MATATAG School Grade Level

K to 10 Curriculum Name of Teacher Learning Area

Weekly Lesson Log Teaching Dates and Time Quarter

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate expanding vocabulary and understanding of high frequency words and WEEKLY ASSESSMENT
content-specific vocabulary; understand and
A. Content Standards create simple and compound sentences for comprehending, analyzing, creating, and composing texts
about regional themes and content- specific topics.
The learners use their expanding vocabulary of high-frequency and content-specific words, and simple
B. Performance and compound sentences to
Standards comprehend, create, and compose narrative and informational texts about regional themes and content
specific topics; and read grade level texts with appropriate speed, accuracy, and expression.
C. Learning EN3VWK-I-1 Identify EN3PWS-I-1 Identify EN3VWK-I-1 Identify EN3PWS-I-1
Competencies high-frequency words Grade 3 level- high- frequency Identify Grade 3
accurately. appropriate sight words accurately. level-appropriate
words. sight words.
EN3CAT-I-3 EN3CAT-I-3
Comprehend EN3PWS-I-2 Read Comprehend EN3CAT-I-3
informational texts. words accurately informational texts. Comprehend
and automatically informational texts.
1 Note at least four to 1 Note at least four to
according to word same text as D3)
five significant details five significant details
patterns (initial,
in informational texts. in informational texts. 4. Draw conclusions.
final, medial).
2. Identify problem and 3. Identify text types. EN3CCT-I-8
1. VCCV words
solution. Express ideas using
EN3VWK-I-6 Read a. time order and text types.
EN3CCT-I-6 Compose procedural
words correctly for 1 time order and
texts to react to a
meaning (based on EN3GAGS-I-7 Identify procedural
topic.
word patterns). discourse markers for
EN3VWK-I-2 Use a given text type.
vocabulary referring to: EN3VWK-I-7 Write
words legibly and 1. time order
2. content-specific correctly (based on and
words word patterns). procedural

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 EN3VWK-I-3 Use EN3CAT-I-3 EN3CCT-I-6 Compose
content-specific words. Comprehend texts to react to a
2. Science (basic informational texts. topic.
terminologies) (same text as D1)
EN3VWK-I-2 Use
4. Draw conclusions. vocabulary referring to:
content-specific
EN3CCT-I-8 Express words
ideas using text
types. EN3VWK-I-3 Use
1 time order and content- specific
procedural words.
2. Science (basic
terminologies)
D. Learning Objectives At the end of At the end of lesson, At the end of the At the end of the
lesson, the learners the learners will be lesson, the learners lesson, the learners will
will be able to: able to: will be able to: be able to:
 recognize and  recognize Grade 3  read high-  recognize and
read high- level- appropriate frequency use high-
frequency words sight words words frequency
accurately correctly through accurately words
through oral reading, writing, through oral effectively;
reading and listening, and reading and  read Grade 3
written speaking written level sight
assessments; activities; assessments; words fluently;
 comprehend  pronounce  use content-  comprehend
informational texts and spell specific and analyze
by noting words with: vocabulary informational
significant details -VCCV (vowel- including basic texts by
and identifying consonant- science sequencing the
problem/solution consonant-vowel) terminologies steps in a
relationships; patterns accurately and scientific
 construct -meaning based appropriately in experiment
sentences reacting on their both oral and using a
to a given topic, structure written contexts; procedural
with clarity of -specific word patterns  recognize format (First,
ideas and opinions; accurately and legibly; discourse
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  match content- construct sentences that markers (e.g., Next, Then,
specific words draw conclusions and first, then, next) Last) based on
with their correct use time order in texts that a given
meanings and use transitions with clarity follow procedural informational
them and supporting structures; text.
appropriately in evidence from the text.  write responses
sentences. that express their
use basic science opinions or
terminologies into oral reactions to a
and written responses. given topic;
a. note significant
details from
informational
texts.
High frequency and Vccv (vowel- Time order and Time order and
content-specific words consonant- consonant- procedural procedural
Identify vowel) patterns
II. CONTENT Construct sentences
problem/solution
relationships. that draw conclusions

III. LEARNING RESOURCES

MATATAG CURRICULUM MATATAG CURRICULUM MATATAG CURRICULUM MATATAG CURRICULUM
A. References
GUIDE GRADE 3 GUIDE GRADE 3 GUIDE GRADE 3 GUIDE GRADE 3
Reading Text: Emma’s Reading Text: Emma’s Reading Text: The Reading Text: The
Science Adventure: Science Adventure: The Science of Planting Science of Planting
B. Other Learning The Magic of Numbers Seeds, manila paper, Seeds, manila paper,
Magic of Numbers and
Resources and Echoes manila pictures, pictures,
Echoes drill boards
paper and drill boards manila paper, pictures, word strips word strips, drill boards
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge SAY: Have you heard SAY: Can you still SAY: Do you and SAY: Can anyone share
about high frequency recall the story about your siblings have the time when you plant
and content-specific Emma? any favorite seeds or take care of
words? Now, before we read the activities? plants at home or in a
When do you see or use story again, let us talk How do you usually garden? Did someone
these words? Can you about your experiences prepare for a fun day help you plant seeds?
How did you prepare the
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 give examples? when you heard an together? Have you ever soil? What did you learn
echo. What does it worked on a project or about how plants grow?
sound like? Did you task with your siblings?
enjoy listening to an How did you plan it?
echo? Why?
SAY: Today, you will SAY: Today, you will SAY: Today, our SAY: Today, we have
learn about how to learn about words lesson is packed with another exciting lesson
recognize and use with a special pattern exciting activities to where you will work on
high frequency and called VCCV. These are help you become even some important skills.
content-specific words that have a better readers and
You will read high-
words (Science) in vowel- consonant- writers, especially
frequency and basic
your own sentences. consonant-vowel when it comes to
sight words.
You will also read arrangement, as in the understanding
Recognizing them
informational texts, word once or echo. So, science.
quickly helps us read
note significant you have to note those
You will practice more fluently.
details, and identify words found in the
identifying and
problem/solution story. You will also read
reading high-
relationships. again the story. While
Afterwards, you will frequency words.
you read, pay close
Lesson Purpose/Intention Lastly, you will work draw conclusions These are words we
attention to the details
on your own writing about the story see often which help
so you can draw
skills. You will based on the us understand stories
logical conclusions
practice writing information, details, and instructions
from the text.
clear and organized and events better.
You shall continue to
texts that respond to presented in the Next, you will learn to
learn procedural text
a given topic. story. You will also use vocabulary specific
types. These texts give
So, as we go through practice reading words in relation to
us step-by-step
today's lesson, let us sentences accurately. science. This means that
instructions on how to
keep these goals in Are you ready to find you will learn new
do something.
mind. Let's work VCCV words, draw words that scientists
together to achieve conclusions, and read use, like
them and become even sentences found in the photosynthesis and
better learners and story? Let's get started! soil, to describe the
writers. natural world around
us.
Lesson Language Practice read a story about The
Show a list of high- Let's begin by filling Science of Planting Choose the correct
frequency words on in the blanks with the meaning of the
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 Seeds.
the board. Read each appropriate words underlined words
word with the class, from the box. identify the appropriate based on how they
pronouncing them pictures that represent are used in the
clearly and having the the words. sentence. Use your
students repeat each drill boards to write
word. your answers.
Examples:
the, and, is, in, of, Note: Let the learners
to, you, said, for, on use their drill boards to
write their answers.
Write the letter of
the correct
meaning of the
underlined word 1.Jan likes to
on your drill board. carry his backpack
(activity will be presented to school every day.
in the slide) a. bring b. eat c. run
Present the questions which 2.The family loves
they will answer after cooking dinner
reading the story. together on
weekends.
a. early b. quickly c.
collectively
3.Sarah likes to clean
her room before
starting her
homework.
a. read b. tidy c. sleep
4. Tommy never
forgets to feed his pet
fish in the morning.
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 a. not ever b.
sometimes
c. always
During/Lesson Proper
Reading the Key Idea/Stem SAY: Now, let us read SAY: Do you recall the Say: Today you will SAY: Remember the
the story titled amazing story Emma’s discover other things story The Science of
Emma’s Science Science Adventure: that Emma loves to Planting. You will
Adventure: The Magic The Magic of Numbers do. Listen attentively, have the chance to
of Numbers and and Echoes? as I read the story retell this interesting
Echoes. Listen carefully, take note of story using the pictures
attentively as I read the
Call a learner to retell the discourse markers provided. But before
text, and you will
the story using used and the you listen to the
answer
pictures. important details in story, let’s talk about
the story. how you can all be
great listeners. What
are the things you
The Science of should know and do
Planting when listening to a
Seeds story?
Call a learner to retell
the story using these
pictures. (The teacher
may provide a similar
picture based on the
descriptions below)

The story will be

The story will be
presented on the
presented on the
slides, or you can give
slides, or you can give
a copy to each pupil,
a copy to each pupil,
followed by questions
followed by questions

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 Note: Encourage
learners to pause and
ask questions.
Possible questions are
given on the slides

Note: Encourage
learners to pause and
ask questions.

Developing Understanding SAY: Now, let us talk DO: SAY: Now, you will SAY: Now, you will be
of the Key Idea/Stem about the high write the details of working on
Ask the following
frequency and the story about how organizing and
questions:
content specific Emma and Max plant sharing details from
words used in the 1.What did Emma a seed using a graphic the story. Let's begin!
story. hear when the organizer. Let's get
Now let’s read the
teacher clap her started with some
Below is a list of high- sentences with basic
hands in the questions to guide us.
frequency words— those sight words from the
experiment?
commonly found in early First, write down story.
reading texts—that appear (echo) what Emma and Max
1.Emma and Max
in the story: planned to do.
2.How many never forget to carry
a, and, the, in, to, on, of, it,
she, her, was, by, that, times did Ask: What did Emma their watering can
how, Emma’s teacher and Max plan to do? when they plant
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 you, all, any
Here are some examples of clap her hands? Now, list the materials seeds in the garden.
content-specific words they need for planting
(once) seeds. 2.In the garden,
found in the story, Emma and Max
particularly related to 3.What should Emma Ask: What materials worked together to
science and mathematics: do to fix her mistakes do they need for clean the soil of
and try again? (undo) planting seeds? weeds before planting
science lab, numbers
undo device, place value 4.How did practicing their seeds.
Next, think about the
ones place, tens place with the undo device Both Emma and Max
steps they took. What
hundreds place affect Emma’s worked together to
did they do first,
thousands place, echo confidence in reading plant the seeds, they
second, third, and
experiment, sound waves numbers? try their best to make
last?
What do you think sure that the plants
Emma’s journey grow well.
Now, let's look for
through numbers and some of the important 4. Today, Emma and
science teaches us?
details in the story Max carefully placed
using another graphic the pots in a sunny
organizer. spot, ensuring the
seeds would receive
-Present the questions to enough sunlight to
the class grow, and they hoped
no seeds would fall
out.
Emma and Max learned
that by pulling out
weeds regularly, their
plants grew better in
the garden.
Deepening Understanding of SAY: How about SAY: Read the words SAY: Let us read the SAY: Let us recall
the Key Idea/Stem noting significant on the board. steps on how Emma the steps Emma
details? Was the and Max plant seeds. and Max followed
reading text also to plant their
First, they pull out the
informative? Were you What word pattern seeds.
weeds from the
able to identify a can we find in the -present the guided
garden bed. questions
problem-solution words echo, once, Next, they fill the pots
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relationship in the undo with soil and make (Allow learners to respond.)
text? small holes in the soil.
Let’s find out! each hole and cover it
DO: Show Let's discuss the
lightly.
examples of echo once undo procedural text type. If
problem-solution VCCV VCCV VCCV you can still remember
relationship in the what makes this story a
text SAY: Give examples of Finally, place the pots procedural text?
words with VCCV pattern. in a sunny spot where What are the cue
the seeds can get words? How does
Present some problem- I will show you strip of plenty of sunlight. understanding
solution relationships words. Clap your hands if procedural texts help us
found in the story: Look at how these in everyday tasks?
the word has a VCCV word
pattern and shake your sentences are
hands if the word does not presented. What
have a VCCV pattern. have you noticed?

Correct! We use the

clap Emma frog edge
discourse words
trap undo make
into once First, next, then, and
axle onto neat finally to show the
step-by-step
Practice using procedure on doing
VCCV words and something such as
some basic sight planting seeds.
words in sentences.
-present the Now let us think deeply
activity about the story of Emma
and Max planting seeds.
Find a partner answer
SAY: Remember, there
the following prompt.
are some answers to
(present the activities on
the questions that are
the slide)
not directly found in
the story. Instead, we
use information and
clues from the
text to draw
conclusions.
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After/Post-Lesson Proper
Reflection: I learned in Reflection: I Reflection: I learned Reflection: I learned
today’s lesson that learned in today’s in today’s lesson that in today’s lesson that
lesson that . .
I realized that
I realized that there I realized that I realized that in
understanding and
using high frequency are VCCV word discourse markers drawing conclusion
Making Generalizations and like first, next, and we must
and content-specific patterns that I can
Abstractions finally help me
words are important say, read, and write,
because . like .
To draw conclusions in . When speaking or
the story, I need to . I discovered that writing a procedural
sunlight is important to text I should use these
plants because . cue words that .
Evaluating Learning SAY: Read the story SAY: Read the story ACTIVITY: Let’s
Instructions for
and identify the high and answer the Grow Crystals!
pupils:
frequency and questions that Instructions:
Read each sentence
content-specific follow. Read the story below,
and write numbers 1
words used. then fill in the blanks
In a small classroom, to 5 to show the
Tim wanted to learn to complete the step-
about air pressure. He Mico loved to solve correct order of the
by-step procedure of
got a balloon and blew it puzzles. One day, he steps in making a
the crystal growing
up. He tied the balloon found a challenging model volcano.
experiment. Use the
and held it tightly. He math problem on the
The Science of format with First,
released the balloon and board: 2345 + 6789 =?
Making a Next, Then, Last.
watched it fly around the Mico wasn't sure at
Volcano
room. Tim noticed how first, but he
the air rushing out made Story:
remembered his Anica and Mico
the balloon move. The In a cozy kitchen,
teacher's lesson about decided to create a
balloon fell to the floor Cora and Jun
adding large numbers. model volcano. They
when all the air was decided to grow
He carefully lined up gathered baking soda,
gone. Tim learned that their own crystals.
the digits and added vinegar, red food
the escaping air created They gathered a glass
pressure, pushing the them step by step. coloring, and a small
jar, string, water,
balloon forward. This After double-checking container.
sodium borate
simple experiment his work, Mico First, they put the
powder, and food
proudly announced baking soda in the
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showed how air pressure container. coloring. First, they
works in a fun and the answer: 9134!
Then, they added a boiled water and
exciting way. Mico realized that
few drops of red food mixed it with sodium
math was like solving
coloring. Finally, they borate until
puzzles. He learned
poured in the vinegar dissolved. Next, they
that with practice and
and watched the suspended a string in
patience, even difficult
eruption! the jar and left it
problems could be
overnight. Each day,
solved.
they checked for
Mico's journey taught Number the Steps
crystal formation.
him that persistence
___ They poured the Gradually, colorful
and careful thinking
vinegar and saw the crystals began to
were key to mastering
volcano erupt. form on the string.
math skills.
Excitedly, they
___ They put baking soda watched as their
1.What conclusion
in the container. crystal garden grew.
can you draw about
Mico's approach in ___ They added a few Lily and Ben learned
solving the math drops of red food that crystals form
problem? coloring. when dissolved
substances cool and
2.From Mico's ___ They gathered solidify, leaving
experience, what can vinegar, baking soda, behind intricate
you conclude about food coloring, and a structures. Their
the importance of container. crystal project
practice in mastering ___ They placed the became a shimmering
math skills? container in the middle of success!
their volcano model.
3. How did Mico's
feelings change from Complete the steps below
the beginning to the based on the correct
end of the story? order of events.
What conclusion can Note: Your answers don’t
you draw from this have to be exactly the
change? same words as in the
4. Based on Mico's
story, but make sure the
journey in the story, meaning and order are
correct.
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 what conclusion can First_____________
you draw about the Next,_____________
role of patience in Then, ____________
problem-solving? Finaly, ____________

5. What does Mico's Answers that are close in

realization about meaning and in the right
math being like order will also be accepted.
solving puzzles
suggest about his
attitude towards
learning?
Think about a lesson Look for a short text to Describe the steps you Look for a recipe book,
you learned in science, read then, practice would take to clean your choose a menu, and
Additional Activities for write a short paragraph drawing conclusions by room and explain why it write the step-by- step
Application or Remediation about your topic. Make writing sentences that is important to follow procedures on how to
(if applicable) sure to write with explain what you think these steps. Share your make this menu.
clarity of ideas and happens next or what answer with the class.
opinions. the text implies.
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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