LE_Language1_Q2_Week-7_v2_REVISED (1).docx

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
MATATAG
K to 10 Curriculum
Weekly Lesson Log
School Grade Level 1
Name of Teacher Learning Area Language
Teaching Dates and Time Quarter 2
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.
digital texts).
b. Sequence up to three
(3) key events
for enjoyment and
interest.
LANG1LDEI-II-4 Use
high-frequency and
digital texts).
c. Infer the character’s
feelings and traits
e. Relate ideas or events
to one’s experiences
for enjoyment and
interest.
LANG1LDEI-II-4 Use
high-frequency and
digital texts).
d. Predict possible
endings
for enjoyment and
interest.
LANG1LDEI-II-4 Use
high-frequency and
1

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.
characters in a story.
● Describe key events in
a given story.
● Sequence three events
of the story correctly.
thoughts and/or
school in their own
sentences to express
ideas about the lesson
on obedience during
role-play activities.
characters in a story.
● Infer the feelings of the
characters based on
events in the story.
thoughts and/or
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.
thoughts and/or
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
Birds “Flying V”
Formation:
Pasayloa Ko, Papa
Pasayloa Ko, Mama
(Sinugbuanong Binisaya)
Patawad Tatay, Patawad
Nanay (Filipino), Kwento
ni Gina Sechico Iwayan at
Guhit ni Arnie G. Hiponia.
(https://bloomlibrary.org
/ABCPhilippines/ABCPhil
Pasayloa Ko, Papa
Pasayloa Ko, Mama
Pasayloa Ko, Papa
Pasayloa Ko, Mama

2
https://www.youtube.com/wat
ch?v=seCGKfeX-Cs
https://www.youtube.com/wat
ch?v=SKXUJx2tCdI
How Worker Bees Make
Honey by Little Fox:
m/watch?v=eonB-
KCDPKk
Music Conductor by Yes!
Our Kids Can:
m/watch?v=-CehE6Bco8o
Synchronized Precision
Walking in Japan:
m/watch?v=LU6dsVpZCS
c
Teamwork and
Leadership by Creative
360:
m/watch?v=WbCxRMBFR
FA
“The ants go marching
one by one”
m/watch?v=Pjw2A3QU8Q
g
ippines-
SinugbuanongBinisaya(Ce
buano)-
Grade1/book/FsBGDmrd
Tr)
Filipino translation found
on pages 10-11
ippines-
buano)-
Tr)
on pages 10-11
ippines-
buano)-
Tr)
on pages 10-11

3
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
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
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

4
Activating Prior Knowledge
Show learners the word
“Obedience” (pagsunod)
and ask them what they
know about it. Discuss
what it means.
Ask learners what rules
they obey at home or in
school. Ask them why
they need to obey the
rules.
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?
4. Sa paaralan, sino ang
mga kailangan nating
sundin? Bakit?
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
 they got lost or
separated from their
parents/caregivers in a
mall/market or at the
plaza
Show some pictures from
the story: Patawad Tatay,
Patawad Nanay
(Filipino), kwento 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.
 they did not obey their
parents
(add other scenarios
common to the daily
experience of the learners)

5
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 kwento tungkol sa
kahalagahan ng pagsunod
sa mga alituntunin sa
bahay at sa paaralan.
Mahalaga ang ating mga
damdamin. Kapag
nagbabasa tayo ng
kwento, mahalagang
isipin din natin kung ano
kaya ang nararamdaman
ng mga tauhan upang mas
maintindihan natin ang
kwento. Ngayong araw,
babalikan natin ang
kwentong ating natalakay
kahapon, ngunit ngayon,
bibigyang tuon natin ang
mga damdamin ng tauhan
sa kwento.
Ngayong araw,
tatalakayin natin ang
paghula ng posibleng
katapusan ng kwento
batay sa pagkilala natin
sa mga tauhan at mga
kaganapan sa kwento.
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
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
they encountered in
story/lesson presented
the previous day. Give the
use the words in a
sentence.
Review the unfamiliar
they encountered in
story/lesson presented
the previous day. Give the
use the words in a
sentence.
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
Ask learners to give
examples of house rules
or responsibilities
delegated by their
parents. Write down their
responses. Ask learners if
Ask the learners to recall
the characters in the
story, “Patawad Tatay,
Patawad Nanay”, kwento
guhit ni Arnie G. Hiponia.
Tell the learners that one
fun way to engage with a
story is by predicting how
the story will end.
them that ants work hard
to store food for their
colony.
Tell the learners that they
they obey their parents
and why.
Say: Sa ating kwento
ngayong araw, aalamin
Ask the learners to
prepare themselves to
read the story. Instruct
learners to carefully look
Define the word “predict”
(pagtataya ng posibleng
wakas; it’s equivalent
word in the L1) and give
examples such as, “Kung

6
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.
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?
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”:
m/watch?v=9MO1aY1xC8
0
natin kung ano ang mga
alituntunin at iniutos sa
mga tauhan.
Introduce the title:
Nanay, Kwento ni Gina
Sechico Iwayan at Guhit
ni Arnie G. Hiponia. See
the Filipino translation on
pages 10-11.
ippines-
buano)-
Tr)
Ask learners to predict
what the story will be
about based on the title.
Read the story to the
learners, pausing at some
parts to ask questions to
check for comprehension.
Nanay
1. Ako po si Boboy na
mahilig maglaro.
Gusto
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.
Nanay
1. Ako po si Boboy na
mahilig maglaro.
Gusto kong maglaro ng
bola kasama si Bamba.
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
the predictions and the
reasoning behind them.

7
Ask:
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?
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
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.
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.
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?
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.

8
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.
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.
Nag-aalala si Bamba kaya
sinamahan ko siya pauwi.
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.
naramdaman ng tatay ni
Bamba nang hindi sumunod
si Bamba sa utos niya? Bakit
humingi ng kapatawaran
sina Bamba at Boboy? Ano
kaya ang naramdaman nila?
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.
naramdaman Boboy? Bakit
humingi ng kapatawaran si

9
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
2. Bees: How Worker
Bees Make Honey by
Little Fox:
https://www.youtube
.com/watch?v=eonB-
KCDPKk
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
start, ask them the
following:
1. Sino-sino ang mga
tauhan sa kwento?
2. Ano ang tawag ni
Boboy sa tatay ni
Bamba?
3. Bakit pinamagatang
Patawad Tatay,
Patawad Nanay ang
kwento?
4. Ano kaya ang
kasalanan ni Boboy
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
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?
Ask learners to find a
partner and to improvise
the end of the story.
Instruction: Kasama ang
iyong kapares, magtaya
ng posibleng wakas sa
kwento. Maaaring
baguhin o dagdagan ang
katapusan nang kwento.
Ano kaya ang susunod na
nangyari kina Boboy at
Bamba? Magbigay ng
rason kung bakit ito ang
inyong napiling bagong
katapusan ng kwento.
Give time for learners to
discuss their chosen
ending.
Have each pair grouped
with another pair. Ask
both pairs to share their
alternative ending.

10
3. The Music Conductor
and the Orchestra:
com/watch?v=-
CehE6Bco8o
4. Synchronized
Precision Walking:
com/watch?v=s0WQki
DFsvA
Others:
m/watch?v=WbCxRMBFR
FA
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
kwento? Bakit?
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
 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
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.

11
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
flying in a V formation,
and an orchestra, which
may be taken from the
video)
Ask learners the following
questions after each
video:
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.)
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
kwento?
First part of the story:
Second part of the story:
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?

12
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 with leaders
and the importance of
obeying the leaders in
these groups (e.g.,
soldiers, basketball team
coach, etc.)
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
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.

13
Deepening Understanding
of the Key Idea/Stem
Ask the learners who the
leaders are in school, at
home, 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
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.
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.
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
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.

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
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 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.
14

ang sumunod na
nangyari? Ano ang
katapusan ng kwento?
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?
sa araw na ito?
Ano ang dapat gawin
kapag nagbabasa o
nakikinig sa isang kwento
upang maisunod-sunod
nang tama ang mga
pangyayari?
Bakit mahalagang
ating mga magulang at
guro?
Kumpletuhin: Susunod ako
sa iuutos ng aking
magulang at guro dahil
.
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 kwento?
Bakit mahalang tukuyin
ang damdamin ng mga
tauhan sa kwento?
Bakit mahalagang
mga utos at alituntunin ng
mga
nasa awtoridad?
sa araw na ito?
Ano ang mga dapat
tandaan kapag nagtataya
ng posibleng wakas ng
kwento?
Evaluating Learning
Ask the learners to choose
any of the following
groups to draw and color
based on the videos
watched and discussed:
Ants, bees, orchestra and
conductor, marching
team, sports team, etc.
Have them label who the
leader is in their drawing.
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
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
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

15
16
Ask them to complete the
sentence below their
drawing:
bilang 3 sa kahon sa tabi
ng pangatlong pangyayari.
*See LAS (with note to the
illustrator)
1. Ano ang una,
pangalawa, at pangatlong
pangyayari?
Sinabihan ni
Tatay si Ana na
magsipilyo bago
matulog.
Malinis na ang
mga ngipin ni
Ana!
Nagsipilyo si
Ana.
2. Ano ang una,
pangalawa, at pangatlong
pangyayari?
kahon ang emoji o mukha
na nagpapahiwatig ng
damdamin ng tauhan.
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 kwento
?
Kumpletuhin: Mahalagang
sumunod sa pinuno upang
.
1. Nasagi ni Sam ang
baso ni Ela at nabasag
ito. Ano kaya ang
naramdaman ni Ela?
*See LAS
Instructions in the LAS:
Gumuhit ng pangkat ng
mga langgam, bubuyog,
orkestra at konduktor,
mga nagmamartsa,
basketball team at coach o
iba pang grupo. Tukuyin
ang pinuno sa grupo.
Kulayan ang iginuhit.
Kumpletuhin ang
pangungusap sa ibaba.
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
kay Ela. Binilhan niya
ng bagong baso si Ela.
Ano kaya ang
naramdaman ni Ela?
Sumunod ang
mga bata sa
guro. Nagwalis
sila at inayos
A. Natuwa
B. Nagalit
ang mga upuan.
Maayos na ang
silid-aralan.
Makalat ang
silid-aralan kaya
inutusan ng guro

ang mga bata na
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
17
School Head
Master Teacher/Head Teacher
Subject Teacher
Approved by:
Reviewed by:
Prepared by:

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