GRADE 1 to 12 School SHS WITHIN TAAL CENTRAL SCHOOL Grade Level 11

DAILY LESSON LOG Teacher ELIZALDE L. PIOL Learning Area MEDIA AND INFORMATION LITERACY
Teaching Dates and Time November 28, 2018 Quarter THIRD

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

November 26, 2018 November 27, 2018 November 28, 2018 November 29, 2018 November 30, 2018
7:00-8:00 TVL 11A STEM TVL 11A
8:00-9:00 HUMSS 11D HUMSS 11D HUMSS 11D HUMSS 11D
9:00-9:15 BREAK
9:15-10:15 ABM 11B ABM 11B ABM 11B
10:15-11:15 TVL 11C TVL 11C ABM 11B
11:15-11:45
11:45-12:45 TVL 11A STEM TVL 11C
12:45-1:45 STEM STEM TVL 11C TVL 11A
1:45-2:45
I. OBJECTIVES Learners will be able to… ANNOTATIONS
■ define mass media and media effects;
■ discuss and evaluate the different theories on media effects;
■ editorialize the effects of new media to the Filipino youth.
A. Content Standard The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
B. Performance Standard The learner organizes a creative and interactive symposium for the community focusing on being a media and
information literate individual.
C. Learning Competency/Objectives Learners will be able to…
The learners will be able to…… ■ discuss in class how a particular individual or society is portrayed in public using different types of media
(MIL11/12TYM-IIId-12).
I. CONTENT Types of Media (Part 2)
Mass Media
Media Effects
II. LEARNING RESOURCES
A. References http://2012books.lardbucket.org/books/a-primer-on-communication-studies/s15-02-functions-and-theories-of-mass.html
http://www.sociology.org.uk/media_defined.pdf
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc.
4. Additional Materials from Learning Resource (LR)portal
B. Other Learning Resource Curriculum Guide (CG), Google Books, www.youtube.com, MIL: Curriculum for Teachers. UNESCO Press
Media and Information Literacy Curriculum Guide by DepEd
Media and Information Literacy Teaching Guide by CHED
III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson A. Review previous lesson
B. Project 555
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 C. Teacher presents students with a viral social media post called " The Upuan Girl " and asks the following The teacher used the image analysis teaching
questions: strategy to guide the students through a
1. Why they think the woman posted this on Facebook? thorough image analysis. Learners will develop
2. How did the netizen reacted on this post? Why?
historical context awareness, develop critical
3. How did the man on the picture reacted to this post about him?
4. Is it justifiable in the part of the girl to post this picture? thinking skills, improve their interpretive
5. Is it justifiable for the netizens to bash the woman who posted this picture? observation skills and develop conceptual
6. How was the two persons depicted in social media? learning techniques.
D. Teacher shows other viral videos and asks students to find out about the video.
E. Establishing a purpose for the lesson Formative Assestment: Cartoon Analysis The teacher developed the critical thinking
Learners will give a definition of Mass Media based on the the illustration. abilities of the learners through the cartoon
analysis. Learners build knowledge as they form
reasoned conclusions, base their conclusions on
evidence and link primary sources to the context
in which they were created.

The teacher has selected the interdisciplinary

F. Presenting examples/Instances of the new lesson Teacher talks about mass media, their example and how media-affected learners content to be included in the current lesson. In
G. Discussing new concepts and practicing new skills Teacher will define and discuss various media effects this case, the teacher used an oral
H. Developing mastery (leads to Formative Assessment) FORMATIVE ASSESSMENT: RECITATION: Questions communication concept. The teacher
1. How do you know when what is posted in social media is a propaganda? How do you react on it? appropriately integrated content knowledge,
2. How can you protect yourself from being influenced by propaganda messages on social media?
specifically through " Speech Context Types. "
I. Finding practical application of concepts and skills in Teacher shows a cartoon and the student identifies the message from the illustrations.
daily living

J. Making generalizations and abstractions about the Group Activity: The teacher used differentiated, developed
lesson 1. Learners are group based on their favorite media type. learning experiences to address the gender,
2. Each group will determine how different types of media portray this person in public? needs, strengths, interests and experiences of
3. Each group is given 5 minutes and one representative is chosen as the reporter. learners, allowing students to choose their group
based on their favorite type of media.

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 K. Evaluating learning Written Work
■ Learners will Write an essay about the.. “Effects of New Media to the Filipino Youth: Positive or Negative?”
■ The essay must have a title, an introduction, a body paragraph (2 supporting arguments with examples), and a
conclusion.
■ Not less than 12 sentences
■ Refer to the rubric for criteria and grading

Needs
Very Good Good Poor
Improvement
INTRODUCTION Well-developed Introductory Introduction does Introduction was
Background/ introductory paragraph contains not adequately not presented. (0 The teacher designed and used these sections
Definition of the paragraph which some background explain the points) in the written work of grading students.
Issue or Problem contains detailed information or background or the
background states the issue/ issue/ problem is
information or a clear problem, but does stated, but lacks
explanation or not explain using detail. (2 points)
definition of the issue/ details. (3 points)
problem.(4 points)
BODY Two supporting One supporting One or two No argument was
PARAGRAPHS arguments are arguments is well - arguments were presented at all.
Arguments presented and both developed and with presented but lacks
are well- developed examples. details or examples
and with examples. (2 points)
(6 points) (4 points) (0 points)
CONCLUSION Conclusion was Conclusion was Conclusion was Conclusion was not
presented. Opinions presented. presented but no presented.
or suggestions for Opinions or opinions or
change are logical suggestions for suggestions for
and well thought out. change are evident. change are
(5 points) (4 points) included. (2 points) (0 points)

L. Additional activities for application or remediation Learners investigate events in the Philippines that show the effect of the media.
IV. REMARKS
V. REFLECTION

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SHS WITHIN TAAL CENTRAL SCHOOL Fueling Dreams, Empowering Learners
 A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
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
this work?
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?

Prepared by: Noted by: Noted by:

ELIZALDE L. PIOL DR. LARRY T. OJALES BABYLYN C. GONZALVO, Ed.D.

Teacher II Master Teacher II Assistant Principal

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