MATATAG School Grade Level 1

K to 10 Curriculum Name of Teacher Learning Area Reading and Literacy

Weekly Lesson Log Teaching Dates and Quarter 3rd
Time

DAY DAY DAY DAY

1 2 3 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate ongoing development in decoding high frequency words and content-specific
A. Content
vocabulary;
Standards understand and create simple sentences in getting and expressing meaning about one’s community and content-
specific
topics (narrative and informational).
The learners use their ongoing development in automatically recognizing sight words; decode high frequency words
B. Performance
and content-specific vocabulary and use them to express ideas; read sentences and narrate personal experience
Standards with one’s
community and content-specific topics.
RL1CCT-III-1. Narrate RL1PWS-III-5. Sound out RL1CAT-III-1. Read RL1CAT-III-1. Read
one’s personal words accurately. sentences with appropriate sentences with appropriate
experiences: speed, accuracy, and speed, accuracy, and
a. community, b. content- RL1CAT-III-1. Read expression. expression.
specific topics sentences with appropriate
speed, accuracy, and RLCAT-III-2. Comprehend RLCAT-III-2. Comprehend
RL1PWS-III-5. Sound out expression. stories: f. Identify cause stories: e. Relate story
words accurately. and effect of events. events to one’s experience
RLCAT-III-2. Comprehend
C. Learning RL1CAT-III-1. Read stories: a. Note important RL1CCT-III-3. Express
Competencies sentences with appropriate details in stories; e. Relate ideas about: a.
speed, accuracy, and story events to one’s community, b. content-
expression. experience; f. Identify cause specific topics.
and effect of events.
RL1CAT-III-2. Comprehend
stories: a. Note important RL1CCT-III-3. Express ideas RL1VWK-III-1. Use
details in stories about: a. community, b. vocabulary referring to
content-specific topics. community.
RL1CCT-III-3. Express
ideas about: b. content- RL1VWK-III-5. Write words
specific topics. legibly and correctly.
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 At the end of the lesson, At the end of the lesson, the At the end of the lesson, At the end of the lesson,
D. Learning the learners shall be able learners shall be able to: the learners shall be able the learners shall be able
Objective to: to: to:
s ● Read sentences
with appropriate
speed,
● Share personal ● Read words and phrases accuracy, and ●Read sentences
experiences relevant with appropriate speed, expression. with appropriate
to the topic. accuracy, and ● Recall details about speed, accuracy,
● Read sentences expression. the story read to and expression.
with appropriate ● Enumerate different ways answer a question. ●Draw an example of
speed, accuracy, of keeping the ● Identify the cause and how one can take care
and expression. environment clean. the effect of events in of the school
● Identify details ● Identify the cause and the story. environment.
about the story the effect of events in ●Write a short paragraph
read. different scenarios. legibly about taking
● Enumerate different ● Create sentences that care of the
ways of keeping oneself show cause and effect. environment based on
clean. a drawing.
Kalinisan (Cleanliness). Keeping our surroundings and ourselves free from dirt/Pagpapanatiling malinis ng ating
E. Anchor
kapaligiran at sarili
Vocabulary and Word Vocabulary and Word Vocabulary and Word Creating and Composing
Knowledge Knowledge Knowledge Texts

Comprehending and Comprehending and Comprehending and

II. CONTENT
Analyzing Texts: Oral Analyzing Texts: Oral Analyzing Texts: Oral
Reading Fluency and Reading Fluency and Reading Fluency and
Reading Comprehension Reading Comprehension Reading Comprehension

III. LEARNING RESOURCES

2
 Pum, A. (2021). Keeping Pum, A. (2021). Keeping Room to Read (2021). Ballaran, G. B. (2022).
Clean. The Asia Clean. The Asia Foundation – Protect the environment. Pag-ataman nin
Foundation – Let’s Read. Let’s Read. The Asia Foundation – Kapalibutan. U.S. Agency
https://www.letsreadasia. https://www.letsreadasia.org Let’s Read. for International
org/read/ac0a8004-6955- /read/ac0a8004-6955-406a- https://digitallibrary.io/bo Development.
A. References 406a-a8b3- a8b3- bb7ee558f596? ok/protect-the- https://bloomlibrary.org/l
bb7ee558f596? bookLang=484 environment/?topic=our-
anguage:fil/book/Ac2etpg
bookLang= 6240843956224 planet
FAC?lang=fil
4846240843956224

 Paper, pencil,  None  Photos of a public park  Big sheets of

B. Other and crayons in the local paper, writing
Learning community. If there is materials
Resource no public park in the
s area, show
pictures of famous

3
 public parks like Luneta
Park.
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Ask the learners what Ask the learners to recall Ask the learners what they Ask the learners to recall
they did today to make what they read yesterday did today to keep what they learned this
themselves clean before using the following questions: themselves and their week. Using prompts,
coming to school. Write  What did we read home and its surroundings guide learners in recalling
their responses on the about yesterday? clean. information about keeping
board. With the class,  Why is it important to clean and maintaining
read the words on the keep ourselves clean? Ask them to recall what cleanliness at home and
board.  Give examples of things they learned yesterday around us. Ask learners
you do every day to keep about causes and effects. what they did today,
Ask the learners: yourself clean. Have learners complete before coming to school,
 Why is it important  Give examples of things the following statements to keep clean.
to keep ourselves you do every day to keep to show the effect, based
your house and
clean? on the sentences they Next, ask learners to
surroundings clean.
 What do you think will formed yesterday. recall the difference
 What are the benefits
happen if we do not Examples: between “sanhi” and
Activating Prior of keeping clean?
clean up ourselves every  What will happen if we “bunga”. Ask them to give
Knowledge
day? do not maintain  Kung maghuhugas an example of a sentence
cleanliness? tayo ng kamay, that shows “sanhi at
. bunga”.
 Kung hindi tayo
maghuhugas ng
kamay,
.
 Kung maglilinis tayo ng
bahay, .
 Kung hindi tayo
maglilinis ng bahay,
.

To engage the learners

better, give time for them
to share their responses
first
to their seatmate before
calling volunteers.
4
 Ask the class what the Tell the class, “If we do not Ask the class, “What other Tell the class, “This week,
Lesson
topic of today’s lesson keep clean, then we might places should we practice we read stories about
Purpose/Intention
get sick. Being healthy is one keeping clean?” Call cleanliness. We also
of

5
 might be based on what the effects (bunga) keeping volunteers to respond. learned how to identify
was just talked about. clean. Today, we are going to Ask: “What are the things the cause (sanhi) and the
talk about understanding we do to keep our effect (bunga) in
Tell the class, “This week, causes and effects (sanhi at classroom and school sentences. Today, we will
we will read stories about bunga) of the things we do clean?” read and write sentences
cleanliness. In today’s daily.” about the effects of taking
story, let’s find out what Say: “We should also care of our surroundings.”
the characters in the practice keeping clean in
story do to keep school and other places.
themselves clean and Today, we will read a book
avoid diseases.” about a teacher and her
pupils who cleaned the
surroundings.”
Translate the story Review new (or Before reading, say, “Here Before reading, say,
Keeping Clean to the L1 of undeveloped) words learned are some words that we will “Here are some words
the learners (see sample yesterday. encounter in the sentences that we will encounter in
translation below in Show the words to the that we will read today: the sentences that we will
Filipino). See if there are learners and call volunteers pampublikong parke. read today: pangangalaga
difficult words that need to share the meaning of the Explain the meaning of at kapaligiran. Explain the
to be unlocked. For words. Show related pictures “pampublikong parke” meaning of the words
example, COVID-19. Write and use the words in a using definitions and using definitions and ask
the word on the board sentence. relevant experiences. questions about
Lesson then explain the meaning Show photos of public experiences relevant to
Language of the word using parks in the community, the word ‘pangangalaga’.
Practice definitions and relevant which are familiar to the Ask them to look at the
experiences. When learners. Ask them what surroundings and have
available, show photos they see in the park. them describe what they
related to the target word. see. Ask the learners
Have the learners read what they do to take care
aloud the target word. of their surroundings.
Give examples of
sentences using the
target word.
Have the learners give
their own examples of
sentences that use the
target word.
During/Lesson Proper
Show the cover of the book. On the board, write Sanhi at Show the cover of the Show the cover of the
6
Reading the Key Say the title of the book, Bunga. Explain that a cause book. Say the title of the book, “Pag-ataman nin
Idea/Stem “Maging Malinis” from the (sanhi) is why something book, “Pangalagaan ang Kapalibutan” by Ballaran
Asia Foundation. Ask the happens, and an effect Kapaligiran” from the Asia (2022). Mention the
learners: Based on the cover,
name
what do you think is this (bunga) is what happens as a Foundation. Ask the of the author and
book all about? result. Give examples. (Note: learners: Based on the illustrator. See the Filipino
You may add and revise the cover, what do you think is translation, Pangangalaga
Say: Let’s find out: What sample based on what is this book all about? sa kapaligiran, on page 7.
does the book say about
familiar and/or relevant to
keeping ourselves clean?
What will happen if we
your learners.) Say: One day, a teacher Say: Let’s find out: What
takes students for outdoor does the book say about
practice cleanliness?
Halimbawa, kung didiligan activities in a public place. what we can do to take care
natin ang mga halaman sa There is a lot of garbage of our environment?
Ask the learners to prepare
themselves to read the text. labas ng ating silid-aralan, there. Let’s find out: What
Ask the learners to
Instruct learners to look at sila ay mabubuhay at lalago. are they going to do with
the picture and create a prepare themselves to
Ano ang sanhi dito? (Sagot: all that garbage?
picture in their minds to read the text. Instruct
Pagdidilig ng halaman.) Ano
help them understand and learners to look at the
naman ang bunga? (Sagot: Ask the learners to
remember the story better picture and create a
Mabubuhay at lalago ang prepare themselves to
(visualization strategy). picture in their minds to
halaman.) read the text. Instruct
help them understand
After reading a sentence or learners to look at the
and remember the story
by page, invite the learners Halimbawa naman kung hindi picture and create a
better (visualization
to read the sentences with natin didiligan ang mga picture in their minds to
strategy).
you. Remind them to read halaman nang isang linggo, help them understand and
with proper speed and ano ang magiging bunga remember the story better
expression. Listen for Show each page (which
nito? (Sagot: Matutuyo ang (visualization strategy).
misread words and gently only has one word or idea
lupa at mamamatay ang
ask the learners to read the per page). Read the
halaman.) Ano ang sanhi ng After reading a sentence
word again. words and then ask the
pagkamatay ng halaman? or by page, invite the
Emphasize certain words. learners to read with you.
(Sagot: Hindi pagdilig sa learners to read the
Remember to use simple Remind them to read
language. Pause at certain halaman.) sentences with you.
with proper speed and
parts of the text and ask Remind them to read with
expression and pay
learners to close their eyes Add more examples that are proper speed and
attention to punctuation
and create a picture in their relatable to learners as expression and pay
marks. Listen for misread
mind. Ask prompt questions needed. attention to the
such as ano ang larawan na words and gently ask the
punctuation marks. Listen
nalikha ninyo sa inyong learners to read the word
for misread words and
isipan? Allot some time for again.
gently ask the learners to
learners to share to their read the word again.
seatmate what pictures they Draw the learners’
7
are forming in their minds. attention to the picture
Below is a sample and ask questions about
Below is a sample translation of the book to it. You may ask them
translation of the book to
Filipino. Note: This is just a about their personal
Filipino. Note: This is just a
sample translation that experience related to the
translation that you can can revise as deemed text. Below is the list
revise as deemed appropriate. of text on each page
appropriate. of the book:
p. 3 (this is where the story
p. 1 – Maglinis tayo ng ating starts) Pangangalaga sa
bahay. Ngayong araw, Kapaligiran
mangongolekta tayo ng
p. 2 – Maglinis tayo sa labas basura sa labas ng paaralan.
ng bahay. 1. pagtatanim
p. 4 – Dinala ng guro ang 2. pagdidilig sa tanim
p. 3 – Huwag tayong maging mga mag-aaral sa isang 3. pagwawalis
pabaya. Maraming mga sakit pampublikong parke. 4. pagtapon ng basura
ang maaaring dumapo sa 5. pagtitipid ng kuryente
atin. Isa sa mga mapanganib p. 5 – Sabi ni Bounmy, 6. pagtitipid ng tubig
na sakit ang COVID-19. “Sinong nagtapon ng mga
plastic bag at bote sa mga After this, ask the learners
p. 4 – Magsuot tayo ng face bulaklak?”
mask kapag tayo ay to read the book again in
lumalabas ng bahay. groups. In the end, ask
(no text on p. 6, just a picture
volunteers to read the
that can be used as a
p. 5 – Gumamit tayo ng discussion starter) words aloud on their own.
sandok sa paglagay ng
pagkain sa ating pinggan. p. 7 – Sabi ng guro, “Mga
Huwag nating isubo ang bata, pulutan natin ang mga
sandok. basura.”

p. 6 – Maghugas tayo ng p. 8 – Pinulot ng guro at

ating mga kamay mga mag-aaral ang mga
pagkatapos humawak ng basura at inilagay ang mga
maruruming bagay. ito sa malalaking plastic
bag.
p. 7 – Tara! Maghugas tayo ng
kamay. p. 9 – Tinapon ng mga mag-
aaral ang mga basura sa
p. 8 – Maghugas ng kamay mga basurahan.
gamit ang sabon.
Magbanlaw nang maigi. p. 10 – Naghugas ng kamay
ang mga mag-aaral.
8
 p. 9 – Huwag tayong maging
tamad. Siguraduhin nating p. 11 – Sabi ng guro, “Lagi
maglinis nang maayos. nating itapon ang ating mga
basura sa basurahan.”
p. 10 – Maging ligtas sa mga
sakit. p. 12 – “Opo, lagi naming
itatapon ang aming basura sa

basurahan!” sabi ng mga

mag- aaral.

p. 13 – Masaya ang guro at

pinuri ang mga mag-aaral.
Ask the learners if there Review the cause and effect Ask the learners if there Ask the learners:
are parts of the story examples from the text read are parts of the story they  According to the
they did not understand. yesterday titled “Keeping did not understand. If book, what are the
If there is, go back to the Clean” from the Asia there is, go back to the things we can do to
identified part or proceed Foundation. Go page by page identified part or proceed take care of our
with the discussion and in discussing the cause and with the discussion and environment?
give focus on the part effect. Have the learners give focus on the part  Which of these do you
where confusion was read the sentences aloud where confusion was do at home? In school?
identified. first before talking about the identified.
cause and effect. Remind Go page by page and
Tell the learners that it is them to read with proper Tell the learners that it is instruct learners to
time for them to talk speed and expression. Listen time for them to talk about identify the effect with
about what they read. To for misread words and gently what they read. Direct the each of the actions
start, ask them the ask the learners to read the learners to read the text identified in the book.
following: word again. After reading the again, page by page. Ask Use the sentence frame
 What does the book sentence, ask learners what them the following:
Developing say about keeping below. See sample
the cause and effect are. See  Saan dinala ng guro
Understanding of ourselves clean? ang mga mag-aaral process:
sample process below:
the Key Idea/Stem  What can we do to upang maglinis?
clean our house?  Ano ang ginawa nila
On page 1, say:
Ask the learners to read: Pagtatanim. Ano ang
 What can we do to sa pampublikong
clean our p. 1 – Maglinis tayo ng ating maaaring mangyari
parke?
surroundings? bahay.  Ano ang ginawa nila kapag tayo ay nagtanim
 Which of these practices sa mga basura? ng mga halaman?
do you do at home to Ask: Kung maglilinis tayo ng  Bakit kaya pinalinis ng
keep yourselves clean? ating bahay, ano kaya ang guro ang mga basura Kumpletuhin natin:
 Why do we need to mga maaaring mangyari? sa mga mag-aaral? Magtatanim ako upang
be clean? Ano ang magiging bunga  Sa huli, ano ang paalala
 What diseases can we get ng guro sa mga mag-
.
9
 if we do not keep nito? (Possible answers of aaral?
ourselves and our learners: Maayos, walang  Ano ang matutunan Write the responses of the
surroundings clean? dumi, walang kalat, nating aral sa kwento? learners on the board.
 Why should we use maaliwas, walang ipis at  Maliban sa ating Read the sentence. Next,
a serving spoon? tahanan at paaralan, invite the learners to
daga, walang sakit, atbp.)
 What will happen if ano pa ang ibang lugar read with you. Then ask
we practice na pwede nating linisin? them to read the
cleanliness? Write their answer on the  Ano ang mga maaari
table. Sample: sentences as a class. Call
 What should we do later nating gawin upang
when we get home to makatulong
volunteers to read the
clean sentences

up ourselves? To clean our sa paglilinis ng ating individually. Remind

house? Sanhi Bunga kapaligiran? them to read with proper
1. Maglinis 1.  Bakit kailangan nating speed and expression.
Maayos ng bahay 2. linisin at pangalagaan Listen for misread words
Walang ang ating kapaligiran?
and gently ask the
daga  Ano ang maaaring
maging bunga kung learners to read the word
malinis ang ating again.
Do the same process for each
page of the book. kapaligiran?
 Ano naman ang Draw the learners’
maaaring maging bunga attention to the word
kung madumi ang ating “upang” and give its
kapaligiran? meaning. Explain that the
words before “upang” are
the cause (sanhi) and the
words after it are the
effect (bunga). Ask the
learners to underline the
cause (sanhi) and circle
the effect (bunga).

Do the same process for

pages 2 and 3 (pagdidilig
sa tanim at pagwawalis).
On a clean sheet of paper, Put the learners in pairs. Put the learners in pairs. Ask Divide the class into small
ask the learners to draw After completing all the the learners to read and groups (in pairs or groups
and color what they will do pages, ask the learners to identify the cause and effect of threes). Have them
to be clean and safe from create sentences about the in the following statements. complete the following
diseases. Next, ask them cause and effect written on Ask them to underline the sentences in their groups
cause (sanhi) and circle the
10
 to write below their the board. Model the task effect (bunga). Model the (for pages 4 to 6). Instruct
drawing this sentence: using the following this task first to the learners the learners to write the
Upang maging malinis, sentence frame: before asking them to work sentences on their paper.
Deepening on it.
ang gagawin ko ay Kung (sanhi), (bunga).
Understanding of
the Key Idea/Stem
. 1. Magtatapon ako ng
Halimbawa:
Halimbawa: 1. Kung maglilinis basura sa basurahan
1. Maraming basura sa
tayo ng bahay, magiging pampublikong parke upang .
maayos ito. kaya naging madumi 2. Magtitipid ako
ito. ng kuryente
Kung maglilinis tayo ng upang
bahay, walang daga sa bahay. 2. Maraming basura .
sa paligid kaya 3. Magtitipid ako ng
mabaho ang lugar. tubig upang .

11
Practice the task using the
next item on the table. After writing the
Lead the learners to notice sentences on their paper,
After this, ask the learners to that the words before the ask the learners to
try creating their own word “kaya” show the underline the cause
statements with a partner. cause (sanhi) and the words (sanhi) and circle the
Call volunteers to share with after the word “kaya” effect (bunga).
the class their statements. (“therefore”) show the
effect (bunga). When possible, have the
Write the statements formed groups present their work
by learners on the board. At Ask the learners to answer to another group or to the
the end, have learners read the following. whole class. Have the
the sentences. class identify the cause
1. Hindi kayang pulutin and the effect in the
ng guro ang lahat ng sentence read by their
basura kaya nagpatulong classmate.
siya sa mga bata.

2. Ayaw nilang kumalat

ang basura kaya inilagay
nila ito sa basurahan.

3. Humawak ng basura
ang mga bata kaya
naghugas sila ng mga
kamay.

4. Gusto nilang maging

malinis ang paligid palagi
kaya nangako sila na
itatapon sa basurahan
ang kanilang basura.

5. Natuwa ang guro sa

paglilinis ng mga bata
kaya pinuri niya ang mga
ito.

Give some time for the

12
learners to do the task.
When done, ask a
volunteer
to read the statements and

13
 share their answer with
the class.

After/Post-Lesson Proper
Ask the learners to reflect Ask the learners to reflect and Ask the learners to reflect Ask the learners to reflect
and complete these complete these statements: and complete these and complete these
statements:  “Ang mga natutunan statements: statements:
 “Ang mga natutunan ko ngayong araw ay  “Ang mga natutunan ko  “Pangangalagaan ko
ko ngayong araw .” ngayong araw ay ang aking
ay .”  “Ang sanhi ay . .” kapaligiran sa
 “Mapapanatili ko Ang bunga naman ay  “Mapapanatili ko pamamagitan ng
ang kalinisan sa .” ang kalinisan sa .”
pamamagitan ng  “Kapag ako ay pamamagitan ng  “Sa pagsusulat ng
.” nagbabasa, dapat kong .” tungkol sa sanhi at
 “Upang hindi ako gawin ang mga  “Upang hindi ako bunga, gagawin ko
Making dapuan ng sakit, sumusunod: dapuan ng sakit, ang mga sumusunod:
Generalizations kailangan kong kailangan kong .”
and Abstractions maging malinis. Ang .” maging malinis. Ang  “Kapag ako ay
nararapat kong gawin nararapat kong gawin nagbabasa, dapat
ay ay .” kong gawin ang mga
.”  “Ang sanhi ay . sumusunod:
 “Kapag ako ay Ang bunga naman ay
nagbabasa, dapat .” .”
kong gawin ang mga  “Kapag ako ay
sumusunod: nagbabasa, dapat
kong gawin ang mga
.” sumusunod:

.”
Panuto: Isulat ang Oo Ask the learners to draw a Ask the learners to read None (Formative
kung ang tinutukoy ay line to match the cause with and identify the cause and assessment embedded in
nakatutulong sa its effect. effect in the following the activities)
pagpapanatili ng kalinisan statements. Ask them to
at Hindi kung hindi Sanhi Bunga underline the cause
1. Magwalis 1. Matibay ang
Evaluating Learning nakatutulong sa ngipin ng bakuran (sanhi) and circle the
pagpapanatilig ng (add photo) effect (bunga) in the
kalinisan. 2. Magsipilyo 2. Malinis ang following statements.
paligid (add photo)

3. Kumain ng gulay 3. Maayos ang 1. Magulo ang buhok ko

14
kaya nagsuklay ako.

15
 1. Pagwawalis (add photo) kwarto 2. Ayaw kong maging
4. Mag-aral nang mabuti 4. Malusog mabaho kaya naliligo
2. Paghuhugas ng kamay (add photo) ang
katawan
ako araw-araw.
3. Pagtatapon ng basura 3. Makalat ang kwarto
5. Magligpit ng gamit sa 5.
sa ilog Natututo kwarto
kaya niligpit ko ang aking
(add photo)
4. Paggamit ng sandok mga gamit.
sa pagkuha ng pagkain 4. Nagutom ako kaya
*See LAS
5. Pagtatapon ng basura kinain ko ang aking
sa tamang lalagyan baon.

6. Pagsuot ng face mask 5. Gusto kong maging

maaga sa paaralan,
7. Pagsubo ng sandok kaya gumigising ako
na ginagamit sa nang maaga.
pagkuha ng pagkain

*See LAS
*See LAS
Additional Ask the learners to write down on a chart paper classroom rules that aim to keep the classroom clean. Post the chart
Activities for paper on the board, and ask the learners to check the classroom regularly to see if the rules have been followed.
Application or The same can be done for their homes: encourage learners to write down the things that they need to do to keep
Remediation (if their
applicable) room/house/surroundings clean. Ask them to do a self-check regularly to see if they followed their own list.
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.
Reflection

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