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MATATAG School Grade Level 1

K to 10 Curriculum Name of Teacher Learning Area Reading and Literacy
Weekly Lesson Log Teaching Dates and Time Quarter 4

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate ongoing development in decoding high frequency words and content specific vocabulary; understand
A. Content
and create simple sentences in getting and expressing meaning about one’s environment and content-specific topics (narrative
Standards and informational).

B. Performance The learners automatically recognize sight words, decode words, express ideas; read sentences with appropriate speed,
Standards accuracy, and expression; and narrate personal experiences with one’s environment and content-specific topics.

RL1PWS-IV-1 Produce the RL1PWS-IV-5 Sound out RL1VWK-IV-1 Use vocabulary RL1VWK-IV-1 Use
sound of the letters of L1 words accurately referring to environment vocabulary referring to
environment
RL1PWS-IV-3 Isolate RL1VWK-IV-4 Read content- RL1CCT-IV-4 Respond
sounds (consonants and specific words accurately for creatively to texts (poems) RL1CCT-IV-3 Express
meaning ideas about: a.
vowels) in a word RL1CCT-IV-3 Express ideas environment
(beginning and/or ending) RL1CAT-IV-1 Read sentences about: a. environment
with appropriate speed, RL1VWK-IV-2 Identify
RL1PWS-IV-4 Substitute accuracy, and expression RL1CCT-IV-1 Narrate one’s words with different
individual sounds in personal experiences: functions (naming and
simple words to make new environment describing words)
C. Learning words
Competencies RL1CCT-IV-2 Use own words in RL1VWK-IV-5 Write
retelling poems
RL1CAT-IV-2 Comprehend words legibly and
stories (poems) RL1VWK-IV-5 Write words correctly.
legibly and correctly.
A. Note important details
B. Infer character’s feelings
and traits
C. Identify cause and effect
of events
 At the end of the lesson, At the end of the lesson, At the end of the lesson, the At the end of the
the learners shall be able the learners shall be able learners shall be able to: lesson, the learners
to: to: shall be able to:
- substitute individual - express their ideas about the
sounds in words to make - participate in a choral poem creatively - describe a local or
D. Learning new words (phoneme reading session provincial tourist spot
substitution) - retell the stanzas in their
Objectives
- answer comprehension - read content words own words - create a poster raising
questions about a poem accurately (ex. awareness and
listened to kabundukan, karagatan) appreciation for a local
- identify cause and effect or provincial tourist
- read the poem fluently spot
in sentences read

E. Anchor Pagmamahal sa bayan

Phonics and Word Study Phonics and Word Study, Vocabulary and Word Vocabulary and Word
Vocabulary and Word Knowledge Knowledge
Comprehending and Knowledge,
II. CONTENT Analyzing Text Creating and Composing Text Creating and
Comprehending and
Analyzing Text Composing Text

III. LEARNING RESOURCES

Olivar, G. (2022). Olivar, G. (2022). Olivar, G. (2022). Minamahal
Minamahal kong mga Minamahal kong mga kong mga Kabundukan at
Kabundukan at Kabundukan at Karagatan. US Agency for
Karagatan. US Agency for Karagatan. US Agency for International Development
International Development International
Development https://bloomlibrary.org/boo
A. References
https://bloomlibrary.org/b k/b8De7yyvTy?lang=fil
ook/b8De7yyvTy?lang=fil https://bloomlibrary.org/
book/b8De7yyvTy?lang=f
il

List all learning Teacher can refer to List all learning Tubice, M. (20220.
B. Other Learning materials used procedures for Choral materials used Halina, Pasyal Tayo! US
Resources Reading from ABC+ Agency for International
Training on the Effective Development)
 Use of Early Grade https://bloomlibrary.org
Reading Materials (2023) /player/xbbl4CGQJT
(pp. 55-58)

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Ask the student to read the Ask them to recall Identify local tourist
pair of words: reminders when reading Ask learners: spots or natural
sentences. (Refer to a wonders (land forms or
yaman - laman fluency poster if Why do you think the writer water forms) that the
available.) Sample wrote the poem? class/learners have
Ask them: reminders below: seen or visited. (Mga
- what do you notice about • Look at words Lead class to a discussion Magagandang Tanawin
the pair of words? carefully about appreciating nature/ sa _____)
• Don’t add or one’s environment
- What letters are the change words
same? • Read like how you
- What letters are talk
Activating Prior
different? • Change volume or
Knowledge tone when needed
- What do you call words • Read words
with the same ending together
sounds or syllable? • Read not too fast
and not too slow
• Change speed
They are called rhyming when needed
words (salitang • Look at punctuation
magkatugma). marks
Ask them to give other
examples of pairs of
rhyming words.

Today we will be reading a Today, we will try to be Today, we will be

Lesson poem. Poems usually Today, we will be doing a creative writers as well. You making posters to help
Purpose/Intention contain some rhyming choral reading of the will be sharing your thoughts other people (who are
words. Let us practice poem. This means, we will and feelings about nature/ not from this town or
be reading the poem aloud
 making rhyming words by as a group. It is important our environment through a area) to know more
playing a word game. that we read the words short poem. about our place.
correctly, and that we read
at just the right speed and
with proper expression.

I will say a word, you will Read the poem again.

give me the sounds of the To help us read the poem Analyze each stanza. Invite Before the writing
word. Then, I will ask you fluently, we need to be learners to retell what each activity, review the
to change one of the familiar with some of the stanza means for them. Ask concept of common
sounds to make a new words in the poem. them if they have a similar and proper nouns in
word. Are you ready? Let’s experience. Ask them if they land forms and water
try. Show these words. have other things to say forms, and how they
Practice reading these about the subject of the are supposed to be
Say the word: “kayo” words as a class, then by stanza. written (uppercase or
groups or rows, then by lowercase letters)
What are the sounds in the
word “kayo?” pairs, etc.
Ex.
Students: /k/, /a/, /y/, /o/ kabundukan
Lesson Language talon Ma.
Practice Great! Now, change /k/ to karagatan
Cristina
/t/, what new word did we
Falls
form? (Answer: “tayo”) (Optional)Discuss the
Note to teacher: This is a words:
phonological awareness lawa Lawa ng
task. You do not need to Ano ang salitang-ugat ng Taal
show the letters of the ‘kabundukan?’ Nagbago
word. Ask students to ba ang anyo ng salitang-
listen well and sound out ugat? (Ang /o/ ay naging bulkan Bulkang
the words (give their /u/) Mayon
phonemes).
Do the same with these Ano ang salitang-ugat ng
‘karagatan?’ Nagbago ba Note to teacher: You
other words: can change the
ang anyo ng salitang-
1. akin (change /k/ to /t/ = examples in the table
ugat? (Ang /d/ ay naging
atin) to make them more
/r/)
2. Puno (n to s) = puso
 3. Dito (d to p) = pito relevant to your group
of learners.
4. Tama (t to s) = sama
5. Isda (d to l) = isla The class can also
review appropriate
Teacher can give other adjectives to describe
examples of words in L1 the different local
destinations. The
teacher can provide an
adjectives chart or list
that learners can refer
to while writing.

During/Lesson Proper

Now let us read the poem. The teacher will read the Read a short poem to the Teacher can show a
poem first. He/she will class (teacher-made). sample paragraph to the
Teacher will read the whole model fluent reading. Example: class. See example
poem aloud first, then ask below.
students to read with her All learners should have a Minamahal kong
(second reading) copy of the text dalampasigan.

Kanina, pinag-usapan (individual copies). They

Napapangiti ako kapag
natin ang mga salitang will be asked to follow
naaalala ko ang
magkatugma. Ano-ano ang along as the teacher reads
pagtampisaw sa iyong
mga salitang magkatugma by pointing to the words
baybayin.
Reading the Key na nabasa natin mula sa in their copies.
Idea/Stem tula? Pananatilihin kitang malinis
The teacher can also show
palagi.
Teacher will then discuss the poem on chart paper,
the poem with the class. and make markings for Explain that today, they will
proper phrasing. also be writing a short poem
1. Ano ang pamagat ng
(3 lines) about the
tula?
environment.
2. Ano ang dalawang bagay
Example: Brainstorm ideas about what
na pinasasalamatan sa
to write about. (Source: Tubice, M.
tula?
(20220. Halina, Pasyal
Note to teacher: The original
poem was about mountains Tayo!)
3. Sino kaya ang Minamahal kong/ and seas. If these are not in
nagsasalita o tumutula? kabundukan at the students’ environment,
Paano mo nasabi? have them write about Identify the proper
karagatan.//
something else that may be noun and common
4. Bakit daw kailangan Kayong dalawa/ ay tunay more relevant or familiar, ex. nouns as well as the
alagaan at bantayan ang na/ yaman ng mundo.// Puno, kagubatan, sariwang adjectives used in the
kabundukan at karagatan? hangin, bulkan, bukirin, etc. paragraph.
Ano kaya ang mangyayari Talagang tama/ na kayo
kapag hindi natin ito ay ingatan.// You can use the following Ask them to compare
inalagaan? sentence starters: these two sentences:

Minamahal kong ____. Masarap maglakad sa

Write their answers on the After the teacher reads the
board: buhangin.
poem, invite the whole Nagbibigay ka ng ____.
Alagaan natin ang class to read the poem Masarap maglakad sa
Kaya ____ kita.
kabundukan para ____. together. mapuputi at pinong
As a class, you can compose a buhangin.
Kapag hindi natin
short poem about something
inalagaan ang karagatan Ask learners which
familiar to the learners. Invite
____. among the two
learners to recall their
sentences is more
5. Ano-anong biyaya ang experiences with nature. interesting? Ask them
bigay sa atin ng Integrate their experiences in
what is the difference
kabundukan? their writing. between the
6. Paano natin ito dapat sentences? Ask
alagaan? (Remind them that poems learners if they want to
may or may not have rhyming visit the place after
7. Ano-ano naman ang words.) seeing the picture and
biyayangnakukuha natin sa reading the
karagatan? description.
8. Paano naman natin ito
dapat alagaan? Teacher can discuss
the importance of
adjectives, and present
an adjectives chart that
learners can refer to
What is this? Make
when they are writing.
clear instructions
 Have them come up
with ideas to inspire
other people to visit
their place as well.

Assign small groups of

Go back to the sentences students to a stanza. Have children work in small Have children work in
written earlier (Question (There are 8 stanzas. groups to compose their own small groups to create
#4): Groupings will depend on short poems. (Groupings will their own poster.
the size of the class. ) depend on the size of the (Groupings will
Alagaan natin ang
class. About 3-4 learners per depend on the size of
kabundukan para ____.
Give learners time group will do.) the class. About 5-6
Kapag hindi natin to practice choral learners per group will
inalagaan ang karagatan reading with their After writing their poems, do.)
small groups. As invite learners to illustrate
____.
they practice, their short poems as well. Teacher can present
Ex. Alagaan natin ang teacher is going the following rubrics
kabundukan para maging around and to guide the learners as
Developing masaya ang mga hayop at they accomplish the
providing feedback
Understanding of the halaman. task:
to the learners as
Key Idea/Stem
needed. Poster-making rubrics
Ang pangungusap na ito ay
halimbawa ng Criteria Descriptio
n
pangungusap na
nagbibigay ng sanhi at Design Includes
bunga. creativity colorful
Ang sanhi ang UNANG and
relevant
nangyayari. Ang bunga ang
design
resulta ng sanhi. and
drawings
Alagaan ang kabundukan.
Content Contains
Magiging masaya ang mga a
hayop. paragrap
 h with 3-5
Alin dito ang sanhi o unang sentences
nangyari? (alagaan…) that
describe
the local
Alin ang bunga o resulta ng
destinatio
pag-aalaga? (masaya…) n clearly.
Appropri
(Note to teacher: the ate
sentence above is just an adjectives
example. The sentence can are used
change depending on the in the
sentences.
answer of the class. The
teacher can also write a Neatness Poster is
different sentence based on neat, all
the class discussion.) the words
and
sentences
Discuss the other sentence: are
written
Ex. Kapag hindi natin legibly
inalagaan ang karagatan, and
mauubos ang mga isda at correctly.
kabibe. All proper
nouns are
capitalize
Hindi natin inalagaan ang d.
karagatan.
Naubos ang isda at kabibe.
Remind learners that
appropriate adjectives
Alin ang sanhi? Alin ang
will help describe the
bunga?
place better, and make
Teacher can create an the poster more
anchor chart to help the interesting for the
learners remember: reader.

Sample anchor chart: Also remind learners

of the proper use of
capitalizations and
 punctuation marks in
their paragraphs.

Have small groups

present their drafts to
the teacher, so that the
teacher can provide
feedback as needed.
The rubrics can be
used as a guide when
giving feedback.

Once the drafts have

Let’s read these other After the students are After writing and illustrating, been checked, learners
sentences. given ample practice time, have learners practice will work together and
invite each small group to reading their poems aloud as create their posters.
Identify the cause and read their assigned parts a group. Have them present
effect. to the whole class. their drawings and poems to
the class.
Note to teacher. These As a final activity, the
sentences can be written in whole class can read the
Deepening sentence strips and whole poem together.
Understanding of the distributed to the class.
Key Idea/Stem Students can find their
“partner” (i.e., if they get
the cause strip, they need t
find their matching effect
strip). Second option
would be to write these on
the board or manila paper,
and have students identify
the cause and the effect for
each item.
 Answers are provided
below (cause is italicized,
effect is underlined.)

1. Nakalbo na ang bundok,

kaya mabilis ang pagbaha
sa kapatagan.

2. Dahil maraming
malalagong puno sa
bundok, lumalamig ang
hangin at kapaligiran dito.

3. Nasira ang mga koral na

bahay ng isda, sapagkat
gumamit sila ng dinamita
sa pangingisda.

4. Nalalason at namamatay
ang mga isda dahil may
nagtatapon ng
nakalalasong kemikal sa
dagat.

5. Pinuputol ang mga

puno sa kabundukan kaya
nawawalan ng tirahan ang
mga hayop.

After/Post-Lesson Proper

Ask learners to reflect and Ask the learners to reflect Ask learners to reflect and
Making Generalizations complete these statements: and complete these complete these statements: Ask learners to reflect
and Abstractions statements: and complete these
Ang sanhi ay _____. statements:
 Ang bunga ay Nakapagbasa ako ng Sumulat kami ng maikling Ipinagmamalaki ko
______. matatas dahil _____ tula tungkol sa ____. ang aming lugar ____
dahil _____.
Include all Nakatulong ang ____ sa
learning aking pagbabasa. Sa paggawa ng poster,
Napili naming magsulat
objectives kinailangan naming
tungkol dito dahil _____. _________.

Indicate the HOW’s

Use the rubrics to

Task: Read each sentence. Have groups read aloud Task: Read the poem. Choose evaluate the group
Circle the cause. Underline their assigned stanzas. a stanza. Retell the message outputs.
Evaluating Learning the effect. Pairs of learners can also of the stanza in your own
See LAS. be called to demonstrate words.
choral reading.
See LAS.

Additional Activities for

Application or
Remediation (if
applicable)
Deliver the lesson in the language that the learners know best.
Remarks
Edit or change the sample sentences as needed.
Reflection