Community STA.
CATALINA LEARNING Program A&E
Learning Center CENTER
Learning Facilitator ABDUSSALI T. LIM Literacy Level BLP/AE/LS/JHS
ALTERNATIVE
LEARNING SYSTEM Month and Learning Strand LS4 Life and Career
DAILY LESSON LOG Quarter Skills
I. OBJECTIVES
A. Content Standards ( Financial Fitness) Financial Fitness
B. Performance Standards Develop a positive sense of self and discovering one's potential.
C. Learning Competencies/ Objectives
Write the LC code for each.
Identify the good ways to be financially fit.
LS4DS-ID-PSA-AE/LS/AS-5.3.2
Skill: Perform the given tasks by small group (or pairs), large group discussion,
exercising, drawing
Attitude: Show eagerness to know what the ways are in to be financially fit.
II. CONTENT(Subject Matter) Becoming Financially Fit and Application
III. LEARNING RESOURCES
A. References
1. Session Guides pages
2. Module pages Mindanao Youth for Development Project (MYDev) Facilitator’s Manual Module 7
Session 2 Activity 2 pages 11-13
B. Other Learning Resources
Materials and Preparation: flipchart paper / board, markers
Bring any sports item to display and link to the content of the activity
* ALS-K to 12 BEC Curriculum (Life and Career Skills)Page 8
IV. PROCEDURES
A. Springboard/Motivation (Establishing a purpose
for the lesson) Activity # 1: Arm Wrestle
Direction: Pair all the learners in the class and let them stand and
perform “arm wrestle”. (Pushing each other until one of them moves
backward as a sign of defeat.)
(Discuss the Purpose: )
Understanding the arm wrestle as an indicator of strength. Whether
you are strong or not. This only shows that health is one factor that
contributes to knowing one’s own strength.
Therefore, those that take care of their health in different ways, like
doing exercise and eating with balance diet doesn’t only works as
being physically fit and healthy but also financially fit.
B. Activity (Review of previous lesson/s or Activity # 2: Paste Me
Presenting the new lesson)
(The teacher will present two (2) different pictures representing a
physically fit and a physically unfit person.)
Direction: Call for volunteers in the class and tell if the given
pictures represent of Physically Fit and Physically Unfit Person.
C. Analysis (Presenting examples/instances of the Activity # 3: Group Work
new lesson)
(Discuss the importance of being Physically Fit and its help to becoming
Financially Fit.)
Direction: Group the class in three (3) and work in-group by pasting
the strips of papers presenting the habits of Financially Fit and
Financially Unfit person.
Afterwards, let the group choose a leader to explain in front their
work.
Habits of financially fit Habits of financially
person unfit person
D. Discussing new concepts and practicing new Presenting the Lesson
skills (sub-activity #1)
Explain that there are ways that people can be financially fit.
There are healthy habits that they need to learn to get
financially fit and to stay financially fit.
Key Topics
• We need to develop good habits to stay
financially fit.
• It is sometimes hard to tell whether
people are financially fit or not.
• Rich and poor people can waste money if
they are not careful.
• You can save money by practicing the
Four Habits of Saving Money: Reduce,
Reuse, Repair, Recycle
Explain that you can usually tell by looking at people whether
they are healthy or unhealthy, physically fit or not in shape. But
sometimes people who look healthy can be suffering from
diseases that can’t be easily noticed.
E. Discussing new concepts and practicing new Class Participation
skills (sub-activity #2)
Ask whether participants think that you can tell whether people are
financially healthy just by noticing their clothing, shoes, watches, cars
or houses.
Explain that just like people can appear healthy from the outside, but
not actually be healthy inside, people may also not be financially fit.
They may appear to have a lot of money but actually they owe large
amounts of money, or do not try to set aside money in case of
emergencies, or do not organize their money well.
Explain that we cannot know for sure if someone is financially fit or
unfit by only looking at him or her. The decisions you make and things
you do or not do will show whether or not you are financially fit.
F. Abstraction (Making generalizations about the
lesson) ASK:
What have you learned based on the discussion we have?
How can you identify financially fit person from financially unfit
person?
Why do we have to be financially fit?
G. Application (Developing mastery) Activity 4: Think-Pair-Share
Pair learners by randomly accounting 1-2.
Give each pair a manila paper and a pen.
Let each pair think the answers to the following questions
below and share their answers to their classmates.
Ask:
Write about your financial habits. Are they financially fit? What
bad habits that you have do they plan to avoid to be financially
fit?
H. Valuing (Finding practical application Ask:
of concepts and skills in daily living)
How can you help give information to your family or to your
community on how to be financially fit?
I. Evaluation (Assessing learning) Direction: In a one whole sheet of paper, identify the good ways to be
financially fit and why it is important to us.
J. Agreement (Additional activities for application or Review today’s topic for the next sessions recap quiz.
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:
_____________________________
DALSC
Process Observers:
_________________________
Education Program Specialist II
__________________
Education Program Supervisor
