Community Learning Center Winters Farm CLC
ALTERNATIVE LEARNING SYSTEM Learning Facilitator
Weekly Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT (Subject Matter)
III. LEARNING RESOURCES
A. References
1. Session Guides pages
2. Module pages
B. Other Learning Resources
IV. PROCEDURES
A. Springboard/Motivation (Establishing a
purpose for the lesson)
B. Activity (Review of previous lesson/s or
Presenting the new lesson)
Program A&E SECONDARY
ROY O. JARLEGO Literacy Level LJHS
Month and Quarter September/4th Learning Strand LS1 & LS5
Day 1: Tuesday Day 2: Wednesday
Speaking
PS B: Speak clearly and appropriately in English so as to function effectively as a member of the family, community, nation, and the world,
and to participate in community and economic development.
41 Use polite statements in group meetings, resolving conflicts, and arriving at conclusions.
LS1CS/EN-S- PSB-LJHS/AJHS-41
42 Use appropriate language expressions in a given situation
• Conducting a meeting (e.g., ―”What do you think of…”)
LS1CS/EN-S- PSB-LJHS/AJHS-42
1.5 Practice/demonstrate kagandahang-loob or desirable Filipino traits, values, and traditions, such as the following:
• Use common expressions and polite greetings
LS5US-NI-PSC- AE/LJHJ/AJHS -1.5
Polite statements in group meetings, resolving conflicts, and arriving at conclusions
ALS K-12 Curriculum Guide for Learning Strand 1, pg. 43 and Learning Strand 5, pg. 23
 AVP, video clip, portable speaker, white board marker/chalk
Collaborative approach/Video Analysis/Buzz session Checking of assignment.
 Divide the class into two (2).  Have the learner find their partner. Partners will change
 Show a short video clip showing bad and good attitude of a assignments; learner (a) will read the assignment of learner (b)
boy/child. and vice versa.
 Give them ample time to talk with the group and assign
amongst the group members to answer the posted questions on
the board.
 What have you noticed in the actions done by the boy/child in
the video?
 If you will witness situation like this, what will you do?
Video Analysis  Review previous lesson about using polite expressions in group
 Show a short video clip showing bad and good attitude/action of meetings, resolving conflicts, and arriving at conclusions.

C. Analysis (Presenting examples/instances of
the new lesson)
D. Discussing new concepts and practicing new
skills
F. Abstraction (Making generalizations about
the lesson)
G. Application (Developing mastery)
H. Valuing (Finding practical applications of
concepts and skills in daily living)
I. Evaluation (Assessing learning)
I. Agreement (Additional activities for
application or remediation)
V. REMARKS
Filipino in dealing with other people.
a. What attitude/action did you observe in the video?
b. Does the action committed by a person affect another
individual? How did you say so?
 Present two dialogues representing situations that are using  Present 5 to 10 dialogues representing situations that are using
polite and impolite expressions. Have the learners read the impolite expressions. Have the learners analyze and find
dialogues given and present the following questions: appropriate polite expressions to be used.
a. What did you feel while reading the dialogues?
b. Is it necessary to use polite expressions? Why did you say Note: The teacher can ask follow up questions related to this.
so?
 Have the learners find a partner and instruct them to construct a short dialogue consisting of ten lines that shows polite expressions.
 How did you use polite expressions during;
a. meeting,
b. resolving conflicts, and
c. arriving at conclusions
Collaborative Approach: Divide the class into two (2). Collaborative Approach: Divide the class into two (2).
 Let the learners act the scene that the teacher assigned to them  Let the learners act the scene that the teacher assigned to them
through role playing. through role playing.
Group 1: Showing or using polite expressions in a meeting. Group 1: Youth showing or using polite expressions in
Group 2: Showing or using impolite expressions in a arguing with his parents.
meeting. Group 2: Youth showing or using impolite expressions in
 Group 1 will interpret the role play of group 2 and vice versa. arguing with his parents.
 Group 1 will interpret the role play of group 2 and vice versa.
Inquiry Approach.
a. What did you feel upon watching their (pertaining to group 2) performance?
b. What did you feel upon watching their (pertaining to group 1) performance?
c. Why is important to use polite statements in group meetings?
d. What will you do if your employee disrespects you in responding to your questions?
Note: The teacher can ask follow up questions related to this.
Pencil and paper test.
 What appropriate expressions can be used in the following situations;
1. asking forgiveness
2. arriving during in the meeting
3. asking questions
4. inviting your siblings for dinner
5. asking your younger sibling to wash the dishes
Digital Citizenship
 At home, watch your favourite teleserye and write down the polite dialogues used.
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
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 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/discover which I wish to share with other
teachers?

Prepared and submitted by:

ROY O. JARLEGO
Sorsogon City Division