ALTERNATIVE LEARNING SYSTEM Community Learning

Compostela CES (CLC) Program A&E

Weekly Lesson Log Center (CLC)
Learning Facilitator Jeffrey R. Maagma Literacy Level AE/LS
Month and Quarter October 3rd Quarter Learning Strand LS 2, LS4, LS1
I OBJECTIVES
A Content Standards Application of Scientific Ways of Thinking in Daily Life
B Performance Standards Use science and technology to understand and cope with natural and human induced calamities
and improve the quality of life
C Learning Competencies 1. Demonstrate how simple machines help make work easier and faster:
• Lever
• Inclined plane
• Wedge
• Screw
• Wheel and axle, e.g., bicycle
• Pulley
LS2SC-AS-PSC-BL/LE/AE/LS-1.1
2. Identify modern technologies predominantly used to make a living and improve work productivity.
LS4LC-PE-PSCAS/LS/AS-2.2
3. Compare the work done using different kinds of simple machines to demonstrate the mechanical
advantage of using them. LS2SC-AS-PSCBL/LE/AE/LS-1.2
4. Asking follow-up questions for clarifications. LS1CS/EN-S-LS-2.8

II.CONTENT Simple Machines

III. LEARNING RESOURCES

A References
1. Teacher’s Session Guide Page
2. Learner’s Material Page
3. Additional Materials form Learning
Resources (LR) Portal
4 Others  Curriculum Guides: LS2, LS4,LS1

. IV. PROCEDURES
A. Springboard/Motivation
(establishing a purpose for the lesson)
B. Activity (Review of previous
lesson/s or presenting the new lesson)
C. Analysis (Presenting examples/
instances of the new lesson)
D. Discussing new concepts and
practicing new skills, sub-activity #1
E. Discussing new concept and
practicing new skills; sub-activity #2
F. Abstraction (Making Generalizations
about the lesson)
G. Application (Developing mastery)
 Authentic Materials (captured photos of the machines that help the work easier and faster e.g. pulley,
chisel, saw, hammer, screwdriver, wheelbarrow
 Aral Muna Module of Learning Strand 2,4
(Your Pic looks Familiar!)
Show images of simple machines that has scrambled letters and let the learners identify what image is being
presented..(e.g. Bolo, chisel, saw, hammer, screwdriver, wheelbarrow, etc.)
Post Manila paper that is divided into two Era’s (Modern & Ancient)
 AE: Give examples of technology that fit to the given era.
 LS: Compare the advantages and disadvantages of that technology to human labour.
Ask questions regarding the activity.
 How did you find the activity?
 What are the machines being presented?
 What are the advantages of those simple machines?
Talk about simple machines that could help make the work easier and faster.
•Lever
• Inclined plane
• Wedge
• Screw
• Wheel and axle, e.g., bicycle
• Pulley
(Refer to Aral Muna ALS Module LS2: Machine s your partner in doing work p. 15-24)
(Utilize HOTS)
How simple machines help make work easier and faster?
Group Role Playing: Characteristics of simple machines in human labour. (5 minutes each group)
 AE: Show off scenario comparing the work with or without using simple machines.
 LS: Acting out the advantages and disadvantages of using those simple machines.
(See Attached rubric)
 H. Valuing (Finding practical
applications of concepts and skills in
daily living)
I. Evaluation (Assessing Learners)
J. Agreement (Additional activities
If you were to choose between using simple machines and manual doing of work, what would you like to
choose? Why?
Individual Demonstration
 AE: Acting out the simple machines shown by teacher shown through flash card.
 LS: Choose/pick one simple machines and demonstrate its specific uses and how to use it.
(See attached rubric)
Cut out images of new trends machines that commonly used in human labour (from old newspapers,
magazines, poster, etc.) labelled it and paste it in a long bond paper.

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?
Teacher Rubrics for Group Role-Play Task
Success Criteria
Capacity to argue a
convincing point of view
relevant to a specified role
Use of Persuasive language
and strategies appropriate to
audience and context
Indicators of Student Performance
Very Good (15pts)
Responds to the interviewer’s
questions with an answer wholly
relevant to the role that is being played.
Provides several convincing arguments
or evidence, both in answer to the
interviewer’s questions and in the
personal statement.
Demonstrates active listening by
effective and relevant reference to
opposing points of view.
Uses several appropriate and effective
strategies to persuade audience to
his/her point of view.
Uses assertive communication
strategies with ease on a few
occasions.
Fairly Good (10pts)
Responds to the interviewer’s
questions with an answer that is
partly relevant to the role that is
being played.
Provides some supportive
arguments or evidence both in
answer to the interviewer’s
questions and in the personal
statement.
Demonstrates active listening by
reference to opposing points of
view.
Uses some appropriate and
effective strategies to persuade
audience to his/her point of view.
Attempts to use assertive
communication strategies.
Good (5pts)
Responds to the interviewer’s
questions with an answer that is
not relevant to the role that is
being played.
Provides few or no supportive
arguments or evidence either in
answer to the interviewer’s
questions or in the personal
statement.
Makes little or no reference to
opposing points of view.
Uses few or no strategies to
persuade audience to his/her point
of view or
uses strategies that are
inappropriate to the audience
and/or context.
Rarely uses assertive
communication strategies.
 Success Criteria
Very Good (15pts)
Control of both verbal and Speaks clearly, accurately and in role.
non-verbal language
Uses body language (eye contact,
posture, gestures) appropriately and
effectively to enhance and support
speech.
Employs a variety of techniques to
enhance the oral presentation, eg
pauses, tone, volume, rate.
Indicators of Student Performance
Fairly Good (10pts)
Generally speaks clearly and
accurately.
Uses some aspects of body
language to enhance and support
speech.
Employs some techniques to
enhance the oral presentation, eg
pauses, tone, volume, rate.
Good (5pts)
Occasionally or rarely speaks
clearly or accurately.
Uses little or no body language to
enhance and support speech.
Employs few or limited techniques
to enhance the oral presentation,
eg pauses, tone, volume, rate.

Comments:

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 RUBRICS FOR INDIVIDUAL DEMONSTRATION

Students Performance Indicators

Criteria
Very Good (5pts) Good (3pts) Poor (1pt)

Content Excellently exhibit Commonly exhibit Poorly exhibit

Execution Correctly Performed Fairly Performed Poorly Performed

Relevance Remarkably relevant Ordinarily relevant Irrelevant

Comments:

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