School: CATMON ELEMENTARY SCHOOL Grade Level: 3

MATATAG
K to 10 Curriculum Name of Teacher JOANNE P. SALAUG Learning Area: ENGLISH
Weekly Lesson Log Teaching Dates and Time: SEPTEMBER 1 - 5, 2025 (WEEK 2) Quarter: Second

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners demonstrate expanding vocabulary and understanding of high frequency words and content-
A. Content specific vocabulary; understand and create simple and compound sentences for comprehending, analyzing,
Standards 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 and
B. Performance compound sentences to comprehend, create, and compose narrative and informational texts about regional
Standards themes and content-specific topics; and read grade level texts with appropriate speed, accuracy, and expression.

EN3VWK-I-1 Identify EN3PWS-I-1 Identify EN3VWK-I-1 Identify EN3PWS-I-1 Identify

high-frequency words Grade 3 level-appropriate high-frequency words Grade 3 level-appropriate
accurately. sight words. accurately. sight words.
EN3CAT-I-2 Comprehend EN3PWS-I-2 Read words EN3CAT-I-2 Comprehend EN3PWS-I-2 Read words
stories. accurately and stories. accurately and
automatically according to automatically according to
C. Learning 1 Note important elements
word patterns (initial,
1 Note important elements
word patterns (initial,
Competencies from stories (characters, from stories (characters,
final, medial). final, medial).
setting, events). setting, events).
1. VCV 1. VCV
2 Sequence at least four to 2 Sequence at least four to
five events. EN3VWK-I-6 Read words five events. EN3VWK-I-6 Read words
correctly for meaning correctly for meaning
3 Identify the problem 3 Identify the problem
(based on word patterns). (based on word patterns).
and solution in stories. and solution in stories.

1
4 Infer the character’s EN3VWK-I-7 Write words 4 Infer the character’s EN3VWK-I-4 Identify
feelings and traits. legibly and correctly feelings and traits. words with different
(based on word patterns). functions.
EN3VWK-I-4 Identify 5 Relate story events to
1 words that label
words with different EN3VWK-I-2 Use one’s experience.
actions (doing words -
functions. vocabulary referring to:
EN3CCT-I-2 Use own verbs)
3. words that replace 1. regional themes words in retelling myths,
EN3GAGS-II-7 Identify in
persons, places, things, legends, fables, and
EN3CCT-I-3 Express ideas a compound sentence
animals, events, ideas, narrative poems.
about one’s experiences. (telling):
and emotions
EN3CCT-I-5 Compose
1. regional themes 1 the two independent
c. demonstrative pronouns texts to react to the
clauses in a compound
EN3GAGS-II-7 Identify in character, setting, or
EN3CCT-I-2 Use own sentence
a compound sentence events in a story.
words in retelling myths,
(telling): 2 the joining word in a
legends, fables, and
compound sentence
narrative poems. 1 the two independent (coordinating conjunction)
clauses in a compound
EN3CCT-I-5 Compose
sentence 3 the doers and the
texts to react to the
actions in the two clauses
character, setting, or 2 the joining word in a
events in a story. compound sentence EN3GAGS-II-8 Use correct
(coordinating conjunction) capitalization and
punctuation in compound
3 the doers and the sentences.
actions in the two clauses
EN3GAGS-II-8 Use correct
capitalization and
punctuation in compound
sentences.

2
 At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
the learners are the learners are the learners are the learners are expected
expected to: expected to: expected to: to:
● identify high ● identify Grade 3 ● identify high ● identify Grade 3
frequency words level-appropriate frequency words level-appropriate
correctly sight words correctly sight words
● comprehend stories ● write words ● comprehend stories ● write words
by inferring the legibly and by relating story legibly and
characters’ feelings correctly events to one’s correctly
and traits experience
● read VCV words ● read VCV words
● identify words with accurately and ● use own words in accurately and
different functions automatically retelling fables automatically
(demonstrative according to word according to word
● compose texts to
pronouns) patterns patterns
D. Learning react to characters,
Objectives ● use own words in ● read words correctly events or setting in ● identify words with
retelling legends for meaning the story different functions
(verbs)
● compose texts to ● express ideas about
react to characters, one’s experiences ● read words correctly
events or setting in (regional themes) for meaning
the story
● identify in a ● identify in a
compound compound
sentence: sentence:

1. the two 1. the two

independent independent
clauses in a clauses in a
compound sentence compound sentence

2. the joining word in 2. the joining word in

a compound a compound
sentence sentence

3
 (coordinating (coordinating
conjunction) conjunction)
3. the doers and the 3. the doers and the
actions in the two actions in the two
clauses clauses

● Legends ● Compound ● Legends ● Verbs

Sentence
● Making Inferences ● Making ● Coordinating
(Character Feelings ● Coordinating Connections (Text Conjunctions
and Traits) Conjunctions to Self)
● Compound
II. CONTENT ● Demonstrative ● VCV Words ● Retelling Sentences
Pronouns
● Sight Words ● Sight Words
● High Frequency
● VCV Words
Words

III. LEARNING RESOURCES

Story: The Legend of the Coordinating Conjunctions Story: The Legend of the Story: The Legend of the
A. References Mango Tree Chocolate Hills Chocolate Hills

picture cards of mango big map of the Philippines, Graphic organizer: story word strips of Filipino and
tree, pictures for yarn, pin, pictures of local map English VCV words,
unlocking, big pictures of products, VCV word strips
B. Other Learning 5 key events in the story, and copy of the friendly
Resources and Inference Chart letter

4
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Say: Let’s have a quick Trivia Game Ask learners about their  Ask learners to read the
recap of the words that we experiences in visiting new set of sight words.
Show a big map of the
learned in the previous some of the tourist
Philippines and pictures of round live your
week. attractions in the
local products from give thank its
Philippines.
 Ask learners to read the different provinces. once would around
sight words. open very don't
These can include dried
take think again has
every let may mangoes, coconuts, tuna, Ask: Who has visited a  Ask learners to write the
old going stop durian, and abaca. famous tourist spot words on the board.
by walk fly anywhere in the
Make the students guess
after Philippines? If yes, what
which provinces in the
was it? If none, what
Philippines these products
tourist spot would you
Say: Very good! Now, who can be found. The teacher
like to visit soon?
can tell me what kind of may give clues. Let the
Activating Prior Knowledge story did we read last students pin the picture or Call learners to share their
week? (myth) sticky note with the experiences.
products’ name onto the
corresponding location on
Say: Very well said. This the map of the Philippines.
time, we are going to read Discuss the following
another interesting story. questions to the students:
 Where do you prefer to
live? Why/ why not?

 What city or province

in the Philippines do
you want to visit? Give
reasons for your
answers.

5
 Call 2-3 students to share
their insights.

You will learn about high You will learn about high You will read some high You will read some high
frequency words, frequency words, VCV frequency words from the frequency words, VCV
demonstrative pronouns, words, regional themes, text, relate events from words, and compound
composing texts to react to and compound sentences. the text to one’s sentences.
Lesson Purpose/Intention
the legend read, and experiences, and react to
making inferences on the legend read, and retell
character’s feelings and a legend.
traits.

 Introduce the high- Present the following Say: Let’s have a quick Choose 20 students.
frequency words from sentences from the recap of the words that we Present word strips to
the text. Read each friendly letter: learned in the previous each student. Each word
word aloud with the meeting. has its pair— one is in
learners. I can’t wait to finally
English, and the other one
 Ask learners to take meet you, and I really  Ask learners to read the
is the picture associated to
turns writing the want to show you around high frequency words.
it. With the help of their
words on the board. our province. tree
fruit classmates, make the
After writing the
words, ask students We can visit the Cagsawa happy students find their pairs.
questions related to ruins, or we can take a family Put them in a list
each word to help picture near the perfect cloud afterwards.
Lesson Language Practice them understand cone of Mt. Mayon.  This time, ask
its meaning and usage. learners to read
tree Ask We can even ride an ATV,
another set of high Choose VCV words as
learners but we would need an
frequency words. examples. Guide the
about their adult to drive us.
You may ask learners students in reading the
favorite to write the words on sample words and in
Let me know what you
tree and the board.
want to try, so you can pairing these words with
ask them
have a fun time! hills the corresponding
why they
chocolate pictures.
like it.

6
 fruit Ask they
learners Ask the students what
beautiful
about their they notice about the tears
favorite sentences.
tree and Call some learners to write Pictures VCV words
ask them the words on the board. English
why they
like it. lazy
happy Ask
Say: You will find these
learners prison
words in the text that we
about what
makes are going to read. Notice silent
them how these words are used
happy and in connecting climate
let them ideas/sentences.
explain topic
why.
second
family Ask
learners to clinic
describe
their fever
family.
cloud Ask tiger
learners to
describe a Friday
cloud.
(dark, human
light)
During/Lesson Proper

7
 Emphasize that the story Let the students read the Tell learners that they will Post a story map to guide
happened in Guimaras friendly letter between two read about a legend of learners in the recall of the
Island – a famous place in friends— one from the city another famous place in story.
the Philippines known for and the other one from the the Philippines – the
Reading the Key its mangoes. Tell the province of Bicol. Chocolate Hills in Bohol.
Idea/Stem learners to find out how
Conduct a read aloud
the famous “Guimaras
activity of the text led by
mangoes” came to be in You may include actual
the teacher or by best
the story. pictures of items and
reader in class.
places mentioned in the

8
Conduct a read aloud of letter. Include a picture The Legend of Chocolate
the text led by the teacher showing where in the map Hills
or by best reader in class. of the Philippines you can
In the beautiful island of
Remember to ask the find Bicol Region.
Bohol in the Philippines,
guide questions to check
there was a magical place
understanding per
called the Chocolate Hills.
paragraph. Dear Maria, These hills were not made
How are you? Today is of chocolate, but they
Friday. It has been rainy turned brown like
The Legend of the chocolate during the dry
here in Albay. The entire
Mango Tree season.
Region V has been flooded
A long time ago, in a small due to the typhoon. The Long ago, there was a kind
island named Guimaras, water level has been really and gentle giant named
there lived a kind woman high! I guess it can’t be Arogo. Arogo was so big
named Mayang. She helped because our city is  Do you believe in
that he could touch the
worked hard every day to in the typhoon belt. It is legends?
clouds. He lived happily in
take care of her family and best for you to travel here  Do you know any
the lush green forests of
the plants in her garden. during the dry season. other legends?
Bohol. He loved the trees,
She was always helpful, Share them in
the birds, and the
and the people in the class.
animals. But most of all,
village liked her very I can’t wait to finally  Which part of the
Arogo loved a beautiful
much. meet you, and I really story did you
woman named Aluya.
want to show you around enjoy the most?
Ask: What words describe Aluya was the most
Mayang in the story? our province. We can
visit the Cagsawa ruins, beautiful woman in Bohol.
(kind, hardworking, Her smile was as bright as
family- oriented, helpful, or we can take a picture
near the perfect cone of the sun, and her laughter
admirable) sounded like sweet music.
Mt.
One day, Mayang went to Mayon. We can even ride Arogo and Aluya became
the river to wash some an ATV, but we would best friends. They spent
clothes. While she was need an adult to drive us. their days talking and
there, she saw a big tree laughing together.
with shiny, golden fruits

9
hanging from it. Mayang There are so many One day, Aluya became
felt curious and happy. foods and dishes you can very sick. Arogo tried
She picked one and said, try, too! I hope you like everything to make her
“I wonder how this fruit spicy food and coconut better, but nothing
tastes.” It was so sweet milk or gata. My favorite worked. He was so sad
and juicy! is Laing! Let me know when Aluya went to sleep
what you want to try, so forever. Arogo cried and
you can have a fun time! cried. His tears were so big
Ask: Why did Mayang Just like what our slogan that they formed the hills.
decide to pick and taste says, “Indulge yourself in
warm Albay!”
Arogo’s tears dried up and
the fruit? (because she got
turned into the hills we
curious, she felt happy and Your friend, see today. During the dry
excited when she saw the
season, the grass on the
golden fruits) Carlos
hills turns brown, making
them look like chocolates.
The people of Bohol
“Maybe I can bring more of Discuss the following remember Arogo and
those fruits home.”, she questions after reading: Aluya whenever they see
wondered while looking at the Chocolate Hills.
1. Who wrote the
the golden fruits hanging
letter? And that is why, to this
on the big tree.
2. Describe the place day, the Chocolate Hills is
Mayang decided to pick a special place in the
where Carlos is
more fruits from the tree Philippines, reminding
from.
and fill in her laundry everyone of Arogo's love
basket. Mayang smiled 3. Who did he write for Aluya.
while holding the mangoes the letter to?
and said, “I want to share You may ask the following
4. If you were Maria, questions in between
these with my family.”
how would you feel paragraphs as you read
after reading the aloud the text to the
letter? learners.
Ask: Why did Mayang
decide to pick more from 5. Do you visit your  Where is the magical
the tree? (her family) friend’s house or place called Chocolate

10
But just as she said this, hometown? Hills located? (Answer: In
the sky became dark, and Describe your the beautiful island of
Bohol in the Philippines.)
a strong wind began to experience.
 Why do the Chocolate
blow. A big cloud Hills turn brown
appeared in the sky. during dry season?
From the cloud, a loud (Answer: The grass on the
voice said, hills turns brown, making
them look like
“Mayang, why did you eat chocolate.)
that fruit?”  Who was Arogo and
Mayang felt scared but what made him
special? (Answer:
answered, “I am sorry. I Arogo was a kind and
did not mean to do gentle giant who could
something wrong. I just almost touch the
clouds.)
wanted to share these
 What happened to
fruits with my family
Aluya, and how did
because I thought it would Arogo react? (Answer:
make them happy.” Aluya became very sick
and passed away. Arogo
Ask: Why do you think the cried so much that his
big dark cloud got angry tears formed the
Chocolate Hills.)
upon seeing Mayang? Do
 What do the Chocolate
you think the big dark
Hills remind the people
cloud will accept of Bohol about?
Mayang’s explanation? (Answer: They remind
the people of
Then, the cloud went Arogo’s love for Aluya and
away, and the sky became their special friendship.)
clear again. When Mayang For these questions,
looked at the tree, she saw process the learners’
something amazing. The answers.
tree had turned into a  What do these events
beautiful tree with bright remind you of?
yellow fruits.  Have you ever
experienced the same
The people from the village thing as (name of
11
 character)?
heard about the tree and

12
 came to see it. They were  How similar or
happy because the tree different is your
gave them sweet and tasty experience to
mangoes to eat. From that him/ her?
day on, the villagers took  How do you feel about
care of the mango tree, this experience?
 What have you
and Mayang was known
learned/ are your
as the woman who took
thoughts/ reflections?
care of the mango tree and
made it the sweetest and
tastiest fruit it is now
today.

Ask: How did Mayang

convince the big dark
cloud of her good
intentions? Do you think
Mayang is a good woman?

Say: Most of the time Say: These are examples of One way to make Present the following
when we read, the author compound sentences. A connections is text to self sentences.
does not always tell us compound sentence is which means to link
what exactly is happening made up of two simple personal experiences to Arogo was so big, so he
in stories. As readers, we sentences. These are what we are reading like could touch the clouds.
need to think and to look connected using the events that are
for clues so we can better coordinating conjunctions. happening to the Aluya became very sick,
Developing Understanding understand what we are characters. and Arogo cried a lot.
of the Key Idea/Stem Coordinating conjunctions
reading.
join or link together simple Some prompts or guide Ask: What kind of
sentences to make questions we can use to sentences are these?
compound sentences. guide us in making (compound sentences)
We call this making
connections are as
inferences. To make an There are seven Analyze each of the
follows:
inference means to make a coordinating conjunctions. sentences and discuss the
logical guess about what To remember them, let’s  What do these events
we are reading. We do remind me of?
13
this, for instance, when we use the acronym  Have I experienced the following questions for
infer what characters are FANBOYS. same thing as (name of each sentence.
feeling. character)?
F- or  How similar or 1. What are the two
different is my simple sentences in
A- nd
experience to this compound
These are the steps in sentence?
N- or him/ her?
inferring character’s  How do I feel about
feelings: B- ut this experience? 2. Who/ what is the
 What have I learned/ subject or doer of
O- r the actions for each?
are my thoughts/
1. Read the passage. Y- et reflections?
3. What are the actions
2. Look for text clues S- o for each subject/ doer?
Demonstrate how to do
on the character’s the strategy using think 4. What is the
Explain the correct use of
feelings and traits aloud. conjunction word
each coordinating
through his/ her used to connect the
conjunction as follows:
● words two simple sentences?
For - Used to explain the
● actions/ behaviors reason or purpose for 5. What is the
something. relationship of ideas in
● thoughts each sentence?
And - Used to add or
● response/ attitude/ Say: To make compound
connect similar ideas or
words of other sentences, verbs are used.
elements.
characters These are words that show
action. They make up the
3. Think of a similar Nor - Used to connect
negative alternatives. predicate of a simple
experience.
sentence. They tell us
4. Connect the text clues what the subject or
But - Used to introduce a
with one’s own subjects in a sentence do.
contrast or exception.
experience to make an In a compound sentence,
inference. each simple sentence or
Or - Used to present
independent clause has a
alternatives or choices.
verb.

14
We use the following Yet - Used to express a
equation or formula in contrast or
making an inference: unexpected result.

So - Used to indicate
a consequence or
Text Experi Infere
result.
Clues ence nce

Say: Let’s go back to the

list of sentences earlier.
Refer to each sentence
one by one.
Guide questions/
prompts:
Say: 1. What are the two
Let’s analyze some of the simple sentences in
events and dialogues from this compound
the story we have read. I sentence?
will show you how to make 2. Who/ what is the
an inference on the subject or doer
character’s feelings. of the actions for
each?

“I wonder how this fruit 3. What are the

tastes.” It was so sweet actions for each
and juicy! Maybe I can subject/ doer?
bring more of those fruits 4. What is the
home.” – Mayang conjunction word
used to connect the
two simple
sentences?

15
Say: This was said by 5. What is the
Mayang. Let me think of relationship of ideas
the text clues. in each sentence?
Explain to the students
that another term for the
Mayang smiled while
simple sentence is an
holding the mangoes and
independent clause. It is
said, “I want to share
independent because it
these with my family.”
can stand alone. It has a
Do: Highlight the words or doer or subject and an
words that serve as clues action which introduces
and place them in the the predicate. The thought
correct column of the expressed in it is
inference chart. complete.

Say: Now let me think of Say:

my own experience. I
Now let’s focus on some
remembered traveling to
words mentioned in the
nice places, and I always
story. Let’s read them.
bought something nice for
my family as pasalubong
level Friday
(gift or souvenir).
travel moment
Do: Write down the
experience in the second
column.
Say:
Say: Now that I have my
What do you notice about
text clues and my own
these two groups of
experience, I can already
words?
make connections between
the two. I think just like What pattern do they
Mayang in the story, I am follow?
also thoughtful, that I
remember my family, I
16
want them to see, hear, Explain that the words all
touch, and feel things that follow the VCV pattern.
I experienced.
The 1st list is referred to
Do: Write down the as “tiger” words because
inference. they follow the V/CV
pattern: We divide before
the consonant, making the
Say: That is how we make first syllable open with a
an inference. This time, I long vowel sound.
will ask you to make an
The 2nd column, on the
inference. Just refer back
other hand, refers to
to the equation and repeat
“camel words” because
the steps.
they follow the VC/V
Say: Now, let’s try pattern: We divide after
together. Let’s try to make the consonant, making the
an inference. first syllable closed with a
short vowel sound.

Discuss the following

lines/ scenes from the
story. Demonstrate one-
by-one how to infer
together with the
learners. Give feedback on
their responses.
Accomplish the inference
chart. Answer each part as
you conduct the steps.

1. From the cloud, a

loud voice said,
“Mayang, why did
you eat that fruit?”

17
2. Mayang felt scared
but answered, “I am
sorry. I did not
mean to do
something wrong. I
just wanted to
share these fruits
with my family
because I thought it
would make them
happy.”
3. She picked one and
said, “I wonder how
this fruit tastes.” It
was so sweet and
juicy!

18
 Activity: Independent Writing Divide the students into Ask: Do you remember
Task: three groups. Let them what coordinating
Give learners a set of
pictures showing the accomplish the following conjunctions are?
Ask the students to
following statements/dialogs tasks:
bring out their homework. Review FANBOYS and the
from the text.
Group 1: Draw me function of each
Instruct them to pretend
1. “I wonder how this fruit coordinating conjunction.
to be Maria. Tell them to Instruct the learners to
tastes.” Tell the students to form
write a friendly letter to draw the Chocolate Hills
compound sentences
Carlos. based on how they were
about the story using the
described in the text.
Make sure that they use rest of the FANBOYS. Let
the information that they Group 2: Story Map them analyze each
have researched about sentence afterwards using
their chosen province. Instruct the learners to list the guide questions above.
down the elements of the
Require them to use at
story using a story map.
least 3 compound
sentences in their letter. Group 3: I can relate!
Deepening Understanding
of the Key Idea/Stem Ask learners to list down
important events from the
Choose 3 volunteers to
2. “Maybe I can bring more of text in column A and on
read out their letters.
those fruits home.” Column B, they will write
Write down the sample
their own experience.
compound sentences from
their letters. Instruct the
students to underline the
simple sentences in each Instruct the learners to
and to encircle the present their outputs
coordinating conjunctions afterward.
used in them after.

19
3. “I want to share these fruits
with my family.”

4. “Mayang, why did you eat

that fruit?”

20
Before doing the activity,
review demonstrative
pronouns. Refer to the
chart and explain the
function of each.

Singul Plural
ar

Near This is These

are

Far That is Those

are

21
After/Post-Lesson Proper
Let the students answer Ask the students to 3-2-1 Strategy State that compound
the following questions: combine simple sentences sentences are formed
Give three words that can
into compound sentences using two independent
using the correct describe Aluya. clauses or two simple
1. Why is it important coordinating conjunction sentences connected by
to infer? (FANBOYS). coordinating conjunctions.
Making Generalizations Give two of their most Likewise, VCV words can
and Abstractions 2. What are the steps favorite events from the be categorized as tiger or
in inferring a legend. camel words based on the
character's type of syllable they form.
feelings/ feelings?
Give one character that
they can relate to the
most.

Directions: Using the Directions: Encircle the Directions: Instruct the Directions: Complete the
word pool below, infer the best conjunction to students to write their following sentences to
character’s feeling and connect the two simple own experience related to form a compound
traits. sentences to form a the following events from sentence.
compound sentence. the story.
Word Pool 1. Many tourists visit
kind 1. Today is Friday. It has 1. Arogo loved the trees, the Philippines
helpful been rainy here in Albay. the birds, and the every summer and
friendly (or, yet) animals. .
Evaluating Learning sad
happy 2. The entire Region V is 2. The place turned brown 2. Our islands are far
1. Mayang works hard flooded. The typhoon like chocolate during the apart from each
every day and takes care hasn’t stopped. (for, or) dry season. other so .
of her family. (kind)
3. The water level has 3. Her smile was as bright 3. The Philippines has
2. The people in the village been really high. I guess it as the sun, and her many beautiful
liked Mayang very much. can’t be helped. (and, but) laughter sounded like tourist destinations
(friendly) sweet music. but
.

22
23
 3. “I am sorry. I did not 4. I can’t wait to finally 4. They spent their
mean to do something meet you. I really want days talking and
wrong.” (sad) to show you around our laughing together.
province. (and, so)
5. Arogo cried and cried.
5. We can visit the
Cagsawa ruins. We can
take a picture near the Note to teacher: For
perfect cone of Mt. Mayon. students with limited
(and, or). communication skills, you
may provide sentence
completion tasks or
provide a sentence starter
as a guide.

Homework: Research Give a word list of the new Provide a list of newly Give a copy of the text.
about a province/ town words following the VCV learned VCV words and Provide a story map to be
in the Philippines you like pattern to the students. their meanings. Practice accomplished by the
to visit. Write down its reading these words and students for additional
This can be used for
tourist destinations/ their meanings at home. practice on retelling.
practicing reading at
famous sceneries, local Students may also be
home by the struggling
Additional Activities for products, dialects, and asked to make a text to
readers in class.
Application or Remediation slogan/ tagline (what it is self-connection by
(if applicable) known for and its stating their own
people). experience.

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 1. Make sure to give prompts or follow- up questions when asking students tolerate a personal experience to
the events in the story so as to encourage making deeper text to self-connections.
Remarks
2. You may adjust the content of the letter in Day 2 and change the examples of regional themes based on the
context of the children or the ones they are more familiar with.

Reflection

PREPARED BY : CHECKED BY:

JOANNE P. SALAUG JOEL R. CANDELA

TEACHER III PRINCIPAL II

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