Annex 1E to DepEd Order No. 42, s.

2016
WEEKLYLESSON LOG Community Learning Center (CLC) HAPAY NA MANGGA ELEMENTARY SCHOOL Program A&E PROGRAM
Learning Facilitator MARICEL B. DEJARESCO Literacy Level BLP/ELEM/JSH
AUGUST November 11-15, 2024 Learning Strand LS1 COMMUNICATION SKILLS (ENGLISH)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

(ELEM) (ELEM) (JHS) (JHS) (ELEM & JHS)
MDL

I. OBJECTIVES
A. Content Standards/ Demonstrate understanding of information heard to make meaningful decisions, as well as understanding of text elements to see the relationship between
Focus known and new information to facilitate comprehension.
B. Performance Listen attentively and critically in English to be able to function effectively as a member of the family, the community, the nation, and the world and to
Standards/ Terminal participate in community and economic development
Objectives
C. Learning Explain the Interpret Distinguish facts from Infer the speaker’s
Competencies/ importance and newspaper opinions (LS1CS/EN-L- dominant thoughts and
Enabling use of reading a headlines and PSA-AE/JHS-18) feelings in a narrative/ Sorting, distribution,
Competencies newspaper in your sub-headlines. news report or cited in and retrieval of printed
(Write the LC code for everyday life the text listened to modules
each) (LS1CS/EN-L-PSA-AE/JHS
-11
The Importance and Use How to Read and Fact Inference
II. CONTENT (Subject
of a Newspaper Interpret Headlines Opinion
Matter)
and Sub-headlines
III. LEARNING
RESOURCES
A. References

1. Session Guide · Communication Skills in English · Communication Skills in English

pages Module 2 Module 2
2. Module/ Learner’s · Communication Skills in English · Communication Skills in English
Materials pages Module 2 · Bond paper Module 2 · Bond paper
3. Additional Material ICT 4 ALS ICT 4 ALS
from Learning
Resource (LR)
 Portal
B. Other Learning
Resources

IV. PROCEDURES

A. Springboard/ Read the following Below are examples of Activate the learners’ prior Activate the learners’ prior
Motivation statements. If you think headlines and an knowledge about facts and knowledge about facts and
(Establishing a purpose for the statement is correct, excerpt of the content opinions by asking them to do the opinions by asking them to do
the lesson) write True in the blank. If of the story. Read activity in Trying This Out. the activity in Trying This Out.
you think it is incorrect, them carefully
write False.
B. Activity Listed below are What did you notice Facts are always true, always Facts are always true, always
(Review of previous examples of individuals in about the headlines? verifiable. Meanwhile, opinions verifiable. Meanwhile, opinions
lesson/s or presenting new different situations. Do Write it down below. are not probably true nor are not probably true nor
lesson) you think a newspaper objectively verifiable for they objectively verifiable for they
can help them in their come from personal viewpoints. come from personal viewpoints.
lives? Answer yes or no in Opinions are not facts; they are a Opinions are not facts; they are
the spaces provided reflection of one’s beliefs. a reflection of one’s beliefs.
Inferences, on the other hand, are Inferences, on the other hand,
made from implicit, not explicit, are made from implicit, not
statements. explicit, statements.
C. Analysis Read the comic strip Learning to interpret a Explain to the learners the Explain to the learners the
(Presenting examples/ below headline can greatly difference between facts and difference between facts and
instances of the new lesson) improve your opinions by giving examples. opinions by giving examples.
newspaper reading
skills. Do you want to
learn more on how to
read effectively? Well,
there are many ways
to understand an
article. Let’s do this
step-by-step. Read the
example shown on the
next page. What is the
headline?
D. Discussing new concepts Read the item in the box The following are Encourage the learners to give Encourage the learners to give
and practicing new skills below. What do you think expressions used examples of facts and opinions examples of facts and opinions
 (sub-activity #1) it is? when conducting an based on their experiences. based on their experiences.
interview. These
expressions help in
the smooth flow of
the conversation and
discussion between
the interviewer and
the interviewee
E. Discussing new concepts Read the item in the box Read the article.Clarify to the learners that there Clarify to the learners that there
and practicing new skills below. What do you think are signal words and phrases that are signal words and phrases
(sub-activity #2)
it is? will help them distinguish that will help them distinguish
between facts and opinions. between facts and opinions.
F. Abstraction (Making A newspaper is an What is the headline? A fact is a statement that is true An inference is an idea or
new generalization about effective mass medium What is the sub- and can be verified objectively or conclusion drawn from evidence
the lesson) for communication and headline? proven with evidence. and reasoning.
information What is the by-line? Opinions are often personal
interpretations and cannot be
verified by evidence.
G. Application Read and understand Read them carefully Write F if the statement is a FACT, Make inferences from the
(Developing Mastery) what it says. and match them with and O if the statement is an following: (Open Answers)
the headline you can OPINION. Use a separate sheet of
find in Set B. Write in paper for your answers.
the blanks the letter of
the corresponding
headline.
H. Valuing (Finding Encourage the learners to Encourage the Encourage the learners to share Encourage the learners to share
practical applications of share areas or points they learners to share areas areas or points they find quite which part they find difficult to
concepts and skills in daily find quite difficult to or points they find difficult to understand. understand
living understand. quite difficult to
understand.

I. Evaluation (Assessing Think about five people Label the following Write your answers on a separate Write your answers on a
learning) in your family or parts of a newspaper sheet of paper separate sheet of paper
community. Talk to them article. Write your 1.State three (3) facts about
and ask them about their answers inside the yourself. Taking another person’s
likes and dislikes. What boxes. 2. With those three (3) facts, perspective, what do you think
are their jobs? Are they construct one (1) opinion about would another person infer
still in school? Think yourself as a person about you based on the facts
 about their needs as you stated about yourself?
individuals and see how
newspapers can affect
their lives. Write their
names and list how
reading a newspaper
shapes their lives. A
sample answer is given to
help you.
JHS ELEM
MON TUE WED THU FRI MON TUE WED THU FRI
MALE MALE
FEMALE FEMALE
TOTAL TOTAL

J. Agreement (Additional
activities for application or
remediation)

D. REMARKS

E. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remediation 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 this work?
F. What difficulties did I
encounter which my
principal and supervisor
can solve?
G. What innovation and
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared By:

MARICEL B. DEJARESCO
ALS Teacher Checked By:

RHOANIE L. BUSTOS
Principal I