Grades 1 to 12 School NABUNTURAN NATIONAL
DAILY LESSON LOG COMPREHENSIVE HIGH SCHOOL
Teacher JOHN REY D. AYING
Teaching Dates and Time July 9 - 14, 2017/ 8:30-9:30, 3:00-
4:00
Monday
At the end of the lesson,
the learners should be
I. OBJECTIVES able to:
Describes how
communication is affected
by media and information.
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II. TOPIC TITLE
Motivation:
III. METHODOLOGY Ask the learners:
What is communication?
Why do we communicate?
How do we communicate?
Presenting examples/
instances of the new
lesson: Picture Analysis
(Assessment) Ten Levels
of Intimacy in Today's
Communication.
Instructions:
Remind the learners that
they are living in the 21st
Tuesday
At the end of the lesson, the
learners should be able to:
Identifies the similarities and
differences of media literacy,
information literacy, and
technology literacy
MIL11/12IMIL-IIIa-2
Introduction to Media and Information Literacy:
a. Media Literacy
b. Information Literacy
c. Technology Literacy
1. Divide the learners into
groups of five (5) members in
a group.
2. Assign one (1) term of the
following terms to each
group:
a. Technology Literacy
b. Media Literacy
c. Information Literacy
d. Media and Information
Literacy
3. Have each group
formulate their own definition
of the term assigned to them,
and have each group present
to the class.
Grade Level Grade 11
Learning Area MEDIA AND INFORMATION LITERACY
Quarter First
Wednesday Thursday Friday
At the end of the lesson, the At the end of the lesson, the
learners should be able to: learners should be able to:
Editorializes the value of
being a media and
information literate
individual.
Shares to class media
habits, lifestyles and
Identifies characteristics
preferences
/describes a responsible
MIL11/12IMIL-IIIa-4
uses and competent
producers of media and
information.
MIL11/12IMIL-IIIa-3
ICL
Review the important key Direct the learners to think of
points in the previous the past week, and record
discussion. their use and interaction with
media and information
providers (such as internet,
social media, TV, radio,
newspaper, etc.). Have them
indicate how many hours
were spent engaged with
each one. Remind them that
these do not have to be
exact, and they can estimate
the number of hours they
spend each week.
Sample Responses: Refer to
Teacher’s Guide.
 Century, where people are
dependent on technology.
Ask the learners to
IV. EVALUATION imagine waking up one
day to find no Internet,
libraries, and cell phones.
Newspapers, magazines,
radio stations and TV
channels have also
disappeared.
Call on learners to answer
the following questions:
 How would you be
informed of anything
now?
 What ways would
you have to
communicate with
one another?
 How would you share
information and
communicate news
and events?
 How would affect the
way you live?
 What would you
personally miss most
in such a situation?
 What would society
lose in this situation?
4. Show the correct
definitions and have the
learners compare it with their
work.
5. Synthesize the activity by
listing misconceptions on the
board.
Activity#2:
Interactive Word Wall - show
to the learners the common
online activities and solicit
from them the competencies
that would fall under the
three literacies.
Sample Responses found in
Teacher’s Guide
Ask the learners: Media and Information Instruct the learners to
a. How do Media Literacy, Design Framework prepare a report by
Information Literacy, and “Imagine yourself as a answering the following
Technology Literacy and journalist. You were tasked questions:
Media and Information to write an article. • Which media provider did
Literacy differ in terms of Sample Matrix and Guide they spend the most time?
use? Questions found in • What roles does media play
b. Are they similar in form? Teacher’s Guide. in their lives? (leisure,
Elaborate. learning, communication,
c. Are they similar in use? etc.)
Elaborate. 5. Call earners to present to
class their report.
 V. REMARKS

Prepared by: Checked by:

JOHN REY D AYING SANDY G. YEE

MIL Teacher ASSISTANT SCHOOL PRINCIPAL II