School: Grade Level:

GRADES 1 to 12
Teacher: . Learning Area: MIL
DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman
(Content Standards)

Pamantayan sa Pagganap
(Perfomance Standards)

Pamantayan sa Pagkatuto
(Learning Competencies)

Layunin
Lesson Objective

Paksang Aralin Introduction to

(Subject Matter)
Visual Representation in
Bias in Media Reporting Audience Engagement Indigenous Media Access to Information
Media
and Interaction

Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing Previous Pre-Activity: Pre-Activity: Pre-Activity: Pre-Activity: Pre-Activity:
Lesson or Presenting the 1. Share examples of 1. Share examples of 1. Show examples of 1. Show students 1. Discuss with the
New Lesson news articles or images or how audiences can examples of class the various
video clips that infographics related interact with news indigenous media ways people
demonstrate biased to a specific news content in different such as community access information,
reporting on a issue that have media types, such radio stations, including libraries,
particular issue. been presented as through indigenous the internet, social
2. Ask students to through different comments on newspapers, or media, and
 media types. online articles or online platforms
2. Ask students to live call-ins on dedicated to
identify the biases discuss in pairs or broadcast indigenous
small groups how programs. perspectives. indigenous media.
presented and 2. Ask students to
discuss the visual elements can 2. Discuss with 2. Ask students to
influence the students the discuss in pairs or consider the
potential impact on
perception of the advantages and small groups their advantages and
the audience's
news issue. disadvantages of initial impressions disadvantages of
perception of the
issue. audience and assumptions each information
engagement in about indigenous source
media. media.

b. Establishing purpose for .

the lesson

c. Presenting
example/instances of
the new lesson -.

d. Discussing new concepts Main Activity: Main Activity: Main Activity: Main Activity: Main Activity:
1. Discuss with the 1. Introduce the 1. Introduce the 1. Introduce the 1. Introduce the
class the concept concept of visual concept of concept of concept of access
of media bias and representation in audience indigenous media to information and
its influence on media and its engagement and its and its significance its impact on
shaping public impact on shaping role in shaping in preserving knowledge
opinion. audience news content and indigenous cultures, acquisition and
2. Select a news understanding and discussions. languages, and perspectives.
issue that has opinions. 2. Select a news issue perspectives. 2. Divide the class
received coverage 2. Select a news that has received 2. Discuss with the into small groups
across different issue that has audience class the differences and assign each
media types and is visual engagement across between indigenous group a specific
known to have representations different media media and more information source
varying biases. across different types. common sources of (library, internet,
3. Divide the class media types. 3. Divide the class information, such as indigenous media).
into small groups 3. Divide the class into small groups libraries and the 3. In their groups,
and assign each into small groups and assign each internet. students should
group a specific and assign each group a specific 3. Divide the class into compare and
media type (print, group a specific media type (print, small groups and contrast how their
 broadcast, online). broadcast, online). assign each group a
4. In their groups, 4. In their groups, specific indigenous
students should media type (print, students should media source to
analyze and broadcast, online). analyze and research and assigned
compare how the 4. In their groups, compare how the analyze. information source
news issue is students should news issue has 4. In their groups, provides access to
presented in their analyze and prompted audience students should different types of
assigned media compare how the engagement in their explore the chosen information,
type, focusing on news issue is assigned media indigenous media including
the biases and visually type, focusing on source and identify indigenous
perspectives represented in their the types of its purpose, target knowledge and
conveyed. assigned media interactions and the audience, content, perspectives.
5. Each group type, focusing on impact on the news and impact on 4. Each group
presents their the use of images, narrative. indigenous presents their
findings to the charts, or 5. Each group communities. findings to the
class, highlighting infographics. presents their 5. Each group presents class, discussing
the biases they 5. Each group findings to the their findings to the the strengths and
observed and presents their class, discussing class, highlighting limitations of their
discussing the findings to the the ways in which the unique assigned
potential class, discussing audience characteristics and information source.
implications of such how visual engagement has contributions of their
biases on public elements contribute influenced the assigned indigenous
perception. to the presentation coverage and media source.
and interpretation perspectives of the
of the news issue. news issue.

e. Continuation of the
discussion of new
concepts
f. Developing Mastery
g. Finding practical .
applications of concepts
and skills in daily living

h. Making generalizations
and abstractions about .
the lesson
i. Evaluating learning Post-Activity: Post-Activity: Post-Activity: Post-Activity: Post-Activity:
1. Provide students 1. Provide students 1. Provide students 1. Provide students 1. Provide students
with a worksheet with a worksheet with a worksheet with a worksheet with a worksheet
that includes that includes that includes that includes that includes
questions about questions about questions about questions about questions about
bias in media visual audience indigenous media access to
reporting. representation in engagement and compared to information through
2. Students should media. interaction in common sources of different sources.
answer the 2. Students should media. information. 2. Students should
questions answer the 2. Students should 2. Students should answer the
individually and questions answer the answer the questions
submit their individually and questions questions individually and
completed submit their individually and individually and submit their
worksheets. completed submit their submit their completed
3. Use the answer key worksheets. completed completed worksheets.
to assess their 3. Use the answer key worksheets. worksheets. 3. Use the answer key
understanding of to assess their 3. Use the answer key 3. Use the answer key to assess their
the topic. understanding of to assess their to assess their understanding of
the topic. understanding of understanding of the the topic.
the topic. topic.
Note: The answer keys for
the worksheets will depend
on the specific questions
provided. It is
recommended to tailor the
questions to align with the
 content covered in each
lesson plan.

j. Additional activities for

application or
remediation
REMARKS

REFLECTION

a. Number of learners
who earned 80% of
the evaluation
b. Number of learners
who require
additional activities
for remediation who
scored below 80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught up
with the lesson
e. Number of learners
who continue to
require remediation
f. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
g. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?