School Grade and Section

MATATAG K-10 CURRICULUM Name of Teacher Subject LANGUAGE

WEEKLY LESSON LOG Teaching February 10-14,2025 Quarter 4TH
Dates/Time
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
I.CURRICULUM,STANDARD AND LESSON COMPETENCIES
The learners demonstrate ongoing development in decoding images, symbols, and high-frequency and content-specific
vocabulary; they understand and create simple sentences in getting and inferring information from texts and expressing
A. Content Standard
meanings about one’s environment and everyday topics (narrative and informational); and they recognize how
languages and culture are interrelated.
The learners use their developing vocabulary to communicate with others, participate in classroom interactions, draw
B. Performance Standard and discuss information from texts; and share personal experiences in relation to the texts they viewed or listened to,
their environment, and content-specific topics.
C. Learning Competencies LANG1LIO-IV-1 Talk LANG1AL-IV-3 LANG1LIO-IV-4 Interact LANG1LIO-IV-5 Share
about one’s personal Recognize how purposely and confidently thoughts,
experiences. language reflects participate in preferences, needs,
a. environment cultural practices and conversations and feelings, and ideas with
b. content-specific norms. discussions, in pairs, in peers, teachers, and
topics a. Share about the groups, or during other adults.
LANG1CT-IV-1 Record language(s) spoken at whole-class discussions LANG1LDEI-IV-1 Express
and report ideas and home a. Make requests ideas using a variety of
events using some b. Share words and b. Offer information symbols (e.g. drawings,
learnt vocabulary. phrases they know in c. Communicate needs emojis, scribbles).
a. Note and describe their language d. Clarify information a. environment
main points LANG1LIO-IV-2 e. Seek help b. content-specific
b. Sequence up to three Participate in classroom f. Take part in or take topics
(3) key events interactions using turns in conversation or LANG1CT-IV-3 Draw and
c. Relate ideas or verbal and non-verbal discussion discuss information or
events to one’s responses. a. Respond LANG1LDEI-IV-4 Use ideas from a range of
experience to the teacher’s one- high-frequency and text (e.g., stories,
LANG1CT-IV-2 Use own step instructions content-specific words images, digital texts).
words in retelling b. Ask questions referring to the a. Note and describe
information from LANG1IT-IV-1 View and environment. main points (e.g., main
various texts (e.g., listen to a range of characters and events)
stories, images, digital texts for enjoyment and b. Sequence up to three
texts). interest. (3) key events
Recognize icons and c. Infer the character’s
 symbols in various texts feelings and traits
found in familiar d. Predict possible
contexts (e.g., printed endings
and digital texts, books, e. Relate ideas or
magazines, events to one’s
environmental print). experience
• Recognize common • Recognize locational
locational words such • Demonstrate • Demonstrate spatial words "far" and "near"
as inside (loob), labas understanding of awareness and in the context of a
(outside), on top locational words through understanding of parent’s workplace.
(ibabaw), under tangible and practical surroundings. • Share about parents’
(ilalim), in front ways. • Interact with others in responsible efforts in
(tapat), and back • Interact with peers’ creating classroom caring for the
(likod). sharing of phrases in labels. environment and for
D. Learning Objectives
• Retell a story in their L1. • Explain how the family
one’s words using • Identify examples of classroom labels help • Use oral language
locational words learners who students be responsible and drawings in
• Explain how demonstrate for keeping the class expressing emotions
responsible treatment responsibility. orderly. towards parents
of animals can be
applied in one’s
experience
Recognize common Understanding of Spatial awareness Locational words
locational words locational words and understanding "far" and "near" in
such as inside through tangible and of surroundings. the context of a
II. CONTENT practical ways. parent’s workplace.
III. LEARNING RESOURCES
A. References Ang Pati ni Pipo (Ang Lesson Exemplar Pg. 1- Lesson Exemplar Pg. 1- Si Mang Felipe
Kalapati ni Pipo) 11 11 Illustrated by Michael
https:// Caballa
lrmds.deped.gov.ph/ https://
detail/2886 lrmds.deped.gov.ph/
Written by: detail/11579
Rosemarie B. Abdon
Alejandra D. Bringas
Eva A. Tenchavez
Ma. Lourdes S. Bejoc
Miguela P. Casinto
Glicerio L. Camongay
Illustrated by: Erlinda M.
 Escoton
Ethics regarding keeping birds as pets
https://www.peta.org/about-peta/faq/whats-wrong-with-keeping-birds-in-cages
https://animalsaustralia.org/our-work/companion-animals/caged_birds/
B. Other Learning Resources https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7927005/
IV. TEACHING AND LEARNING PROCEDURES
Before/ Pre- Lesson Proper
Ask: Review locational words Review the previous Ask:
Sino ang may alagang that were discussed the lesson about locational Bakit kailangan
hayop sa inyo? Saan ito previous day. words. magtrabaho ang
nakalagay? Ask how they applied magulang?
Ano ang the previous lesson by Saan pumapasok ang
nararamdaman nyo sharing how they tried inyong magulang para
kapag nakakita kayo to be responsible by magtrabaho?
Activating Prior Knowledge ng nakakulong na securing their things Malapit lang ba o
hayop? when they got home. malayo ito?
Recognize students
who started a new habit
of being responsible for
their things.

Ang papag-aralan natin Ngayon ay matutunan Ang papag-aralan natin Ngayon ay malalaman
ngayon ay ang natin kung paano ngayon ay paanong natin paano
paggamit ng salita na sumunod sa mga utos maglagay ng mga maipapaliwanag gaano
nagsasabi ng lokasyon kung saan ilalagay ang paalala kung saan kalayo o kalapit ang
o kung saan naroroon mga bagay, lalo na ang dapat ilagay ang mga trabaho ng ating mga
Lesson Purpose/ Intention
ang mga bagay. ating mga gamit. gamit. magulang.
Papag-aralan din natin
paano maging
responsable sa mga
hayop.
Lesson Language Practice Discuss in the learners’ Through words in the Identify in the learners’ Explain in the learners’
L1 and also in Filipino learners’ L1 and L1 the names of items L1 what the map
basic locational words pictures, unlock inside the classroom. represents and the
such as inside (loob), additional locational Explain the function of concept of mapping.
labas (outside), on top words like beside (tabi) labels as reminders. Unlock also, through L1
(ibabaw), under and between (gitna). and gestures, the
(ilalim), in front (tapat), Explain what it means to meaning of near and
 and back (likod). Show be responsible in far.
the concepts through securing their things. Point out that some
photos and actual adults may not be the
demonstrations. physical parents of the
For the story, unlock in students, but they are
L1 key terms like birds, doing the function of a
dove, cage, and parent.
branch.
During/Lesson Proper

Reading the Key Idea/ Stem Introduce the story Review the various Exercising Explain the concepts of
Say: locational words responsibility in near (malapit), far
Ang ating kwento keeping the (malayo), and farthest
ngayon ay may orihinal classroom (pinakamalayo) using
na pamagat na “Ang Engage students in a simple language,
Pati ni Pipo” na sinulat brief discussion about gestures, and
sa wikang Sebwano ng the importance of examples.
ang ibig sabihin ay understanding where Discuss why
“Ang Kalapati ni Pipo.” things should be kept parents choose to work,
Ito ay sinulat at inside the classroom. emphasizing their
igunuhit ng mga guro Discuss how to organize responsibility to
ng Carmen Central the things in the support the family and
School sa Cebu City. classroom to ensure the community.
Nakakita na ba kayo ng that things are orderly
kalapati o ibon? Saan and can be easily found. Say: Ang kwento natin
sila nakatira? Kapag Identify what to write on ngayon ay may
nakakita kayo ng ibon labels so that students pamagat na “Si Mang
sa loob ng kulungan o will know the specific Felipe” na iginuhit ni
hawla, ano ang locations where to keep Michael Caballa.
nararamdaman nyo? things. Saan kaya
As you read the story, Write the ideas on the nagtratrabaho si Mang
let the class pay board. Make them short Felipe, malapit lang
attention to locational and simple. kaya o malayo mula sa
words. Pause at certain Examples: eskwelahan natin?
points to ask questions • basahan - loob ng Siya ay si Mang Felipe.
and engage students in kabinet Siya ay nangtatrabaho
the story. • walis - likod ng pinto sa paaralan.
Ang Kalapati ni Pipo • relo – ibabaw ng mesa Tuwing umaga,
May kalapati si Pipo. • aklat – ibabaw ng nagwawalis siya ng
Puti ang kulay nito. kabinet mga kalat sa paligid.
Binigay ito ni Lolo Pilo • bunot - ilalim ng Nagdidilig din siya ng
sa kanya. mesa. mga malulusog na
Ngunit ang kalapati ay • halaman- gitna ng halaman sa hardin.
malungkot sa loob ng pisara Binubuksan din niya
hawla. • basurahan – tabi ng ang mga pintuan.
Isang araw, binuksan ni pinto Nagkukumpuni
Pipo ang hawla. • mga baso – loob ng rin siya ng mga sirang
Lumipad ang kalapati kabinet upuan at mesa.
sa labas ng hawla at • tabo – loob ng banyo
nalungkot si Pipo. • kalat – loob ng
Pumunta si Pipo sa basurahan
bahay ni Lolo Pilo.
Nakita ni Pipo ang
kalapati sa ibabaw ng
sanga ng puno na nasa
tapat ng bahay ni Lolo
Pilo.
Sa wakas ay masaya
ang kalapati.

Ask the class to match

the spoken/written
positional word with
images of the animals
(under, between, on top,
beside, outside, and
inside).
Ask the class to describe
the picture in a sentence
using locational words
and phrases in their L1.

Write on the board the

various ways that
locational words and
 phrases are represented
in various languages
that learners know,
including Filipino and
English.

Developing Understanding Discussion of Following instructions Writing and posting Discussion

of the Key Idea/ Stem locational words Introduce the activity the labels questions:
After telling the story,by asking: Nasubukan Divide the class into • Sino ang bida ng
ask basic mo na ba na inutusan ka groups. Provide each kwento natin?
comprehension na kunin ang isang with one portion of • Saan sya
questions. bagay sa kusina pero kartolina where they nagtatrabaho?
Ask: hindi mo write the texts assigned • Ano ang ginagawa
• Bakit malungkot ang nagawa dahil hindi mo to their group. nya araw-araw?
kalapati? Bakit naintindihan? Halimbawa Instruct them to work
malungkot ang sabi ng nanay mo, with their teammates in Gaano kahalaga ang
pakiramdam ng ibon sa “Kunin mo nga yung creating a label. They kanyang trabaho?
loob ng hawla? sandok na nakalagay sa should write the text • Ano kaya ang
• Ano ang ginawa ni gitna ng kaldero at and add a colorful mangyayari sa ating
Pipo para sumaya ang kalan? drawing on their labels. eskwelahan kung
kalapati? Mahalaga na Provide support and walang kagaya ni Mang
• Bakit nalungkot din simaintindihan natin ang feedback as needed, Felipe?
Pipo? Nagsisi kaya si mga salita tungkol sa reinforcing the correct • Sa palagay nyo
Pipo sa ginawa nya? mga kinaroroonan ng usage of locational malapit o malayo si
• Ano ang ginawa ng mga bagay. words. Mang Felipe sa atin?
kalapati para maging Divide the class into After a group has
masaya si Pipo? groups. Have one group completed the labels, Encourage students to
• Kapag tinanong si of students stand up and guide them so they can share their thoughts
Pipo ng kanyang lolo move around the tape the labels at the and feelings about the
kung nasaan na ang classroom. appropriate place. character’s
ibon, ano ang sasabihin Call out simple one-step For example, if the experiences.
nya? instructions using reminder is to keep the Locating our
• Kung kayo ay may locational words and ask rags inside the cabinet, parent’s workplace
pakpak kagaya ng the group to follow the the label should be Draw a large map on
kalapati, saan kaya instructions. placed near the cabinet. the board and explain
kayo pupunta? Examples: Provide extra strips of how the map represent
1. Stand beside your paper and encourage the places where we
Write a story map on classmate the groups to create are. Draw symbols of
the board and include 2. Tap your hands under additional labels that key places in the
keywords for each part. your desk they deem necessary. community in the map
 Use locational words to 3. Hide behind the door Provide support in – school, municipal hall,
mark the story's 4. Tap your thumb on writing the text. market, church, etc.
beginning, middle, and top of the table Place a star to mark
end. 5. Place your bag under where Mang Felipe
EXAMPLE: your teacher’s table works.
Umpisa: Nasa loob 6. Scratch the top of Ask students to mark
ang kalapati your head on the map where one
Gitna: Ang kalapati ay of their parents work.
nasa labas ng hawla Give the cues in two or Identify whose parents
Katapusan: Ang more L1, including work far and whose
kalapati ay nasa tapat Filipino and English (if parents work near.
ng bahay there are students who
Lead a discussion know the language).
about the different Instruct the students
locations mentioned in who understand the
it. Point to a picture to language to lead the
illustrate a locational group on what to do.
word and ask students
to describe the
picture in a sentence
using locational words.
Retelling the story
Divide the class into
groups of three. Each
member is assigned to
retell in their own
words the beginning,
middle, or end of a
story. Ask the groups to
use the locational
words.
After the group work,
ask volunteers to come
forward to retell the
story.
Responsible What am I? Reviewing the Creative expression
Deepening Understanding treatment of animals Tell the class that you reminders Ask students to write
of the Key Idea/ Stem Explain that in the would describe the Once all the labels are where their parents
beginning, birds were location of an object, posted, ask each group work and draw a
not kept in cages but and they will tell you to read and explain to picture to show what
were allowed to fly what it is. the class the labels they their parents do. Assist
freely. They were 1. Ako ay nasa ibabaw wrote. the students in writing
captured and kept in ng mesa ng teacher. Ano Recognize the efforts of the place where their
cages later to entertain ako? each group in writing parents work.
people and make them 2. Ako ay nasa pagitan ni and drawing each label. Divide the class into
happy. ___ at ni ____. Sino ako? small groups. Group
Discuss with the class (say the names of the students together
to identify ways of students). based on their parents'
being responsible for 3. Ako ay nasa likod ni workplace. For
the birds around them. ___. Sino ako? example, students
Ask them to share from 4. Ako ay nasa likod ng whose parents work as
their own experiences. pintuan. Ano ako? OFWs are grouped
Being responsible together.
towards birds means Call volunteers to take
• not hitting them withturns asking what/who Each student will relate
stones; am I questions to their to their group what
• rescuing them when classmates. They may happens when their
injured; and choose to ask the parents go to work,
• feeding them with question in their L1. what their parents do
grains and seeds. Gather students back at work, and what
together and discuss happens when their
You may end the lesson what they learned from parents return or join
with a song about a the activities. their family again.
happy bird. For home practice, After time for sharing,
https:// ask the following: ask each group to tell
www.youtube.com/ When you arrive home, the class their parents’
watch?v=kb1eyZHcG4k where do you usually put story. Let them point
https:// your school bag? How out the good things
www.youtube.com/ about your shoes or that their parents do.
watch?v=mPiRwTCyIr4 slippers? How about your (Example: the farmer
Translation: clothes? and fisherfolks provide
Ang ibon ay lumilipad. What happens if we do food that we eat; the
Ang pakpak nya ay not place our things in carpenter builds homes
bumuka-buka. Sa the right places? and schools, etc)
hangin nagduyan- Recognize students who Ask the class to share
duyan. Naghihintay sa give definite answers their thoughts and
ulan. Tumatalon sa about showing feelings as they listen
mga sanga Twit, twit responsibility in keeping to the stories about
ang kanyang kanta their things. their parents.
Tumalon sa mga Close this activity by
 sanga. Dahil siya’y Emphasize that students pointing out the
masaya should be responsible following:
with their things by • Our parents have
putting them in a safe workplaces where they
place. work and earn money
for the family
• Our parents are
working to help the
family and other people
• We should be
thankful to our parents

After/ Post Lesson Proper

Birds have wings so We should listen to Responsible students Some parents work
that they can fly. If instructions and be should know where to near and some work far
they are captured and responsible for our keep things inside the from their families. We
Making Generalizations and
placed in a cage, then actions. classroom. should be thankful that
Abstractions
they will be sad. parents work hard to
support their family.

Draw and explain how Demonstrate Select which label they Write a thank you letter
to be responsible in understanding in can copy and bring to parents.
Evaluating Learning caring for the birds. matching pictures with home.
locational words.

Encourage students to Remind students to plan

practice using the where to put their things
locational words in when they get home.
their everyday
Additional Activities
conversations and to
for Application or Remediation
spread awareness
about the importance
of birds being free.

Remarks
Reflection
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
 additional activities
for remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
the with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
Which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
Approved by:
___________________ _______________________
Teacher School Head