ALS
WEEKLY LESSON LOG
CLC
Teacher
Teaching Dates
Tue Community Learning Center
PORTIA D. SALES
APRIL 4-8, 2022
Learning Area
Quarter
JHS
ENGLISH
1
(ANNOTATIONS)
-PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION
I. OBJECTIVES
A.
Content Standards
Demonstrates understanding of text types for comprehension.
B.
Performance Standards
Identifies story perspective of text elements.
C.
Learning Competencies/ Objectives
Write the LC code for each.
Knowledge: Summarize the information from a text heard, (ENGLC-IVf2.23)
-Define what is a summary
-Create a summary from a given informational text
Skill: Perform the given tasks individually, by pair and by group
following the given house rules/standards/guidelines.
Attitude: Observe politeness at all times, (ENGA-IId-16)
II. CONTENT/TOPIC
Level
PPST MODULE 7
KRA 3, OBJ. # 7
MT I-IV RUBRIC, INDICATOR 5
-Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
curriculum requirements through various contexts.
MOV--- Knowledge, skill and attitude or KSA is applied
in lesson planning objectives in order to meet
curriculum requirements based on the Curriculum
Guide/CG. Parts of the DLP are based on the PPST
Modules.
Summarizing an Information From a Text Heard
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
English CG for Grade 6 page 138-139
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)
portal
B. Other Learning Resources
Essential English Work text 6 pages 356
Essential English Teacher’s Resource Material 6 pages 254-255
Pictures
LCD projector, laptop, power point presentation, activity cards, meta
cards, cartolina, realia, video clip
Video clip-A Visit To The Farm
https://www.youtube.com/watch?v=yIVufl8FN0E
PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to
address learning goals.
MOV---The difficult words and their meanings,
pictures, video and selections are presented clearly
through power point presentation.
MOV---Realia and printed materials like activity cards
are given on clear sheets of cartolina and meta cards
for the pupils to see and read clearly.
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new
lesson
*Giving of CLC Rules ( tacked on the board)
* The 5 P’s:
1. Be Positive
2. Be Productive
3. Be Polite
4. Be Prepared
5. Be ResPectful
1.
2.
3.
4.
5.
6.
7.
8.
9.
Be on time at the beginning of the day and after lunch or
recess breaks.
Come prepared with supplies and completed assignments.
Be kind, polite and courteous to others.
Keep your hands and feet to yourself.
Be respectful of classmates, teachers and property.
Listen to the teacher and classmates, and follow directions.
Work hard and always do your best.
Be safe.
Raise your hand when you would like to speak in class or if
you need to leave the classroom for any reason.
PPST MODULE 5
KRA 2, OBJ. # 5
MT I-IV RUBRIC, INDICATOR 4
-Manages learner behaviour constructively by
applying positive and non-violent discipline to ensure
learning-focused environment.
MOV---To avoid and prevent misbehaviour, house
rules/ standards/guidelines are set before the class
starts or before doing an activity.
PPST MODULE 2
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills.
MOV---Literacy in giving and understanding the
meaning of words is shown during the Unlocking of
Difficulties.
*Review: What is an Informational Text?
-Show through power point presentation.
*Unlocking of Difficulties:
--What is a summary?
(Power Point Presentation)
*Identify the meaning of the underlined words from the choices
given:
1. The country’s climate is ideal for growing grapes.
2. An ecosystem is comprised of all the non-living elements and
living species in a specific local environment.
3. Corn production is a large part of the agricultural industry in
Cebu.
4. The flowers depend on bees for pollination.
5. Irrigation provides water to plants.
-the watering of land by artificial means to foster plant
growth and production.
-the transfer of pollen from a male part of a plant to a
female part of a plant
-the process of making or growing something for sale
or use
-the complex of a community of organisms and its
environment functioning as an ecological unit
-the usual weather conditions in a particular place or
region
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV---Science context is integrated in the Unlocking
of Difficulties.
B.
Establishing a purpose for the
lesson/Motivation/Motive Questions
*Ask: Who has a farm? Have you visited a farm? What can you see in the
farm?
*Show a video clip entitled, “A Visit To The Farm”.
https://www.youtube.com/watch?v=yIVufl8FN0E
I have here a video clip showing how a good climate contributes to
healthy production of animals and plants in the farm. Take note of the
key points so we can give a summary at the end.
C.
Presenting examples/instances of the new lesson
Ask: What do you see in the video?
Are the animals and plants healthy? Why?
Why is it important to have healthy plants and animals?
Do you think there are enough food for the farmer’s
family? Why?
Do they need to buy food from the market? Why?
Who can save more money, the one with a farm or the
one without a farm? Why?
What food do you think is healthier to eat, the one you
grow or the one you buy from the market? Why?
What do you think is the climate of the place? Is it
hot/dry or rainy/wet? Too hot/too rainy? Or just
moderate?
What do you think will happen to the farmer’s farm if
the climate is not favourable for his plants and
animals?
What will happen to his farm if the climate is too hot or
too wet?
What is the video about? Who will try to give the
summary of the video?
*Show a picture of a farm destroyed by a drought or a storm.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV--- Contextualization, localization, gender fair and
integrations across learning areas like Science and
Araling Panlipunan and within learning area like
predicting outcomes are observable.
PPST MODULE 3
KRA 1, OBJ. # 3
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to develop
critical and creative thinking, as well as higher-order
thinking skills.
MOV---The questions presented are arranged from
lower level to higher level thinking skills. Pupils are
challenge to think creatively.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV--- Contextualization, localization, gender fair and
integrations across learning areas like Science and
Araling Panlipunan and within learning area like
predicting outcomes are observable.
Ask:
-What will happen to the plants and animals in a long
dry season or El Niño? What will happen to the plants
and animals in a long rainy season or La Niña?
-What could be the solution of this kind of problem?
-In what way does the government help in coping with
this kind of climate? Are there government programs
and projects that provide answers and solutions to
these problems?
-Why is there a need to prevent climate change? Why do
all living things need to adopt to climate change?
-What title can you give to these pictures?
-Giving the title is one way of summarizing the main
idea of the information given.
*Present pictures of climate change in slides.
Ask: How does climate change affect plants? Animals? People?
Food production? On availability of water? Health?
D.
Discussing new concepts and practicing new skills #1
Ask: How will you summarize the information given through these
pictures? Can you give a title to these pictures or a sentence?
*Presenting the informational text through power point.
*We have tried giving summaries to information through pictures and
videos; now let us go to the main lesson which is giving a summary to
the informational text heard.
*Listen carefully, I will read to you an informational text about
climate change. Be ready to give the summary of the text.
Climate includes patterns of temperature, precipitation, humidity, wind,
and seasons.
Climate change affects more than just a change in the weather; it refers
to seasonal changes over a long period of time. These climate patterns
play a fundamental role in shaping natural ecosystems, and the human
economies and cultures that depend on them. Because so many systems
are tied to climate, a change in climate can affect many related aspects
of where and how people, plants and animals live, such as food
production, availability and use of water, and health risks. For example,
a change in the usual timing of rains or temperatures can affect when
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV---Science concept like climate change and noting
details are integrated.
plants bloom and set fruit, when insects hatch or when streams are at
their fullest. This can affect historically synchronized pollination of
crops, food for migrating birds, spawning of fish, water supplies for
drinking and irrigation, forest health and more.
*Noting the significant details of the informational text .
*Giving the summary of the selection heard.
1.
2.
3.
4.
5.
6.
7.
8.
9.
E.
Discussing new concepts and practicing new skills #2
What is the selection about?
In your own words, what is climate change?
Base on the information given, what are the effects of climate
change?
How does climate change affect plants? people? Animals?
Food production? Health?
How can you as an individual adopt to climate change?
Why does climate change happen?
How are we, people including all living things survive from
climate change?
What can you do as individual to control climate change?
What is the summary of the selection?
*Independent Practice:
*Listen to your teacher as he/she reads the following passage and
then answer the question.
*Special Reminders:
Be polite by listening attentively to the teacher during the
independent practice.
*Cats are affectionate, cuddly, and independent. Unlike dogs, cats can
stay on their own if you go away overnight. They do not need to be
walked, and can monitor their own food so they don’t overeat. Also, cats
do not bark, so your neighbors won’t have any noise to complain about.
If someone wants to have a pet, a cat is a great choice!
Ask: Do you have pets at home? Do you take care of your pets?
Why?
The Summary of this passage is:
A. Cats are independent.
B. Dogs are a lot of work.
C. Cats are great pets.
D. Pets are hard work.
*Julie watched the ants as they carried small crumbs down the trail to
the anthill. She thinks ants are very hard working and industrious little
creatures. They always seemed busy, and you never saw an ant just
laying around doing nothing. They were carrying food, building tunnels,
or defending the anthill. One thing you could say about ants is that they
PPST MODULE 3
KRA 1, OBJ. # 3
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to develop
critical and creative thinking, as well as higher-order
thinking skills.
MOV---The questions presented to check pupils’
comprehension are arranged from lower level to
higher level thinking skills.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV---Values like taking care of pets such as cats and
ants as hard workers are integrated in the selections
given.
sure aren't lazy.
Ask: How will you describe of the ants? Do you like the ants? Why?
The Summary of this passage is:
A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.
F.
Developing mastery (leads to Formative Assessment 3)
Guided Practice
Pair Share:
(Give activity sheets for each partner for them to read
and answer.)
Listen to your partner as he/she reads the
informational text and then answer the question.
Special Reminders:
Be polite by listening attentively with each other during the pair
share activity.
1.
Many people buy lottery tickets, but not many win. Even fewer
give away their prize. Paul Dela Cruz, a fast food assistant
manager, won Ph 5,000,000.00 in the state lottery and decided
to give the money to a charity that adopts homeless and
abandoned children. The charity director could not believe
Paul’s generosity. Paul didn’t think it was any big deal. “The
kids need it more than I do,” he said.
The Summary of this passage is:
A. The state lottery
B. The dangers of gambling
C. One man’s generosity
D. Pick the winning number
2.
Lester was lost. He didn’t know where he was, or how to get to
where he was going. He had left the directions at home and he
didn’t have a map. Now, he was in a strange neighborhood and
he was confused. If he could find a familiar landmark, he might
figure things out.
The Summary of this passage is:
A. Wanting a map
B. Lester was lost
C. Getting directions
D. On his way to the party
*Checking of answers:
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV---Values integration like generosity and being
safe in following directions are integrated in the
context of the selections given.
G.
Finding practical applications of concepts and skills in
daily living
*There are 18 pairs,
in passage # 1, how many answered letter A? B? C? D?
-the correct answer is letter C
in passage # 2, how many answered letter A? B? C? D?
-the correct answer is letter B
*Differentiated Activity in four groups with 9 to 10 members, each
group will have a leader.
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
Rubrics in Participation/Group Activities:
POINTS
INDICATORS
5
-Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4
-Shows eagerness and cooperation to do the
task, good followers only
3
-Participated but late, with teacher’s supervision
2
-Activity was done but does not show eagerness
to participate or cooperate
1
-No interest in participating the activities
Special Reminders to pupils before doing the activity:
1. Be polite by listening attentively with each other during group
activity.
2. Group planning and sharing is 10 minutes only while group
presentation is 2 minutes or less.
Group 1-Read the selection, then decide among members what to
DRAW to show the summary of the informational text given. Use the
materials provided in the activity. Publish when done and explain your
presentation.
Group 2- Read the selection, then decide among members what actions
to PLAY to show the summary of the informational text given.
Group 3- Read the selection, then decide among members what TITLE
can best summarize the informational text given. Write the title in
manuscript form observing correct capitalization on the meta cards
provided, and then publish.
Group 4- Read the selection, then decide among members what
PPST MODULE 5
KRA 2, OBJ. # 5
MT I-IV RUBRIC, INDICATOR 4
-Manages learner behaviour constructively by
applying positive and non-violent discipline to ensure
learning-focused environment.
MOV---To minimize and prevent misbehaviour, house
rules/ standards/guidelines are set before doing the
activity.
MOV---Learners are given positive feedback after each
group sharing.
PPST MODULE 6
KRA 2, OBJ. # 6
-Uses differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences.
MOV---The learners are given differentiated activities
according to their strengths and interests.
MOV---By applying differentiated activities with
rubrics, learners are ensured of their active
participation.
SENTENCE can best summarize the informational text read. Write it on
a correct cursive writing on the meta cards provided, and then publish.
*It started when they got to the bears. Peter felt tired and his stomach
hurt. He dragged himself over to see the elephants, which were eating
from a stack of hay. Normally, the elephants were his favorite. Without
much interest, Peter followed his classmates to the camels, which were
busy swatting flies with their tails. Peter knew he should be having fun
at the zoo, but he just felt terrible and all he wanted to do was lie down
and rest. Even the lions and tigers did not interest him now.
Rubrics in Participation/Group Activities:
POINTS
INDICATORS
5
-Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4
-Shows eagerness and cooperation to do the
task, good followers only
3
-Participated but late, with teacher’s supervision
2
-Activity was done but does not show eagerness
to participate or cooperate
1
-No interest in participating the activities
Group Presentations
- not to exceed 2 minutes for each group presentation
(Learners are given utmost recognition in the task they are presented.)
H.
I.
Making generalizations and abstractions about the
lesson
Evaluating learning
Ask:
1.
2.
3.
What is a summary?
How do we summarize an informational text heard?
Did you follow the given house rules when performing the task
given to you?
4. Did you show politeness by listening attentively with your
partner and your teacher during the individual activity, pair
share activity and group activity? Why is politeness
important?
Evaluation:
Direction: Listen to your teacher as he/she reads the following
passage and then answer the question.
Tomorrow is Jill's birthday. She is excited because she gets to pick
where she will eat dinner. Will it be Mexican food at the Big Enchilada
House? Or will it be fried chicken at the Chicken Shack, or a big
cheeseburger at Al's Hamburger Palace. She just couldn't decide. Then
there was always the Pizza Shop with that great pepperoni pizza. How
would she ever decide? Maybe she would just flip a coin.
1. The Summary of this passage is:
PPST MODULE 10
KRA 4, OBJ. 10
Designs, selects, organizes and uses diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
MOV—Formative questions are raised to learners to
diagnose how far they have learned or if the objectives
of the lesson are carried.
PPST MODULE 10
KRA 4, OBJ. 10
-Designs, selects, organizes and uses diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
MOV---The use of formative assessment consistent
with curriculum requirements is followed in order to
interpret the result of the learners’ progress.
PPST MODULE 11
KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and
A. Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin
For the walls, Jenny thought she would use a bright yellow paint. She
would pick a border that had mostly bright red and green colors, and
maybe a little bit of blue. She already had found some curtains that were
sky blue with streaks of red, blue and yellow that she thought would go
great with the walls. And finally, she had picked a carpet that was
mostly blue with specks of red and yellow. Jenny couldn't wait till she
was done decorating her room. It was really going to look awesome.
2. The Summary of this passage is:
A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.
Right now Jason was playing right field. He really wanted to play third
base. Earlier this year, coach had put him in left field and second base in
a game, but never at third base. Once in practice, coach let him play
third base, but he kept missing ground balls. When he did stop one, he
made a bad throw to first base. Maybe if he kept practicing, Jason would
be good enough to play third base. That was his dream.
3. The Summary of this passage is:
A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
D. Jason was too lazy to practice.
The first book Chris read in fifth grade was about a lost kitten. Then he
read a book about a family of bears, and then he read about a wild
kangaroo in Australia. It seems every book Chris reads is about animals.
Last week he found a good book about snakes and reptiles, and another
book about elephants. Today Chris went to the library, and he checked
out a book about dolphins, whales and other animals that live in the sea.
4. The Summary of this passage is:
A. Chris likes kangaroos.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.
*Checking of answer sheets, monitoring the scores and submission
of papers for recording is done right away after the test to
interpret the result of the learners’ progress.
achievement using learners’ attainment data.
MOV—Results of evaluation are monitored and
reflected on the Learners’ Data in order to support
and assess learners’ progress and achievement.
J.
Additional activities for application or remediation
Assignment:
Look for a passage and then write your own summary of it in a sheet of
paper. Be able to share/read the passage and the summary in class
tomorrow.
V. REMARKS
VI. REFLECTION
A.
No. of learners who earned 80% in the evaluation
B.
No. of learners who require additional activities for
remediation
Did the remedial lessons work? No. of learners who
have caught up with the lesson
No. of learners who continue to require remediation
C.
D.
E.
F.
G.
Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I
use/discover which I wish to share with other teachers?
It started when they got to the bears. Basali felt tired and his stomach hurt. He dragged himself over to see the elephants, which were eating from a stack of hay. Normally,
the elephants were his favorite. Without much interest, Peter followed his classmates to the camels, which were busy swatting flies with their tails. Basali knew he should
be having fun at the zoo, but he just felt terrible and all he wanted to do was lie down and rest. Even the lions and tigers did not interest him now.
Summarize this passage:
A. Basali's favorite animals were the elephants.
B. The camels were swatting flies with their tails.
C. It was really hot at the zoo.
D. Peter didn't enjoy the zoo because he felt really bad.
To summarize, you must listen to a passage closely, finding the main ideas and supporting ideas. Then you must briefly write down those ideas in phrases, or one or
more sentences.
(Climate change refers to extreme wet and extreme dry weather or climate that could result to imbalance of the ecosystem.)