Accreditation
Community and
Learning Equivalency
Center: Cantil-e CLC Program: (A&E)
Alternative Literacy
Learning ALS Teacher: Mary Corinne C. Cipriano Level: JHS / Elem
System Teaching March 25, 2025
Dates and 2:00-3:30 PM Learning
Time: Strand: LS 5, LS 1
Tuesday
I. OBJECTIVES
A. Content Standards Global Awareness, Interdependence and Solidarity
B. Performance Standards Demonstrate an understanding of issues threatening global solidarity, and
strategies in response to the issues.
C. Learning Identify cause and/or effect of events (LS1CS/EN-L-PSA-AE-5.1.5)
Competencies/Objectives
Write the LC code for each Analyze the effects of global issues and concerns on one’s life group, community, nation,
region, and the world, e.g. terrorism, global warming (LS5US-GA-PSk-JHS-6)
Determine the key message conveyed in the material viewed (LS1CS/EN-V-PSC-JHS-19)
K: Explains the meaning of global awareness.
S: Demonstrates knowledge about the cause and effect of the most critical
global issues.
A: Show concerns on one’s life group, community and nation.
Values Integration:
Appreciating the value of education.
Literacy Integration:
Reading and understanding the situation given.
Determining the key message conveyed in the material viewed
Numeracy Integration:
Solving problem involving family consumption.
II. CONTENT Addressing Global Issues
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Learning Strand 5: Session Guide for Module 7: The Global Society
pages 3-6
2. Learner’s Materials pages Learning Strand 5: Module 7 -The Global Society pages 11-19
3. Textbook pages
4. Additional Materials from
the Learning Resource (LR)
portal
B. Other Learning Resources PowerPoint, pictures, tarpaper, Documentary clips
[Link] [Link]
[Link]
IV. PROCEDURES
A. Review the previous lesson Preliminary Activities
or present the new lesson Prayer
Class Rules
(Think-Pair-Share) 2 minutes
Let the learners find their partner.
Let them think and recall any news of any global crisis that
they just recently watched, heard, or read.
Let them share their thoughts to their partner.
Allow them to write and show the global issue they’ve talk
to the class using the Show Me Board.
B. Establishing a purpose for Word Search
the lesson Present the word puzzle to the class and let them find the
seven words listed below. Call some volunteers to answer
on the board.
Pollution
Corruption
Terrorism
Violence
Hunger
Education
Drugs
C. Presenting Unlocking of Difficulties
examples/instances of the
new lesson Ask the learners: What can you say about these words?
Pollution – is the presence of harmful substances in the air,
land, and water which can have an adverse effect on living
being and on the environment.
Education – is the process of learning and acquiring
knowledge, skills, values, and attitudes, encompassing
formal schooling, informal learning and non – formal
experiences.
Drugs – are chemical or substances that change the way our
bodies work.
Corruption – is the misuse of public power, position or
funds.
Terrorism – is a planned criminal act committed with the
intent to create a state of fear in the public.
Violence – is the intentional use of physical force or power,
threatened or actual, against another person that either
results in or has a high likelihood of resulting in injury, death,
or psychological harm.
Hunger – is an uncomfortable or painful physical sensation
caused by insufficient consumption of dietary energy.
Do you think these problems can still be solved?
D. Discussing new concepts Guess the Picture
and practicing new skills #1
Divide the class into three groups. Ask them to guess
the picture given to each group.
Let them to identify the cause and effect of the problem
in the picture given.
Group 1 - Climate change and pollution,
Malnourishment and Hunger
Group 2 – Lack of Education, Unemployment, and
Substance Abuse
Group 3- Government Corruption, Violence and
terrorism
Let them report their work to the class.
E. Discussing new concepts True or False:
and practicing new skills #2
Using Kahoot application, let the learners answer the
questions flash on the screen.
Directions: Press true if the statement is correct and false if it
is not.
1. Long - term success in ending world hunger starts by ending
poverty.
2. Climate change is affecting our planet in many ways.
F. Developing mastery Collaborative Work
Previewing questions:
What are the key points and details you can learn
from the video?
What are the new terms you heard in the video?
What questions do you have in mind after watching
the video?
Each group will be assigned a documentary to review and
analyze.
Remind the Group to prepare for an oral presentation.
Group 1: I - Witness: “Paraisong Uhaw”, a
documentary by Kara David
([Link]
Group 2: I – Witness: “Plastic Republic”, a
documentary by Howie Severino
([Link]
Group 3: I – Witness: “Let’s Talk About Sex”, a
documentary by Pia Arcangel
([Link]
G. Finding practical
applications of concepts and
skills in daily living
Show pictures of IP’s from Manjuyod, Negros Oriental.
Ask: Have you seen these people in Dumaguete City?
Or in your community?
What can you say about them?
What are they doing in the city?
These are the families from Manjuyod who are trying to sell
sweet potato in the city to provide their families’ need
specially food. If one family consisting of 5 members were able
to sell 7 kilos per day for Php60/kilo.
How much will they earn each day?
Do you think that is enough for their family’s basic
specially food, water and clothing?
If you we are in their shoe, what are you going to do?
Is education important?*
H. Making generalizations and PASS THE BALL
abstractions about the lesson
While the music play, the learners pass the ball around.
As the music stops, the learner who is holding the ball
will peel 1 paper from the ball. He / She reads the
question and answer.
What is our lesson all about?
Name 3 global crisis we are facing today.
What have you learned from our lesson?
What are the effects of global issues and concerns in the picture on
one’s life group, community, nation, region, and/ or the world?
As an ALS learner, what can you do to solve/lessen
the issue in my own simple way?
I. Evaluating learning Select Me
Directions: Choose the letter of the correct answer. Write your
answer on the space before each number.
_____1. Terrorism is an issue throughout the world that
causes…
a. Fear and death
b. Fear and death, but no violence
c. Fear, violence and death
d. Fear, violence and love
_____2. _________ is an act of physical force that causes or is
intended to cause harm to someone.
a. Fear and death
b. Fear and death, but no violence
c. Fear, violence and death
d. Fear, violence and love
J. Additional activities for
application or remediation
Read and analyze the statement below. Write an essay consisting of
not less than 10 sentences. Your answer will be evaluated using the
rubric below.
“Global issues can only be resolved by global action and
it starts within me.”
“Ang pangdaigdigang isyu ay kayang lutasin ng
pangkalahatang aksyon at ito ay magsisimula sa akin.”
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
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?
Babajuba Elem.
GRADES School: School Grade Level: V
1 to 12 Lesley Jane P. MATHEMA
DAILY Teacher: Ortillano Learning Area: TICS
LESSON LOG Teaching SEPTEMBER 12,
Dates and 2018 (WEEK 5) 9:05- 2ND
Time: 9:55 AM Quarter: QUARTER
MONDAY
I. OBJECTIVES
A. Content Standards The learners can demonstrate understanding of decimals.
B. Performance Standards The learner is able to recognize and represent decimals in various forms and contexts.
C. Learning 1. Estimates the products of decimal numbers with reasonable results
Competencies/Objectives 2. Writes the estimated product of the given equation
Write for the LC code for each 3. Appreciate the value of thriftiness
(M5NS – II e – 112 )
II. CONTENT Estimating the products of decimal numbers with reasonable results
III. LEARNING RESOURCES
A. References Lesson 41
1. Teacher’s Guide pages Quarter 2 TG pp
2. Learner’s Materials pages Quarter 2 LM pp
3. Textbook pages
4. Additional Materials from Charts, powerpoint, flash cards
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or Drill
presenting the new lesson 1. Flash cards: Multiplication
Ex. 5 x 0.1 , 4 x 0.1, 3 x 0.1
Review
Rounding off decimals
Ex. 2.345, 3.145, 2.248
B. Establishing a purpose for Your mother gave you ₱100.00 to buy a dozen of eggs at ₱6.50 each. Without computing how would
the lesson you know that the money given to you is enough or not? Why?
C. Presenting Present the following problem
examples/instances of the Carlo bought a dozen of eggs at ₱6.50 each for tomorrow’s breakfast. About how much did he pay in
new lesson all?
D. Discussing new concepts Ask the following questions:
and practicing new skills #1 1) What are given?
2) What is being asked?
3) What is the clue word?
4) What is the operation?
5) What is the number sentence?
6.) What is the answer?
E. Discussing new concepts Explain step-by-step the process of estimating products of decimals numbers. If possible, elicit this
and practicing new skills #2 from the pupils or have them do the explaining.
F. Developing mastery (Cooperative Learning)
Get moving
Estimate the product.
Gr.1- 42.6 x 37.2= Gr.2- 68.54 x 24.4= Gr.3- 99.2 x 48.5= Gr.4-123.86 x 31.5= Gr.5-246.3 x
9.67
G. Finding practical Read the problem then answer the questions that follow:
applications of concepts and Father and other farmers harvested tomatoes for the town's Tiangge Day. They were able to fill
skills in daily living 56.5 kaings each weighing 18.75 kilograms.
1. About how many kilograms of tomatoes were harvested for the Tiangge Day?
2. If they will sell the tomatoes for ₱24.25 a kilo,
a) By how much will they get for one kaing?
b) By how much will they get for all the tomatoes?
3. A businessman will buy all the tomatoes, but will be given 1.5 kilograms free for each kaing. About
how much will he pay?
4. Do you think that much of tomatoes will be ready to be sold for Tiangge Day if only Father picked
the tomatoes?Why?
H. Making generalizations and How do you estimate the products of decimal numbers?
abstractions about the lesson
I. Evaluating learning Estimate each product by rounding:
1) 22.7 2.73.82 3. 8.493
x 0.08 x 0.28 x .08
4. Ivan runs 4.8 km every morning. About how many kilometres does he run each week?
5. In 6.75 x 8.56 if the factors are rounded to the nearest whole number, will the estimate
be greater
or smaller than the actual product? Explain.
J. Additional activities for Estimate the product:
application or remediation 1. 9.713 2. 561.73
x 4.12 x 5.17
3. 584.9 4. . 623.7
x 82.8 x 7.89
5. 689.7
x 53.7
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
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?
Checked by: NANCY N FAUSTORILLA CHECKED BY: _______________
Principal I
