WLL Our Native Brothers

Community Program A&E
Learning Center
Learning Literacy BL/LE/AE/LS/AS
Facilitator Level
ALTERNATIVE
Month and Learning LS 5 - Understanding the
LEARNING SYSTEM
Quarter Strand Self and Society
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards Application of Scientific Ways of Thinking in Daily Life
B. Performance Standards Apply scientific thinking in daily life situations.
Knowledge:
 Describe the various indigenous peoples in the country, e.g.,

Mamanuas, Igorots, Mangyans, Yakans, Aetas, Itnegs, Tingians, etc.
LS5DS-NI-PSC-BL/LE/AE/LS/AS-2.6.3
 Make use of the World Wide Web (www) to search for

information.
LS6DL-DS-PSDLE/AE/LS/AS-4
Skill: Perform the given tasks individually, by pair and by group.
Attitude: To be proud of individual nation identity through cultural

differences.
II. CONTENT(Subject Matter) The Beautiful World of Our Native Brothers
III. LEARNING RESOURCES

A. References
1. Session Guides pages Lesson 1 — Let’s Get to Know Our Native Filipino Brothers (SG pp. 1-5)
2. Module pages Lesson 1 — Let’s Get to Know Our Native Filipino Brothers (Module pp. 4-16)
B. Other Learning Resources Pictures, Laptop, power point presentation, activity cards, manila paper
* ALS k to 12 Basic Curriculum Guide (LS 5 Understanding the Self and Society
pp. 22-23)
IV. PROCEDURES
A. Springboard/Motivation (Establishing a Activity 1: 10 Minute Pre-test
purpose for the lesson)
 Learners will answer some question on pre-test base on module page
2.
 Get the difference between two groups: by asking learners how
many got the highest and how many got the lowest score.
B. Activity (Review of previous lesson/s or Activity 2: Identify Me
Presenting the new lesson)
 Show learners a picture of our different Filipino Native brothers and
sisters.
 Ask: Which of the pictures do they know? Take and present the picture
to the class.
 Ask : What do they know about them?
C. Analysis (Presenting examples/instances of Activity 2: My Own Identity

the new lesson)
 Present a video clips to the learners about the various
indigenous peoples in our country.
 Learners will give attention to the video presentation to
comprehend what the video is about.
 Ask questions after the activity.
D. Discussing new concepts and practicing new Class Participation
skills (sub-activity #1)
 Call a learner who will read the different information about our native
Filipino brothers and sisters who make up the ethnic or cultural
communities in our country using the multimedia presentation or
refer to the module page 5-9.
 Discuss the modules after learners read and Learners will attentively
take note the information they learned on the discussion.
 Learners will answer different questions presented in the

multimedia presentation or in the module page 5, 7, and 9.
E. Discussing new concepts and practicing new Class Participation

skills (sub-activity #2)
 Continue the discussion using the overhead projector or the module
on page 10-15.
 Let learners answer some questions after each discussion.
F. Abstraction (Making generalizations about the Activity 3: Group Work

lesson)
 Group learners into three by randomly picking numbers 1-3.
 Each group must choose their own name and choose a leader
who will reports their answers in the class after they answer
the activity.
• Each group will record the every individual's identity. Write in the
manila paper.
• After 5 minutes, let each group paste their answers on the board.
• Read their answers and see if they are right or wrong.
• Winning when they get most correct Information. Let them go back to
the discussion or refer to the module and read, answer the question
below.
Group 1: Refer to page 5-7
Questions:
1. What are the physical properties of the indigenous?
2. Where do they live?
3. What are their agricultural works?
4. How do they show uniqueness in terms of their work and their customs?
G. Application (Developing mastery) Activity 4: Group Work (Brainstorming)

 Using the same group, they will do the brainstorming activity by doing
the task and writing it down using the Venn diagram.
 Each group chooses two ethnic tribes to discuss and compare them
with the help of the Venn diagram below.
Differences Similarities
Agta Manobo
 After the discussion, go back the list of each group hang on

the board.
 The facilitator will correct the first list of each group according
to the outcome of the discussion.
 The team with many correct answers wins.
H. Valuing (Finding practical application  Ask:

of concepts and skills in daily living) How can you show respect towards our Indigenous Filipino brother and
sisters?
 How can you help promote peace in our community where you can
find people who does not know how to accept our Filipino Indigenous
brother and sisters?
I. Evaluation (Assessing learning)  Learners will answer the different questions in What Have You
Learned on page 18 base on the module.
In the table below, describe the ethnic tribes we have studied that listed
in the first column. In the other columns are some customs, traits or
livelihoods. Put a check (4) in the box if the tribe has that particular trait
or custom, or if they practice that particular livelihood. For example, the
Aetas practice kaingin so a check (4) is placed under the column kaingin.
J. 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:
_____________________________
ALS Mobile Teacher
Process Observers:
_________________________
Education Program Specialist II
_________________________
Education Program Supervisor

WLL Our Native Brothers

Uploaded by

Copyright:

Available Formats

WLL Our Native Brothers

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

WLL Our Native Brothers

Uploaded by

Copyright:

Available Formats

Community Program A&E

B. Performance Standards Apply scientific thinking in daily life situations.

 Describe the various indigenous peoples in the country, e.g.,

 Make use of the World Wide Web (www) to search for

Skill: Perform the given tasks individually, by pair and by group.

Attitude: To be proud of individual nation identity through cultural

II. CONTENT(Subject Matter) The Beautiful World of Our Native Brothers

III. LEARNING RESOURCES

C. Analysis (Presenting examples/instances of Activity 2: My Own Identity

 Learners will answer different questions presented in the

E. Discussing new concepts and practicing new Class Participation

F. Abstraction (Making generalizations about the Activity 3: Group Work

• Read their answers and see if they are right or wrong.

Group 1: Refer to page 5-7

Group 2: Refer to page 11-12

Group 3: Refer to page 13-15

1. What are the physical properties of the indigenous?

2. Where do they live?

3. What are their agricultural works?

G. Application (Developing mastery) Activity 4: Group Work (Brainstorming)

 After the discussion, go back the list of each group hang on

H. Valuing (Finding practical application  Ask:

A. No. of learners who earned 80% in the

You might also like