lOMoARcPSD|13021887

DLL-MIL - DLL IN MIL QUARTER 1

Media & Information Literacy (Tayug National High School)

Studocu is not sponsored or endorsed by any college or university
Downloaded by Jelly Fish (juvycatlee@gmail.com)
 lOMoARcPSD|13021887

Grade 12 HUMSS,STEM,TVL-
SCHOOL LAOAC NATIONAL HIGH SCHOOL GRADE LEVEL
ICT&SMAW
GRADES 1 TO 12
TEACHER RHEA MAE T. PACO LEARNING AREA Media and Information Literacy
DAILY LESSON LOG TEACHING DATES AND TIME First/ Week 1 SESSION 1 SESSION 2 SESSION 3 MODULAR SESSION 4
August 30-September 2, 2022 QUARTER: First Quarter – First
Semester
I.OBJECTIVES a.describe the nature of communication and the concepts related to it (SSHS);
b.describe how communication is affected by media and information (MIL11/12IMIL-IIIa-1);
c.identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2); and
d.define Media and Information Literacy (SSHS)
A.Content Standards The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
B.Performance Standards The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
C.Learning The learner… The learner… The learner… The learner
Competencies/Objectives describes how communication is describes how communication is identifies the similarities and
Write the LC Code for each affected by media and information. affected by media and information. differences of media literacy, editorializes the value of being a (MIL11/12IMIL-IIIa-
1) (MIL11/12IMIL-IIIa-1) information literacy, and technology media and information literate
literacy individual.
(MIL11/12IMIL-IIIa-2)
identifies characteristics /describes a
responsible uses and competent
producers of media and information.
(MIL11/12IMIL-IIIa-3)

shares to class media habits, lifestyles

and preferences.
(MIL11/12IMIL-IIIa-4)

II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Introduction to Media and Introduction to Media and Information Introduction to Media and Information 1. Introduction to Media and
Information Literacy Literacy Literacy Information Literacy a. Media Literacy a. Media Literacy a. Media Literacy a. Media Literacy
b. Information Literacy b. Information Literacy b. Information Literacy b. Information Literacy
c. Technology Literacy c. Technology Literacy c. Technology Literacy c. Technology Literacy
 lOMoARcPSD|13021887

III.LEARNING RESOURCES List the 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.
A. References Media and Information Literacy (MIL) Media and Information Literacy (MIL) - Media and Information Literacy (MIL) - Media and Information Literacy (MIL)
- 1. Introduction to Media and 1. Introduction to Media and 1. Introduction to Media and - 1. Introduction to Media and
Information Literacy (Part 1) Information Literacy (Part 1) Information Literacy (Part 1) Information Literacy (Part 1)
Communication, Communication Communication, Communication Communication, Communication Communication, Communication
Models, Media Literacy, Information Models, Media Literacy, Information Models, Media Literacy, Information Models, Media Literacy, Information
lOMoARcPSD|13021887
 lOMoARcPSD|13021887

Downloaded by Jelly Fish (juvycatlee@gmail.com)

Prepared by: Checked By: Noted By:

BERNADETTE C. BUENAVENTURA
JUVY ANN L. CATLE DEBBIE O. LULU

SHS-SPST1 SHS-MT1 PRINCIPAL II

 lOMoARcPSD|13021887

Grade 12 HUMSS,STEM,TVL-
SCHOOL LAOAC NATIONAL HIGH SCHOOL GRADE LEVEL
ICT&SMAW
GRADES 1 TO 12 DAILY LESSON LOG
TEACHER RHEA MAE T. PACO LEARNING AREA Media and Information Literacy
September 5-9, 2022 TEACHING DATES AND TIME QUARTER First/ Week 2
SESSION 1 SESSION 2 SESSION 3 MODULAR SESSION 4
I.OBJECTIVES Objectives must be met over the 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 to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A.Content Standards The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
B.Performance Standards The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
C.Learning The learner The learner The learner The learner:
Competencies/Objectives
Write the LC Code for each identifies traditional media and new identifies traditional media and new editorializes the roles and functions of identifies traditional media and
media and their relationships. media and their relationships. media in democratic society. new media and their relationships.
(MIL11/12EMIL-IIIb-5) (MIL11/12EMIL-IIIb-5) (MIL11/12EMIL-IIIb-6) (MIL11/12EMIL-IIIb-5)

searches latest theory on information searches latest theory on and media. (MIL11/12EMIL-IIIb-7)
information and media.
(MIL11/12EMIL-IIIb-7)

II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
The Evolution of Traditional to New The Evolution of Traditional to New 2. The Evolution of Traditional to
2. The Evolution of Traditional to New Media: a. Prehistoric Age; b. Industrial Media a. Prehistoric Age b. Industrial New Media
Media: a. Prehistoric Age; b. Industrial Age; c. Electronic Age; d. New Age c. Electronic Age d. New a. Prehistoric Age
Age; c. Electronic Age; d. New (Information) Age (Information) Age b. Industrial Age
(Information) Age c. Electronic Age
Do ePortfolio; creating email/ social d. New (Information) Age media
accounts

III.LEARNING List the 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.
 lOMoARcPSD|13021887

RESOURCES
A.References 1.Teacher’s Guides/Pages 2.Learner’s Materials Pages
Downloaded by Jelly Fish (juvycatlee@gmail.com)
 lOMoARcPSD|13021887

students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.
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?

Prepared by: Checked By: Noted By:

RHEA MAE T. PACO EMIELYN ROSE A. AQUINO AMY T. PACO,EdD

SHS-TII OIC- SHS ASST. PRINCIPAL PRINCIPAL IV

Downloaded by Jelly Fish (juvycatlee@gmail.com)

 lOMoARcPSD|13021887

knowledge of specific events or printed log

IV.PROCEDURES situations
These steps should be done across the week. Spread that hasappropriately
out the activities been gathered or students will learn well. Always be guided by demonstration of learning by the students
so that
which you can infer from formative assessment activities. Sustain learning
received by communication, systematically by providing students with multiple ways to learn new things, practice their learning
processes, and draw conclusions about what they learned in relation to their
intelligence, or news reports life experiences and previous knowledge, indicate the time allotment for each step.
A.Reviewing previous lesson
Communicate Learning ObjectivesAsk the learners to state and discuss Review
the the previous lesson. The class reviews the lesson tackled
or presenting
C.Presenting the new lesson
State the learning objectives: following in their own understanding: last meeting. Fill up the matrix by sorting the
examples/instances of the• Define information needs; can locate,
• Information and information literacy following:
new lesson access, assess, organize, and • Stages / elements of information
communicate information. literacy books, newspaper, television,
• Demonstrate ethical use of • Present to class some of the best Youtube, magazines, social
information. timelines or historical records of their network, radio, memeography,
interaction with and exposure to newsletter, cellphone, journals,
traditional and new media. film/movie

B.Establishing a purpose
D.Discussing new conceptsfor
the
andlesson
practicing new skills #1
Group Discussion 1. Most Influential Person
Discuss about plagiarismKnowledge is Power Academic Field
and its stages State
Tripthe learning objectives.
Discuss about types of media and
• Write
1. Lead a discussion using the “MOST INFLUENTIAL
and implications. PERSON IN 1. Instruct learners to form groups of media convergence.
YOUR LIFE”
following guide questions and on the board. 1. Write “KNOWLEDGE seven to IS ten
POWER”
members. Assign a leader
prompts. on the board.
Learners will synthesize in answering the and an assistant leader to
• Instruct learners to
question:answer the phrase facilitate the group.
2. Inform the learners onthata piece
the of paper by providing the 2. Direct learners2.toSay define
“Yourthegroup is tasked to plan an
following details: meaning of the statement.
questions that they have just “State the importance of giving credit to academic trip. List pertinent information
answered are the Who, What, Where, When,
the source Why,work.
of one’s How. Elaborate your on two possible
Stages/Elements of answer.” destinations (somewhere in the country
2
Information Literacy. . Ask the learners the following 3. Ask learners toorconnect
abroad)”.
• What is the purpose of these Information Literacy to the valid and reliable
3. To present
3. Show the meaning of questions? statement on the board.
information, discuss with the learners
Information Literacy to the the following:
• What is the importance of answering4. Ask the learners:
learners and explain. “How does
● Identify the information needed –
these questions?” information become
what, where, who, when, why, how.
4. Discuss the stages / elements knowledge?” ● Determine all the possible sources,
3. Provide
of information literacy and to the leaners the following select the best sources – the world wide
definition
explain each in connection of information: web, travel guide
• Data that has been collected,
with the previous discussions books, brochures, maps and atlases,
processed, and interpreted in order to tour bureaus, family members, and
be presented in a useable friends.
form. ● Locate and find information within
the sources – blogs, travel reviews,
• A broad term that can cover processed posts from social networking
data, knowledge derived from study, sites, travel features, pictures, stories,
experience, and testimonials.
instruction, signals or symbols. In the ● Extract the best relevant information
media world, information is often used
Downloaded by Jelly Fish (juvycatlee@gmail.com) cite pertinent sources
and
to describe
 lOMoARcPSD|13021887

Explain how a person could be

portrayed in public in the age of
media convergence.

J.Additional activities for 4. Let the learners accomplish the

application or remediation matrix below and present their output
V.REMARKS Media and Information Literacy is taken four (4) times a week by the learners with one (1)class
to hourinper meeting.way.
a creative
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the
E.Discussing new concepts and students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.
practicing
A.No. new skills
of learners who#2earned
F.Developing
80% mastery
of the formative Disaster Scenario Learners answer true or false test. Fill up the media convergence
(Leads to formative
assessment Explain the scenario to the learners, matrix.
assessment)
B.No. of learners who require and have them answer the matrix
additional activities to below:
remediation “According to the weather forecast,
C.Did the remedial lessons there is no typhoon. However, your
work? No. of learners who locality is experiencing heavy
have caught up with the rainfall, while some parts in your
lesson province /region are already flooded.
D.No. of learners who There are reported incidents of
continue to require landslide, evacuation, stranded
remediation vehicles and drowning. As a student,
E.Which of my teaching what are you going to do?”
strategies worked well? Why
G.Finding
did these work? Ask: Ask: Ask:
practical/applications
F.What difficulties did of
I
concepts and skills in daily
encounter which my principal How information literacy will make you How can you use your knowledge on How types of media will help you
living
or supervisor can help me a good user of information? plagiarism in filtering information? appreciate information?
solve?
H. Making
G.What generalizations
innovation and Learners synthesize about information Learners cite the stages of plagiarism.
or localized Learners differentiate the types of
abstractions
material did Iabout the lesson literacy.
use/discover media.
which
I.Evaluating
I wishLearning
to share with Ask: Learners create a five- sentence Instruct the learners to write an essay The learners dot the following:
other teachers? paragraph about the consequences of (of at most 100 hundred words) about
How information literacy is beneficial plagiarism. an information literate individual. Describe how new technologies
Prepared by: for everyone? Checked By: Tell the learners to submit their outputs have led to the convergence of
Noted By:
(field trip plan and essay) at the MIL traditional and new media.
RHEA MAE T. PACO EMIELYN ROSE A. AQUINO Portal. AMY T. PACO,EdD
Explain how media convergence
SHS-TII OIC- SHS ASST. PRINCIPAL PRINCIPAL IV creates new opportunities for
interaction.
Grade 12
GRADES 1 TO 12 SCHOOL LAOAC NATIONAL HIGH SCHOOL Describe the use of
GRADE LEVEL HUMSS,STEM,TVL- one or two
Downloaded by Jelly Fish (juvycatlee@gmail.com) forms of new media to share
 lOMoARcPSD|13021887 current issue in society.

Downloaded by Jelly Fish (juvycatlee@gmail.com)

 lOMoARcPSD|13021887

Downloaded by Jelly Fish (juvycatlee@gmail.com)

 lOMoARcPSD|13021887

personality is being described in a

specific type of media.
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 Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs 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 relevant questions.
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?

Prepared by: Checked By: Noted By

RHEA MAE T. PACO EMIELYN ROSE A. AQUINO AMY T. PACO,EdD

SHS-TII OIC- SHS ASST. PRINCIPAL PRINCIPAL IV

Grade 12 HUMSS,STEM,TVL-
GRADES 1 TO 12 SCHOOL LAOAC NATIONAL HIGH SCHOOL GRADE LEVEL
ICT&SMAW
DAILY LESSON LOG
TEACHER RHEA MAE T. PACO LEARNING AREA Media and Information Literacy
TEACHING DATES AND TIME September 26-30, 2022 QUARTER First/ Week 5

Downloaded by Jelly Fish (juvycatlee@gmail.com)


I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
A.Content Standards
B.Performance Standards
C.Learning Compare potential sources
and information.
Write the LC Code for each
E.Discussing new concepts and Discuss about media personalities and
practicing new skills #2
F.Developing mastery
(Leads to formative
assessment)
II.CONTENT
G.Finding
practical/applications of
concepts and skills in daily How media personalities influence you
living
H. Making generalizations and The learners enumerate the influence The learners give their insight about the
RESOURCES
abstractions about the lesson of media among people.
A.References 1.Teacher’s Guides/Pages
I.Evaluating Learning
IV.PROCEDURES 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
“The media can be influenced by lOMoARcPSD|13021887
society and can in turn influence
SESSION 1
society”. SESSION 2 SESSION 3 MODULAR SESSION 4
Explain their
remedial answer.
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 to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
• The
Citelearner
the different forms ofunderstanding
demonstrates media that of media and information literacy (MIL) and MIL related concepts.
greatly influence
The learners youth like them.
demonstrate an understanding of the values and differences of the sources of media and information.
• The different levels of influence that
The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
different media have in society in
The learners shall be able to examine the reliability, accuracy, value, authority, and timeliness of the different sources of media and information.
general.
The learners
• How this quoteshall be able
should be to research on indigenous media or information resource within the community.
given
of media Interview
consideration when using media for an elder from the community Compare potential sources of media Evaluates everyday media and Competencies/Objectives
regarding
presentingindigenous
information.media and and information. information presentations
(MIL11/12MIM-IIIe-13) information resource. (MIL11/12MIM- (MIL11/12MIM-IIIe-13) regarding codes, convention, and
IIIf-14) Discuss message;
about types andofhow they
media affect the
and
the responsibility of media content audience,
information sources producers, and
producers
 Identify
to their
a range
viewers.
of strategies •Identify a range of strategies for other stake holders. for gathering indigenous gathering indigenous informational
Using the
(MIL11/12MILA-IIIf-15) informational application
media. media.that the learners
are most competent with, make a Produces and assesses the codes,
• Define Open Educational Resource drawing/sketch on how different media conventions, and messages of a
is affecting your group presentation.
everyday life. The learners can use any
MIL11/12MILA-IIIf-16
application that they are most
Content is what the lesson is all about. It pertains to the subject
comfortable matter
with (ex. that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
SketchPro,
5. Media and Information Sources 5. Media
sketch.io, and Information
Microsoft Paint, Sources 5. Media and Information Sources 6. Media and Information
a. others)
Indigenous a. Indigenous a. Indigenous Languages
Ask: b. Ask:
Library b. Library b. Library a. Codes, Conventions, and Ask:
c. Internet c. Internet c. Internet Messages,
How the application helped you convey How these concepts will help you
d. Others d. Others d. Others b. Audience, Producers, and Other stakeholders III.LEARNING List the materials to be used in
as teenagers? on how different media affects your life? to become media literate?
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.
The learners will generalize about
application they used. the concepts being discussed
2.Learner’s
Instruct learners Materials
to search for Pages 3.Textbook Pages
The learners will4.Additional
evaluate theirMaterials
works from Learning Resources (LR) portal B.Other TheLearning
learnersResources
will give their steps on
famous/iconic personalities who have using the matrix. distinguishing
fake by
news.
the students which you
been featured in print, broadcast and
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and
new
draw media. Makeabout
conclusions a matrix
whatthat
theywould
learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
contain
(1) title of the media product;
(2) its creator; and
(3) describe how each particular
Downloaded by Jelly Fish (juvycatlee@gmail.com)
 lOMoARcPSD|13021887

Downloaded by Jelly Fish (juvycatlee@gmail.com)

contribute to media and

information literacy?
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 Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs 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 relevant questions.
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?
Prepared by: Checked By: Noted By
RHEA MAE T. PACO EMIELYN ROSE A. AQUINO AMY T.
PACO,EdD
SHS-TII OIC- SHS ASST. PRINCIPAL PRINCIPAL IV

SCHOOL CABAY NATIONAL HIGH SCHOOL GRADE LEVEL Grade 12 AAR

GRADES 1 TO 12 TEACHER CLARISSA C. REYES LEARNING AREA Media and Information Literacy
DAILY LESSON LOG
TEACHING DATES AND TIME July 9-13, 2018/ 10:50 AM- 11:50 AM QUARTER First/ Week 6
Downloaded by Jelly Fish (juvycatlee@gmail.com)
 lOMoARcPSD|13021887

Downloaded by Jelly Fish (juvycatlee@gmail.com)

 lOMoARcPSD|13021887

Downloaded by Jelly Fish (juvycatlee@gmail.com)

 lOMoARcPSD|13021887

GRADES 1 TO 12 SCHOOL Tondol National High School GRADE LEVEL Grade 12 HUMSS,STEM,TVL-ICT&SMAW

TEACHER Carl John C. Carolino LEARNING AREA Media and Information Literacy
DAILY LESSON LOG TEACHING DATES AND TIME July 10 -14, 2017/ 9:30 AM- 10:30 AM
QUARTER First/ Week 7 (MTThF)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES Objectives must be met over the 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 to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A.Content Standards The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
The learners understand media and information codes, conventions, and messages in relation to consumers, producers, and other stakeholders.
B.Performance Standards The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
The learners shall be able to examine and identify pertinent media and information codes, conventions and messages given a visual
resource. The students in small groups create their own media and information presentations (e.g. postcard, collage, advertisement,
infomercial, etc.) about the latest trends in technology.
C.Learning Evaluates everyday media and Evaluates everyday media and Evaluates everyday media and Evaluates everyday media and Competencies/Objectives
information presentations regarding information presentations information presentations information presentations
Write the LC Code for each codes, convention, and message; and regarding codes, convention, regarding codes, convention, regarding codes, convention,
how they affect the audience, and message; and how they and message; and how they and message; and how they
producers, and affect the audience, producers, affect the audience, producers, affect the audience, producers,
other stake holders. (MIL11/12MILA-IIIf- and and and
15) other stake holders. other stake holders. other stake holders.
(MIL11/12MILA-IIIf-15) (MIL11/12MILA-IIIf-15) (MIL11/12MILA-IIIf-15)
Produces and assesses the codes,
conventions, and messages of a group Produces and assesses the Produces and assesses the Produces and assesses the
presentation. MIL11/12MILA-IIIf-16 codes, conventions, and codes, conventions, and codes, conventions, and
messages of a group messages of a group messages of a group
presentation. MIL11/12MILA- presentation. MIL11/12MILA- presentation. MIL11/12MILA-
IIIf-16 IIIf-16 IIIf-16
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. 6. Media and
Information Languages 6. Media and Information 6. Media and Information 6. Media and Information
a. Codes, Conventions, and Messages, Languages Languages Languages
b. Audience, Producers, and Other a. Codes, Conventions, and a. Codes, Conventions, and a. Codes, Conventions, and
stakeholders Messages, Messages, Messages,
b. Audience, Producers, and b. Audience, Producers, and b. Audience, Producers, and

Downloaded by Jelly Fish (juvycatlee@gmail.com)

 lOMoARcPSD|13021887

Other stakeholders Other stakeholders Other stakeholders

III.LEARNING RESOURCES List the 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.
A.References
1.Teacher’s Guides/Pages pp. 52- 56 pp. 57- 59 pp. 57- 59

Downloaded by Jelly Fish (juvycatlee@gmail.com)

 lOMoARcPSD|13021887

Downloaded by Jelly Fish (juvycatlee@gmail.com)

 lOMoARcPSD|13021887

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?

Clarissa C. Reyes
Downloaded by Jelly Fish (juvycatlee@gmail.com)
 lOMoARcPSD|13021887

SST-I

Downloaded by Jelly Fish (juvycatlee@gmail.com)