DAILY School DATU LIPUS MAKAPANDONG NATIONAL HIGH SCHOOL Grade Level 12

LESSON Teacher JULIUS A. GAVIOLA Learning Area Media and information Literacy
LOG Teaching Week June 24-28, 2019 Quarter First

Time: 11:00/ 4:00 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date June 24, 2019 June 25, 2019 June 26, 2019 June 27, 2019 June 28, 2019

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Values Integration:
ICT Aided Instruction:
Strategy:
Content:
The learners demonstrate an understanding of why there is a need for information, and identify how to locate access, assess, organize and communicate that
information.
The learners shall be able to create a log containing the stages/elements of information literacy.
Defines information needs, locates accesses, assesses, organizes, and communicates information. MIL11/12IL-IIIc-8
Demonstrates ethical use of information. MIL11/12IL-IIIc-9
At the end of the lesson, the learners are able to:
a. Define the elements of information.
b. Recognize pertinent guide questions leading to information literacy.
c. Create a log of the stages and elements of information literacy in a given scenario.
The important of information technology
During the teaching-learning process.
Lecture Discussion, Group Activity
Information Literacy
Local Holiday

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
Pp. 9 -13, Annex B.
Wilson, Carolyn; Grizzle, Anton,
Tuazon, Ramon; Akyempong,
Kwane, Cheung, Chi-Kim (2011),
Media and Information Literacy:
Curriculum for Teachers. Woody
Horton Jr. (2007). Understanding
Information Literacy- a Primer. Paris,
Pp. 9 -13, Annex B.
Wilson, Carolyn; Grizzle, Anton,
Tuazon, Ramon; Akyempong,
Kwane, Cheung, Chi-Kim (2011),
Media and Information Literacy:
Curriculum for Teachers. Woody
Horton Jr. (2007). Understanding
Information Literacy- a Primer.
Pp. 9 -13, Annex B.
Wilson, Carolyn; Grizzle, Anton, Tuazon, Ramon;
Akyempong, Kwane, Cheung, Chi-Kim (2011), Media and
Information Literacy: Curriculum for Teachers. Woody
Horton Jr. (2007). Understanding Information Literacy-
a Primer. Paris, UNESCO Press,

IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
UNESCO Press,
( 5 minutes)
What was our last topic?
Our last topic was all about the
evolution of media from Pre-
historic to new information age.
(15 minutes)
Activity “ Most Influential
Person”
. Write “MOST INFLUENTIAL
PERSON IN YOUR LIFE” on
the board.
. Instruct learners to answer the
phrase on a piece of paper by
providing the following details:
Who, What, Where, When,
Why, How.
Call some learners to present
their answers to the class.
(15 minutes)
Ask the learners the following
1. What is the purpose of
question from a last activity?
2. What is the importance of
answering these questions?
Answers:
@ Data that has been collected,
processes, and interpreted in
order to be presented in a
Paris, UNESCO Press,
(5 minutes)
Give your own definition about
our previous topic”
Information Literacy”
(15 minutes)
Activity “ KNOWLEDGE IS
POWER” on the board
Direct learners to define the
meaning of the statement.
Ask learners to connect
Information Literacy to the
statement on the board.
Ask the learners: “ How does
information become
knowledge?”
Sample answer: Knowledge is
the appropriate collection of
information through
experience or education, which
could be useful in various
situations”.
Ethical Use of Information
“There are times when you need to
share information that you have
acquired from various sources
written by different authors. It is
inevitable to directly quote their
words in order to preserve their
meaning.
(10 minutes)
Review Activity:
Let the students say something on the;
1. Prehistoric age
2. Industrial Age
3. Electronic Age
4. New Information Age
(15 minutes)
Activity “ KNOWLEDGE IS POWER” on the board
Direct learners to define the meaning of the
statement.
Ask learners to connect Information Literacy to
the statement on the board.
Ask the learners: “How does information become
knowledge?”
Sample answer: Knowledge is the appropriate
collection of information through experience or
education, which could be useful in various
situations”.
Discuss the following:
Plagiarism: Using other people’s words and ideas without
clearly acknowledging the source of the information.
Common knowledge: Facts that can be found in numerous
places and are likely to be widely known.

D. Discussing new concepts
and practicing new skill #1
useable form.
@ A broad term that can cover
processes data, knowledge
derived from study, experience,
instruction, signals or symbols. In
the media world, information is
often used to describe
knowledge of specific events or
situations that has been gathered
or received by communication,
intelligence, or news reports.
(15 minutes) “Time to Expose” The teacher will discuss the following:
The class is divided into three Plagiarism
groups. The groups are given Strategies in Avoiding Plagiarism
10 minutes to answer the
following questions. They will
select a leader, secretary, and a
reporter to report their outputs.
Same rubrics will be used.
1. Why do you need
information?
2. Where do you search for
information?
3. How do you acquire and store
information?
4. How will you determine the
quality and accuracy of the
information that you have?
5. How do you use the
information that you have?
6. How will you communicate
information?
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery
G. Finding practical
applications of concepts &
skills in daily living
H. Making generalizations &
abstractions about the lesson
Inform the learners that the
questions that they have just
answered are the Stages/ Elements
of Information literacy.
What is information literacy?
It is a set of individual
competencies needed to
identify, evaluate and use
information in the most ethical,
efficient and effective way
across all domains, occupations
and professions. It refers to the
ability to recognize when
information is needed and to
locate, evaluate, effectively use
and communicate information in
its various formats.
If your teacher ask you to research
about the meaning of the terms. What
you’re steps to do?
Stage/ Elements of Information
literacy:
1. Identifying/recognizing
The learners will answer the statement.
“Why it is importance of giving credit to
the source of one’s work.
Group Activity “ Academic Field trip
1. Instruct learners to form of five groups.
Assign a leader and a assistant leader to
facilitate the group.
The group is tasked to plan an academic
trip. List pertinent information on two
possible destinations (somewhere in the
country or abroad)”. To present valid and
reliable information, discuss with the
learners the following:
@ Identify the information needed.
@ Determine all the possible sources
@Locate and find information
@ Extract the best relevant information
and cite pertinent sources.
What is Plagiarism? Sample Data
What are the steps on how to avoid Place/ location/Destination
plagiarism?
Activity/Schedule
 information needs. Best time to visit/Length of vacation
2. Determining sources of Transportation (type, budget, schedule, others
information. Accommodation (type, budget, schedule, others
3. Citing or searching for Food 9type, budget, schedule, others)
information Things to bring/ Reminders
4. Analyzing and evaluating the Other Information you may need
quality of information Total Budget
5. Organizing, storing or Plan A
archiving information Plan B
6. Using information in an
ethical, efficient and effective Let the learners accomplish the matrix below
way. and present their output to class in a creative
7. Creating and communicating way
new knowledge.
I. Evaluating Learning Disaster Scenario. Instruct the learners to write an essay (of at most
Explain the scenario to the 100 hundreds words) about an information
learners and have them answer literate individual.
the matrix below; Tell the learners to submit their outputs ( field
“According to the weather trip plan and essay ) at the MIL Portal.
forecast, there is no typhoon.
However, your locality is
experiencing heavy rainfall, while
some parts in your
province/region are already
flooded. There are reported
incidents of landslide,
evacuation, stranded vehicles
and drowning. As a student,
what are you going to do?
Information needs. (What
information do you need?)
Sources of Information (Where
will you get them?) Access to the
information (How will you access
them?) Evaluate information
 (how will you check the quality of
information?) Organize
Information (How will you
organize and store them?)
Communicate Information (How
will you create and communicate
them?
J. Additional activities for
application or remediation
REFLECTION
A. No. of learners who got 80 %
mastery level?
B. No. of learners need remediation?
C. Did the remedial lesson work? No.
of learners who 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?

Prepared by: Noted:

JULIUS A. GAVIOLA GERMAN C. TALAGON
Teacher School Principal I