The document is a daily lesson log for a Grade 12 Media and Information Literacy class. It outlines the objectives, content, learning resources, and procedures for lessons across a week about text media and information. The objectives are for students to understand dimensions of text information/media, how it is produced and disseminated, and to evaluate reliability and validity of sources. Activities include discussing concepts, creating typography posters on advocacy issues, and presenting/reflecting on outputs. Formative assessments evaluate student learning throughout the week.

1. GRADES 1 TO 12
DAILY LESSON LOG
SCHOOL Tondol National High School GRADE LEVEL Grade 12- GAS/ TVL
TEACHER Carl John C. Carolino LEARNING AREA Media and Information Literacy
TEACHING DATES AND TIME August 21- 25, 2017 QUARTER Second/ Week 2
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A.Content Standards The learners demonstrate an understanding of people media and gain the comprehensive knowledge to effectively evaluate them.
The learners demonstrate an understanding of text media and information, and gain comprehensive knowledge on how to effectively evaluate
them.
B.Performance Standards The learners shall understand the similarities and differences of people as a medium of information.
The learners shall be able to produce a text-based presentation anchored on design principles and elements.
C.Learning Competencies/Objectives
Write the LC Code for each
Describe the different
dimensions of text information
and media. (MIL11/12TIM-IVb-3)
Comprehend how text
information and media is/are
formally and informally
produced, organized, and
disseminated. (MIL11/12TIM-IVb-
4)
Evaluate the reliability and
validity of text information and
media and its/ their sources using
selection criteria. (MIL11/12TIM-
IVb-5)
Evaluate the reliability and validity
of text information and media and
its/ their sources using selection
criteria. (MIL11/12TIM-IVb-5)
Produce and evaluate a creative
text-based presentation using
design principles and elements.
(MIL11/12TIM-IVb-6)
Evaluate the reliability and validity
of text information and media and
its/ their sources using selection
criteria. (MIL11/12TIM-IVb-5)
Produce and evaluate a creative
text-based presentation using
design principles and elements.
(MIL11/12TIM-IVb-6)
Describe the different dimensions
of text information and media.
(MIL11/12TIM-IVb-3)
Comprehend how text information
and media is/are formally and
informally
produced, organized, and
disseminated. (MIL11/12TIM-IVb-
4)
Evaluate the reliability and validity
of text information and media and
its/ their sources using selection
criteria. (MIL11/12TIM-IVb-5)
Produce and evaluate a creative
text-based presentation using
design principles and elements.
(MIL11/12TIM-IVb-6)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

2. II.CONTENT Text Media and Information Text Media and Information Text Media and Information Text Media and Information
III.LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A.References
1.Teacher’s Guides/Pages pp. 112- 117 pp. 118- 120 pp. 118- 120 pp. 112- 120
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
A.Reviewing previous lesson or
presenting the new lesson
Review the key points in the
discussion of People Media from
the previous lesson.
Present the topic titles on the
different resources of media and
information:
a. People Media
b. Text
c. Visual
d. Audio
e. Motion
f. Manipulatives / Interactive
g. Multimedia
3. Emphasize that Text Media
and Information as the topic for
today’s session. State the
objectives of the lesson.
Review the key points in the
discussion of Text Media and
Information in the previous lesson.
Ask some learners to discuss their
answers on the things to consider in
creating their brochures: Tourism
campaign, election campaign, school
admission and community advisory.
State the learning objectives.
Ask your learners about the
updates on their outputs.
Review the learners about the
topic being discussed.
B.Establishing a purpose for the lesson Show to the learners an example
of a fraudulent text message:
I am Attorney Robert Limco of
Happy Cola Company.
Congratulations! Your SIM card
number has been chosen in our
Ask them what they know about
posters.

3. raffle draw. You have won
500,000 pesos. Please give me
your bank account
number so we can deposit your
reward. For more details, please
contact me.
Pose the following questions to
the learners and discuss:
• What is the tone of this
fraudulent message? (enticing,
scary, informative, formal,
encouraging,
etc.)
• Why do you think Filipinos fall
for this kind of fraudulent or
scam text message?
• Do you think that text-based
messages are powerful.
C.Presenting examples/instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
Discussion: definition,
characteristics, format and types,
and selection criteria of text.
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
Divide the class into four groups.
2. Have the learners imagine that
each group is an
advertising firm. The task for
each group is to discuss creating
a brochure for a client with
specific needs.
3. Assign each group based on
the topics:
a. Group 1 – Tourism Campaign –
This brochure will invite the
readers to spend their summer
vacation in your city.
Making Typography Posters
1. Have the learners form groups of
3 members each. Tell the learners to
identify an advocacy or issue
that they would like to campaign
about through a typography poster
design. The campaign poster
will have a statement consisting of
10-20 words.
a. Poster statement example: “Let
our children learn and play. Keep
them in schools. Stop child
labor.”
Continue the Making Typography
Posters Activity.

4. b. Group 2 – Election Campaign –
This brochure will promote to the
readers a local politician
who will run for mayor in the
upcoming
election.
c. Group 3 – School Admission –
This brochure will advertise to
the readers a college/university
in your place.
d. Group 4 – Community Advisory
– This brochure will inform the
readers about the new policy for
garbage collection schedule and
segregation in your community.
Have the learners identify the
appropriate content for the
brochure based on the Media
and Information Design
Framework. Using the manila
paper and markers, the learners
will provide answers in the table.
2. Remind the learners of the
principles of design. Bearing in mind
the principle of contrast, have
them make some text elements
large or bold while other text
elements are thin or small to create
visual interest. The learners may
also use basic shapes, lines, and
some symbols in this design
activity.
3. Give the MIL Design Framework
to give focus and guidance in the
planning phase.
4. In the bottom part of a poster,
include an explanation (150-200
words) about the campaign.
5. Have the learners perform the
activity using a desktop publishing
software. Give the rubrics to the
learners at the start of the activity.
G.Finding practical/applications of
concepts and skills in daily living
Ask:
How the activities will help you to
be accurate at the same time
giving informative facts?
H. Making generalizations and
abstractions about the lesson
The learners generalize the topics
being discussed.
I.Evaluating Learning After the groups have completed
the table, have them post them
on the walls of the classroom and
ask the learners to go around and
read the answers of each group.
Presentations
1. Have the learners do a “gallery
walk.” Give each learner three star
stickers. Have them go around the
different computer stations and
vote for their three favorite
campaign posters using the
stickers. Group members may not
The learners will have a quiz. Give
time for them to review.

5. vote for their own group’s work. A
prize may be given
to the group with the most
number of stickers.
2. Have the learners answer the
following questions for reflection:
a. Why did you choose this
advocacy or issue for this
campaign poster?
b. How effective do you think is
your message to your target
audience?
3. All outputs including reflections
should be submitted to the MIL
Portal and licensed under CC.
J.Additional activities for application
or remediation
V.REMARKS Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant
questions.
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?

6. G.What innovation or localized
material did I use/discover which I
wish to share with other teachers?