School: Dalaguete National High School Grade Level Grade 12
Teacher: Mr. George P. Lumayag Teaching Media & Information
Area: Literacy
Teaching November , 2022 Quarter: 2
Dates & 7:45-11:00 noon 1:00-4:00 P.M.
Time:
Daily Lesson Plan
I. OBJECTIVES WEEK 11, DAY 3
NOTE: Be sure that the lesson for a particular day is discussed. (non-negotiable)
A. Content Standard The learner demonstrates an 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 The learner discusses the implication of media and information to an individual
Competencies/Objectives and society.
II. CONTENT massive open online
III. LEARNING RESOURCES
A. References https://sites.google.com/deped.gov.ph/mil/home
1. Teacher’s Guide pages https://sites.google.com/deped.gov.ph/mil/dlps
2. Learner’s Materials pages https://sites.google.com/deped.gov.ph/mil/slhts
https://docs.google.com/presentation/d/
1LB9VKeDLGBMlika1q0pxW8LZJPt1zDid/edit#slide=id.p1
3. Test Book pages
4. Learning Resources (LR) portal
B. Other Learning References https://docs.google.com/presentation/d/
1LB9VKeDLGBMlika1q0pxW8LZJPt1zDid/edit#slide=id.p1
Self Learning Home Task (SLHT)
Pages 1-10
IV. PROCEDURES
A. Questions:
B. Prayer:
C. Checking of Attendance:
D. Cleaning the Area:
E. Other:
Using your cellphone, search on the internet for the meanings of unfamiliar
words.
DRILLS: Use game as an activity toVocabulary:
engage, correct, and assess learner’s
intrinsic (adj) belonging to a thing by its very nature.
prior knowledge to determine their
readiness to the present lesson. Givepessimistic (adj.) pertaining to or characterized by pessimism or the tendency to
analysis right after performing the saidexpect only bad outcomes
activity.
optimistic (adj.) disposed to take a favorable view of events or conditions and to
expect the most favorable outcome.
pervasive (adj.) spread throughout.
severity (n.) harshness, sternness, or rigor
norms (n.) a standard, model, or pattern
manipulate (v.) to manage or influence skillfully, especially in an unfair manner
implication (n.) something implied or suggested as naturally to be inferred or
understood
The teacher may ask the students to recall the previous lesson and share it before
the class.
REVIEW: The Teacher will ask 3 to 5
relevant questions leading to the
topics to be discussed.
The teacher shall ask the following question:
MOTIVATION: It is the teacher’s
priming that will hook engage
student’s interest to focus by giving
essential and relevant, situations to
activate the prior knowledge leading to
the presentation of new lesson.
What does the picture signify?
Reading. Directions. Continue reading the selection below.
The Impact of Media on Society
F. Malaki
Burton states that the media industries are meaning
producers. All acts of communication produce meanings. It is the
LESSON PROPER: Teacher’s input orpower of these meanings, what we do with them, that shapes
abstraction to deliver and present therelationships, exercises influence, models reality, generates
concepts of the lesson in a systematicbehaviours of domination and feelings of subordination. It is indeed
manner. Provoke thinking of studentstrue that the media does produce meaning, but these meanings imply
by asking relevant questions to gauge
intended beliefs, discourses, ideologies, etc. The audience should
take these previous things into consideration and be aware of what
student’s understanding of the
they are exposed to every day, so that they can look at things from
lesson/s.
different perspectives and not just from the perspective of a medium.
The consumption of everything the media produces will certainly
affect the audience either positively or negatively. If we look for the
causes of children’s violence we will figure out that their exposure to
various kinds of media such as violent cartoons and video games are
the main causes. Potter assumes that violent portrayals are
pervasive in the media, especially the most dominant medium,
television.
To be continued the next day…
Disclaimer: The statements stated above are borrowed from the online sources. The
Department of Education does not claim or own the presented statements. Links for the
sources are found in the reference part of the Self-Learning Home Task.
Activity:
Based on the article, what is the implication of media and information to an
individual and society?
Source:
Analysis:
PRACTICE EXERCISES: The teacher will
provide practice exercises that will be
answered by the students in pairs or inBased on the article, how do media industries and digital media influence
group or in individual performance inan individual and society?
the new normal.
Note: The students shall individually answer the questions.
Abstraction:
Directions. In your own words, write a concise overview of the topic or sub-
topic.
GENERALIZATION: The teacher will
give questions to draw out or elicit
from the students what is expected to
generalize about concepts and orSource:
demonstrate steps in solving problems.
Applications:
Directions. Write an insight about the impact of media on society.
APPLICATIONS: The teacher will give
questions on application to ensure that
the lessons were understood and skills
were being acquired. Ask real life
situations if possible to develop
appreciation of students.
Assessment:
Evaluate honestly the implication of media and information to an individual
and society.
QUIZ: The teacher will give a pen paper
test to verify and ensure students’
mastery of the lesson. Source:
https://docs.google.com/presentation/d/1LB9VKeDLGBMlika1q0pxW8LZJPt1zDid/
edit#slide=id.p26
Assignment is optional
ASSIGNMENT: The teacher will give 1
or 2 easy, 1 or 2 average, and 1 difficult
activities to be done at home to
strengthen the students assessment.
GUIDE QUESTIONS FOR REFLECTIONS
How many students didn’t find difficulties in answering their lesson?
How many students find the lesson interesting, engaging, and enjoyable?
What is lacking in the lesson? (Prior knowledge, skills needed, or interest to listen
and pay attention).
REFLECTION: The teacher needs to
reflect what went well and what wentHow many students were trying to cope up despite the same difficulties
wrong to improve teacher’s andencountered in the delivery of the lesson?
students’ performance.
How many students mastered the lesson despite the limited resources facilitated
the teaching and learning process?
How many students finished their work on time, and how many of them did not
finish their work on time? Why?
Number of learners who earned 80% in the evaluation.
Number of learners who earned 80% above.
Number of learners who need additional activities and require for remediation.
What went well?
(Ex. I planned well what strategy fits my students, and the lesson as well to be
discussed the reason why 90% of them acquired the skills needed to use and
perform.)
What do I need to improve in my teaching performance and students’
performance? (Ex. I have to employ a variety of strategies that fits to my students
and sustain my energy to execute another lesson.)
Prepared by: Checked by:
GEORGE P. LUMAYAG ALOHA Z. BENGCOLITA
Teacher III Master Teacher I
https://georgelumayag.weebly.com/
