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DLL MIL Week 1 - Daily Lesson Log

Media and Information Literacy (Mabini National High School)

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School Grade Level 12

SENIOR HIGH
Teacher Learning Areas MEDIA AND INFORMATION LITERACY
SCHOOL
Sem. /
DAILY LESSON Date 2nd Semester | 3rd Quarter | Week 1
Teachin Quarter/Week
PLAN
g Tim
SY 2022-2023 Track/Strand/Block
e

I. OBJECTIVES Tuesday & Wednesday Thursday & Friday

A. Content The learner demonstrates an understanding of different resources The learner demonstrates an understanding of different resources of
Standards of media and information, their design principle and elements, media and information, their design principle and elements, and selection
and selection criteria. criteria.

B. Performance The learner produces a living museum or electronic portfolio or The learner produces a living museum or electronic portfolio or any other
Standards any other creative forms of multimedia showcasing their / his/her creative forms of multimedia showcasing their / his/her understanding,
understanding, insights, and perceptions of the different insights, and perceptions of the different resources of media and
resources of media and information. information.

C. Learning  Describe how communication is influenced by media and  Identify the similarities and differences between and among
Competencies information. media literacy, information literacy, and technology literacy.
/ Objectives
Specific Objectives: Specific Objectives:
1. Describe how communication is influenced by media and 1. Compare and contrast the differences and similarities of Media
information. Literacy, Information Literacy, and Technological Literacy.
2. React to illustrations to analyze which between it is 2. Editorialize the value of being a media and information-literate
considered media and information-literate individuals. individual.

II. CONTENT Introduction to Media and Information Literacy Introduction to Media and Information Literacy
III. LEARNING
RESOURCES
A. References
1. MELCS SHS Core All Subjects, pp. 255 to 256 SHS Core All Subjects, pp. 255 to 256
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from learning
resources
(LR) portal
B. Other https://www.trainingcoursematerial.com/free-games- https://www.trainingcoursematerial.com/free-games-
Learning activities/communication-skills-activities/communication-origami activities/communication-skills-activities/communication-origami
Resources https://huddle.eurostarsoftwaretesting.com/wp- https://huddle.eurostarsoftwaretesting.com/wp-
content/uploads/2016/05/Communication-768x539.jpg content/uploads/2016/05/Communication-768x539.jpg

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IV. PROCEDURES
A. Reviewing Activity: Communication Origami Activity: Recapitulations
previous This is a quick and easy activity that shows how the same Ask the student about the previous lesson. Instruct them to select the
lesson or instructions are interpreted differently by different people and best answer for each item from the box. The choices are media,
presenting highlights the importance of clear communication. communication, information, channel, message, and receiver.
the new
lesson Directions: 1. What do you call the communication outlets or tools used to store
1. Give one sheet of letter size/A4 paper to each and deliver information?
2. Tell the group that you will start giving them all 2. What do you call the content being related in the communication
instructions on how to fold the paper to create an origami process?
shape.
3. Tell the group that while you give them the instructions, Here are the choices or questions 3 to 5: for transferring ideas, for
they must keep their eyes closed and cannot ask any education, for entertainment, for interacting with society, and for staying
questions up to date.
4. Start giving the group several instructions to fold and rip 3. Andrew logged in his account on the ePNS LMS to submit his
their paper several times then ask them to unfold their output in Oral Communication subject.
paper and compare how it looks like. 4. To complete their project, Danny discussed the final details with
his partner, Henry, over the phone.
Debrief and discussion 5. Sally is organizing their class reunion. She utilized her google and
 Make the point that each paper looks different even zoom apps to plan it with her former classmates.
though you have given the same instructions to
everybody. What does this mean? Connect their answers on the media habits and lifestyle activity. Instruct
 Ask the group if they think the results would have been them to submit the completed table and select random students to
better if they kept their eyes open or were allowed to ask present the output.
questions
 Communicating clearly is not easy, we all interpret the Activity: Media Habits and Lifestyle
information we get differently that’s why it’s very
important to ask questions and confirm understanding to Sample output
ensure the communicated message is not distorted. Time Media Activities
Example: Facebook  Check on
8:00 am - 9:00 friends’
am status.
 Post and
Share in my
timeline

B. Establishing a State the objectives of the lesson. Activity: Picture Analysis

purpose for 1. Describe how communication is influenced by media and Show a picture of a fire hydrant to the students. Tell them that a fire
the lesson information. hydrant is a pipe usually in the street that provides water especially for
2. React to illustrations to analyze which between it is putting out fires. Tell them that the water that comes out from the fire
considered media and information-literate individuals. hydrant discharges a massive amount with rigorous pressure. This can be
comparable to the amount of information that comes out of the media.

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Guide questions: What would you feel if you took a drink of water from a
fire hydrant? How would you relate the water coming out from the fire
hydrant to the information you can get on the Internet?

Tell them that according to Mitchell Kapor, getting information off the
internet is like taking a drink from a fire hydrant.

State the objectives of the lesson.

1. Compare and contrast the differences and similarities of Media
Literacy, Information Literacy, and Technological Literacy.
2. Editorialize the value of being a media and information-literate
individual.

C. Presenting Activity: Tell Me!

examples / Analyze the poster campaign by accomplishing the Media and
instances of Information Design Framework.
the new
lesson

Component Guide Questions Your answer

Target Audience Who is the receiver of the
message?
Ask the students the following questions:
1. What is communication? Sender/Author Who is the producer?
2. Why do we communicate?
3. How do we communicate?
Purpose What is the purpose?
Elicit responses from before discussing the context of the lesson.

Key Content What is the topic? What

are the facts?

Form/Style How did they present the

information? How would it

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affect the audience?

Medium/Format What platform did they

use? Why?

D. Discussing Activity: Discussion Present to them what exactly Media and Information Literacy is.
new concepts Discuss with the students what communication is and its two Let the student read the definition.
and basic types. Examples of non-verbal communication is signs,
practicing symbols, colors, gestures, body language, and facial expressions, Explain that in order to fully understand and acquire this skill. One should
new skills #1 while verbal communication is oral and written. also know what media literacy, information literacy, and technological
literacy are.

E. Discussing Pose some questions: Activity: Unlocking of Difficulties

new concepts  How can we access, search, critically assess, use, and Discuss with the students the difference among media literacy,
and contribute content wisely, both online and offline? information literacy, and technological literacy.
practicing  What are our rights online and offline?
new skills #2  What are the ethical issues surrounding the access and
use of information?

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 How can we engage with media and ICTs to promote

equality, intercultural and interreligious dialogue, peace,
freedom of expression, and access to information?

Discuss with students the multiple roles of MIL and its importance
to the citizens.

F. Developing How is communication affected by media and information? Activity: Triple Venn Diagram
mastery Using the Venn Diagram, identify the similarities and differences between
and among media literacy, information literacy, and technology literacy.
Communication Submit output in ePNS

Media
Communication
Tools Information
data, knowledge
derived from study,
experience, or
instruction, signals,
or symbols
knowledge of
specific events or
situations

Activity: Video Analysis

Let the students watch a video presentation.

Media and Information Literate Citizens: Think Critically, Click

Wisely!
YouTube Channel: UNESCO
Retrieved January 9, 2023 from https://www.youtube.com/watch?
v=bjYhmTC3lrc

Guide questions:
1. How many percentages of youth are globally connected
online?
2. How can you make sure that all information is used for
public good?
3. What skills do you possess if you are media and
information literate citizens?

G. Finding Activity: Picture Analysis Activity: I Believe

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practical Let the students analyze the differences between the two Instruct the students to answer the following questions and start their
application illustrations. Which of these two illustrations is considered media answer with the statement, “I believe…”
concepts and and information-literate individuals?
skills in daily 1. Why is it essential to be media and information literate? I
living believe…
H. Making 2. How can you become literate in media and information
generalization technology? I believe…
and 3. How would you assess the reliability and accuracy of information
abstractions circulated in different social media platforms? I believe…
about the
lesson Activity: Mind Mapping
Instruct the students to show their creativity and critical thinking
skills by creating a mind map about the influence of media and
information in communication. Tell them to write a short
explanation or description of the mind map they have created.

I. Evaluating Activity: KWL Chart Activity: Write Down Your Thoughts

learning Let the students answer the following questions using the KWL Write an essay about the value of being a literate media and information
Chart. Submit output in ePNS individual. Your essay must have a title, an introduction, a body (1 main
argument with 2 examples), and a conclusion. Submit output in ePNS.
What do I want What have I Submit output in ePNS
What do I know?
to know? learned?
Your answer will be graded based on the following rubric.
Score Description
2 Includes little essential information and one
points or two facts
3 Includes some essential information with a
points few citations and facts
4 Includes essential information and facts to
points give viewers an understanding of the topic
5 Covers the message completely and in
points depth with a variety of resources

J. Additional Activity: Media Habits and Lifestyle

activities for Complete the table by providing the time, kind of media
application or platforms, and the activities you do to show your media habits
remediation and lifestyles. Submit output in ePNS

Time Media Activities

Example: Facebook  Check on
8:00 am - 9:00 friends’
am status.
 Post and
Share in my
timeline
V. REMARKS
VI. REFLECTION

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A. No of learners
who earned
80% in
evaluation.
B. No. of
learners who
require
additional
activities for
remediation
who score
below 80%.
C. Did the
remedial
lesson 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?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
materials did
I use/discover
which I wish
to share with
other
teachers?

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