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DLL-MIL - DLL IN MIL QUARTER 1

Media & Information Literacy (Tayug National High

School)
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Grade 12 HUMSS,STEM,TVL-
SCHOOL LAOAC NATIONAL HIGH SCHOOL GRADE LEVEL
ICT&SMAW
GRADES 1 TO 12
TEACHER RHEA MAE T. PACO LEARNING AREA Media and Information Literacy
DAILY LESSON LOG TEACHING DATES AND TIME First/ Week 1 SESSION 1 SESSION 2 SESSION MODULAR SESSION 4
3
QUARTER: First Quarter –
August 30-September 2, 2022 First Semester
I. OBJECTIVES [Link] the nature of communication and the concepts related to it (SSHS);
[Link] how communication is affected by media and information (MIL11/12IMIL-IIIa-1);
[Link] the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2); and
[Link] Media and Information Literacy (SSHS)
[Link] Standards The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
[Link] The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
Standards
[Link] The learner… The learner… The learner… The learner
Competencies/Objectives describes how communication is describes how communication is identifies the similarities and
Write the LC Code for each affected by media and information. affected by media and information. differences of media literacy, editorializes the value of being a (MIL11/12IMIL-
IIIa- 1) (MIL11/12IMIL-IIIa-1) information literacy, and technology media and information literate
literacy individual.
(MIL11/12IMIL-IIIa-2)
identifies characteristics /describes a
responsible uses and competent
producers of media and information.
(MIL11/12IMIL-IIIa-3)

shares to class media habits, lifestyles

and preferences.
(MIL11/12IMIL-IIIa-4)

II. CONTENT 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.
Introduction to Media and Introduction to Media and Information Introduction to Media and Information 1. Introduction to Media and
Information Literacy Literacy Literacy Information Literacy a. Media Literacy a. Media Literacy a. Media Literacy a. Media Literacy
b. Information Literacy b. Information Literacy b. Information Literacy b. Information Literacy
c. Technology Literacy c. Technology Literacy c. Technology Literacy c. Technology Literacy
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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 Media and Information Literacy (MIL) Media and Information Literacy (MIL) - Media and Information Literacy (MIL) - Media and Information Literacy (MIL)
- 1. Introduction to Media and 1. Introduction to Media and 1. Introduction to Media and - 1. Introduction to Media and
Information Literacy (Part 1) Information Literacy (Part 1) Information Literacy (Part 1) Information Literacy (Part 1)
Communication, Communication Communication, Communication Communication, Communication Communication, Communication
Models, Media Literacy, Information Models, Media Literacy, Information Models, Media Literacy, Information Models, Media Literacy, Information
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JUVY ANN L. CATLE DEBBIE O. LULU BERNADETTE C. BUENAVENTURA

SHS-SPST1 SHS-MT1 PRINCIPAL II

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Grade 12 HUMSS,STEM,TVL-
SCHOOL LAOAC NATIONAL HIGH SCHOOL GRADE LEVEL
ICT&SMAW
GRADES 1 TO 12 DAILY LESSON LOG
TEACHER RHEA MAE T. PACO LEARNING AREA Media and Information Literacy
September 5-9, 2022 TEACHING DATES AND TIME QUARTER First/ Week 2
SESSION 1 SESSION 2 SESSION 3 MODULAR 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 learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
[Link] The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
Standards
[Link] The learner The learner The learner The learner:
Competencies/Objectives
Write the LC Code for each identifies traditional media and identifies traditional media and editorializes the roles and functions identifies traditional media and
new media and their relationships. new media and their relationships. of media in democratic society. new media and their relationships.
(MIL11/12EMIL-IIIb-5) (MIL11/12EMIL-IIIb-5) (MIL11/12EMIL-IIIb-6) (MIL11/12EMIL-IIIb-5)

searches latest theory on searches latest theory on and media. (MIL11/12EMIL-IIIb-7)

information information and
media. (MIL11/12EMIL-IIIb-7)

II. CONTENT 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.
The Evolution of Traditional to New The Evolution of Traditional to New 2. The Evolution of Traditional to
2. The Evolution of Traditional to New Media: a. Prehistoric Age; b. Media a. Prehistoric Age b. New Media
Media: a. Prehistoric Age; b. Industrial Age; c. Electronic Age; d. Industrial Age c. Electronic Age d. a. Prehistoric Age
Industrial Age; c. Electronic Age; d. New (Information) Age New (Information) Age b. Industrial Age
New (Information) Age c. Electronic Age
Do ePortfolio; creating email/ social d. New (Information) Age media
accounts

III. LEARNING 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.
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RESOURCES
A. References [Link]’s Guides/Pages [Link]’s Materials Pages
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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
[Link]. of learners who require
additional activities to
remediation
[Link] the remedial lessons
work? No. of learners who
have caught up with the
lesson
[Link]. of learners who
continue to require
remediation
[Link] of my teaching
strategies worked well? Why
did these work?
[Link] difficulties did I
encounter which my principal
or supervisor can help me
solve?
[Link] innovation or localized
material did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked By: Noted By:

RHEA MAE T. PACO EMIELYN ROSE A. AQUINO AMY T. PACO,EdD

SHS-TII OIC- SHS ASST. PRINCIPAL PRINCIPAL IV

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knowledge of specific events or printed log

IV. PROCEDURES These steps should be done across the week. S p r e asdi touuat tit oh en sa ct tih vaitt i he sasa pbpereonp rgi aattehl ye rs eo dt hoart students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment a c tirvei tic ee isv. eS du sbt ayi nc ol ema rmn i un ng i scyastit eomn ,a t i c a l l y by providing students with multiple
ways to learn new things, practice their learning processes, and draw conclusions about what they l ei na tr en lel idg iennrceel a, tioor nn teowt hs erier pliofertesxperiences and previous
knowledge, indicate the time allotment for each step.
A. Reviewing previous lessoCnommunicate Learning ObjectivesAsk the learners to state and discuRssetvhiew the previous lesson. The class reviews the lesson tackled
[Link] the new lessoStnate the learning objectives: following in their own last meeting. Fill up the matrix by sorting
understanding:
the following:
examples/instances of the• Define information needs; can lo•cIantfeo,rmation and information
literacy
new lesson access, assess, organize, and • Stages / elements of information
communicate information. literacy books, newspaper, television,
• Demonstrate ethical use • Present to class some of the best Youtube, magazines, social
of information. timelines or historical records of network, radio, memeography,
their interaction with and exposure newsletter, cellphone,
to traditional and new media. journals, film/movie

BD..EDsitsacbulsi shininggna [Link] InflueDnitiscaul sPsearsboonut plagiariKs nmo awnleddi gtse sitsaPgoews er Academic FielSdtaTtreipthe learning [Link] about
Group Discussion
ewpucropnocseepftosr
types of media and
tahnedlepsr saoctin cing 1. Lead a discussion us•inWg rtihte 1. Instruct learners to form groups of media convergence.
new skills #1 “MOSaTndINi FmLpUlEicNaTtiIoAnLsP. ERSON IN
following guide q u e Ys tiOoUnRs LaInF dE” on the board. 1. Write “KNOWLseEDveGnEtIoS tPeOnWmEeRm” bers. Assign a leader
prompts. Learners will synthesize in a on ns wt he er i nbgo at hr de . and an assistant leader to
• Instruct learqnueersstitoona:nswer the facilitate the group.
phrase
2. Inform the learners ot hn aat pt hi eece of paper by 2. Direct [Link]“fiYnoeutrhgeroup is tasked to plan an
providing the
questions that they fhoallvoewjiunsgt det“aSiltsa:te the importance of givminegacnriendgitotf otheacsatda etemmicentrti.p. List pertinent information
answered are the Who, What, Wthheesroeu, rWceheonf ,oWn eh’ sy , wHoorwk .. Elaborate your on two possible
Stages/Elements of answer.” destinations (somewhere in the country
Information Literacy .2 . Ask the learners the following 3. Ask learners to co n n eacdt )”.
• What is the purpose of these Information Liorte ar ab cro y t o t h e
3 . T o p r e s e n t valid and reliable
3. Show the meaning statement on t h e b o r d .
i n f or m a ti o n, discuss with the
q
o f uestions? Information learners
the following:
Literacy to the
4 . Ask the learne ● I d eHnotiwfydtoheesinformation needed –
rs : “
learners and explain•. What is the importance of answerin g
these questions?” be presented in a useable
4. Discuss the stages / elements form.
of information litera3c. yP aronvdide to the leaners the
following • A broad term that can cover
explain each in conndeecfitinoitin on of information: processed data, knowledge derived
with the previous di•scDuastsaiotnhsat has been collected, from study, experience,
processed, and interpreted in order to
instruction, signals or symbols. In
 information bewchoamt,ewhere, who, when, why, how.
lOMoARcPSD|13021887

the
media world, information is often used knowledge?” ● Determine all the possible sources,
select the best sources – the world wide
web, travel guide
books, brochures, maps and atlases,
tour bureaus, family members, and
friends.
● Locate and find information
within the sources – blogs, travel
reviews, posts from social
networking
sites, travel features, pictures, stories,
and testimonials.
● Extract the best relevant information
and cite pertinent sources
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Explain how a person could be

portrayed in public in the age of
media convergence.

[Link] activities for 4. Let the learners accomplish the

application or matrix below and present their
remediation output
V. REMARKS Media and Information Literacy is taken four (4) times a week by the learners with one t( o1 )c hl aosus ri np ea r cmr eeaetitivne gw. ay.
[Link] 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
[Link] new concept s and students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.
pr ac
A .N o . ti
coifnlgenarenwersskiwllsho# Disaster Scenario Learners answer true or false test. Fill up the media convergence
2earned 8F0.D Explain the scenario to the learners, matrix.
%eovfetlohpeinfogrmatistve and have them answer the matrix
ery below:
a(Lseseadsssmtoenfot “According to the weather
rmative forecast, there is no typhoon.
[Link] elenatr)ners However, your locality is
who require additional experiencing heavy rainfall, while
activities to remediation some parts in your
[Link] the remedial lessons province /region are already
work? No. of learners who flooded. There are reported
have caught up with the incidents of landslide, evacuation,
lesson stranded vehicles and drowning. As a
[Link]. of learners who student, what are you going to do?”
continue to require Ask: Ask:
remediation Ask:
[Link] of my teaching
strategies worked well? Why
[Link] work?
[Link]/
iffiapcpulliticaetis odnids Iof
econncoceupntseranwdhisck How information literacy will make you How can you use your knowledge on How types of media will help you
hillms iynpdrainilcyipal
olirvisnugpervisor can help me a good user of information? plagiarism in filtering information? appreciate information?
solve?
[Link] Learners synthesize about Learners cite the stages of plagiarism. Learners differentiate the types of
oanlizoartilooncsalaizned information literacy. media.
mabasterraicatil odinds Ask: Learners create a five- sentence Instruct the learners to write an essay The learners dot the following:
a b o u t t h e l
I u s e / d is c o v e r e s son paragraph about the consequences of (of at most 100 hundred words)
[Link] How information literacy is beneficial plagiarism. about an information literate Describe how new technologies
rhnainreg with other teachers? individual.
Prepared by: for everyone? Checked By: Noted B Ty e: ll the learners to submit their outputs (field trip plan and essay)
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at the MIL have led to the convergence of traditional and new media.
RHEA MAE T. PACO EMIELYN ROSE A. AQUINO Portal. AMY T. PACO,EdD
Explain how media convergence
SHS-TII OIC- SHS ASST. PRINCIPAL PRINCIPAL IV creates new opportunities for
interaction.
Grade 12
GRADES 1 TO 12 SCHOOL LAOAC NATIONAL HIGH SCHOOL GRADE
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(juvycatlee@[Link]) eknowledge
ToEMf o,nand
TVe information
Lo-r two forms
on
a new media to share
of
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personality is being described in

a specific type of media.
[Link] activities for
application or remediation
[Link] Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else to be done to help
[Link]
needs students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask the stions.
relevant que
[Link]. of learners who earned
80% of the formative
assessment
[Link]. of learners who require
additional activities to
remediation
[Link] the remedial lessons
work? No. of learners who
have caught up with the
lesson
[Link]. of learners who
continue to require
remediation
[Link] of my teaching
strategies worked well? Why
did these work?
[Link] difficulties did I
encounter which my principal
or supervisor can help me
solve?
[Link] innovation or localized
material did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked By: Noted By

RHEA MAE T. PACO EMIELYN ROSE A. AQUINO AMY T. PACO,EdD

SHS-TII OIC- SHS ASST. PRINCIPAL PRINCIPAL IV

Grade 12 HUMSS,STEM,TVL-
GRADES 1 TO 12 SCHOOL LAOAC NATIONAL HIGH SCHOOL GRADE LEVEL ICT&SMAW
DAILY LESSON LOG TEACHER RHEA MAE T. PACO LEARNING AREA Media and Information Literacy
TEACHING DATES AND TIME September 26-30, 2022 QUARTER First/ Week 5
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society and can in turn

influence soScEieStSyI”O.N 1 SESSION SESSION 3 MODULAR SESSION 4
2
[Link] 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
E xr pe lma iend itahl eai cr tiavni tis ews emr . a y 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 • TChi tee l et haer ndei ffr dereemnot nfostr rma steosf umn ed de irasttahnadt ing of media and information literacy (MIL)
g r e a t l y i n fl u e n c e y o u t h l i k e t h e m .
and MIL related concepts. T h e l e a r n e r s d e m o n s t r a t e a n u n derstanding of the values and
[Link] differences of the sources of media and information.
• The different levels of influence that
The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
different media have in society in
Standards The learners shall be able to examine the reliability, accuracy, value, authority, and timeliness of the different sources of media and information.
general.
• Th e le a r n e rs s h a l l b e ab l t o r e search on indigenous media or information resource within the community.
H o w th i s q u o t e s h o u ld b e g iv e n
[Link] Compare p ot en ticaolnssoiduercr ae tis onf mwehdeina usinIgntmerevdi ieawfoarn elder from the community Compare potential sources of media Evaluates everyday media and
Competencies/Objectives
and information. rpergeaserdnitinngginindfigoer and information. information presentations
no u s m
m a ti o n. edia and
Write the LC Code for each (MIL11/12MIM-IIIe-13) information resource. (MIL11/12MIM- (MIL11/12MIM-IIIe-13) regarding codes, convention, and
[Link] new concepts and Discuss about media personalities and IIIf-14) Discuss mabeosusat gtyep; eans
dofhmowedtihaeaynadffect the
practicing new skills #2 the responsibility of media content informatiauodniesonucerc, epsroducers, and
produceIdrsentotiftyheair [Link] •Identify a range of strategies for other stake holders. for gathering indigenous gathering indigenous
[Link] mastery informational (MIL11/12MILA-IIIf-15) informUatisionngatl hme eadpipa l. [Link] the learners
(Leads to formative are most competent with, make a Produces and assesses the codes,
assessment) • Define Open Educational Resource drawing/sketch on how different media conventions, and messages of a
is affecting your group presentation.
everyday life. The learners can use any
application that they are most MIL11/12MILA-IIIf-16
[Link] Content is what the lesson is all about. It p ce or tma i nf os rttoa bt hl ee swu ibt jhe c( te xm. aSttk eert ct hhaPtr toh, e teacher aims to teach. In the CG, the content can be tackled in a week or two.
5. Media and Information Sources [Link],dMiaicarnodsoInftfoPr 5. Media and Information Sources 6. Media and Information
aminatti, on Sources
a. oI nt hdei gres )n o u s a. Indigenous a. Indigenous Languages
[Link] Ask: b. ALisbkr:ary b. Library b. Library a. Codes, Conventions, and Ask:
practical/applications of c. Internet c. Internet c. Internet Messages,
How H o w t h e a pp li ca ti o n h e l p e d y o u c o n v e y
concepts and skills in daily y o umedia personalities influence O th e r s d. O th e rs d . O t h e r s b . A u d ie n c e , Producers, and Other List
stakehol
thedmaterials
ers to be used in
d . Ho w t h es e concepts wil help you
[Link] R N I N G
living as teenagers? on how different media affects your life? to become media literate?
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.
H. Making generalizations and The learners enumerate the influence The learners give their insight about the The learners will generalize about
RabEsStrOacUtiRonCsEaSb of media among people. application they used. the concepts being discussed
out the lesson
[Link]’s GuidesIn/Pstarguecst [Link]’ssMeaartcehrifaolrs Pages 3.TTehxetbloeaorknPearsgewsil4l .eAvdadluitiatoentahl eMir awteorrikasls from
Learning Resources (LR) portal [Link] eLeleaarnrninegrsRwesilol ugirvceestheir steps on
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 These stepsf sahmo ouluds b/iecodno incepaecrrsoossnathlietiewsewekh. oSphrae va ed ouuts tinhge [Link] so that students wil learn well. Always be guided by
lOMoARcPSD|13021887

[Link]
demondsitsrtiatin og nuioshf il neagrnfainkge bnyetwhse. students which you b ec ea nn ifnefaetrufrr eo dm info pr mri antit ,v eb raos as edscsamste natnadc t i v i t i e s . Sustain
learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and n edwr a wm ec odni ac .l uMs i oa nk se aab omuat twr i hx atthtahte wy
loe uarldned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
contain
(1) title of the media product;
(2) its creator; and
(3) describe how each particular

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contribute to media
and information
literacy?
[Link] activities for
application or remediation
[Link] Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
to be done to help
Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else
[Link] the stions.
needs students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
relevant que
[Link]. of learners who earned
80% of the formative
assessment
[Link]. of learners who require
additional activities to
remediation
[Link] the remedial lessons
work? No. of learners who
have caught up with the
lesson
[Link]. of learners who
continue to require
remediation
[Link] of my teaching
strategies worked well? Why
did these work?
[Link] difficulties did I
encounter which my principal
or supervisor can help me
solve?
[Link] innovation or localized
material did I use/discover
which I wish to share with
Prepared by: Checked By: Noted By
RHEA MAE T. PACO EMIELYN ROSE A. AQUINO AMY T.
PACO,EdD
SHS-TII OIC- SHS ASST. PRINCIPAL PRINCIPAL IV

SCHOOL CABAY NATIONAL HIGH SCHOOL GRADE LEVEL Grade 12 AAR

GRADES 1 TO 12 TEACHER CLARISSA C. REYES LEARNING AREA Media and Information Literacy
DAILY LESSON LOG
TEACHING DATES AND TIME July 9-13, 2018/ 10:50 AM- 11:50 AM QUARTER First/ Week 6
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(juvycatlee@[Link])
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(juvycatlee@[Link])
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GRADES 1 TO 12 SCHOOL Tondol National High School GRADE LEVEL Grade 12 HUMSS,STEM,TVL-ICT&SMAW

TEACHER Carl John C. Carolino LEARNING AREA Media and Information Literacy
DAILY LESSON LOG TEACHING DATES AND TIME July 10 -14, 2017/ 9:30 AM- 10:30 AM
QUARTER First/ Week 7 (MTThF)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

[Link] 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.
[Link] Standards The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
The learners understand media and information codes, conventions, and messages in relation to consumers, producers, and other stakeholders.
[Link] Standards The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
The learners shall be able to examine and identify pertinent media and information codes, conventions and messages given a visual
resource. The students in small groups create their own media and information presentations (e.g. postcard, collage, advertisement,
infomercial, etc.) about the latest trends in technology.
[Link] Evaluates everyday media and Evaluates everyday media and Evaluates everyday media and Evaluates everyday media and Competencies/Objectives
information presentations garding information presentations information presentations in formation presentations
re codes, convention, and message; and regarding codes, convention, regarding codes, convention, regarding codes, convention,
Write the LC Code for each how they affect the audience, and message; and how they and message; and how they and message; and how they
producers, and affect the audience, producers, affect the audience, producers, affect the audience, producers,
other stake holders. (MIL11/12MILA-IIIf- and and and
15) other stake holders. other stake holders. other stake holders.
(MIL11/12MILA-IIIf-15) (MIL11/12MILA-IIIf-15) (MIL11/12MILA-IIIf-15)
Produces and assesses the codes,
conventions, and messages of a group Produces and assesses the Produces and assesses the Produces and assesses the
presentation. MIL11/12MILA-IIIf-16 codes, conventions, and codes, conventions, and codes, conventions, and
messages of a group messages of a group messages of a group
presentation. MIL11/12MILA- presentation. MIL11/12MILA- presentation. MIL11/12MILA-
IIIf-16 IIIf-16 IIIf-16
[Link] Content is what the le sson is all about. It pertains to the subject m atter that the teacher aims to teach. In the CG, the content can be tackle d in a week or two. 6. Media and
Information Languages 6. Media and Information 6. Media and Information 6 . Media and Information
a. Codes, Conventions, and Messages, Languages Languages L anguages
b. Audience, Producers, and Other a. Codes, Conventions, and a. Codes, Conventions, and a. Codes, Conventions,
stakeholders Messages, Messages, and Messages,
b. Audience, Producers, and b. Audience, Producers, and b. Audience, Producers, and

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Other stakeholders Other stakeholders Other stakeholders

[Link] 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.
[Link]
1. Teacher’s Guides/Pages pp. 52- 56 pp. 57- 59 pp. 57- 59

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No. of learners who have caught

up with the lesson
[Link]. of learners who continue to
require remediation
[Link] of my teaching strategies
worked well? Why did these
work?
[Link] difficulties did I encounter
which my principal or supervisor
can help me solve?
[Link] innovation or localized
material did I use/discover which I
wish to share with other teachers?

Clarissa C. Reyes
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SST-I

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