MATATAG School ISABELA WEST ELEMENTARY SCHOOL Grade Level ONE

K to 10 Curriculum Name of Teacher MAY B. CANONIGO Learning Area ALL SUBJECTS

Weekly Lesson Log
Teaching Dates and Time WEEK 3 Quarter Quarter 2/ Week 3

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

The learners demonstrate ongoing development in decoding images, symbols, and content-specific vocabulary;they understand and create simple sentences in
A. Content getting and expressing meaning about one’s school and everyday
Standards topics (narrative and informational); and they recognize features of their language and other languages in their environment.
(Pamantayang
Pangnilalaman)

The learners use their developing vocabulary to communicate with others, respond to instructions, ask questions,
B. Performance and express ideas; and share personal experiences about one’s school and content-specific topics.
Standards
(Pamantayang
Pagganap)

RL1PWS-II-1. Produce the sound of the letters of L1.

RL1PWS-II-2. Identify the letters in L1.
RL1PWS-II-3. Isolate sounds (consonants and vowels) in a word (beginning and/or ending).
RL1PWS-II-4. Substitute individual sounds in simple words to make new words.
RL1PWS-II-5. Sound out words accurately.
RL1VWK-II-1. Use vocabulary referring to self, family, school, community, and environment.
RL1VWK-II-2. Identify words with different functions: naming words.
RL1VWK-II-3. Read high-frequency words accurately for meaning.
RL1VWK-II-4. Read content-specific words (Math, SiKaP, and GMRC) accurately for meaning.
RL1VWK-II-5. Write words legibly and correctly.
RL1BPK-II-2. Recognize the parts of the book (cover page, title page, etc.).
C. Learning
RL1CAT-III-1. Read sentences with appropriate speed, accuracy, and expression.
Competencies
RL1CAT-II-1. Comprehend stories.
(Mga
a. Note important details in stories (character, setting, and events).
Kasanayang
b. Sequence events in stories.
Pampagkatuto)
c. Infer the character's feelings and traits.
e. Relate story events to one’s experience.
RL1CAT-II-2. Comprehend informational text.
a. Note significant details in informational texts (list and describe).
RL1CCT-II-1. Narrate one’s personal experiences.
a. oneself and family
b. school
c. community
d. school
RL1CCT-II-3. Express ideas about: school
RL1CCT-II-4. Respond creatively to texts (myths, legends, fables, and narrative poems).
D. Learning At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
Objectives(Mg the learners shall be able
the the learners shall be able the learners shall be able the learners shall be able
a Layunin) to:
● Share about learners shall be able to: to: to: to:
common activities ● Identify and ● Identify ● Identify
done with the family ● Identify target sounds produce the sound of target sounds in a word: target sounds in a word:
● Use words
in a word: m, a, s, I, o, letter r m, a, s, I, o, e, b, u, t, k, m, a, s, I, o, e, b, u, t, k,
referring to self and
family in At the end of the e, b, u, t, k, l, y, n, g, ● List words that begin l, y, n, g, p, r l, y, n, g, p, r
lesson, the learners shall be p with /r/ ● Blend target sounds ● Blend target sounds
able to: ● Blend target sounds ● Write the big and to form a word: to form a word:
● Share about
common activities done with
to form a word: small letter r ● Spell words using ● Spell words using
the family ● Spell words using ● Illustrate singular target letters: m, a, s, I, target letters: m, a, s, I,
● Use words referring to self target letters: m, a, s, and plural naming o, e, b, u, t, k, l, y, o, e, b, u, t, k, l, y,
and family in narrating about I, o, e, b, u, t, k, l, y, words. n, g, p, r n, g, p, r
activities with the
family
n, g, p ● Spell words using ● Read high-frequency ● Read high-frequency
● Identify and produce the ● Read high-frequency target letters: m, a, words accurately for words accurately for
soundof letter p words accurately for s, I, o, e, b, u, t, k, meaning meaning
● Identify meaning l, y, n, g. ● Read sentences with ● Read sentences with
the position of /p/ inthe given
words
● Read sentences with appropriate speed appropriate speed
● Write the small and big letter appropriate speed, and accuracy and accuracy
● Blend target sounds to form accuracy, and ● Read with expression ● Read with expression
a word expression. according to the according to the
● Spell words using target
letters: m, a,
● Point to parts of the question mark in the question mark in the
s, I, o, e, b, u, t, k, book: cover sentence . sentence .
l, y, n, g page/front cover, ● Note significant ● Note significant
● Classify namingwords title, author, and details in details in
into singular and plural
illustrator informational texts informational texts
● Review basic (list and describe). (list and describe).
questioning using ● Express ideas about ● Express ideas about
what, where, and self and family self and family
when
● Explain what the
"why" question word is
● Note
important
details in story read:
characters, settings,
and events.
● Relate story events to
one's experience
 ● Infer the character's
feelings and traits.
● Practice asking and
answering “why”
questions.
● Make an illustration
in relation to the story
II. CONTENT FOCUS
Titik Pp Titik Rr
III. LEARNING RESOURCES
A. References MATATAG Curriculum Guide p32
B. Other Learning Letter p in tactileform (e.g. letter tile) Pictures for words identified below
Resources
IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior Review the letters Review the letters Review the letters Review the letters Review the letters
Knowledge m,s,a,i,o,e,b,u,t,k,l,y,n,
m,s,a,i,o,b,e,u,t,k,l,y,n,g, m,s,a,i,o,b,e,u,t,k,l,y,n,g,a m,s,a,i,o,e,b,u,t, and k. m,s,a,i,o,e,b,u,t, and k.
(Gawaing and g by playing a game.
Pamukaw-kaalaman) Divide class into small and p by playing a game. nd p by playing a Begin the activity by Begin the activity by
groups. Give each player Assign each student to [Link] each prompting learners to prompting learners to
a sheet of paper with the read (More student a articulate the sound of articulate the sound of
following:
than one student can letter by giving him/her each letter shown in a each letter shown in a
have the same letter) For asheet of paper/card that flash card. Instruct flash card. Instruct
each round, point to a set has the letter written on students to students to
of students. Each time it. For each round, point independently write the independently write the
the students get pointed to a set of students. corresponding beginning corresponding beginning
at, they Eachtime the students letter of the item or letter of the item or
have to shout the sound get picture on a sheet of picture on a sheet of
of their letter within three pointed at, they have to paper. Finally, after a paper. Finally, after a
seconds. The rest of the shout the sound of their designated time, ask the designated time, ask the
class shall guess the letter within three class to raise their class to raise their
For each round, groups word seconds. Show the small papers for a papers for a
will mark the letter for formed from the letters. letter r and ask the class comprehensive review of comprehensive review of
the sound they hear.
Check if groups marked
Suggested Words: if they remember its their responses. their responses.
the correct letter for each ● /p/-/u/-/s/-/o/ name and Examples: Examples:
round. The first group to ● /p/-/a/-/b/-/o/ sound. Do the same for m - mais/manika m - mais/manika
shout “Finish!” (or ● /p/-/i/-/n/-/y/-/a/ big letter R. s - saging/sapatos s - saging/sapatos
equivalent L1 word) once
they have marked
● /p/-/l/-/a/-/t/-/o/ a - aso/apoy a - aso/apoy
everything will win. ● /s/-/o/-/p/-/a/-/s/ i - isda i - isda
Next, pass around a ● Words from the story o - oso o - oso
mystery box containing to be read later e - ekis/elepante e - ekis/elepante
the letter p. (The letter
must be presented in
Words may be changed b - baso/bola b - baso/bola
tactile form e.g. tile). Pass the to include letters that u - upuan u - upuan
box around and have students still have some t - timba t - timba
the students put their difficulties with. k – kahoy k – kahoy
hand inside the box and
guess what the letter is
without saying their
answers aloud. Once
everyone is done, invite
volunteers to recite their
answer.
Lesson Ask students to give Tell the class that they Tell the students that Tell the class that they Tell the class that they
Purpose/Intention names of persons,
will meet some of the today they will find out if will meet some of the will meet some of the
(Gawaing Paglalahad ng animals, places, events,
Layunin ng Aralin) and objects that begin words they met earlier in their guess on the name words they met earlier in words they met earlier in
with the letter p. Accept the story that they will and sound of the letter is the story that they will the story that they will
correct and wrong read later in the class. correct. read later in the class. read later in the class.
answers. Tell the class
Inform the class that
that today, they will
learn about letter p: “Ang they will also practice
pag-aaralan natin reading words with the
ngayong araw ay ang said letter.
titik p–ang tunog nito,
ang tamang pagsulat
nito, at ang pagbasa ng
mga salitang may titik na
ito. Makikilala rin natin
ang dalawang uri ng
pangalan.”
Lesson Language Ask the learners: Review words from Ibigay ang mga letrang Review words from Review words from
Practice(Gawaing Pag- Paano isulat ang letrang /p/?
yesterday as needed. natutunan. yesterday as yesterday as
unawa sa
mga Susing- Present each word on the [Link] each [Link] each
Salita/Parirala o board with missing letters word on the board with word on the board with
Mahahalagang (Example: m __ __ __ t __ missing letters. missing letters.
Konsepto
for maleta). Let students (Example: m __ __ __ t __ (Example: m __ __ __ t __
sa Aralin)
guess the word by giving for maleta). Let students for maleta). Let students
information about it such guess the word by giving guess the word by giving
as type (person, object,
etc),use (for eating, for
cleaning,
etc), and so on. The first
student who guesses the
correct word wins the
round. Invite students to
use the word in a
sentence.
During/Lesson Proper
Reading the Key Encourage students to Tell the students that Share with students To read a text by the end To read a text by the end
Idea/Stem share insights into their
they now need to get another common activity of the class, tell the of the class, tell the
(Pagbasa sa family activities, whether
Susing Kaalaman/Ideya it's a routine at home or ready to read groups of shared with the family– students that they will students that they will
(Mga Gawain at an outing. words suchas phrases celebrating birthdays and practice reading phrases practice reading phrases
Demonstrasyon)) (More details can be (parirala), sentences other special occasions. (parirala) and sentences (parirala) and sentences
added)
(mga pangungusap), and Ask students to share (mga pangungusap). (mga pangungusap).
● activity and the events
● people doing the activity a short story (maikling what they would like to Start by reviewing words Start by reviewing words
with kwento). receive as a gift for their from the text that will be from the text that will be
him/her birthday. Write the word read later: read later:
● when and how often they do
the activity
Show the following words regalo in the middle of ● regalo ● regalo
Share the following with from the story: the board. Answers may ● gusto ● gusto
pictures and actions/gestures: Pina, Pilo, Papa, pumunta, be written down around ● Pasko ● Pasko
“Magkwe-kwento naman talipapa, bibili, patatas, the word. Introduce the ● libro ● libro
ako tungkol sa aking
pamilya. Tuwing hapon,
talipapa, masaya, pagbili, letter r by encircling the ● damit ● damit
kasama ko ang aking [Fill patatas. letter in the word regalo. ● laruan ● laruan
in accordingly] sa pagaayos Ask students to encircle ● nakabalot ● nakabalot
the same letter from the
at pagpapaganda
ng aming munting hardin
Introduce or review the words listed. “Ang titik r Introduce or review the Introduce or review the
sa bakuran namin. high frequency words ay may tunogna /r/.” following high-frequency following high-frequency
Nagtutulungan kami sa that will appear in the Show big and small letter words: ano, ang, na, mo, words: ano, ang, na, mo,
pagdilig ng mga halaman sentences and story Rr and how to write sa, ba, ng, na, sa, ba, ng, na,
sa paso at pagwawalis ng
mga nahulog na dahon sa
later on: sina, at, ay, sa, them. Ask the class to
lupa. Gumagamit kami sila, ay, ng, mga, sa, kay, practice writing on the *Words may be removed *Words may be removed
ng pala kung kailangan kina, and may. board and on the paper. depending on students’ depending on students’
namin magbungkal ng Let them give automaticity with reading automaticity with reading
lupa para magtanim.
Alam niyo ba na
● Sina Pina other words that begin identified words. identified words.
kumakain kami ng mga ● Pilo at Papa with /r/. Students will
gulay na galing sa aming ● ay pumunta play a game with their This time, model fluent This time, model fluent
tinanim? Galing sa aming ● sa talipapa groups to reading of the first two to reading of the first two to
hardin ang kinakain
naming kamatis,
● Sila ay bibili identify the position of three phrases below. three phrases below.
ampalaya, at patola.” ● ng mga patatas /r/ in the word. As Guide Guide
Repeat the words paso, ● Masaya sina Pina students to stand and students to read the students to read the
pala, ang patola while ● Pilo at Papa give the following remaining phrases and remaining phrases and
pointing to corresponding
pictures. Have the students
● sa pagbili instructions: “Face left if reread each one faster reread each one faster
identify the beginning sound of ● ng mga patatas you hear the sound /r/ at and with expression. and with expression.
the words–/p/. Affirm their the beginning and face Model when needed. Model when needed.
answer by saying, “Ang mga left if you hear it at the ● Ano ang regalo ● Ano ang regalo
salitang paso, pala, ang patola
ay nagsisimula sa tunog na /p/.
end. Stay in your position ● na gusto mo ● na gusto mo
if you hear the sound in ● sa Pasko ● sa Pasko
 Ito ang tunog ng letrang p.” Ask the middle of the word.” ● Gusto mo ba ● Gusto mo ba
students to share other words
Words: ● ng libro ● ng libro
that begin with /p/.
Show big and small letter ● relo ● ng damit ● ng damit
Pp and how to write ● pari ● ng laruan ● ng laruan
them. Ask the class to ● rosas ● na nakabalot ito ● na nakabalot ito
practice writing on the
● hari
board and on the paper.
They can also be asked ● reyna . Give feedback to their . Give feedback to their
to design/decorate/draw ● marumi reading and ask them to reading and ask them to
something out of the ● barado repeat as needed. repeat as needed.
letter Pp they made.
● marami To check understanding, To check understanding,
Examples may be given ask volunteers to draw ask volunteers to draw
first. Difficulty of words what they picture in their what they picture in their
may be determined based minds upon reading the minds upon reading the
on the students who will
be playing.
sentence. sentence.
List of words with /p/:
pusa, piso, pako, pasa,
sarap, patatas, pato,
tapos, hanap
Developing Tell students that they Before reading the story, Tell students that they Prepare the students in Prepare the students in
Understanding of Key will now practice reading
introduce the students to will now practice reading reading the text below. reading the text below.
Idea/Stem words that have the /p/ sound.
(Pagpapaunlad Remind students parts of a book: cover words that have the /r/ Have them recall how to Have them recall how to
ng Pag-unawa that to read a word, they page/front cover, sound. Model blending read a sentence that read a sentence that
sa Susing need to blend the sounds title, author, and letters into syllables for ends in a question mark. ends in a question mark.
Kaalaman/Ideya) together from left to right
illustrator. Show the first row of syllables. Inform the class that the Inform the class that the
to form the word. If needed and
if it helps, they can blend letters any book that has the Students can be asked to text they will be reading text they will be reading
of said parts. Afterwards, read the rest of the has question marks in all has question marks in all
syllables first and then blend show the Tagalog Primer syllables. its sentences and they its sentences and they
syllables into words. Model
blending letters into syllables
and point to must read with must read with
for the same parts when the proper intonation. If the proper intonation. If
the first row of syllables. possible. Highlight the needed, encircle the needed, encircle the
Students can be asked to read difference between the question marks in the question marks in the
the rest of the syllables.
Syllables from Tagalog Primer:
two books that will be text before reading. text before reading.
pu, tok, ki, bi, pa,ko, pu, to, na, used as samples.
sa, tas, so, bok, kol, pi Words from Tagalog
Model reading of words Primer: baro, ruta, resibo, Ano ang regalo na gusto Ano ang regalo na gusto
for the first row.
Afterwards, ask students nagregalo, buto, riseta, mo sa Pasko? mo sa Pasko?
if they have been to the barado, marumi, relo, Gusto mo ba ng libro? Gusto mo ba ng libro?
market with one of their regalo, retaso, raketa Gusto mo ba ng damit? Gusto mo ba ng damit?
parents or relative. They Gusto mo ba ng laruan? Gusto mo ba ng laruan?
may be asked to share Students may be asked Gusto mo ba na Gusto mo ba na
what they saw or did in to use words in a nakabalot ito? nakabalot ito?
the market. sentence. Explain words Ano ang regalo na gusto Ano ang regalo na gusto
Ask students to read the mo sa Pasko? mo sa Pasko?
story . Model reading the that are not familiar to
first sentence in the them by drawing a This can be done as a This can be done as a
story: “Sina Pina, Pilo, at picture, giving the class at first; students class at first; students
Papa ay pumunta sa meaning or examples, or may be grouped into may be grouped into
talipapa.” giving synonyms or smaller groups for more smaller groups for more
antonyms. After which, practice. practice.
Sila ay sinama ng have them match
kanilang papa para bumili pictures to the correct Give feedback to their Give feedback to their
ng patatas na paborito ng word and practice reading. Ask them to read reading. Ask them to read
mga bata. Masaya ang spelling. again to apply given again to apply given
mga bata na makita ang *See LAS feedback. feedback.
palengke, para alam na
nila kung ano-ano ang Ask students to answer Ask students to answer
mga makikita dito. the following: the following:
“Ano ang mga binanggit “Ano ang mga binanggit
Students may be asked na pang-regalo sa na pang-regalo sa
to read in their small teksto?” teksto?”
groups.
Give feedback to their
reading. Ask them to read
again to apply given
feedback.
Deepening Show pictures of the Ask for volunteers to Ask students to read the Ask students to draw Ask students to draw
Understanding of Key following in two columns:
retellthe story through a following phrases on the their response to what their response to what
Idea/ Stem ● 1 paso and 2 paso
(Pagpapalalim ● 1 pala and 3 pala smallrole play. board: they want to receive as a they want to receive as a
ng Pag-unawa sa Susing ● 1 patola and 3  relo gift. Guide them in gift. Guide them in
Kaalaman/Ideya) patola Ask students to answer  mga buto writing the name of the writing the name of the
Ask students to identify
the following:  mga regalo word. word.
the difference between the
objects in the two columns. ● Sino-sino ang  retaso
Explain to students that naming pupunta sa talipapa?  mga raketa
words can express number– ● Ano-ano ang
whether singular or plural. To
express more than one naming
kanilangbinili rito? Ask for volunteer
word, the word mga is added ● Ano ang masasabi students to draw each of
before the word. Write the motungkol kina Pina at the phrase.
following under each picture: Pilo sa kanilang
● paso and mga paso
● pala and mga pala
pagsama sa kanilang
● patola and mga patola Papa?
● Bakit kaya sila sinama
ng kanilang Papa sa
talipapa?
● Bakit kaya sila bibili ng
patatas?
● Bakit kaya sila naging
masaya sa pagbili ng
patatas?
Students can draw and
color vegetables that can
be seen in the market.
After/Post-Lesson Proper

Making Generalizations Ask the learners to reflect Ask the learners to reflect Ask the learners to Ask the learners to reflect Ask the learners to reflect
and Abstractions and complete these
and complete these reflect and complete and complete these and complete these
(Paglalahat ) statements:
Ang natutunan ko statements: these statements: statements: statements:
ngayong araw ay ang Ang natutunan ko Ang natutunan ko Ang natutunan ko Ang natutunan ko
letrang _____ . Ang tunog ngayong ngayong araw ay ang ngayong ngayong
ng letrang ___ ay____.
araw ay ang pagbasa ng letrang _____ . Ang araw ay ang pagbasa ng araw ay ang pagbasa ng
Ganito isulat ang maliit
at malaking letrang p: mga _____, ______, at tunogng letrang ___ mga _____, ______, at mga _____, ______, at
______ ay____. ______ ______
Halimbawa ng mga mga na may titik ___. Sa Ganito isulat ang maliit na may titik ___. Sa na may titik ___. Sa
salitang may titik Pp:
____________.
pagbasa, kailangan kong at malaking letrang r: pagbasa ng may tandang pagbasa ng may tandang
 Ilan sa mga ito ay mga tandaan ang mga Halimbawa ng mga mga pananong, kailangan pananong, kailangan
pangalan. Ang mga
sumusunod: ________. salitang may titik r: kong ______________. kong ______________.
pangalan ay maaaring
tumukoy ng ________. Nagsanay din ako sa ____________.
pagsagot ng mga tanong
na
____.
Evaluating Learning Match the picture with Read the target text Spell the names of each
(Pagtataya) the correct word.
independently. Ask them words that the teacher
* See LAS
which sentence best will dictate.
corresponds to the (Choose words that have
picture. (Allot time been read in today’s
throughout the lesson. Words can be in
day to evaluate their singular or plural form.)
reading.)
Additional Activities for
Application or
Remediation (If
Applicable)
Remarks
Reflection

Assignment Pagsasanay sa pagbabasa

Prepared by: Noted by:

MAY B CANONIGO ANGELIE N. DELA CRUZ
TEACHER II PRINCIPAL II