WEEKLY LEARNING PLAN

Quarter: Three Grade Level: ONE

Week: 5-7 Learning Area: ENGLISH
Date and Time: March 13-17, 2023
Content Standard: 75% of the pupils know how to
note important details pertaining to character,
setting, and events;
• give the correct sequence of three events;
• infer the character’s feelings and traits;
• Identify cause and effect/or effect of events;
• identify the speaker in the story or poem;
• predict possible ending of a story read;
• relating story events to one’s experience;
• discuss, illustrate, and dramatize specific event;
• identify the problem and solution;
• retell a story listened to; and
• ask simple questions about the text listened to
Performance Standard: identify pupils’ strength & weaknesses on the topics / lessons learned
MELC/Objectives: At the end of the lesson, you will be able to
-note important details pertaining to character,
setting, and events;
• give the correct sequence of three events;
• infer the character’s feelings and traits;
• Identify cause and effect/or effect of events;
• identify the speaker in the story or poem;
• predict possible ending of a story read;
• relating story events to one’s experience;
• discuss, illustrate, and dramatize specific event;
• identify the problem and solution;
• retell a story listened to; and
• ask simple questions about the text listened to

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Classroom Routine:
a. Prayer
b. Morning physical exercise
c. Reminder of the classroom health
and safety protocols
d. Checking of attendance
1. Classroom Routine:
a. Prayer
b. Morning physical exercise
c. Reminder of the classroom health
and safety protocols
d. Checking of attendance
1. Classroom Routine:
a. Prayer
b. Morning physical exercise
c. Reminder of the classroom health
and safety protocols
d. Checking of attendance
1. Classroom Routine:
a. Prayer
b. Morning physical exercise
c. Reminder of the classroom health
and safety protocols
d. Checking of attendance
1. Classroom Routine:
a. Prayer
b. Morning physical exercise
c. Reminder of the classroom health
and safety protocols
d. Checking of attendance
e. Quick “kumustahan”
2. Recall the previous lesson
Answer orally
What is your name?
How old are you?
Where do you live?
Who are your parents?
*Teacher may call any pupil one at a
time or may assign a question to a
specific group of pupils to answer
certain question.
3. Feedback on the results of the last
home-based formative
assessment/written output/
performance task. Clarify/Reteach
difficult concepts if needed.
e. Quick “kumustahan”
2. Recall the previous lesson
Do you remember the story “The
New Toys”?
1.Who got the new toys in the
story?
2. What kind of toys did Jay and Joy
get?
3. Who got them the new toys?
4. How did they feel about the new
toys?
3. Determine the prior knowledge of
learners.
Now, let me see if you can still
recall a certain story that is familiar
to you.
Do you know the story “The Lion
and the Mouse”? If yes, then you
can answer these questions. If no,
then listen to some of your
classmates to know the story.
1. What did the mouse do
that woke up the sleeping
lion?
2. Why did the lion spare the
life of the mouse?
3. What happened to the lion
one day while it was
e. Quick “kumustahan”
2. Recall the previous lesson.
Choose the correct letter that answers
each statement. Write the letter on the
blank.
_____1. Determining the feelings of the
characters in the story.
a. noting details b. inferring feelings
_____2. The result of a certain event.
a. effect b. cause
_____3. The conflict that happened in a
character of a story.
a. problem b. solution
_____4. Guessing what happens next
in a story
a. noting details b. predicting outcome
_____5. Noting important details in a
story such as characters, setting.
a. noting details b. dramatizing
3. Refer to the submitted quick notes
on clear points and muddy points in the
lesson. Clarify muddy points.
e. Quick “kumustahan” e. Quick “kumustahan”
2. Recall the previous lesson. 2. Recall the previous lesson.
Which of the following is not The teacher may ask some pupils to
included on the ways to understand share about their performance task
stories? Cross out your answer which was done at home.
Noting details
Dramatizing
Predicting outcomes
Playing
Identify cause and effect
Sequencing events
Reading aloud
3. Check and process the given 3. Allow learners to present their
Independent Practice. Explain why outputs or perform as an application of
certain answers are wrong or correct. their learning.
 walking in the forest?
4. Who helped the lion?
5. If you were the mouse,
would you help the lion
too?

4. Explain learning objectives 4. Process the given pre-assessment 4. Give a teacher-made formative 4. Encourage questions about the 4. Provide authentic feedback.
task. assessment on the presented lesson or lesson from the class. Respond to their
At the end of the lesson, you will use the SLM’s “What Is It”. This can be questions substantially and clarify their
be able to a Guided Practice. difficulties.
-note important details
pertaining to character, Which of the ways in understanding a
setting, and events; story do you still find difficulty with?
• give the correct sequence of
three events; How do we improve ourselves to that
• infer the character’s feelings specific way/s?
and traits;
• Identify cause and effect/or
effect of events;
• identify the speaker in the story
or poem;
• predict possible ending of a
story read;
• relating story events to one’s
experience;
• discuss, illustrate, and
dramatize specific event;
• identify the problem and
solution;
• retell a story listened to; and
• ask simple questions about the
text listened to

5. Present a summary of learning tasks 5. Present the lesson to the class. 5. Check and process the given 5. Once everything is clear, ask for 5. Let learners share their learning
to be done within the week assessment. Encourage active class generalizations about the lesson. The reflections for the week.
participation. teacher may provide prompts or use the
*Present to the pupils that the SLM’s “What I Have Learned”.
following are the expected activities (GENERALIZATION)
to be done for the whole week.
Think of a short story you have
note important details pertaining read before.
to character, Retell the story in front of the class.
setting, and events;
• give the correct sequence of The whole class will detrmine if the
three events; story teller was able to share all the
• infer the character’s feelings important details that need in a
and traits; story.
• Identify cause and effect/or
effect of events;
• identify the speaker in the story
or poem;
• predict possible ending of a
story read;
• relating story events to one’s
experience;
• discuss, illustrate, and
dramatize specific event;
• identify the problem and
solution;
• retell a story listened to; and
• ask simple questions about the
text listened to
Performance Task
-Be able to discuss, illustrate, and
dramatize specific event;
6. Put in context the lesson for the
week by explaining its relevance and
connection with the previous lessons.
Explain how the current lesson is
essential and meaningful to the
learner’s daily life.
6. Wrap up the discussion. Ask
questions for clarification.
1. What is one way of
understanding short
story/poems?
-noting details
2. What do you call a process
where you rearrange events and
identifying which one occurs
first, second and last?
-Sequencing events
3. When you identify the
feelings of the characters in the
story, you are____
-inferring the feelings and
characteristics
4. How will you identify the
cause and effect in a given
situation?
-cause is the reason why the
event happened and the effect is
the result that happened after a
cause.
5. How do problem and solution
differ?
6. Enrich understanding of the lesson
through further explanation and
concrete examples.
Focus on the learners’ difficulty in the
given formative assessment. Use the
higher levels of the cognitive domain in
Bloom’s Taxonomy when asking
questions for understanding.
What are the ways that we can do
in order to understand the story that
we read?
We can do noting details, inferring
feelings, cause and effect, problem
and solution, predicting outcomes
and dramatizing.
Which of these do you think is the
most challenging for you?
6. Introduce a task for the Application 6. Explain the Home-Based Learning
of learning. This can be an authentic Activities for the following week.
task, a writing activity, or a
performance. The SLM’s “What I Can
Do” can be used here. Provide and
explain the rubrics for assessment
PERFORMANCE TASK
Retell the story you shared in class
today, this time tell the story in front of
any of your family members.
Ask them if you were able to share all
the important details in a story.

7. Introduce the lesson either by
adopting the preliminary tasks (What I
Need to Know, What I Know) in the
SLM or by innovating other relevant
priming activities
8. Process the priming activities and
connect them with the current
lesson
-Problem is the conflict that
happened in a story while the
solution is how the problem is
solved.
5. When you guess the next
thing that happened in a story,
you are making ____
-prediction.
7. Ask for key learning for the day. 7. Introduce a new task. This can be an 7. If time permits, proceed with the 7. Share how other learning materials,
Request for quick notes on points and Independent Practice that is either presentation/ submission of the given e.g., textbooks, activity sheets, and
muddy points in the lesson. teacher-made or based on the SLMs task, otherwise give this as an authentic reading materials (text and
“What’s More”. assignment for the following day. non-text) may help learners in their
understanding of the lesson and in
. accomplishing certain learning tasks.
8. Orient the students on how to go
about the learning/performance tasks
and expected outputs indicated in their
Weekly Learning Plan (Home-Based
Activities.
By reading or listening carefully
to stories and
poems, you are able to
determine the important details
pertaining to the given topic,
characters, settings, and
other events. By knowing these
details, you are able to
answer questions asked related
to the given stories or
poems.
9. Explain the rubrics and other criteria
for assessing their learning/
performance tasks and outputs.
LEARNING LEARNING LEARNING LEARNING LEARNING
REMEDIATION REMEDIATION REMEDIATION REMEDIATION REMEDIATION
Prepared by:

MA. ANTONETTE M. PANCHO-PERU

Teacher I
Checked by:

VIRGIE D. BASAN
Teacher III
NOTED:

ELVIRA E. SEGUERA
Principal II
Pease allot a spelling session with the pupils each day for a week with the listed words above. You may add another two words to make 10 items.