OLIVAREZ COLLEGE TAGAYTAY

E. Aguinaldo Hi-Way, Crossing Silang, Tagaytay City

DAILY LESSON LOG (DLL)

2nd SEMESTER S.Y. 2019 - 2020

Subject Code : COM001

Subject Description : Media & Information Literacy
Inclusive Teaching Dates: Week 2 - Session 2
Schoology Access Code: (Andromeda) HWM3-C2Q8-PRG9K (Aries) 6M6J-QFZF-T8R64
(Hercules) NWBS-4BG5-KWH5K (Lyra) ZDD5-NRVN-C45PW (Phoenix) HH53-2ZMP-KM6VQ (Taurus)
M6FW-BXGW-P3QZV

I. Objectives
A. Content B. Content C.Performance D. Learning E. LC Code F. Date
Standards Standards Competencies
2.The Evolution The learners The learners MIL11/12EMIL-Illb-5 Week 2
of Traditional to Session 2
demonstrate an shall be able to 1. Identify traditional MIL11/12EMIL-Illb-6
New Media. understanding of make a timeline media and new media, MIL11/12EMIL-Illb-7
and their relationships.
the historical or historical
background of record of their 2. Editorialize the roles
media and interaction with and functions of media
information; basic and exposure in democratic society.
theories of media to traditional
and information and new 3. Search and look up
systems; and media. the latest theories on
concepts of information and
ownership, media.
control, and
regulation of
media.

II. Content (Topic Covered)

 The learners show the text information and media
III. Learning Resources (printed/online in APA format)
 Media and Information Literacy Curriculum Guide by DepEd
 Media and Information Literacy Teaching Guide by CHED
 Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc.

V. Procedures:

A. Reviewing previous
lesson or presenting the new Traditional to New Media from the previous lesson.
lesson
B. Establishing a purpose for
the lesson
Review the key points in the discussion of The Evolution of
1. Have the learners draft a timeline of their exposure to
traditional and new media on a bond paper.
- This activity may also be done by group. Instead of a
personal timeline, the group can create a
presentation of the different devices from the
prehistoric age, industrial age, electronic age,
through to the digital age

C. Presenting 2. Have the learners create that timeline through presentation

examples/instances of the software. Give the rubrics to the learners at the start of the
new lesson activity.

D. Discussing new concepts 3. For each item of media, the learners are to include a
and practicing new skills # 1 picture or image, year, short description, and a personal
insight.

E. Discussing new concepts Group leaners into pairs.

and practicing new skill # 2
1.Allow the pairs fifteen (10) minutes to search and answer the
following questions about The Internet of Things (IoT):

 The Internet of Things (ioT) is only one of the

various emerging trends in technology and
information. Alternatively, ask learners to look for
different emerging technologies.

F. Developing mastery  In your own words, define Internet of Things.

(Leads to Formation  What brought this theory about? (example: ideas,
Assessment 3) technology, another theory)
 Do you like the concept of IoT ? Why or why not?
 In what situations do you encounter IoT in the Philippines?
 How do you think IoT will evolve and affect Filipino
society in the next 3 to 5 years?
 What do you think is the relationship / cause and effect
of IoT in media and information literacy?

G. Finding practical Lead the discussion to their process of researching about

applications of concepts and IoT: their sources, the keywords they used, the websites
skills in daily living they visited, and how they determined the quality and
credibility of the resources.

H. Making generalization Formative Assessment strategies:

and abstraction about the Summaries and Reflections Students stop and reflect, make sense
lesson of what they have heard or read, derive personal meaning from their
learning experiences, and/or increase their metacognitive skills.
These require that students use content-specific language.
Lists, Charts, and Graphic Organizers Students will organize
information, make connections, and note relationships through the
use of various graphic organizers.
Visual Representations of Information Students will use both
words and pictures to make connections and increase memory,
facilitating retrieval of information later on. This "dual coding" helps
teachers address classroom diversity, preferences in learning style,
and different ways of "knowing."
Collaborative Activities Students have the opportunity to move
and/or communicate with others as they develop and demonstrate
their understanding of concepts

I. Evaluating learning At the end of the lesson, the learners will be able to create
a timeline of their exposure to traditional and new media.

J. Additional activities for Ask all the group outputs including reflections should be
application or remediation submitted to the MIL Portal (Schoology).
(BLENDED LEARNING)
V. Remarks:

Each student should be able to know and understand the different types of media and
convergence.

VI. Reflection
A. No. of learners who earned 80% on the
formative assessment

B. No. of learners who require additional

activities for remediation

C. Did the remedial lesson work? No. of

learners who have caught up with the lessons

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked

well?

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:

Paolo Ren V. Ebueza

(Faculty)

Maureen Anoñuevo
(Faculty)

Angelica A. De Guzman
(Faculty)
Francis Loren Aviñante
(Faculty)

Checked by:

RENATO M. BAQUILLA
(TVL STRAND COORDINATOR)

Approved by:

MS. CLARENCE A. CASTILLO, LPT

Principal