MATATAG K to 10 School: Grade Level: IV
Curriculum –
Weekly Lesson Log Teacher: Learning Area: ENGLISH
Teaching Dates and Time: Quarter: 2nd QUARTER Week 5
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literary and
Standards informational texts, and composing and creating processes; and their receptive and productive skills in order to produce age-
appropriate and gender-responsive texts based on one’s purpose, context, and target audience.
B. Performance The learners apply comprehension of literary and informational texts and produce narrative and expository texts (enumeration-
Standards description) based on their purpose, context (mealtimes and birthdays), and target audience using simple, compound, and
complex sentences, and age-appropriate and gender-sensitive language.
C. Learning Comprehend informational texts (Listening, Reading; Writing, Speaking)
Competencies Lesson Objectives:
1. note important information through outlining (topic, main idea, supporting details): inductive organization (pyramid)
2. identify text types according to the author’s purpose (e.g., enumeration-description)
3. draw conclusions based on given information
4. make a summary of a given text
Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose, context, and target audience (Speaking and Writing)
Lesson Objectives:
1. use appropriate text types (e.g., enumeration-description) for a given purpose, context, and target audience
D. Content Enumerative-Descriptive Texts (Reading/Listening)
1. noting important details
2. outlining (topic, main idea, supporting details): inductive organization (pyramid)
3. identifying text types and author’s purpose
4. drawing conclusions
5. making a summary
E. Integration Environmental Literacy: Protecting our Seas and Marine Resources
II.LEARNING RESOURCES
Aliño, P. (n.d.). Philippine coral reef fisheries: Challenges and frustrations. The Marine Science Institute, University of the Philippines.
http://innri.unuftp.is/pdf/Philippine%20Coral%20Reef%20Fisheries.pdf
Chaves, L., Pereira, P., & Feitosa, J. (2013). Coral reef fish association with macroalgal beds on a tropical reef system in North-Eastern Brazil. Marine
and Freshwater Research, 64, 1101-1111. Retrieved from http://dx.doi.org/10.1071/MF13054
Cuenca, G. C., Macusi, E. D., Abreo, N. S., Ranara, C. (2015). Mangrove ecosystems and associated fauna with special reference to mangrove crabs
in the Philippines: A review. IAMURE International Journal of Ecology and Conservation, 15. doi: 10.7718/ijec.v15i1.998
Eggersten, L., Ferreira, C. E. L., Fontura, L. Kautsky, N., Gullstrom, M., Berkström, C. (2017). Seaweed beds support more juvenile reef fish than
seagrass beds: Carrying capacity in a south-western Atlantic tropical seascape. Estuarine, Coastal and Shelf Science, 196, 97-108.
Hinton, H. (2011). The effects of ocean dumping. Environnent 911.
https://www.environment911.org/The_Effects_of_Ocean_Dumping
Hutchison, J., Spalding, M., & zu Ermgassen, P. (2014). The role of mangroves in fisheries enhancement. The Nature Conservancy and
Wetlands International, 54 p. Retrieved from
https://www.researchgate.net/publication/272791463_The_Role_of_Mangroves_in_Fisheries_Enhancement
Mambra, S. (2020). Ocean pollution—6 Things that makes it worse. Marine Insight.
https://www.marineinsight.com/environment/causes-and-effects-of-ocean-
dumping/#:~:text=The%20wastes%20that%20are%20dumped,die%20in%20their%20nat
ural%20habitat.
Microplastics. (2023). National Geographic--Education. https://education.nationalgeographic.org/resource/microplastics/
Mondragon, A. B., & Calawag, F. J. (12, July 2015). Giant Lapu-lapu fish found in Antique. Rappler. https://www.rappler.com/nation/99153-
Antique from https://www.oceandocs.org/bitstream/handle/1834/7801/ktf000e5.pdf?sequence$=$1
Marine pollution. (2023). National Geographic--Education. https://education.nationalgeographic.org/resource/marine-pollution/
The Ocean Portal Team. (2018, April). Corals and coral reefs. Smithsonian NMNH. https://ocean.si.edu/ocean-life/invertebrates/corals-and- coral-reefs
Rafferty, J. P. (Ed.). (2008). Grouper fish. In Encyclopaedia Britannica. https://www.britannica.com/animal/grouper
Reynolds, P. (2018). Seagrass and seagrass beds. Smithsoanian. https://ocean.si.edu/ocean-life/plants-algae/seagrass-and-seagrass-beds
Rogers, K. (2023). Microplastics. Britannica. https://www.britannica.com/technology/microplastic
SEAFDEC Aquaculture Department. (n.d.). Mangrove crab: Nursery and hatchery operations. Retrieved from https://www.seafdec.org.ph/wp
content/uploads/2013/05/Mangrove-Crab_HatcheryNursery-flyer.pdf
Texas Disposal System. (2023). Ocean pollution: Causes, effects and prevention.
https://www.texasdisposal.com/blog/ocean-pollution-causes-effects-and-prevention/#:~:text=Nonpoint%20source%20pollution
%20(runoff)&text=Nonpoint%20source%20pollution%20typically%20becomes,streets%20from%20cars%20with%20it.
White, A. T., & Cruz-Trinidad, A. (1998). The values of Philippine coastal resources: Why protection and management are critical. Coastal Resources
Management Project, Cebu City, Philippines, 96 pp.
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior In each item below, write What is an informational texts? Recall previous lessons. Recall previous lessons.
Knowledge L in the space provided if
SUMMATIVE
1. Short Review: the given reading
TEST/ CATCH
material is a literary text
and I if it is an UP ACTIVITY
informational text type.
Be ready to share and
explain your answer.
B. Establishing Lesson Purpose
1. Lesson The purpose of the Continuation of the topic. Continuation of the topic. Ask students to look at
Purpose: lesson is to develop the following picture and
students’ elicit what they think the
comprehension of picture shows.
informational texts,
through determining
their purposes, main
ideas, and
organizational
patterns, as well as
noting details,
drawing conclusions
and inferences, and
summarizing the text
read. The lesson also
intends to use
informational texts to
raise students’
awareness of
Philippine’s rich
marine and other
natural resources.
2. Unlocking Ask the learners to scan through the text titled, “Your Favorite Seafood and Their Habitats” and underline
Content Vocabulary the following words:
Guess the meaning of the words from the context clues. Match the underlined word in Column A with its
meaning found in Column B. Write your answer in the space before each number.
C. Developing and Deepening Understanding
SUB-TOPIC 1: The lesson begins Complete the table below What inferences and
Explicati with students by writing down the conclusions can you draw
on matching marine information asked. from the infographic
creatures with their poster? Put a before
habitats. The teacher the statement if it is an
may ask, “Can you inference or conclusion
name the following that you can make from
marine creatures? Do
you know what their the poster and a if it is
habitats are? Draw a not.
line between each
marine creature, its
name, and its
habitat.”
Worked The students are Fill out the fishbone Guide Questions: It is now time for you to
Example asked to read the diagram below with the 1. What is the poster share your own conclusion
informational text characteristics of the marine content about? from the infographic poster
titled, “Exploring Your habitats described in the 2. What do you think is that you read. Complete the
Favorite Seafoods and text that you read. the purpose of the sentence below by writing
Where They Live” and poster? down 1-2 conclusions that
they do the tasks that 3. What do you think is you have drawn based on
expose them to the the message of the information you have read
target skills, such as poster? about the causes of marine
noting important details, 4. What are the different pollution.
identifying text types and causes of marine Based on what I have read
author’s purpose, pollution? and understood from the
drawing conclusions, 5. Why is it important for poster, I therefore conclude
outlining, and young people like you to
summarizing. that___________________
know about the different
______________________
causes of marine pollution?
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In conclusion, the ____________
grouper fish, crab,
squid, tiger prawn, and
other marine creatures
live in different ocean
habitats where they get
rest, nourishment, and
shelter. In order to care
for these marine
creatures, we need to
protect the ocean and
the wonderful habitats
where they live.
Lesson 1. What is the text all Directions: The following Color the marine creature in Draw a in the box
Activity about? statements are possible the box if you think that the before the sentence that
2. What do you think is conclusions or inferences infographic poster uses the best summarizes the
the purpose of the that we can make based on given text type. Share and Causes of Marine Pollution,
writer for writing the the information given in the explain your answer with a presented in the infographic
text? text. Draw a if the partner. poster.
3. What do you think is statement can be inferred or
the message of the concluded from the text and
text?
a , if it cannot be
4. What type of text do concluded from the text.
you think it is? Why do Draw your answer in the
you say so? space before each number.
D. Making Instructions: Recall what you learned from this Learners are given a journal worksheet to fill out. The
Generalization lesson and fill in the blanks with ideas and journal contains open-ended statements that the
information that will complete each statement. learners are to finish based on their reflections on the
Learners I have learned that… things they learned and on the learning process. This
’ Takeaways ● Informational texts are is to be done independently
__________________________________________________
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____________
● The main purpose of informational text is to
_____________________________________________
_____________________________________________
_____________________________________________
___________________________
Reflecti ● The types of informational text include
on on __________________________________________________
Learning __________________________________________________
__________________________________________________
____________
● Examples of informational texts are
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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating Learning
Answer each question Complete the outline Fill out the cluster board Now that you are done
Formativ below. below by filling in the below with details from the with your outline, you can
e Assessment 1. What is the text blanks with details and infographic. Write down the already write a summary
about? ideas from the list in the causes of marine pollution of the selection, “Your
box. next to the numbers and the Favorite Seafood and
The text is about explanation and examples Their Habitat.” Complete
____________________ on the lines provided. the given summary
____________________ paragraph below by filling
____________________ in the blanks with the
____________________ appropriate list sentence
____________________ or phrase from the box.
____________________
________________
1. What is the
message or main idea of
the text?
I think the message of
the text is
____________________
____________________
_____
____________________
____________________
____________________
_________________
1. What do you think
is the writer’s purpose?
I think that the writer
wrote this text
to___________________
____________________
_
____________________
____________________
____________________
_________________
1. What type of text
is the given example?
Why do you so?
I think the text is an
example of a/an
____________________
______. I say so because
____________________
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Homework
Note observations on Effective Practices Problems Encountered
any of the following
areas:
B. Teacher’s strategies
explored
Remarks:
materials used
learner Have students recall the
engagement/ elements of a story. Use
interaction a familiar story and ask
students to fill details in
the story grammar
template below.
Reflection guide or prompt can be on:
• • principles behind the teaching
What principles and beliefs informed my lesson?
C. Why did I teach the lesson the way I did?
• • students
Teacher’s
Reflection What roles did my students play in my lesson?
What did my students learn? How did they learn?
• • ways forward
What could I have done differently?
What can I explore in the next lesson?
PREPARED BY:
