School GUBANG ELEMENTARY Quarter Third

MG-DLP for K-12 & K-10 Matatag Curriculum- Weekly Lesson Log
Name of Teacher CHERELYN B. SORIANO Learning Area LANGUAGE 1 /ENGLISH 2
Teaching Dates & Time January 13, 2025 (Monday) 8:00-9:20 January 14, 2025 (Tuesday) 8:00-9:20
Grade Levels Grade 1 Grade 2 Grade 1 Grade 2
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing The learners demonstrate ongoing
development in decoding images, development in decoding images,
symbols, and high-frequency and content- symbols, and high-frequency and content-
specific specific
vocabulary; they understand and create vocabulary; they understand and create
simple sentences in getting and retelling simple sentences in getting and retelling
information from texts, about one’s information from texts, about one’s
community and everyday topics (narrative community and everyday topics (narrative
and informational); and they recognize and informational); and they recognize
how language reflect cultural practices how language reflect cultural practices
and norms in their environment. and norms in their environment.

B. Performance Standards The learners use their developing The learners use their developing
vocabulary to communicate with others, vocabulary to communicate with others,
record, report ideas and retell information record, report ideas and retell information
and and
share personal experiences in relation to share personal experiences in relation to
the texts they viewed or listened to, their the texts they viewed or listened to, their
community, and content-specific topics. community, and content-specific topics.

C.Learning Competencies LANG1LIO-III-5 Share confidently Identify the basic sequence of events and LANG1LDEI-III-3 Use language to Use clues to answer questions , clarify
thoughts, preferences, needs, feelings, make relevant predictions about stories express connections between ideas. a. understanding and justify predictions
and ideas with peers, teachers, and Express compare and contrast b. before, during and after reading.
other adults. LANG1LIO-III-4 Interact Express cause and effect c. Use time
purposely and participate in words to relate ideas
conversations and discussions, in
pairs, in groups, or in whole-class
discussions.
D. Learning Objectives Identify cultural practices that *familiarize primary connectors used in Compare and contrast a person *identify the clues used to answer
demonstrate generosity. sequencing events; who simply gives and one who questions; clarify
 Explain how generosity is * identify the basic sequence of events is generous. understanding and justify predictions
demonstrated during such * predict outcomes of the story;  Discuss reasons why one before, during, and after
cultural events/practices. * improve reading comprehension; should be generous. reading;
 Demonstrate sample *widen vocabulary skills.  Explain the benefits of * use background knowledge and clues
conversations on how to show generosity both to the giver and from the text to predict
generosity appropriately. receiver. what will happen next; *
predict events or information to which the
text is leading
*develop the skill in reading
comprehension.

E. Integration
II. CONTENT Identifying cultural practices that *Fmiliarizing primary connectors used in Comparing and contrast a person *identifying the clues used to answer
demonstrate generosity. sequencing events; who simply gives and one who questions; clarify
 Explaining how generosity is * Identifying the basic sequence of events is generous. understanding and justify predictions
demonstrated during such * Predicingt outcomes of the story;  Discussing reasons why one before, during, and after
cultural events/practices. * Improving reading comprehension; should be generous. reading;
 Demonstrating sample *Widening vocabulary skills.  Explaining the benefits of * using background knowledge and clues
conversations on how to show generosity both to the giver and from the text to predict
generosity appropriately. receiver. what will happen next; *
predicting events or information to which
the text is leading
*developing the skill in reading
comprehension.

III. LEARNING RESOURCES Lesson Exemplar Language Q3 Week 4, MELC, MG-BOW, Flashcards , Module Lesson Exemplar Language Q3 Week 4, MELC, MG-BOW, Flashcards , Module,
Worksheets, PPT worksheets, PPT Worksheets, PPT worksheets, PPT

a. describe the main

characters in the story
listened to;
Activating Prior Ask the class about a recent festival or SDA 1:Choose the correct verb from the Review the concept of generosity and SDA 1:A. Copy the events and sequence
celebration in the community. Say: T words in the I the scenarios when this is shown as a T them from 1 – 5 in your I
- Ano ang mga napapansin ninyo kapag parenthesis to complete the sentence. cultural practice. activity notebook.
may handaan kagaya ng ____? Pamilya Then, ask the learners how they _____ My younger brother washed his
lang ba ang kumakain o nagpapakain would know if someone is generous or hands.
din sa mga bisita? (e.g. nagbibigay ng simply likes to give away things. _____ Mother put the foods on the table.
pagkain, nagtatawag ng kapitbahay) Give two scenarios: _____ We sat and prayed for a while.
Call learners to share their Scenario 1: Sarah has a banana and _____ Father cooked food.
observations. Then say: hands it to someone without thinking _____ Kuya Ashlee prepared plates,
Anong karaniwan na ginagawa rin about it. She might not even care if spoons and forks.
kapag pauwi na ang mga bisita at may the person wants the banana or not.She is
mga natirang pagkain pa? (nagpapauwi just giving because she feels
o nagpapabaon pa ng pagkain) like she should.
Anong pag-uugali ang pinapakita Scenario 2: When Alex has a banana,
nating mga Pilipino dito? he thinks about how the other person
might feel. He might ask if the person
likes to eat bananas. Alex wants to
make sure that others are happy and
that they both feel good about
sharing.
Which one is the generous person?
Why?
Call learners to share their responses.

Lesson Purpose/ Intention Say: Say:

Ang pag-aaralan natin sa araw na ito ay Ang pag-aaralan natin ngayong araw
ang mga pag-uugali o gawain ng mga ay ang pag-uugali ng isang mapag bigay
Pilipino na nagpapakita ng pagiging na tao. Aaralin din natin ang
mapagbigay. mga magagandang maidudulot ng
pagiging mapagbigay.

Lesson Language Practice/Unlocking of Difficulties Discuss the words and meanings of Discuss using the learners’ L1 the
generosity in the various L1s spoken by concept of true generosity: giving
the students. what the other needs or what makes
Translate and contextualize The Giving him happy.
Tree story in the learners’ L1
Terms that might need unlocking:
crown, branches, stump

During Lesson Proper

Reading the Key Idea/Stem Refer to LE SDA 2: Fill in the blanks. Read the Refer to LE SDA 2: B. Make a prediction. What will you
T paragraph below and give the I T think the family do next? I
correct form of action word in each __________________________________
sentence from the base ____________________
form inside the parenthesis. __________________________________
One Saturday Morning ____________________
Every Saturday my family and I do the
routinary activities
at home. I (fix) _____ my bed after waking
up. Mother
(cook)_____ for breakfast. Father
(watch)_____ the news on
television. My brother feeds his pet and
other animals. My
sister waters the plants in the garden. We
also (clean)_____
the house.
By 7:00 o’clock in the morning, mother
sees to it that
everything is ready. I help her set the
table. After breakfast,
we (get) _____ ready for work in the farm.

Developing Understanding of Key Idea/Stem Some discussion questions: Discuss the reasons why one should
- Sino ang mga bida sa ating kuwento? G be generous. Call learners to practice G
- Ano kaya ang bunga ng puno? (Let the being generous and ask how they feel
class imagine and give their guesses, or think about generosity.
based on their favorite fruit) Scenarios to role-play generosity with
- Ano ang pag-uugali meron ang batang a learner:
lalaki? -sharing food
- Anong pag-uugali ang pinakita ng - giving gifts on special occasions
puno? After each scenario with a student,
-Gaano kaya katagal na naghihintay ask:
ang puno? -Ano ang pakiramdam kapag
-Ano kaya ang nararamdaman ng bata nagbibigay?
kapag sya ay binibigyan ng puno? - Ano ang pakiramdam kung ikaw
- Ano ang nararamdaman ng puno ang nabibigyan?
kapag sya ay nagbibigay?
L Refer to LE What was your experience during the Refer to LE Do you help your family at home during
I first day of T I Saturdays? T
school? What household chores you usually do?
What were the preparations of Rosa Have you
before going experienced being invited by your friends
to school? You will find the answer as you or relatives to play
read the story. while you are still doing your work?
Introduce the new lesson. The Today, you will read a story of a boy who
sequence of events in the story is the was invited
order in by his cousin while he was still sweeping
which things happen. Signal words like on their backyard.
first, next, then, after, What did Butch prefer to do?
and finally are used to show the correct Read the story carefully. Then, answer
order of the events. questions that
Aside from those signal words, follow. Refer to Module page 8
understanding the story itself
is important. Comprehension would only
happen if you
have learned vocabularies to help you
understand the
selection.Refer to Module page 7-8
Read the short story and find out how Before Reading
Mang Lito goes G Have you broken something at home? G
to work. 1. What did you do
Sequence the following events according after?
to the order What did Marina do when she broke a
they happened in the story. Write 1 to 4 in flower vase?
the blank. Write You will find the answer to this question
your answer in your activity notebook. after reading
_____ Mang Lito eats his dinner. the story.
_____ Mang Lito goes home. Refer to module page 8-10
_____ Mang Lito walks to the factory.
_____ Mang Lito works inside the factory
Making Generalizations and Abstractions Being generous means sharing what we Arrange the following events and put Being generous is like having a Read the story carefully. Then, answer the
have with others, like food, toys, and T numbers 1 to 3 I superpower of kindness that makes T questions I
school supplies. on the blank. Then, predict what happened everyone's day. that follow. Refer to module page 18-19
When one is generous, the receiver and last and write The traits of a generous person are
the giver will feel happy. the sentence on the space provided. sharing with others, caring about
1._____ She opened the packaged as others, wanting to help, and feeling
quickly as she could. happy when giving.
_____ My friend received a package. The benefits of being generous are:
_____ She found a pink towel with her - makes others happy
name on it. - makes one feel good
2. _____ The monkey peeled the banana. - makes friends
_____ She threw away the peel and ate - shows kindness
the banana. - helps others
______ I gave the monkey a banana. - sets a good example

Evaluating Learning Write or draw something that you What are the signal words used to show Pair work: Instruct the class to find a In order to answer questions, clarify
received from a generous person. A the correct order of the events? T partner and narrate people in your A understanding and T
life who are generous to you. justify predictions before, during and after
After the pair work, ask the class reading
what they liked about the experience regarding the story read, you should have
and what they can do at home to known that
show generosity to their family or reading is a process that includes three
friends. phases, namely:
before reading, during reading, and after
reading.
 Read the incomplete sentences. Write Read the story carefully. Then, answer
first, next, and A questions that A
then to show the correct order. Then, write follow. Refer to module page 29-30
a sentence on
the blank that happened last.
1.
_____, it was a tiny egg.
_____, the egg became a caterpillar.
_____, the pupa was formed.
Finally, __________________
_2.
_____, heavy rain poured.
_____, the placed got flooded.
_____, we played for paper boats.
Finally, __________________

Additional Activities for Application or Remediation (if A.Arrange these sentences in sequence Read the story carefully. Then, answer
applicable) by numbering questions that
them from 1 to 4. Write your answer in follow. Refer to module page 32-33
your notebook.
Ready to Bed
____________ I go to bed.
____________ I brush my teeth.
____________ I wash myself.
____________ I put on my pajama.

V. REMARKS
____carried lesson plan ____carried lesson plan ____carried lesson plan ____carried lesson plan
____not carried lesson plan ____not carried lesson plan ____not carried lesson plan ____not carried lesson plan
____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan
VI. REFLECTION
CPL-________________ CPL-________________ CPL-________________ CPL-________________
________ learner/s who required ________ learner/s who required ________ learner/s who required ________ learner/s who required
additional activities for remediation. additional activities for remediation. additional activities for remediation. additional activities for remediation.
Prepared by: Prepared by:
CHERELYN B. SORIANO CHERELYN B. SORIANO
 Teacher Teacher

Checked by: Checked by:

DARLYN B. MABALATAN DARLYN B. MABALATAN
School Head School Head