Department of Education

Region VI—Western Visayas

Schools Division of Iloilo
 

Daily Lesson Plan (DLP) in Media and Information Literacy (MIL)

Grade 12 (Senior High School Department)
Week 8 - Jan 13-17, 2020
Week 9 - Jan 20-24, 2020

Media and Information Sources

Content Standards
The learner demonstrates an understanding of and can identify the values and differences of potential sources of
media and information.

Performance Standards
The learners shall be able to research on indigenous media or information resource within the community.

Learning Competencies
• Compare potential sources of media and information. MIL11/12MIM-IIIe-13
• Interview an elder from the community regarding indigenous media and information resource. MIL11/12MIM-
IIIf-14

Specific Learning Objectives

At the end of the lesson, the learners must be able to:
• Demonstrate ability to examine and compare information from various sources in order to evaluate its reliability,
accuracy, authority, timeliness, and bias.
• Determine accuracy, reliability, and value of information by questioning the source of data, the limitations of the
information gathering tools or strategies, and the rationale of the conclusions.
• Identify a range of strategies for gathering indigenous informational media.
• Define Open Educational Resource (OER)

120 MINS

LESSON OUTLINE

Instruction Mind Mapping and Discussion 40 min

Laboratory Indigenous Media and Information, Open Educational Resource 60 min
Enrichment Essay 20 min

Materials: computers with Internet connection, magazine, newspaper, radio, barangay meeting

Resources Evaluating Internet Sources. University Library, University of Illinois at Urbana-Champaign. Retrieved
from http://www.library.illinois.edu/ugl/ howdoi/webeval.html Melissa, P. (2013). How can I tell if a website is
credible. University of Wisconsin, Retrieved from https://www.edb.utexas.edu/petrosino/
Legacy_Cycle/mf_jm/Challenge%201/website%20reliable.pdf Mundy, Paul and Compton , J. Lin (1991). Indigenous
Communication and Indigenous Knowledge. Development Communication Report 74, 1991/3. Clearinghouse on
Development Communication, Arlington, VA. Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong;
Kwane; Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum for Teachers. UNESCO Press ISBN
978-92-3-104198-3 (EN); 978-959-18-07; 978-959-18-0787-8 (ES)

INSTRUCTION (40 MINS)

• Present some of the best sketches or drawings on how media is affecting his/her own everyday life. Mind
Mapping Discuss the concepts of indigenous media and information by developing a mind map. Start by defining
keywords and connect it to other terms. If new related ideas come to mind, write it on the board and draw a line
to the other ideas related to it.
• Indigenous - native; local; originating or produced naturally in a particular region.
• Indigenous knowledge - knowledge that is unique to a specific culture or society; most often it is not written
down.
• Indigenous communication - transmission of information through local channels or forms. It is a means by which
culture is preserved, handed down, and adapted.
• Indigenous media and information - original information created by a local group of people. This also refers to
content about indigenous peoples that may be distributed through dominant forms of media or through forms of
communication unique to their people group. Discussion Discuss the importance of indigenous media and
information.
• Popular media cannot reach some rural areas. While print, broadcast, and new media have a wide reach, there
are still areas that these forms of media have not reached.
 • Indigenous media and information are highly credible because they are near the source and are seldom
circulated for profit.
• Indigenous media are channels for change, education, and development because of its direct access to local
channels.
• Ignoring indigenous media and information can result in development and education programs that are
irrelevant and ineffective.
• Forms of indigenous media and their local examples:
a. Folk or traditional media
b. Gatherings and social organisations
c. Direct observation
d. Records - may be written, carved, or oral
e. Oral instruction

Teacher Tip
•Refer to the given example of a mind map below
•Indigenous Information--may be sourced from all types of media. Indigenous media varies from one place to
another. The teacher may look for local examples of how communication is passed on within local communities.
Key to this is identifying the source of information and the key authorities in a community. Local meetings such as
kapihan, balitaktakan, and kwentong barbero are some examples of how news and stories are passed on within a
community.
This Teaching Guide is a donation by CHED to DepEd. It is for reference purposes only.

LABORATORY (60 MINS)

Indigenous Media and Information Resource
1. Introduce the invited guests (refer to Meeting Learners’ Needs) for the interview.
2. Ask each guest to briefly explain their role in the community.
3. Ask each guest to share the type of information they are responsible for, or the information that they receive
and pass on to the community.
4. After the guests have explained, have the learners ask questions of their own. Some helpful questions to ask
your guests are:
• How is the type of information that you handle helpful to the community? In what ways does passing on this
information help the community?
• How do you know that the information you pass on is true?
• What difficulties do you face in passing on this information to others?
• Are these pieces of information available in popular media?
5. Facilitate the forum by keeping time, keeping the learners engaged, and by directing the talk to stay on topic.
6. When the time is up, have the learners thank the guests.

ENRICHMENT (20 MINS)

Essay Have the learners write an essay on the topic “How do people find information that matches my needs?”
and “How do I choose from the wide variety of information made available by different sources?”.