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 Devona Mae Bayquin (nazamenayuki@gmail.com)
 Grade 12 HUMSS,STEM,TVL-
SCHOOL LAOAC NATIONAL HIGH
NACI INTEGRATED SCHOOL
SCHOOL GRADE LEVEL GRADEICT&SMAW
11
GRADES 1 TO 12 TEACHER RHEA MAEMAET. PACO LEARNING AREA Media and Information Literacy
DEVONA F. BAYQUIN
DAILY LESSON
August 30-September 2, 2022 QUARTER: First Quarter –
LOG TEACHING DATES AND TIME 8/29/2023-9/01/2023, 10:45-11:45 First/ Week 1
First Semester
SESSION 1DAY 1 SESSION 2 DAY 2 SESSION 3 DAY 3 MODULAR
DAYSESSION
4 4
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 affected by media and information. differences of media literacy, editorializes the value of being a
information. (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 Introduction to Media and Introduction to Media and 1. Introduction to Media
and Information Literacy Information Literacy Information Literacy and 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

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, Communication, Communication
Models, Media Literacy, Information Models,
Models, Media Literacy, Information
Information Models, Media
Models, Media Literacy, Information Models, Media Literacy, Information
Downloaded by Devona Mae Bayquin (nazamenayuki@gmail.com)

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
presenting the new lesson
B. Establishing a purpose for the Learners answer what they
lesson
C. Presenting
examples/instances of the
new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to formative assessment)
G. Finding practical/
applications of concepts
Literacy, Technology (Digital) Literacy, Literacy, Technology (Digital) Literacy, Literacy, Technology (Digital) Literacy, Literacy, Technology (Digital) Literacy,
and MIL and MIL and MIL and MIL
Media and Information Literacy Media and Information Literacy Media and Information Literacy Media and Information Literacy
Teaching Guide Teaching Guide Teaching Guide Teaching Guide
unesco.org unesco.org unesco.org unesco.org
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 processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
The teacher does the getting to know The class reviews the concepts that The class review about mass media. The teacher reviews the student
stage. were discussed. about the forms of literacy
being
discussed last meeting.
Ask the learners samples of mass Ask the students to define: Students give their presentation.
know about media. media. Literacy
Media
Technology
Information
Ask:
How do you describe the cyber
environment?
The class define media. The discuss the descriptions of mass Discuss about The class focus on how to be
media. a. Media Literacy responsible in using forms of media.
The learners accomplish the checklist b. Information Literacy
about social media. Then, the learners are tasked to c. Technology Literacy The learner will explain “Think before
demonstrate how mass media affect Learners create Venn Diagram to you click”
communication through skits. compare the three.
The class focus on netiquette.
The learners match definition The learners reflect on what they The learners will answer true or false The learners do Right or Wrong
of words. performed. test. activity
Direction: Put a check mark or wrong
mark on the following activities in
using media.
Ask: Ask: Ask: Ask:
How media affects communication? How media improved How the three literacies will help you How netiquette helps you to
Downloaded by Devona Mae Bayquin (nazamenayuki@gmail.com)
and skills in daily living your communication to be a good agent of be responsible media user?
skills? communication?

Downloaded by Devona Mae Bayquin (nazamenayuki@gmail.com)

H. Making generalizations and Learners give terms associated with Learners differentiate mass media Learners differentiate the three Complete the statement:
abstractions about the lesson media. objects. literacies. Netiquette is .
I. Evaluating Learning Learners write what media is for Learners write how media Learners try to find good posts and The learners create to- do list in using
them. affects communication bad/ blatant posts on Facebook. Let media.
them give opinions about the posts.
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:

DEVONA MAE F. BAYQUIN
RHEA MAETeacher
T. PACOI EMIELYN ROSE A. AQUINO AMY T. PACO,EdD

SHS-TII OIC- SHS ASST. PRINCIPAL PRINCIPAL IV

Downloaded by Devona Mae Bayquin (nazamenayuki@gmail.com)

 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
September 5-9, 2022
LOG 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 identifies traditional media and editorializes the roles and functions identifies traditional media and
new media and their relationships. new media and their relationships. of media in democratic society. new media and their
(MIL11/12EMIL-IIIb-5) (MIL11/12EMIL-IIIb-5) (MIL11/12EMIL-IIIb-6) relationships. (MIL11/12EMIL-IIIb-
5)
searches latest theory on
information and media. searches latest theory
(MIL11/12EMIL-IIIb-7) on 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
2. The Evolution of Traditional to New Media: a. Prehistoric Age; b. Industrial Media a. Prehistoric Age b. Industrial to 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/ d. New (Information) Age
social 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.
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 presenting the new lesson
B.Establishing a purpose
for the lesson
C.Presenting
examples/instances of the
new lesson
https://docs.google.com/presentation/d unesco.org unesco.org unesco.org
/1XKn5VEH726H3xc565KrKgjLXxlQ26kjXmetx84XXg6w
/edit#slide=id.g19b200797a_0_33
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 processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
The class reviews the lesson last The class reviews the periods of The class review the topic that was The class reviews the periods that
meeting. evolution of media that were discussed discussed last meeting. were already tackled.
last meeting.
Show the picture of Titanic. Ask the List the rules that you know in using our
learners what is about the picture that computer lab.
is shown to them.
Ask: “If the Titanic sank somewhere in
the Atlantic Ocean, how do you
think the news reached people in
England and New York at that time?”
(Sample answers: telephone, letter,
newspaper, etc.)
How people used the telegraph and
telegrams for faster means of
communication during that time?
Pose this question to the learners: “If
the Titanic sank today, in what
format would people receive or
read the news?”
D.Discussing new concepts
and practicing new skills #1
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
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
The class focus on evolution of media
during Pre- Historic Age.
Activity: Describe the media during
those time and explain why in two
sentences.
The class focus on evolution of media
during Industrial Age. There will be
reporters for this period.
Activity: Describe the media during
those time and explain why in two
sentences.
The learners do True or False Test
about the things being discussed.
Ask:
How the milestones during primordial
times help you improve media?
Learners differentiate the two periods
The learners create a friendly letter.
The reporters discuss about
Electronic and Digital Age.
Learners do Knowing You Media
at Different Ages.
Direction: 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
appreciate its existence?
Learners differentiate the remaining
periods.
Answer the following:
1. Given the available media that
we now have in the world,
what are its roles and functions
Elaborate the roles and functions of
media in democratic society.
The groups should have a group chat. In
their group, discuss how media help
them to be democratic.
We are going to create your group’s
ePortfolio. We are going to create
your group blog.
Post in your blog at least one article
about the roles and functions of
media to have democratic society.
Ask:
How ePortfolio and technology will help
you to become a good citizen of the
country?
Learners generalize the facts they
learned.
Ask the students what do they know
about Internet of Things (IoT).
The remaining groups discuss their
topics.
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?
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:

J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
in a democratic society? • Given the available media that
2. In what way does media affect we now have in the world, what
your life (personal, professional, are its roles and functions in a
academic, social, others)? democratic society?
• In what way does media
affect your life (personal,
professional, academic, social,
others)?
Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
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 11
GRADES 1 TO 12 SCHOOL NACI INTEGRATED SCHOOL GRADE LEVEL
DAILY LESSON
LOG TEACHER DEVONA MAE F. BAYQUIN LEARNING AREA Media and Information Literacy
TEACHING DATES AND TIME September 11-15, 2023, 10:45-11:45 QUARTER First/ Week 3
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.
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 defines information needs, locates, defines information needs, locates, demonstrates ethical use of demonstrates ethical use of
accesses, assesses, organizes, and accesses, assesses, organizes, and information. (MIL11/12IL-IIIc-9) information. (MIL11/12IL-IIIc-9)
communicates information. communicates information.
(MIL11/12IL-IIIc-8) (MIL11/12IL-IIIc-8)

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.
Information Literacy Information Literacy Information Literacy Information Literacy

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.
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 presenting the
new lesson
Communicate Learning Objectives
State the learning objectives:
• Define information needs; can
locate, access, assess, organize, and
communicate information.
• Demonstrate ethical use of
information.
Ask the learners to state and discuss the What are the different sources of What is Information Literacy?
following in their own understanding: information?
• 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

B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
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
to traditional and new media.
1. Most Influential Person Knowledge is Power
• 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.
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.”
How to be look good online?
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.
Ask the learners: “How does
information become knowledge?”
In what way you can show that
you are the responsible user of
information especially in digital
world?
Academic Field Trip What is Digital Citizenship?
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 atlases,
tour bureaus, family members, and
friends.
● Locate and find information

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
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Disaster Scenario
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:
How information literacy will make
you a good user of information?
Learners synthesize about information
literacy.
Ask:
How information literacy is
beneficial for everyone?
Learners answer true or false test.
Ask:
How can you use your knowledge on
plagiarism in filtering information?
Learners cite the stages of plagiarism.
Learners create a five- sentence
paragraph about the consequences
of plagiarism.
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.
4. Let the learners accomplish the matrix
below and present their output to class
in a creative way.
How does Digital Etiquette connected
to Netiquette?
Come up five of your own
netiquette rules and discuss
their positive outcome in two
to three sentences.
Ask:
How do you see the concept of
Proper Online Conduct in today’s
time?
List the Rules of Netiquette
Instruct the learners to write an essay Short Quiz
(of at most 100 hundred words)
about an information literate
individual.
Tell the learners to submit their outputs
(field trip plan and essay)
J. Additional activities for
application or remediation
V.REMARKS
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?

Prepared by: Checked By:

DEVONA MAE F. BAYQUIN SUSAN S. ALAGOS
Teacher I Mater Teacher I
 SCHOOL Naci Integrated School GRADE LEVEL Grade 11
GRADES 1 TO 12
TEACHER Devona Mae F. Bayquin LEARNING AREA Media and Information Literacy
DAILY LESSON LOG
TEACHING DATES AND TIME September 18-22, 2022, 10:45-11:45 QUARTER First/ Week 4
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 Competencies/ Classify contents of different media Classify contents of different media Define Media convergence through The learners compare potential
Objectives types. (MIL11/12TYM-IIId-10) types. (MIL11/12TYM-IIId-10) current examples. (MIL11/12TYM- sources of media and
IIId-11) information. (MIL11/12TYM-III-12)

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.
Types of Media Types of Media
a. Print (books, newsletter, d. Print (books, newsletter, Media Convergence Media in Society
magazines, journals, and other magazines, journals, and other
printed materials) printed materials)
b. Broadcast (radio, television, and e. Broadcast (radio, television, and film)
film) c. New Media (internet)
c. New Media (internet)

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 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
E.Discussing new concepts and
practicing new skills #2
Fill up the matrix by sorting the
following:
books, newspaper, television, Youtube,
magazines, social network, radio,
memeography, newsletter, cellphone,
journals, film/movie
Discuss about types of media.
Discuss different Examples of Print,
Broadcast and New Media.
The learners watch videos. Then, ask
them the following:
Personalities who were in the video
Ask further:
How do different audiences perceive
media personalities?
Do you agree that media personalities
have power to direct or challenge
society? Explain your answer.
Discuss with the learners the following:
• Different interpretations of the
quote.
“The media can be influenced by
society and can in turn influence
society”.
Discuss about media personalities and
the responsibility of media content
producers to their viewers.
What product is invented by combining The learners watch videos. Then, ask
camera and cellphone? them the following:
personalities who were in the video
• people who watched and read the
news
• media men who featured the article
• their (learners ) own personal
reactions
Ask further:
How do different audiences perceive
media personalities?
Do you agree that media
personalities have power to direct or
challenge society? Explain your
answer
How does traditional and new media co- Discuss with the learners the
exist? following:
• Different interpretations of the
quote.
“The media can be influenced by
society and can in turn influence
society”.
What is convergence? Discuss about media personalities
and the responsibility of media
content producers to their viewers.
F.Developing mastery
(Leads to formative
assessment)
G.Finding
practical/applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% of the formative
assessment
B.No. of learners who require
additional activities to
remediation
Ask: Ask:
How types of media will help you How media personalities influence you
appreciate information? as teenagers?
Learners differentiate the types of The learners enumerate the influence
media. of media among people.
Short Quiz Instruct learners to search for
famous/iconic personalities who have
been featured in print, broadcast and
new media. Make a matrix that would
contain
(1) title of the media product;
(2) its creator; and
describe how each particular personality
is being described in a
(3) specific type of media.
Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
Give example of devices that created
from combining traditional and new
media?
Ask Ask:
How media convergence have led to the Ask: How media personalities
convergence of traditional and new influence you as teenagers?
media?
The learners dot the following: The learners enumerate the
influence of media among people.
Describe how new technologies have
led to the convergence of traditional
and new media.
Short Quiz Instruct learners to search for
famous/iconic personalities who
have been featured in print,
broadcast and new media. Make a
matrix that would contain
(1) title of the media product;
(2) its creator; and
(3) describe how each particular
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:

DEVONA MAE F. BAYQUIN SUSAN S. ALAGOS
Teacher I Master Teacher I
 Grade 11
GRADES 1 TO 12 SCHOOL NACI INTEGRATED SCHOOL GRADE LEVEL
DAILY LESSON
TEACHER DEVONA MAE F. BAYQUIN LEARNING AREA Media and Information Literacy
LOG

TEACHING DATES AND TIME September 25-39, 2023, 7:30-8:30-10:45-11:45 QUARTER First/ Week 5
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.
The learners demonstrate an understanding of the values and differences of the sources of media and information.
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 the reliability, accuracy, value, authority, and timeliness of the different sources of media and
information.
The learners shall be able to research on indigenous media or information resource within the community.
C.Learning The learners compare potential sources Compare potential sources of media Interview an elder from the
Competencies/Objectives of media and information. and information. community regarding indigenous
Write the LC Code for each (MIL11/12MIM-IIIe-13) (MIL11/12MIM-IIIe-13) HOLIDAY media and information resource.
(MIL11/12MIM- IIIf-14)
• Demonstrate an ability to examine and
compare information from various • Identify a range of strategies for Identify a range of strategies for
sources gathering indigenous informational gathering indigenous informational
• Determine the accuracy, reliability and media. media.
value of information by questioning the • Define Open Educational Resource
source of data, limitations of the
information gathering tools or strategies,
and the rationale of the conclusions.
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.
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 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
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative
assessment)
a. Reliability and accuracy of 5. Media and Information Sources 5. Media and Information Sources
information a. Indigenous a. Indigenous
5 Media and Information Sources b. Library b. Library
a. Indigenous c. Internet c. Internet
b. Library d. Others d. Others
c. Internet
d. Others
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.
26-30 26-30 26-30
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 processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
What are the different types of media? What are the tips in examining good What is Indigenous media?
Give example. information? Give examples of Indigenous
knowledge that are still present
today.
Let the learners give their thoughts about How does media affect our Show a video of the elder from the
#PacquiaoHorn fight. They need to state lives. community regarding Indigenous
where they got information. Media and
Information Resource.
How can we tell the quality and validity How do people gather information in the What is the difference of
of the information? past? getting information in past to
present?
Discuss about reliability and accuracy of Discuss about indigenous media and The forum will start as the
information. information. speaker gives information
Do the Mind activity. indigenous media and
information resource.
Discuss the information sources Discuss about Open Educational
Resources
The learners need to give examples of The learners will ask questions
indigenous media sources. about the topic given by the
speaker.
G.Finding
practical/applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
Ask: How these concepts will help you
to become media literate?
The learner will list the tips in examining The learners will enumerate things
accurate information from various
sources.
The learners will give their steps on
distinguishing fake news.
Ask: Ask:
How indigenous media sources will help How the forum has helped you to
you to be knowledgeable about be familiar about local information?
your barangay?
The learners will state the things
about what they learned. they
garnered from the speaker.
The class should prepare for the forum Short quiz
about indigenous media resource and
information.

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

DEVONA MAE F. BAYQUIN SUSAN S. ALAGOS EDDIE C. DEMETILLO
TEACHER I MASTER TEACHER I PRINCIPAL I

SCHOOL NACI INTEGRATED SCHOOL GRADE LEVEL Grade 11

GRADES 1 TO 12 TEACHER DEVONA MAE F. BAYQUIN LEARNING AREA Media and Information Literacy
DAILY LESSON
LOG TEACHING DATES AND TIME October 2-6, 2023, 7:30-8:30 QUARTER First/ Week 6

SESSION 1 SESSION 2 SESSION 3 SESSION

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
4
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.
Evaluates everyday media and Evaluates everyday media and Evaluates everyday media and Produces and assesses the codes,
information presentations regarding information presentations regarding information presentations regarding conventions, and messages of a
codes, convention, and message; and codes, convention, and message; and codes, convention, and message; and group presentation. MIL11/12MILA-
how they affect the audience, how they affect the audience, how they affect the audience, producers, IIIf-16
producers, and producers, and and
other stake holders. other stake holders. other stake holders.
(MIL11/12MILA-IIIf-15) (MIL11/12MILA-IIIf-15) (MIL11/12MILA-IIIf-15)

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.
Media and Information Media and Information Media and Information Media and Information
Languages Languages Languages Languages
 a. Codes, Conventions, and c. Codes, Conventions, and a. Codes, Conventions, and a. Codes, Conventions,
Messages, Messages, Messages, and Messages,
b. Audience, Producers, and Other d. Audience, Producers, and Other b. Audience, Producers, and Other b. Audience, Producers, and Other
stakeholders stakeholders stakeholders stakeholders
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.
RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages 4-7 8-10 10-12 13-16
3.Textbook Pages
4.Additional Materials from SLM- MIL Week 6 SLM- MIL Week 6 SLM- MIL Week 6 SLM- MIL Week 6
Learning Resources (LR) portal
B.Other Learning Resources
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 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 processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.

A.Reviewing previous lesson
or presenting the new lesson
B.Establishing a purpose for
the lesson
C.Presenting
examples/instances of the
new lesson
What are the different sources of
information?
Learners will play “Break the Code”
Discuss “Language may be a source of
misunderstandings by
Marshall McLuhan, 1964”
What is technical codes? Give example of
different camera shots.
Guess whether the picture is an example
of symbolic or written codes.
Did you used symbol or written codes to
conveys message?
What is symbolic codes? What is convention and other form of
What is written codes? media languages?
Study the movie poster flash in television Video Presentation.
screen.
Based on the video how does codes
and Conventions used to produce
media products?

D.Discussing new concepts Discuss about language and media What is symbolic codes? What is convention? What are different genres o films?
and practicing new skills #1 languages.

Instruct learners to form groups of 5 to

10 members. Direct learners to
identify five (3) signs and symbols in
their community that are used to
convey information (ex. for directions,
locations of attractions, others)
E.Discussing new concepts and What is the language of media and What is written codes? How does codes and convention work in
practicing new skills #2 codes? different multimedia platform?
F.Developing mastery
(Leads to formative
assessment)
G.Finding
practical/applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
J.Additional activities for
application or remediation
List the different technical codes.
Ask:
How the codes will help you to become
more accurate in getting
information?
What is technical code and the different How does symbolic and written code
camera techniques?
Study the commercial ad below
and identify the technical codes
used in the commercial.
Give different examples of symbolic and What are the other concepts of media Instruct learners to form groups
written codes? languages? with five members and create
their own short film and make use
the codes and convention
choosing from different genres:
(Horror, Love story, Comedy)
Scoring rubrics will be presented.
Ask: Ask: Ask:
What is the importance of understanding How will codes and conventions help you How does using codes and
symbolic and written codes in our daily understand information? conventions help you create
life? effective and creative media
outputs?
What is the different between codes and The learners generalize about
differ in conveying message? conventions? the concepts being discussed.
Short Quiz. Answer assessment in page 15 in the Name five of your favorite movie
Identify symbolic and written codes used module. and complete the matrix below.
in a movie poster. Using the images, fill in the table below Write your answer in ½ sheet of
by giving description to the identified paper.
codes and conventions used in each
media platform.

V.REMARKS
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

DEVONA MAE F. BAYQUIN SUSAN S. ALAGOS EDDIE C. DEMETILLO
TEACHER I MASTER TEACHER I PRINCIPAL I
 TEACHER
DAILY LESSON LOG TEACHING DATES AND TIME
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
Carl John C. Carolino LEARNING AREA Media and Information Literacy
July 10 -14, 2017/ 9:30 AM- 10:30 AM QUARTER First/ Week 7
(MTThF)
SESSION 1 SESSION 2 SESSION 3 SESSION 4
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.
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.
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.
Evaluates everyday media and Evaluates everyday media and Evaluates everyday media and Evaluates everyday media and
information presentations regarding information presentations information presentations information presentations
codes, convention, and message; regarding codes, convention, regarding codes, convention, regarding codes, convention,
and 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
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 a. Codes, Conventions, and a. Codes, Conventions, and a. Codes, Conventions, and
Other stakeholders Messages, Messages, Messages,
b. Audience, Producers, and b. Audience, Producers, and b. Audience, Producers, and
Other stakeholders Other stakeholders Other stakeholders
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.
pp. 52- 56 pp. 57- 59 pp. 57- 59
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 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
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 processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge, indicate the time allotment for each step.
State the learning objectives. Review the previous lesson. Review the previous lesson. The teacher checks the class
progress on the upcoming
media forum.
Learners will play “Break the Code”
Discuss “Language may be a source of
misunderstandings by
Marshall McLuhan, 1964”
Discuss about language and media
languages. .

Instruct learners to form groups of 5 to

E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
10 members. Direct learners to identify
five (3) signs and symbols in their
community that are used to convey
information (ex. for directions, locations
of attractions, others).
Present the following
Philippine postcards to the
learners. Then complete the
matrix.
Fill up the matrix by reading this Instruct learners to form The class needs to apply
scenario: groups with five members and technical and symbolic codes in
create their own media and the preparation.
Scenario: A local government information presentation
official was charged of graft about the latest trends
and corruption and was in technology: (ex
suspended from his postcard, collage,
office. The government official advertisement,
announced that the charges infomercial, story etc.)
were all fabricated and that he • Use the MIL Design
will not step Framework for designing,
down from his office. A large developing and evaluating
group of supporters are your presentation.
present to protest. They • Review the Rubric of
barricaded the Evaluation for benchmarking

G.Finding practical/applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
of the formative assessment
Ask:
How the codes will help you to become
more accurate in getting information?
The learners generalize about the
concepts being discussed.
What information codes, conventions
and messages about our country is
communicated enthuse postcards?
• If you are to create a postcard for
a place or organization of your
choice, what technical and symbolic
codes would you use to convey
important information and create
the desired impression? Why?
• How is understanding of the
technical and symbolic codes
contribute to media and information
literacy?
Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
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.
building • Use codes and conventions for
where the official has once the development of the
taken office. A struggle presentation.
seems to start breaking out • The group can choose its
between the protesters medium (video, text, sound)
and the police. for the presentation.
• Each group should have a
distinct presentation
Ask: Ask: Ask:
How the codes will help you How the codes will help you How the codes will help you
understand more information understand more information making the forum
clearly? clearly? successful?
The learners generalize about The learners generalize about
the concepts being discussed. the concepts being discussed.
After three presentations, Evaluation of outputs. The learners will report on their
discuss the following with the assignments.
class:
• If you will be a reporter,
are you going to use the
conventional way of how the
each media will broadcast
the given scenario?
• What will you do to not
make your report boring?
Elaborate your answer
• Would you exaggerate some
elements in your report to
make
it interesting? Why?
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?

Clarissa C. Reyes
S S T -I
Downloaded by Devona Ma e Ba yqui n (n az amenayuki@gmail.com)