MATATAG School Grade Level 1

K to 10
Curriculum Name of Teacher Learning Reading and Literacy
Weekly Lesson Area
Log
Teaching Dates and Quarter 1st
Time

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate phonological awareness in decoding developmentally- and grade-level-appropriate words;
understand and create simple sentences to express meaning about oneself, family, and everyday topics (narrative and
Standards informational).

B. Performance The learners use phonological and alphabetic knowledge to read/write words accurately with/for meaning and
narrate personal experiences with family and content-specific topics.
Standards
C. Learning RL1BPK-1-3 Recognize proper RL1BPK-1-3 Recognize RL1BPK-1-3 RL1BPK-1-3
eye movement skills in proper eye movement Recognize proper Recognize proper
Competencie skills in reading eye movement eye movement
reading
s RL1CCT-I-1 Narrate skills in reading skills in reading
RL1BPK-1-1 Recognize one’s personal RL1CCT-I-1 RL1CCT-I-1
environmental print (symbols). experiences. Narrate one’s Narrate one’s
RL1CCT-I-1 Narrate one’s RL1CCT-I-3 Express personal personal
personal experiences. ideas about oneself. experience experiences.
RL1CCT-I-3 Express ideas about RL1CAT-I-1 RL1CCT-I-3 RL1CCT-I-3
oneself. Comprehend stories. Express ideas Express ideas
RL1CAT-I-1 Comprehend stories a. Note important details about oneself. about oneself
RL1CCT-I-4 Respond creatively to in stories RL1BPK-1-2 RL1CAT-I-1
texts. Recognize the parts Comprehend
of the book (cover stories.
page, title page, etc.) a. Note
RL1CAT-I-1 important
Comprehend details in stories
stories. a. Note
important
details in stories
 D. Learning At the end of the lesson, At the end of the lesson, At the end of the At the end of the
the learners shall be able the learners shall be able lesson, the lesson, the
Objectives to to learners shall be learners shall be
able to able to
use vocabulary words referring to draw their different
oneself body parts use polite words describe feelings

express ideas through a variety of share ideas about oneself identify the parts of listen and note
symbols a book important details
listen and note in stories
recognize proper eye movement important details in listen and note
stories important details express ideas
listen and note important details in stories through various
in stories recognize proper eye symbols
movement recognize proper
eye movement recognize proper
eye movement

E. Anchor Self-confidence and respect

II. CONTENT

III. LEARNING RESOURCES

A. References Ilagan, Amy. ( 2021). Ako ay Kinder Squad. (2021). Unlispace. (2019).
may pangalan (video file). Ang pagtatalo ng bahagi Si Jose ang batang
YouTube. ng katawan ni Iking magalang (video
https://www.youtube.com/watc file). Youtube.
h ?v=kyzoLcCOdkM
(video file). Youtube. https://
https:// www.youtube.
Teacher Cath. (2021). Kamusta ka www.youtube.com com/watch?
(video file). Youtube. /watch?v=yx4g3JVTfdc app=deskt op&v=RS-
https://www.youtube.com/ 73yilDrQ
watch ?v=BP3GhDiWUuY
 Evasco, Eugene.
(2016). Ang kapuri
puring kuting.

B. Other Use the instructional materials, videos, and texts in the school that are appropriate to the lesson and in the
learners’ L1.
Learning Refer to similar primer lessons or lesson exemplars if any that correspond to the learners’ L1.
Resources Find corresponding texts available in the local repositories/LRMDs. .

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior Sing “Kamusta ka?” in class Review and ask the Review the body Review polite
Knowledge by Teacher Cleo Varela. question, “Ano ang parts by naming expressions and
pangalan mo?” Call learners them. show a teacher
to introduce made poster. Ask
Ask the learners to introduce themselves. Then share different learners to give
themselves to their seatmates and scenarios when the polite
classmates around the classroom. Aftewards, sing: “Paa, tuhod, using polite expressions
Play Ball Relay and when the balikat at ulo” expressions are needed for each
music stops, the learner holding needed. Ask learners scenario to
the ball will say: Play the Body Part Puzzle: how they will complete the
Provide a large outline of respond in each poster.
“Ang pangalan ko ay ____. Ako ay a person's body on a scenario.
___ taong gulang.” poster Say:
board. Cut out different Say: Ano ang
Say this in the child’s L1 body parts from magazines Ano ang sasabihin sasabihin nyo
(e.g. or draw them on paper. Let nyong pagbati sa kapag may
Bikol: _______ an pangaran the students match the inyong tumulong sa
ko. _______ taon na ako. ) correct body parts and glue nanay/tatay/titser inyo? Babatiin
them onto the outline. sa umaga? Sa ang
tanghali? Sa gabi? magulang o titser
Say: sa
Mga bata ngayon ay Ano ang sasabihin nyo umaga/hapon/gabi
maglaro tayo. Gamit ang kapag may nagbigay ? Makikipag-usap
mga sa inyo ng pagkain? ng may paggalang
larawan ay ilagay natin sa mga matatanda?
ito sa tamang bahagi ng Ano ang sasabihin
katawan na inyong nyo kapag nakasakit Then ask learners
nakikita. Anong larawang kayo na hindi ninyo to share how they
iyong sinasadya? feel today and
idinikit? Halika at hand
basahin natin ang salita. each student a
paper to draw
Hal. mata their feelings
using
emojis (happy,
sad, excited,
sleepy,
hungry, etc.)
 Read the body part and
instruct learners to
repeat the word
afterwards while pointing
at the word.

Lesson Explain to the learners that the Explain to the learners Explain to the Explain to the
Purpose/Intention lesson is about talking about that the lesson is about learners that the learners that
oneself. talking about one’s body lesson is the lesson is
parts. about using polite about
“Ang ating pag-aaralan ngayon ay expressions. describing one’s
tungkol sa kahalagahan ng ating “Ang ating pag-aaralan feelings.
pangalan. Bakit kaya tayo may ngayon ay tungkol sa “Ang ating pag-
pangalan?” pagpapahalaga sa mga aaralan ngayon ay “Ang ating pag
parte ng katawan.” tungkol sa paggamit aaralan ngayon
ng mga ay tungkol sa
magagalang na pagpapahayag
mga salita.” na ating
damdamin.”
Lesson Discuss the unfamiliar words in Discuss the unfamiliar Kapuri-puri: Discuss the
Language the poem/text, or in the learners’ words in the poem/text, unfamiliar words in
L1. or in the learners’ L1. Ang tatay ko ay the poem/text, or
Practice
kapuri-puri dahil in the learners’ L1.
Tauhan, ang mga bida siya ay
Ex. Pangalan - Tagalog sa kwento. mapagmahal,
*Use different and Pangaran - Bikol mabait, malakas, at
appropriate Nagan - Ilokano Tagpuan, ito ang matulungin sa
strategies to unlock tumutukoy sa kung saan aming pamilya.
words. at kailan nangyari ang
kwento. Ano ang ibig
sabihin nito?
Pangyayari, ito ang a.nakakainis
tumutukoy sa detalye b.nakakahanga
ng kuwento. Ito ang c. nakakatawa
pagkakasunod-sunod
ng mga pangyayari.

During/Lesson Proper
Reading the Key Sing “Ako ay may pangalan” song. Read or watch the story Read “Ang kapuri Review the
Idea/Stem “Ang pagtatalo ng bahagi ng puring Kuting” ni proper eye
Then read a short text/poem katawan ni Iking.” Eugene Y. Evasco movement.
about a learner describing
himself/herself and explaining Or read a Discuss the different Read a short
Note: The Language
the importance of having a text/story/poem about a parts of a book and text/poem about
and Reading &
name. child explaining his/her call learners to point a learner
Literacy
subject areas are
body parts in the at these parts: describing
complementary, learners’ L1. - Front cover his/her feelings
especially during the While reading, explain the proper - Title, name of in the L1 of the
first few weeks of the eye movement and direction when While reading, explain the author, name of learners. Or use
lessons. Selected reading the short text or poem proper eye movement and illustrator the following
topics in the Language (left going right, up going down). direction when reading -Spine text and read
lesson are used as Show how it is done and check the -Back cover this in
anchor in teaching learners’ eye movement. short text or poem (left class:
Reading for lesson going right, up going down). Show how to open a
integration. One can Show how it is done and book and the Ano ang
include activities to check learners’ eye direction of reading nararamdaman
integrate these movement. (left going right). ko?
subject areas
Review the
seamlessly.
Note the story elements proper eye movement. Paggising ko sa
(characters, setting, and umaga, napangiti
events) while reading ako. Ano kaya ang
and cite examples in the nararamdaman
story during reading. ko? Masaya.

(e.g. Si Puso ay isa sa Pagbaba ko sa

tauhan o bida sa kwento. kusina, biglang
tinahulan ako ng
Sa katawan ni Iking aso ko at nanlaki
nangyari ang kwento. Ito ang mga mata
ang tagpuan.) ko. Ano kaya
ang
naramdaman
ko? Nagulat!

Natapos akong
kumain ng
tinapay at itlog.
Ano kaya ang
naramdaman ko?
Busog.

Pupunta ako sa
mga kaibigan ko.
Gustung-gusto
ko na makalaro
sila. Ano kaya
ang
naramdaman
ko? Nasasabik!

Uwian na at
natalo ako sa
aming laro.
Naiyak ako ng
konti.Ano kaya
ang naramdaman
ko? Malungkot.

Kinausap ako nina

nanay at tatay.
Sabi nila na pwede
uli akong maglaro
bukas at baka
manalo na ako sa
susunod. Ano
kaya ang
naramdaman ko?
Positibo.
Developing After reading, ask learners to After reading, ask learners to After reading, ask After reading,
Understanding of respond to the following respond to the following learners to ask learners to
questions: questions: respond to the respond to the
the Key
following questions: following questions:
Idea/Stem
1. Sino ang bida sa ating 1.Ano ang mga parte ng
kuwento? katawan na nagtatalo 1. Sino ang bida 1. Ano ang mga
2. Ano ang sinabi nya tungkol sa sa kuwento? sa ating kwento? damdamin o
kanyang sarili? 2. Bakit sila nagtatalo? 2. Bakit siya emosyon sa
3. Anong ang sinabi ni kapuri puri? kwento?
Call learners to share their puso sa ibang parte? 3. Ano ang mga
answers and feedback. 4. Ano ang naging magagalang na Play Charades
katapusan ng kwento? mga salita at of emotion.
kapuri-puri Call
learners to act out

Then play name that learner. The Call learners to share niyang ginawa sa an emotion and
class will form a circle and the their answers and ating kuwento?” whisper the
teacher will go around and tap a feedback. emotion to the
learner on his/her shoulder and Play the Polite child.
he/she will go in the middle of the Then play “Teacher says” Expression
circle and the class will tell and instruct learners to Sorting Game.
his/her name. touch the body part that Prepare cards with
(Siya si ____.”) he/she will say (touch various expressions,
your head, foot, etc). some polite and
some impolite. Have
the
students work in
groups to sort the
cards into two
categories: "Polite"
and "Impolite."

Discuss each
expression as a class
and explain why it
falls into one category
 or the other.

Deepening Ask learners to Ask learners to Ask learners to Ask learners to

Understanding of respond to the following respond to the respond to the respond to the
questions: following questions: following questions: following questions:
the Key
Idea/Stem
1. Ano kaya ang pwedeng 1. Ano kaya dahil nagtalo 1. Bakit mahalaga 1. Ano ang
mangyari kung wala talo ang parte ng katawan na maging maaaring mangyari
tayong pangalan? ay magiging mata nalang magalang sa kung hindi natin
2. Bakit mahalaga na may lahat o magiging tenga pakikipag-usap? maipakita ang
pangalan tayo? Bakit mahalaga nalang lahat? 2. Ano ang mga ating emosyon o
na alam natin ang ating edad at 2. Paano kapag nagalit si pwedeng ninyong damdamin?
ibang bagay tungkol sa ating bibig at sasabihin nya na gawin para maging 2. Bakit
sarili? ayaw na nya tumulong kapuri-puri din mahalaga na
kay mata o sa tenga? kayo sa salita at alam natin ang
2. Paano nagtutulungan ang gawain? ating mga
Call learners to share their mga parte ng ating damdamin?
answers and feedback. katawan?
Call learners to
share their answers
and
feedback.

Say: Call learners to share Call learners to

Ano kaya ang mararamdaman their answers and share their
ninyo kung hindi maganda ang feedback. answers and
sabihin sa pangalan ninyo? Kung feedback.
may iba na magsasabi ng medyo
nakakasakit na mga salita?

Ano ang dapat natin kayang

gawin para maiwasan ito sa atin?
sa iba?

(Value Infusion: Respect One’s

Name and avoid name calling to
 someone.)

After/Post-Lesson Proper

Making Ask the learners to reflect and Ask the learners to Ask the learners to Ask the learners to
Generalizations complete these statements: reflect and complete reflect and reflect and
these complete these complete these
and Abstractions
“Mahalaga ang aking pangalan statements: statements: statements:
dahil__.
Mahalaga na alam ko ang Ako ay gagamit ng “Mahalaga na
Maipapakita ko na mga parte ng aking magalang na mga maipakita ko
mahalaga ito__. katawan dahil_______ salita dahil_____. ang aking
damdamin
Kapag nagbabasa, magsisimula Explain that knowing Explain that when dahil____.”
ako sa ______ at ______(direction one’s body parts is we say things like
of proper eye movement).” important because it "please," "thank you," Explain that when
helps us to and "excuse me," it we know about
understand how our body shows that we care our feelings, we
Explain that it is important to works and how to take about others and understand how
have a name and identity because care of it. want to be nice to we're feeling – like
it is our basic right as a person. them. happy, sad,
excited, or
Ang tauhan sa kwento Show the book used in worried.
ang ____. the story and review
its different parts with “Kapag nagbabasa,
Ang tagpuan sa kwento the learners. magsisimula ako
ang _____. sa ______ at
______(direction of

Ang pangyayari sa “Kapag nagbabasa, proper eye

kwento ang _____. magsisimula ako movement).”
sa ______ at
______(direction of
Kapag nagbabasa, proper eye
magsisimula ako sa ______ at movement).”
 ______(direction of proper eye
movement).”

Evaluating Learning Ask learners to draw themselves Ask learners to do the Body Call individual Read the
and write their first Part Puzzle: Provide a learners to identify emotions for
name/nickname and age. Write jigsaw puzzle with an the different parts of a each quadrant
this on the board for the learners image of a person. Tell book and use the
to copy: learners to book
and ask learners
assemble the puzzle, then orientation checklist. to draw their
discuss and identify the emotions.
(Illustration of self) different body parts with Then ask each learner
the whole class after. to give the appropriate
Pangalan:___________ polite expression in
Edad:_______________ the following
situation:
- receiving a gift
Call learners to show and talk - hurting someone
about their work. Instruct them to - asking for help
say: - trying to get
someone’s attention
“Ang pangalan ko ay ____.
Ako ay ___ taong gulang.
Ito ang larawan ko.”

Additional Tell learners to ask their parents Home Practice: Draw

Activities for about the reason behind their some body parts that
Application or names.
you know.
Remediation (if
applicable)

Remarks Deliver the lesson in the language that the learners know best.
 Ensure that all learners respond - from simple gestures and words to elaboratet their expressions.

Include in the daily routine the singing of the alphabet song.

Reflection