DLL MATATAG_LANGUAGE 1_Q2_W7 (1).docx grade one

matatag dll for grade 1

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 JINNA T. SILAGAN Learning Area: Language
Teaching Dates and Time:OCTOBER 6 - 10, 2025 (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 images, symbols, and content-specific vocabulary; they
understand and create simple sentences in getting and expressing meaning about one's school and
everyday topics (narrative and informational); and they recognize features of their language and other languages in
their environment.
B. Performance
Standards
The learners use their developing vocabulary to communicate with others, respond to instructions, ask questions, and
express ideas, and share personal experiences about one's school and content-specific topics.
C. Learning
Competencies
LANG1CT-II-3 Draw and
discuss 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)
LANG1IT-II-1 View and
listen to a range of texts
for enjoyment and
interest.
LANG1LDEI-II-4 Use
high-frequency and
content-specific words
referring to school.
LANG1CT-II-3 Draw and
discuss information or
ideas from a range of text
(e.g., stories, images, digital
texts).
b. Sequence up to three
(3) key events
LANG1IT-II-1 View and
listen to a range of texts for
enjoyment and interest.
LANG1LDEI-II-4 Use
high-frequency and
content-specific words
referring to school.
LANG1CT-II-3 Draw and
discuss information or
ideas from a range of text
(e.g., stories, images,
digital texts).
c. Infer the character’s
feelings and traits
e. Relate ideas or events
to one’s experiences
LANG1IT-II-1 View and
listen to a range of texts
for enjoyment and
interest.
LANG1LDEI-II-4 Use
high-frequency and
content-specific words
referring to school.
LANG1CT-II-3 Draw and
discuss information or
ideas from a range of text
(e.g., stories, images, digital
texts).
d. Predict possible
endings
LANG1IT-II-1 View and
listen to a range of texts for
enjoyment and interest.
LANG1LDEI-II-4 Use
high-frequency and
content-specific words
referring to school.

2. 2
MATATAG K TO 10 CURRICULUM
D. Learning
Objectives
●Identify the main
characters in a given
text, video or image.
●Describe key events in
a given text, video, or
image.
●Express interest and
enjoyment by sharing
thoughts and/or
feelings about the text
learners engage with.
●Use words related to
school in their own
sentences to express
ideas about the lesson
on obedience.
●Identify the main
characters in a story.
●Describe key events in
a given story.
●Sequence three events
of the story correctly.
●Express interest and
enjoyment by sharing
thoughts and/or
feelings about the text
learners engage with.
●Use words related to
school in their own
sentences to express
ideas about the lesson
on obedience during
role-play activities.
●Identify the main
characters in a story.
●Infer the feelings of the
characters based on
events in the story.
●Express interest and
enjoyment by sharing
thoughts and/or
feelings about the text
learners engage with.
●Use words related to
school in their own
sentences to relate the
events in the story to
their own experiences.
●Identify key elements
in the story that
provide hints about
the ending (e.g.
character actions,
consequences of
events, picture in the
story book, etc.)
●Present predictions of
possible ending for a
story.
●Express interest and
enjoyment by sharing
thoughts and/or
feelings about the text
learners engage with.
●Use words related to
school in their own
sentences to relate the
events in the story to
their own experiences.
II. CONTENT
Pagsunod sa pinuno ng
grupo
Pagsunod upang maging
ligtas at maayos ang
kapaligiran
Kahihinatnan ng
pagsunod sa mga
alituntunin
Pagtanggi nang may
respeto sa utos
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. "
A. References
Snippet from the movie, A
Bug’s Life that shows the
value of following the
leader:
https://www.youtube.co
m/watch?v=9MO1aY1xC8 0
Iwayan, G. S. Pasayloa Ko,
Papa Pasayloa Ko, Mama.
https://bloomlibrary.org/
ABCPhilippines/ABCPhili
ppines-
SinugbuanongBinisaya(Ce
buano)-
Iwayan, G. S. Pasayloa Ko,
Papa Pasayloa Ko, Mama.
https://bloomlibrary.org/
ABCPhilippines/ABCPhili
ppines-
SinugbuanongBinisaya(Ce
buano)-
Iwayan, G. S. Pasayloa Ko,
Papa Pasayloa Ko, Mama.
https://bloomlibrary.org/
ABCPhilippines/ABCPhili
ppines-
SinugbuanongBinisaya(Ce
buano)-

3. 3
MATATAG K TO 10 CURRICULUM
Birds “Flying V” Formation:
https://www.youtube.com/wat
ch?v=seCGKfeX-Cs
How Worker Bees Make
Honey by Little Fox:
https://www.youtube.co
m/watch?v=eonB-
KCDPKk
Music Conductor by Yes!
Our Kids Can:
https://www.youtube.co
m/watch?v=-CehE6Bco8o
Synchronized Precision
Walking in Japan:
https://www.youtube.co
m/watch?v=LU6dsVpZCS c
Teamwork and Leadership by
Creative 360:
https://www.youtube.co
m/watch?v=WbCxRMBFR
FA
“The ants go marching one
by one”
https://www.youtube.co
m/watch?v=Pjw2A3QU8Q
g
Grade1/book/FsBGDmrd Tr
Filipino translation found
on pages 10-11
Grade1/book/FsBGDmrd
Tr
Filipino translation found
on pages 10-11
Grade1/book/FsBGDmrd Tr
Filipino translation found
on pages 10-11
B. Other Learning
Resources
Pictures of ants and bees
working together, birds
flying in a V formation, an
orchestra and a
Pictures of ants and bees
working together, birds
flying in a V formation,
and an orchestra.
Pictures that show
different emotions
Picture cards such as:
sunny beach, a melting
ice cream, a rainy day, a

4. 4
MATATAG K TO 10 CURRICULUM
conductor, a marching
group, and a platoon with a
leader.
Pictures of the story.
child helping in the house
chores
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge
NOTE: When you do this
lesson, use the learners’ L1
or the language they
understand better.
Show learners the word
“Obedience” (pagsunod)
and ask them what they
know about it. Discuss
what it means.
Ask learners what rules
they obey in school. Ask
them why they need to
obey the rules.
NOTE: When you do this
lesson, use the learners’
L1 or the language they
understand better.
Ask learners what they
learned in the previous
session using the
following questions:
1.Ano-ano ang mga
halimbawa ng mga
pangkat o grupo na
may pinuno? (Show
pictures of ants and
bees working together,
birds flying in a V
formation, and an
orchestra presented
the previous day.)
2.Bakit mahalagang
sumunod sa ating
mga pinuno sa
pangkat? Ano ang
maaaring mangyari
kung hindi natin
gagawin ang ating
mga alituntunin?
3.Sa bahay, sino ang
mga kailangan nating
sundin? Bakit?
NOTE: When you do this
lesson, use the learners’ L1
or the language they
understand better.
Post emotion cards
(pictures that show
different emotions) on the
board, and ask learners to
guess what kind of
emotion is shown in the
card. Discuss different
facial expressions to help
students recognize and
understand emotions. Ask
them questions about their
experience of an emotion.
(Example: When do you
feel happy? Give an
example of a time when
you were sad.)
Ask learners how they
would feel if:
they receive a nice gift
they are alone and lost
their friend is angry at
them
someone is kind to
them
NOTE: When you do this
lesson, use the learners’
L1 or the language they
understand better.
Show some pictures from
the story: Patawad Tatay,
Patawad Nanay (Filipino),
kuwento ni Gina Sechico
Iwayan at guhit ni Arnie
G. Hiponia.
Ask volunteers to sequence
the pictures and retell the
story. Encourage learners
to identify the feelings of
the characters as the
events unfold in the story.

5. 5
MATATAG K TO 10 CURRICULUM
4. Sa paaralan, sino ang
mga kailangan nating
sundin? Bakit?
they got lost or separated
from their
parents/caregivers in a
mall/market or at the
plaza
they did not obey their
parents
(add other scenarios common
to the daily
experience of the learners)
Lesson Purpose/Intention
Ngayong araw,
tatalakayin natin ang
kahalagahan ng pagsunod
sa mga tagubilin
(instructions) ng mga
nakatatanda at mga
pinuno at kung ano ang
mga maaaring mangyari
kung hindi tayo susunod
sa kanila.
Ngayong araw, makikinig
tayo sa kuwento tungkol
sa kahalagahan ng
pagsunod sa mga
alituntunin sa bahay at sa
paaralan.
Mahalaga ang ating mga
damdamin. Kapag
nagbabasa tayo ng
kuwento, mahalagang
isipin din natin kung ano
kaya ang nararamdaman
ng mga tauhan upang mas
maintindihan natin ang
kuwento. Ngayong araw,
babalikan natin ang
kuwentong ating
natalakay kahapon,
ngunit ngayon, bibigyang
tuon natin ang mga
damdamin ng tauhan sa
kuwento.
Ngayong araw,
tatalakayin natin ang
paghula ng posibleng
katapusan ng kuwento
batay sa pagkilala natin
sa mga tauhan at mga
kaganapan sa kuwento.
Lesson Language Practice
Discuss the unfamiliar
words in the learners’ L1
that they may encounter in
today’s lesson such as
langgam, pinuno,
pagsunod, masunurin, etc.
Give the definition of the
word. Show related
pictures and use the
words in a sentence.
During the story reading,
discuss the unfamiliar
words in the learners’ L1
they encounter in today’s
story/lesson. Give the
definition of the word.
Show related pictures and
use the words in a
sentence.
Review the unfamiliar
words in the learners’ L1
they encountered in
story/lesson presented
the previous day. Give the
definition of the word.
Show related pictures and
use the words in a
sentence.
Review the unfamiliar
words in the learners’ L1
they encountered in
story/lesson presented the
previous day. Give the
definition of the word.
Show related pictures and
use the words in a
sentence.

6. 6
MATATAG K TO 10 CURRICULUM
During/Lesson Proper
Reading the Key
Idea/Stem
Ask learners if they have
already seen a group of lined
ants before crawling on the
wall or the floor.
Call volunteers to share
their observations. Tell
them that ants work hard
to store food for their
colony.
Tell the learners that they
are about to watch a
video. Instruct them that
when they watch a video
or listen to a story, they
have to carefully pay
attention to the actors or
characters, how they look,
what their roles are, and
their actions and try to
remember what happens
in the story. This requires
that the learners listen
and watch carefully.
NOTE: Play the videos
twice.
Before showing the video,
instruct learners to look for
the answers to the
following questions:
1.Ano ang problema ng
mga langgam?
2.Sino ang nakatulong sa
kanila?
Ask learners to give
examples of house rules or
responsibilities delegated
by their parents. Write
down their responses. Ask
learners if they obey their
parents and why.
Say: Sa ating kuwento
ngayong araw, aalamin
natin kung ano ang mga
alituntunin at iniutos sa
mga tauhan.
Introduce the title:
Patawad Tatay, Patawad
Nanay, Kwento ni Gina
Sechico Iwayan at Guhit ni
Arnie G. Hiponia. See the
Filipino translation on
pages 10-11.
(https://bloomlibrary.org
/ABCPhilippines/ABCPhil
ippines-
SinugbuanongBinisaya(Ce
buano)-
Grade1/book/FsBGDmrd
Tr)
Ask learners to predict
what the story will be
about based on the title.
Read the story to the
learners, pausing at some
Ask the learners to recall
the characters in the
story, “Patawad Tatay,
Patawad Nanay”, kwento
ni Gina Sechico Iwayan at
guhit ni Arnie G. Hiponia.
Ask the learners to prepare
themselves to read the
story. Instruct learners to
carefully look at the
pictures especially the
facial expression of the
characters. Tell them that
to identify the feeling of
the characters, they can
do the following:
1.look at the pictures,
especially the facial
expression of the
characters;
2.recall an experience
they have had that is
similar and how they felt
at that time; and
3.imagine themselves in
the same situation and
think about what they
would probably feel.
Read the story and pause
at certain points to ask
learners how the
characters are feeling and
why they say so.
Tell the learners that one
fun way to engage with a
story is by predicting how
the story will end.
Define the word “predict”
(pagtataya ng posibleng
wakas; it’s equivalent word
in the L1) and give
examples such as, “Kung
biglang naging makulimlim
at makapal ang mga ulap,
ano sa inyong palagay
ang mangyayari?”
Discuss how we make
predictions based on what
we know and see. When we
predict the ending of a
story, we base it on the
events or information
presented in the story.
Read the story “Patawad
Tatay, Patawad Nanay”
with the learners.
Lead the learners to
discuss other possible
endings to the story or
even a continuation of the
story (e.g. Bamba and
Boboy helped their
respective parents in the
house chores). Discuss

7. 7
MATATAG K TO 10 CURRICULUM
3. Paano nila nalagpasan
ang problema?
Show the learners the
video found in this link,
which is a snippet from the
movie “A Bug’s Life”:
https://www.youtube.co
m/watch?v=9MO1aY1xC8 0
parts to ask questions to
check for comprehension.
Patawad Tatay, Patawad
Nanay
1.Ako po si Boboy na
mahilig maglaro. Gusto
kong maglaro ng bola
kasama si Bamba.
2.Mabait na bata si
Bamba, masunurin sa
kanyang tatay at nanay.
Nag-aaral siya,
tumutulong, at naglalaro
din.
3.Isang araw ng Sabado,
naglaro kami ni Bamba.
Tinawag siya ng tatay
niya.
4.“Boboy, kailangan ko
nang umuwi,”
nagmamadaling sabi ni
Bamba.
5.“Naalala ko kasi na
may pinapagawa sa akin si
Tatay," sabi ni Bamba.
Nag-aalala si Bamba kaya
sinamahan ko siya pauwi.
6.“Patawad po Tatay,
nakalimutan ko ang utos
mo sa akin kanina,” sabi
Patawad Tatay, Patawad
Nanay
1.Ako po si Boboy na
mahilig maglaro. Gusto
kong maglaro ng bola
kasama si Bamba.
Briefly pause and ask: Sa
inyong palagay, ano ang
nararamdaman ni Boboy
tuwing siya ay naglalaro?
Ano ang inyong mga
batayan? May mga
batayan bang makikita sa
larawan?
After calling some
volunteers to answer,
proceed to reading the
next page with the
learners.
2.Mabait na bata si Bamba,
masunurin sa kanyang tatay
at nanay. Nag-aaral siya,
tumutulong, at naglalaro din.
Briefly pause and ask: Sa
inyong palagay, ano kaya
ang naramdaman ng mga
magulang ni Bamba kapag
nakikita nilang siya ay nag-
aaral at tumutulong sa
bahay? Bakit niyo ito nasabi?
the predictions and the
reasoning behind them.

8. 8
MATATAG K TO 10 CURRICULUM
Ask:

9. 9
MATATAG K TO 10 CURRICULUM
1.Sino ang mga tauhan
sa video?
2.Ano ang ginagawa ng
mga langgam sa video?
3.Ano ang nangyari sa
mga tauhan? Ano ang
naging problema ng
mga langgam?
4.Sino ang nakatulong sa
kanila?
5.Paano nila nalagpasan
ang kanilang
problema?
6.Kung hindi sila
sumunod sa kanilang
pinuno, ano kaya sa
inyong palagay ang
maaaring mangyari?
7.Ano ang paborito
ninyong bahagi sa
kwentong ipinakita sa
video? Bakit?
8.Bakit mahalagang
sumunod sa pinuno?
Discuss what is shown in the
video about the importance
of obeying the leader.
ni Bamba.
“Patawad rin po Manong
Boy, naaliw kasi kami sa
paglalaro,” dagdag ko
pang sabi.
Clarify that Boboy calls
Bamba’s father as
Manong Boy.
7.“Basta sa susunod,
sikaping masunod ang
utos ni Tatay,” sabi ni
Manong Boy.
“Opo, Tatay, sisikapin
namin,” pangako ni
Bamba.
8.Umuwi ako sa bahay
namin at hinanap ko si
Nanay. “Patawad po
nanay,” sabi ko sa kanya.
9.“Mabait kasi si Bamba,
masunurin sa kanyang
tatay at nanay.
Gagayahin ko po siya,”
sabi ko pa kay Nanay.
3.Isang araw ng Sabado,
naglaro kami ni Bamba.
Tinawag siya ng tatay niya.
4.“Boboy, kailangan ko nang
umuwi,” nagmamadaling
sabi ni Bamba.
5.“Naalala ko kasi na may
pinapagawa sa akin si
Tatay," sabi ni Bamba. Nag-
aalala si Bamba kaya
sinamahan ko siya pauwi.
Briefly pause and ask: Sa
inyong palagay, ano ang
naramdaman ni Bamba nang
tinawag siya ng kanyang
tatay? Bakit siya nag-alala?
Kung kayo si Bamba, ano
ang mararamdaman ninyo?
Bakit?
6.“Patawad po Tatay,
nakalimutan ko ang utos mo
sa akin kanina,” sabi ni
Bamba.
“Patawad rin po Manong
Boy, naaliw kasi kami sa
paglalaro,” dagdag ko pang
sabi.
Briefly pause and ask: Sa
inyong palagay, ano ang
naramdaman ng tatay ni
Bamba nang hindi sumunod si
Bamba sa utos niya? Bakit
humingi ng kapatawaran sina
Bamba at Boboy? Ano

10. 10
MATATAG K TO 10 CURRICULUM
kaya ang naramdaman nila?

11. 11
MATATAG K TO 10 CURRICULUM
7.“Basta sa susunod,
sikaping masunod ang utos
ni Tatay,” sabi ni Manong
Boy.
“Opo, Tatay, sisikapin
namin,” pangako ni Bamba.
8.Umuwi ako sa bahay
namin at hinanap ko si
Nanay. “Patawad po nanay,”
sabi ko sa kanya.
Briefly pause and ask: Sa
inyong palagay, ano ang
naramdaman Boboy? Bakit
humingi ng kapatawaran si
Boboy sa nanay niya? Ano
kaya ang naramdaman ng
nanay niya?
9.“Mabait kasi si Bamba,
masunurin sa kanyang tatay
at nanay. Gagayahin ko po
siya,” sabi ko pa kay
Nanay.”
Developing an
Understanding of the Key
Idea/Stem
Ask learners to describe
how obedience to the
leader is shown in the
following videos:
1. Birds: The Science of
the “Flying V”
Formation:
https://www.youtube.
com/watch?v=SKXUJ
x2tCdI
Ask the learners if there
are parts of the story 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 they read. To
Ask the learners if there
are parts of the story
related to emotions that
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
Ask learners to find a
partner and to improvise
the end of the story.
Instruction: Kasama ang
iyong kapares, magtaya ng
posibleng wakas sa
kuwento. Maaaring
baguhin o dagdagan ang
katapusan nang kuwento.
Ano kaya ang susunod na
nangyari kina Boboy at
Bamba? Magbigay ng

12. 12
MATATAG K TO 10 CURRICULUM
2.Bees: How Worker Bees
Make Honey by Little
Fox:
https://www.youtube
.com/watch?v=eonB-
KCDPKk
3.The Music Conductor
and the Orchestra:
https://www.youtube.
com/watch?v=-
CehE6Bco8o

start, ask them the
following:
1.Sino-sino ang mga
tauhan sa kuwento?
2.Ano ang tawag ni
Boboy sa tatay ni
Bamba?
3.Bak it pinamagatang
Patawad Tatay,
Patawad Nanay ang
kwento?
4.Ano kaya ang
kasalanan ni Boboy
kaya siya humingi ng
tawad sa kanyang
Nanay?
5.Tama ba na humingi
ng tawad sina Boboy at
Bamba sa kanilang
mga magulang? Bakit?
6.Kung ikaw ay niyaya
ng iyong kaibigan na
maglaro ngunit may
inutos pa ang iyong
Nanay o Tatay, ano
ang iyong gagawin?
Bakit?
7.Bakit kailangang
makinig at sumunod sa
mga magulang? Ano
kaya ang maaaring
mangyari kapag hindi
tayo sumusunod sa
kanila?
8.Ano ang paborito mong
bahagi sa kuwento?
Bakit?
about what they read. Ask
the learners:
Ano kaya ang
nararamdaman ng nanay
ni Boboy at tatay ni
Bamba tuwing hindi sila
sumusunod sa kanilang
magulang? Bakit?
Ano naman kaya ang
nararamdaman nina
Boboy at Bamba kapag
nakaligtaan nilang
sumunod sa utos ng
kanilang mga magulang?
Bakit humingi ng
kapatawaran sina Boboy
at Bamba sa kanilang
magulang?
Explain that it is normal to
feel guilt when we do not obey
people in authority (like
parents or teachers) and that
this feeling of guilt is related to
our feeling of worry that they
might get angry at us just like
Bamba in the story who
suddenly stopped playing and
rushed to her father upon
remembering that she missed
to obey what her father asked
her to do.
Deepen the discussion further
that these feelings are
natural when we love or care
for the person, which is why
we do not want them to get
angry at us. Explain that the
way to resolve disobedience is
apologizing
rason kung bakit ito ang
inyong napiling bagong
katapusan ng kuwento.
Give time for learners to
discuss their chosen
ending.
Have each pair grouped
with another pair. Ask
both pairs to share their
alternative ending.

13. 13
MATATAG K TO 10 CURRICULUM

14. 14
MATATAG K TO 10 CURRICULUM
4. Synchronized Precision
Walking:
https://www.youtube.
com/watch?v=s0WQki
DFsvA
Others:
https://www.youtube.co
m/watch?v=WbCxRMBFR
FA
Note: The videos are in
English. The teacher can
play the video again but
mute it as the teacher
explains the video in the
L1. Alternatively, the
teacher can explain the
video before, during, or
after playing the video, as
necessary. Show the
pictures of the groups
discussed as well (pictures
of ants and bees working
together, birds flying in a V
formation, and an
orchestra, which may be
taken from the video)
Ask learners the following
questions after each video:
Below are pictures from the
story link indicated in the
references. Show the
pictures by part. Ask the
learners to sequence the
pictures and retell the
story. Explain to learners
that one way to show they
understood the story is by
sequencing the events.
This means that when they
read or listen to a story,
they have to pay close
attention to what happens
in the story as it unfolds.
To guide them, use the
following question
prompts: Ano ang unang
nangyari? Ano ang
sumunod na nangyari?
Ano ang katapusan ng
kuwento?
First part of the story:
to the people in authority
(parents/teachers) and not
doing it again.
Ask the questions below and call
volunteers to answer:
Magbahagi ng karanasan
kung saan kayo ay
sumunod sa utos ng
inyong magulang o guro.
Ano ang naramdaman
ninyo?
Magbahagi naman ng
karanasan kung saan
hindi kayo sumunod sa
inyong magulang o guro.
Ano ang naramdaman
ninyo?
Kapag humihingi tayo ng
tawad sa ating magulang
o kapwa, ano ang
nararamdaman natin?
Naranasan niyo na ba na
may humingi ng tawad sa
inyo? Ano ang inyong
naramdaman?
Paano nakatutulong ang
paghingi ng tawad?

15. 15
MATATAG K TO 10 CURRICULUM

16. 16
MATATAG K TO 10 CURRICULUM
1.Ano ang nakita natin sa
video?
2.Sino ang tauhan sa
video?
3.Sino ang pinuno sa
video? Paano niyo ito
natukoy?
4.Ano ang nangyari sa
video? Paano naipakita
sa video ang pagsunod
sa pinuno? (Prompt the
learners to use words
that describe and show
action.)
5.Sa inyong palagay, ano
ang mangyayari kung
hindi sila susunod sa
kanilang pinuno?
6.Mahalaga ba ang
pagsunod sa pinuno?
Bakit?
7.Alin sa mga video ang
paborito ninyo? Bakit?
Ask learners to give other
examples of groups that
they know in school with
leaders and the importance
of obeying the leaders in
these groups (e.g., class
officers, student
government, team coach,
etc.)
Second part of the story:
Recall the house rules or
responsibilities the
learners’ parents delegated,
which learners shared
earlier. This time, ask
learners to give school and
class rules set by the school
principal, security guards,
teachers, and other school
personnel. (Example: In the
library, learners should
observe silence and be
careful not to be noisy.
Learners should fall in line
or wait for their turn in the
cafeteria.)
Emphasize that obedience
to people in authority at

17. 17
MATATAG K TO 10 CURRICULUM
home and in school
(parents, teachers,
security guards, etc.)
helps maintain a safe and
orderly environment for
all. For every rule the
learners give, ask them
how it helps maintain a
safe and orderly
environment.
Deepening Understanding
of the Key Idea/Stem
Ask the learners who the
leaders are in school, in
their small group, the
cleaners’ group, the class,
clubs or organizations they
are a part of, etc.
Ask the learners to give
examples of rules or
instructions given by these
leaders. Discuss the
importance of following
these instructions or rules
and the possible
consequences if these are
not followed.
Role-playing
Ask the learners to form
small groups. Assign any of
the following scenarios to
each group to role-play:
1.Inanyayahan ka ng
kaibigan mo na
maglaro kayo sa labas
ng bahay ngunit sabi
naman ng Nanay mo,
gawin muna ang iyong
assignment bago
maglaro. Kung ikaw
ang bata, ano ang
gagawin mo? Ipakita
ito sa pamamagitan ng
pag- role play.
2.Kailangang lumabas
saglit ng inyong guro
sa silid-aralan dahil
may kailangan siyang
kunin sa Principal’s
Office. Sinabi ng guro
sa mga mag-aaral na
huwag na huwag
Present different scenarios
to the class. Show pictures
when possible.
Ask learners to infer the
feeling of the character in
each scenario.
Scenario 1: Nakatanggap si
Ben ng regalo sa kanyang
kaarawan.
Ask: Ano kaya ang
naramdaman niya? Bakit
niyo ito nasabi?
Nakatanggap na rin ba
kayo ng regalo? Ano ang
inyong naramdaman?
Kung kayo si Ben, ano ang
inyong sasabihin?
Scenario 2: Pinapapila ni
Gng. Reyes ang mga bata
para sa flag ceremony,
ngunit hindi sumunod ang
iba.
Picture Card Activity Show
students picture cards
depicting different
scenarios (e.g. sunny
beach, a melting ice cream,
a rainy day, a child
helping in the house
chores, etc.)
Ask the learners to think
about what might happen
next in each scenario and
explain why.
Give time for learners to
turn to a partner and
share their predictions.
Call volunteers to share
their predictions to the
class.

18. 18
MATATAG K TO 10 CURRICULUM
lumabas ng silid-
aralan at kailangang
manatiling tahimik
habang ginagawa ang
gawain. Kung kayo
ang mga mag-aaral,
ano ang gagawin
ninyo? Ipakita ito sa
pamamagitan ng pag-
role play.
3. Nais tumawid ng bata
sa kalsada sa labas
ng paaralan ngunit
malayo pa ang
pedestrian lane.
Sinabihan siya ng
security guard na
huwag basta-bastang
tumawid at tumawid
lamang sa pedestrian
lane. Kung ikaw ang
bata, ano ang
gagawin mo? Ipakita
ito sa pamamagitan
ng pag-role play.
Additional scenarios may
be added to accommodate
more groups.
Allow learners to practice
and perform their role-
play in front of the class.
Give constructive feedback
and process the learners'
answers to the
scenario question. Ask
Ano kaya ang
naramadaman ni Gng.
Reyes? Sa palagay ninyo,
ano ang dapat gawin ng
mga bata? Kung kayo ang
mga mag-aaral sa klase ni
Gng. Reyes, ano ang inyong
sasabihin sa kanya?
Scenario 3: Inutusan ni
Nanay si Lala na gawin ang
kaniyang assignment,
ngunit hindi ito ginawa ni
Lala dahil naglaro lamang
siya. Kinabukasan,
napagsabihan si Lala ng
guro dahil wala siyang
assignment.
Ano kaya ang
naramdaman ni Nanay
nang hindi sumunod si
Lala sa kaniya? Ano kaya
ang naramdaman ni Lala
nang napagsabihan siya ng
kaniyang guro? Ano kaya
ang naramdaman ng guro
nang nalaman niyang hindi
gumawa ng assignment si
Lala? Ano ang nararapat
na gawin ni Lala? Kung
kayo si Lala, ano ang
inyong sasabihin?
Give other scenarios that are
common to the class.

19. 19
MATATAG K TO 10 CURRICULUM
how obedience to people in
authority brings safety and
orderliness based on their
assigned scenario.
After each role play, ask
the learners to retell the
story following the
sequence of the events as
they were performed: Ano
ang unang nangyari? Ano
ang sumunod na
nangyari? Ano ang
katapusan ng kuwento?
After/Post-Lesson Proper
Making Generalizations
and Abstractions
Ano ang inyong natutunan
sa araw na ito?
Bakit mahalagang
sumunod sa ating mga
pinuno sa pangkat? Ano
ang maaaring mangyari
kung hindi natin gagawin
ang ating mga alituntunin?
Ano ang inyong natutunan
sa araw na ito?
Ano ang dapat gawin
kapag nagbabasa o
nakikinig sa isang
kuwento upang maisunod-
sunod nang tama ang mga
pangyayari?
Bakit mahalagang makinig
at sumunod sa ating mga
magulang at guro?
Kumpletuhin: Susunod ako
sa iuutos ng aking
magulang at guro dahil
.
Ano ang inyong natutunan
sa araw na ito?
Magbigay ng halimbawa
ng mga damdamin na
natalakay natin:
.
Ano-ano ang iba’t ibang
paraan upang matukoy
ang damdamin ng tauhan
sa kuwento?
Bakit mahalang tukuyin
ang damdamin ng mga
tauhan sa kuwento?
Bakit mahalagang makinig
at sumunod sa mga utos
at alituntunin ng mga
nasa awtoridad?
Ano ang inyong natutunan
sa araw na ito?
Ano ang mga dapat
tandaan kapag nagtataya
ng posibleng wakas ng
kuwento?

20. 20
MATATAG K TO 10 CURRICULUM
Evaluating Learning
Say: Magbahagi sa klase ng
isang karanasan kung saan
sumunod kayo sa pinuno
ng inyong pangkat o grupo
dito sa paaralan. Ibahagi
kung ano ang inyong
ginawa at paano ito
nakatulong sa inyong
pangkat o grupo.
Ang pagkakasunod-sunod
ay ang pag-aayos ng mga
pangyayari mula sa
unang pangyayari
hanggang sa huli.
Isulat ang bilang 1 sa kahon
na katabi ng unang
pangyayari. Isulat ang
bilang 2 sa kahon sa tabi ng
pangalawang pangyayari.
Isulat ang bilang 3 sa kahon
sa tabi ng pangatlong
pangyayari.
*See LAS (mag bigay ang
guro ng larawan ng
sumusunod na pangyayari)
1. Ano ang una, pangalawa,
at pangatlong pangyayari?
Ask the learners to
identify the emotions of
the characters in the
following scenarios.
*See LAS
Panuto: Basahing maigi
ang mga sumusunod na
kaganapan at tukuyin ang
damdamin ng tauhan.
Piliin ang tamang sagot.
Pagkatapos, iguhit sa
kahon ang emoji o mukha
na nagpapahiwatig ng
damdamin ng tauhan.
1.Nasagi ni Sam ang
baso ni Ela at nabasag
ito. Ano kaya ang
naramdaman ni Ela?
A.Nasabik
B.Nalungkot
2.Nagulat si Sam nang
nabasag ang baso.
Hindi niya ito sinadya.
Ano kaya ang
naramdaman ni Sam?
A.Nag-alala
B.Natuwa
3.Humingi ng
paumanhin si Sam
Give the following scenarios
and ask learners to draw
and color the possible
ending on their
notebook/paper:
1.Kumain si Gina nang
maraming tsokolate.
Pinagsabihan siya ng
Nanay niya na
magsipilyo ngunit
ayaw niyang sumunod.
Ano kaya ang maaring
mangyari kay Gina
kung hindi siya
magsisipilyo?
2.Pinayuhan ng guro si
Bonbon na mag-aral at
magsanay ng aralin sa
bahay bilang
paghahanda sa
pagsusulit kinabukasan.
Pagdating sa bahay,
naglaro lamang si
Bonbon at hindi siya
nag-aral. Sa araw ng
pagsusulit, hindi alam
ni Bonbon kung ano
ang isasagot sa mga
katanungan. Ano kaya
ang maaaring
katapusan ng kuwento?
Sinabihan ni
Tatay si Ana na
magsipilyo bago
matulog.
Malinis na ang
mga ngipin ni
Ana!
Nagsipilyo si
Ana.

21. 21
MATATAG K TO 10 CURRICULUM
kay Ela. Binilhan niya

22. 22
MATATAG K TO 10 CURRICULUM
2. Ano ang una, pangalawa,
at pangatlong pangyayari?
ng bagong baso si Ela.
Ano kaya ang
naramdaman ni Ela?
A.Natuwa
B.Nagalit
Sumunod ang
mga bata sa
guro. Nagwalis
sila at inayos
ang mga upuan.
Maayos na ang
silid-aralan.
Makalat ang
silid-aralan kaya
inutusan ng guro
ang mga bat ana
linisin ito.
Additional Activities for
Application or Remediation
(if applicable)
Ask the learners to
practice listening to and
following leaders during
group activities. Ask them
to give examples of
scenarios or instances
that show obedience to
leaders.
Ask learners to keep track of
the rules or commands they
obeyed at home.
They may draw or write
down the commands they
obeyed. Allow them to share
their experience of obeying
their parents at
home with a partner.
Ask the learners to keep
track of their feelings every
day. Encourage them to
write down their thoughts
and feelings on a notebook
or to draw about how they
feel at the end of each day.
Ask learners to think of
their favorite story and
create a possible
alternative ending to it.
Remarks
Reflection
Prepared by:
Subject Teacher
Reviewed by:
Master Teacher/Head Teacher
Approved by:
School Head