School GUBANG ELEMENTARY Quarter THIRD

MG-DLP for K-12 & K-10 Matatag Curriculum- Weekly Lesson Log
Name of Teacher CHERELYN B. SORIANO Learning Area READING & LITERACY 1 / MUSIC & ARTS 2
Teaching Dates & Time January 6, 2025 (Monday) 2:10 - 3:30 January 7, 2025 (Tuesday) 2:10 - 3:30
Grade Levels Grade 1 Grade 2 Grade 1 Grade 2
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing The learner demonstrates understanding The learners demonstrate ongoing The learner demonstrates understanding
development in decoding high frequency of the basic concepts of timbre. development in decoding high frequency of shapes, textures, colors and repetition
words and content-specific vocabulary; words and content-specific vocabulary; of motif, contrast of motif and color from
understand and create simple sentences understand and create simple sentences nature and found objects.
in getting and expressing meaning about in getting and expressing meaning about
one’s community and content- one’s community and content-
specific topics (narrative and specific topics (narrative and
informational). informational).

B. Performance Standards The learners use their ongoing The learner determines accurately the The learners use their ongoing The learner creates prints from natural
development in automatically recognizing sources of sounds heard, and produce development in automatically recognizing and man-made objects that can be
sight words; decode high frequency words sounds using voice, body, and objects, sight words; decode high frequency words repeated or alternated in shape or color.
and content-specific vocabulary and use and be able to sing in accurate pitch. and content-specific vocabulary and use
them to express ideas; read sentences them to express ideas; read sentences
and narrate personal experience with and narrate personal experience with
one’s community and content-specific one’s community and content-specific
topics. topics.
C. Learning Competencies RL1CCT-III-1. Narrate one’spersonal MU2TB-IIIc-4 Recognizes the difference RL1CCT-III-1. Narrate one’s personal A2PR-IIIf Carves a shape or letter on an
experiences. between speaking and singing experiences. eraser or kamote, which can be painted
a. community a. community and printed several times
b. content-specific topics b. content-specific topics
RL1VWK-III-1. Use vocabularyreferring to RL1PWS-III-5. Sound out ords accurately.
community. RL1CAT-III-1. Read sentences with
RL1PWS-III-5. Sound outwords appropriate speed, accuracy,
accurately. andexpression.
RL1VWK-III-3. Read high-frequency words RL1VWK-III-2. Identify words with different
accurately for meaning. functions: naming words
RL1CAT-III-1. Read sentences with
appropriate speed,accuracy, and
expression.
RL1CAT-III-2. Comprehend stories.
a. Note important details in stories
(character, setting, and events).
b. Sequence stories with at least 3 events.
c. Infer the character's feelings and traits.
d. Predict possible endings.
e. Relate story events to one’s experience.

D. Learning Objectives At the end of the lesson, the learners shall At the end of the lesson, the learners can: At the end of the lesson, the learners shall At the end of the lesson, the learners can:
be able to: a. distinguish between speaking and be able to: a. create carved letters and shapes with
● Share personal experiences that singing; ● Read phrases with appropriate speed, eraser or kamote; and
demonstrate the display of generosity b. determine the image if the gesture accuracy, and expression b. cultivate the skill of carving shapes and
● Use the vocabulary word in a sentence shows speaking or singing; and ● Identify what else can be shared with letters using an eraser or kamote.
● Read high-frequency words: kaniyang, c. sing the short text based on the given other people
kaibigan, lahat, paaralan, salamat, melody. ● Classify naming words into
matanda countable/count and uncountable/mass
● Read sentences with appropriate speed, nouns
accuracy, and expression.
● Note details about the characters,
setting, and events
● Make inferences about a character’s
feelings
● Identify situations that show generosity

E. Integration Filipino
II. CONTENT Vocabulary and Word Knowledge Differences Between Speaking and Vocabulary and Word Knowledge Carving Shapes and Letters
Creating and Composing Texts Singing Comprehending and Analyzing Texts: Oral
Comprehending and Analyzing Texts: Oral Reading Fluency and Reading
Reading Comprehension
III. LEARNING RESOURCES Lesson Exemplar Music 2 Module 3 Q3, PPT, Worksheets Lesson Exemplar Arts 2 Module 3 Q3, PPT, Worksheets
LAS LAS
IV. TEACHING AND LEARNING PROCEDURES
Before the Lesson/ Pre-Lesson Proper
Activating Prior Ask students to share an experience in SDA Have students recall what Roman shared SDA
which they showed generosity. T SDA 1: Determine the following title if it isI T SDA 1: Look at the pictures below and I
with the people around him from the story
Refer to LE speaking or singing. Draw on the answer read yesterday. answer the following questions.
sheet the mouth ( ) if it shows speaking Refer to Lesson Exemplar
and note (♪) if it shows singing.

1. What do you think was used to produce

a design?
Lesson Purpose/ Intention Tell the class, “In today’s story, let’s find Ask the class what the topic of today’s 2. What are the ways that you can come
out what the main character in the story lesson might be based on what was just up with this design?
shared with the people around him.” talked about (Answer: concrete and
abstract naming words).

Lesson Language Practice/Unlocking of Difficulties Write the word “tularan” on the board and Encourage the students to use the naming
ask the class the degree of their words identified earlier in their
knowledge about the word by raising their own sentences.
hand to the statement that reflects their
knowledge.
Explain that the word “tularan” means
similar to the word “gayahin” but the
former is typically used in relation to
qualities or traits.
Refer to LE

During Lesson Proper

Reading the Key Idea/Stem Conduct a shared reading of the story with SDA 2: Understand and study the actions Remind the class that yesterday, they SDA 2: Read and understand each
students join in to read the text under the T I
of each picture. Draw a star shape on the were asked to think about what they giveT I
question. Write your answer on the answer
guidance and support of the teacher. answer sheet ( ) if it shows singing and or share to theirclassmates and friends, sheet.
Refer to LE. heart shape( ) if it is speaking. teachers and other people in school, 1. What are the things in the classroom
family and relatives, other people in the that
community. Have them write or draw their can be used to carve a shape and letter?
responses on a sheet of manila paper in 2. Other than the eraser, what else can be
their groups. used in carving that can be fund at home?
Refer to LE 3. What are the things you need to do to
be able to carve a shape with an eraser?
 can be used to carve a shape and letter?
2. Other than the eraser, what else can be
used in carving that can be fund at home?
3. What are the things you need to do to
be able to carve a shape with an eraser?

Developing Understanding of Key Idea/Stem Tell the students that it is time for them to Play a class game by reciting naming words
G
talk about the story. To start, ask them the and asking students to stand if the word isG
following: countable and remain seated if uncountable.
 With whom was Roman generous? Suggested words:
 itlog
 What did he give or share with other
people?  crayons
Refer to LE  salt
 puno
 powder
 buhangin
Ask students to start thinking about what Speaking Voice is normal voice work of "Magbibigay/Magbabahagi ako ng Have you ever seen someone carve?
else they can be generous with to their I people to communicate and understand eachT _________ sa/kay _____________." They I Have you ever carved? What are those T
classmates and friends, teachers and other. Some examples of Speaking Voice or may write their answers on paper for them things needed for carving?
other people in school, family and Speaking is: Poetry, Dialogue, Prose, Drama, to read when they are called to In the story you will read today, you will
relatives, other people in the community. Simultaneous Recitation, Chatting, recite. learn to carve shapes and letters and what
explanation etc. Refer to LE are the things that can be used to carve.
Singing Voice is a voice with a rhythm or
tone. The examples of Singing
Voice or Singing is: Single Singing,
Simultaneous Singing, Acapella, Double
Singing etc.

Group Activities Group Activities

Group the class into two groups. G Group the class into two groups. G
Group 1: Choose your favorite song and Group 1: Sort the pictures so that you
sing along this with the right emotion and can carve in the eraser or in kamote.
tone.
Deepening Understanding of the Key Idea/Stem

Group 2: Carve different shapes using the

Group 2: Draw the flower and color eraser. Carve a human design, such as
the petals yellow if referred to speaking the picture below.
and red if it is singing.
Making Generalizations and Abstractions Ask the learners to reflect and complete SDA 3: Write C if the sentence is Ask the learners to reflect and complete SDA 3: Put a check(✓) if the picture
these statements: T Correct and W if it is Wrong . Write the I these statements: T shows carved and a wrong (X) if its I
 “Ang pagiging _________ ay isang answer to the answer sheet.  “Ang mga pangalan ay maaaring not. Write your answer on the answer
katangian na dapat tularan. ” ___1. Singing is what we use when we maging ________ o ________.” sheet.
 “Maaari tayong magbahagi ng ating are talking.  “Halimbawa ng mga pangalan na
________ at _________.” ____2. Poetry is an example of speaking. nabibilang ay__________.”
____3. We use our tone and rythm in
speaking.  “Halimbawa ng mga pangalan na hindi
____4. Acapella is an example of singing. nabibilang ay __________.”
____5. Drama, dialogue, poetry and
recitation are examples of sspeaking.

Evaluating Learning Have the students answer the following questions by What have you learned from the Ask the students to identify words that can What have you learned from the
selecting the correct answer from the choices: A lesson? T be counted or not counted. A lesson? T
1. Ano ang pangalan ng bida sa kwento?
2. Ano ang katanggian niya na magandang tularan? Based on what you learned in the lesson, *See LAS How are you going to carve shapes or
3. Ano-ano ang mga ibinahagi niya sa ibang tao? how are you going to distinguish the letters?
4. Kanino niya naipapakita ang kanyang pagiging
mapagbigay? difference between speaking and singing? What are the things we can use in carving
5. Ano kaya ang naramdaman ng ibang tao sa kanyang shapes or letters?
pagiging mapagbigay?
*See LAS

Draw the note (♪) if it shows singing and Put a happy face ☺ if your answer is
mouth ( ) if it shows speaking . A yes and sad face  if otherwise. WriteA
your answers on the answer sheet.
__1. I followed the shape carving
method and letters.
___2. I used an old eraser or not
boiled sweet potato.
___3. I used paper in carving.
___4. I have created a different design
using carved shapes and letters.
___5. Am I happy with my artwork?

Additional Activities for Application or Remediation (if Cut out a picture showing speaking Carve letters of your name with kamote.
applicable) and singing. Paste it on your Follow the engraving methods below.
assignment notebook.

V. REMARKS
____carried lesson plan ____carried lesson plan ____carried lesson plan ____carried lesson plan
____not carried lesson plan ____not carried lesson plan ____not carried lesson plan ____not carried lesson plan
____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan
VI. REFLECTION
CPL-________________ CPL-________________ CPL-________________ CPL-________________
________ learner/s who required ________ learner/s who required ________ learner/s who required ________ learner/s who required
additional activities for remediation. additional activities for remediation. additional activities for remediation. additional activities for remediation.

Prepared by: Prepared by:

CHERELYN B. SORIANO CHERELYN B. SORIANO
Teacher Teacher

Checked by: Checked by:

DARLYN B. MABALATAN DARLYN B. MABALATAN
School Head School Head
 School GUBANG ELEMENTARY Quarter THIRD
MG-DLP for K-12 & K-10 Matatag Curriculum- Weekly Lesson Log
Name of Teacher CHERELYN B. SORIANO Learning Area READING & LITERACY 1 / PE & HEALTH 2
Teaching Dates & Time January 8, 2025 (Wednesday) 2:10 - 3:30 January 9, 2025 (Thursday) 2:10 - 3:30
Grade Levels Grade 1 Grade 2 Grade 1 Grade 2
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing The learner demonstrates understanding The learners demonstrate ongoing The learner demonstrates understanding
development in decoding high frequency of movement in relation to time, force and development in decoding high frequency of healthy family habits and practices.
words and content-specific vocabulary; flow. words and content-specific vocabulary;
understand and create simple sentences understand and create simple sentences
in getting and expressing meaning about in getting and expressing meaning about
one’s community and content- one’s community and content-
specific topics (narrative and specific topics (narrative and
informational). informational).

B. Performance Standards The learners use their ongoing The learner performs movements The learners use their ongoing The learner consistently adopts healthy
development in automatically recognizing accurately involving time, force, and development in automatically recognizing family.
sight words; decode high frequency words flow. sight words; decode high frequency words
and content-specific vocabulary and use and content-specific vocabulary and use
them to express ideas; read sentences them to express ideas; read sentences
and narrate personal experience with and narrate personal experience with
one’s community and content-specific one’s community and content-specific
topics. topics.

C. Learning Competencies RL1CAT-III-3. Comprehend informational PE2BM-IIIc-h-19 Moves: at slow, slower, RL1CCT-III-3. Express ideas about: H2FH-IIIcd-12 Demonstrates good family
text. slowest/fast, faster, fastest pace using a. community health habits and practices
a. Note significant details in informational light, lighter, lightest/strong, stronger, b. content-specific topics
texts (list and describe). strongest force with smoothness RL1VWK-III-5. Write words legibly and
b. Identify problem and solution. correctly.
RL1VWK-III-4. Read content-specific
words (Math, SiKaP, and GMRC)
accurately for meaning.
D. Learning Objectives At the end of the lesson, the learners shall At the end of the lesson, the learners can: At the end of the lesson, the learners shall At the end of the lesson, the learners can:
be able to: a. identify slow, fast and faster action with be able to: a.describe a healthy family;
● Read sentences with appropriate speed, the help of images; ● Identify a problem/issue they want to b. share responsibilities to maintain
accuracy, and expression. b.identify the action that uses the slow, resolve cleanliness at home;
● Identify problem and solution in an strong and stronger force on through ● Complete a graphic organizer with their c. practice the healthy activities of family;
expository text pictures; ideas d. know good practices and skills in a
● Identify signal words used c. perform the slow, fast, and faster action; ● Draft a paragraph with signal words healthy family; and
and e. demonstrates good habits and skills in
d. determine the effect of changing a healthy family;
direction on having smooth and
continuously action.

E. Integration
II. CONTENT Vocabulary and Word Knowledge Flow: Moving smoothly and continuously Creating and Composing Healthy Family Activities
Comprehending and Analyzing Texts: Oral Texts
Reading Fluency and Reading
Comprehension

III. LEARNING RESOURCES Lesson Exemplar PE 2 Module 1 Lesson 3 Q3, PPT, and Lesson Exemplar Health 2 Module 1 Q3, PPT, Worksheets
LAS Worksheets LAS
IV. TEACHING AND LEARNING PROCEDURES
Before the Lesson/ Pre-Lesson Proper
Activating Prior Allow the class to share an experience SDA Invite students to think about something SDA
they saw, heard about, or personally T SDA 1: Do the following moves using I that concerns them or their family or theT SDA 1: Write True or False if the activities
I
experienced in which people (or animals) force. people in their neighborhood or seen in picture is good or bad.
were in a difficult situation (e.g., losing a 1. Jump right and left five times times. community.
personal item or a pet, facing the loss of a 2. Walk five steps with the bag. Refer to LE
house due to a typhoon). 3. Step five times with a tug-of-war
Refer to LE chair.
4. Throw a ball.
5. Raise the right hand with a raised one
book.
Lesson Purpose/ Intention Ask the class what the topic of today’s Ask the class what the topic of today’s
lesson might be based on what was just lesson might be based on what was just
talked about (Answer: problem and talked about (Answer: writing about a
solutions involving generosity) problem and solutions).

Lesson Language Practice/Unlocking of Difficulties Before reading, say, “Here are two words Have the students explain their choice
that are related to problem and solution: regarding the problem or issue they want
nasalanta and boluntaryo". Explain the to discuss.
meaning of the words using definitions and
relevant experiences.Then, ask them which
word they think may be related to a problem
and which one may be related to solutions.
During Lesson Proper
Reading the Key Idea/Stem Conduct Shared Reading of the text below. SDA 2: Examine each picture, determine With the problem or issue they identified, SDA 2: Draw  if TRUE and  if FALSE.
“Bawat taon, maraming T whether those motion shows slow, fast, Ior begin planning for writing. Use a graphicT I
bagyo ang hinaharap sa uses force. organizer on the board and write the
iba’t ibang lugar sa issue/problem.
Pilipinas. Ang malakas na Refer to LE
ulan at hangin ay
nagdudulot ng pagkasira
ng mga bagay at
pagbabaha. Dahil sa
malakas na bagyo,
Developing Understanding of Key Idea/Stem Select another text that follows a problem Once the draft paragraph is done, reread it
and solution format. Together with the G with the class. Ask them to identify what G
class, identify the signal words and then signal
the problem and solution, together with the words can be placed and where to place
cause and effect of the problem. them in the paragraph. Check the paragraph
Write these down in a graphic organizer for the last time, asking students whether
on the board. they are
satisfied with the completed work.

Show sample posters calling that call for Who will win, if there will be a race between Divide the class into small groups. Have Cooperation of the family in
I the two friends, Annie Alimango and KarenT them do the same activity in their groups:I
help or volunteers for different reasons or household chores should be taught T
situations.Have students identify the the Snail? Read and discover what happens. to children to be responsible at a young
problem and the solution. 1. Identify a problem/ issue. age.
2. Complete graphic organizer with ideas. Here are the activities you can do as
3. Decide on organization of ideas. a second grader:
4. Draft a paragraph.
5. Reread paragraph and insert
signalwords.
6. Check the paragraph for thelast time.
When possible, have the groups present
their work.

Deepening Understanding of the Key Idea/Stem

 6. Check the paragraph for thelast time.
When possible, have the groups present
their work.

Group Activities Group Activities

Group the class into two groups. G Group the class into two groups. G
Group 1: Describe the speed of action of Group 1: Connect a line of sentences to
each picture. Check ​(/) the appropriate Column A in the image of Column B.
column.
Deepening Understanding of the Key Idea/Stem

Group 2: Find in the puzzle the three

actions with smooth flow. Write it on the
answer sheet. Group 2: Write the members of the family
found in the box.

Making Generalizations and Abstractions Ask the learners to reflect and complete SDA 3: Do the following actions of Ask the learners to reflect and complete SDA 3: Fill in the picture with the
these statements: T changing direction. Write on the paper Iif these statements: T appropriate word. Find the answer inside
I
“May mga salitang ginagamit upang you can do it fast or slow.  “Sa pagsusulat ng isang talata na the box.
matukoy ang bilang ng mga bagay. may problema at solusyon, gagawin
 “Ang teksto ay maaaring tumutukoy ng ko ang mga sumusunod:___________.”
_________ at _________.”
 “Ang mga salitang tumutukoy ng
problem at solusyon ay_________.”

Evaluating Learning Ask the students to read a short expository What have you learned from the None (Formative assessment embedded What have you learned from the
paragraph. Have them underline the problem/s A lesson? T in the activities) A lesson? T
and encircle the solution/s.
*See LAS Choose the correct word inside the What are the good activities/skills of a
parenthesis. Write it in your answer sheet. family?
Ang ____ (lakas, bilis, daloy) ay paggalaw Maintaining cleanliness at home,
nang malaya at tuluy-tuloy. Ang pagpapalit preparing meals, exercising daily, and
ng ______ (galaw, direksiyon, takbo) doing recreational activities are _______.
nakakaapekto rin sa daloy ng pagkilos.
 Check (/ ) the box if the action Read the sentences carefully and
shows smooth flow and wrong (X) if A A
choose the letter of the correct answer.
otherwise. Do this on your answer sheet. Write the letter of your answer.

Additional Activities for Application or Remediation (if Get a partner at home, maybe Complete the sentence. Do it in your
applicable) father, mother, brother or whoever. assignment notebook.
Describe the direction and speed of the To maintain good practices of the family,
action of the pair of players in the Sack each member should _____________ in
Race game. Check ​(/ ) the appropriate household chores, eat together, _______
and do recreational activities.
column. Do it in your notebook.

V. REMARKS
____carried lesson plan ____carried lesson plan ____carried lesson plan ____carried lesson plan
____not carried lesson plan ____not carried lesson plan ____not carried lesson plan ____not carried lesson plan
____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan
VI. REFLECTION
CPL-________________ CPL-________________ CPL-________________ CPL-________________
________ learner/s who required ________ learner/s who required ________ learner/s who required ________ learner/s who required
additional activities for remediation. additional activities for remediation. additional activities for remediation. additional activities for remediation.

Prepared by: Prepared by:

RICA P. ARBILON RICA P. ARBILON
Teacher Teacher

Checked by: Checked by:

JULIET B. TOBISE JULIET B. TOBISE
School Head School Head