GRADES 1 TO 12 SCHOOL LEON GUINTO MEMORIAL COLLEGE, INC.

GRADE LEVEL 12- HUMSS BLK 1

DAILY LESSON LOG TEACHER CHRISTIAN MARK A. AYALA LEARNING AREA MEDIA AND INFORMATION
LITERACY
TEACHING DATES AND MONDAY TO THURSDAY QUARTER First/ SESSION 9
TIME 3:40-4:40

TOPIC/LESSON NAME Media and Information Sources

CONTENT STANDARDS The learners demonstrate an understanding of the values and differences of the sources of media
and information.
PERFORMANCE STANDARDS The learners shall be able to examine the reliability, accuracy, value, authority, and timeliness of
the different sources of media and information.
LEARNING COMPETENCIES The learners compare potential sources of media and information. MIL11/12MIM-IIIe-13
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners must be able to:
• Demonstrate an ability to examine and compare information from various sources in order to
evaluate its reliability, accuracy, authority, timeliness, and bias.
• Determine the accuracy, reliability and value of information by questioning the source of data,
limitations of the information gathering tools or strategies, and the rationale of the conclusions.
TIME ALLOTMENT 120 MINUTES
MATERIALS computers with Internet connection, magazine, newspaper, radio, barangay meeting
RESOURCES Media and Information Literacy in the 21st Century by; Angelito P. Bautista Jr. & Jessica Mariz R.
Ignacio, Brilliant Creations Pub.
Teaching Guide for Senior High School MEDIA AND INFORMATION LITERACY Philippine Norma
University

PROCEDURES MEETING LEARNER’S NEED

INTRODUCTION (5minutes) Teacher Tip
Choose a topic that is widely discussed in media.
1. Choose a recent piece of controversial news and discuss it with the learners.
Controversial and popular topics are more likely to
have different versions of the incident and would
2. Ask the learners where they got the news and what they know about it. generate varying opinions. Good topics are news
about a politician or a celebrity, a phenomenon, or an
3. Provide news about the topic coming from different sources – newspaper, magazine, social media, TV,
incident involving a lot of people.
Internet.
4. Distribute each material to a different group of learners. Have each group describe the type of
information their source delivers.
5. Ask them to note the differences and similarities between the information gathered in each source.

MOTIVATION (10 minutes) TEACHER’S TIP:

Think –Pair Share Activity  Let students face one another in order for each
individual in a pair for communication.

1. Instruct the class to get their notebook and pen. Then, each student in the class should find a partner.
2. Play a video using the link; https://www.youtube.com/watch?v=jHrGsxSpM5E
3. Ask the class to first the answer the guide questions individually. Afterwards, they share their answers/ideas
to their partner.

GUIDE QUESTIONS

 Why does it matter to know if Wikipedias content is credible?

 Aside from Wikipedia, what other sources of information do you turn to whatever you want to know about
something?
 What are the implication and the effect if a given source of information is unreliable?
4. Select at least two students to share what he/she has learned from his partner’s answer as well as his/her
difference or similarity from his/her answer.
INSTRUCTION/DELIVERY (30 minutes)

INTERACTIVE DISCUSSION

1. Conduct Activity #1:

a. Ask the class to form a group with 3 members.
b. One member of the group will pick a piece of paper that contains an action which he/she will
silently perform in front of the second member.
c. Second member of the group will be asked to observe and write in specific detail about the action
being performed by the first member. This includes his observations as well as his/her
understanding of the action being performed.
d. After the second member has finished documenting the action being performed by the first
member, He/she will give the document to the third member. Then, the 3 rd member write a
summary based on the document provide by the 2 nd member.
e. Each group will be doing this in front of the class while other groups are observing.
f. The other groups will be asked to answer the class the following:
 Which of the 3 individuals would be considered “most reliable” in terms of the assigned
action for the group? Why?
2. Present and discuss the 3 types of information sources.
a. Primary Sources
b. Secondary Sources
c. Tertiary Sources
3. Conduct Activity #2
a. Using the same groups from the previous activity, each group will be provided with whiteboard
marker and will be asked to list down all possible sources of information on specific topic.
b. The teacher creates a list that combines all the responses of the groups.
c. Ask the class with the following questions:
I. What are the differences between each source of information in the list that you have
made?
II. What specific information can one get out of specific source?
III. What limitation(s) does each source have?
4. Present and discuss the following:
 a. Indigenous Knowledge
b. Library
c. Museum
d. Archives
e. Internet
5. Ask the class on things to consider when evaluating media and information sources.
6. Present and discuss the criteria for evaluating media and information sources.
7. Ask student his/her realization or the things that he/she learned about the lesson.

PRACTICE (10 minutes)

Locate two information sources about specific model of a Smartphone (one coming from www.gsarena.com and the
other from a product review of a You Tuber). Compare the two source of information and identify applicable criteria
in evaluating information sources. Write your result in your notebook.
ENRICHMENT (10 minutes)

Conduct an interview to at least two elderly individuals in your community and ask them about how their
environment/surroundings have changed from their childhood years until the current year. Let them narrate the
changes in their surroundings and the effects of such change. Write an essay about in a short size bond paper.
 COMPONENT EXPERT (3) PROFICIENT (2) NOVICE (1)
CONTENT Essay provides an Essay gives a decent insight Essay provides very few
EVALUATION (55 minutes)
excellent and interesting. of the difference of their insight on the subject’s
It provides an in-depth environment before and content. The difference of
As a social media campaign
content about manager,
the you have hired by a client tothe
now. produce a research
subject’s environment document that
identifies and characterizes
difference of theirthe audience of various social mediabefore platforms.
and now The challenge involves
is not
providing profileenvironment before and
on such audience of social media platforms usingproperly established.
demographics and other pertinent
now.
information that will best determine the platform for the client’s campaign on sustainable development
STRUCTURE
goals. The resultFlow of the
of your essay’s idea
research will isbe judged
Flow of by
theyour
essay’s ideabased
client is Flow of the
on the essay is Content,
following: difficult Structure
AND easy to follow and
and Organization, Sources and Citation. generally alright. Certain to follow and understand.
ORGANIZATIO understand.
The rubric will be attached. The parts of the idea’s The organization of the ideas
N organization of the ideas organization deviates from is disjointed.
is cohesive. the rest of the idea.
WRITING STYLE Essay is very well written. Essay is decently Essay has major flaws in its
It does not contain any composed. Minor errors in composition. Numerous
error in spelling, grammar grammar, spelling errors in grammar, spelling,
and punctuation. It punctuation are observed. and punctuation are
Prepared by: reflects writer’s unique The essay somehow observed. The essay does not Checked by:
style of conveying that reflects the writer’s unique convey much information to
he/she wants
CHRISTIAN MARK toA. AYALA way of conveying readers. CORAZON L. NATIVIDAD
communicate
Subject Teacherto the information to the readers. Principal
reader(s).