WEEKLY LEARNING PLAN

Quarter: FOUR Grade Level: ONE

Week: 1 Learning Area: ENGLISH 1
Date and Time: April 24-28
Content Standard: Recognize Common Action Words in stories
Performance Standard: Is able to apply knowledge of action words and use them in a meaningful sentences
MELC/Objectives: expected to recognize common action words in stories listened to. EN1G-IVa-e-3.4
Follow directions on the given test.
Answer the test correctly and honestly.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Classroom Routine: 1. Classroom Routine: 1. Classroom Routine: 1. Classroom Routine: 1. Classroom Routine:
a. Prayer a. Prayer a. Prayer a. Prayer a. Prayer
b. Morning physical exercise b. Morning physical exercise b. Morning physical exercise b. Morning physical exercise b. Morning physical exercise
c. Reminder of the classroom health c. Reminder of the classroom health c. Reminder of the classroom health c. Reminder of the classroom health c. Reminder of the classroom
and safety protocols and safety protocols and safety protocols and safety protocols health and safety protocols
d. Checking of attendance d. Checking of attendance d. Checking of attendance d. Checking of attendance d. Checking of attendance
e. Quick “kumustahan” e. Quick “kumustahan” e. Quick “kumustahan” e. Quick “kumustahan” e. Quick “kumustahan”
2. Recall the previous lesson 2. Recall the previous lesson 2. Recall the previous lesson. 2. Recall the previous lesson. 2. Recall the previous lesson.
Let students be ready for the test. Let students be ready for the test. Teacher will present the following
Remind students the standards to Remind students the standards to pictures and let the pupils supply the Check the blank if the word is an Underline the action words in
follow when taking a test follow when taking a test appropriate polite expression to use. action word and put an X if not. the sentence.

___1. wake up 1. I go to school every

___2. paper day.
___3. answer 2. My friend and I play
___4. help outside.
___5. eat 3. Alvin climbs the
mango tree.
4. They wash their
hands properly.
5. We eat ice cream.

3. Establishing a purpose for the 3. Establishing a purpose for the 3. Refer to the submitted quick notes 3. Check and process the given 3. Allow learners to present
lesson lesson on clear points and muddy points in Independent Practice. Explain why their outputs or perform as an
The teacher will ask the pupils. The teacher will ask the pupils. the lesson. Clarify muddy points. certain answers are wrong or application of their learning.
1. Are you ready for the test? 1. Are you ready for the test? correct.
2.Did you study your lessons well? 2.Did you study your lessons well? Is there any question about our From the chart below, write the The teacher will present to the
4.. Presenting examples/ 4.. Presenting examples/ lesson “Polite Expressions”? If none, action words only. (Then the class the submitted outputs of
instances ofnew lesson Distribution of instances ofnew lesson Distribution of we can now proceed to our new teacher will discuss the answers their performance task.
the test papers the test papers lesson. and point out the wrong ones)
5. Discussing new concepts and 5. Discussing new concepts and
practicing new skills #1 practicing new skills #1 Happy Climb
Read the instruction to the student Read the instruction to the student Drink Call
give some examples. give some examples. Sit Read
Stand Write
Play Pencil
Dog Chairs
party teachers

4. Presenting examples/ 4.. Presenting examples/ 4. Give a teacher-made formative 4. Encourage questions about the 4. Provide authentic feedback.
instances of new lesson instances of new lesson assessment on the presented lesson lesson from the class. Respond to
or use the SLM’s “What Is It”. This their questions substantially and The teacher will give feedback
Distribution of the test papers Distribution of the test papers can be a Guided Practice. clarify their difficulties. about the presentation.

What are action words?

-Action words are also called
VERBS, they are the words that
show action and complete the
sentences. It answers the question

For example:
My mother cooks a delicious meal.

What does mother do?

-cooks, this is the action word in the
sentence
5. Discussing new concepts 5. Discussing new concepts 5. Check and process the given 5. Once everything is clear, ask for 5. Let learners share their
andpracticing new skills #1 andpracticing new skills #1 assessment. Encourage active class generalizations about the lesson. learning reflections for the
participation. The teacher may provide prompts week.
Read the instruction to the student Read the instruction to the student or use the SLM’s “What I Have
give some examples. give some examples. Notice the words we used in Learned”. What have you learned today?
answering the questions.
Let us give examples, tell me what
 wake up you do before going to school?
 answer
 Can you try to act them out? Show (Pupils will give answers)
me how you wake up? (pupils will act
out waking up) These words you give are examples
. of _______
How about answering your modules?
How do you do that? (pupils will act) “ACTION WORDS”

6. Discussing new concepts 6. Discussing new concepts 6. Enrich understanding of the lesson 6. Introduce a task for the 6. Explain the Home-Based
andpracticing new skills #2 andpracticing new skills #2 through further explanation and Application of learning. This can be Learning Activities for the
concrete examples. an authentic task, a writing activity, following week
Ask students if they have some Ask students if they have some Focus on the learners’ difficulty in the or a performance. The SLM’s “What
questions or clarification questions or clarification given formative assessment. Use the I Cain Do” can be used here. We will continue discussing
higher levels of the cognitive domain Provide and explain the rubrics for about action words next week.
in Bloom’s Taxonomy when asking assessment. As your practice homebased
questions for understanding. activity, please cut out 5
Notice the highlighted words in *PERFORMANCE TASKS pictures showing action words
our story. The words wake up, and paste it in your notebook.
eat, Create a video showing yourself
help, prepare, answer, love are some action words. Make at least 3
called action words. action words in your video. Submit it
They talk about what Kate and in our GC.
Len do every morning.

7. Developing mastery (Formative 7. Developing mastery (Formative 7. Introduce a new task. This can be 7. If time permits, proceed with the 7. Share how other learning
Assessment #3 Assessment #3 an Independent Practice that is either presentation/ submission of the materials, e.g., textbooks,
teacher-made or based on the SLMs given task, otherwise give this as an activity sheets, and authentic
Teacher reads the questions orally, Teacher reads the questions orally, “What’s More”. assignment for the following day. reading materials (text and
while pupils answer silently. while pupils answer silently. non-text) may help learners in
their understanding of the
lesson and in accomplishing
certain learning tasks.

You may try to find pictures

from old magazines, old
textbooks and even printed
newspapers. Ask guidance
 from your parents/guardians.

8.Finding the practical applications of 8. Orient the students on how

8.Finding the practical applications of concepts and skills in daily living to go about the
concepts and skills in daily living learning/performance tasks
How do you find the test? and expected outputs indicated
How do you find the test? in their Weekly Learning Plan
(Home-Based Activities.

9. Explain the rubrics and other

criteria for assessing their learning/
performance tasks and outputs.
___Lesson carried. Move on to the next __Lesson carried. Move on to the next ___Lesson carried. Move on to the
lesson. lesson. next lesson.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
___% of the pupils got 80% mastery ___% of the pupils got 80% mastery____ of ___% of the pupils got 80% mastery
____ of Learners who require additional Learners who require additional activities for ____ of Learners who require
activities for remediation remediation additional activities for remediation
LEARNING LEARNING LEARNING LEARNING LEARNING
REMEDIATION REMEDIATION REMEDIATION REMEDIATION REMEDIATION

Prepared by:
MA. ANTONETTE M. PANCHO
Checked by: Teacher
Virgie D. Basan
Teacher III
NOTED:
ELVIRA E. SEGUERA
Principal II