SCHOOL LEON GUINTO MEMORIAL COLLEGE, INC.

GRADE LEVEL 12- HUMSS BLK 1

GRADES 1 TO 12 TEACHER CHRISTIAN MARK A. AYALA LEARNING AREA MEDIA AND INFORMATION
DAILY LESSON LOG LITERACY
TEACHING DATES AND MONDAY TO THURSDAY QUARTER First/ SESSION 1
TIME 3:40-4:40

TOPIC/LESSON NAME Introduction to Media and Information Literacy

CONTENT STANDARDS The learner demonstrates understanding of media and information literacy (MIL) and MIL related
concepts.
PERFORMANCE STANDARDS The learner organizes a creative and interactive symposium for the community focusing on being a
media and information literate individual.
LEARNING COMPETENCIES The learner…

Describes how communication is affected by media and information. (MIL11/12IMIL-IIIa-1)

Identifies the similarities and differences of media literacy, information literacy, and technology
literacy. MIL11/12IMIL-IIIa-2

Editorializes the value of being literate in media and information. MIL11/12IMIL-IIIa-3

Shares to the class media habits, lifestyles and preferences. MIL11/12IMIL-IIIa-4

SPECIFIC LEARNING OUTCOMES Create a log that reflects their current use and interaction with media and information.
Define the key concepts (media, information, technology literacy, and media and information
literacies).
Compare and relate the media and information literacy framework to their own understandings
and competencies
TIME ALLOTMENT 180 MINUTES
MATERIALS bond/pad paper, pen, board and marker, computers/tablets,
printed sample interaction log matrix
RESOURCES Media and Information Literacy in the 21st Century by; Angelito P. Bautista Jr. & Jessica Mariz R.
Ignacio, Brilliant Creations Pub.
https://www.youtube.com/watch?v=bBP_kswrtrw
https://www.youtube.com/watch?v=Ig94kyTE8hk
 PROCEDURES MEETING LEARNER’S NEED
INTRODUCTION (5 Minutes)
Ask the following question: Teacher Tips:

 Describe a time when media message impacted your beliefs negatively?

 Describe a time when a media message impacted your beliefs positively?  Solicit responses from the students.
Remember, there is no right or wrong
answers.
MOTIVATION (10 Minutes)
Do you have enough information to decide?

Let the students read the ads and decide if they would buy what they are selling or do what they are asking.

AD#1: Juan Batongbakal will look out for your family. No one will be left out. She will bring many projects and
many jobs to the area. Vote for Juan Batongbakal for mayor and you’ll get a better. Would you vote for Juan
Batongbakal? Why or why not?

AD #2: If you are losing your hair, you are losing your social life! Get it back with HAIR GROW. Comb HAIR GROW
through your hair each morning and in seven (7) days you will have a full head of hair. GUARANTEED! Would you
buy HAIR GROW? Why or why not?

AD#3: DOE IMPARTS TO CONSUMERS EFFECTIVE ENERGY-SAVING TIPS

Would you do what this public service announcement asks? Why and why not?
INSTRUCTION/DELIVERY (80 Minutes)

Think – Pair – Share Activity

1. Present a video clip. (Source: Media Minute Introduction: What is media anyway?
https://www.youtube.com/watch?v=bBP_kswrtrw
2. Instruct the learners to bring out a sheet of paper.
3. Direct the learners to list the top three (3) forms of media they use and interact with for the last two weeks. Then, let
them list and rank based on how often they use and/ or interact with these forms of media. For each form, let them
answer the following questions:
a) Why are you using and/ or interacting with this medium?
b) What kind of information you share and/ or receive from this medium?
c) How this medium affects the way you share and/or receive information?
d) Do you consider yourself knowledgeable or literate in this medium? Allot five minutes for this task.
4. After five minutes, instruct the learners to pair up with a classmate and share the answers to the question given. Allot
three minutes for this task.
5. Ask them to share their answer o the whole class.
6. Synthesize the activity by listing different forms of media and the kind of information receive and share. Be able to give
emphasis on What is Media and What is Literacy.

Unlock the Definitions activity

1. Divide the class into five (5) groups.

2. Assign one (1) concept/ term to each group. These term are the following:
a) Media Literacy
b) Information Literacy
c) Technology Literacy
d) Media and Information Literacy
3. Each group will be given the worksheet where they circle the word/ phrases in the box that they think are
related to the definition of the assigned terms and formulate their own definition of the assigned terms.
A. Circle the words in the box that are related to the assigned term/ concept

ability society information sign and symbols integrate

understand physical object technology locate create

interpret access variety of forms life traditional media

and formats

communicate analyze knowledge environment new technologies

printed evaluate study Technological participate

tools

written media experience manage communication

B. Using all the circle words, formulate your own definition of the assigned term.

4. Let them write their definition in a manila paper, post and present their definition on the board.
5. Synthesize the activity by listing misconceptions and showing the correct definitions on the board (allotted Time: 10
minutes)
DEFINITION OF TERMS

Media: The physical objects used to communicate with, or the mass communication through physical objects such as radio,
television, computers, film, etc. It also refers to any physical object used to communicate messages.

Literacy: The ability to identify, understand, interpret, create, communicate and compute, using printed and written materials
associated with varying contexts. Literacy involves a continuum of learning, wherein individuals are able to achieve their goals,
develop their knowledge and potential, and participate fully in their community and wider society.

Media Literacy: The ability to access, analyzes, evaluate, and create media in a variety of forms. It aims to empower citizens by
providing them with the competencies (knowledge and skills) necessary to engage with traditional media and new
technologies.

Information Literacy: The ability to recognize when information is needed, and to locate, evaluate, and effectively
communicate information in its various formats.

Information Literacy: The ability to recognize when information is needed, and to locate, evaluate, and effectively
communicate information in its various formats.

Technology Literacy: The ability of an individual, either working independently or with others, to responsibly, appropriately,
and effectively use technological tools. Using these tools an individual can access, manage, integrate, evaluate, create and
communicate information.

Media and Information Literacy: The essential skills and competencies that allow individuals to engage with media and other
information providers effectively, as well as develop critical thinking and life-long learning skills to socialize and become active
citizens.

EVALUATING MEDIA USING MEDIA INFORMATION DESIGN FRAMEWORK

1. Present a video clip (Source: #trashtag, A Social Media Campaign – Columbus- Ohio – Pogo Media
https://www.youtube.com/watch?v=Ig94kyTE8hk
 2. Based on the Social media campaign video clip let the learners accomplish the media information Design Framework:

COMPONENT GUIDE QUESTIONS YOUR ANSWER

Target Audience Who is the intended audience?
Sender/ Author Who is the producer?
Purpose What is the purpose?
Key Content What is the topic?
What are the facts?
Form/ Style How can I present this
information?
How would this affect my
audience?
Medium/ Format What platforms will I use? Why?

3. Ask the learners to share their responses. Start discussion with the class: “How did the framework help you in identifying a
social media campaign?”

PRACTICE (15 minutes)

1. Divide the class into small groups.

2. Let them have a small group discussion on the given topic: “What makes them an individual literate in media and
information?”

Guide Questions:
 In your opinion, what makes an individual literate in media and information?
 What activities/ habits do you practice which illustrate media and information literacy?

1. Let the group write a summary and present their insights in class.
ENRICHMENT (20 MINUTES)

1. Ask the learners to visit the site https://www.un.org/development/desa/disabilities/envision2030.html

2. Ask the learners to select one sustainable development goal and read about it.
3. Then, let the learners write an essay on the selected sustainable development goal and how they can raise/ promote
awareness about it.

Scoring Criteria for the Essay

CRITERIA 4 3 2 1

CONTENT Main media are Main ideas are Main ideas are Main ideas are not clear
clear and are well clear but not well somewhat clear.
supported by supported by
detailed and detailed
accurate information.
information
ORGANIZATION Organization of Organization is Organization is Essay show little evidence
ideas supports appropriate and generally of organization or
the writer’s focus. the sequencing of appropriate and sequencing. Transitions
Ideas are ideas is logical. ideas are clearly are rare. The response
grouped in logical Varied transitions sequenced, but lacks a clear introduction
manner. Effective are used. may be repetitive. and conclusion.
and varied Transitions are
transitions are used.
used.
WRITING The writer The writer The writer The writer lacks
CONVENTIONS demonstrates full demonstrates demonstrates understanding of the
command of the knowledge of the minimal control of conventions of the English
conventions of conventions of the conventions language. Errors are
the English the English of the English pervasive that complete
language. No language. Errors language. Errors interfere with the meaning
 errors are are minor and not are frequents and and thoughts.
evident. interfere with interfere with the
meaning and meaning and
thoughts. thoughts.
EVALUATION (40 Minutes)

As a catalyst and advocate of one of the sustainable development goals, your group is tasked to create an MIL Design
Framework for your social media campaign. Your output will serve as your guide. You will use the following components and
guide questions.

The output will be presented to class. Be able to create a slide presentation.

COMPONENT GUIDE QUESTIONS YOUR ANSWER

Target Audience Who is the intended audience?
Sender/ Author Who is the producer?
Purpose What is the purpose?
Key Content What is the topic?
What are the facts?
Form/ Style How can I present this information?
How would this affect my audience?
Medium/ Format What platforms will I use? Why?

Scoring Criteria

CRITERIA 4 3 2 1
ORGANIZATION Information in the Information in the Information in the Information in the
design matrix is design matrix is design matrix is design matrix is not
presented clearly presented clearly presented and clear, very difficult
and allows for and allows for a some
 high level of good level of understanding to understand
understanding understanding can be gained

CONTENT The social The social The social Thinking process in

campaign design campaign design campaign design the social campaign
matrix shows matrix shows matrix shows design matrix is not
complex thinking effective thinking some thinking clear. It does not
about the about the about show relationships
meaningful meaningful relationships between the MIL
relationships relationships between the MIL competencies.
between the MIL between the MIL competencies.
competencies. competencies.
KNOWLEDGE The output The output The output The output
demonstrates a demonstrates a demonstrates demonstrates a
thorough good knowledge some knowledge very little
knowledge of the of the sustainable of the sustainable knowledge of the
sustainable goal goal selected and goal selected and sustainable goal
selected and how how to raise how to raise selected and how
to raise awareness about awareness about to raise awareness
awareness about it. it. about it.
it.
ASSIGNMENT

Prepared by:

CHRISTIAN MARK A. AYALA

Subject Teacher

Checked by:
CORAZON L. NATIVIDAD
Principal