SCHOOL LEON GUINTO MEMORIAL COLLEGE, INC.

GRADE LEVEL 11 ICT

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

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES
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/Objectives The learner…
Write the LC Code for each 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
II.CONTENT
A. Definition of Media Literacy, Information Literacy, Technology Literacy
B. The Importance of Media and Information Literacy
C. Evaluating Media Using Media and Information Design Framework.

III.LEARNING RESOURCES
A. References Media and Information Literacy in the 21st Century by; Angelito P. Bautista Jr. & Jessica Mariz R. Ignacio, Brilliant
Creations Pub.
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from https://www.youtube.com/watch?v=bBP_kswrtrw
Learning Resources (LR) portal https://www.youtube.com/watch?v=Ig94kyTE8hk
B.Other Learning Resources
IV.PROCEDURES
INTRODUCTION Ask the following question: (5 Minutes)

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

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

Everyone loves mnm’s. Besides eating

them, you could also use them for a
fun back to school lesson. Divide the
mnm’s over a few cups and share
them with your students. Students
have to pick out a mnm blindfolded
and tell a story or answer the
question. Every color represents its
own story.
Tell us
 Red: something about
yesterday
 Orange: something you do
well
 Yellow: something about
your childhood
 Blue: something you learned
last week
 Brown: something you can’t
live without
 Green: something you watch
or listen to
Oh, one more thing… Of course
students may eat the mnm’s after
finishing the question. Teacher Tips:

 Solicit responses from the students. Remember, there is no right or wrong answers.

MOTIVATION Do you have enough information to decide? (10 Minutes)

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 The teacher introduces the scope of (80 Minutes)
the subject. What to expect. What is
needed and the requirements to pass
the subject. 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?
3. 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
clear and are well clear but not well somewhat clear. not clear
supported by supported by
detailed and detailed
accurate information.
information
 ORGANIZATION Organization of Organization is Organization is Essay show little
ideas supports appropriate and generally evidence of
the writer’s focus. the sequencing of appropriate and organization or
Ideas are ideas is logical. ideas are clearly sequencing.
grouped in logical Varied transitions sequenced, but Transitions are
manner. Effective are used. may be repetitive. rare. The
and varied Transitions are response lacks a
transitions are used. clear introduction
used. and conclusion.
WRITING The writer The writer The writer The writer lacks
CONVENTIONS demonstrates full demonstrates demonstrates understanding of
command of the knowledge of the minimal control of the conventions
conventions of conventions of the conventions of the English
the English the English of the English language. Errors
language. No language. Errors language. Errors are pervasive that
errors are are minor and not are frequents and complete interfere
evident. interfere with interfere with the with the meaning
meaning and meaning and and thoughts.
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
presented clearly presented clearly presented and not clear, very
and allows for and allows for a some difficult to
high level of good level of understanding understand
understanding understanding can be gained
CONTENT The social The social The social Thinking process
campaign design campaign design campaign design in the social
matrix shows matrix shows matrix shows campaign design
complex thinking effective thinking some thinking matrix is not
about the about the about clear. It does not
meaningful meaningful relationships show
relationships relationships between the MIL relationships
between the MIL between the MIL competencies. 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 about it. it. awareness about
it. it.
ASSIGNMENTS Ask the student to read the Article
under Media and Society on pp. 2-4.
This would be a preparation for the
next day discussion.
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:

CHRISTIAN MARK A. AYALA

Subject Teacher

Checked by:
CORAZON L. NATIVIDAD
Principal