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MATATAG School Grade Level 1

K to 10 Curriculum Name of Teacher Learning Area Reading and Literacy
Weekly Lesson Log Teaching Dates and Time Quarter 4th

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

B. Performance The learners automatically recognize sight words, decode words, express ideas; read sentences with appropriate speed, accuracy, and expression;
Standards and narrate personal experiences with one’s environment and content-specific topics.

RL1CAT-IV-3 Comprehend RL1CAT-IV-1 Read sentences with RL1VWK-IV-2 Identify words RL1CAT-IV-3 Comprehend
informational text: appropriate speed, accuracy, and with different functions informational text:
expression (naming and describing words):
a. Note significant details in b.) Words that describe b. Identify problem and
informational texts (list and RL1VWK-IV-3 Read high frequency persons, places, things, solution
describe) words accurately for meaning.
animals, actions, situations, RL1CCT-IV-1 Narrate one’s
RL1PWS-IV-1. Produce the sound of
RL1VWK-IV-1 Use vocabulary ideas, and emotions. personal experiences: a.
the letters of L1.
C. Learning referring to environment RL1PWS-IV-5. Sound out words environment; b. content-
Competencies accurately. RL1VWK-IV-5 Write words specific topics
correctly and legibly.
RL1CCT-IV-3 Express ideas
about: a. environment; b.
content-specific topics

RL1VWK-IV-5 Write words

correctly and legibly.

At the end of the lesson, the learners At the end of the lesson, the learners At the end of the lesson, the At the end of the lesson, the
shall be able to: shall be able to: learners shall be able to: learners shall be able to:
⚫ Note important details in
informational texts listened to ⚫ Sound out words accurately ⚫ List/use appropriate ⚫ Identify the problem
⚫ Fill-out a graphic organizer to adjectives to describe and solution in a text
D. Learning ⚫ Read phrases and sentences
note key ideas from the text nouns listened to
Objectives with appropriate speed,
accuracy, and expression ⚫ Write their own sentences ⚫ Share personal
containing nouns and experiences about
⚫ State the importance of being adjectives reducing, reusing, and
responsible with your waste, recycling
 and how it affects others in the ⚫ Identify the adjectives in ⚫ Create a poster
community sentences advocating for 3Rs.

Ang pagiging reponsable ay nangangahulugan na ginagawa mo ang mga bagay na dapat mong gawin at tanggapin ang mga resulta ng iyong
E. Anchor
mga aksyon.

Vocabulary and Word Knowledge Comprehending and analyzing text Vocabulary and word Comprehending and
knowledge analyzing text
Comprehending and Analyzing Text Phonics and word study
Creating and composing
II. CONTENT
texts

Vocabulary and word

knowledge

III. LEARNING RESOURCES

Ballesteros, M. A. (2022). Saan kaya Ballesteros, M. A. (2022). Saan kaya Ballesteros, M. A. (2022). Saan
Kabilang? U.S. Agency for Kabilang? U.S. Agency for kaya Kabilang? U.S. Agency for
A. References International Development. International Development. International Development.
https://bloomlibrary.org/book/TFw https://bloomlibrary.org/book/TF https://bloomlibrary.org/book/
2ZcrrZu w2ZcrrZu TFw2ZcrrZu

Pictures of waste materials for open Oral reading fluency self-assessment Interesting pictures (big Reference for teacher:
sort activity; manila paper for rubric pictures for whole class, small https://education.nationalge
graphic organizers pictures for pair or small-group ographic.org/resource/landf
Copies of the text for learners work); adjectives chart ills/

Pictures of words to be
unlocked: landfill, pipes,
explosion, recyclables

B. Other Learning Informational text on manila

Resources paper (to be read aloud by
teacher)

Problem-solution chart (on

manila paper or board)

big sheets of paper, crayons,

and other materials for
poster-making
IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Teacher will bring out pictures of Ask learners:

different waste materials, and ask Recall the text that was read the Teacher will show pictures from
kids to sort them. (Open sort activity) the book, and let students Have you ever wondered
previous day.
Pictures can include banana peel, where our trash goes? (Elicit
describe the pictures.
apple core, tin can, empty wine answers)
Ask the following questions: Teacher can write down on the
bottle, vegetable peelings, old tires, board examples of phrases Show a picture (or pictures)
broken lightbulb, old batteries, ⚫ What was the title of the text (adjectives and nouns) elicited of a landfill.
among other things. that we read? from the class. After gathering
Have groups present their groupings enough examples, teacher will Have the students describe
and explain why they sorted the ⚫ Recall the picture on the front underline the adjectives, and these pictures
pictures that way. cover of the book, have you ask students what these words (recalling/review of the
ever seen an environment like are. lesson on adjectives from the
Since this is an open sort, teacher can that? previous day)
accept different answers, as long as Ex.
learners are able to explain the ⚫ What do you think causes a Have students predict what
similar characteristics in each messy environment like that? happens to the trash in the
Berdeng bote
grouping. landfills.
Activating Prior ⚫ How do you feel upon seeing a Maduming kapaligiran
Knowledge place like that?
Lumang sapatos
⚫ Who is responsible for
maintaining a clean Sirang orasan
environment in the
community?

⚫ What can we do to promote a

clean and pleasant
environment?

⚫ What will happen when we

expect others to do the cleaning
up for us?

During the discussion, the teacher

will emphasize the responsibility of
 each member of the community in
keeping the surroundings clean.

Show a picture of trash bins with Today, we will learn about Today, we will learn about
labels: nabubulok, di-nabubulok. Tell the learners: Yesterday, I read words that describe other some of the dangers of
the text “Saan Ka Kabilang?” aloud words. These are called landfills, and what we can do
Ask students what they know about to you. This time, you will read the adjectives. There are many to minimize the use of
Lesson Purpose/Intention the words/phrases. text to yourself and to your kinds of adjectives. Our focus landfills.
classmates. today is on descriptive
Tell students they will be listening to adjectives.
an informational text that will tell
them about different kinds of
materials.

To prepare for the reading of the Ask them to recall reminders when Show pictures of things (not
story, have learners read the reading sentences. (Refer to a taken from the book) and have Before listening to the text,
following phrases: fluency poster if available.) Sample students describe them using here are some important
reminders below: their senses: words that you will
⚫ Magagamit muli encounter.
• Look at words carefully See:
⚫ Hindi na magagamit muli • Don’t add or change words
Feel: Teacher can show pictures of
• Read like how you talk
⚫ Masama sa kalusugan these things, and discuss
• Change volume or tone
when needed Taste: these words:
Have learners give examples of
things that belong in each category. • Read words together Smell: Landfill - what do you see in
Have them use the phrases in their • Read not too fast and not
Lesson Language Practice too slow Hear: this picture? This is called a
sentences. (ex. Ang _____ ay landfill. Garbage trucks
magagamit muli. Ang ____ ay • Change speed when needed
• Look at (punctuation) bring our trash to the
masama sa kalusugan.) landfill. When the landfill is
marks
full, it is covered with dirt
Practice reading recurrent phrases and people can plant over it.
from the text, examples are:
Recyclables - These are
⚫ Hindi nabubulok materials that can be used
⚫ Masama sa kalusugan again to make something
⚫ May pakinabang new. For example, old
⚫ Nakasasama sa kalusugan newspaper can be brought to
a recycling plant and made
into new paper. What other
recyclables do you know?

During/Lesson Proper
 Teacher will read the text to the To facilitate the reading activity, the Read the text:
students following the BDA process. teacher can group the students and Say: We can describe things
Before reading: Ask them what they assign them to read a certain page using our senses. When we use
see in the front cover and have them Maraming naniniwala na
of the text. (There are 11 pages of the right adjectives, our
say what they think the text will be ang paglagay ng basura sa
text. Groupings can depend on how listeners or readers are able to
about. They can do a See-Think- malaking butas sa lupa, na
many learners are in the class.) picture what we are talking
Wonder activity. Ask them to tinatawag na landfill, ay
about better. isang magandang ideya.
complete any of these sentence stems
orally: Ngunit, ang katotohanan ay
Here are examples of maaaring magdulot ito ng
Teacher will begin the activity by
I see ______. descriptive words based on mga problema. Maari itong
modeling the fluent reading of each
page. Ask assigned students to read what we see, hear, feel or touch, magdulot ng sakit sa mga
I think ______. taste, and smell taong nakatira malapit dito.
the text after she reads. Continue
I wonder _____. the modeling and reading practice Kapag hindi tama ang
pagdisenyo sa landfill,
until the end of the text. Sense Describing
During reading, pause at certain maaari rin itong magkalat
words ng maruming tubig o
parts of the book, and ask questions
to monitor their comprehension. mabahong amoy sa mga
karatig lugar.
See Bright,
Some suggested questions:
Reading the Key Idea/Stem colorful, Para mabawasan ang
⚫ Ano ang ibig sabihin ng salitang huge, tiny, paggamit ng landfill, mas
“mapakinabangan” (p. 2) dark, messy mainam na sundin natin
ang 3Rs: Reduce, Reuse,
⚫ Ano ang iba pang halimbawa ng Recycle. Sa pamamagitan
mga di-nabubulok na basura? Hear Loud, soft, ng pagbawas ng ating mga
(p.3) quiet, ginagamit at tinatapon,
whistling, paggamit muli ng mga
⚫ Ano ang 3 grupo ng hindi
nabubulok na basura? (p. 4) pounding, maaari pang
noisy mapakinabangan, at
⚫ Ano pa ang ibang halimbawa ng pagdala ng recyclables sa
mga hindi na magagamit muli? tamang lugar,
(p. 7) Taste Bitter, mababawasan ang
buttery, pagtapon natin ng basura
⚫ Paano nakasasama sa kalusugan juicy, sour, sa mga landfill.
ang mga ito? (p. 9) spicy

Smell Smelly,
pleasant,
aromatic,
 burnt, fishy,
rotten, stinky

Touch/Feel Hot, cold,

warm, cool,
rough,
smooth, soft,
hard

Tell the learners: “What we read is an The learners may then be asked to Last Monday, we read an
example of an informative text. reread the text, first with a partner, Let’s see if we can use these informative text. What was it
Informative texts present or provide and then by themselves. Give them words to describe these about? How about the text
information about a specific topic. time for the repeated readings. The pictures. that we read just now?
What is the topic of the text that we teacher is expected to go around
just read? Teacher will show at least 5 The text presented different
and listen and give feedback on the
nouns. problems that come with
We can show the information that we learners while they are reading.
Observe students who may be landfills. What are the
have gathered from the text through
As a class, they will fill in a table problems that were
a graphic organizer. having difficulties in reading and
with nouns and adjectives. mentioned?
provide guidance as needed.
Guide the students in accomplishing
the graphic organizer. Students will first be asked to What are some of the
You may provide learners with a
identify the nouns in the solutions for the given
What is the text about? Let us out the self-assessment rubric:
pictures. They are then invited problems?
Developing Understanding main topic in the first box.
• I was able to read all the to use any of the adjectives in
of the Key Idea/Stem Teacher can fill out a
What are the three types of waste words correctly the chart, or their own
materials that are non-biodegradable • I grouped some words into adjectives to describe the problem-solution web with
(di-nabubulok)? Let us put those on phrases nouns. the class.
the second layer. • I read at a good pace - not
too fast, and not too slow Sample:
What are examples for each type? Let • I changed my tone of voice
us list them here on the third layer. when needed Sakit

• I stopped at periods and

paused at commas. Adjectives Nouns
Proble
ma

Mabahon Marumin
orange cat g amoy g tubig

huge
 Reduce

Di- smooth rock (Pagbawa

s)
Nabubulok

hard Solusyo
n
Reuse
(paggami Recylce
Halimbawa Halimbawa Halimbawa cold juice t muli)

icy

sweet

Once enough examples are

generated, invite students to use
the nouns and adjectives in a
sentence.

I saw a huge cat in the library.

The last part of the text

Graphic organizers help us present After their reading practice with After giving appropriate nouns mentioned that we can help
new information that we have their partners and on their own, the and adjectives as a class, the environment by doing the
learned in a way that is easy to teacher can now group the learners learners are now invited to work 3Rs: Reduce, Reuse, and
understand. according to the sequence of the with a partner. Each pair (or Recycle.
text. The goal is to read the assigned small group) of students will be
Have them listen to or read another text independently and fluently. given envelopes containing What does it mean to reduce?
short text on waste segregation pictures. They will be asked to How does this help?What are
below: some things that we can
write sentences about the
reduce?
pictures using appropriate
Deepening Understanding
Napakahalagang maunawaan natin nouns and adjectives. They will
of the Key Idea/Stem
kung bakit kailangan nating also be asked to underline the What does it mean to reuse?
maghiwalay ng mabubulok at hindi adjectives in the sentences they How does this help? What
nabubulok na basura. Ang mga wrote. are some things that we can
nabubulok na basura ay mga bagay reuse?
na mabilis na natutunaw o
nalulusaw sa kalikasan tulad ng What does it mean to recycle?
mga tirang pagkain, balat ng How does this help? What
prutas, o mga tuyong dahon. Kapag are some things that we can
ito ay ibinabaon sa lupa o recycle?
ginagawang kompost, maari itong
Today, you will help other
 maging pataba para sa mga people know more about the
halaman. Sa kabilang banda, ang 3Rs, and how they can help
mga hindi nabubulok na basura ay the environment.
mga bagay na hindi agad nalulusaw
at maaaring magtagal sa kalikasan Here are some sentence
ng maraming maraming taon. Ang stems that you can complete:
halimbawa nito ay ang mga boteng
To help lessen waste, you can
gawa sa plastic na maaring
_________.
tumagal nang 450 taon bago
tuluyang mabulok. Kaya't sa
Let us try to _____ less and
pamamagitan ng wastong ____ more.
paghihiwalay ng mga ito, tayo ay
nakakatulong sa pagpapanatili ng The earth needs you! You can
kalinisan ng ating kapaligiran at help by ____.
pag-aalaga sa kalikasan.

Have them identify the following: Add some drawings and

design on your poster to
1. What is the passage about? make it more attractive.

2. What are the two types of waste

materials?

3. What are examples of each?

4. Present the information in a

simple graphic organizer. (see LAS)

After/Post-Lesson Proper

Ask the learners to reflect and Ask learners to reflect and complete Ask learners to reflect and
complete these statements: these statements: complete these statements: Ask learners to reflect and
⚫ Informational texts are ⚫ Reading fluently means _____ complete these statements:
______. ⚫ What helped me read fluently ⚫ Adjectives are______.
Making Generalizations ⚫ Graphic organizers can _____. was _____. ⚫ One of the problems I
⚫ To help me read fluently next ⚫ Some examples of have learned about
and Abstractions
time, I will _____. adjectives I learned today today is_____. One of
are ____. the solutions for that is
_____.
⚫ I am able to help the
earth by _____.
 Poster-making rubrics
See LAS Teacher can use self-assessment, Use appropriate adjectives.
peer- assessment rubrics, as well as Identify adjectives in sentences. Criteria Descriptio
n
observation checklist to evaluate
learners’ oral reading fluency. See LAS Design Includes
creativity colorful
and
relevant
design
and
drawings

Content Clearly
understan
dable
Evaluating Learning content to
help
others
understan
d 3Rs

Neatness Poster is
neat, all
the words
and
sentences
are
written
legibly
and
correctly.

Additional Activities for

Application or
Remediation (if applicable)

Remarks

Reflection