Community Program A&E

Learning Center
Learning Facilitator Literacy Level AE/LS/AS
ALTERNATIVE
LEARNING SYSTEM Month and Learning Strand LS1
DAILY LESSON LOG Quarter Communication
Skills

I. OBJECTIVES
A. Content Standards (Leadership-Teamwork) Task Leadership
B. Performance Standards Develop interpersonal skills that will contribute to harmonious relationships
between and among one`s family and community members.

C. Learning Competencies/ Objectives Knowledge:

Write the LC code for each.
 Demonstrate leadership qualities and skills, including good
communication, team building, promoting group cooperation, and
giving clear instructions
 Lead the group in accomplishing a task
LS1CS/EN-L-PSA-AS-11
Skill: Series of small group activities, large group discussion

Attitude: Show’s interest in having task leadership competition.

II. CONTENT(Subject Matter) Task Leadership (Task Leadership Competition)

III. LEARNING RESOURCES

A. References
1. Session Guides pages

2. Module pages Mindanao Youth for Development Project Life Skills Curriculum Facilitator’s Manual
Module 3 Session 4 Activity 7 page 26-28

B. Other Learning Resources

!Materials and Preparation: handkerchief, marker, paper, whistle

 Gather as many handkerchiefs as needed (or other cloth) for
the blindfold activity
 Pepare a whistle or a bell (if avaialble) to use for the activities.
 Handout 3.6: Team Task List

* ALS-K to 12 BEC Curriculum (LS 1 Communication Skills )Page 26

IV. PROCEDURES
A. Springboard/Motivation (Establishing a purpose Activity 1: (Cooperation is the Key)
for the lesson)
 Show learners different pictures of group showing cooperation.
 Ask them how each group shows cooperation to do their task.
B. Activity (Review of previous lesson/s or Activity 2. (Follow The Direction Carefully)
Presenting the new lesson)
 Give each learner a worksheet involving directional steps.
 Let them follow the directions base on the worksheet.
 Correct learners work after the activity
C. Analysis (Presenting examples/instances of the Activity 3: (The Game Is On)
new lesson)
 Group learners into two, give each team a simple game that
demonstrate teambuilding.
 Read to the group a mechanics on how the game will work.
 Ask them to listen to able to follow the game instructions
correctly.
 Read the mechanics twice only to test their listening skills.


D. Discussing new concepts and practicing new Presenting the Lesson

skills (sub-activity #1)
 Tell the participants that they have been involved in many activities
and tasks from the beginning that required them to work as a group
and show leadership.
 This is an opportunity for them to demonstrate leadership skills and all
those other areas of learning they have gone through so far.
 Underscore that they must demonstrate effective leadership skills -‐
effective communication skills, team building and leading team work,
leading problem solving and decision making and promoting positive
and cooperative relationships -‐ as they execute the tasks.

E. Discussing new concepts and practicing new Presenting the Lessons

skills (sub-activity #2)
 Group participants as appropriate, each group will perform tasks on
leadership. Each activity must be led by a different task leader, who
will follow the instructions Handout 3.6: Team Task List in their
Partcipant’s Handbook.
 The task leader should be the only one holding a Participant
Handbook, while others focus on doing the activity. The teams will
have to do each activity in 2 minutes or less. The team who finishes
first, wins. You may use other group games that show leadership and
teamwork.
  Blow the whistle (or ring the bell) to signal the start. Let the
games begin!

F. Abstraction (Making generalizations about the Class Participation

lesson)
 Debriefing Questions: Leading Others

 Who assumed leadership roles during the activity?

 What leadership qualities did leaders demonstrate?
 What made you follow your leader?
 What inspired you to take leadership role?

 Following Others

 Who assumed a follower role at times throughout the activity? How

did it feel?
 How did it feel to follow different leaders?
 Do you consider yourself a good follower? What are the traits of a
good follower?

G. Application (Developing mastery) Making Group Decisions

1. Did the group arrive at any decisions

through group consensus? (Some didn’t get
their first choice, but they could “live” with
the decision.)
2. Did everyone in the group express an
opinion when a choice was
available? If not, why not?
3. What is the best way for this group to make decisions?
Explain.

H. Valuing (Finding practical application Ask:

of concepts and skills in daily living)
 How will you show cooperation in community involvement in
your barangay?

I. Evaluation (Assessing learning)  Direction: In a piece of paper, write down some problems you
encountered while doing the different activities a while ago.
Write down also, what you like on the activities and why you
like it.

J. Agreement (Additional activities for application or  How will you show good cooperation in every task given to you
remediation) by your family, or by your facilitators in the class?
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 by:
_____________________________
DALSC

Process Observers:
_________________________
Education Program Specialist II

__________________
Education Program Supervisor