SCHOOL BINDAY NATIONAL HIGH SCHOOL GRADE LEVEL Grade 12

GRADES 1 TO 12
TEACHER JOEL M. MALONG LEARNING AREA Media and Information Literacy
DAILY LESSON LOG
TEACHING DATES AND TIME MARCH 2-6, 2020 QUARTER 4TH

SESSION 1 SESSION 2 SESSION 3 SESSION 4

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 to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A.Content Standards The learners demonstrate an understanding of people media and gain the comprehensive knowledge to effectively evaluate them.

The learners demonstrate an understanding of audio media and information, and gain comprehensive knowledge on how to effectively evaluate them.
B.Performance Standards The learners shall understand the similarities and differences of people as a medium of information.

C.Learning Competencies/Objectives
Write the LC Code for each
The learners shall be able to produce an audio-based presentation anchored on design principles and elements
Describe the different dimensions of Comprehend how audio information and Comprehend how audio information and Describe the different dimensions of audio
audio information and media. (MIL- media are formally and informally produced, media are formally and informally information and media. (MIL-11/12AIM-
11/12AIM-IVd-11) organized, and disseminated. produced, organized, and disseminated. IVd-11)
(MIL11/12AIM-IVd-13) (MIL11/12AIM-IVd-13)
Discuss how audio information and Discuss how audio information and media
media is/are formally and informally Produce and evaluate a creative audio-based Produce and evaluate a creative audio- is/are formally and informally produced,
produced, organized, and disseminated. presentation using design principles and based presentation using design principles organized, and disseminated. (MIL11/12-
(MIL11/12-AIM-IVd-12) elements. (MIL11/12AIM-IVd-14) and elements. (MIL11/12AIM-IVd-14) AIM-IVd-12)

Evaluate the reliability and validity of Evaluate the reliability and validity of audio
audio information and media and their information and media and their sources
sources using selection criteria. using selection criteria. (MIL11/12-AIM-
(MIL11/12-AIM-IVd-13) IVd-13)

Produce and evaluate a creative audio-
based presentation using design
principles and elements. (MIL11/12-AIM-
IVd-14)
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.
14. Audio Information and Media
a. Definition, characteristics, format and
types, sources, advantages and
limitations, and value
b. Hearing vs. Listening, Learning Out
Loud
c. Selection Criteria
d. Design principle and Elements
14. Audio Information and Media
a. Definition, characteristics, format and
types, sources, advantages and limitations,
and value
b. Hearing vs. Listening, Learning Out Loud
c. Selection Criteria
d. Design principle and Elements
14. Audio Information and Media
a. Definition, characteristics, format and
types, sources, advantages and
limitations, and value
b. Hearing vs. Listening, Learning Out Loud b. Hearing vs. Listening, Learning Out Loud
c. Selection Criteria
d. Design principle and Elements
Comprehend how audio information and
media are formally and informally
produced, organized, and disseminated.
(MIL11/12AIM-IVd-13)
Produce and evaluate a creative audio-
based presentation using design principles
and elements. (MIL11/12AIM-IVd-14)
14. Audio Information and Media
a. Definition, characteristics, format and
types, sources, advantages and limitations,
and value
c. Selection Criteria
d. Design principle and Elements
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning 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
C.Presenting examples/instances of the new
lesson
D.Discussing new concepts and practicing new
skills #1
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
INTERNET INTERNET INTERNET INTERNET
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.
Highlight Audio Media and Information 1. Have the learners listen to a podcast. Recap of activities. Recap of activities.
as the topic for today’s session. State the 2. Review the design elements and principles
objectives of the lesson. relative to creating a podcast.
1. Show the learners a video clip of a
Charlie Chaplin movie (silent movie)
without audio.
2. Start a quick discussion about how
they found the experience of watching
something without audio.
3. Write down key words/ideas on the
board. Use those words to highlight the
value of audio
information and media to the learners.
Discuss the Types and Categories of
Audio Information
Hearing vs Listening Divide the learners into small groups. Have The learners continue their creation of Group Listening
1. Call the attention of the learners and the learners plan to design a podcast about podcast. 1. Have each group play their podcast to
have them be quiet to listen to the short their the class.
audio clip (Note: This school, class subject, or a class or school 2. Give other learners the opportunity to
audio clip is a monologue in French): activity or advocacy. comment or critique the presentation
2. Ask the learners whether they heard using the rubrics below to assess the
the audio or listened to the audio (“Did As a guide for the podcast planning, ask group’s output.
you hear the audio or did them to answer the questions below (Media 3. Ask the learners to write a short
you listen to the audio?” and Information Design Framework). Inform paragraph evaluating the activity and have
3. Ask the learners if they can each group that they are to create a 5- them post their
differentiate between hearing and minute podcast on their topic using any paragraphs on their ePortfolio.
listening. recording device and computer software. 4. All outputs including reflections should
4. Explain the difference between be submitted at the MIL Portal and
hearing and listening licensed under CC.
How audio information will help you to be
a keen listener?
The learners generalize the concepts.
about the lesson
I.Evaluating Learning Check their progress. Check their progress. Judge the outputs using the suggested
rubrics.
J.Additional activities for application or
remediation
V.REMARKS
VI.REFLECTION
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?

Prepared by: Checked by: Noted by:

JOEL M. MALONG CHRISTINE L. BACALZO JOSEFINA C. RAMOS

Teacher II Head Teacher III Principal I