1st Faculty Meeting

March 6, 2024

AGENDA
POLICY DIRECTION
PPA’S UPDATES
TEACHERS LEAVE AND PASS SLIP
DTR’S
CATCH UP FRIDAYS
CANTEEN FUND UTILIZATION
DEPED NO.3 S. 2024
TENTATIVE EXAMS OF HONOR STUDENTS
RECOGNITION, COMPLETION AND GRADUATION
CLEANLINESS AND ORDERLINESS
SCHOOL PREMISES
MOBILE EDUCATION EVENT ON CLIMATE CHANGE
DEPED ORDER NO.2, S. 2024
OTHERS

POLICY DIRECTION- MATATAG AGENDA

 INTEGRITY
 OBSERVE DEADLINE AND TIMELINE

PPA’S UPDATE
 SCHOOL PROJECTS- FENCING
 GATE PAINTING
 LAYOUT FOR LEARNING CENTER- PRILA’S
GROUND—ROMMEL AND MAY
 LEARNING PARK- LAYOUT FOR MINI PARK-
 FOUNDATION DAY-MARCH 9, 2024
 6PM-8PM CORONATION MRS FOUNDATION
 EDUCATIONAL TOUR- SHS APRIL 19 OR 20, 2024
– P750
  CO3 & C04 IN ONE PREPARATION (5 OR 6
INDICATORS)

MOBILE EDUCATION EVENT ON CLIMATE CHANGE-

GRADE 7,8,9.(200
PESOS)

TEACHER’S LEAVE AND PASS SLIP

LOCATOR’S SLIP-DO

CANTEEN FUND UTILIZATION-

DEPED NO 3. S 2024

MARCH 25-26 3RD QUARTER

1ST WEEK OF MAY- 4TH QUARTER EXAMINATION

(MAY 2-3) HONORS STUDENT GRADE 7-12

READING OF FORMS SF1 SF9 AND SF10

RECOGNITION, COMPLETION AND GRADUATION

CLEANLINESS AND ORDERLINESS

THANKSGIVING MASS- GRADE 10 & 12,- MAY 30 2024

MORNING

MAY 30 RECOGNITION (GRADE 7,8,9,11) MORNING

MAY 30 -COMPLETION AFTERNOON GRADE 10

MAY 31, 2024- GRADUATION GRADE 12.AFTERNOON

CLEANLINESS AND ORDELINESS INSIDE THE
SCHOOL PREMISES

 HAZARDS

DEPED ORDER NO. 2, S. 2024

IMMEDIATE REMOVAL FOR ADMIN TASK

 Grade 12 GAS
SCHOOL GOV MARIANO E. VILLAFUERTE HIGH GRADE LEVEL
GRADES 1 TO 12 SCHOOL
DAILY LESSON TEACHER ROMMEL A. BLANCA LEARNING AREA Media and Information Literacy
LOG August 30-September 2, 2022 QUARTER: Third Quarter –
TEACHING DATES AND TIME First/ Week 1
Second Semester
SESSION 1 SESSION 2 SESSION 3 MODULAR SESSION 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
Models, Media Literacy, Information Models, Media Literacy, Information Models, Media Literacy, Information Models, Media Literacy, Information

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
and skills in daily living your communication to be a good agent of be responsible media user?
skills? communication?
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:

ROMMEL A. BLANCA SANDY A. SALDIVAR

SHS-TI SCHOOL HEAD

 Grade 12 GAS
SCHOOL GOV MARIANO E VILLAFUERTE HIGH GRADE LEVEL
GRADES 1 TO 12 SCHOOL
DAILY LESSON TEACHER ROMMEL A. BLANCA LEARNING AREA Media and Information Literacy
LOG 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 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
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 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.
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.
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.
I.Evaluating Learning
J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
The learners create a friendly letter. Answer the following: Ask the students what do they know After reporting, discuss with the
about Internet of Things (IoT). learners the roles and functions of
1. Given the available media that media in democratic society.
we now have in the world, Discuss with the learners the
what are its roles and functions following questions:
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:

ROMMEL A. BLANCA SANDY A. SALDIVAR

SHS-TI SCHOOL HEAD

 Grade 12 GAS
SCHOOL GOV MARIANO E. VILLAFUERTE HIGH GRADE LEVEL
GRADES 1 TO 12 SCHOOL
DAILY LESSON TEACHER ROMMEL A. BLANCA LEARNING AREA Media and Information Literacy
LOG
TEACHING DATES AND TIME September 12-16, 2022 QUARTER First/ Week 3
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: Classify contents of different media
Competencies/Objectives types. (MIL11/12TYM-IIId-10)
Write the LC Code for each defines information needs, locates, defines information needs, locates, defines information needs, locates,
accesses, assesses, organizes, and accesses, assesses, organizes, and accesses, assesses, organizes, and Define media convergence through
communicates information. communicates information. communicates information. current examples.
(MIL11/12IL-IIIc-8) (MIL11/12IL-IIIc-8) (MIL11/12IL-IIIc-8) (MIL11/12TYM-IIId-11)

demonstrates ethical use of demonstrates ethical use of information. demonstrates ethical use of Discuss to class on how a
information. (MIL11/12IL-IIIc-9) (MIL11/12IL-IIIc-9) information. (MIL11/12IL-IIIc-9) particular individual is portrayed
in public using different type of
media. (MIL11/12TYM-IIId-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.
Information Literacy Information Literacy Information Literacy Types of Media
a. Print (books, newsletter,
magazines, journals, and
other printed materials)
b. Broadcast (radio, television, and
film)
c. New Media (internet)

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 pictures, video clips, articles,

IV.PROCEDURES
A.Reviewing previous lesson
or presenting the new lesson
printed log
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.
Communicate Learning Objectives Ask the learners to state and discuss the Review the previous lesson. The class reviews the lesson
State the learning objectives: following in their own understanding: tackled last meeting.
• Define information needs; can • Information and information literacy
locate, access, assess, organize, and • Stages / elements of
communicate information. information literacy
• Demonstrate ethical use of • Present to class some of the best
information. timelines or historical records of
their interaction with and exposure
to traditional and new media.
B.Establishing a purpose 1. Most Influential Person Knowledge is Power State the learning objectives.
for the lesson • Write “MOST INFLUENTIAL PERSON IN
YOUR LIFE” on the board. 1. Write “KNOWLEDGE IS POWER”
on the board.
• Instruct learners to answer the
phrase on a piece of paper by 2. Direct learners to define
providing the following details: the meaning of the
Who, What, Where, When, Why, How. statement.

2. Ask the learners the following

• What is the purpose of 3. Ask learners to connect
these questions? Information Literacy to the
statement on the board.
• What is the importance of
answering these questions?” 4. Ask the learners: “How
does information become
3. Provide to the leaners the knowledge?”
following definition of information:
• Data that has been collected,
processed, and interpreted in order
to be presented in a useable
form.

• A broad term that can cover

processed data, knowledge derived
from study, experience,
instruction, signals or symbols. In the
media world, information is often used
to describe

knowledge of specific events or

situations that has been gathered or
received by communication,
intelligence, or news reports
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
Fill up the matrix by sorting the
following:
books, newspaper, television,
Youtube, magazines, social
network, radio, memeography,
newsletter, cellphone, journals,
film/movie
Discuss about plagiarism and its stages Academic Field Trip Discuss about types of media and
and implications. 1. Instruct learners to form groups of media convergence.
seven to ten members. Assign a
Learners will synthesize in answering the leader and an assistant leader to
question: facilitate the group.
2. Say “Your group is tasked to plan an
“State the importance of giving credit academic trip. List pertinent
to the source of one’s work. Elaborate information on two possible
your answer.” 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
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

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.
4. Let the learners accomplish the
matrix below and present their output
to class in a creative way.
Instruct the learners to write an
essay (of at most 100 hundred
words) about an information literate
individual.
Tell the learners to submit their outputs
(field trip plan and essay) at the MIL
Portal.
Fill up the media
convergence matrix.
Ask:
How types of media will help you
appreciate information?
Learners differentiate the types of
media.
The learners dot the following:
Describe how new technologies
have led to the convergence of
traditional and new media.
Explain how media
convergence creates new
opportunities for interaction.
Describe the use of one or two
forms of new media to share
knowledge and information on a
current issue in society.
 Explain how a person could be
portrayed in public in the age of
media convergence.

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:

ROMMEL A. BLANCA SANDY A. SALDIVAR

SHS-TI
 SCHOOL HEAD

GRADES 1 TO 12 SCHOOL GOV MARIANO E. VILLAFUERTE HIGH GRADE LEVEL Grade 12 GAS
SCHOOL

DAILY LESSON LOG TEACHER ROMMEL A. BLANCA LEARNING AREA Media and Information Literacy
TEACHING DATES AND TIME September 19-23, 2022 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 Classify contents of different media Classify contents of different media Classify contents of different media The learners compare potential
Competencies/Objectives types. (MIL11/12TYM-IIId-10) types. (MIL11/12TYM-IIId-10) types. (MIL11/12TYM-IIId-10) sources of media and
Write the LC Code for each information. (MIL11/12MIM-IIIe-
Define media convergence through Define media convergence through 13)
current examples. current examples.
(MIL11/12TYM-IIId-11) (MIL11/12TYM-IIId-11) At the end of the lesson, the
learners must be able to:
Discuss to class on how a particular Discuss to class on how a particular • Demonstrate an ability to
individual is portrayed in public individual is portrayed in public using examine and compare information
using different type of media. different type of media. from various
(MIL11/12TYM-IIId-12) (MIL11/12TYM- IIId-12) sources in order to evaluate its
reliability, accuracy, authority,
timeliness, and
bias.
• Determine the accuracy, reliability
and value of information by
questioning
the 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
Types of Media Types of Media Creation of MIL portfolio and other Reliability and accuracy
a. Print (books, newsletter, magazines, a. Print (books, newsletter, magazines, social media accounts of information
journals, and other printed materials) journals, and other printed materials)
b. Broadcast (radio, television, and b. Broadcast (radio, television, and film) 5. Media and Information Sources
film) c. New Media (internet) a. Indigenous
c. New Media (internet) b. Library
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.
computers with Internet connection, computers with Internet connection computers with Internet connection
pictures, video clips, articles,
printed matrix
https://www.youtube.com/
watch?v=YOY67QY7FM4
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.
Review about types of media and The class reviews the lesson tackled last The class reviews the activities they State the competency and
media convergence. meeting. had. objectives the learners need to
achieve.
Let the learners give their thoughts
about #PacquiaoHorn fight. They
need to state where they got
information.
C.Presenting
examples/instances of the
new lesson
D.Discussing new concepts
and practicing new skills #1
E.Discussing new concepts and Discuss about media personalities and
practicing new skills #2
The learners watch videos. Then, ask
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.
Discuss with the learners the following: The learners improve/ do their Discuss about reliability and
• Different interpretations of the ePortfolio and do other social media accuracy of information.
quote. accounts.
“The media can be influenced
by society and can in turn
influence society”.
Explain their answer.
• Cite the different forms of media
that greatly influence youth like them.
• The different levels of influence
that different media have in society
in general.
• How this quote should be given
consideration when using media
for presenting information.
Discuss about types of media and
the responsibility of media content information sources
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
Ask:
How media personalities influence you
as teenagers?
The learners enumerate the influence
of media among people.
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
Using the application that the learners
are most competent with, make a
drawing/sketch on how different media
is affecting your
everyday life. The learners can use any
application that they are most
comfortable with (ex. SketchPro,
sketch.io, Microsoft Paint,
others)
Ask: Ask:
How the application helped you convey How these concepts will help you
on how different media affects your to become media literate?
life?
The learners give their insight about the The learners will generalize about
application they used. the concepts being discussed
The learners will evaluate their works The learners will give their steps on
using the matrix. distinguishing fake news.

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:

ROMMEL A. BLANCA SANDY A. SALDIVAR

SHS-TI SCHOOL HEAD

 Grade 12 GAS
GRADE 12 DAILY SCHOOL GOV MARIANO E. VILLAFUERTE HIGH GRADE LEVEL
LESSON LOG SCHOOL
TEACHER ROMMEL A.BLANCA LEARNING AREA Media and Information Literacy

TEACHING DATES AND TIME March 4-8, 2024 QUARTER Third/ Week 4
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 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 Compare potential sources of Interview an elder from the Compare potential sources of Evaluates everyday media and
Competencies/Objectives media and information. community regarding indigenous media and information. information presentations
Write the LC Code for each (MIL11/12MIM-IIIe-13) media and information resource. (MIL11/12MIM-IIIe-13) regarding codes, convention, and
(MIL11/12MIM- IIIf-14) message; and how they affect the
audience, producers, and
• Identify a range of • Identify a range of strategies for other stake holders.
strategies for gathering gathering indigenous informational (MIL11/12MILA-IIIf-15)
indigenous informational media.
media. Produces and assesses the codes,
conventions, and messages of a
• Define Open Educational Resource group presentation.
MIL11/12MILA-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.
5. Media and Information Sources 5. Media and Information Sources 5. Media and Information Sources 6. Media and Information
a. Indigenous a. Indigenous a. Indigenous Languages
b. Library b. Library b. Library a. Codes, Conventions, and
c. Internet c. Internet c. Internet Messages,
d. Others d. Others d. Others b. Audience, Producers, and Other
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
3.Textbook Pages
4.Additional Materials from
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
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
The teacher reviews the learners about The teacher introduces the invited
types of media and information
sources.
The teacher will present the outputs of
the learners on how media affect their
lives.
Discuss about indigenous media and
information.
Do the Mind activity.
Discuss about Open Educational
Resources
The learners need to give examples of
indigenous media sources.
Ask:
How indigenous media sources will
help you to be knowledgeable about
your barangay?
The learners will enumerate things
about what they learned.
speaker for the Indigenous Media and
Information Resource.
The forum will start as the speaker gives
information indigenous media and
information resource.
The learners will ask questions about the The learners do the ePortfolio.
topic given by the speaker.
Ask:
How the forum has helped you to be
familiar about local information?
The learners will state the things they
garnered from the speaker.
The teacher leads the learners in doing
social media accounts and MIL
ePortfolio
The learners need to have the basic
social media accounts.
Discuss about MIL ePortfolio.
State the learning objectives.
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 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.
Ask:
How the codes will help you to
become more accurate in getting
information?
The learners generalize about the
concepts being discussed.
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
E.Which of my teaching
strategies worked well? Why
did these work?
Prepared by:
ROMMEL A. BLANCA
SHS-TI
The class should prepare for the forum The class will conduct a post- evaluation The learners present their outputs. What information codes,
about indigenous media resource and conventions and messages
information. 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 can provide for you so when you meet them, you can ask relevant questions.
Checked By:
SANDY A. SALDIVAR
SCHOOL HEAD
 SCHOOL GOV MARIANO E. VILLAFUERTE HIGH GRADE LEVEL Grade 12 GAS
GRADES 1 TO 12 SCHOOL
DAILY LESSON TEACHER ROMMEL A. BLANCA LEARNING AREA Media and Information Literacy
LOG
TEACHING DATES AND TIME July 9-13, 2018/ 10:50 AM- 11:50 AM QUARTER First/ Week 6

(MTWTh)
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
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
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.

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 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
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
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
E.Which of my teaching
strategies worked well? Why
did these work?
 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
Downloaded by Rommel B S S T -I
lanc a (ro mme lb atman471@gmail.com)