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1. 1
MATATAG K TO 10 CURRICULUM
MATATAG
K to 10 Curriculum
Weekly Lesson Log
School: KIBLAGON ELEMENTARY SCHOOL Grade Level:1
Name of Teacher JINA T. SILAGAN Learning Area: Reading and Literacy
Teaching Dates and Time:NOVEMBER 11 - 15, 2024 (WEEK 7) Quarter:Second
DAY 1 DAY 2 DAY 3 DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate ongoing development in decoding high frequency words and content-specific
vocabulary; understand and create simple sentences in getting and expressing meaning about one’s school
and everyday topics (narrative and informational).
B. Performance
Standards
The learners use their developing word knowledge in automatically recognizing sight words; decode high
frequency words and content-specific vocabulary and use them to express ideas; and narrate personal
experiences with one’s school and content-specific topics.
C. Learning
Competencies
RL1PWS-II-1. Produce
the sound of the letters of
L1.
RL1PWS-II-2. Identify the
letters in L1.
RL1VWK-II-3. Read high-
frequency words
accurately for meaning.
RL1PWS-II-3. Isolate
sounds (consonants and
RL1PWS-II-1. Produce
the sound of the letters of
L1.
RL1PWS-II-2. Identify the
letters in L1.
RL1PWS-II-3. Isolate
sounds (consonants and
vowels) in a word
(beginning and/or
ending).
RL1PWS-II-5. Sound
out words accurately.
RL1VWK-II-1. Use
vocabulary referring to
school.
RL1VWK-II-2. Identify
words with different
functions:
b. Words that describe
ideas
RL1PWS-II-5. Sound
out words accurately.
RL1VWK-II-1. Use
vocabulary referring to
school.
RL1VWK-II-3. Read
high-frequency words
accurately for meaning.
RL1VWK-II-5. Write
words legibly and
correctly.

2. 2
MATATAG K TO 10 CURRICULUM
vowels) in a word
(beginning and/or
ending).
RL1PWS-II-5. Sound
out words accurately.
RL1BPK-II-3. Recognize
proper eye movement
skills in reading: left to
right, top to bottom,
return sweep
RL1VWK-II-2 Identify
words with different
functions (naming and
describing words): a.
words that label persons,
places, things, animals,
actions, situations, ideas,
and emotions.
RL1CAT-II-2.
Comprehend
informational text.
a. Note significant details
in informational texts
(list and describe).
RL1PWS-II-4. Substitute
individual sounds in
simple words to make
new words.
RL1PWS-II-5. Sound
out words accurately.
RL1VWK-II-2. Identify
words with different
functions:
a.Words that label ideas
RL1VWK-II-3. Read high-
frequency words
accurately for meaning.
RL1BPK-II-3. Recognize
proper eye movement
skills in reading: left to
right, top to bottom,
return sweep
RL1CAT-II-2.
Comprehend
informational text.
a.Note significant details
in informational texts
(list and describe)
b.Identify problem and
solution
RL1VWK-II-3. Read high-
frequency words
accurately for meaning.
RL1BPK-II-3. Recognize
proper eye movement
skills in reading: left to
right, top to bottom,
return sweep
RL1BPK-II-1. Recognize
environmental print
(symbols)
RL1CCT-II-1. Narrate
one’s personal
experiences: Content-
specific topics
RL1-CCT-II-3. Express
ideas about: content-
specific topics
D.Learning
Objectives
At the end of the lesson,
the learners can:
At the end of the lesson,
the learners can:
At the end of the lesson,
the learners can:
At the end of the lesson,
the learners can:

3. 3
MATATAG K TO 10 CURRICULUM
●Identify the beginning
sound/letter of new
words learned.
●Follow proper eye
movement from left to
right and top to
bottom during
reading.
●Note significant
details about the
information text using
a concept map.
●Identify words
that name things
and animals.
●Read high-frequency
words accurately to
understand their
meanings within
various contexts:
bubuyog, reyna,
bulaklak, pulot,
hardin, pinuno.
●Substitute individual
sounds in simple
words to make new
words through a word
game.
Read words
accurately.
Follow proper eye
movement from left to
right and top to
bottom during reading.
Answer questions
about the
informational text:
identify the problem
and the solution.
Identify words that
label ideas in each
sentence: problem and
solution.
●Follow proper eye
movement from left to
right and top to bottom
during reading.
●Read familiar words
and phrases in the text
accurately.
●Identify the meaning of
words that relate to
emotions or feelings.
●Identify words that
describe ideas in each
sentence.
Read familiar
words and phrases
in the text
accurately.
Follow proper eye
movement from left
to right and top to
bottom during
reading.
Identify the
meaning of
emoticons or
emotion cards.
Write a complete
sentence correctly
and legibly based on
the topic.
Relate story events
to one’s experience.
E. Anchor
Masunurin (Obedience) – Doing what I have been asked to do at the right time and in the right manner;
Sumusunod sa 3roble sa itinakdang oras at pamamaraaan.
II. CONTENT
Informational Texts
and Concept Mapping
Identifying the Problem
and Solution
Identifying Words that
Describe Ideas
Writing About One’s
Experiences
III. LEARNING RESOURCES
GMRC Theme
Masunurin (Obedience) – Doing what I have been asked to do at the right time and in the right manner;
Sumusunod sa gawain sa itinakdang oras at pamamaraan.

4. 4
MATATAG K TO 10 CURRICULUM
A. References
How Worker Bees Make
Honey by Little Fox:
https://www.youtube.co
m/watch?v=eonB-
KCDPKk
How Worker Bees Make
Honey by Little Fox:
https://www.youtube.co
m/watch?v=eonB-
KCDPKk
B. Other
Learning
Resources
Pictures: a colony of
bees, a queen bee, a
honey comb with
honey, garden with
flowers, bees
swarming over flowers
Copy of the text
readable to the class:
“Ang mga Bubuyog at
Ang Kanilang
Reyna,” which could
be written on a
Manila paper, on the
board, or flashed on
the screen.
Individual copies of
the text for learners to
read: “Ang mga
Bubuyog at Ang
Kanilang Reyna.” Day
1 content for the text.
Pictures: a colony of
bees, a queen bee, a
honey comb with
honey, garden with
flowers, bees swarming
over flowers
Individual copies of the
text for learners to read:
Ang Aking mga Emosyon
sa Paaralan
Pictures that show
different emotions
(emojis, emoticons, or
emotion cards)
Similar primer lessons or lesson exemplars that correspond to the learners’ L1
Texts and other instructional materials in the school that are appropriate to the lesson and in the
learners’ L1 (Example: similar decodable texts)
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
Play the game “Simon
Says” with the learners:
Ask learners to recall
what they learned
previously about bees.
Using a concept map, ask
the learners what
emotions they feel in
One by one, post
emotion cards (pictures
that show different
emotions) on the board,

5. 5
MATATAG K TO 10 CURRICULUM
Ask the learners to obey
all commands that begin
with “Simon says.” For
example, “Simon says,
touch your toes,” all
learners should touch
their toes.
However, if the
command does not start
with “Simon says,”
learners should not
follow the command. If
they do, they are out.
Give different commands
to learners that are easy
to follow such as: jump,
stand, sit, touch their
head, etc.
At the end of the game,
ask the learners the
following questions:
1.How did you find the
game? (fun, easy,
difficult, etc.)
2.What did you do to
ensure that you would
not be out of the game?
3.What does it mean to
follow the leader?
Have them identify the
following words:
1.Nagtutulungan ang
mga bubuyog para
gumawa ng ulot.
2.Sumusunod ang mga
bubuyog sa kanilang
inuno.
3.Pumupunta ang mga
bubuyog sa ibang luga
para makahanap ng
bulaklak.
4.Dinadala nila ang
pagkain sa kanilang
puga .
Write the words
identified.
Tell learners: Papalitan
natin ang isa sa mga
tunog ng salita, at isipin
ninyo kung ano ang
bagong salitang
mabubuo. Gamitin rin
natin ang bagong salita
sa pangungusap.
Halimbawa: Ang salita ay
pulot. Ano ang unang
tunog sa salita?
school and write it on the
board.
Mga emosyon
sa paaralan
Call volunteers to share
when they feel these
emotions.
Have the learners read the
words.
and ask the learners to
identify what kind of
emotion is shown in the
card. Call volunteers to
share what they know
about the emotion
shown.
Ask learners to
complete this
statement:
Ako ay (pakiramdam)
kapag .
Give time for learners
to share their answers
to their seatmate first
then call volunteers to
share responses with
the class.

6. 6
MATATAG K TO 10 CURRICULUM
4. Why do you think it is
important to follow the
leader?
Palitan niyo ang /p/ ng
/k/, ano ang bagong
salita?
Sagot: kulot
Pangungusap: Ang
buhok ko ay kulot.
Iba pang salita:
Pinuno - /p/ ng /n/ -
ninuno
(Matatapang ang ating
mga ninuno.)
Lugar - /r/ ng /w/ -
lugaw
(Ang almusal ko ay
lugaw.)
Pugad - /d/ ng /y/ -
pugay
(Magbigay pugay sa
watawat ng Pilipinas.)
Lesson
Purpose/Intention
Affirm the responses of
the learners to the
questions and connect
them to the learning
intent for the day. Say,
“Ngayong araw,
makikinig kayo sa isang
talata at magtatala kayo
ng mahalagang detalye
na nabanggit dito.
Say: “Ngayong araw,
babasahin ninyo nang
tama ang talatang ating
napakinggan kahapon
tungkol sa mga bubuyog.
Susundan ng inyong
mata nang tama ang
direksyon ng pagbasa
mula kaliwa hanggang
kanan at mula sa taas
hanggang pababa.
Say: “Ngayong araw,
magbabasa kayo ng teksto
tungkol sa mga emosyon
na nararamdaman natin
sa paaralan. Susundan ng
inyong mata nang tama
ang direksyon ng pagbasa
mula kaliwa hanggang
kanan at mula sa taas
hanggang pababa.
Tutukuyin niyo rin ang
Say, “Ngayong araw,
babasahin ninyo nang
tama ang talata tungkol
sa mga emosyong
nararamdaman natin sa
paaralan. Susundan ng
inyong mga mata nang
tama ang direksyo ng
pagbasa mula kaliwa
hanggang kanan at
mula sa taas hanggang

7. 7
MATATAG K TO 10 CURRICULUM
Isusulat ninyo ito sa
isang concept map.
Magbabasa kayo ng mga
salita tungkol sa ating
babasahin. Susundan ng
inyong mata nang tama
ang direksyon ng
pagbasa mula kaliwa
hanggang kanan at mula
sa taas hanggang
pababa. Tutukuyin din
ninyo ang mga unang
tunog at titik ng mga
salitang ating
matututunan.”
Sasagot kayo ng mga
tanong upang matukoy
ang problema at
solusyon.”
mga salitang
naglalarawan ng ideya sa
isang pangungusap.”
pababa. Pagkatapos,
magsusulat kayo ng
mga pangungusap
batay sa ating paksa.”
Lesson Language
Practice
*Use different and
appropriate
strategies to unlock
words.
Show the learners a
picture of a colony of
bees. Introduce the
following words in the
learners’ L1 using the
pictures and describing
them: bubuyog, reyna,
pinuno, bulaklak, pulot,
hardin
Ask the learners to read
the words.
Ask the learners to identify
the beginning letter and
sound of the words. Ask
the learners to supply the
missing letter in the
following words:
Present the following
words and pictures in the
learners’ L1: bubuyog,
reyna, pinuno, bulaklak,
pulot, hardin.
As a review, ask
volunteers to match the
photo with the word. Ask
learners to share their own
experiences with these
pictures/words.
Ask the learners to identify
the beginning letter and
sound of the words.
Ask the learners to clap
each syllable of the words.
Review the emotions
discussed in Language.
Introduce the following
words in the learners’ L1
using actions (when
appropriate) and
describing them using
situations: emosyon,
magpakalma, mahalaga,
nararamdaman. Add other
words that may not be
familiar to the learners.
Ask the learners to read the
words.
Review the words
learned the previous
day such as: emosyon,
magpakalma,
mahalaga,
nararamdaman, and
other words.
Ask the learners to read
the words and use them
to complete the
sentences below. Add
words and sentences as
needed.
1. Araw-araw, iba’t
ibang emosyon ang
ating .

8. 8
MATATAG K TO 10 CURRICULUM
ubuyog
eyna
inuno
ulaklak
ulot
ardin
Ask the learners to clap
each syllable of the words.
Ask the learners to identify
the beginning letter and
sound of the words.
Ask the learners to clap
each syllable of the words.
2.Ang lahat ng
ay normal.
3. na makinig
sa iba.
4.Mahalaga na
marunong tayong
kapag tayo
ay galit.
During/Lesson Proper
Reading the Key
Idea/Stem
Introduce the title of the
text: “Ang mga Bubuyog
at Ang Kanilang Reyna.”
Ask the learners what
they think the text will be
about based on its title.
Show the printed copy of
the text to be read on the
board (Manila paper) or
on the screen, which
leaners can follow and
read silently while the
teacher reads the text
aloud.
Read the following text
aloud to the learners.
Have them follow along
as you read. Point to the
words as you read.
Emphasize the
directionality of print –
Word Reading: Read the
following words and then
ask the learners to follow.
Wala, sila, hardin, reyna,
pulot, pinuno, bubuyog,
bulaklak, pagkain,
sumusunod, bumabalik,
nagtutulungan,
nahihirapan
Ask the learners to read
these words:
Ang, may, sa, mga, ng
Phrase reading: This
time, model fluent
reading of the first two to
three phrases below.
Guide students to read
the remaining phrases.
After they read each
phrase, ask them to read
Introduce the title of the
text: “Ang Aking mga
Emosyon sa Paaralan.”
Ask the learners what they
think the text will be about
based on the title.
Show the printed copy of
the text to be read on the
board (Manila paper) or
on the screen, which
leaners can follow and
read silently while the
teacher reads the text
aloud.
Read the following text
aloud to the learners. Have
them follow along as you
read. Point to the words as
you read. Emphasize the
directionality of print – top
Tell the students that
they will read a text that
they will create
themselves today.
Word Reading: Read the
following words and
then ask the learners to
follow.
Paaralan, emosyon,
minsan, masaya,
naglalaro, kaibigan,
malungkot, problema,
natatakot, mahirap,
nagagalit, nasusunod,
mahalaga, ibahagi,
kausapin, matulungan,
Phrase reading: This
time, model fluent
reading of the first two
to three phrases below.
Guide students to read

9. 9
MATATAG K TO 10 CURRICULUM
to bottom, left to right.

10. 10
MATATAG K TO 10 CURRICULUM
top to bottom, left to
right.
Ang mga Bubuyog at
Ang Kanilang Reyna
Ang mga bubuyog ay
karaniwang nakatira sa
hardin. Sila ay may
reyna. Ang reyna ang
kanilang pinuno.
Ang mga bubuyog ay
nagtutulungan sa
paghahanap ng pagkain
sa mga bulaklak.
Minsan, nahihirapan ang
mga bubuyog na
makahanap ng mga
bulaklak. Kung ganoon,
wala silang pagkain.
Kapag lumilipat ang
reyna ng tirahan,
sumusunod ang mga
bubuyog. Nakakakita sila
ng mga bulaklak sa ibang
lugar. Bumabalik ang
mga bubuyog sa pugad
na may dalang pagkain.
Sila ay nagtutulungan
para gumawa ng pulot.
it again faster and with
expression. Model when
needed. Additional
phrases may be taken
from the text.
Sa hardin
Ang reyna
ng pulot
may pinuno
mga bubuyog
mga bulaklak
ng pagkain
Sentence reading:
Distribute copies of the
text to each learner. This
time, prepare the
learners to read
sentences in the text. The
following reminders may
be given:
●Read from left to right
then top to bottom.
●Each sentence begins
with a big letter and
ends in a punctuation
mark.
●When possible, read in
groups of words.
●Pay attention to the
punctuation marks.
Before reading aloud the
text made, cut each
Ang Aking mga Emosyon
sa Paaralan
Sa paaralan, iba’t ibang
emosyon ang nararamdaman
natin.
Minsan, masaya tayo kapag
naglalaro kasama ang mga
kaibigan. Minsan, malungkot
tayo kapag may
dinaramdam. Minsan,
natatakot tayo kapag may
bagong gawain na mahirap.
Minsan, nagagalit tayo kapag
hindi nasusunod ang ating
gusto.
Mahalaga na alam natin ang
ating emosyon. Kapag
masaya tayo, puwede natin
itong ibahagi sa iba. Kapag
galit, takot, o malungkot tayo,
puwedeng kausapin ang guro
o kaibigan upang tayo ay
matulungan.
Lahat ng emosyon ay normal.
Mahalaga na marunong
tayong magpakalma at
makinig sa iba.
Read the text again to the
learners.
the remaining phrases.
After reading each
phrase, ask them to
read it again faster and
with expression. Model
when needed.
Additional phrases may
be taken from the text.
Sa paaralan
ang
nararamdaman
kapag naglalaro
ang ating gusto
ang ating
emosyon
kapag masaya
kapag galit
ay matulungan
Sentence reading:
Distribute copies of the
text to each learner (see
LAS). This time,
prepare the learners to
read sentences in the
text.
The following reminders
may be given:
●Read from left to right
then top to bottom.
●Each sentence begins
with a big letter and
ends in a punctuation
mark.

11. 11
MATATAG K TO 10 CURRICULUM
Read the text the second
time.
sentence into syllables to
show where students
need to pause and stop
when reading. After
which, model reading the
text made.
When needed, have the
class start reading one
phrase at a time. Let
them reread each one
faster and with
expression.
Afterwards, give
reminders to students
when reading sentences.
Conduct Shared Reading
in reading the text with
the class.
Give feedback to their
reading and ask them to
repeat as needed.
Ang mga Bubuyog at
Ang Kanilang Reyna
Ang mga bubuyog ay
karaniwang nakatira sa
hardin. Sila ay may
reyna. Ang reyna ang
kanilang pinuno.
●When possible, read
in groups of words.
●Pay attention to the
punctuation marks.
Ang Aking mga
Emosyon sa Paaralan
Sa paaralan, iba’t ibang
emosyon ang
nararamdaman natin.
Minsan, masaya tayo
kapag naglalaro kasama
ang mga kaibigan.
Minsan, malungkot tayo
kapag may problema.
Minsan, natatakot tayo
kapag may bagong gawain
na mahirap. Minsan,
nagagalit tayo kapag hindi
nasusunod ang ating
gusto.
Mahalaga na alam natin
ang ating emosyon. Kapag
masaya tayo, puwede
natin itong ibahagi sa iba.
Kapag galit, takot, o
malungkot tayo, puwedeng
kausapin ang guro o
kaibigan upang tayo ay
matulungan.
Before reading aloud
the text made, cut each
sentence into syllables

12. 12
MATATAG K TO 10 CURRICULUM
to show where students

13. 13
MATATAG K TO 10 CURRICULUM
Ang mga bubuyog ay
nagtutulungan sa
paghahanap ng pagkain
sa mga bulaklak.
Minsan, nahihirapan ang
mga bubuyog na
makahanap ng mga
bulaklak. Kung ganoon,
wala silang pagkain.
Kapag lumilipat ang
reyna ng tirahan,
sumusunod ang mga
bubuyog. Nakakakita sila
ng mga bulaklak sa ibang
lugar. Bumabalik ang
mga bubuyog sa pugad
na may dalang pagkain.
Sila ay nagtutulungan
para gumawa ng pulot.
need to pause and stop
when reading. After
which, model reading
the text made.
When needed, have the
class start reading one
phrase at a time. Let
them reread each one
faster and with
expression.
Afterwards, give
reminders to students
when reading
sentences.
Give feedback to their
reading and ask them to
repeat as needed.
Developing
Understanding of
the Key Idea/Stem
Ask the learners if there
are parts of the text they
did not understand. If
there is, go back to the
identified part or
proceed with the
discussion and give focus
on the part where
confusion was identified.
Tell the learners that it is
time for them to talk
Tell the learners that it is
time for them to talk
about what was read.
Ask:
1.Ano ang problemang
nararanasan ng mga
bubuyog minsan?
2.Kanino sila
sumusunod?
3.Ano ang ginagawa ng
mga bubuyog upang
Ask the learners if there
are parts of the text they
did not understand. If
there is, go back to the
identified part or
proceed with the
discussion and give focus
on the part where
confusion was identified.
Tell the learners that it is
time for them to talk about
what was read. Ask:
With the Language
Experience Approach,
ask students to recall
an experience on any of
the following emotions:
saya, lungkot, takot,
galit.
Guide them into
choosing what they
want to write about.

14. 14
MATATAG K TO 10 CURRICULUM
about what was read.
Ask:
1.Tungkol saan ang
napakinggang talata?
2.Ano ang tawag sa
pinuno ng mga bubuyog?
3.Saan nakatira ang mga
bubuyog?
4.Saan kumukuha ng
pagkain ang mga
bubuyog?
5.Ano ang ginagawa ng
mga bubuyog upang sila
ay makagawa ng pulot?
6.Kanino sumusunod
ang mga bubuyog?
7.Anong katangian ng
mga bubuyog ang
mabuting sundin natin?
Bakit?
masolusyunan ang
problema?
4. Ano ang nangyayari
kapag sumusunod ang
mga bubuyog sa reyna?
6. Ano ang masasabi
ninyong katangian ng
reyna? Ng mga bubuyog?
7. Ano ang matututunan
natin sa pagtutulungan
ng mga bubuyog?
Instruct them that
sometimes, stories or text
present information
about the problem and
solution. Define the
words “problem” and
“solution.” Reiterate the
problem and solution
given in the text.
1.Tungkol saan ang
napakinggang talata?
2.Ano-ano ang mga
emosyon na maaari nating
maramdaman sa
paaralan?
3.Ano ang madalas na
nararamdaman natin
kapag naglalaro tayo
kasama ang ating mga
kaibigan?
4.Ano ang madalas na
nararamdaman natin
kapag may problema tayo?
5.Ano ang maaaring
maramdaman natin
kapag may bagong
gawain na mahirap at
hindi pamilyar sa atin?
6.Ano ang madalas na
nararamdaman natin
kapag hindi nasusunod
ang ating gusto?
7.Ano ang dapat gawin
kapag nararamdaman
natin ang iba’t ibang
emosyon?
8.Sino ang puwede nating
kausapin kapag tayo ay
malungkot, natatakot, o
galit?
9.Bakit mahalaga ang
marunong makinig sa iba?
Once they have made
their choice, do the
following:
Ask the class what
events happened
first, next, and last
Repeat and correct
their responses
before writing them
on the board (the
teacher writes them
on the board)
Say aloud each word
as you write them
Show them where to
put punctuation
marks.
Students may be
called to join in the
writing by filling in
letters in a word, etc.
(Interactive Writing)
Text may be around
three sentences long,
depending on students’
ability.
To end, read the created
text with the learners.
Note: Depending on the
skills of the learners,
the teacher can also opt

15. 15
MATATAG K TO 10 CURRICULUM
to do a SHARED
WRITING activity and
“share the pen” with
some volunteers, who
can write down some
letters/words on the
board as well.
Deepening
Understanding of
the Key Idea/Stem
Ask the learners what
they learned about bees
from the text listened to
using the concept map
below. Tell them that this
concept map is a way to
show ideas they could
connect to the main word
inside the circle. As a
prompt, tell them that
they can list ideas
learned or describe the
bees based on the text
listened to. Sample
question prompts (add as
needed):
1.Ilarawan ang mga
bubuyog. Ano ang
katangian nila?
2.Ano ang mga ginagawa
ng mga bubuyog?
Call volunteers to give
answers orally. When
they can, ask them to
write their answer on the
map.
Present the following
sentences to the learners.
Ask them to identify the
problem and the
solution. Underline the
problem and label it “P”
for problem (problema).
Circle the solution and
label it “S” for solution
(solusyon). Then ask the
learners to think of
another idea to solve the
problem. Use the first
item as a model.
1. Si Ben ay gutom. Wala
siyang baon na pagkain
kaya binigyan siya ng
tinapay ng kaniyang guro.
Si Ben ay busog na.
Tanong: Ano ang problem
ani Ben? Ano ang solusyon
para kay Ben? Magbigay ng
Show the following
sentences to learners and
tell them that some words
in the sentence are used to
describe one’s emotions or
feelings. Give the first one
as an example. Ask the
learners to identify the
words that describe in the
succeeding items. Circle
the describing words. See
sample questions below.
1.Masaya si Ras kapag
naglalaro sila ni Bim.
(Anong salita ang
naglalarawan kay Ras
kapag naglalaro sila ni
Bim? Kung kayo si Ras,
ano ang inyong
mararamdaman?)
2.Malungkot si Ana
tuwing umuuwi na ang
kaniyang mga kaklase.
Put the learners in
triads. Ask them to
share their chosen
emotion and share an
experience about it.
Encourage them to
draw or write together
about their chosen
emotion. Go around the
room to guide the
learners.
Call volunteers to share
their group outputs to
the class.

16. 16
MATATAG K TO 10 CURRICULUM
Bubuyog
Alternatively, write
learners’ responses on
the side of the board and
ask them to copy the
word on the concept
map.
Lead the learners in
reading the words in the
concept map. Call
volunteers to summarize
what they learned from
the text listened to using
the concept map.
iba pang solusyon upang
hindi na muling magutom
si Ben.
2. Umuulan sa labas. Si
Carla ay walang payong.
Humiram siya ng payong
kay Liz. Hindi sila nabasa
sa ulan.
Tanong: Ano ang
problem ani Carla? Ano
ang solusyon para kay
Carla? Magbigay ng iba
pang solusyon para kay
Carla.
3. Si Dan ay naglalaro ng
bola. Ang bola ay napunta
sa bubong. Nagpatulong si
Dan sa kuya niya na kunin
ang bola. Nakuha ito at
nakapaglaro na ulit si Dan.
Tanong: Ano ang problem
ani Dan? Ano ang
solusyon? Magbigay pa ng
ibang solusyon para kay
Dan.
(Anong salita ang
naglalarawan kay Ana
nang umuwi na ang
kaniyang mga kaklase?
Kung kayo si Ana, ano ang
inyong mararamdaman?)
3. Natakot si Ben nang
makita niya ang malaking
aso. (Anong salita ang
naglalarawan sa
naramdaman ni Ben?
Kayo, ano ang inyong
kinatatakutan?)
4. Nagalit ang guro sa
batang hindi nagligpit ng
basura. (Anong salita ang
naglalarawan sa
naramdaman ng guro?
Kung kayo ang guro, ano
ang inyong
mararamdaman?)
Tell learners that there are
also words that describe
ideas such as in the next
item.
3. “Maglaro tayo ng
patintero, Boboy!”
“Magandang ideya ‘yan,
Bamba!”

17. 17
MATATAG K TO 10 CURRICULUM
(Anong salita ang
naglalarawan sa ideya ni
Boboy?)
4.Naisip ni Ate Lori na
magtanim ng bulaklak sa
hardin. Ito ay isang
mabuting mungkahi.
(Anong salita ang
naglalarawan sa
mungkahi ni Ate Lori?)
5.Nagbigay si Derek ng
masayang ideya kay Kiko.
Sabi niya, makipaglaro
raw sila sa ibang mga
bata.
(Anong salita ang
naglalarawan sa ideya ni
Derek?)
After/Post-Lesson Proper
Ask the learners to reflectAsk the following Ask the learners to reflectAsk the learners to reflect
and complete these questions: and complete these and complete these
Making statements: 1. Ano ang natutunan statements: statements:
Generalizations Ang natutunan ko ninyo ngayong araw? Ang natutunan ko Ang natutunan ko
and Abstractionsngayong araw ay ang 2. Kumpletuhin ang ngayong araw ay ngayong araw ay
tungkol sa . pangungusap: . .

18. 18
MATATAG K TO 10 CURRICULUM
Ang isang paraan upang
magtala ng mga ideya
tungkol sa isang paksa
ay sa pamamagitan ng
.
Ang mga problema
ay may .
3. Ano-ano ang mga
dapat tandaan kapag
nagbabasa ng mga
salita?
Kapag nagbabasa, ito
ang aking mga
tatandaan:
.
Ano-ano ang mga dapat
tandaan kapag
nagbabasa?
Ano-ano ang mga iba’t
ibang emosyon na
nararamdaman natin?
Bakit mahalagang
kilalanin ang ating
emosyon?
Evaluating
Learning
Task: Kumpletuhin ang
mga sumusunod na
pangungusap gamit ang
mga salitang makikita sa
kahon. Isulat ang tamang
salita sa patlang.
1.Ang pinuno ng mga
bubuyog ay ang
.
2.Karaniwang nakatira
ang mga bubuyog sa
.
3.Kumukuha ng pagkain
ang mga bubuyog sa mga
.
4.Sa kanilang pugad,
gumagawa ang mga
bubuyog ng .
Task: Basahin ang mga
pangungusap.
Salungguhitan ang
problema at lagyan ito ng
P. Bilugan ang solusyon
at lagyan ito ng S.
1.Si Don ay naglalaro sa
parke. Nadumihan ang
kaniyang damit.
Pinunasan niya ito upang
maging malinis ulit.
2.Nawala ni Ron ang
kaniyang lapis.
Pinahiram siya ni Vic ng
lapis upang
makapagsulat siya.
3.Napunit ang papel ni
Rina. Kailangan na niya
ipasa ang papel sa guro.
Kumuha si Rina ng
pandikit sa papel. Nabuo
Task: Basahin ang mga
pangungusap. Bilugan
ang mga salitang
naglalarawan sa ideya.
1.Si Inay ay may
matalinong ideya na
magtayo ng negosyo.
2.Sinabi ni Kuya na
mahusay ang ideya ni
Ben tungkol sa paglilinis
ng bakuran.
3.Mahusay ang
mungkahi ni Roms na
magbasa habang
hinihintay ang guro.
4.Malikhain ang ideya ni
Carlos na gumamit ng
lumang karton para sa
kanilang Gawain.
Task: Kumpletuhin ang
mga sumusunod na
pangungusap gamit ang
mga salitang makikita sa
kahon. Isulat ang tamang
salita sa patlang.
1.Kapag nakakakuha ako
ng mataas na marka sa
paaralan, ako ay
.
2.Kapag hindi pumasok
sa paaralan ang aking
kaibigan, ako ay
.
3.Ayaw kong naiiwan sa
silid-aralan kapag walang
ilaw. Ako ay .
4.Minsan, kapag hindi
nangyayari ang aking

19. 19
MATATAG K TO 10 CURRICULUM
5. Nagtutulungan ang
mga sa
paghahanp ng pagkain.
hardin
reyna
pulot
bulaklak
bubuyog
*See LAS
na ulit ang papel at
naipasa niya ito.
*See LAS
5. Nagbigay ng
magandang mungkahi si
Toni na mag-ensayo sa
pagbabasa.
inaasahan, ako ay
.
natatakot
masaya
nalulungkot
nagagalit
Additional
Activities for
Application or
Remediation (if
applicable)
Instruct the learners to
use the concept map for
other topics/lessons
learned in other learning
areas when listing ideas.
Panuto: Basahin ang
mga pangungusap
tungkol sa langgam. Sa
gitna, isulat ang salitang
langgam. Sa paligid nito,
gumuhit o magsulat
tungkolsa mga ginagawa
ng langgan, saan sila
nakatira, at kung paano
sila nagtutulungan.
Ang Mga Langgam
Ask the learners to
practice reading aloud
the text about bees.
Encourage learners to
play the sound
substitution game during
their break time using
other words.
Encourage learners to
keep a journal or diary
where they could draw
and/or write about their
emotions everyday.
Ask learners to find a
partner with whom they
can practice together or
listen to each other read
aloud. Ask them to take
turns reading the text.
Give feedback on their
reading if possible.

20. 20
MATATAG K TO 10 CURRICULUM
Ang mga langgam ay
maliliit na insekto na
madalas nating nakikita
sa lupa o sa mga
halaman. Sila ay
nagtutulungan sa
paghahanap ng pagkain
at nagdadala nito pabalik
sa kanilang bahay na
tinatawag na punso. Ang
mga langgam ay
napakasipag at hindi
sumusuko sa trabaho.
May mga reyna langgam
na namumuno sa
kanilang grupo, at may
mga manggagawang
langgam na nag-aalaga
sa punso at nagtitipon ng
pagkain. Kahit maliit,
malakas at matiyaga ang
mga langgam.
Langgam
Remarks
For languages without primer, use the sequence of letters taught in Tagalog (Marungko).
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.
Include in the daily routine the singing of the alphabet song.

21. 21
MATATAG K TO 10 CURRICULUM
Reflection