ALTERNATIVE LEARNING SYSTEM Community Learning Center (CLC) BARAYONG PILOT CENTER
Detailed Lesson Plan
DAY
I. OBJECTIVES
A. Content Standards/Focus
B. Performance Standards/Terminal
Objectives
C. Learning Competencies/Enabling
Objectives
(Write the LC code for each)
II. CONTENT (Subject Matter)
III. LEARNING RESOURCES
A. References
1. Session Guide pages
2. Module/Learner’s Material pages
3. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Preliminaries
Review:
A. Springboard/Motivation
(Establishing a purpose for the
lesson)
Program ALS K to 12 Curriculum
Learning Facilitator MARJORIE L. DENUNA Literacy Level Elementary/Secondary
Date JUNE 2022 Learning Strand LS5/LS1/LS2
DAY 1
At the end of the lesson the learners are able to:
● Identify and give example of cause and effect relationship.
● use conjunctions in connecting two sentences through group activity.
● express opinion/feelings/ideas in a given task.
Writing
Express one’s ideas and feelings clearly and appropriately in writing in the English language to be able to function as a member
of the family, the community, the nation, and the world, and to participate in community and economic development.
 State the natural calamities and disasters that often occur one’s community.
LS5DS-KE-PSF-BL/LE/AE/LS/AS-1.3.2
 Describe cause- and -effect relationships about common problems in materials read.
LS1CS-EN-R-PSD-LS/AS-27
 Compare clear and coherent sentences using appropriate grammatical structures:
● conjunctions- LS1CS/EN-WPSE-AE-13
CAUSE- AND- EFFECT RELATIONSHIP USING CONJUNCTIONS
ALS-K TO 12 BEC Guide, LS5/ LS1/LS2
Laptop, projector, pictures, meta cards, video,
 Prayer & Greetings
 Classroom Management
 Checking of Attendance
Ask question on the previous lesson.
●AE, LS, AS
“PICK & MATCH”
Direction: Group the learners into 2. Each group will pick pictures in the box. Match the Picture A to Picture B on the
board. Each correct matched picture will be given 5 points. The winning group will get a reward.
 Questions:
1. What can you say about the activity?
2. Were you able to match picture correctly?
3. Based on the activity, what do you think would be our topic?
1. What was our past lesson?
B. Activity (Review of previous lesson/s
AE ● Circle the best word for each sentence. (Multiple
or Presenting of the new lesson)
Choice) 1. With the same group, pick up connective words
LS ● Underline the conjunctions in the paragraph. written in the rolling paper inside the box.
AS: Game Group Activity: 2. Use the appropriate connective word to
“SEARCH & connect 2 sentences.
CONNECT” SETTING OF STANDARDS 3. Post your output on the board. Two points
each correct answer.
4. Time frame is only 5 minutes.
5. The winning group has a prize.

C. Analysis (Presenting example/
Instances of the new lesson)
D. Discussing new concepts and
Practicing new skills (sub-activity #1)
E. Discussing new concepts and
Practicing new skills (sub-activity #2
F. Abstraction (Making generalization
Possible answers:
1. Cara’s dress was wrinkled so her mother ironed it.
2. Because the alarm was not set, we were late for work.
3. I got a stomach ache when I eat too much ice cream.
4. When water is heated, the molecules move quickly, _therefore_ the water boils.
5. The wind blew the roof off the house, and as a result, the family had to find another place to live.
Words to be used to complete the sentence:
because, therefore, when, so, as a result
Let the learners answer the following questions:
1. What can you say about your activity?
2. How did you come up with your answers?
3. Were you able to connect the words correctly?
4. What are those words you used to connect two sentences?
5. As what you have understood, what are those two connected sentences all about?
6. What is Cause and Effect?
CAUSE AND EFFECT
About the lesson) CAUSE- is defined as the REASON for an event or situation. It answers WHY it happens?

EFFECT- is defined as the RESULT of an event or situation. It answers WHAT happens?

Cause
When we want to focus on the cause, we use conjunctions because, since, as, due to, owing to.
They can be followed by a clause or a gerund/verb in the following way:
Clause 1 + because/since/as + clause 2;
Clause 1 + due to/owing to + gerund/noun.

Examples:
1. I used full fat milk because I did not have skimmed milk at home.
 2. We couldn’t talk to her since she wasn’t home. 
 3. We can’t go to the cinema as it is too late. 
 4. I sneezed due to the spices in the air.
 5. I missed my train owing to a traffic hold-up.

Effect
When we want to focus on the effect, we use conjunctions, as a result, so, therefore.
They are followed by a clause in the following way:
Clause 1 + so/therefore/as a result + clause 2

Examples:
 1. We had no kiwis so I decided to eat some cherries instead.
 2. He wanted to buy a new house, therefore he started saving up his money.
 3. I couldn’t walk for a year as a result of the accident.

Use
We use cause and effect conjunctions to link two sentences and to show their cause and effect relationship:
cause conjunctions (because, due to/owing to, since/as) are used to introduce the reason of a sentence;
effect conjunctions (as a result, so, therefore) are used to show the purpose of a sentence.

AE: Complete each sentence using the subordinating conjunction.

 G. Application (Developing mastery)
H. Valuing (Finding practical application
Of concepts and skills in daily living)
I. Evaluation (Assessing learning)
LS : Underline the cause sentence.
AS : Direction:
With the same group, give an EFFECT of the given CAUSE in numbers 1-3 and give a CAUSE for the given EFFECT in
numbers 4-6 using connectors/conjunctions (because / so that). Five points each sentence and time frame is 5 minutes.
Outputs will be sent in the group chat. The group who got the most correct answers will receive a reward.
Possible answers:
CAUSE:
1. Jesus died on the cross so that we will be saved.
2. Many Filipinos go abroad so that they will earn for a living.
3. I study well so that I will get high grades.
EFFECT:
1. All the crops were destroyed because of el niño.
2. The team won the basketball championship game because of teamwork.
3. Because of the heavy rain, the road is slippery.
AE:
LS : Read the following sentences. Write C before the sentence for the cause and E for the part that is effect.
AS : Direction: Encircle the CAUSE and underline the EFFECT of the given sentences.
1. There are flash floods because of heavy rain.
2. Her hair started falling out as a result of radiation treatment.
3. Meeting was cancelled due to heavy rain.
4. The boy knew the answer, so he raised his hand.
5. The soccer players wanted a drink of water because the sun is hot.
6. A tornado blew the roof off the house, and as a result, the family had to find another
place to live.
7. Due to my daughter’s illness, we cancelled our trip.
8. They have had to postpone the meeting owing to the strike.
9. Since you are not interested, I won’t tell you my problems.
10. My printer got broken as a consequence of I borrowed my friend’s.
 J. Agreement (Additional activities for Identifying the CAUSE- and – EFFECT Relationship. In a 1 whole sheet of yellow paper copy and read the short fable. Underline
Application or remediation) the Cause and encircle the Effect.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What work? What else to be done
VI. REFLECTION to help the students learn? Identify what help your instructional supervisor can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of leaners 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 teacher?

Prepared by: Approved:

MARJORIE L. DENUNA ERIC C. TUBAT, EdD

ALS Mobile Teacher 1 Division ALS Focal Person
 Magsaysay North District Division of Davao del Sur

ALTERNATIVE LEARNING SYSTEM Community Learning Center

WEEKLY LESSON LOG (CLC) BARAYONG ALS PILOT CENTER Program ALS Kto12 CURRICULUM
Learning Facilitator MARJORIE L. DENUNA Literacy Level ADVANCE ELEMENTARY
Month and Quarter JUNE 2022 Learning Strand LS1/LS4/LS5

DAY DAY1
I. OBJECTIVES At the end of the lesson the learners are able to:

A. Content Standards/Focus
B. Performance Standards/Terminal
Objectives
C. Learning Competencies/Enabling
Objectives
(Write the LC code for each)
II. CONTENT (Subject Matter)
III. LEARNING RESOURCES
A. References
1. Session Guide pages
2. Module/Learner’s Material pages
3. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
a. preliminaries
A. Springboard/Motivation
(Establishing a purpose for the lesson)
a. Classify sentences according to their uses.
b. Construct declarative, interrogative, imperative, and exclamatory sentences.
c. Read sentences correctly and clearly with expressions.
d. Show teamwork and cooperation through participating in a group activity.
Reading/Writing
Acquire and critically process information from a wide range of written and multimedia materials in the English language to function
effectively as a member of the family, community, nation, and the world, and to participate in community and economic development.
a. Identify the kinds of sentences (i.e., declarative, interrogative)- LS1CS/EN-RPSD-AE-10
b. Demonstrate smooth interpersonal relationships between and among family members. - LS5DS-IFPSBBL/LE/AE/LS/AS-1
c. Teamwork and collaboration- LS4LC-AE-PSAAE/LS/AS-11
Different Types of Sentence According to Function
Grammar and Composition 4 by Prentice Hall
Proficiency in English 8 by Simeon Tabunda
ALS-K TO 12 BEC Guide, LS1/ LS4/LS5
Laptop, Visual Aids, Charts, Flash Cards, Pictures, Name Tags
 .Prayer & Greetings
 Classroom Management
 Classroom Management
Group Activity:
The students will be divided in to four; each group will be given pieces of paper with words written on them. They will be asked to
arrange the words in order to make a sentence.
They will come up with the following sentences:
1. Philippines is rich in natural resources.
2. Did you enjoy your family trip?
3. Please give the certificate.
4. I can’t believe it! We won!

B. Activity (Review of previous
lesson/s or Presenting of the
new lesson)
C. Analysis (Presenting example/
Instances of the new lesson)
D. Discussing new concepts and
Practicing new skills (sbb-activity #1)
E. Discussing new concepts and
Questions:
1. What can you say about the activity?
2. What did you notice the sentences formed?
3. Did you observe their punctuation marks?
4. Based on the activity what do you think would be the topic of our lesson?
►Ask the learners regarding with the past lesson.
Group the learners into 3. Using the pictures shown on the screen, I want you to form different types of sentences according
to its function.
Possible answers - Declarative : Daniel Padilla is an actor.
Interrogative: Is he famous?
Imperative : Can you please give me your phone number?
Picture 1 Exclamatory : Oh my God! Daniel Padilla is so handsome!
Possible answers: Declarative : They are finding the way out from the forest.
Interrogative : Are they lost?
Picture 2 Imperative : Please tell them how to get there.
Exclamatory : Help! We are lost!
Possible answers: Declarative : The team won the contest.
Interrogative: Did they win the contest?
Picture 3 Imperative : Let’s clap our hands for the winning team.
Exclamatory : Hurray! We won!
Let the learners answer the questions:
1. What can you say about your activity?
2. How did you come up with your answers?
3. What are those sentences?
4. What is Declarative, Interrogative, Imperative, Exclamatory Sentences?
5. Give examples of each.
Practicing new skills (sbb-activity #2)
F. Abstraction (Making
generalization
About the lesson)
G. Application (Developing mastery)
H. Valuing (Finding practical
Application of concepts and skills
in daily living)
I. Evaluation (Assessing learning)
There are four sentence functions in English: declarative, exclamatory, interrogative, and imperative.
1. Declarative sentences state an idea. They end with a period for example:
● The first toilet ever seen on television was on Leave It to Beaver.
● The problem with the gene pool is that there's no lifeguard.
2. Interrogative sentences ask a question. As you would expect, they end with a question mark. for instance:
● How you going to keep them down on the farm when they've seen Paris.
● Why is it possible to tickle someone else but not to tickle yourself?
3. Imperative sentences give orders or directions, and so end with a period or an exclamation mark. For instance:
● Sit down and listen!
● Fasten your seatbelts when the sign is illuminated.
4. Exclamatory sentences show strong emotions. They end with an exclamation mark. For example:
● What a mess this room is!
●The cake is ruined!
Group Activity: Make a short presentation depicting different situations. Make sure to use all types of sentences.
Group 1: You and your family are in a concert.
Group 2: You are lost when you meet a group of friends having fun on the road.
Group 3: A famous actress visited your village.
Group 4: Your teacher informed you about your failing marks.
Allows student think, feel and act processes as she/he finds the connections of what she/he has learned from the facts and
concepts level to his/her personal life and experiences.
Directions: Read each sentence carefully and identify their function. Write DC if it is declarative, INC if it is interrogative, IMC if it is
imperative and EC if it is Exclamatory.
 1. Samar Island is known for its beautiful caves and water falls.
2. Did the organization approve her proposal?
3. Isn’t her voice magnificent!
4. It’s a baby boy!
5. Call the insurance agent, please.
6. Watch out for that car!
7. What harm did the delay cause?
8. Most people do enjoy taking risks.
9. Is there anything else that I can get you?
10. Keep off the grass.

Write a short narrative about your most unforgettable experience. Use at least 4 declarative, 4 imperative, 4 exclamatory and 4
J. Agreement (Additional activities for interrogative sentences.
Application or remediation)

V. REMARKS
.
VI. REFLECTION
A. No. of leaners 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?
E. 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 teacher?

Prepared by: Noted:

GLENN C. AQUE IVY C. PACAŇA

 Mobile Teacher
ALTERNATIVE LEARNING
SYSTEM
WEEKLY LESSON LOG
WEEK
I. OBJECTIVES
A. Content Standards/Focus
B. Performance Standards/Terminal
Objectives
C. Learning Competencies/Enabling
Objectives
(Write the LC code for each)
II. CONTENT (Subject Matter)
III. LEARNING RESOURCES
A. References
1. Session Guide pages
2. Module/Learner’s Material
pages
3. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Springboard/Motivation
(Establishing a purpose for the
lesson)
District Coordinating Principal
Tagbitanag, Licup, Guilon, Cawag
Community Learning Center (Monday, Tuesday, Wednesday, Thursday) Program MYDEV: Life Skills
(CLC)
Learning Facilitator GLENN C. AQUE Literacy Level Elementary & Junior High School
Month and Quarter June Learning Strand
WEEK NO. 2 WEEK NO. 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
a. Link their learning style with strategies on how to learn
Identify skills and qualities that are important to them in general and for new skills and information
work
Make a Strategies
Begin to determine next steps in improving skills and qualities
Learning Strategies
VALUES AND SKILLS: My Skills and Qualities
Pages 13 - 15
Pages 9
Manila Paper, Markers, Tape manila paper, markers, tape
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge indicate the time allotment for each step.
Ask learners what are their skills. 1. Read the scenario below out loud and
have learners think about the approach
to learning they might take if they were

B. Activity (Review of previous
lesson/s
or Presenting of the new lesson)
C. Analysis (Presenting example/
Instances of the new lesson)
D. Discussing new concepts and
Practicing new skills (sbb-activity
#1)
E. Discussing new concepts and
Practicing new skills (sbb-activity
#2)
F. Abstraction (Making
generalization
About the lesson)
G. Application (Developing mastery)
Ask learner to go Handout 1.2: My Skills and Qualities on page 9 of learners
handbook
Have learners think about their results:
How did I rate myself in each of the 6 areas that I selected?
What skills/qualities can I improve under Areas of Improvement to turn
them into Strength?
Process the exercise with the whole group asking them:
How did this activity of selecting and assessing your skills and qualities help
you?
Emphasize to the learners that everybody has strength and areas for
improvement. The next activity is going to focus on setting goals, which is a
first step in helping to move skills/qualities from the right side to the left
side.
Write an essay. Choose an object that represents yourself and write how
that object relates to your skills and qualities.
the new construction worker.
Scenario: You were recently hired in a food catering
business. There are many new things you need to
learn – policies, procedures and protocol at work;
the use of utensils, equipment and kitchen tools you
have not operated before; and the processes
involved in preparing and preserving food, etc.
In a large group, ask them:
- Given your learning style, what
strategies will you use to learn all of
these new things?
Ask learners to go to Handout 1.6: Learning My Way in their
Participant’s Handbook. Read it together and have them review
and add strategies that they think were not on the list.
1. Pair participants from different learning style groups
and have them practice similar statements to those
found at the end of Handout 1.6: Learning My Way so
they begin to get comfortable with expressing how
they learn.
Handout 1.6: Learning My Way
Tips on how to improve your learning:
If you learn best by listening...
 Read aloud information you need to do a job or to study.
Ask people to explain things to you that you don't
understand.
Study with other people.
Call people on the phone instead of writing to them.
Choose a job where listening plays an important role.

H. Valuing (Finding practical

application
Of concepts and skills in daily
living)
Observe the learners activity
I. Evaluation (Assessing learning)

J. Agreement (Additional activities for

Application or remediation)

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What work? What else to be done to help the students learn? Identify what help
your instructional supervisor can provide for you so when you meet them, you can ask them relevant questions.
VI. REFLECTION
A. No. of leaners 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 teacher?

Prepared by: Noted:

GLENN C. AQUE IVY C. PACAŇA

Mobile Teacher District Coordinating Principal

ALTERNATIVE LEARNING Tagbitanag, Licup, Guilon, Cawag

SYSTEM Community Learning Center (Monday, Tuesday, Wednesday, Thursday) Program MYDEV: Life Skills
WEEKLY LESSON LOG (CLC)
Learning Facilitator GLENN C. AQUE Literacy Level Elementary & Junior High School
Month and Quarter June Learning Strand

WEEK WEEK NO. 2 WEEK NO. 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
a. Review the main topics presented during the session
 A. Content Standards/Focus (learning style assessment, learning strategies)

a. Apply the knowledge gained to particular situations or

B. Performance Standards/Terminal scenarios
Objectives

C. Learning Competencies/Enabling
Objectives
(Write the LC code for each)
II. CONTENT (Subject Matter)
Session 3 Review and Application – Learning
New Skills
III. LEARNING RESOURCES

A. References
1. Session Guide pages Page 32-34
2. Module/Learner’s Material
pages
3. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge indicate the time allotment for each step.

A. Springboard/Motivation
(Establishing a purpose for the
lesson)

1. Group the learners into three;

B. Activity (Review of previous
lesson/s  Task 1 – Paramihan game: Divide the group
or Presenting of the new lesson)
into (3) small groups. In 1 minute, each group
will list on a manila paper all the topics they
have learned in Module 1. When time is up,
review will follow. Each group will cross out
every same common correct answer that they
have with other groups. The group with the
highest number of correct answers left in their
manila paper after reviewing, is the winner.
 Task 2 – Role play: Use the same grouping as in
Task 1. Each group is given an open ended
scenario. Before acting it out, each group will
 discuss among themselves on how to end the
story. The ending should lead to the
achievement of a certain goal in the story. Use
2 or more of the 6 general styles of learning.


C. Analysis (Presenting example/

Instances of the new lesson)

D. Discussing new concepts and

Practicing new skills (sbb-activity
#1)

E. Discussing new concepts and

Practicing new skills (sbb-activity
#2)

F. Abstraction (Making
generalization
About the lesson)
1. Debriefing questions;
G. Application (Developing mastery)
 What process should you use to accomplish this
long term goal?

 What steps were suggested for each character in

the scenario to reach his/her goal?

 What lessons from the 3 scenarios can you use in

your own life?

 How are values, skills, qualities and people’s

support important in achieving one’s goal? Give
some examples from your own experience.

1. End of Module Assessment:

H. Valuing (Finding practical
application Congratulate participants for finishing Module 1.
Of concepts and skills in daily Explain that they will now take a short assessment to
living)
see how much they learned. Clarify that this
assessment is very important for the Facilitator and for
themselves to see what knowledge and skills they
know and what they still need to reinforce. The results
will not affect your ability to continue in the program.  

Conduct test evaluation of module 1

I. Evaluation (Assessing learning)

J. Agreement (Additional activities for

Application or remediation)

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What work? What else to be done to help the students learn? Identify what help
your instructional supervisor can provide for you so when you meet them, you can ask them relevant questions.
VI. REFLECTION
A. No. of leaners 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 teacher?
Prepared by: Noted:

GLENN C. AQUE IVY C. PACAŇA

Mobile Teacher District Coordinating Principal