MATATAG K TO 10 CURRICULUM

School: DepEdClub.com Grade Level: 5

MATATAG Name of Teacher Learning Area: ENGLISH
K to 10 Curriculum Teaching Dates and Time: JUNE 30 – JULY 4, 2025 (WEEK 3) Quarter: First
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing
Standards knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational
texts; and developing skills in composing and creating text in order to produce culture-appropriate texts based on
their purpose, context, and target audience.

B. Performance The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce
Standards culture-appropriate texts: narrative and expository texts (explanation, news report) based on their purpose, context
(national holidays), and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.

C. Learning Deriving Meaning from Textual Elements of a Literary Text

Competencies a. infer character emotions through actions and dialogue
and Objectives b. describe character traits, feelings, and actions evident in the text using words with literal or denotative and
implied or connotative meaning to describe or refer to character traits, feelings, and actions

D. Content Inferring Character Emotions

Describing Character Traits through Denotative and Connotative Meaning

E. Integration Values and Skills

II. LEARNING RESOURCES

Aesop’s Fables for Children. Retrieved from: https://freekidsbooks.org/wp-content/uploads/2019/12/Aesops_Fables_for_children-Illustrated-

FKB.pdf
Infoplease (2023). 46 Best Animated Movie Quotes. Retrieved from: https://www.infoplease.com/culture-entertainment/film/best-animated-
movie-quotes

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1

Knowledge 1. Short Review Answer Key:
Ask the students to name the figure of speech used in the given sentences.
a. Peter Piper picked a peck of pickled peppers a. alliteration
b. Are you busy as a bee? b. simile
c. Oliva was a cheetah in the race today. c. metaphor
d. The flowers danced to the wind. d. personification
e. His cellphone beeps during the movie. e. onomatopoeia

B. Establishing 1. Lesson Purpose The teacher may opt to

Lesson Purpose show photos/movie covers
Let the class to identify the animated movie where these famous lines came from. that students can choose
1. “The past shouldn’t be feared for it guides our future.” from.
2. “Some people are worth melting for.”
3. “The only thing that matters is what you choose to be now.” Answer Key:
4. "Adventure is out there!" 1. Moana
5. "Fish are friends, not food." 2. Frozen
6. "You can't focus on what's going wrong. There's always a way to turn things 3. Kung Fu Panda
around." 4. Up
7. "There is no greater gift than friendship." 5. Finding Nemo
8. "You can't change destiny. Change your fate." 6. Inside Out
7. Ralph Breaks the
2. Unlocking Content Vocabulary Internet
Allow the students to be familiar with the words that they will encounter for this 8. Brave
week’s lesson,

Word Meaning Process the students’

dialogue conversation between two or more people answers and connect it to
action what a character does the focus of this week’s
character a person, animal, or object/thing presented as a discussion on character
person in a narrative traits wherein dialogue,
denotative explicit or direct meaning like the previous examples,
connotative suggesting an associative or secondary meaning will be used.

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gnat one family of insect that includes flies and

mosquitos

C. Developing and DAY 2

Deepening
Understanding 1. Explicitation
I Feel You! (Activity 1)
Directions: Ask students to read the text and fill out the chart to identify the
emotion of the characters based on the dialogue and action. Use Worksheet 1.

The Lion and the Gnat

by Aesop

"Away with you, vile insect!" said a Lion angrily to a Gnat that was
buzzing around his head. But the Gnat was not in the least disturbed.
"Do you think," he said spitefully to the Lion, "that I am afraid of you
because they call you king?" The next instant he few at the Lion and
stung him sharply on the nose. Mad with rage, the Lion struck fiercely at
the Gnat, but only succeeded in tearing himself with his claws. Again and
again the Gnat stung the Lion, who now was roaring terribly. At last,
worn out with rage and covered with wounds that his own teeth and
claws had made, the Lion gave up the fight.

The Gnat buzzed away to tell the whole world about his victory, but
instead he few straight into a spider's web. And there, he who had
defeated the King of beasts came to a miserable end, the prey of a little
spider.

Text Evidence Dialogue Emotion Trait

or Action?
"Away with you, vile
insect!"
"Do you think that I
am afraid of you

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because they call

you king?"
…he few at the Lion
and stung him
sharply on the nose
…the Lion struck
fiercely at the Gnat
…the Lion, who now
was roaring
terribly…
The Gnat buzzed
away to tell the
whole world
about his victory…

Worked Example
 Dialogue refers to conversation between characters usually enclosed
between quotation marks.

 Actions can be identified by the verbs used in the sentences to state what
a character does.

 Emotion refers to one’s feeling or subjective response towards something

 Character Traits describe the character’s personality which is evident by

the words they say or the actions they do.

Day 3
Lesson Activity
Character Trait Word Bank (Activity 2)
Use Worksheet 2.
Ask the students to read each of the text evidence. This time, they have to provide
the denotative and connotative meaning of the highlighted words. Then,.
determine the trait by choosing a word from the Character Trait Word Bank. They
need to select all that applies.

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compassionate creative persistent

determined resilient selfless

Brave courageous kind

Answer Key:
1. Kind, compassionate
2. Determined, resilient
3. Selfless, compassionate Text Evidence Denotative Connotative Trait
4. Brave, courageous Meaning Meaning
Jamie watched as her little (1) Jamie: 5. Creative, Persistent
brother, Alex, struggled to
tie his shoelaces. She
knelt beside him and
gently took his hands. "Let
me show you a trick I
learned," she said with a
warm smile. After a few
tries, Alex managed to tie
them perfectly. "See, you
can do it!" Jamie
encouraged. "It just takes
a little practice." She felt
proud of her brother and
happy to help him
succeed.
After three failed (2) Carlos:
attempts, Carlos was
ready to give up on his
math homework. The
problems seemed
impossible, and he was
tired. But he took a deep
breath and reminded
himself of his goal to
improve. Carlos reviewed
his notes and tried again,
slowly working through
each problem. Hours

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later, he finally solved the last

equation. Exhausted but
triumphant, he knew his
hard work had paid
off.
Lily noticed a new girl sitting (3) Lily:
alone at lunch.
Remembering how lonely
she felt when she was
new, Lily walked over with
a friendly smile. "Hi, I'm
Lily. Do you want to join
us?" The girl's face lit up,
and she nodded eagerly.
Lily introduced her to her
friends and made sure
she felt included. Later,
the new girl thanked Lily,
saying it was the best part
of her day. Lily felt a
warm glow, knowing she
had made a difference.
David felt his heart race as (4) (5) (6) David:
he stood at the edge of
the high diving board. He
had always been afraid of
heights, but he wanted to
overcome his fear. With
his friends cheering him
on, David took a deep
breath and jumped. As he
surfaced from the water,
he heard the loud
applause and felt a surge
of pride. He had faced his
fear head-on and conquered
it.
Emma loved painting, but (7) (8) (9) Emma
her latest piece was not turning
out the way she

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wanted. She tried

different colors and
techniques, but nothing
seemed right. Instead of
giving up, Emma decided
to take a break and clear
her mind. After a walk
outside, she returned with
fresh ideas and a new
perspective. She spent the
next few hours reworking
the painting, and by the
end, she had created a
masterpiece she was
proud of.

D. Making Day 4
Generalizations
1. Learners’ Takeaways
Ask the students to reflect on their learning by answering this activity.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Inferring Character Traits

Learning Directions: Ask learners to get a copy of their favorite story/movie and determine
the traits of the character through the use of text evidence of they said and did.
Ask them to use the table below to present their answer.

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Character Name What did the What did the Character Trait
character say? character do?

B. Teacher’s Remarks Note observations The teacher may take note of

on any of the Effective Practices Problems Encountered some observations related to
following areas: the effective practices and
problems encountered after
strategies utilizing the different
explored strategies, materials used,
learner engagement and
materials used other related stuff.

learner Teachers may also suggest

engagement/ ways to improve the different
activities explored/lesson
interaction
exemplar.
Others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/
What principles and beliefs informed my lesson? facilitated is essential and
Why did I teach the lesson the way I did? necessary to improve
practice. You may also
consider this as an input for
▪ students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?
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