SCHOOL
GRADES 1 TO 12
DAILY LESSON LOG
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
Write the LC Code for each
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
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or
ITAWES NATIONAL AGRICULTURAL AND GRADE LEVEL Grade 12- PERSEVERANCE
TECHNICAL SCHOOL-MAIN CAMPUS
TEACHER JUDITH A. FRONDA LEARNING AREA Media and Information Literacy
TEACHING DATES AND TIME QUARTER THIRD
SESSION 1 SESSION 2 SESSION 3 SESSION 4
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)
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)
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
pp. 21- 23 pp. 27- 30 pp. 31- 33 pp. 34- 35
The class reviews the periods Communicate Learning Objectives Ask the learners to state and Review the previous lesson.
presenting the new lesson
B.Establishing a purpose for the lesson
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
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
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.
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
. atlases, tour bureaus, family
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
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

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
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?
4. Let the learners accomplish the
matrix below and present their
output to class in a creative way.
Disaster Scenario Learners answer true or false test.
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: Ask:
How information literacy will make How can you use your knowledge
you a good user of information? on plagiarism in filtering
information?

H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
Learners generalize about the
concepts.
After reporting, discuss with the
learners the roles and functions
of media in democratic society.
Discuss with the learners the
following 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
Learners synthesize about
information literacy.
Ask:
How information literacy is
beneficial for everyone?
Learners cite the stages of
plagiarism.
Learners create a five- sentence
paragraph about the
consequences of plagiarism.
Instruct the learners to write an
essay (of at most 100 hundred
words) about an information
literate individual.
Tell the learners to submit their
outputs (field trip plan and essay)
at the MIL Portal.
 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
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?