MATATAG School APOLONIA F.

RAFAEL ELEMENTARY SCHOOL Grade Level 1

K to 10 Curriculum Name of Teacher ANGELICA D. LABAY Learning Area Reading and Literacy
Weekly Lesson Log Teaching Dates and JANUARY 20-25, 2025 7:00 AM – 7:40 AM Quarter 3rd
Time

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;
A. Content
understand and create simple sentences in getting and expressing meaning about one’s community and content-specific
Standards topics (narrative and informational).
B. Performance The learners use their ongoing development in automatically recognizing sight words; decode high frequency words
and content-specific vocabulary and use them to express ideas; read sentences and narrate personal experience with
Standards 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 experiences: words accurately. sentences with appropriate sentences with appropriate
a. community, b. content- speed, accuracy, and speed, accuracy, and
specific topics RL1CAT-III-1. Read sentences expression. expression.
with appropriate speed,
RL1PWS-III-5. Sound out accuracy, and expression. RLCAT-III-2. Comprehend RLCAT-III-2. Comprehend
words accurately. stories: f. Identify cause stories: e. Relate story
RLCAT-III-2. Comprehend and effect of events. events to one’s experience
RL1CAT-III-1. Read stories: a. Note important
C. Learning sentences with appropriate details in stories; e. Relate RL1CCT-III-3. Express
Competencies speed, accuracy, and story events to one’s ideas about: a.
expression. experience; f. Identify cause community, b. content-
and effect of events. specific topics.
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.
At the end of the lesson, At the end of the lesson, the At the end of the lesson, the At the end of the lesson,
D. Learning the learners shall be able learners shall be able to: learners shall be able to: the learners shall be able
Objectives to: ● Read sentences to:

1
 with appropriate
speed,
● Share personal ● Read words and phrases accuracy, and ●Read sentences
experiences relevant to with appropriate speed, expression. with appropriate
the topic. accuracy, and expression. ● Recall details about the speed, accuracy,
● Read sentences ● Enumerate different ways story read to answer a and expression.
with appropriate of keeping the environment question. ●Draw an example of
speed, accuracy, clean. ● Identify the cause and how one can take care
and expression. ● Identify the cause and the the effect of events in the of the school
● Identify details about effect of events in different story. environment.
the story read. scenarios. ●Write a short paragraph
● Enumerate different ● Create sentences that show legibly about taking care
ways of keeping oneself cause and effect. of the environment
clean. based on 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 Reading Fluency and
Reading Comprehension Comprehension Reading Comprehension

III. LEARNING RESOURCES

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 – Let’s Kapalibutan. U.S. Agency
https://www.letsreadasia. https://www.letsreadasia.org 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= bookLang=484 environment/?topic=our-
anguage:fil/book/Ac2etpg
4846240843956224 6240843956224 planet
FAC?lang=fil

2
  Paper, pencil, and  None  Photos of a public park  Big sheets of paper,
B. Other crayons in the local community. writing materials
Learning If there is no public
Resources park in the area, show
pictures of famous

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

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 might be based on what the effects (bunga) keeping volunteers to respond. Ask: learned how to identify the
was just talked about. clean. Today, we are going to “What are the things we do cause (sanhi) and the
talk about understanding to keep our classroom and effect (bunga) in sentences.
Tell the class, “This week, causes and effects (sanhi at school clean?” Today, we will read and
we will read stories about bunga) of the things we do write sentences about the
cleanliness. In today’s daily.” Say: “We should also effects of taking care of our
story, let’s find out what practice keeping clean in surroundings.”
the characters in the story school and other places.
do to keep themselves Today, we will read a
clean and avoid diseases.” book about a teacher and
her pupils who cleaned
the
surroundings.”
Translate the story Review new (or undeveloped) Before reading, say, “Here Before reading, say, “Here
Keeping Clean to the L1 of words learned yesterday. are some words that we will are some words that we
the learners (see sample Show the words to the encounter in the sentences will encounter in the
translation below in learners and call volunteers to that we will read today: sentences that we will
Filipino). See if there are share the meaning of the pampublikong parke. read today: pangangalaga
difficult words that need to words. Show related pictures Explain the meaning of at kapaligiran. Explain the
be unlocked. For example, and use the words in a “pampublikong parke” meaning of the words
COVID-19. Write the word sentence. using definitions and using definitions and ask
on the board then explain relevant experiences. Show questions about
Lesson Language
the meaning of the word photos of public parks in experiences relevant to
Practice
using definitions and the community, which are the word ‘pangangalaga’.
relevant experiences. When familiar to the learners. Ask Ask them to look at the
available, show photos them what they see in the surroundings and have
related to the target word. park. them describe what they
Have the learners read see. Ask the learners what
aloud the target word. Give they do to take care of
examples of sentences their surroundings.
using the target word.
Have the learners give their
own examples of sentences
that use the target word.
During/Lesson Proper

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 Show the cover of the book. On the board, write Sanhi at Show the cover of the book. Show the cover of the
Say the title of the book, Bunga. Explain that a cause Say the title of the book, book, “Pag-ataman nin
Reading the Key
“Maging Malinis” from the (sanhi) is why something “Pangalagaan ang Kapalibutan” by Ballaran
Idea/Stem Asia Foundation. Ask the happens, and an effect Kapaligiran” from the Asia (2022). Mention the name
learners: Based on the cover,

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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 does sample based on what is this book all about? sa kapaligiran, on page 7.
the book say about keeping
familiar and/or relevant to
ourselves clean? What will
happen if we practice your learners.) Say: One day, a teacher Say: Let’s find out: What does
takes students for outdoor the book say about what we
cleanliness?
Halimbawa, kung didiligan activities in a public place. can do to take care of our
natin ang mga halaman sa There is a lot of garbage environment?
Ask the learners to prepare
themselves to read the text. labas ng ating silid-aralan, sila there. Let’s find out: What
Instruct learners to look at Ask the learners to prepare
ay mabubuhay at lalago. Ano are they going to do with all
the picture and create a themselves to read the
ang sanhi dito? (Sagot: that garbage?
picture in their minds to help text. Instruct learners to
Pagdidilig ng halaman.) Ano
them understand and look at the picture and
naman ang bunga? (Sagot: Ask the learners to prepare
remember the story better create a picture in their
Mabubuhay at lalago ang themselves to read the text.
(visualization strategy). minds to help them
halaman.) Instruct learners to look at
understand and remember
After reading a sentence or the picture and create a
the story better
by page, invite the learners to Halimbawa naman kung hindi picture in their minds to
(visualization strategy).
read the sentences with you. natin didiligan ang mga help them understand and
Remind them to read with halaman nang isang linggo, remember the story better
proper speed and expression. Show each page (which
ano ang magiging bunga nito? (visualization strategy).
Listen for misread words and only has one word or idea
(Sagot: Matutuyo ang lupa at
gently ask the learners to per page). Read the words
mamamatay ang halaman.) After reading a sentence or
read the word again. and then ask the learners
Ano ang sanhi ng pagkamatay by page, invite the learners
Emphasize certain words. to read with you. Remind
ng halaman? (Sagot: Hindi to read the sentences with
Remember to use simple them to read with proper
language. Pause at certain pagdilig sa halaman.) you. Remind them to read
speed and expression and
parts of the text and ask with proper speed and
pay attention to
learners to close their eyes Add more examples that are expression and pay
punctuation marks. Listen
and create a picture in their relatable to learners as attention to the
for misread words and
mind. Ask prompt questions needed. punctuation marks. Listen
such as ano ang larawan na gently ask the learners to
for misread words and
nalikha ninyo sa inyong read the word again.
gently ask the learners to
isipan? Allot some time for read the word again.
learners to share to their Draw the learners’
seatmate what pictures they attention to the picture
are forming in their minds.
Below is a sample
and ask questions about
translation of the book to
it. You may ask them
Below is a sample translation Filipino. Note: This is just a
about their personal
of the book to Filipino. Note: sample translation that you
experience related to the
This is just a sample

7
8
translation that you can revise can revise as deemed text. Below is the list of
as deemed appropriate. appropriate. text on each page of the
book:
p. 1 – Maglinis tayo ng ating p. 3 (this is where the story
bahay. starts) Pangangalaga sa
Ngayong araw, mangongolekta Kapaligiran
p. 2 – Maglinis tayo sa labas tayo ng basura sa labas ng
ng bahay. paaralan.
1. pagtatanim
p. 3 – Huwag tayong maging p. 4 – Dinala ng guro ang mga
2. pagdidilig sa tanim
pabaya. Maraming mga sakit mag-aaral sa isang 3. pagwawalis
ang maaaring dumapo sa atin. pampublikong parke. 4. pagtapon ng basura
Isa sa mga mapanganib na 5. pagtitipid ng kuryente
sakit ang COVID-19. p. 5 – Sabi ni Bounmy, “Sinong 6. pagtitipid ng tubig
nagtapon ng mga plastic bag
p. 4 – Magsuot tayo ng face at bote sa mga bulaklak?” After this, ask the learners
mask kapag tayo ay
lumalabas ng bahay. to read the book again in
(no text on p. 6, just a picture groups. In the end, ask
that can be used as a
p. 5 – Gumamit tayo ng volunteers to read the
discussion starter)
sandok sa paglagay ng words aloud on their own.
pagkain sa ating pinggan. p. 7 – Sabi ng guro, “Mga bata,
Huwag nating isubo ang pulutan natin ang mga
sandok. basura.”

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

mga kamay pagkatapos mag-aaral ang mga basura at
humawak ng maruruming inilagay ang mga ito sa
bagay. malalaking plastic bag.

p. 7 – Tara! Maghugas tayo ng p. 9 – Tinapon ng mga mag-

kamay. aaral ang mga basura sa mga
basurahan.
p. 8 – Maghugas ng kamay
gamit ang sabon. Magbanlaw p. 10 – Naghugas ng kamay
nang maigi. ang mga mag-aaral.

p. 9 – Huwag tayong maging p. 11 – Sabi ng guro, “Lagi

tamad. Siguraduhin nating nating itapon ang ating mga
maglinis nang maayos. basura sa basurahan.”

p. 10 – Maging ligtas sa mga p. 12 – “Opo, lagi naming

sakit. itatapon ang aming basura sa
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 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 are Ask the learners:
are parts of the story they examples from the text read parts of the story they did  According to the book,
did not understand. If yesterday titled “Keeping not understand. If there is, what are the things we
there is, go back to the Clean” from the Asia go back to the identified can do to take care of
identified part or proceed Foundation. Go page by page part or proceed with the our environment?
with the discussion and in discussing the cause and discussion and give focus  Which of these do you
give focus on the part effect. Have the learners read on the part where confusion do at home? In school?
where confusion was the sentences aloud first was identified.
identified. before talking about the cause Go page by page and
and effect. Remind them to Tell the learners that it is instruct learners to
Tell the learners that it is read with proper speed and time for them to talk about identify the effect with
time for them to talk about expression. Listen for misread what they read. Direct the each of the actions
what they read. To start, words and gently ask the learners to read the text identified in the book. Use
ask them the following: learners to read the word again, page by page. Ask the sentence frame below.
 What does the book say again. After reading the them the following:
about keeping ourselves See sample process:
sentence, ask learners what  Saan dinala ng guro ang
Developing clean? the cause and effect are. See mga mag-aaral upang On page 1, say:
Understanding of  What can we do to clean sample process below: maglinis?
our house?  Ano ang ginawa nila sa Pagtatanim. Ano ang
the Key Idea/Stem
 What can we do to clean pampublikong parke? maaaring mangyari kapag
Ask the learners to read: tayo ay nagtanim ng mga
our surroundings?  Ano ang ginawa nila sa
 Which of these practices do p. 1 – Maglinis tayo ng ating mga basura? halaman?
you do at home to keep bahay.  Bakit kaya pinalinis ng
yourselves clean? guro ang mga basura sa Kumpletuhin natin:
 Why do we need to be Ask: Kung maglilinis tayo ng mga mag-aaral? Magtatanim ako upang
clean? ating bahay, ano kaya ang  Sa huli, ano ang paalala ng .
 What diseases can we get if mga maaaring mangyari? Ano guro sa mga mag-aaral?
we do not keep ourselves ang magiging bunga nito?  Ano ang matutunan nating Write the responses of the
and our surroundings (Possible answers of learners: aral sa kwento? learners on the board.
clean?  Maliban sa ating tahanan
Maayos, walang dumi, walang Read the sentence. Next,
 Why should we use a at paaralan, ano pa ang
serving spoon?
kalat, maaliwas, walang ipis ibang lugar na pwede invite the learners to read
 What will happen if at daga, walang sakit, atbp.) nating linisin? with you. Then ask them
we practice  Ano ang mga maaari nating to read the sentences as a
cleanliness? Write their answer on the gawin upang makatulong class. Call volunteers to
 What should we do later table. Sample: read the sentences
10
 when we get home to clean

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

house? Sanhi Bunga kapaligiran? them to read with proper
1. Maglinis 1. Maayos  Bakit kailangan nating speed and expression.
ng bahay 2. Walang linisin at pangalagaan ang Listen for misread words
daga ating kapaligiran?
and gently ask the
 Ano ang maaaring maging
bunga kung malinis ang learners to read the word
Do the same process for each
ating kapaligiran? again.
page of the book.
 Ano naman ang maaaring
maging bunga kung Draw the learners’
madumi ang ating attention to the word
kapaligiran? “upang” and give its
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 to cause and effect written on Ask them to underline the sentences in their groups
write below their drawing the board. Model the task cause (sanhi) and circle the (for pages 4 to 6). Instruct
this sentence: using the following this effect (bunga). Model the the learners to write the
Upang maging malinis, ang sentence frame: task first to the learners sentences on their paper.
Deepening
before asking them to work
Understanding of gagawin ko ay Kung (sanhi), (bunga).
on it.
the Key Idea/Stem . 1. Magtatapon ako ng
Halimbawa: 1. Kung maglilinis Halimbawa: basura sa
tayo ng bahay, magiging 1. Maraming basura sa basurahan upang .
maayos ito. pampublikong parke 2. Magtitipid ako
kaya naging madumi ito. ng kuryente
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Kung maglilinis tayo ng bahay, upang
walang daga sa bahay. 2. Maraming basura sa .
paligid kaya 3. Magtitipid ako ng tubig
mabaho ang lugar. upang .

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

learners to do the task.
When done, ask a volunteer
to read the statements and
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 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 ko statements: statements:
 “Ang mga natutunan ko ngayong araw ay  “Ang mga natutunan ko  “Pangangalagaan ko
ngayong araw .” ngayong araw ay ang aking kapaligiran
ay .”  “Ang sanhi ay . .” sa pamamagitan ng
 “Mapapanatili ko ang Ang bunga naman ay  “Mapapanatili ko ang .”
kalinisan sa .” kalinisan sa  “Sa pagsusulat ng
pamamagitan ng  “Kapag ako ay nagbabasa, pamamagitan ng tungkol sa sanhi at
.” dapat kong gawin ang mga .” bunga, gagawin ko ang
 “Upang hindi ako sumusunod:  “Upang hindi ako mga sumusunod:
Making dapuan ng sakit, dapuan ng sakit, .”
Generalizations and kailangan kong maging .” kailangan kong maging  “Kapag ako ay
Abstractions malinis. Ang nararapat malinis. Ang nararapat nagbabasa, dapat kong
kong gawin ay kong gawin ay .” 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 kung Ask the learners to draw a line Ask the learners to read None (Formative
ang tinutukoy ay to match the cause with its and identify the cause and assessment embedded in
nakatutulong sa effect. effect in the following the activities)
pagpapanatili ng kalinisan statements. Ask them to
at Hindi kung hindi Sanhi Bunga underline the cause (sanhi)
1. Magwalis 1. Matibay ang ngipin
Evaluating Learning nakatutulong sa ng bakuran and circle the effect (bunga)
pagpapanatilig ng (add photo) in the following statements.
kalinisan. 2. Magsipilyo 2. Malinis ang paligid
(add photo) 1. Magulo ang buhok ko
3. Kumain ng gulay 3. Maayos ang kaya nagsuklay ako.

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 1. Pagwawalis (add photo) kwarto 2. Ayaw kong maging
4. Mag-aral nang mabuti 4. Malusog mabaho kaya naliligo ako
2. Paghuhugas ng kamay (add photo) ang katawan
araw-araw.
3. Pagtatapon ng basura sa 5. Magligpit ng gamit sa 5. Natututo
3. Makalat ang kwarto kaya
kwarto
ilog (add photo)
niligpit ko ang aking mga
4. Paggamit ng sandok sa gamit.
pagkuha ng pagkain *See LAS
4. Nagutom ako kaya
5. Pagtatapon ng basura sa kinain ko ang aking baon.
tamang lalagyan 5. Gusto kong maging
6. Pagsuot ng face mask maaga sa paaralan, kaya
gumigising ako nang
7. Pagsubo ng sandok na maaga.
ginagamit sa pagkuha ng
pagkain
*See LAS

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

Prepared by: Reviewed by: Approved by:

ANGELICA D. LABAY ALVIN F. DELFIN GLORIA D. MORENOS
Teacher Master Teacher 1 School Principal

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