MATATAG School Grade Level 1

K to 10 Curriculum Name of Teacher DepEd Click Learning Area Reading and Literacy
Weekly Lesson Log Teaching Dates and Time November 11-15, 2024 Quarter 2

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 school and everyday topics
Standards (narrative and informational).

The learners use their developing word knowledge in automatically recognizing sight words; decode high frequency
B. Performance
words and content-specific vocabulary and use them to express ideas; and narrate personal experiences with one’s
Standards school and content-specific topics.

C. Learning RL1PWS-II-1. Produce the RL1PWS-II-1. Produce the RL1PWS-II-1. Produce the RL1PWS-II-1. Produce the
Competenci sound of the letters of L1. sound of the letters of L1. sound of the letters of L1. sound of the letters of L1.
es

RL1PWS-II-2. Identify the RL1PWS-II-2. Identify the RL1PWS-II-2. Identify the RL1PWS-II-2. Identify the
letters in L1. letters in L1. letters in L1. letters in L1.

RL1PWS-II-3. Isolate sounds RL1PWS-II-3. Isolate sounds RL1PWS-II-3. Isolate sounds RL1PWS-II-3. Isolate sounds
(consonants and vowels) in (consonants and vowels) in (consonants and vowels) in (consonants and vowels) in
a word (beginning and/or a word (beginning and/or a word (beginning and/or a word (beginning and/or
ending). ending). ending). ending).

RL1PWS-II-5. Sound out RL1PWS-II-4. Substitute RL1PWS-II-5. Sound out RL1PWS-II-5. Sound out
words accurately. individual sounds in simple words accurately. words accurately.
words to make new words.

RL1VWK-II-1. Use RL1VWK-II-1. Use RL1VWK-II-1. Use

vocabulary referring to RL1PWS-II-5. Sound out vocabulary referring to vocabulary referring to
self, family, school, words accurately. self, family, school, self, family, school,
community, and community, and community, and
environment. environment. environment.
RL1VWK-II-1. Use
vocabulary referring to
RL1VWK-II-4. Read content- self, family, school, RL1VWK-II-2. Identify words RL1VWK-II-3. Read high-
specific words (Math, community, and with different functions: frequency words accurately
Makabansa, and GMRC) environment. for meaning.
b. Words that describe
accurately for meaning.
ideas
RL1VWK-II-2. Identify words RL1VWK-II-4. Read content-
RL1BPK-II-3. Recognize
with different functions: specific words (Math,
proper eye movement RL1VWK-II-3. Read high-
SiKaP, and GMRC)
skills in reading: left to a. Words that label ideas frequency words accurately
accurately for meaning
right, top to bottom, return for meaning.
sweep
RL1VWK-II-3. Read high-
RL1VWK-II-5. Write words
frequency words accurately RL1BPK-II-2. Recognize the
legibly and correctly.
RL1CAT-II-2. Comprehend for meaning. parts of the book (Cover
informational text. page, title page, etc.)
a. Note significant details RL1BPK-II-1. Recognize
in informational texts (list RL1BPK-II-3. Recognize
RL1BPK-II-3. Recognize environmental print
and describe). proper eye movement
proper eye movement (symbols)
skills in reading: left to
skills in reading: left to
right, top to bottom, return
right, top to bottom, return
sweep
sweep RL1CCT-II-1. Narrate one’s
personal experiences:
Content-specific topics
RL1CAT-II-2. Comprehend
informational text.
a. Note significant details RL1-CCT-II-3. Express ideas
in informational texts (list about: content-specific
and describe) topics
 b. Identify problem and
solution

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: the learners can: the learners can: the learners can:
● Follow proper eye ● Substitute individual ● Recognize parts of the  Apply their phonics
movement from left to sounds in simple words book (cover page, skills in the shared
right and top to bottom to make new words author, etc.) writing activity.
during reading. through a word game.
● Follow proper eye  Write words, phrases
● Note significant details  Answer questions about movement from left to and sentences
about the information the informational text: right and top to bottom correctly and legibly
text using a concept identify the problem and during reading. about their prediction
map. the solution. to a story or situation.
● Read familiar words and
D. Learning ● Identify words that ● Read one’s written text
● Use vocabulary words phrases in the story
Objectives label ideas in each (through shared reading accurately.
referring to bees and
teamwork. sentence: problem and activity)
solution. ● Relate story events to
● Identify the beginning ● Identify words that one’s experience.
sound/letter of new  Read words accurately. describe ideas in a
words learned.  Follow proper eye given sentence.
movement from left to
right and top to bottom ● Draw and write
during reading. important events in the
story
● Read words accurately.

Masunurin (Obedience) – Doing what I have been asked to do at the right time and in the right manner; Sumusunod
E. Anchor
sa roble sa itinakdang oras at pamamaraaan.

Informational Texts, Bees Identifying the Problem Reading the Text Writing Predictions
II. CONTENT
and Teamwork and Solution

III. LEARNING RESOURCES

 Masunurin (Obedience) – Doing what I have been asked to do at the right time and in the right manner; Sumusunod
GMRC Theme
sa roble sa itinakdang oras at pamamaraan.

How Worker Bees Make How Worker Bees Make Iwayan, G. S. Pasayloa Ko, Iwayan, G. S. Pasayloa Ko,
Honey by Little Fox: Honey by Little Fox: Papa Pasayloa Ko, Mama. Papa Pasayloa Ko, Mama.
https:// https:// https://bloomlibrary.org/ https://bloomlibrary.org/
www.youtube.com/watch? www.youtube.com/watch? ABCPhilippines/ ABCPhilippines/
A. Reference v=eonB-KCDPKk v=eonB-KCDPKk ABCPhilippines- ABCPhilippines-
s SinugbuanongBinisaya(Ceb SinugbuanongBinisaya(Ceb
uano)-Grade1/book/ uano)-Grade1/book/
FsBGDmrdTr FsBGDmrdTr
Filipino translation found Filipino translation found
on pages 10-11 on pages 10-11

 Pictures: a colony of  Individual copies of the  Individual copies of the  Picture cards such as:
bees, a queen bee, a text for learners to read: text for learners to read: sunny beach, a melting
honey comb with “Ang mga Bubuyog at “Patawad Tatay, ice cream, a rainy day, a
honey, garden with Ang Kanilang Reyna.” Patawad Nanay” child helping in the
flowers, bees swarming Day 1 content for the house chores
over flowers text.
 Copy of the text  Pictures: a colony of
readable to the class: bees, a queen bee, a
B. Other “Ang mga Bubuyog at honey comb with honey,
Learning Ang Kanilang Reyna,” garden with flowers,
Resources which could be written bees swarming over
on a Manila paper, on flowers
the board, or flashed on
the screen.

 Similar primer lessons or lesson exemplars that correspond to the learners’ L1

 Texts and other instructional materials in the school that are appropriate to the lesson and in the learners’ L1
(Example: similar decodable texts)

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Play the game “Simon Ask learners to recall what Ask volunteers to retell the Ask the learners to recall
Knowledge Says” with the learners: they learned previously story “Patawad Tatay, what predicting is and how
about bees. Have them Patawad Nanay” presented we make predictions based
identify the following in the Language class. on the discussion in the
Ask the learners to obey all words: Language class.
commands that begin with
“Simon says.” For example,
“Simon says, touch your 1. Nagtutulungan ang mga
toes,” all learners should bubuyog para gumawa ng
touch their toes. ___ulot.

However, if the command 2. Sumusunod ang mga

does not start with “Simon bubuyog sa kanilang
says,” learners should not ___inuno.
follow the command. If
they do, they are out.
3. Pumupunta ang mga
bubuyog sa ibang luga___
Give different commands para makahanap ng
to learners that are easy to bulaklak.
follow such as: jump, stand,
sit, touch their head, etc.
4. Dinadala nila ang
pagkain sa kanilang
At the end of the game, ask puga__.
the learners the following
questions:
1. How did you find the Write the words identified.
game? (fun, easy, difficult,
etc.)
2. What did you do to Tell learners: Papalitan
ensure that you would not natin ang isa sa mga tunog
 be out of the game? ng salita, at isipin ninyo
kung ano ang bagong
3. What does it mean to
salitang mabubuo. Gamitin
follow the leader?
rin natin ang bagong salita
4. Why do you think it is sa pangungusap.
important to follow the
leader?
Halimbawa: Ang salita ay
pulot. Ano ang unang
tunog sa salita?
Palitan niyo ang /p/ ng /k/,
ano ang bagong salita?
Sagot: kulot
Pangungusap: Ang buhok
ko ay kulot.

Iba pang salita:

Pinuno - /p/ ng /n/ - ninuno
(Matatapang ang ating
mga ninuno.)

Lugar - /r/ ng /w/ - lugaw

(Ang almusal ko ay lugaw.)

Pugad - /d/ ng /y/ - pugay

(Magbigay pugay sa
watawat ng Pilipinas.)

Lesson Affirm the responses of the Say: “Ngayong araw, Say: “Ngayon naman, mag- Say, “Ngayon naman,
 learners to the questions babasahin nating muli ang eensayo tayong basahin magsusulat tayo ng mga
and connect them to the talatang ating napakinggan nang maayos at tama ang posibleng wakas sa
learning intent for the day. kahapon. Sisimulan natin kwentong Patawad Nanay, kwento.”
Say, “Ngayong araw, may ito sa mga salita hanggang Patawad Tatay.”
babasahin ako sa inyo mabasa natin ang mga
tungkol sa isang uri ng pangungusap. Alamin natin
Purpose/Intention insekto na sumusunod sa ang problema sa ating
kanilang pinuno. Makinig babasahin at ang solusyon
kayo nang maigi dahil pag- nito.”
uusapan natin ang mga
mahalagang detalye na
nabanggit dito.”

Lesson Language Show the learners a picture Ask students which words During the story reading, Ask students which words
Practice of a colony of bees. from the list read discuss the unfamiliar from the list read
yesterday are unfamiliar to words in the learners’ L1 yesterday are unfamiliar to
Introduce the following
them. From the words they encounter in today’s them. From the words
words in the learners’ L1
*Use different and chosen, make a sentence story/lesson. Give the chosen, ask them to make
using the pictures and
appropriate for each one which may definition of the word. a sentence for each one.
describing them:
strategies to unlock use the target word Show related pictures and
words. correctly or incorrectly. Ask use the words in a
students to determine sentence.
(provide illustration for each
whether the word was used
word)
correctly; if not, ask them
to improve the sentence or
create a better sentence.
bubuyog, reyna, pinuno,
bulaklak, pulot, hardin

Ask the learners to read the

words.

Ask the learners to identify

the beginning letter and
sound of the words.
 Ask the learners to clap
each syllable of the words.

During/Lesson Proper
Introduce the title of the Word Reading: Read the Word Reading: Read the Tell the students that they
text: “Ang mga Bubuyog at following words and then following words and then will read a text that they
Ang Kanilang Reyna.” ask the learners to follow. ask the learners to follow. will create themselves
today.

Ask the learners what they Wala Boboy, Bamba, bata

think the story will be With the Language
sila Nanay, Tatay
about based on the title of Experience Approach,
the text. hardin Manong Boy
ask students to recall the
reyna utos ending to the story
(“Patawad Tatay, Patawad
Show the printed copy of pulot Sabado Nanay”) they did in their
the text to be read on the
pinuno umuwi Language class. Guide
board (Manila paper) or on
them into choosing what
the screen, which leaners bubuyog pangako they want to write about.
can follow and read silently
Once they have made their
while the teacher reads the bulaklak pinapagawa
choice, do the following:
text aloud.
pagkain mahilig maglaro
 Ask the class what
sumusunod masunurin events happened first,
Read the following text next, and last
paghahanap tumutulong  Repeat and correct their
aloud to the learners. Have
them follow along as you bumabalik nagmamadali responses before writing
read. Point to the words as them on the board (the
you read. Emphasize the nagtutulungan nag-aalala teacher writes them on
directionality of print – top nahihirapan nakalimutan the board)
to bottom, left to right.  Say aloud each word as
sinasabihan sisikapin you write them
 Show them where to put
Ang mga Bubuyog at punctuation marks.
Ang Kanilang Reyna Ask the learners to read  Students may be called
these common words: to join in the writing by
Ask the learners to read filling in letters in a
these common words: ang, si, sa, ko, ni, ng, at word, etc. (Interactive
Sa isang hardin, may mga
Ang, may, sa, mga, ng Writing)
mga bubuyog. Ang mga
bubuyog ay may reyna. Phrase reading: This time,
Developing Ask the learners if there Tell the learners that it is Divide students into pairs Picture Card Activity Show
Understanding of are parts of the text they time for them to talk about in which they can practice students picture cards from
the Key did not understand. If there what was read. together or listen to each the Language class
Idea/Stem is, go back to the identified other read aloud. Ask them depicting different
part or proceed with the to take turns reading a scenarios (e.g. sunny
discussion and give focus Ask: sentence in the story. beach, a melting ice
on the part where cream, a rainy day, a child
confusion was identified. 1. Ano ang nararanasan helping in the house
ng mga bubuyog sa chores, etc.)
Go around the room and
paghahanap ng pagkain
give feedback to their
minsan?
Tell the learners that it is reading. Ask them to
time for them to talk about 2. Kanino sila humihingi ng repeat as needed. Ask the learners to think
what was read. Ask: tulong? Bakit? about what might happen
next in each scenario and
3. Ano ang ideya ng reyna explain why.
upang masolusyunan ito?
1. Tungkol saan ang
napakinggang talata? 4. Sinusunod ba ng mga
bubuyog ang reyna? Give time for learners to
2. Ano ang tawag sa
turn to a partner and share
pinuno ng mga bubuyog? 5. Ano ang nangyayari their predictions.
kapag sumusunod ang
3. Saan nakatira ang mga
mga bubuyog sa reyna?
bubuyog?
6. Ano ang masasabi With a partner, ask the
4. Saan kumukuha ng
ninyong katangian ng learners to draw or write
pagkain ang mga
reyna? Ng mga bubuyog? their predictions on their
bubuyog?
notebook/paper.
7. Ano ang matututunan
5. Ano ang ginagawa ng
natin sa pagtutulungan ng
mga bubuyog upang sila
mga bubuyog?
ay makagawa ng pulot? Call volunteers to share or
read their predictions to
6. Kapag may nahihirapan
the class.
humanap ng pagkain ang Instruct them that
mga bubuyog, ano ang sometimes, stories or text
ginagawa nila? present information about
the problem and solution.
7. Anong katangian ng Define the words
mga bubuyog ang “problem” and “solution.”
mabuting sundin natin? Reiterate the problem and
Bakit? solution given in the text.
 Ask the learners what they Present the following Show the following Lead the learners to a
learned about bees from sentences to the learners. sentences to learners and reflection session
what they listened to using Ask them to identify the tell them that some words discussing the different
the concept map below. problem and the solution. in the sentence are used to predictions. Highlight how
Tell them that this concept Underline the problem and describe. Give the first one different people can have
map is a way to show ideas label it “P” for problem as an example. Ask the different ideas, and that
they could connect to the (problema). Circle the learners to identify the there is not just one
main word inside the circle. words that describe in the
solution and label it “S” for “right” way to end a story.
As a prompt, tell them that succeeding items.
solution (solusyon). Then
they can list ideas learned
ask the learners to think of
or describe the bees based
on the text listened to. Call another idea to solve the Talk about how personal
1. Masunurin sina Boboy at
volunteers to give answers. problem. Use the first item experiences could also
Bamba sa kanilang
as a model. magulang. influence our predictions
to the story.

1. Si Ben ay gutom. Wala (Anong salita ang

siyang baon na pagkain kaya naglalarawan kina Boboy at
binigyan siya ng tinapay ng
Bamba? Kanina sila
kaniyang guro. Si Ben ay
masunurin?)
busog na.

2. Maaga silang naglaro.

Tanong: Ano ang problem ani
Ben? Ano ang solusyon para (Anong salita ang
kay Ben? Magbigay ng iba naglalarawan sa kanilang
pang solusyon upang hindi na paglalaro?)
muling magutom si Ben.

Tell learners that there are

2. Umuulan sa labas. Si Carla also words that describe
Write learners responses on ay walang payong. Humiram ideas such as in the next
Deepening the concept map. Lead the siya ng payong kay Liz. Hindi item.
Understanding of learners in reading the sila nabasa sa ulan.
the Key words in the concept map.
Idea/Stem Call volunteers to
3. “Maglaro tayo ng
summarize what they Tanong: Ano ang problem ani
After/Post-Lesson Proper

Ask the learners to reflect Ask the learners to reflect Ask the learners to reflect Ask the learners to reflect
and complete these and complete these and complete these and complete these
statements: statements: statements: statements:
Ang natutunan ko ngayong Ang natutunan ko ngayong Ang natutunan ko ngayong Ang natutunan ko ngayong
araw ay ang tungkol sa araw ay ______________. araw ay ______________. araw ay
Making ___________. ___________________.
Generalizations
and Abstractions Ang mga problema ay may Kapag nagbabasa, ito ang
Ang isang paraan upang ____________. aking mga tatandaan:
magtala ng mga ideya _______________.
tungkol sa isang paksa ay
sa pamamagitan ng
_____________.

Evaluating Task: Basahin ang mga Task: Basahin ang mga Read the target text Ask the learners to re-write
Learning pangungusap. Kumpletuhin pangungusap. independently. Ask them to their sentences of
ang mga salita sa Salungguhitan ang draw a picture that show prediction following proper
pamamagitan ng pagsulat problema at lagyan ito ng what the text is about when strokes of letters and
ng tamang letra. P. Bilugan ang solusyon at there is extra time. ensuring that the
lagyan ito ng S. sentences are readable.

1. Sa isang hardin, may (Allot time throughout the

mga _ubuyog. 1. Si Don ay naglalaro sa day to evaluate their
parke. Nadumihan ang reading.)
kaniyang damit. Pinunasan
2. Ang pinuno ng mga niya ito upang maging
bubuyog ay ang ___eyna. malinis ulit. *See LAS

3. Naghahanap ang mga 2. Nawala ni Ron ang

bubuyog ng mga __ulaklak. kaniyang lapis. Pinahiram
siya ni Vic ng lapis upang
 makapagsulat siya.
4. Nagtutulungan ang mga
bubuyog para gumawa ng
3. Napunit ang papel ni
___ulot.
Rina. Kailangan na niya
ipasa ang papel sa guro.
Kumuha si Rina ng pandikit
5. Sumusunod ang mga
sa papel. Nabuo na ulit ang
bubuyog sa kanilang
papel at naipasa niya ito.
___inuno.

*See LAS
*See LAS

Instruct the learners to use Ask the learners to Ask the learners to practice Ask the learners to
the concept map for other practice reading aloud the reading the story aloud. illustrate their stories and
Additional topics/lessons learned in text about bees. compile them into a class
Activities for other learning areas when book. This can be a fun
Application or listing ideas. way for them to see their
Remediation (if Encourage learners to play work displayed and shared
applicable) the sound substitution with others.
game during their break
time using other words.

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
Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head