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    WLL LS1EnglishJHS Q2W3M1L3 Sequencing

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    Alhena Vallo
    The document is a weekly learning log from an Alternative Learning System that summarizes a lesson on sequencing events and using imperative sentences. The lesson teaches learners how to identify the order of a series of events using sequencing words and how to give instructions using imperative sentences. Learners practice sequencing the steps to planting a tree and completing statements in a series using beginning, middle, and ending events. The purpose is to help learners understand sequencing and using imperative sentences, which are important for decision making and giving instructions.

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    WLL LS1EnglishJHS Q2W3M1L3 Sequencing

    Uploaded by

    Alhena Vallo
    47 views4 pages
    The document is a weekly learning log from an Alternative Learning System that summarizes a lesson on sequencing events and using imperative sentences. The lesson teaches learners how to identify the order of a series of events using sequencing words and how to give instructions using imperative sentences. Learners practice sequencing the steps to planting a tree and completing statements in a series using beginning, middle, and ending events. The purpose is to help learners understand sequencing and using imperative sentences, which are important for decision making and giving instructions.

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    WLL-LS1EnglishJHS-Q2W3M1L3-Sequencing

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    The document is a weekly learning log from an Alternative Learning System that summarizes a lesson on sequencing events and using imperative sentences. The lesson teaches learners how to identify the order of a series of events using sequencing words and how to give instructions using imperative sentences. Learners practice sequencing the steps to planting a tree and completing statements in a series using beginning, middle, and ending events. The purpose is to help learners understand sequencing and using imperative sentences, which are important for decision making and giving instructions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    47 views4 pages

    WLL LS1EnglishJHS Q2W3M1L3 Sequencing

    Uploaded by

    Alhena Vallo
    The document is a weekly learning log from an Alternative Learning System that summarizes a lesson on sequencing events and using imperative sentences. The lesson teaches learners how to identify the order of a series of events using sequencing words and how to give instructions using imperative sentences. Learners practice sequencing the steps to planting a tree and completing statements in a series using beginning, middle, and ending events. The purpose is to help learners understand sequencing and using imperative sentences, which are important for decision making and giving instructions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Republic of the Philippines

    DEPARTMENT OF EDUCATION
    Region I
    SAN CARLOS CITY DIVISION
    Roxas Boulevard, San Carlos City, Pangasinan
    Tel. No./Fax No. (075) 632-3293 (OSDS) Trunkline Nos. (075) 633-5691 to 93

    WEEKLY LEARNING LOG

    Community Program ALS A&E


    Learning Center
    (CLC)
    Learning Literacy Level JHS
    Facilitator
    ALTERNATIVE
    Quarter Quarter 2 –Week 3 Learning strand LS1- Communication
    LEARNING SYSTEM
    Nov. 21-25, 2022 Skills in English
    Weekly Lesson Log

    I. Objectives  
    A. Content Standard/ Focus Demonstrate understanding of information heard to make meaningful decisions, as
    well as understanding of text elements to see the relationship between known and
    new information to facilitate comprehension.
    B. Performance Standard 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 participate in
    community and economic development

    C. Learning Competencies At the end of this lesson, you will be able to:
     sequence a series of events/at least 3 events using signal words/
    mentioned in the text listened to (LSICS-L-PSA-BL/LE/AE/JHS 3)
     follow a set of oral/verbal instruction/direction (2–3 steps) in a process in
    everyday life situations (LSICS-L-PSA-LE/JHS 15)
     sequence steps in stories read or events in written materials (e.g.,
    preparing land for planting, following a recipe, arranging historical
    events, and implementing a project) (LSICS-EN-R-PSD-LE-JHS-19)
    II. Content LESSON 3: JUST FOLLOW ME
     · Communication Skills in English Module 1
    III. Learning Resources · Bond paper
    A. References  
    1. Session Guide pages Pages 21-33
    LEARNING STRAND 1
    COMMUNICATION SKILLS IN ENGLISH
    MODULE 1: I GET IT (RECOGNIZING THE MAIN IDEA)
    2. Module/ Learner's material LESSON 3: Just Follow Me pg. 21-33
    pages
    3. Additional materials from K-12 Basic Education for the Alternative Learning System (ALS K to12)
    Learning Resource (portal) Curriculum Guide- Learning Strand 1: COMMUNICATION SKILLS: ENGLISH

    IV. Procedures  
    A. Activity (Review of the Assess the learners’ familiarity with “sequence series” and “imperative sentences” by
    previous lesson or presenting asking them to identify the correct answers to the following questions. Advise the
    the new lesson learners to write the number of their answers on the piece of bond paper.
    1. Complete the statement below:
    A sequence series appears _____.
    a. chronologically
    b. in any order
    2. Which is not a sequence word?
    a. Initially
    b. At the beginning
    c. Subsequently
    d. Thoroughly
    e. Finally
    f. Ultimately
    3. Which of these sentences is in imperative form?
    a. Are you quiet?
    b. You be quiet.
    c. You are quiet.
    4. Complete the statement below:
    The imperative form .
    a. gives instructions
    b. expresses a surprise
    c. makes statements
     Give students an example of a common classroom procedure, such as morning
    arrival or going out for recess.
    B. Springboard/ Motivation
     Ask learners to help you record the steps in the process.
     Record the steps on the board.
    Explain to learners that they just gave a sequence of events of a common daily
    procedure.
    Point out that to find the sequence of events, one should think about what happens in
    C. Analysis
    the beginning, middle, and end.
    Discussion of:
     SEQUENCING EVENTS
     Using Sequence Words
    More sequence words as used in sentences:
    D. Discussing new concepts · Earlier, I saw you sitting in the garden, but then you disappeared.
    and practicing new skills · In the end, it wasn’t meant to be. They finally went their separate ways.
    (Sub-act. 1) · Riding a bike is difficult at the beginning, but consequentially, it becomes
    very easy.
    · I find that, every now and then, we should be thankful for what we have.
    · Ultimately, life is what we make of it.
    · Now we are free, at last
    Discussion of
    THE IMPERATIVE: Giving Verbal Instructions
    1. To give an order
    2. To give instructions
    3. To give advice or warnings
    4. To make an offer or extend an invitation.

    Simple Instructions With or Without Sequence Words


    E. Discussing new concepts 1. Instructions found in cookbooks
    and practicing new skills 2. Instructions on how to operate a device
    (Sub-act. 2) 3. When giving direction

    Some Tips on Giving Verbal Instructions

    1. Break down your instructions and give them one at a time.


    2. Be direct and specific.
    3. Use positive language.
    4. Ask the listener to repeat your instructions in their own words.

    Ask the following:


    1. What is Sequencing?
    F. Abstraction (Making
    2. What is imperative?
    generalizations about the
    3. Enumerate the uses of imperative sentences
    lesson)
    4. Enumerate imperative sentences used to give instructions do not include
    signal words.
    G. Application (Developing ACTIVITY
    Mastery) Directions: Read the following steps in planting a tree. Take note
    that these are not arranged in order yet.
    ____Next, plant your tree in the hole.
    ____Before anything else, find the right spot where your tree can grow.
    ____Then, put the soil back into the hole to cover the roots of your tree.
    ____After finding the right spot, dig a hole.
    ____Finally, water your tree.
    ____Once you have dug the hole, prepare the pre-planted tree by detangling the roots.
    Using the sequence words and other clues found in each sentence, arrange the steps
    in the correct order
    Sequences and Series play an important role in various aspects of our lives. They help
    H. Valuing us predict, evaluate and monitor the outcome of a situation or event and help us a lot in
    decision making.

    Write your answers on a piece of paper.


    I. Complete the statements in the series below by providing the beginning, middle,
    and ending events.
    1. First of all, . 2. Then, all of a sudden, . 3. Finally, .
    II. Insert the appropriate sequence words from the box below in the following text.
    You can also use other sequence words that you know. Be guided by the rubric on
    page 33.

    I. Evaluation (Assessing
    Learning)

    J. Agreement (Additional Differentiate Facts from Opinion


    Activities)
    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?

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