Grade 12
DAILY LESSON PLAN
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 Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
School LUBANG INTEGRATED SCHOOL Grade Level 12
Teacher BRYL JOHN LAWRENCE Z. VILLAMAR Learning Area EMPOWERMENT TECHNOLOGIES
Teaching Dates and Time OCTOBER 2-6, 2023 Quarter 1 – WEEK 5
DAY 1 DAY 2 DAY 3 DAY 4
Objectives must be met over a 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.
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 media and information literate individual.
Contrast indigenous media to the
Contrast indigenous media to the Contrast indigenous media to the Contrast indigenous media to the
more common sources of
more common sources of information more common sources of information more common sources of information
information such as a library, the
such as a library, the internet, etc. such as a library, the internet, etc. such as a library, the internet, etc.
internet, etc.
MIL11/12IMIL-IIIa-6 MIL11/12IMIL-IIIa-6 MIL11/12IMIL-IIIa-6
MIL11/12IMIL-IIIa-6
Media and Information
Media and Information Sources Media and Information Sources Media and Information Sources
Sources
List all 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.
Self-Learning Materials Self-Learning Materials Self-Learning Materials Self-Learning Materials
Projector, Laptop, Presenter Projector, Laptop, Presenter Projector, Laptop, Presenter Projector, Laptop, Presenter
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, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
A. Reviewing the 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
How the Internet affects student life and
academic performance?
Differentiate indigenous media from
other sources of information.
1. What symbolisms are used in
this picture?
2. What is the message of this
picture?
3. Do you agree with the
message? Why or why not?
Media and Information Sources
 Information Sources
 Library Section
 Reserve Section
 Reference Section
 Periodical Section
 Archive Section
 Internet Section
  AVR Section
 E-Library Section
 Law & Graduate Studies
Library
 Special Collections
 Technical Section

ACTIVITY
½ CROSSWISE

Why is Indigenous knowledge and

indigenous media very important for the
Philippines?

Other Classification of Sources

A. Primary Sources of Information
E. Discussing new concepts
B. Secondary Sources of
and practicing new skills #2 Information
C. Tertiary Sources of Information

F. Developing mastery (leads to

Formative Assessment 3) Interview Time!

You are to interview a/an elder/s.

You will ask about cultural
beliefs or practices in the
community valued by the elder/s.
You need to identify and gather
information at least two cultural
 beliefs or practices. Then, find out
if these cultural beliefs or
practices are still known and
being valued by your generation.

Refer to the rubric for criteria and

grading.
CRITERIA 4 3 2 1 SCORE
FOCUS/MAIN
POINT
PARAGRAPH
CONSTRUCTION
ORGNIZATION
MECHANICS

G. Finding practical applications of

Why and how should we preserve
concepts and skills in daily
indigenous knowledge?
living
H. Making generalizations and
Why is it necessary to determine the
abstractions about the lesson
source of information?

I. Evaluating learning Quiz

J. Additional activities for
application or remediation

V. REMARKS

VI. REFLECTION Requires teachers to reflect on and assess their effectiveness (Reflect on your teaching and a student self as a teacher. Think about your student’s progress this week. What works? What else is to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them. you can ask them relevant questions.)
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for 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 materials
did I use/discover which I wish to share
with other teachers?

Prepared by: Checked by:

BRYL JOHN LAWRENCE Z. VILLAMAR ADRIAN ANTHONY D. OSANO

Teacher II Master Teacher II