MATATAG School ARINGAY ELEMENTARY SCHOOL Grade Level 1

K to 10 Curriculum Name of Teacher LAI;LA B. KUDI Learning Area Language

Weekly Lesson Log Teaching Dates and Time OCTOBER 7-11, 2024 (WEEK 2) Quarter 2

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate ongoing development in decoding images, symbols, and content-specific vocabulary; they understand and
A. Content Standards create simple sentences in getting and expressing meaning about one's school and everyday topics (narrative and informational);
and they recognize features of their language and other languages in their environment.
B. Performance The learners use their developing vocabulary to communicate with others, respond to instructions, ask questions, and express ideas;
Standards and share personal experiences about one's school and content-specific topics.
C. Learning LANG1AL-I-1 Notice the LANG1LIO-I-4 Interact LANG1AL-II-1 Notice the LANG1LIO-I-4 Interact purposely and participate
Competencies features (e.g., sounds, purposely and participate features (e.g., sounds, in conversations and discussions in pairs, in
intonation, signs) of their in conversations and intonation, signs) of their groups, or in whole-class discussions.
first language and other discussions in pairs, in first language and other a. Make requests
languages in one’s groups, or in whole-class languages in one's d. Clarify information
context. discussions. contexts. e. Seek help
f. Take part in or take turns in conversation or
LANG1AL-I-2 Recognize b. Give or offer LANG1AL-I-2 Recognize
discussion"
how a change in information how a change in
intonation (volume, pitch) c. Communicate needs intonation (volume, LANG1LIO-I-5 Share confidently thoughts,
and body language can f. Take part in or take pitch) and body language preferences, needs, feelings, and ideas with
change the meanings of turns in conversation or can change the meanings peers, teachers, and other adults.
utterances/expressions. discussion of
utterances/expressions. LANG1LDEI-I-4 Use high-frequency and content-
LANG1LIO-I-5 Share
specific words referring to school.
a. Recognize the confidently thoughts,
difference between preferences, needs, a. Recognize the
statements, questions, feelings, and ideas with difference between
commands and peers, teachers, and statements, questions,
exclamations. other adults. commands and
b. Respond to change of exclamations.
LANG1LDEI-I-4 Use b. Respond to change of
tones and cues through
high-frequency and
facial expressions, tones and cues through
content-specific words
gestures and actions facial expressions,
referring to school.
gestures and actions
LANG1AL-I-3 Recognize
1
 how language reflects LANG1AL-I-3 Recognize
cultural practices and how language reflects
norms. cultural practices and
a. Share about the norms.
language(s) spoken at a. Share about the
home language(s) spoken at
b. Share words and home
phrases in their language b. Share words and
phrases in their language
LANG1IT-I-3 Engage
with or respond to a short LANG1IT-I-3 Engage
spoken texts. with or respond to a short
a. View or listen to spoken texts.
spoken texts a. View or listen to
spoken texts

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, the learners can:
Objectives the learners can: the learners can: the learners can:
a. State the importance of proper hand
a. recognize the features a. Use common and washing
of their first language appropriate language a. Notice and discuss
and other languages to express a request features of b. Participate in conversations with partners
in a school context; or ask for a favor; different and small groups
b. tell how language b. Share confidently languages.
reflects cultural thoughts, b. Recognize and c. Communicate (ask and answer clarificatory
practices and norms preferences, needs, demonstrate the questions and make requests or give
through sharing about feelings, and ideas effect of intonation commands) with peers confidently
the with peers, teachers, and body language
language(s) spoken in and other adults; on communication.
school; c. Use high-frequency c. Share about the
c. share words and words learned in a languages spoken
phrases in story. at home and
first language common phrases.
d. recognize d. Engage with and
the difference respond to a short
between statements spoken text.
and exclamations in e. Participate in an
interactive
2
 terms of intonation; classroom activity
and (chanting)
e. respond appropriately
to the change of tones
and cues through
facial expressions and
body language.

II. CONTENT
III. LEARNING RESOURCES
Anchor for the week: Delada, Ma. C. (2022). Christchurch City Orsolino, M. (2024). Malinis ba ang iyong mga
Cleanliness Malinis na bata. Libraries. (2020, kamay. https://earlygradelearninghub.org/file?
Be clean, be healthy. https://bloomlibrary.org/l September 7). Learn key=malinis-ba-ang-iyong-mga-kamay
Linis lusog. anguage:fil/book/UEERCB Philippine Greetings in
GYR9?lang=fil different languages
 References
[Video]. YouTube.
https://www.youtube.com
/watch?v=LIo8dW9ndK4

Kanta: Ang Batang Who Stole the Cookie When to Wash your Hands poster:
Map of the Philippines Malinis from the Cookie jar: https://drive.google.com/file/d/12mmzQc-
that shows Rizal, Iloilo, https:// https://www.youtube.com OT3yRfN6ujoFaypRK3vGVtG52/view
 Other Learning Ilocos, and Zamboanga www.youtube.com/ /watch?v=ZHRoosrLc5s
Resources City. watch?v=EQVkehGMbjk How to Wash your Hands poster:
https://slh.doh.gov.ph/images/image/phu/
2020_02_10_handwashing01.jpg

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior Note: When you do this Note: When you do this Note: When you do this Note: When you do this
Knowledge lesson, use the learners’ lesson, use the learners’ lesson, use the learners’ lesson, use the learners’ L1 or the language they
L1 or the language they L1 or the language they L1 or the language they understand
understand understand understand better.
better. better. better.
Play a quick game of charades. Have volunteers
Lead the learners to the Review the greetings and stand in front and act out the following questions
Lead the learners to the action song: Ang Batang expressions in different and commands using only body gestures and

3
action song: Kumusta, Malinis (Tune: Leron, languages learned in the facial expressions:
Kumusta leron sinta) previous session.  Kumain ka na ba?
https:// https://  Kunin mo ang walis.
www.youtube.com/ www.youtube.com/ Watch a recording of  Nagsipilyo ka na ba?
watch?v=7DMa0vbQzWM watch?v=EQVkehGMbjk common greetings in  Maghugas ka muna ng kamay.
different languages.  Magbihis ka ng damit.
Encourage the learners to Ayon sa awit, ano-ano https://youtu.be/
converse with each other ang mga dapat nating LIo8dW9ndK4? Discuss how easy or difficult it is to communicate
using the languages they gawin upang maging si=ALMYXkF5xfVRg1WM without words.
know. Engage them in a batang malinis?
conversation with their Or prepare a chart that
seatmate using the shows a common
following prompts: greeting in different
(This also serves as a languages
review of the poem
discussed in the previous
week)

ASK:
Ano-ano ang ginagawang
pag-aalaga ng iyong
kapamilya kapag ikaw ay
nagkakasakit?

Ano-ano ang iyong mga

dapat gawin upang Discuss how languages
gumaling agad ang taong sound similar and/or
maysakit? different.

Say: Ngayon naman,

magbahagi tayo ng iba’t
ibang wikang alam natin.

Lead the learners in

practicing saying simple
greetings to each other
using different languages
spoken in the home,
school, and community.
Start with the languages
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that learners know.

L1 Filipin Englis
o h

Magan Good
dang day!
araw!

Kumus How
ta? are
you?

Salam Thank
at! you!

Pauma I'm
nhin/ sorry.
pataw
ad

Paala Goodb
m! ye!

Expand this table with

other languages spoken
in the local community.

Discuss the meaning of

each greeting and when
they are used, and have
the learners practice
using the expressions in
different languages with
their partners.

Discuss how words and

phrases are similar or

5
 different across
languages.

Sa araw na ito, may Ngayong araw, Ngayong araw, pag- Ngayong araw, tatalakayin natin ang kahalagahan
ikukuwento ako sa inyo tatalakayin natin ang uusapan natin ang iba’t ng paghuhugas ng kamay. Alamin natin ang
tungkol sa mga dapat nating gawin ibang paraan ng tamang paraan ng paghugas ng kamay.
magkakaibigang bago tayo pumasok sa pakikipagtalakayan o Magsasanay tayong makipagtalakayan sa ating
gumagamit ng iba't ibang paaralan upang pakikipag-usap, gamit mga kamag-aral upang mailahad ang ating mga
wika. Makinig nang mapanatiling malinis ang ang wika. Papansinin tanong at mga hinihiling.
Lesson Purpose/Intention mabuti dahil mamaya ay ating mga katawan.
natin na ang pagbago ng
susubukan nating
tono at galaw ay nakaka-
magsalita gamit ang mga
ito apekto sa mga
mensaheng gusto nating
iparating.

Lesson Language Have the learners Unlock words the Have learners practice Unlock the following words in the learners’ mother
Practice practice saying learners' mother tongues saying questions and tongue:
statements and – malinis, kaugalian, commands, emphasizing  paghawak
exclamations, niligpit ang higaan, dumi changes in tone, pitch,  kinakapitan ng mikrobyo
emphasizing changes in na kumakapit sa kamay, and body language as  palikuran
tone, pitch, and body sipilyo, maporma they shift from questions  kuskusin
language as they shift to commands.
from statements to Use the words in a Use the words in a sentence to provide context
exclamations. sentence to provide Examples: clues.
context clues. If applicable, show pictures of the words to be
Examples: If applicable, show  Kunin mo ang unlocked (ex. Palikuran) or demonstrate the word
pictures of the words to pambura. (ex. Kuskusin)
 Wow! Ang husay be unlocked (ex. Sipilyo,  Maaari mo bang iabot
sumayaw ng mga maporma) ang pambura?
mag-aaral.
 Malinis na ba ang
 Mahusay sumayaw ating silid-aralan?
ang mga mag-aaral.  Pulutin niyo ang lahat
ng kalat sa sahig.

 Malaki ang aming

 Saan naganap ang
paaralan.
6
  Grabe! Ang laki kuwento?
naman ng aming  Bilugan ang tagpuan
paaralan. ng kuwento.

Para sa tagaguhit:
Gumuhit ng pambura,
 Gustong-gusto ko ang
makalat na silid-aralan,
kuwento ng aking
at drawing ng
guro!
worksheetna may 2
 Nagustuhan ko ang tagpuan: bundok at
kuwento ng aking dagat.
guro.

Para sa tagaguhit:
Gumuhit ng mga batang
sumasayaw, malaking
paaralan, gurong
nagkukuwento sa mga
mag-aaral

During/Lesson Proper
Reading the Key Read the story below and Dialogic reading Review the story, “Ang Read the informational text below and pause at
Idea/Stem pause at some points to Bagong Kamag-aral” some points to ask questions about what has
ask questions about the Reread the story, been read.
story or locate places “Malinis na Bata”. Show Naalala niyo ba ang
using the map of the the pictures from the kuwentong binasa natin “Malinis ba ang iyong mga kamay?”
Philippines. story and pause at some noong isang araw? Sino-
points to ask questions sino ang mga tauhan sa Bakit mahalagang malinis ang ating mga kamay?
Ang pamagat ng ating about the story and the kuwento? Ano ang mga Ang mga kamay ay napakahalagang parte ng
kuwento ay “Ang Bagong pictures. Lead the wikang ginagamit nila? ating katawan. Ginagamit natin ang mga ito sa
Kamag-aral” learners to do actions to paghawak ng mga bagay.
show how Lita prepares Babasahin ko sa inyo ang
Ask: Ano ang ginagawa herself in the morning kanilang kuwentuhan. Ginagamit din ito sa paghawak ng pagkain.
ninyo kapag kayo ay may (e.g., taking a bath, Maaaring makapasok ang mikrobyo sa katawan
bagong kamag-aral? washing hands, brushing Read the following short kapag marumi ang mga kamay.
teeth). You may ask the dialogue with proper
7
Say: Alamin natin ano learners to continue parts intonation, expression, Mga kamay ang unang kinakapitan ng mikrobyo.
ang ginawa ng mga bata of the story since they and body language as Kailan kaya dapat maghugas ng kamay?
nang may bago silang have already listened to necessary.
kamag-aral. it previously. Maghugas ng mga kamay bago at pagkatapos
Performative Liza: “Gusto mong sumali kumain. Hugasan din ang mga ito pagkatapos
Ang Bagong Kamag- storytelling sa laro namin?” gamitin ang palikuran. Ugaliin ito palagi.
aral Zoren: Sige!
Kuwento ni: Dorothy For the performative Diwa: Maglaro tayo ng Gumamit ng sabon sa paghuhugas ng mga
Joann Lei Rabajante storytelling session, bring taguan! kamay. Tinatanggal nito ang mga mikrobyong
out props like the Dino: Sino ang unang nakakakipt sa mga kamay.
May bagong lipat na following: a blanket and taya?
mag--aaral sa Mababang pillow, toothbrush, pail, Liza: Ako na lang. Awitin ang kantang “Hapi Bertdey” nang
Paaralan ng Rizal - si bucket (tabo), soap, Diwa: Teka, hanggang dalawang beses habang naghuhugas. Kuskusing
Zoren. plate, clothes, and other dalawampu o tatlumpo mabuti ang mga kamay gamit ang sabon.
objects for the extended ang bilang? Banlawan ng malinis na tubig, patuyuin gamit
Nais ni Zoren na ending. Liza: Dalawampu lang! ang tuwalyang malinis.
makipagkaibigan sa mga Zoren: Dahan-dahan
bata sa kanilang klase. Ask learners what they lang ang pagbilang ha. Kung walang tubig at sabon, gumamit ng 70
Wala pa kasi siyang will say or ask if they porsiyentong alkohol. Mabisa itong pantanggal
kakilala doon. need something from ng mikrobyo.
their parents (ex. Soap is Call on different learners
Isang araw, nakakita siya missing, they cannot find to role-play as the Ang kalusugan ay kayamanan. Ito ay nakasalalay
ng tatlong batang their uniform, etc.) different characters. You sa iyong mga kamay. Panatilihing malinis ang
naglalaro sa palaruan. Practice asking favors or can add more lines and mga ito.
Lumapit si Zoren sa requests politely. more characters to the
kanila ngunit habang dialogue as needed.
papalapit siya, narinig Ask volunteers to retell
niya na sila ay nag-uusap the story through Have a short discussion
sa kakaibang wika. Hindi performative storytelling. after their role-play. Ask
niya maintindihan. They will use their own the learners:
words and demonstrate
Dahan-dahan siyang actions using the props. Napansin niyo ba na
tumalikod at bumalik sa nagbabago ang tono at
silid-aralan nila, ngunit They may use the kilos ng tagapagsalita,
bigla siyang nilapitan ng following sentence depende sa kanyang
batang babae. prompts: mensahe?

“Gusto mong sumali sa Ang kuwento ay tungkol

laro namin?” tanong ng sa _________.
batang babae.
8
 Para manatiling malinis,
Tumango si Zoren. “Oo ito ang mga ginagawa ng
sana, pero hindi ko kayo bata sa kuwento:
maintindihan kanina.” ________.

“Ah, nagsasalita kasi

kami sa aming wika,”
tugon ng batang babae.

“Ano’ng pananalita yon?”

tanong ni Zoren.

“Bagobo Klata. Galing

kami sa Davao City pero
dito na kami nakatira
ngayon. Ano’ng pangalan
mo?”

“Ako si Zoren. Galing

kami sa Zamboanga City.
Chavacano ang wika
namin doon.”

Tinawag ng batang babae

ang dalawang pang mga
bata. “Ito ang mga
kaibigan kong sina Diwa
at Dino. Marunong din
kaming mag-Bisaya. Ako
naman si Liza. Marunong
din akong mag-Ilokano
dahil ang Tatay ko mula
sa Ilocos,” sagot ng
batang babae.

“Wow! Ang dami niyo

palang alam na wika!”
sabi ni Zoren.

“Ang mahalaga, tayo ay

9
 nagkakaintindihan. Sali
ka sa laro namin, Zoren.
Tuturuan ka rin namin ng
Bagobo Klata at Bisaya.
Turuan mo rin kami ng
Chavacano,” sabi ni Dino.

Simula noon ay naging

magkaibigan na sina
Zoren, Liza, Dino, at
Diwa. Lagi na silang
magkasama sa paglalaro
at tinuturuan nila ang
isa’t isa ng kanilang wika.

Developing Ask the learners: Circle within a Circle Have the students Circle within a Circle
Understanding of the Key Balikan natin ang ating practice saying phrases
Idea/Stem tanong kanina. Ano ang Divide the participants with different intonations Divide the participants into two equal groups.
ginawa ng mga bata into two equal groups. and body language. Have one group form a circle facing outward, and
nang may bago silang Have one group form a the other group form a circle around them facing
kamag-aral? circle facing outward, Sample phrases: inward. This way, each person in the inner circle
and the other group form is paired with a person in the outer circle.
a circle around them Tumigil ka! Tumigil ka?
Discuss the story as a facing inward. This way, Hintay? Hintay! Provide a discussion prompt or question to each
class. Ask the following each person in the inner Kawawa? Kawawa! pair. Encourage all learners to answer the
comprehension questions circle is paired with a Alin dito? Alin dito! prompts in complete sentences.

10
using the 5-finger retell: person in the outer circle.
● Ano ang pamagat ng Have them notice the Sample prompts:
kuwento? Provide a discussion following:  Anong bahagi ng katawan ang sa tingin mo ay
● Saan naganap ang prompt or question to  We use a rising pinakamalinis/ pinakamadumi? Bakit?
kuwento? Anong oras each pair. Encourage all intonation when  Ano-anong mga bagay ang maaaring gamitin
kaya ito nangyari? learners to answer the uttering questions. sa paglilinis ng kamay? Bakit?
● Sino-sino ang mga prompts in complete  Facial expression  Paano ang tamang paghugas ng kamay?
tauhan sa kuwento? sentences. may show confusion  Bakit kaya kailangang kumanta ng Hapi
Ano ang pangalan ng or puzzlement when Bertdey habang naghuhugas ng kamay?
bagong mag-aaral? Sample prompts: asking questions.  Ano-anong mga gawain ang nangangailangan
Ano-ano ang  Alin sa mga ginagawa  When giving ng malinis na kamay?
pangalan ng mga ni Lita ay ginagawa commands, the tone  Nais mong kumain ngunit marumi ang iyong
batang matagal nang mo rin? is more firm and face mga kamay, ano ang dapat mong gawin?
nag-aaral doon?  Ano ang una mong may look serious. Bakit?
● Ano ang unang ginagawa paggising
nangyari? mo?
Pangalawa?  Ano naman ang huli Have students practice
Pangatlo? Ano ang mong ginagawa sa saying questions and
katapusan ng gabi? Bakit? commands with different
kuwento?  Ano ang mga intonations and body
● Ilang wika ang alam kailangan mong language or gesture.
ng mga bata sa kagamitan para
kuwento? Ano-ano manatiling malinis? Sample statements:
ang mga ito?  Paano mo  Buksan mo ang
● Sa inyong palagay, napapanatili ang bintana.
bakit kaya sariling kalinisan?  Pwede ba akong
nagsasalita pa rin ng  Bakit natin kailangan sumali?
Bagobo Klata sina panatilihing malinis  Isuot mo na ang
Diwa, Dino, at Liza ang ating sapatos.
kahit wala naman sila pangangatawan?  May lapis ka pa ba?
sa Davao City?  Ano ang pwede mong  Lumabas ka na.
● Kayo, iba rin ba ang sabihin sa kaibigan  Lumabas ka na!
wika ninyo sa bahay mo kapag napansin
at sa paaralan? Kung mong hindi siya As an optional activity,
oo, bakit iba ang malinis (ex. Hindi have students utter the
ginagamit ninyong nagsipilyo, hindi same command sentence
wika sa bahay? nagsuklay, etc.) but emphasize different
Give the pairs a set words. After the activity,
Explain to the learners amount of time (e.g., 2-3 ask learners how the
the importance of using minutes) to discuss the meaning changes
11
one's L1. Explain that L1 prompt. Encourage depending on what word
is the language one active listening and is emphasized.
speaks at home and the reciprocal conversation, Ex.
language that one knows where both participants
the most. There are get a chance to speak.  KUNIN mo ang lapis.
many L1s in the  Kunin MO ang lapis.
Philippines (give After the time is up, have  Kunin mo ANG lapis.
examples of languages the outer circle move one  Kunin mo ang LAPIS.
spoken in your area) step to the right or left,
so everyone gets a new
● Sa inyong palagay, partner. Provide a new
natuto kaya ang mga prompt for the next
tauhan sa kuwento discussion round.
ng iba-ibang wika?
● Ano ang mga
benepisyo na
makukuha natin kung
matututo tayo ng iba-
ibang wika?

Ask the learners who

among them come from
other provinces. Ask
them if they know of
other languages, like the
ones their parents or
relatives speak.
Encourage learners to
share words and phrases
of other languages they
know.

Explain why one should

learn additional
languages.

● Kung kayo ang

papipiliin, anong wika
ang nais niyong
matutunan? Bakit?
12
Deepening Making a commitment Game: Who Stole the Show handwashing posters:
Understanding of the Key Read these two Cookie from the Cookie
Idea/Stem sentences to the class Ask the learners: Jar?”
(with proper expression) ● Alin sa mga
Sentence 1: “Ako si gawain ni Lita ang Have the students sit in a
Zoren. Galing kami sa hindi ninyo circle. Explain the game
Zamboanga City. ginagawa ngunit to the students. They will
Chavacano ang wika nais ninyong have to ask and answer
namin doon.” simulan bukas? the question: Who Stole https://slh.doh.gov.ph/images/image/phu/
Bakit kaya the Cookie from the 2020_02_10_handwashing01.jpg
Sentence 2: “Wow! Ang mahirap gawin ito? Cookie Jar? While
dami niyo palang alam na (Help the learners clapping to the chant.
wika!” discuss and solve
the barriers) Start the chant with an
Discuss and explain the animated and
difference between ● Ano pa ang ibang exaggerated intonation.
statements and gawain na Use body language to
exclamations. makatutulong sa show surprise, curiosity,
pananatili ng ating and accusation. https://drive.google.com/file/d/12mmzQc-
SAY: kalinisan at Encourage students to OT3yRfN6ujoFaypRK3vGVtG52/view
Ang mga pahayag na kalusugan? Alin use different tones of
nagpapakita ng dito ang mga voice (high, low,
matinding damdamin gagawin ninyo questioning, Encourage learners to use the posters as
(exclamations) ay simula bukas? exclamatory) and springboard for conversation with their
nagtatapos sa tandang Bakit ninyo ito appropriate facial partners/small groups.
padamdam (exclamation gagawin? expression and gestures.
mark). Ang mga pahayag Have them come up with questions, seek
na nagsasalaysay Ask the learners to draw The following script can clarifications, or make requests or give
(statements) ay their responses. be used: commands (or instructions) related to the
nagtatapos naman sa Encourage them to label Teacher: Sino ang handwashing posters. Encourage them to use
tuldok. Nag-iiba ang ating or say a sentence about kumain ng biskwit? proper intonation, gestures, and facial
tono at kilos o galaw their illustration. They Students: Sino ang expressions when asking questions or giving
kapag tayo ay can scribble a sentence kumain ng biskwit? instructions.
nagpapahayag ng or use invented spelling. Teacher: Si [pangalan ng
pasalaysay o padamdam Give them time to share bata] ang kumain ng
na pangungusap. their drawings and ideas biskwit!
to their partners or Bata: Sino, ako? Hindi
Exclamations are seatmates. ako!
statements that express Teacher: Sino nga kaya?
13
sudden or strong
emotions and feelings. If possible, translate the
Exclamations also end script into the learners’
with an exclamation L1.
mark. Discuss how
changes in tone and body You may ask the learners
language change the to work in small groups
meaning of the and role-play the
sentences. following scenarios.

Read the following 1. You (learners) have

scenarios and ask food to share. Ask your
learners to say the classmates if they want
proper greeting or some.
expression in different 2. You left your pencil at
languages for each case. home. Ask your
You may ask the learners classmate if you can
to work in small groups borrow from him or her.
and role play the 3. You lent a friend your
following scenarios. book, but you need it
back tomorrow. How will
you tell him to bring it
1. You (learners) arrive back?
at school in the 4. You see that your
morning. What should friend is exhausted from
you say to your running. Ask him to rest
teachers and for a while because he
classmates? may collapse from the
2. Your friend announced heat.
that she won a major 5. You are studying and
competition. What your seatmate is noisy.
should you tell your How would you ask him
friend? to tone down his voice.
3. You miss your best
friend who got sick,
and you want to know
how she is doing.
What will you tell your
best friend on the
phone?
14
 4. You broke the plate
while washing dishes.
5. It's the end of the
class. You are excited
to go home because
it’s your mom’s
birthday. Before going
home, how should you
greet your teacher
and classmates?

After/Post-Lesson Proper
Itinuro sa atin ng Ipinaalala ng kuwento sa Sa pakikipag-usap, Mahalagang panatilihing malinis ang ating mga
kuwento na maaaring atin ang kahalagahan ng gumagamit tayo ng mga kamay dahil ginagamit natin itong panghawak ng
may iba-ibang wika ang pagliligpit ng ating salita, pati na rin ng kilos maraming bagay. Ang tamang paghugas ay
mga tao sa ating tinulugan, paliligo, at galaw. Mahalaga ang nakatatanggal ng mga mikrobyo na dahilan ng
paaralan, ngunit ang paghuhugas ng kamay, paggamit ng tamang pagkakasakit natin.
pagkakaroon ng iba- pagsisipilyo, at tono, diin, at ekspresyon
ibang wika ay hindi pagsusuot ng malinis na ng mukha upang Ask the learners to reflect and complete these
hadlang sa damit. mailahad natin nang mas statements:
pagkakaibigan. (If the maayos ang ating
learners in class know Ask the learners to mensahe. Ang natutuhan ko ngayong araw ay ____________.
different languages, use reflect and complete
this as an example.) these statements: Ask the learners to Dapat tayong gumamit ng sabon at tubig dahil
Making Generalizations reflect and complete _________.
and Abstractions Ask the learners to reflect Ang natutuhan ko these statements:
and complete these ngayong araw ay Kailangan nating maghugas ng kamay bago
statements: ____________. Ang natutuhan ko ________ dahil _______.
ngayong araw ay
Ang natutuhan ko Para manatiling malinis, ____________.
ngayong araw ay dapat tayong ________
____________. araw-araw. Isa sa mga bagay na
nakakatulong sa atin sa
Ang halimbawa ng Importante ang paglahad ng ating
salitang natutuhan ko ay pagpapanatili ng mensahe ay ____________.
________. Ito rin ay kalinisan dahil ________.
tinatawag na ______ sa
ibang wika.
Evaluating Learning Read these sentences to Ask the learners to draw Read the following Read the following scenarios and ask learners to

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 the class and ask them to what they should do to sentences and ask say if it is correct or not.
raise the EXCITED emoji keep themselves clean learners to STOMP their
if the sentence is an and healthy. Encourage feet if the sentence is a 1. Gumagamit ng sabon si Rosa sa paghuhugas
exclamatory sentence, them to label or write a command, and CLAP ng kaniyang mga kamay pagkatapos kumain ng
and a SMILING emoji if sentence about their their hands if the merienda sa paaralan.
the sentence is a illustration. sentence is a question.
statement. 2. Hugasan ang kamay bago at pagkatapos
(Note: You can change 1. Sagutan ninyo ang gumamit ng palikuran sa paaralan.
the following statements pahina 12.
and contextualize for 2. Aling tula ang 3. Pumasok sa paaralan nang marumi ang kamay
your learners.) ibabahagi natin? at katawan.
3. Masama ba ang 4. Winisikw-wisik lang ni Mark ang tubig sa kamay
1. Mahal na mahal ko ang pakiramdam mo?
niya matapos niya ito hugasan.
aking guro! 4. Ibalik mo ang libro
2. Naku! May pagsusulit pagkatapos ng isang 5. Dahil nagmamadali si Xian, binasa lang niya
tayo ngayon! linggo. ang kamay niya. Hindi na siya gumamit ng sabon.
3. Mahuhuli na ako sa 5. Magkano po ang
klase, Inay! biskwit na ito?
4. Maglalaro kami ng
habulan mamaya.
5. Maglilinis tayo ng
hardin tuwing Miyerkules.
6. Mas malaki ang
paaralan namin kaysa sa
paaralan nila.
Additional Activities for Home practice Home practice Home practice Home practice
Application or
Remediation (if Ask learners to teach Ask learners to show Ask learners to think Ask the learners to draw, color, and write about
applicable) their family members their illustrations to their about what their family what he / she has learned about handwashing.
about the different family members about members usually ask
greetings they learned. what they should do to them (questions or Ask them to tally how many times in a day they
keep themselves healthy commands). Invite their washed their hands in a day, and report it to
Encourage learners to and clean. family members to do a school the next day.
ask their family or role-play where they
relatives to teach them Ask them to inquire what (learners) will act as the
greetings, words or their family members do other member (parent or
phrases in other every day to keep sibling) and their family
languages (particularly themselves clean. member will act as them.
from other provinces)
they know and share this Give the link of the song
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 with the class the next "Ang Batang Malinis" to
day. parents and let them
practice singing the song.
Give the link of the songs https://
to parents and ask them www.youtube.com/
to practice singing the watch?v=EQVkehGMbjk
song with their child:
"Hello Around the World"
https://www.youtube.com
/watch?v=472AnCrHYVs

"Hello to All the Children

of the World"
https://
www.youtube.com/
watch?v=37YETDACQG0

Remarks
Reflection

Prepared by: Reviewed by: Approved by:

LAILA B. KUDI ________________________ JOVELYN M. LAM-AN

Subject Teacher Master Teacher/Head Teacher School Head

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