USEFUL IN INTEGRATION OF DIFFERENT SUBJECTS

1. ALTERNATIVE LEARNING SYSTEM
Weekly Lesson Log
CommunityLearning Center DUJALI, KALAHI CENTER Program A&E
Learning Facilitator EDJON M. SARADPON Literacy Level LS
Month and Quarter 4rt QUARTER 2019 Learning Strand LS, 1 LS, 5
I. OBJECTIVES Week 1 – Tuesday Week 1 - Thursday
A. ContentStandards WRITING
B. Performance Standards E Expressone’sideasandfeelingsclearlyand appropriatelyinwritinginthe
Englishlanguage tobe able to functionasa member of the family,the
community,the nation,andthe world,andto participate incommunityand
economicdevelopment.
C. LearningCompetencies/Objectives
Write the LC code for each. 1. Write in well-organized, coherent, and grammatically correct
paragraphs that talks about oneself, country, and the world. LS1CS/EN-
W-PSE-LS-26
2. Describe the cultural identity of one’s country.
LS5DS-NI-PSC-BL-/LE/AE/LS/AS-2.1.3
3. Predict outcomes of situations presented in written materials.
LS1CS/EN-R-PSD-LS-30.5
II. CONTENT(SubjectMatter) Paragraph writing
III. LEARNING RESOURCES
A. References  Writingexplained.https://writingexplained.org/grammar-
dictionary/paragraph
 IELTS. http://www.bestieltsonline.com/paragraphs-in-ielts-writing-2/
 Lumen: basic readingand writing.
https://courses.lumenlearning.com/waymaker-level1-
english/chapter/text-components-of-an-effective-paragraph/
1. SessionGuidespages
2. Module pages
3. Additional Materialsformlearning
Recourses(LR) Portal.

2. B. Other LearningResources  CurriculumGuides:LS1,LS5
 PowerPointpresentation
 Laptop
 Picture
 Projector
 Scramble paper
IV. PROCEDURES
A. Springboard/Motivation(Establishinga
purpose for the lesson)
The Facilitatorwill askthe ff. questions:
 Do youexperiencetoreceive alove letterorwrite a letter?
 How doyou write yourletter?
 What do youfeel afteryouwrite orreceived aletter?
B. Activity (Reviewofpreviouslesson/sor
Presentingthe new lesson)
 The studentwill be groupedinto4.
 Each group will be givenscrambled1paragraph that explainsabouta
picture of Philippine culturethatwill be postedonthe board.
 Each group will be given10 minutestoarrange the scrambledword.
 After10 minutesthe outputmustbe postedinfront.
C. Analysis(Presentingexamples/instances
of the newlesson)
 How doyou findthe activity?
 What keyor strategiesyouuse in arrangingthe sentences?
D. Discussing newconcepts and practicing
new skills(sub-activity#1)
Talk more about writingand organizing paragraphs.
 What isa paragraph?
 How can we evaluate awell-organized,coherentandgrammatically
correct paragraph?
 How can we identifythe importantdetailsinreadingandwriting
paragraphs?
 Identifythe rulesinmaking paragraphs?
 What are the typesof paragraphs?
E. Discussing newconcepts and practicing
new skills(sub-activity#2)
F. Abstraction (Makinggeneralizationsabout
the lesson)
 How to make a paragraph?
 What isthe importance of knowinghowtowrite paragraph?
 What are the components of a paragraph?
 What are the importantkeys inwritingaparagraph?
G. Application(Developingmastery) Group activity:
Directions:
 The learnerwill be groupedinto4.

3.  Each group mustmake 2 to 3 paragraphs and write a possible
outcome basedonthe giventopic.
 The teacherwill give atopicabout the latestactivitiesinourcountry.
 For groupG1you have SEA GAMES, G2-MISS UNIVERSEG3-PBA G4-THE
VOICESKIDS.
 AFTER 10 minutesthe outputmustbe presentedinfront.
H. Valuing  As an Individualhowimportantthatwe knowhowtomake an
organizedandpersuasive paragraphsinourdailylife?
 In whatway that makingwell-goodparagraphshelpsus?
I. Evaluation (Assessinglearning) Individual activity:
INSTRUCTION:
 In a short bondpaperwrite yourownexperience aboutyourown
culture.
 Write 2 to 3 paragraphsand eachparagraph mustbe composedof 3 to
5 sentences.
J. Agreement(Additional activitiesfor
applicationor remediation)
 Studythe nexttopicon CompositionWriting.
V. REMARKS
VI. REFLECTION
A. No.of learnerswhoearned80%in the
evaluation
B. No.of learnerswhorequire additional
activitiesforremediation
C. Didthe remedial lessonswork?No.of
learnerswhohave caughtup withthe
lesson
D. No.of learnerswhocontinue torequire
remediation
E. Whichof my teachingstrategiesworked
well?Whydidthese work?
F. What difficultiesdidIencounterwhichmy
principal orsupervisorcanhelpme solve?
G. What innovationorlocalizedmaterialsdid
I use/discoverwhichIwishtoshare with
otherteachers?

4. The festival’s name is derived from the Mandaya
word “madayaw,” meaning treasured or valuable, as
the locals use this time to give thanks for the
season’s bountiful harvest. Back in the day, the
ethnic tribes of Davao would come together to
celebrate abundant crops, performing rituals that paid
tribute to the nature gods. They used to display fruits,
vegetables, flowers, rice, and corn grains on their
mats and at the front of their houses as a sign of
respect for the great year they’ve had. They used to
sing and dance as well, much like what they do
today.

5. CRITERIA FOR RUBRICS
Criteria CORE 5 4 3 2 1
Main idea topic
sentence
Write a main idea and
support it with facts
and details.
Strong and and
cohesive main idea,
and its clear, and is
restated in the
closing sentence.
Strong main idea,
and its clear, and is
restated in the
closing sentence.
Main idea/topic
sentence is unclear
restated in closing
sentence.
Main idea/topic
sentence is unclear
is weakly restated
in closing sentence.
Main idea/topic
sentence is unclear
is weakly restated
in closing sentence.
Supporting details Understanding that
the supporting
sentencein
paragraphs should
work together to tell
more about the main
idea.
Each paragraphs has
three or more
supporting details
sentence that relate
to the main idea.
Each paragraphs
has two supporting
detail sentence
that relate to the
main idea.
Each paragraphs
has one supporting
detail sentence
that relate to the
main idea.
Each paragraphs
has one supporting
detail sentence but
not related to the
main idea.
Each paragraphs
has no supporting
detail sentence
that relate to the
main idea.
Observe basic writing
conventions
Use basic punctuation
correctly knows and
correctly spell level
high frequency words
use correct verb tense
when writing.
Contains accurate
punctuation,
capitalizations,
grammar and verb of
tense.
Contains few,
punctuation,
capitalizations,
grammar and verb
of tense.
Contains few
errors in
punctuation,
capitalizations,
grammar and verb
of tense.
Contains many
errors in
punctuation,
capitalizations,
grammar and verb
of tense.
Contains many
errors in
punctuation,
capitalization, and
grammar that the
piece is illegible.
Name:________________________________________ Date:_________________________
Total score:_________________