ALTERNATIVE LEARNING School: DISTRICT I CLCs Grade Level: ALS-ELEMENTARY

SYSTEM Teacher: PAMELA R. GARCIA Learning Area: CATCH-UP FRIDAY

Weekly Lesson Log Teaching Dates and Time: February 12-16, 2024 Quarter: THIRD

National Reading Program

Catch-up Subject: Values Education Health Education Peace Education
(NRP)

I. GENERAL OVERVIEW
Drop Everything and
Quarterly Theme: Drop Everything and Read Community Awareness Sexual and Reproductive Health Community Awareness
Read
Justice Gender equality and gender Justice
Sub-theme: - -
Principles of Peace stereotyping Principles of Peace
Duration: 70 minutes 70 minutes 30 minutes 40 minutes 30 minutes
II. SESSION DETAILS
Reading
A. Session Title Reading Intervention Be Like Mulan Aiming for Justice
Enhancement
The learners should be The learners should be The learners should be able to The learners should be able to The learners should be able to apply
able to able to retell the able to demonstrate reflect on the importance of justice explain the impact of gender their understanding to real-life
story in their own words, fluency and accuracy in and peace in their lives stereotypes on individuals and situations
B. Objectives focusing on the reading a short story society
importance of hard work
in achieving dreams
Short Story: Robin Hood
Short Story: Mulan
C. Learning Short Story: Ang Short Story: The Arab and Zumba Dance: Youtube Link:
Youtube Link:
Resources/ Pangarap ni Kruko the Camel [Link] [Link]
[Link]
References (PDF) (PDF) watch?v=v7zTVdJn-gc v=l0yYBqKHj2I
watch?v=_n34Wqj4NpQ
D. Activities and Begin with classroom Begin with classroom Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:
Procedures routine: routine: a. Prayer a. Prayer a. Prayer
a. Prayer a. Prayer b. Checking of Attendance b. Checking of Attendance b. Checking of Attendance
b. Checking of b. Checking of c. Quick Kamustahan c. Quick Kamustahan c. Quick Kamustahan
Attendance Attendance
c. Quick c. Quick A. Friday Routine Exercise
Kamustahan Kamustahan
Girl in the Mirror | Zumba® |
Dance Fitness | Live Love Party
A.
A. This routine helps students focus
DRILL: Basic Sight A. and prepares them for learning.
Words A.
A. Introduction B. Current Health News Sharing
Greeting and Introduction: A.
A. Pre-Reading Greet the students and A.
introduce the topic of justice A.
Activating Prior and principles of peace. Briefly A.
Knowledge: explain the connection between A.
the two concepts. A.
Ask students what they Share a recent news article or A.
know about dreams. B. Reflective Thinking story related to gender equality A.
Mulan Clip Analysis: Show a clip or breaking down gender A.
from Mulan where she defies stereotypes (e.g., a female A.
societal expectations or fights for athlete excelling in a A.
what's right (e.g., scene where she traditionally male-dominated A.
A. Preparation and refuses to be matched). Discuss the sport). Preparation and Settling In
Settling In following questions as a class:
C. Health Sessions Briefly familiarize yourself with
Prepare copies of the What actions does Mulan take in the key events and characters in
story for each student. this scene? Part 1: Understanding Gender Robin Hood
Equality and Stereotypes
Create a chart on the How do these actions relate to the Adapt the "Guiding Questions for
board with headings: principles of peace we identified Brainstorming: Ask students to list Reflection and Discussion" to
What are some dreams "Characters," "Events," earlier? down words and phrases that focus on Robin Hood's actions
they have for "Important and choices.
Does Mulan's defiance achieve come to mind when they hear
themselves? Information," and
justice or peace? Why or why not? "gender equality" and "gender
"Questions."
Have students share stereotypes." Discuss the positive B. Peace Education Learning
experiences of working Prepare reflection C. Structured Values and negative connotations Session
hard to achieve questions (e.g., What did Activities associated with each term.
something they wanted. you find interesting? What Present 4-5 scenarios that involve
Storytelling:
was challenging? What did situations where justice and peace
Part 2: Identifying and Briefly introduce Robin Hood,
Introduce the title of the you learn?) are challenged. Ask each group to
Challenging Stereotypes highlighting his fight against
story, "Ang Pangarap ni discuss and rank the different
injustice.
Kruko," and ask students B. Dedicated Reading principles of peace (identified in
Activity 2: Play a "Would You
to predict what the story Time activity 1) based on their
Rather" game with scenarios Engage students in a brainstorming
might be about based on importance in resolving the that challenge gender session: "What are some actions
the title. Silent Reading: Distribute scenario. Groups can share their stereotypes (e.g., "Would you Robin Hood takes throughout the
the story copies and allow rankings and reasoning with the rather be a strong leader or a story?"
students to read silently class. kind caregiver?"). Encourage List their responses on the board,
for 15-20 minutes.
students to explain their choices focusing on actions related to
Encourage them to use Scenarios:
and consider alternative
reading strategies like justice and peace.
A student witnesses bullying but is perspectives.
B. During Reading sounding out words,
rereading difficult sections, afraid to speak up due to fear of
and visualizing the story. retaliation. Provide reflection questions
Guided Reading: D. Reflection and Sharing prompting students to connect
Paired Reading: For A group of students is excluded
Robin Hood's actions to their own
Read the story aloud to struggling readers, from class activities due to their Group discussion: Ask students lives:
the students, pausing at consider partnering them ethnicity or social status. to reflect on their own
key points to ask with stronger readers for experiences with gender
A teacher unfairly punishes a "Which of Robin Hood's actions
questions and check for part of the time. stereotypes and how they have
student without proper show justice or fairness?"
understanding. been affected by them.
investigation. Encourage them to share their
Use the sticky notes to Think-Pair-Share: thoughts and feelings in a "Can you think of situations where
Students have limited you stood up for what's right, even
mark up the text and Throughout the reading, respectful and supportive
highlight important parts pause at key points (e.g., opportunities to express their environment. when it was difficult?"
of the story, such as the after major events) and opinions or participate in decision-
main character, setting, have students discuss their making. "How can we, like Robin Hood,
plot points, and themes. understanding with a promote peace and justice in our
partner. Briefly share daily lives?"
C. Post Reading these discussions with the D. Group Sharing and E. Wrap UP
whole class. Reflection Encourage students to write down
Writing Activity: Group Discussion: Facilitate a Encourage students to continue their thoughts on sticky notes or in
discussion about the different challenging stereotypes in their
their notebooks.
Have students write a C. Progress Monitoring everyday lives and to advocate for
principles of peace identified and
short reflection about through Reflection gender equality
their importance in building a
the story. and Sharing
They can write about peaceful society. C. Progress Monitoring
their favorite part of the Vocabulary Check: Review through Reflection and
Individual Reflection: Ask students Sharing
story, what they learned and discuss any unfamiliar
to reflect on the following
from Kruko, or how the words encountered in the
questions: Facilitate a respectful discussion,
story relates to their story.
own lives and dreams. using guiding questions like:
How can you apply the principles of
Comprehension Check: peace in your daily life? "Do you agree with Robin Hood's
Use the chart on the board
to collaboratively identify methods? Why or why not?"
What actions can you take to
key characters, events, promote justice and peace in your "Are there other ways to achieve
and important information community? justice without breaking the law?"
from the story. Encourage
student participation and How does Mulan's story inspire you "How can we apply Robin Hood's
discussion. to stand up for what's right? principles to our own
communities?"
Individual Reflection: E. Feedback and
Provide students with Reinforcement
Reinforcement: Suggest ways D. Wrap Up
sticky notes (optional) or
ask them to think quietly.
Ask them to answer Reflect on how Robin Hood's story
reflection questions like: can inspire them to act for positive
change.
What did you find
interesting in the story?

What was challenging

while reading?

What did you learn from

the story? for students to continue
exploring and applying the
Did you enjoy this reading principles of peace, such as
session? Why or why not? participating in community
service projects, reading books
or articles about peacemakers,
D. Wrap Up or engaging in respectful
dialogue with others.
Remind students of the
importance of regular
reading practice for
improving fluency and
comprehension.

Recommend similar
stories or reading activities
for them to explore
independently.

Prepared by: Checked by: Noted by:

PAMELA R. GARCIA LORNA M. CAGUIOA, EDD LERIO P. PATAYAN, EDD

ALS Teacher II EPSA II EPS – Kinder/ALS