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1. Daily Lesson Log

Learning Area English Quarter 1
Teacher Grade Level and Section Grade 8 Prudence
Teaching Dates and Time
August 14, 2023 August 15, 2023 August 16, 2023 August 17, 2023 August 18, 2023
Monday Tuesday Wednesday Thursday Friday
7:30 a.m. 7:30 a.m. 7:30 a.m. 7:30 a.m. 7:30 a.m.


Week 1
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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Content Standards
The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
Performance Standards
The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
Institutional Core Value/s
In this unit, the learners should be able to do the following:
● Respect and give justice to the original sources of information used.
● Develop integrity in sharing and using information from various sources.
● Imbibe the habit of citing and using credible and reliable sources of
information.
● Develop mindfulness in being a bearer, sharer, and user of information.
Learning Competencies
At the end of this unit, the learners should be able to do the following:
● Identify traditional media and new media and their relationships
(MIL11/12EMIL-IIIb-5).
● Editorialize the roles and functions of media in a democratic society
(MIL11/12EMIL-IIIb-6).
● Search for the latest theory on information and media

Learning Target
At the end of the lesson, you should
be able to
At the end of the lesson,

2. a. Identify traditional and new
media and their relationships
b. you should be able to
editorialize the roles and
functions of media in a
democratic society
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.

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.
Teacher’s Guide pages
Learner’s Material pages
Textbook pages
Additional Materials from Learning Resources
(LR) portal

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, question their learning processes, draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Monday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson
and/or presenting the new
lesson
Have a simple review of the previous
lesson discussed.

Motivation: SOCIAL MEDIA HANDLES
This activity aims to have the learners
share the handles (or usernames)
of their favorite celebrity/band with
others.

Instructions:
1. Ask the learners to pick a social
media celebrity, find his or her social
media
handle, and have them follow him or
her.
2. Share the celebrity’s social media
information, such as their activities,
content, and audience.

The learners can share their favorite
band or anyone famous they follow on
social media. This can be on Instagram,
Facebook, YouTube, TikTok, etc.
Have a simple review of the previous
activity that the learners had.

Motivation: Pass the message!
This activity will demonstrate how a
medium of communication shows
effectiveness and accuracy. The
mechanics are as follows:
1. Form two groups with ten members.
2. The first group shall act out (as in
Charades) the title of a movie, while the
second shall
illustrate the title of the movie by drawing
it on a piece of paper.
3. The title must be transferred from the
first member to the next and so on until it
reaches the final member of the group.
4. All group members must face the
opposing side and must not see the
charade or the
drawing of the person which is not
directly in front of him.
5. The final member is responsible for
determining the correct title of the movie.

1. Which of the two methods used by
each group is the better means of
transferring the message?
Have a simple review of the previous
activity that the learners had.

Start Up!
How connected is your home?
Interview at least five classmates.
Through this the interview, you should
gather answers to the following
questions:
1. Do you have an Internet-capable
home?
2. What devices and how many are
usually connected to the Internet at any
given time?
3. Aside from typical Internet browsing,
does your family members use the
Internet for
any other purpose?
4. What is the most unique device
connected to your Internet-capable
home?
Present your findings in front of the
class and compare if there are
similarities on how each
home utilizes the Internet.

3. 2. What techniques can further be
applied so that the accuracy can be
improved?
3. What could be the best way to correctly
convey the title of the movie to the last
member of the group?

B. Establishing a purpose of
the lesson
(Modeling)
How does the type of media channel
affect information dissemination?
The teacher will discuss and determine
the important role of media and mass
digital communication in society and to
know how media influences the
ideologies, beliefs, and principles of
people.

C. Presenting examples /
instances of the new
lesson
(Guided Practice)
Which Type of Media Am I?
This activity aims to let the learners
identify which era certain media
channels are from. Instructions:
Let the learners identify which media era
the items in the pictures are from:


Answers:
a. Radio (electronic age)
b. Television (electronic age)
c. Magazine (industrial age)
d. Facebook (information age)
e. Newspaper (industrial age)
f. Twitter (information age)
g. Pamphlet (industrial age)
h. Telephone (electronic age)
i. DVD/CD (electronic age)
j. Smartphone (information age)
● Which of these eras do you think used
the most effective tool(s) to disseminate
factual information? Why?
● Which of these eras do you think had
the most problematic tool(s) regarding
information credibility? Why?
● How do you think these eras are
relevant to the evolution of media?
Digital media is used in a variety of
ways depending on the needs of an
individual or a group. People that live
*across different geographical areas
*can use digital media in order to
communicate and transfer information
on demand and in in real time.

Examples of the most popular social
media websites and applications are**
Facebook, Twitter, LinkedIn, Instagram,
Pinterest, YouTube, and Yelp.

D. Discussing new concepts
and practicing new skills
#1
(Guided Practice)
The teacher will discuss the earliest
forms of communication and how did they
evolve based on the technology during
that time.

Pre-industrial Age (Pre- 1700’s)
Industrial Age (1700’s to 1930’s)
9 Electronic Age (1930s - 1980s)
E-governance one the major
contributions of new media, with the aid
of ICT in the form of applications,
infrastructures, and communication
With e-government, the services of the
state are significantly enhanced as the
members of the community gain access

4. Information Age (1900s - 2000s)


to information and services that the
government offices provide.
Common examples of e-government
services include the availability
of pertinent documents *related to
government projects, *real-time
communication with public officials
regarding civic concerns,
and participating in surveys and
crowd-sourcing which aids in decision
making.


E. Discussing new concepts
and practicing new skills
#2
The teacher will discuss the influence of
media on the values and norms of
people.
The teacher will also discuss to the
students on how to be responsible
enough to use the capabilities of new
media towards nation-building and civic
engagement.


F. Developing Mastery
(Leads to Formative
Assessment)
Activity 1. Data Retrieval
Complete the table below by providing
examples of media in each column.
Then, answer the questions that follow.
Use a separate sheet of paper for this
activity.

Processing Question:
How do people communicate, store and
share information in different ages?
Tell the learners to divide and form 5
groups. With each group should have at
least 1 member with a smart phone with
wifi capability . Connect to MIL WiFi
Connection and browse to
192.167.43.147/demo using web
browser.

Each group will pick 1 function of
Communication and Media by clicking
on the Menu provided on the site. Using
their smart phones, they will answer the
questions indicated on the selected
Function collectively. And click publish.
Questions for each Function are as
follows
1. Cite examples of How your
chosen Function are being
utilized today?
2. What are their effects on our current
society?

Give the learners 15 minutes to perform
the group activity. After filling-up the
table, tell the learners to assign a group
reporter. The reporting can be done
through the Busy Bee method described
A. Determine the category to
which the following IoT devices
belong by marking the
corresponding cell with an ‘X’
mark.



B. Application.
1. What are the benefits of having a
smart home?
2. What are the challenges and major
concerns when it comes to having IoT-
ready devices?

5. below: Group reporters will be play the
role of busy bees. Each busy bee
will be assigned to share the group’s
answers in one group for the two
minutes then move to the remaining
groups in the same time allotment.
In case of groups with no available
smart phones. Let them write their
collective answers on the board for
discussion latter on.

G. Finding practical
applications of concepts
and skills in daily living
What is the importance of choosing the
correct medium of communication in
conveying a message or information?
How do you use the new media platforms
in your everyday life?
Compare the four periods of the evolution
of traditional to new media. What are the
catalyst for change from each period
towards the next?
Do you think there will be another period
after the information age? If yes, how do
you think it will differ?
What are your personal guidelines or
principles when it comes to following a
person or group on social media? How
are these guidelines helping you to have
better judgement?



H. Making generalizations
and abstractions about the
lesson
The teacher will review the contents of
the lesson, and the students will create a
summarized report in a form of a timeline
indicating the core concepts of each era.

Does communication and media have
important role on our society today?
How?


I. Evaluating learning
(Individual Practice)
Activity 1. 2. Point of View (POV)
Express your point of view on the
following assertions about the influence
of media on the values and norms of the
people and society. Write “Yes” on the
column Agree or “No” in the column
Disagree. Then, write your point of view
in the last column. Use a separate sheet
of paper for this activity.

What are the benefits being experienced
by today’s generation as a result of the
continuous of traditional to new media?
How these benefits helping you in your
everyday life as a person and as a
student?

6. J. Additional activities for
application or remediation

In a ½ sheet of paper crosswise, Write
an Essay on how social media change
your life and your relationship with
others? Your essay must not be more
than 500 words but not less than 150
words

7. I. REMARKS



II. 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 them relevant questions.
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 these
strategies 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 or discover
which I wish to share with other
teachers?




Prepared by:



JUAN CLAUDIO DELA CRUZ
Subject Teacher
Checked and Reviewed by:



JOHN CLYDE M. RANCHEZ, LPT
Academic Coordinator
Approved by:



TESSIE C. PASION, MAEd
School Principal