School MONTEVERDE ELEMENTARY Quarter THIRD

MG-DLP for K-12 & K-10 Matatag Curriculum- Weekly Lesson Log
Name of Teacher RICA P. ARBILON Learning Area LANGUAGE 1 /ENGLISH 2
Teaching Dates & Time December 9, 2024 (Monday) 8:00-9:20 December 10, 2024 (Tuesday) 8:00-9:20
Grade Levels Grade 1 Grade 2 Grade 1 Grade 2
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing The learners demonstrate understanding The learners demonstrate ongoing The learners demonstrate understanding
development in decoding images, of the elements of literary and expository development in decoding images, of the elements of literary and expository
symbols, and high-frequency and content- texts for creative interpretation symbols, and high-frequency and content- texts for creative interpretation
specific vocabulary; they understand and specific vocabulary; they understand and
create simple sentences in getting and create simple sentences in getting and
retelling information from texts, about retelling information from texts, about
one’s community and everyday topics one’s community and everyday topics
(narrative and informational); and they (narrative and informational); and they
recognize how language reflect cultural recognize how language reflect cultural
practices practices
and norms in their environment. and norms in their environment.

B. Performance Standards The learners use their developing The learners use information derived from The learners use their developing The learners use information derived from
vocabulary to communicate with others, texts in presenting varied oral and written vocabulary to communicate with others, texts in presenting varied oral and written
record, report ideas and retell information activities record, report ideas and retell information activities
and share personal experiences in relation and share personal experiences in relation
to the texts they viewed or listened to, their to the texts they viewed or listened to, their
community, and content-specific topics. community, and content-specific topics.

C.Learning Competencies LANG1LIO-IV-3 Use common EN2RCIVe-2.16 Use clues to make and LANG1LDEI-IV-1 Express ideas using a EN2RCIVe-2.16 Use clues to make and
and socially acceptable expressions (e.g., justify predictions before, during and after variety of symbols (e.g. drawings, emojis, justify predictions before, during and after
greetings, leave-taking). reading (titles, pictures,) scribbles). reading (titles, pictures,)
a. Use simple and appropriate personal a. environment
greetings. b. content-specific topics
b. Use familiar terms of address.
c. Greet and respond
appropriately to greetings.
LANG1AL-IV-3 Recognize how language
reflects cultural practices and norms.

D. Learning Objectives Recognize who their neighbors are. At the end of the lesson, the learners can:  Identify the places in their neighborhood At the end of the lesson, the learners can:
 Identify the people they like in their a. Use clues to answer questions, clarify (store, barangay hall, tricycle terminal, bus a. Use clues to answer questions, clarify
neighborhood and explain why. understanding and justify predictions stop, garden, basketball court, playground, understanding and justify predictions
 Share what people do to be a good before, during, and after answering etc.) before, during, and after answering
neighbor. reading (titles, pictures etc.)  Create a simple representation of reading (titles, pictures etc.)
 Demonstrate respectful interaction with their neighborhood (drawing, cut-outs,
neighbors using the natural language they etc.).
use in the neighborhood.  State their favorite places in the
neighborhood
E. Integration
II. CONTENT Use Clues to Answer Questions, Clarify Use Clues to Answer Questions, Clarify
Understandings, and Justify Predictions Understandings, and Justify Predictions
Before, During and After Reading ( titles, Before, During and After Reading ( titles,
pictures, etc.) pictures, etc.)

III. LEARNING RESOURCES Lesson Exemplar Language Q3 Week 1, EN2RCIVe-2.16, English 2 Module 1 Q3, Lesson Exemplar Language Q3 Week 1, EN2RCIVe-2.16, English 2 Module 1 Q3,
Worksheets, PPT PPT, Worksheets Worksheets, PPT PPT, Worksheets

IV. TEACHING AND LEARNING PROCEDURES

Before the Lesson/ Pre-Lesson Proper
Activating Prior ASK: Kilala nyo ba ang SDA ASK: Ano-ano ang mga lugar na SDA
inyong mga kapitbahay? T SDA 1: Find in the box below the possibleI nadadaanan ninyo papasok ng T SDA 1: Find in the box below the possible
I
Paano ninyo pinakikisamahan ang inyong ending of the sentence. Write the letter of paaralan? ending of the sentence. Write the letter of
mga kapitbahay? the correct answer after the sentences. the correct answer after the sentences.

Lesson Purpose/ Intention SAY: SAY:

Ngayon araw na ito gusto Sa araw na ito mga bata,
nating matutuhan kung tayo ay mamasyal.
paano maging magalang at
mabuting kapitbahay.

Lesson Language Practice/Unlocking of Difficulties Unlock the word “neighbor” Unlock the following
in L1 and Filipino, and by words.
using pictures. Palengke, Palaruan, Brgy. Hall, Simbahan

During Lesson Proper

Reading the Key Idea/Stem Refer to LE SDA 2: Read the sentences. Choose Refer to LE SDA 2: Read the sentences. Choose
T which word applies. I T which word applies. I

Developing Understanding of Key Idea/Stem Role Playing Art Attack

Magtatalaga ang guro ng mga mag-aaralG Maghanda ng mga materyales para sa G
na magpapakita ng sitwasyon ng paggawa ng isang sining o obra
magandang uganayan ng magkapitbahay. (pangkulay, gunting, pandikit, makukulay
Refer to LE na papel, cartolina at iba pa).
Refer to LE
 Answer the motive and comprehension Clues are indicator that the author gives to Answer the following questions: Refer to Clues are indicator that the author gives to
questions: Refer to LE I help you understand the meaning of T LE I help you understand the meaning of T
difficult word/s in a sentence. They make it difficult word/s in a sentence. They make it
easier to understand the story, poem, easier to understand the story, poem,
and/or articles that you read. They also and/or articles that you read. They also
help you predict, understand, and help you predict, understand, and
comprehend better. There are many types comprehend better. There are many types
of clues but what’s common among them of clues but what’s common among them
is that they guide you when you encounter is that they guide you when you encounter
difficulties when reading. difficulties when reading.

Deepening Understanding of the Key Idea/Stem

Group Activities Group Activities

Group the class into two groups G Group the class into two groups G
Group 1 and Group 2: Color the picture Group 1 and Group 2: Color the picture
that shows the best possible ending. that shows the best possible ending.

Making Generalizations and Abstractions Ask: What neighborly statements and SDA 3: Choose letter of the correct SAY: SDA 3: Choose letter of the correct
practices did you learn today? (Ano angT answer that closely matches the I Natutuhan natin ang iba’t ibang lugar saT answer that closely matches the I
mga bagay na sinasabi at ginagawa ng underlined word in a sentence. ating pamayanan at mga gampanin ng underlined word in a sentence.
isang mabuting kapitbahay na natutunan mga ito sa lalong pagpapabuti ng ating
nyo ngayon? Mayroon bang maling komunidad.
sinasabi ko ginagawa ninyo o ng inyong Mahalagang alam natin ang mga lugar na
kapitbahay na dapat mabago? ito upang alam natin ang pupuntahan
kapag kailanganin natin ng kanilang
serbisyo.
Evaluating Learning Tingnan ang mga larawan sa What have you learned from the Ipaguhit sa mga mag-aaral ang kanilang What have you learned from the
ibaba at tukuyin kung nagpapakita ng A lesson? T paboritong lugar sa kanilang pamayanan. A lesson? T
magandang ugnayan ng What are you going look when you are Ipakita rin dito kung ano ang kanilang What are you going look when you are
magkakapitbahay. Isulat ang thumbs reading a sentence, a paragraph or a story ginagawa sa lugar na ito. reading a sentence, a paragraph or a story
up kung nagpapakita ito at thumbs down to help you better understand and improve Ang Aking Paboritong to help you better understand and improve
naman kung hindi. Refer to LE. comprehension and make a reading a Lugar sa Aming Pamayanan comprehension and make a reading a
great experience? great experience?

Identify the letter of the most appropriate Read the following sentences. Choose
ending in the given sentence. A from the given choices the A
one that shows what may happen next.

Additional Activities for Application or Remediation (if Lapitan ang isang mabuting Read the story. Answer the question
applicable) kapitbahay at magsabi ng given.
pasasalamat sa kanya sa
kanyang mabubuting
halimbawa.

V. REMARKS
____carried lesson plan ____carried lesson plan ____carried lesson plan ____carried lesson plan
____not carried lesson plan ____not carried lesson plan ____not carried lesson plan ____not carried lesson plan
____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan
VI. REFLECTION
CPL-________________ CPL-________________ CPL-________________ CPL-________________
________ learner/s who required ________ learner/s who required ________ learner/s who required ________ learner/s who required
additional activities for remediation. additional activities for remediation. additional activities for remediation. additional activities for remediation.

Prepared by: Prepared by:

RICA P. ARBILON RICA P. ARBILON
Teacher Teacher

Checked by: Checked by:

JULIET B. TOBISE JULIET B. TOBISE
School Head School Head
MG-DLP for K-12 & K-10 Matatag School MONTEVERDE ELEMENTARY Quarter THIRD
Curriculum- Weekly Lesson Log
Name of Teacher RICA P. ARBILON Learning Area MATHEMATICS
Teaching Dates & Time DECEMBER 9, 2024 (Monday) 9:40 - 11:00 DECEMBER 10, 2024 (Tuesday)9:40 - 11:00
Grade Levels Grade 1 Grade 2 Grade 1 Grade 2
I. OBJECTIVES
A. Content Standards The learners should have knowledge and Visualize and represents division as The learners should have knowledge and Visualize and represents division as
understanding of subtraction of numbers equal sharing, repated subtraction, understanding of subtraction of numbers equal sharing, repated subtraction,
where both numbers are less than 100. equal jumps on the number line and where both numbers are less than 100. equal jumps on the number line and
using formation of equal groups of using formation of equal groups of
objects objects

B. Performance Standards By the end of the quarter, the learners are The learners are able to visualize and By the end of the quarter, the learners are The learners are able to visualize and
able to perform subtraction of numbers represents division as equal sharing, able to perform subtraction of numbers represents division as equal sharing,
where both numbers are less than 100. repated subtraction, equal jumps on where both numbers are less than 100. repated subtraction, equal jumps on
the number line and using formation of the number line and using formation of
equal groups of objects equal groups of objects

C.Learning Competencies The learners illustrate subtraction involving Visualize and represents division as The learners illustrate subtraction involving Visualize and represents division as
numbers up to 20 using a variety of equal sharing, repated subtraction, numbers up to 20 using a variety of equal sharing, repated subtraction,
concrete and pictorial models and describe equal jumps on the number line and concrete and pictorial models and describe equal jumps on the number line and
subtraction as “taking away.” using formation of equal groups of subtraction as “taking away.” using formation of equal groups of
objects objects

D. Learning Objectives At the end of the lesson, the learner Visualize and represents division as At the end of the lesson, the learner Visualize and represents division as
should be able to:  illustrate subtraction of equal sharing, repated subtraction, should be able to:  illustrate subtraction of equal sharing, repated subtraction,
numbers with minuends up to 10 using equal jumps on the number line and numbers with minuends of 10 by using equal jumps on the number line and
concrete and pictorial models; and  using formation of equal groups of number bonds; and  to relate using formation of equal groups of
describe the result of “taking away” some objects decomposing and composing numbers to objects
objects to the number of objects in a set. subtraction.

E. Integration

II. CONTENT Numbers and Algebra Visualize and represents division as Numbers and Algebra Visualize and represents division as
equal sharing, repated subtraction, equal sharing, repated subtraction,
equal jumps on the number line and equal jumps on the number line and
using formation of equal groups of using formation of equal groups of
objects objects
III. LEARNING Lesson Exemplar for Mathematics MG DLP Math Grades 123 Q2W1 Lesson Exemplar for Mathematics MG DLP Math Grades 123 Q3W1
RESOURCES Q3_W1) , LAS Math Q3_W1 Charts, activity sheets, slide deck Q3_W1) , LAS Math Q3_W1 Charts, activity sheets, slide deck

III. TEACHING AND LEARNING PROCEDURES

Before the Lesson/ Pre-Lesson Proper
Activating Prior Knowledge Review lesson from Week 8 exemplar Review lesson from Week 8 exemplar I
of Week 8. T I of Week 8. TT
Refer Lesson Exemplar for Mathematics Refer Lesson Exemplar for Mathematics
Q3_W1 page 1- 2 Q3_W1 page 1- 2

Lesson Purpose/ Intention Refer Lesson Exemplar for Mathematics

Q3_W1 page 2

Lesson Language Practice

Before the Lesson

Reading the Key Idea Refer Lesson Exemplar for Mathematics
Q3_W1 page 2-5 T I T
Developing Understanding
of Key Idea G T G T

Deepening Understanding
of Key Idea I G I

After the Lesson

Making Generalizations and What happens to the number of the
Abstractions T
objects in a set when some of the items T
are taken away?

T T
Evaluating Learning
A A A A

Additional Activities for

Application or Remediation
(if applicable)

____carried lesson plan ____carried lesson plan ____carried lesson plan ____carried lesson plan
____not carried lesson plan ____not carried lesson plan ____not carried lesson plan ____not carried lesson plan
V. REMARKS ____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan

CPL-________________ CPL-________________ CPL-________________ CPL-________________

________ learner/s who required ________ learner/s who required ________ learner/s who required ________ learner/s who required
VI. REFLECTION additional activities for remediation. additional activities for remediation. additional activities for remediation. additional activities for remediation.

Assignment

Prepared by: Prepared by:

RICA P. ARBILON RICA P. ARBILON
Teacher Teacher
Checked by: Checked by:
JULIET B. TOBISE JULIET B. TOBISE
School Head School Head