Ask learners to connect
Information Literacy to
the statement on the
board.
4. Ask the learners: “How
does information become
knowledge?”

C.Presenting examples/instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
The remaining groups discuss
their topics.
to be presented in a useable
form.
• A broad term that can cover
processed data, knowledge derived
from study, experience,
instruction, signals or symbols. In
the media world, information is
often used to describe
knowledge of specific events or
situations that has been gathered or
received by communication,
intelligence, or news reports.
Group Discussion
1. Lead a discussion using the
following guide questions
and prompts.
2. Inform the learners that the
questions that they have
just answered are the
Stages/Elements of
Information Literacy.
3. Show the meaning of
Information Literacy to the
learners and explain.
4. Discuss the stages /
elements of information
literacy and explain each in
connection with the
previous discussions
. ● Locate and find information
Discuss about plagiarism and its
stages and implications.
Learners will synthesize in
answering the question:
“State the importance of giving
credit to the source of one’s work.
Elaborate your answer.”
Academic Field Trip
1. Instruct learners to form groups
of seven to ten members. Assign a
leader and an assistant leader to
facilitate the group.
2. Say “Your group is tasked to
plan an academic trip. List
pertinent information on two
possible
destinations (somewhere in the
country or abroad)”.
3. To present valid and reliable
information, discuss with the
learners the following:
● Identify the information needed
– what, where, who, when, why,
how.
● Determine all the possible
sources, select the best sources –
the world wide web, travel guide
books, brochures, maps and
atlases, tour bureaus, family
members, and friends.
within the sources – blogs, travel

E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
Discuss some of the latest theory
on information and media.
Have the learners form groups of
six (6) members. Using Manila
paper and markers, each group
should provide answers to fill in
the table.
Ask:
How the evolution of media
makes you a responsible media
user?
Learners generalize about the
concepts.
After reporting, discuss with the
learners the roles and functions
of media in democratic society.
Disaster Scenario
Explain the scenario to the learners,
and have them answer the matrix
below:
“According to the weather forecast,
there is no typhoon. However, your
locality is experiencing heavy
rainfall, while some parts in your
province /region are already
flooded. There are reported
incidents of landslide, evacuation,
stranded vehicles and drowning. As
a student, what are you going to
do?”
Ask:
How information literacy will make
you a good user of information?
Learners synthesize about
information literacy.
Ask:
How information literacy is
Learners answer true or false test.
Ask:
How can you use your knowledge
on plagiarism in filtering
information?
Learners cite the stages of
plagiarism.
Learners create a five- sentence
paragraph about the
consequences of plagiarism.
reviews, posts from social
networking
sites, travel features, pictures,
stories, and testimonials.
● Extract the best relevant
information and cite pertinent
sources
4. Let the learners accomplish the
matrix below and present their
output to class in a creative way.
Instruct the learners to write an
essay (of at most 100 hundred
words) about an information
 Discuss with the learners the beneficial for everyone? literate individual.
following questions: Tell the learners to submit their
• Given the available media that outputs (field trip plan and essay)
we now have in the world, what at the MIL Portal.
are its roles and functions in a
democratic society?
• In what way does media affect
your life (personal, professional,
academic, social, others)?
J.Additional activities for application
or remediation
V.REMARKS Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant
questions.
A.No. of learners who earned 80% of
the formative assessment
B.No. of learners who require
additional activities to remediation
C.Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
help me solve?
G.What innovation or localized
material did I use/discover which I
wish to share with other teachers?