School Mallig National High School Grade Level Grade 12 - Orion

Grade 12 – Phoenix
DAILY
Teacher Marvie C. Gumaru Learning Area Media and Information Literacy
LESSON LOG
Teaching Dates and Time November 18-22, 2019 Quarter Third

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES 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 children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
B. Performance The learner organizes a creative and interactive symposium for the community focusing on being a media and
Standards information literate individual.

C. Learning The learner… The learner … The learner… The learner …

Competencies/Objecti identifies traditional
ves media and new media
and their relationships.
Write the LC code for
(MIL11/12EMIL-IIIb-5)
each
searches latest theory on
information and media.
(MIL11/12EMIL-IIIb-7)
II.CONTENT 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.
defines information
needs, locates,
accesses, assesses,
organizes, and
communicates
information.
(MIL11/12IL-IIIc-8)
demonstrates ethical
use of information.
(MIL11/12IL-IIIc-9)
defines information
needs, locates,
accesses, assesses,
organizes, and
communicates
information.
(MIL11/12IL-IIIc-8)
demonstrates ethical
use of information.
(MIL11/12IL-IIIc-9)
defines information needs,
locates, accesses, assesses,
organizes, and communicates
information.
(MIL11/12IL-IIIc-8)
demonstrates ethical use of
information.
(MIL11/12IL-IIIc-9)

2. The Evolution of Information Literacy Information Literacy Information Literacy

Traditional to New Media
a. Prehistoric Age
b. Industrial Age
c. Electronic Age
d. New (Info) Age
III. LEARNING 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.
RESOURCES
 A. Reference
1.Teacher’s Guide
Pages
2. Learner’s Material
Pages
3.Textbook Pages
4.Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
A. Reviewing previous The class reviews the Communicate Learning Ask the learners to Review the previous lesson.
lesson or periods that were Objectives state and discuss the
presenting the new already tackled. following in their own
State the learning understanding:
lesson objectives:
• Information and
• Define information information literacy
needs; can locate, • Stages / elements of
access, assess, information literacy
organize, and • Present to class some
communicate of the best timelines or
information. historical records of
• Demonstrate ethical their interaction with
use of information. and exposure to
traditional and new
media.
B. Establishing a 1. Most Influential Knowledge is Power
purpose for the Person
1. Write
lesson • Write “MOST
“KNOWLEDGE IS
INFLUENTIAL PERSON
POWER” on the
IN YOUR LIFE” on the board.
board. 2. Direct learners to
• Instruct learners to define the meaning
answer the phrase on a of the statement.
piece of paper by 3. Ask learners to
providing the following connect Information
details: Literacy to the
statement on the
Who, What, Where, board.
When, Why, How. 4. Ask the learners:
“How does
2. Ask the learners the information become
following knowledge?”
• 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
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,intellige
nce, or news reports.

C. Presenting
examples/instances
of the new lesson
D. Discussing new The remaining groups Group Discussion Discuss about Academic Field Trip
concepts and discuss their topics. 1. Lead a discussion plagiarism and its 1. Instruct learners to form
practicing new using the following stages and groups of seven to ten
skills #1 guide questions and implications. members. Assign a leader
prompts. and an assistant leader to
2. Inform the learners Learners will synthesize
facilitate the group.
that the questions in answering the
that they have just question: 2. Say “Your group is tasked
answered are the to plan an academic trip. List
Stages/Elements of “State the importance
pertinent information on two
Information Literacy. of giving credit to the
possible destinations
3. Show the meaning of source of one’s work.
(somewhere in the country or
Information Literacy Elaborate your
abroad)”.
to the learners and answer.”
explain. 3. To present valid and
4. Discuss the stages / reliable information, discuss
elements of with the learners the
information literacy following:
and explain each in
connection with the ● Identify the information
previous discussions 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.
● Locate and find information
within the sources – blogs,
travel reviews, posts from
social networking sites, travel
features, pictures, stories, and
testimonials.
● Extract the best relevant
information and cite pertinent
sources

4. Let the learners accomplish

the matrix below and present
their output to class in a
creative way.
E. Discussing new Discuss some of the
concepts and latest theory on
practicing new information and media.
skills #2
F. Developing Have the learners form Disaster Scenario Learners answer true or
mastery (Leads to groups of six (6) false test.
Explain the scenario to
Formative members. Using
the learners, and have
assessment 3) Manila paper and
them answer the matrix
markers, each group
below:
should provide “According to the
answers to fill in the weather forecast, there
table. 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?”
G. Finding practical Ask: Ask: Ask:
application of How the evolution of How information How can you use your
concepts and skills media makes you a literacy will make you a knowledge on
in daily living responsible media good user of plagiarism in filtering
user? information? information?
H. Making Learners generalize Learners synthesize Learners cite the stages
generalization and about the concepts. about information of plagiarism.
abstractions about literacy.
the lesson
I. Evaluating learning After reporting, discuss Ask: Learners create a five- Instruct the learners to write
with the learners the sentence paragraph an essay (of at most 100
How information
roles and functions of about the hundred words) about an
literacy is beneficial for
media in democratic consequences of information literate individual.
everyone?
society. plagiarism.
Tell the learners to submit
Discuss with the their outputs (field trip plan
learners the following and essay) at the MIL Portal.
questions:
• Given the available
media that we now
have in the world, what
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
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up 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
supervision help me
solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared By: Checked By:

MARVIE C. GUMARU JOEL R. ANTIPOLO

Teacher Principal III