LESSON PLAN

Subject: LANGUAGE Grade/Section: Grade 1 Rambutan

Date: November 13, 2024
I. Objectives

Content Standard 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.
Performance The learners use their developing vocabulary to communicate with
Standard others, respond to instructions, ask questions, and express ideas,
and share personal experiences about one's school and content-
specific topics.
Learning LEARNING COMPETENCIES
Competency/
Objective 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.

LEARNING OBJECTIVES
● 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.

I. Subject Matter
Topic: Kahihinatnan ng pagsunod sa mga alituntunin

Reference: Iwayan, G. S. Pasayloa Ko, Papa Pasayloa Ko, Mama. https://bloomlibrary.org/

ABCPhilippines/ABCPhili ppines-SinugbuanongBinisaya(Ce buano)-
Grade1/book/FsBGDmrd TrFilipino translation found on pages 10-11

Materials: PowerPoint Presentation, pictures, videos, blackboard

Values Integration: 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
II. Procedure

Teacher’s Activity Students’ Activity

A. Daily Routine
1. Prayer
In the name of the Father, and of the In the name of the Father, and of the
Son, and of the Holy Spirit…
Son, and of the Holy Spirit…

2. Greetings Good morning/afternoon Teacher…

We’re fine, thank you.
Good morning/afternoon class…
How are you today?

3. Putting Class into Order (The pupils will do as the teacher says.)
Before you take your seats, kindly pick
up the pieces of paper under your chairs
and arrange them properly.

(Possible answers)
4. Checking of Attendance Yes/No Teacher.
Is everyone present today?

(Possible answers)
5. Checking of Assignment None/Yes Teacher.
Do we have any assignments?
(The pupils will pass their papers
forward)
Pass it forward properly.

6. Review
Today, we are going to have a new
lesson. Do you still have any clarification None Teacher.
about our last topic?

Yes Teacher!
Are we clear?

Very good!

B. Lesson Proper
1. Motivation

(Student’s answer may vary)

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
 they did not obey their parents
(add other scenarios common to the
daily
experience of the learners)

2. Presentation

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.

3. Discussion
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.
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.
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?

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
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.

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.”

1. Activity

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 talkabout 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
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?
 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 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.
2. Generalization

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?

III. Evaluation
Teacher’s Activity Student’s Activity

Panuto: Basahing maigi ang mga

sumusunod na kaganapan at tukuyin ang (The students will answer the question
orally)
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 kay Ela.

Binilhan niyang bagong baso si Ela. Ano
kaya ang naramdaman ni Ela?
A. Natuwa
B. Nagalit

IV. Assignment
 Teacher’s Activity Student’s Activity

Ask the learners to keep track of their

feelings every day. Encourage them to
write down their thoughts and feelings (Pupils will get their notebooks.)
on a notebook or to draw about how
they feel at the end of each day.
Let us pray.
Good bye class! Good bye teacher!

V. Reflection

Prepared by:
________________________
MA. DANICA B. ASI
Substitute Teacher/Adviser

Checked by:
________________________
LEAH T. ALCALA
Master Teacher I

Noted by:
_________________________
MAILON M. AGUTAYA
Principal I