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)
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 Day 3: Thursday
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 Checking of assignment. 
session  Have the learner find their partner.
 Divide the class into two (2). Partners will change assignments;
 Show a short video clip showing bad learner (a) will read the assignment of
and good attitude of a boy/child. learner (b) 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

B. Activity (Review of previous lesson/s or
Presenting the new lesson)
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
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 
 Show a short video clip showing bad polite expressions in group meetings,
and good attitude/action of Filipino in resolving conflicts, and arriving at
dealing with other people. conclusions.
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  Present 5 to 10 dialogues representing
situations that are using polite and situations that are using impolite
impolite expressions. Have the learners expressions. Have the learners analyze
read the dialogues given and present and find appropriate polite expressions
the following questions: to be used.
a. What did you feel while reading the
dialogues? Note: The teacher can ask follow up
b. Is it necessary to use polite questions related to this.
expressions? Why did you say 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 Collaborative Approach: Divide the class into 
two (2). two (2).
 Let the learners act the scene that the  Let the learners act the scene that the
teacher assigned to them through role teacher assigned to them through role
playing. playing.
Group 1: Showing or using polite Group 1: Youth showing or using
expressions in a meeting. polite expressions in arguing with
Group 2: Showing or using impolite his parents.
expressions in a meeting. Group 2: Youth showing or using
 Group 1 will interpret the role play of impolite expressions in arguing with
group 2 and vice versa. his parents.
 Group 1 will interpret the role play of
group 2 and vice versa.
Inquiry Approach.
concepts and skills in daily living) 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.
I. Evaluation (Assessing learning) 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
I. Agreement (Additional activities for Digital Citizenship  Identify and list down 10 kagandahang- 
application or remediation)  At home, watch your favourite teleserye loob or desirable Filipino traits, values,
and write down the polite dialogues and traditions.
used.
V. REMARKS
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