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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 Quarter 3rd
Time

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;
A. Content
understand and create simple sentences in getting and expressing meaning about one’s community and content-
Standards specific topics (narrative and informational).
The learners use their ongoing development in automatically recognizing sight words; decode high frequency words
B. Performance
and content-specific vocabulary and use them to express ideas; read sentences and narrate personal experience with
Standards one’s community and content-specific topics.
RL1VWK-III-1. Use RL1VWK-I-3 Read high RL1CAT-III-1. Read sentences RL1CCT-III-3. Express
vocabulary referring to frequency words accurately for with appropriate speed, ideas about:
community. meaning. accuracy, and expression. a. community
RL1CCT-III-1. Narrate RL1PWS-III-1. Produce the RL1CAT-III-2. Comprehend b. content-specific
one’s personal sound of the letters of L1. stories. topics
experiences. RL1PWS-III-2. Identify the a. Note important details in
a. community letters in L1. stories (character, setting,
b. content-specific topics RL1PWS-III-3. Isolate sounds and events).
(consonants and vowels) in a b. Infer the character's
C. Learning word (beginning and/or feelings and traits.
Competencies ending). RL1CCT-III-4. Respond
RL1PWS-III-5. Sound out words creatively to texts (myths,
accurately. legends, fables, and narrative
RL1CAT-III-1. Read sentences poems).
with appropriate speed,
accuracy, and expression.
RL1VWK-III-2. Identify words
with different functions:
naming words.

At the end of the lesson, At the end of the lesson, the At the end of the lesson, the At the end of the
the learners shall be able learners shall be able to: learners shall be able to: lesson, the learners
D. Learning
to: shall be able to:
Objectives ● Classify naming words ● Read sentences with
into common and proper appropriate speed,
 ● Recall their ● Read high-frequency accuracy, and ● Describe how
responses in words accurately for expression. their school and
Language class meaning: ako, si, at, na, ● Relate story events to neighborhood
about respectful ang, at ko. own experiences accommodates
interactions with ● Read sentences with ● Note important details people with
neighbors appropriate speed, in story read disabilities
● Define respect accuracy, and ● Sequence at least ● Identify the
based on guide expression. three events from the challenges that
questions ● Identify the naming story read people with
● Illustrate situations words in a sentence ● Make inferences disabilities
in which respectful about character’s might encounter
or disrespectful feelings and traits in their
situations are ● Illustrate neighborhood
demonstrated understanding of ● Compose a
● Distinguish acceptance of letter
between actions everyone ● List down ways
that show respect to make the
or not school or
neighborhood
accessible to
people with
disabilites
Pag-galang (Respect): Ang paggalang ay sapat na pagmamalasakit upang isaalang-alang kung paano nakakaapekto
E. Anchor
ang mga salita at kilos sa iba. (Respect is caring enough to consider how words and actions impact others.)
Vocabulary and Word Vocabulary and Word Comprehending and Creating and
Knowledge Knowledge Analyzing Texts: Oral Composing Texts
II. CONTENT Creating and Composing Comprehending and Analyzing Reading Fluency and
Texts Texts: Oral Reading Fluency Reading Comprehension
and Reading Comprehension
III. LEARNING RESOURCES
Baile, S. A. (2022). Walang Baile, S. A. (2022). Walang Baile, S. A. (2022). Walang N/A
Perpekto. U.S. Agency for Perpekto. U.S. Agency for Perpekto. U.S. Agency for
International International Development. International Development.
A. References Development. https://bloomlibrary.org/playe https://bloomlibrary.org/pl
https://bloomlibrary.org/ r/dEqziix1vG?lang=fil ayer/dEqziix1vG?lang=fil
player/dEqziix1vG?lang=fi
lB
 Outputs from Language manila paper/cartolina, pairs Oral reading fluency Pictures of
class from the activity on of proper and common naming reminders chart, manila accommodations in
respectful interactions words paper/cartolina/big sheets of physical spaces in
B. Other Learning with neighbors, one paper public for people with
Resources basket with a happy face, disabilities, manila
one basket with a sad face paper
and an angry face, sheets
of paper
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Ask students to recall Have the class recall their Ask the class if they know Ask the class what they
their dialogues delivered responses from yesterday’s people in their neighborhood remember about the
during the activity in word web on where they show who are in a condition that word/concept of
Language class on respect to other people by makes it difficult for them to “disability”
respectful interactions making them enumerate the see, hear, speak, move their (kapansanan). Let
with neighbors. As they places they identified in their bodies, learn, and do other them recall what they
share, select the best Language class. important things. learned about a
examples and write them person who has
on the board in a speech Write their responses in a list Invite the students to share physical impairment/
bubble. on the board. Ask students what conditions these are disability, visual
what is common among these and what difficulties they impairment/blindness
Afterwards, model how to words and what kind of words face in their neighborhoods. , and hardness of
read the are these. hearing or deafness.
statements/sentences
Activating Prior
with expression. Have the Ask them with
Knowledge
students practice reading assistance do people
them as a class next. with disability may
need. Afterwards, show
Next, ask students if they examples of
have ever been in a accommodations done
situation where they felt a for people with
lack of respect, such as disabilities through
instances when their pictures (handrails.
words or actions may wheelchair access,
have hurt others, or when wide sidewalks, bright
they themselves have lighting, large font
been hurt (e.g., calling sizes). Ask students if
people by derogatory they have seen any of
terms instead of their
 names, making hurtful these in any place in
comments about their community.
someone, etc.).

Through questioning,
have volunteer students
briefly share what the
experience was, how they
felt or the other felt about
it, how they dealt with it,
etc.
This time, tell the class Once the class answers naming Tell the students that today, Tell students that
that they will be shown words, ask them what other they will read about who today, they will think
other kinds of situations. kinds of naming words they these children are and what about how to make
Instruct them to identify know. Tell the class that in their conditions are. their classroom,
what they feel about each today’s Reading class, they will school, and
of the instances—if they read different names like those neighborhood
feel respected (happy) or of the places they mentioned accessible to people
not respected (sad or and practice reading them. with disability.
angry). If they feel the They will also discover how
former, they can fold the naming words can refer to
paper and put it in the common words or proper
happy basket (Show words.
basket with a happy face).
Lesson If they feel the latter, they
Purpose/Intention can crumple the paper
and put it in the sad and
angry basket.

Now, present the following

sample phrases in class
(Changes can be made to
the list):
 Pakikinig sa
nagsasalita
 Pakikipag-usap
nang pasigaw o
nang may malakas
na boses
  Paghingi ng paalam
 Pagsingit sa pila
 Hindi pag-iingat sa
hiniram na gamit
Tell the students that
they will learn more words
today which they will
place in baskets.
Start by showing each of To let the class practice the To prepare them for the Tell the students that
the words/phrases/ use of naming words, guide story, tell the students that ensuring that people
sentences to the class and students in making a poster they will guess the meaning can easily function in
ask them to identify the (on manila paper or cartolina) of new words based on how different settings is
situations when each of on rules that show respect to they are used in a sentence: making sure that
these can be used each other in different settings everyone is included.
(Changes to the list can be (Example: home,  kapansanan Explain that in doing
made): classroom/school, playground, “Nakikipag-usap ako gamit so, they are making
etc.) ang aking kamay at pag- sure that they are
 “Opo” senyas (sign language) dahil recognizing and
 “Magandang Sentence prompts for rules sa aking kapansanan na accepting diversity.
umaga!” may be like the following: hindi makapagsalita.”
 “Makikiraan po” Tell the class that to
 komplikado
 “Paumanhin po”  “Sa bahay, __________” help them make their
Nagiging komplikado
Lesson Language  “Hindi ko po  Sa paaralan, places like their
lamang ang pakikipag-usap
Practice maiintindihan” classroom and the
_________” ko sa ibang tao kung hindi
 “Pwede/Maaari po sila marunong makipag- community
bang humingi ng usap gamit ang kanilang accommodate
tulong?” kamay at mga senyas (sign diversity, it will be
 “Hindi po, salamat” language). helpful to imagine
Ask the class which themselves being any
basket each of the  hinaing of the characters in
phrases belong to. Hinaing ko ang hindi pag- the story they read
alam ng maraming tao sa yesterday. (Optional:
sign language. Move chairs to the
sides of the room.)
 hadlang
Ngunit, hindi ko ito  Let them close
ginagawang hadlang para their eyes for a
masabi ko sa ibang tao ang minute and
gusto kong sabihin. follow
instructions
  pasensya (e.g. walk three
Sana ay mahaba ang steps forward)
pasensya natin at hindi  Let them cover
madaling magalit sa isa’t their ears for a
isa. minute and
Have the students use the follow
words in their own sentence. instructions
 Let them follow
instructions
while sitting on
their chair for
the entire
minute.
Have them share what
challenges they think
they can encounter at
home, in school, and
in the neighborhood
given their disabilities
as a person who has
physical impairment/
disability, visual
impairment/blindness
, and hardness of
hearing or deafness.
List the answers on
the board.

During/Lesson Proper
Make a concept map by Using the list of places in the Ask students if they are now Divide the class into
drawing a circle in the poster, invite the students to ready to listen to and read small groups. Assign
middle of the board and give specific names that they the story. each group to one of
writing “respect” inside can recall for any of the places. the three sets of
Reading the Key the circle. Draw five lines Example: Conduct Shared Reading barriers. Ask them to
Idea/Stem and circles to discuss the tindahan Mang (interactive read aloud) in brainstorm ways to
following questions /sari-sari Rene’s reading the story, “Walang accommodate or
through the help of target store sari sari Perpekto”. Start by asking address the barrier
words and phrases: store students what they see in and draw their ideas
  pagtrato Provide examples if students the front cover and making on a manila paper.
 pang-unawa cannot give one. them guess what the story is Have a representative
 pasensya going to be about. or the whole group
Once the list is completed, tell Encourage them to explain present their work.
“Based on what you the class that naming words their answers.
learned in your other can be common or proper. The
subjects and our review naming words in the left Remind the students of the
earlier… column are common and the guidelines when reading
ones in the right are proper. sentences and paragraphs.
 What is respect? Invite the students to guess
Ask students to what these two naming words While reading, pause at the
recall the meaning are. end of each page to ask if
of respect. what was read was clear or
 Who do we give  Naming words are confusing. Guide students in
respect to? common if they are not clarifying any confusion. In
Add to students’ identifying a specific or addition, guide students in
answers: “people particular person, guessing the meaning of the
who are different animal, place, event, or following words by looking at
from us” or “people thing. They start with a other words in the page:
who look, speak, or small letter.
act different from  Naming words are  pilay
us”, “people with proper if they talk about  positibo
disabilities” (mga something specific or  bulag
taong may particular. They begin  maaasahan
kapansanan) with a big letter.
 kahinaan
 Where do we show  bingi
respect? From a list containing pairs of
common and proper naming  hindi perpekto
Ask for student
responses. words, give each student a
After reading, give
 When do we show piece of paper containing a
immediate feedback on their
respect? naming word, which can be
oral reading. When needed,
Ask for student either common or proper. Ask
have them repeat parts that
responses. the students to silently read
were given feedback to.
 Why do we show their assigned word. To start
respect? the activity, ask students to
Ask for student read their word aloud; the rest
responses. of the students should listen
 How do we show for the equivalent of their own
respect? word (Example: guro - Bb.
Reyes). Once everyone has
 Add the following to recited, ask everyone to stand
the students’ and find their partners. The
responses: first five pairs win the game!
o “pagtrato nang
mabuti sa
kapwa”—
pakikipag-usap
at pakikitungo
na may
paggalang
o “pagbibigay
nang pang-
unawa”—
pagpapakita ng
pag-intindi ng
kalagayan ng
kapwa
o “pagpapasensya”
—paghihintay at
pagintindi nang
hindi
nakararamdam
ng inis
Give examples for
each.

This time, have the class Tell the class that will continue Through Interactive
use the new identifying common and proper After reading, ask students if Writing, tell the
words/phrased nouns but this time, they will they have any questions students that to make
introduced specifically be finding them from sentences about the story. (Return to their suggestions
related to how respect is that they will be reading. the story as needed). heard, they are going
shown. Ask them to recall reminders Afterwards, ask students to to write a letter to
Developing
when reading sentences. (Refer answer the following set of their school principal
Understanding of the
Show the words or to a fluency poster if available.) questions for each of the or their barangay
Key Idea/Stem characters:
phrases below to the Sample reminders below: captain or mayor
class. Guide the students together with the
in reading them.  Look at words carefully  Sino ang teacher.
 Don’t add or change unang/pangalawang/
 pagiging magalang words panghuling tauhan Show an example of a
sa salita at kilos letter specific to this
  pag-iingat sa gamit  Read like how you talk na nakilala natin sa kind of request. Make
ng ibang tao or like the characters kwento? sure to include
 pagdating sa  Change volume or tone  Anong mga salita ang connecting words such
tamang oras when needed ginamit niya upang as “First, Second,
 pagsunod sa mga  Read words together ilarawan ang kanyang Lastly” or “Also, Then”.
tuntunin  Read not too fast and sarili? After reading the letter
 pag-intindi sa mga not too slow  Ano ang kaniyang to the students,
tao na iba sa akin  Change speed when kapansanan? highlight these words
 paggamit ng needed  Ano ang mga kaya and explain that they
malakas na boses  Look at (punctuation) niyang gawin? are used when listing
na nakadidistorbo marks down.
 Ano kaya ang
 mabilis na kanyang tingin o
pagkainis Tell the class that to make nararamdaman
 pakikipag-away their reading easier, they need tungkol sa kanyang
dahil magkaiba ang to know smaller words like the kapansanan?
gusto o following (List may be modified Magbigay ng suporta
pinaniniwalaan based on familiarity of o ebidensya mula sa
 pang-aasar sa mga students with words): ako, si, kwento.
tao na hindi at na, ang, at ko.
kaparehas Model reading the sentences Lastly, ask the following:
 kumukuha ng higit below. Read the sentences
sa kailangan together with the class. Ask the  What do the
students to practice reading in characters feel when
Ask the class to identify pairs or groups. Go around they said the
which among the and give feedback for them to following? “Hindi ito
situations demonstrate practice with. Ask for hadlang, para ikaw ay
the following: volunteers to read in front of umasenso. Ito ay
the class. instrumento, upang
 “pagtrato nang kami ay inspirado.”
mabuti sa kapwa”  “Ako si Bruno, masipag
 “pagbibigay nang at mabait na tao.”
pang-unawa”  “Ako si Karla, mabait at
 “pagpapasensya” maganda ako”
 “Ako si Lito, magandang
Next, tell the class to get lalaki at mahaba ang
ready to explain their pasensya ko”
answers earlier. Divide the
class into small groups,
and assign one of the
situations above showing
 respect to all groups. Have
each group make an
illustration to show what
is assigned to them.

In their small groups,

guide the students in
choosing what to draw if
needed. Encourage them
to write dialogues by
letting them copy what
they want they want the
characters to say.

Have each group present From the sentences above, Ask students if they are now Through Interactive
their work. Invite the class have the class identify the ready to make their Writing, have the class
to identify what feelings naming words. Afterwards, classroom and their compose a letter to
they can connect with the make them classify each into communities welcoming of their chosen recipient
situation--if it shows common and proper. everyone. on the board.
Deepening respect and gives them a Common Proper Afterwards, have them
Understanding of the happy feeling or it does tao Bruno Divide students into groups. read their work.
Key Idea/Stem not show respect. (This lalaki Karla Have groups make a poster
may be continued the Lito to illustrate the theme “My
next day.) Classroom, My School, and
My Neighborhood is for
Everyone.”

After/Post-Lesson Proper
Ask the learners to reflect Ask the learners to
and complete these Ask the learners to reflect and Ask the learners to reflect reflect and complete
statements: complete these statements: and complete these these statements:
statements:
Making  Ang “pagtrato nang  Ang mga pangungusap  Ang inklusyon
Generalizations and mabuti sa kapwa” ay may mga pangalan  Ang pagkakaroon ng ay ___________
ay _____________, (naming words). Ang kapansanan ay
Abstractions  Upang makasali
 Ang “pagbibigay mga pangalan ay ___________. ang mga taong
nang pang-unawa” maaaring _________ o
may
ay _____________. _________.
kapansanan sa
mga gawain ng
  Ang pamayanan,
“pagpapasensya” ay dapat ay
____________. __________.
 Sa paglilista ng
mga mungkahi,
maaaring
gumamit ng
mga salitang
tulad ng _____.
Task: Read each phrase. Task: Read the sentence. Circle Have the students report None (Formative
Choose the picture that the common naming word and their work on the poster. assessment embedded
best shows the meaning of underline the proper naming in the activities)
Evaluating Learning
the phrase. word.
*See LAS *See LAS

Additional Activities for During group reading, the teacher can go around each group and check if learners are having difficulty decoding.
Application or Guide pairs or groups that need help.
Remediation (if
applicable)
For languages without primer, use the sequence of letters taught in Tagalog (Marungko).
Deliver the lesson in the language that the learners know best.
Remarks Ensure that all learners respond–from simple gestures and words to elaborate their expressions.
Include in the daily routine the singing of the alphabet song.

Reflection