MATATAG K TO 10 CURRICULUM

School: Datu Man-Oloy Tribal Elementary Grade Level: 4

MATATAG School
K to 10 Curriculum Name of Teacher Noeme R. Calo Learning Area: ENGLISH
Weekly Lesson Log Teaching Dates and Time: JANUARY 13-17, 2025 (WEEK 6) Quarter: Third

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential
Standards comprehension of literary and informational texts, and composing and creating processes; and apply their receptive
and productive skills in order to produce culture-specific texts based on their purpose, context, and target audience.
B. Performance The learners apply literal and inferential comprehension of literary and informational texts and produce culture-
Standards specific narrative and expository texts (time order: chronology and procedural, recount) based on their purpose,
context (funerals and symposia), and target audience using simple, compound, and complex sentences, and age-
appropriate and gender-sensitive language.
C. Learning EN4LR-III-2: Comprehend informational texts
Competencies Lesson Objectives: At the end of the lesson, the learners should be able to
and Objectives 1. note important information through outlining (topic, main idea, supporting details): inductive organization
(pyramid);
2. glean the writer’s purpose:
a. to recount;
b. to entertain;
c. to inform, explain, describe;
3. identify text types according to the method of development and organizational structure:
a. time order: chronology;
b. time order: procedural;
4. draw conclusions and inferences from the text;
5. distinguish fact from opinion (statements of facts, opinions, and fact-based statements of opinion);
6. produce a summary of a given text.

EN4SW-III-5: Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s

purpose, context, and target audience.
Lesson Objectives: At the end of the lesson, the learners should be able to
1. recount/narrate an event or experience or describe a process in relation to a given theme.

D. Content Understanding Informational Texts

Process Description (Time Order: Procedural)
 Comprehension and noting details (topic, main idea, purpose, supporting details)
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 Determining textual structure and method of development

 Identifying text types and author’s purpose
 drawing conclusions

E. Integration Cultural Identity and Patriotism

II. LEARNING RESOURCES

Alterio, D., Carr, J., & Miller, L. (2012). Text genres brace map: Grades 6-12 ELA and Literacy in HST (Content Areas).
https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/ascdexpress/7.21grades6-12-fig1.PDF
Patterns of organization. (n.d.). http://faculty.washington.edu/ezent/impo.htm
Purdue University Global. (2024). Inductive vs. deductive writing. Academic Success and Writing Resource Center and Blog.
https://purdueglobalwriting.center/2015/02/25/inductive-vs-deductive-writing/
Stephen Reid and Dawn Kowalski. (1994-2024). Organizing Documents. The WAC Clearinghouse. Colorado State University.
https://wac.colostate.edu/repository/resources/writing/guides/organizing/#:~:text=Organization%20in%20writing%20is%20how,affects
%20how%20readers%20interpret%20ideas
TEAL. (2024). Procedural texts: Year 7, Levels C1 and C2. Victoria State Government. https://teal.global2.vic.edu.au/annotated-units-of-
work/unit-7-procedural-texts/
University of Toledo. (n.d.). Process analysis. https://www.utoledo.edu/al/english/programs/composition/studio/pdf/Process_Analysis.pdf
Valencia College. (n.d.). Organizational patterns in academic writing. Communication Service Support Center

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1

Knowledge 1. Short Review (5-10 minutes) Since the focus of this
The teacher will help learners recall key details about the Battle of Mactan through the review is on noting
following guide questions: details from historical
 Who were the main figures involved in the Battle of Mactan? texts, the teacher may
 On what date did the Battle of Mactan take place? also introduce a
 Why did Ferdinand Magellan and his men come to Mactan? historical narrative in
 How did Lapu-Lapu and his warriors prepare for the battle? their own locality and
 What was the outcome of the Battle of Mactan? use that in this activity.

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B. Establishing 1. Lesson Purpose (5-10 minutes)

Lesson Purpose After the previous week’s discussion on historical texts, this week’s lesson will focus on
understanding another type of informational text – a procedural text.

The teacher may start by asking the learners if they have ever followed a recipe, assembled
a toy using instructions, or used a guide to complete a task. Allow a few students to share
their experiences.

C. Developing and 1. Explicitation (20-30 minutes)

Deepening To help learners understand the lesson purpose, the teacher will show the following
Understanding graphics and pose the following guide questions.

Guide Questions:
 What is the text about?
 What do you think is the purpose of the writer?
 What specific details are shared by the writer about the topic?
 How are the details organized?

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As the teacher facilitates the discussion, the teacher may ask: "Why do we need to learn
procedural texts?" After gathering the responses from the learners, the teacher shall
synthesize their insights and explain that learning how to read and write procedural texts
are important because:
 They help us complete tasks accurately and efficiently.
 They ensure safety by providing clear instructions (e.g., in science experiments, cooking).
 They are used in many aspects of daily life and future careers.
 They improve our ability to communicate instructions clearly to others.

Day 2
2. Worked Example
Learners will be redirected to the text Learning Wonders with Clay as they respond to the
succeeding activities. To check first learners’ understanding of the text, the following
comprehension activity should be accomplished by the learners. After the allotted time,
the teacher should walkthrough the learners in identifying the correct answers.

Directions: Read each question and circle the letter that corresponds to your answer.
(10 minutes)

1. What did our Filipino ancestors use clay for before modern containers and refrigerators?
a. building houses
b. sculpting toys
c. storing food and water
d. making furniture

2. Why is it important to gently knead the clay in Step 1?

a. To warm it up
b. To make it smooth
c. To remove air bubbles
d. To add color

3. What does the author compare building the base of the pot to in Step 4?
a. Stacking building blocks
b. Wrapping a present
c. A snail building its shell
d. Weaving a basket

4. What should be done to help the base and clay snake stick together in Step 5?

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a. Press them together firmly

b. Score them with water
c. Add glue
d. Decorate them

5. How can you personalize your clay pot in Step 8?

a. Adding tiny animals
b. Carving your initials
c. Using colorful paints
d. All of the above

The activity will be followed with accomplishing a graphic organizer. It is aimed that learners will
appreciate the similarities and differences between a narrative and a procedural text in terms of
content, purpose, and organizational structure. The learners should be able to share their
insights either with a seatmate or to the class.

Directions: Working now in groups, fill out the diagram below with your answers to the
guide questions. Present your output to the class afterwards. (15-20 minutes)

Groups will continue to work together in understanding procedural texts.

Directions: With your group, arrange these steps in the correct order by assigning them
numbers (1-9), starting with the first step and ending with the last, as they appear in the
text. (15-20 minutes)

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Play with the clay, adjust the coils, and make your pot your own! Add
swirls, stamps, or even your initials – let your creativity shine!
Depending on your clay, let your pot air-dry like a superhero soaking up the sun, bake
it in an oven like a cozy cookie, or take it to a special furnace called a kiln for extra
toughness.
Gently smoothen the inside of your pot, giving it a big hug for strength and
durability. Lean against the outside while you hug – two hands are better than one!

Slice the clay in half and peek inside for any air pockets playing

Score the base and the snake's bottom with a little water, to roughen it a bit.

Gently knead a chunk of clay, making it soft and smooth like dough.

Layer your clay snake, coil by coil. This becomes your pot's bottom – the base of your
pot.

Roll a smaller piece of clay until it forms a long, wiggly snake. This will be your pot's
foundation, strong and ready to build upon.

Wind more clay snake layers around and up, building the walls of your pot. Imagine it
reaching for the sky like a friendly giant!

Day 3
3. Lesson activity (15-20 minutes)
Being able to arrange pieces of information into order, learners will now create a
chronological/procedural organization of details using diagrams.

Direction: Complete the diagram below with the steps given in the box. Note that the steps
below are like the ones in the previous day’s activity, but they have been rephrased.

g. Wind more clay snake layers

d. Roll a piece of clay, turning it into
a. Slice the clay in half. around and up to build the wall of
something like a snake or a rope.
your pot.

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h. Design and adjust the size of your

b. Knead a chunk of clay e. Score the base, making it rough.
pot to your liking.

c. Layer the rolled clay, coil by f. Smoothen the inside part by giving i. Air-dry, bake, or place your pot
coil. it a big hug into a kiln.
The teacher may further
explain and summarize
important points from
the lesson to reinforce
learners’ understanding
of the structure and
organization of
procedural texts.

D. Making 1. Learners’ Takeaways (10 minutes) The learners should be

Generalizations Directions: Recall what you learned from this lesson and fill in the blanks with ideas and given the opportunity to
information that will complete each statement. You may also use drawings to show your share and discuss their
answers. answers with each other,
after they have worked
Two (2) things I learned about procedural texts on this activity
individually.

2. Reflection on Learning (10 minutes)

Directions: Share your reflections on the things that you learned from this lesson. Fill
in the table below with the ideas that will complete each statement.

Reflection Prompts Your answer in words or in drawing

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I am happy that I learned about…

What I learned is useful because…

At home or in my community, I can use

what learned by…

I wish to learn more about…

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO

TEACHERS
A. Evaluating Day 4 If halo-halo is not very
Learning The learners will demonstrate their understanding of procedural texts by writing and common dessert in your
illustrating a step-by-step guide on how to make a popular Filipino dessert, Halo-Halo. (40- locality, you may substitute
50 minutes) this with something
contextually appropriate.
Task Description: Explain to the learners that they, working in groups, will be creating an Further, it is also possible
instructional guide for making Halo-Halo, a famous Filipino dessert. Emphasize the that groups have different
importance of clarity, sequence, and completeness in their instructions. Learners are also outputs. One group may
encouraged to draw pictures to accompany each step. Ensure the illustrations are clear develop an instructional
and help explain the process. guide in cooking a
specialty, while another
Once students have completed their guides, have them present their work to the class. develops an instructional
They should explain each step and show their illustrations. guide in building/repairing
something.
Assessment Criteria: Additional Tips:
 Encourage creativity in
 Completeness: Did the learners include all necessary steps (and ingredients or their illustrations.
materials or others as may be applicable)?

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 Clarity: Are the instructions easy to follow?  Discuss common errors

 Sequence: Are the steps in the correct order? in procedural texts,
 Illustrations: Do the drawings effectively support the instructions? such as missing steps
or unclear
 Presentation: Were learners able to explain their guide clearly?
instructions.
 Provide examples of
other procedural texts
for comparison.
B. Teacher’s Note observations on The teacher may take
What worked well with What areas needed
Remarks any of the following note of some
the learners? improvement?
areas: observations related to
the effective practices
strategies explored and problems
encountered after
materials used utilizing the different
learner engagement/ strategies, materials
interaction used, learner
engagement, and other
others related stuff.

Teacher may also suggest

ways to improve the
different activities
explored/lesson
exemplar.
C. Teacher’s 1. What areas or activities worked well with you as a teacher/facilitator, and those that Teacher’s reflection in
Reflection you find challenging? Cite examples to support your ideas. every lesson
2. If you were to improve the lesson as well as the materials and strategies used, how conducted/facilitated is
would you do so? Support your answer with examples and explanations. essential and necessary
3. What are your insights and takeaways in implementing this lesson? to improve practice. You
may also consider this as
an input for the
LAC/collaborative
sessions.

Prepared by: Noted by:

NOEME R. CALO ALVIR P. MUNION
Teacher I 10 Head Teacher III