1

Lesson Exemplar Quarter

2 122
Week

for Grade 1 8

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Grade 1 Reading and Literacy
Quarter 2: Week 6
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K
to 10 Curriculum during the School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and
lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the
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MATATAG School BALANACAN ELEMENTARY SCHOOL Grade Level 1
K to 10 Curriculum Name of Teacher MARYGIN M. AYANGCO Learning Area Reading and Literacy
Weekly Lesson Log Teaching Dates and Time NOVEMBER 21,2024 Quarter 2

DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners demonstrate ongoing development in decoding high frequency

words and content-specific vocabulary; understand and create simple sentences
A. Content Standards
in getting and expressing meaning about one’s school and everyday topics
(narrative and informational).

The learners use their developing word knowledge in automatically recognizing

sight words; decode high frequency words and content-specific vocabulary and
B. Performance Standards
use them to express ideas; and narrate personal experiences with one’s school
and content-specific topics.

C. Learning Competencies 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-5. Sound out words accurately.
RL1VWK-II-1. Use vocabulary referring to self, family, school, community, and
environment.

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-1. Recognize environmental print (symbols)
RL1CCT-II-1. Narrate one’s personal experiences: Content-specific topics

RL1-CCT-II-3. Express ideas about: content-specific topics

At the end of the lesson,

the learners can:
 Apply their phonics skills in the shared writing activity.
D. Learning Objectives  Write words, phrases and sentences correctly and legibly about their own
emotions.
● Read one’s written text accurately.

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

II. CONTENT Shared writing

III. LEARNING RESOURCES

A. References
 Flashcards of words: masaya, malungkot, natakot, nagulat, nagalit, nainis,
nahiya, naawa

B. Other Learning Resources ● 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

Read previously learned emotions using flashcards. Ask the learners to act the
emotion and use them in a sentence.

Activating Prior Knowledge

After this, post the words (flashcards) on the board.

Lesson Purpose/Intention Say, “Sa araw na ito, magsusulat tayo tungkol sa ating mga damdamin.”

Ask students which words from the list read yesterday are unfamiliar to them.
From the words chosen, ask them to make a sentence for each one. Then ask for
Lesson Language Practice
volunteers to make an illustration on the board for each one. Have the class vote
for their favorite illustration for each word.

During/Lesson Proper

Reading the Key Idea/Stem Tell the students that they will read a text that they will create themselves today
using words that they have learned to read for the past days or the past weeks.
With the Language Experience Approach, ask students to recall the emotions
discussed in the previous day. Guide them into choosing one that they want to
write about. Once they have made their choice, do the following:
● Ask the class what events happened first, next, and last
● Repeat and correct their responses before writing them on the board
● Say aloud each word as you write them
● Show them where to put punctuation marks.
● Students may be called to join in the writing by filling in letters in a word, etc.
(Interactive Writing)
Text may be around five sentences long, depending on students’ ability.
 To end, read the created text with the learners.

Note: Depending on the skills of the learners, the teacher can also opt to do a
SHARED WRITING activity and “share the pen” with some volunteers, who can
write down some letters/words on the board as well.
Ask the learners if they have encountered a similar experience with the chosen
ending to the story. Call volunteers to share.

Put learners in pairs. Ask the learners to do the same process with the partner.
Developing Understanding of the Key Idea/Stem Have them choose another emotion based on an experience. Ask them to draw
what happened on a piece of paper.

Next, ask the learners to share their story with their partner. Together, ask them
to write sentences based on the story shared to them. In the end, ask them to
read the sentences they wrote together.

Call volunteers to share to the class their written stories.

Deepening Understanding of the Key Idea/Stem

Give students an opportunity to improve their work by inserting describing words

in the text they created.

After/Post-Lesson Proper

Ask the learners to reflect and complete these statements:

“Ang natutunan ko ngayong araw ay ang paggawa ng teksto base sa ________ at
Making Generalizations and Abstractions
sa pagbasa nito. Nagsulat ako ng karanasan tungkol sa _______________.”

Evaluating Learning Ask the learners to read their story independently. Allow them to improve their
 written text as needed.

Encourage the learners to practice reading the text presented within the week.
Additional Activities for Application or Remediation During group reading, the teacher can go around each group and check if learners
(if applicable) are having difficulty decoding. Guide groups that need help. Remind the learners
to use the checklist found in the LAS of Day 2.
For languages without primer, use the sequence of letters taught in Tagalog
(Marungko).
Remarks Deliver the lesson in the language that the learners know best.
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