DAILY LESSON LOG
MARGARITA K. YUSINGCO
SCHOOL
TEACHER
TEACHING DATES AND TIME
MONDAY
I. OBJECTIVES At the end of lesson, the learners
are able to:
 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
 Create a log that reflects their
current use and interaction
with media and information.
A. Content Standards The learners demonstrate an
understanding of…
media and information sources,
and values them as part of
GRADE LEVEL GRADE 11
NATIONAL HIGH SCHOOL
MR. KEVIN VILARDE LEARNING AREAS Media and Information Literacy
JUNE 4,5,6,7 2018
SEMESTER 1ST SEMESTER
(1:25-2:25PM)
TUESDAY WEDNESDAY THURSDAY
At the end of lesson, the At the end of lesson, the learners At the end of lesson, the learners
learners are able to: are able to: are able to:
 Create an e-Portfolio  Identify the devices used by  Create a timeline of their
(personal online page).
 people to communicate with exposure to traditional and
each other, store information, new media.

 Sign-up/enroll online in
and broadcast information
the MIL Portal as the class  Editorialize the roles and
across the different ages.

learning management functions of media in
system.  Examine the technology or democratic society
resources available during the
 Share to the class media  Search and look up the
prehistoric age, the industrial
habits, lifestyles and latest theories on
age, the electronic age, and
preferences. 
 information and media.
the new or digital age.
 Reflect on the importance of
traditional and new media.
The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of… understanding of… understanding of…
media and information sources, the historical background of media The learners demonstrate an
and values them as part of and information; basic theories of understanding of the historical
 communication tools.
communication tools. media and information systems; background of media and
and concepts of ownership, information; basic theories of
control, and regulation of media. media and information systems;
and concepts of ownership,
control, and regulation of media.

B. Performance Standard The learners shall be able to: The learners shall be able to: The learners shall be able to:
The learners shall be able to:

The learners shall be able to create
a log of their use and interaction
with media and information
providers to aid in their
understanding of media and
information literacy.
The learners shall be able to The learners shall be able to
The learners shall be able to
enroll in the earning examine technology and identify
make a timeline or historical
management system and media through the different ages.
record of their interaction with
explore portal features and
and exposure to traditional and
functions.
new media.

C. Learning Competencies The learners: The learners: The learners: The learners:

Describes how much media and Identifies the similarities and Identify traditional media and Identify traditional media and
information affect communication. differences of media literacy, new media, and their relationships. new media, and their
information literacy, and relationships.
technology literacy

II. LEARNING RESOURCES Laptop, CG, reading materials, Laptop, CG, reading materials, Laptop, CG, reading materials, Laptop, CG, reading materials,
internet internet internet internet

III. PROCEDURE

PRELIMINARIES Prayer Prayer Prayer Prayer

Checking of attendance Checking of attendance Checking of attendance Checking of attendance

Communicate learning objectives Communicate learning Communicate learning objectives Communicate learning
objectives objectives
Review previous lesson Review previous lesson
Review previous lesson Review previous lesson
A.ACTIVITIES
The teacher will ask the learners to
imagine waking up one day to find
no Internet, libraries, and cell
phones. Newspapers, magazines,
radio stations and TV channels
have also disappeared.
B. ANALYSIS
- How would you be informed of
anything now?
- What ways would you have to
communicate with one another?
- How would you share
information and communicate
news and events?
- What would happen with the
decisions you usually make?
How would it affect the way you
live?
What would you personally miss
most in such a situation?
What would society lose in this
situation?
C. ABSTRACTION The teacher will unlock the
definitions.
Media and Information Design
Framework
1. Facilitate the activity among
the learners: “Imagine yourself
as a journalist.Learners will be
tasked to write an article.
Accomplish the media and
information design framework
for this article by answering the
matrix given:”
“How did these questions help
you as a journalist?”
The teacher will discuss
Online Policies, Security,
Show a picture of the maiden Timeline
voyage or sinking of the RMS
Have the learners draft a
(Royal Mail Ship) Titanic. Talk
timeline of their exposure to
about this famous world event of
traditional and new media on a
April 14, 1912.
bond paper.
If the Titanic sank somewhere in In your own words, define
the Atlantic Ocean, how do you Internet of Things.
think the news reached people in
England and New York at that
time?
 What brought this theory about?
(example: ideas, technology,
another theory)
If the Titanic sank today, in what
format would people receive or
read the news? Do you like the concept of IoT ?
In what situations do you
encounter IoT in the Philippines?
The teacher will engage the The teacher will discuss
learners in a discussion on how
Internet of Things as Theory of

D. APPLICATION Small Group Discussions
The teacher will engage the
learners in a class discussion by
asking the following 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? Give at least
three examples.
IV. ASSIGNMENT
Review the unlocked definitions.
PREPARED BY: CHECKED BY:
KEVIN VILARDE WILLY C. DUMPIT Ph.D.
Subject Teacher SEPS / School Head
Netiquette
MIL Portal Registration
Start an ePortfolio
Study Online Policies, Security,
Netiquette
CHECKED BY:
WILLY C. DUMPIT Ph.D.
SEPS / School Head
media and information has Media and Information
evolved throughout history.
Knowing You Media
at Different Ages.
The teacher will have the learners Essay writing on
form groups of six (6) members.
“Internet of Things as Theory
Using Manila paper and markers,
of Media and Information”
each group should provide
answers to fill in the table to be
displayed by the teacher.
Given the available media that we
now have in the world, what are
its roles and functions in a Study Internet of Things as
democratic society? Theory of Media and
Information
In what way does media affect
your life (personal, professional,
academic, social, others)?
CHECKED BY: CHECKED BY:
WILLY C. DUMPIT Ph.D. WILLY C. DUMPIT Ph.D.
SEPS / School Head SEPS / School Head