MATATAG School: Grade Level: I

K to 12 Teacher: Learning Area: LANGUAGE

Curriculum Teaching Dates and (WEEK 4)
Daily Lesson Log Time: Quarter: 1st Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.CURRICULUM,STANDARD AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate developmentally-appropriate language for interacting with others
in the classroom, and expressing meanings about familiar topics; they engage with and
enjoy listening to a range of texts; and recognize familiar images, icons, and symbols in their
environment.
B. Performance Standard The learners use their developing vocabulary to talk about themselves, their families, and
other everyday topics; they follow teacher’s instructions and answer questions. They listen to
and respond to stories; and identify images, icons, and symbols from the environment and
familiar texts.
C. Learning Competencies LANG1LIO-IV-4 LANG1LDEI-I-5 LANG1AL-I-2 LANG1IT-I-4 Give
Interact purposely Participate in and Recognize how a reason/s for
and participate in contribute to group change in intonation choosing
conversations and oral language (volume, pitch) and books/texts for
discussions, in pairs, activities (e.g., body language can enjoyment and
in groups, or during singing, chanting, change the interest.
whole class sabayang bigkas). meanings of
discussions utterances/expressio LANG1CT-I-1 Record
● Make requests LANG1LDEI-I-4 Use ns. a. Recognize the and report ideas
● Seek help high frequency and difference between and events using
content specific statements, some learnt
LANG1LIO-I-5 Share words referring to questions, vocabulary. c.
confidently oneself and family. commands and Relate ideas or
thoughts, exclamations. events to one’s
preferences, needs,
 feelings, and ideas LANG1LDEI-I-3 Use experience.
with peers, teachers, language to express LANG1AL-I-3
and other adults. connections Recognize how LANG1CT-I-2 Use
between ideas. a. language reflects own words in
LANG1LDEI-I-2 Use Express compare cultural practices retelling information
words to represent and contrast and norms. d. Explore from various texts
ideas and events local terms for food (e.g., legends,
related to oneself and their origins. fables, and jokes).
and family. a. words
that represent, LANG1CT-I-3 Draw
objects, (naming and discuss
words) information or ideas
from a range of text
(e.g., stories, images,
digital texts). a. Note
and describe main
points (e.g., main
characters and
events) b. Sequence
up to three (3) key
events
D. Learning Objectives At the end of the At the end of the At the end of the At the end of the
lesson, the learners lesson the learners lesson the learners lesson, the learners
can: can: can: can:
a. name objects that a. relate events in
are commonly a. use high- a. describe foods in the story to personal
found at home; and frequency words to the community which experiences;
b. use common and describe family have local names; b. express opinions
appropriate members; and and regarding the
language to express b. use words that b. tell whether assigned text;
 a request or ask for a present similarities sentences listened to c. use appropriate
favor. and differences employed correct words in recalling
between objects or intonation and tone. past events; and
people. d. present to the
class properly
sequenced events
based on textual
and visual
interpretation.
II. CONTENT
III. LEARNING RESOURCES
A. References MATATAG CG p.30 MATATAG CG p.30 MATATAG CG p.30 MATATAG CG p.30
Lesson Exemplar p.1- Lesson Exemplar p.1- Lesson Exemplar p.1- Lesson Exemplar p.1-
17 17 17 17
B. Other Learning Resources Laptop powerpoint Laptop powerpoint Laptop powerpoint Laptop powerpoint
Pictures Pictures Pictures Pictures

IV. TEACHING AND LEARNING PROCEDURES

Before/ Pre- Lesson Proper
Activating Prior Knowledge ASK: ASK: ASK: ASK:
Naranasan na ba 1. Sino ang mga 1. Sino sa inyo ang 1. Tungkol saan ang
ninyong humingi ng kasama ninyo sa tumutulong sa mga napakinggan nating
isang bagay sa bahay? gawaing bahay? kuwento kahapon?
magalang na 2. May kapatid ba 2. Sumusunod ba 2. Paano natin nasabi
pamamaraan? kayo? 3. Sino ang kayo sa na si Jose ay
pinakamatanda mga utos ni nanay o matulungin?
Call for 2-3 learners to /pinakabata sa tatay? Call at least 2
share their inyong (see lesson exemplar learners to answer
experiences. 4. Paano p.5-6) each question.
 nagtutulungan ang (see lesson exemplar
(see lesson exemplar bawat kasapi ng p.5-6)
p.5) inyong pamilya?

Ask the learners to This helps to activate

pair up and assign students' prior
them to respond to knowledge
the following about family
situations. relationships.

Let them share with

their partners.

Mga sitwasyon:
(see lesson exemplar
p.6-7)

Lesson Purpose/ Intention Ngayong araw pag- Ngayong araw, pag- Ngayong araw ay Ngayong araw ay
aaralan natin kung aaralan natin ang pag uusapan natin muli tayong makikinig
paano gumamit mga paraan kung kung paano natin sa mga kuwento na
ng mga salita sa paano natin iaayon ang ating ibabahagi ng inyong
paghingi ng isang magagamit ang wika tono tuwing tayo ay mga kaklase at sa
bagay o paghingi ng para paghambingin magtatanong at kuwentong
pabor sa kapamilya, ang mga bagay o magbibigay ng utos ibabahagi ko.
kaibigan, kaklase, o tao. Ibig sabihin, nang may
sa mga nakatatanda titingnan natin kung paggalang.
sa atin, gayundin ang ano-ano ang
tono ng boses na pagkakatulad o
dapat nating gamitin pagkakaiba nila, at
sa paghingi ng gagamit tayo ng
 pabor o pakikiusap mga tiyak na salita
para ilarawan sila.
Matututo rin tayo ng
ilang mga salitang
makatutulong sa atin
na magpahayag ng
mga bagay tungkol
ating sarili at sa ating
pamilya.
Lesson Language Practice Introduce the Present the following Read the following Before reading the
following phrases chant to the learners statements/questions. listening text,
using visuals and the and do the chant in Apply appropriate introduce the
learners’ L1: a rhythmic pattern. tone and intonation. following phrases that
(see lesson exemplar Use pictures if may be used for
“Pwede pong p.7-8) applicable. sequencing events
pahingi (see lesson exemplar using the learners’ L1.
(pahiram/pakiabot) p.7-8)
…’ (see lesson exemplar
p.7-8)
“Maaari po bang
makahingi
(makahiram/makiab
ot)…”

“Pakiabot nga po…”

(see lesson exemplar

p.7-8)

During/Lesson Proper
Reading the Key Idea/ Stem Say the following Ask the learners to Read the story: Read the story aloud.
statements. Instruct identify words Matulungin si Jose While narrating the
the learners to repeat describing family ni Fernand Kevin A. story, show the
after you. members, their Dumalay pictures depicting
similarities and the significant events.
(see lesson exemplar differences. Answer questions:
p.9-10) (see lesson exemplar Ang Mabait na Pusa
(see lesson exemplar p.9-11) ni Fernand Kevin A.
SAY: Tandaan na p.9-10) Dumalay
bukod sa pagiging
magalang at Explain to them that Answer questions:
paggamit ng words like “pareho” (see lesson exemplar
wastong mga salita and “rin/din” are p.9-11)
kapag tayo ay words that we use to
hihingi ng tulong o state similarities of
pabor, mahalaga things or persons
ring naaayon ang while "hindi tulad” is
tono ng ating boses, used for stating
ganoon na rin ang differences.
ekspresyon ng ating
mukha.

Developing Understanding Ask the learners to Group the learners Read aloud to the Instruct the learners
of the Key Idea/ Stem find a pair.Provide into 5 or more. Make learners the following to arrange the
each pair with a sure each group has questions. Ask them following events
picture card of at least three to repeat after you. (illustrated in
objects commonly members. (see lesson exemplar pictures ) in the
 found at home. p.11) listening text. Allow
Using the listening the learners to
Ask each pair to text, ask the learners Read aloud to the narrate the story
name the pictures to identify the similar learners the following based on their
given to them. Allow characteristics of questions. Ask them arrangement of
learners to give more Nanay and Tatay. to repeat after you. pictures.
objects that they Instruct learners to In delivering the (see lesson exemplar
own or things that share their answers questions, make sure p.11-12)
they have at home. with the group. to observe proper
(see lesson exemplar (see lesson exemplar intonation.
p.11-12) p.11)
(see lesson exemplar
p.12)

Display a simple Show the learners Introduce the To further develop

Deepening Understanding request scenario on pictures of an apple following situations the abilities of
of the Key Idea/ Stem the board or a and a banana. Ask and discuss the learners in recalling
poster. them to state the change in intonation and in sequencing
similarities and and tone in asking events, give more
Ask the learners to differences of the two questions and giving individual tasks. Make
help you come up fruits. commands or sure that the events
with a polite way to requests. will have
ask for the cookie. (see lesson exemplar corresponding visual
Write their p.13) Mga sitwasyon: representations. After
suggestions on the a few minutes, call at
board. (see lesson exemplar least 3 learners to
Explain what it means p.13) share their answers in
(see lesson exemplar to compare (finding class and to explain
p.13-14) similarities) and how they arranged
 contrast (finding the events.
differences). Give
more examples to (see lesson exemplar
illustrate the concept. p.13-14)

(see lesson exemplar

p.14)

After/ Post Lesson Proper

Making Generalizations ASK: Ano ang ASK: Ano ang ASK:Ano-ano ang ASK: Anong
and Abstractions tamang paraan sa ginagawa natin magagalang na katangian ni
paghingi ng isang kapag tayo ay pananalita ang Mingming ang nais
bagay o pabor sa naghahambing? maaari nating ninyong gayahin?
ating mga gamitin kung tayo
kapamilya, mga
Anong mga salita aymakikisuyo, mag- Bakit mo nagustuhan
kaibigan, o sa mga
ang pwede nating uutos o o di nagustuhan ang
nakatatanda sa
gamitin kapag gusto magtatanong? kwentong ating
atin?
nating ipakita ang pinakinggan?
Ano ang tono natin pagkakapareho ng Bakit dapat ugaliin
sa paghingi ng mga ating ang pagiging
ito? pinaghahambing? magalang sa
pakikisuyo o
Paano kaya kung Paano naman kung pagtatanong?
nasabi din naman gusto natin ipakita
natin ang mga ang pagkakaiba nila? Mahalaga ba na
magalang na isipin natin kung ano
pananalita ngunit
ang tamang tono
ang boses natin ay
bago tayo
hindi tama, ano kaya
magsalita?
ang puwedeng
 mangyari?
SAY: Ask the learners to talk Pumalakpak ng isang Gamit ang mga
Ngayon naman ay about how they are beses kung ang tono salitang nasa ibaba,
gagawa tayo ng similar and different ng aking sasabihin ay muling ibahagi sa
kahilingan sa from their family patanong at klase ang mga
Panginoon. Tayo ay members. dalawang beses pangyayari sa
naman kung ito ay kuwentong Ang
bubuo ng
SAY: Pumili ng isang pakiusap or pautos. Mabait na Pusa.
panalangin para sa
miyembro ng inyong
ating sarili o para sa
pamilya. Gamit ang Mga pangungusap:
Evaluating Learning ating kapamilya.
mga natutuhan (see lesson exemplar
nating salita, p.16)
(see lesson exemplar
paghambingin ninyo
p.15-16)
ang inyong sarili at
ang napili ninyong
After the sharing, you
miyembro ng pamilya
may call 1-2 pairs to
upang maipakita ang
share their prayers.
pagkakatulad at
pagkakaiba nila.
Home Practice: Ask the learners to use Sabayang bigkas:
Additional Activities high frequency words Ang mga mag-aaral
for Application or Remediation Ask the learners to in ay muling uulitin ang
practice using polite sentences/utterances magagalang na
language at home to describe the pananalita sa
by making polite activities of family pakikisuyo o pag-
requests to their members. uutos.
family members or
caregivers. They can Ask the learners to
share their recite the words used
experiences during for comparison after
 the next class. you.
Remarks
Reflection
A. No. of learners who earned 80% in ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
the evaluation earned 80% above earned 80% above earned 80% above earned 80% above
B. No. of learners ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
who require additional activities for require additional require additional require additional require additional
remediation who scored below 80% activities for activities for remediation activities for activities for
remediation remediation remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught up
with ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
D. No. of learners who continue to ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
require remediation continue to require continue to require continue to require continue to require
remediation remediation remediation remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why did these work? ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s Cooperation
Cooperation in in in in
doing their tasks doing their tasks doing their tasks doing their tasks

F. What difficulties did I encounter ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
which my principal or supervisor can earned 80% above earned 80% above earned 80% above earned 80% above
help me solve?
G. What innovation or localized ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
materials did I use/discover which I require additional require additional require additional require additional
wish to share with other teachers? activities for activities for remediation activities for activities for
remediation remediation remediation

Prepared by : Reviewed by: Aproved by:

_______________________________ ________________________________ ________________________________

Teacher Master Teacher School Principal/ School Head