BLP

ALTERNATIVE Community
Learning Center Program Accreditation &
LEARNING SYSTEM (CLC) Equivalency (A&E)

WEEKLY LESSON LOG Learning Facilitator Literacy Level EL

Month and Quarter Learning strand

LS2

I. OBJECTIVES
1. Content Standard/Focus Application of Scientific Ways of Thinking in Daily Life
2. Performance Standards/ Apply scientific thinking in daily life situations.
Terminal Objectives
3. Learning Competencies/  Identify superstitious beliefs and practices at home and in the community (LS2SC-SM-PSB-LE/AE/JHS-2);
Enabling Objectives  Explain the reason behind observing beliefs and traditions (LS2SCSM-PSB-LE/AE/JHS-2); and
 Describe the effects of beliefs and traditions to daily life (LS5US-NIPSC-AE-A.2).
II. Content (Subject Matter)
III. LEARNING RESOURCES
A. References
1. Session Guide/Module pages Module 1: Why Do I Need To Believe in Science pages 1-2.
2. Module/Learner’s Materials Lesson 1: How Do I Get Bad Luck? pages 1-14.
pages
3. Additional Materials from ICT for ALS, Learning activity sheets number 3
Learning Resource (LR) Portal
4. Other Learning Resources short bond paper, ballpen/pencil
IV. PROCEDURES
A. Springboard/Motivation Answer the Pre- Assessment in pages 2-5 in Learners Guide Module.
(Establishing a purpose for the
lesson)
A. Activity (Review of the previous a. Search and print the following images:
lesson/s or Presenting the new
lesson)

plate on a table funeral pansit big/old tree broom/ walis ting-ting


B. Analysis (Presenting examples/
instances of the new lesson)
C. Discussing new concepts and
practicing new skills (sub-
activity #1)
staircase nailcutter wedding gown metal spoon wooden door
b. Assign learners in pairs or groups. Provide one printout for each pair or group.
c. Ask the pairs or groups to think of any superstition that comes into their minds when they see the picture
given to them.
d. Instruct the pairs or groups to prepare a short skit for a class presentation. Their classmates will try
guessing the superstition based on their skit.
a. Ask the pairs or groups to present their skit to the class. The remaining pairs or groups must guess the
superstition that their classmates are acting out.
b. Once finished with the skit, each pair or group must explain the superstition and say how it is believed to
bring good or bad luck.
c. Initiate a discussion by asking the following questions to the learners:
· Why are superstitions very popular in the Philippines?
· How have superstitions affected Philippine culture and traditions?
· Why do people still believe in superstitions despite having no scientific proof?
A superstition (pamahiin in Filipino) is a belief, half-belief, or simply a practice that seems to have no concrete
(visible) evidence to its usefulness. We are aware that once we hear the words pregnancy, wedding, death, or
traveling, we would be able to hear our relatives mentioning different superstitions to keep us safe and lucky.
Some common superstitions include:
1. If you step over 4. If you get a wound
people while from any accident, all the
they are lying down, food you have eaten
they will (especially rice) or even
not grow taller trains and horses will
come out of it.
2. If three people are
5. If you go to sleep with
photographed together, wet hair, you will wake
the person in the up crazy, bald, or blind.
middle will die
3. If you go to bed
6. If you ever get lost in
hungry, your spirit
first any place, just wear
will leave your body to your clothes inside out
look for food and will to find your way back.
never
 7. When you drop a spoon while 9. If you jump once the clock
you are eating, a woman will visit strikes midnight on New Year’s
you. If it is a fork, a man is Eve, you will grow taller.
coming instead

8. If you point your finger at a 10. If you bite your tongue,

tree especially during nighttime, someone is thinking of you.
you have to bite your finger or
you will have bad luck.

D. Abstraction (Making
generalizations about the Using the learner’s module, present the key concepts on superstitions, culture, and traditions.
lesson)

To a lesser extent, people develop their own superstitions. For example, students who receive a high score
from a test after using a particular color of pen or wearing a certain pair of socks will now form a belief that if
they use the same pen or pair of socks for the succeeding tests, they will get the same results. This, too, can
be passed on to other people. Popular examples of these lucky charms are the four-leaf clover, golden
horseshoe, lucky cat, and good luck fish.

This process of preserving culture by handing over customs, beliefs,

and practices is called tradition.

Questionable as these superstitions may be, people still continue believing in them.
Despite the lack of evidence, many people see superstitions to be based more on
cultural habit than conscious belief. No one is born knowing what is lucky or
unlucky, but if you are raised to believe that there are such beliefs, it
will make you uncomfortable to do unlucky things even if you logically
understand their possibilities. But, believing that good luck works can
help you be better by giving you the idea of control over the events in your life.
Confidence does make a difference.
 E. Application (Developing
mastery) Ask each learner to prepare a short story containing ten superstitions with a minimum of three hundred
words. The story must involve a person’s belief in superstitions and its effect on his/her life.

F. Valuing (Finding practical

applications of concepts and
skills in daily living)
G. Evaluation (Assessing learning)
On a clean sheet of paper, ask the learners to write their understanding of the session.
Answer the learning activity sheets and below is a list of Filipinos’ superstitious beliefs. Identify the one that
best match the descriptions provided within the big circle. Choose from among the statements found in the
rectangular box. Write your answer on the blank provided.

H. Agreement (Additional activities

for application or remediation)
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: Checked by: NOTED:

SWEET DANICA N. AQUE ETHYL JANE B. LIGANDO JASMIN J. ADRIATICO

ALS Teacher EPSA II in ALS EPS IN ALS