MATATAG
K to 10 Curriculum
Weekly Lesson Log
I.
School: Datu Man-Oloy Tribal Elementary
School
Name of Teacher Noeme R. Calo
Teaching Dates and Time: FEBRUARY 11-14, 2025 (WEEK 1)
MATATAG K TO 10 CURRICULUM
Grade Level: 4
Learning Area: ENGLISH
Quarter: Fourth
CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential
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
Standards
The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific
narrative and expository texts (recount) based on their purpose, context (national holidays), and target audience using
simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.
C. Learning
Competencies
and Objectives
Cluster 1: Listening/Reading and Speaking/Writing (literary text) – 8 Sessions
Learning Competency
Comprehend literary texts. (EN4LR-IV-1)
1.
2.
3.
4.
5.
D. Content
Identify the main parts of a short story: characters, setting, plot, problem, and lesson learned (theme).
Arrange/sequence the events of a short story in the correct order.
Identify the narrator (first or third person) and how point of view affects the way the story is told.
Summarize a short story by retelling the main events in their own words.
Make connections between the story and their own experiences.
Cluster 1: Listening/Reading and Speaking/Writing (literary text)
Topic 1:
1. Comprehending Literary Texts
Subtopic/s:
1. Identifying Elements of a short story
2. Sequencing of events of a story
3. Understanding the narrator's voice
4. Summarizing/retelling the main events of the story (using own words, focusing on the most important parts).
5. Making connections between the story and students’ experiences
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MATATAG K TO 10 CURRICULUM
E. Integration
Intensifying “Unity” and “Cooperation”.
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MATATAG K TO 10 CURRICULUM
II. LEARNING RESOURCES
Dinneen, K. and O’Connor, M. (2019). Elements of a Short Story. Yale-New Haven Teachers Institute. Retrieved from
https://teachersinstitute.yale.edu/curriculum/units/1983/3/83.03.09.x.html
Elementary Nest. Point of view teaching activities and ideas. Retrieved from https://elementarynest.com/point-of-view-teaching-activities-andideas-exploring-ela/
Literacy Ideas for teachers and Students (2024). Teaching The 5 Story Elements: A Complete Guide for Teachers & Students. Teaching
Resources. Retrieved from https://literacyideas.com/teaching-story-elements/
We Are Teachers. 15 Helpful anchor charts for teaching point of view. Ideas and inspiration for reaching the next generation. Retrieved from
https://www.weareteachers.com/point-of-view-anchor-charts/
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior
Knowledge
NOTES TO TEACHERS
Day 1
Lesson Review
Think-Pair-Share: What Makes a Story?
Introduction (1 minute):
1. Who can tell me what a STORY is? What are some of your favorite stories?
Think Time (1 minute):
1. What makes a good story? What makes a story interesting and fun to read or
hear?
Instruct students to think individually for about a minute. Encourage them to
consider things they like about stories, characters they remember, or exciting events
that happened.
Pair-Share (2 minutes):
1. Instruct students to turn to a partner and share their thoughts on what makes a
good story.
2. Encourage them to discuss their ideas and build upon each other's thoughts.
3. Prompt them with questions like: What characters do you like in stories? Where do
stories often take place? What happens in the story that keeps you interested?
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In the introduction, you can
ask a few students to share
their favorite stories and
why they like them (allow a
few students to share
briefly).
In Think Time, you can ask
students to think
individually about what
makes a good story. What
elements do they remember
from stories they have read
or heard (characters,
exciting events, scary places,
etc.)?
In Pair-Share, you can have
students turn to a partner
and share their ideas about
MATATAG K TO 10 CURRICULUM
Class Discussion (3-4 minutes):
1. Bring the class back together as a whole group.
2. Ask a few pairs to share what they discussed with their partner.
3. Write down their ideas on the board or chart paper, using clear and simple
language (e.g., exciting characters, funny situations, scary monsters, places we've
never been).
Connecting to Story Elements (2-3 minutes):
1. Once you have a list of student responses, guide the discussion towards
connecting their ideas to specific story elements.
2. For example, point to a response like exciting characters and ask: What makes a
character exciting? Do they have special powers? Are they brave or funny? This
leads to the element of character traits and development.
3. Continue in by connecting other student ideas to elements like setting (places
we've never been), plot (scary monsters), or theme (funny situations might
connect to themes of friendship or overcoming challenges).
B. Establishing
Lesson Purpose
1. Lesson Purpose
You can tell your students, “Today, we'll be embarking on a journey to unlock the
secrets of short stories! Have you ever wondered what makes a story exciting,
funny, or even scary? By the end of this lesson, you'll be detectives, uncovering the
key ingredients that make a short story tick.”
Questions:
1. What do you call the people in the story (characters)?
2. Where and when does the adventure take place (setting)?
3. What happens throughout the story (plot)?
4. What challenge do the characters face (problem)?
5. What's the underlying message or lesson learned (theme)?
Explain that by understanding these elements, they may become good storytellers.
They will be able to examine their favorite stories in a whole new way, and even
start creating their own amazing short stories. (2-3 minutes)
1. Unlocking Content Vocabulary
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what makes a good story.
Encourage them to discuss
and build upon each other's
thoughts.
Briefly explain the story
elements (characters,
setting, plot, problem, and
theme) and how they work
together to create a complete
and enjoyable story.
This section on lesson
purpose is to use engaging
language, visuals
(referencing detectives), and
clear learning objectives to
capture students' interest
and emphasize the
importance of understanding
story elements.
Unlocking Vocabulary:
Key to Correction:
1. C - Theme
2. D - Conflict
3. B - Setting
4. E – Characters
5. A. - Plot
MATATAG K TO 10 CURRICULUM
Directions: Match the terms on the left with their definitions on the right. Write the
letter of your answer in the provided space below.
A. Plot
B. Setting
C. Theme
D. Conflict
1. The main idea or lesson learned from the story.
2. The problem or difficulty the characters face.
3. It tells where and when the story happens.
4. The people or animals (or even things) who come
to life in a story.
5. The sequence of events that takes place in a story.
It is like the path/plan of the story.
E. Characters
1.
2.
3.
C. Developing and
Deepening
Understanding
4.
5.
1. Explicitation
Select a story from covered in the previous quarters/lessons and ask the following
questions:
Characters:
 Who are the main characters in the story?
 How can you tell they are important?
 What are some clues about their personalities or goals?
Setting:
 Where and when does the story take place?
 Does the setting affect the characters or the events that happen? How?
Plot:
 What happens in the story?
 Can you identify a beginning, middle, and end?
 How are these events connected?
Problem:
 What challenge or obstacle do the characters face in the story?
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Guide for Processing:
After unlocking all the terms,
you should acknowledge that
these terms constitute the
entirety of the lesson for this
week. You can say, “as we
progress through the
discussions, you will come
across these terms and
understand how they are
interconnected. This will aid
you in comprehending
literary texts and using
words with both literal and
implied meanings.”
MATATAG K TO 10 CURRICULUM

How do they try to overcome it?
Theme:
 What is the main message or lesson learned from the story?
 Is there something the story wants us to think about?
Point-of-view
Whose eyes are we seeing the story through? Is it someone in the story saying "I" and
"me," or is it someone telling us about the characters from the outside?
2. Worked Example
Plot is the sequence of events in a plot is tied to the central conflict in a story. The
plot develops as the protagonist struggles with their given problem, finds a solution,
and eventually accepts the results.
The teacher may modify the
activity or change the
reading text.
Parts of a Plot
Possible Answers for the key
questions:
Character
Characters represent the people, animals, or other figures who appear in your
stories. They perform actions and say dialogue to move the story along. Without
characters, a story can’t exist.
Setting
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1-3 The story starts in
Muning's familiar backyard,
where she enjoys exploring.
Then, the setting changes to
a maze of unfamiliar streets,
which is much bigger and
louder, making Muning feel
lost.
4-5 The two main characters
are Muning, the fluffy
orange cat, and Brando, her
MATATAG K TO 10 CURRICULUM
The setting establishes a time, place, and environment in which the characters
and events of the story are based. It is the time and place in which the events
in the story happen.
Point of view
Refers to the writer’s perspective in telling the story, influencing how the reader
interprets characters, events, and details.
Conflict
Is closely linked to the theme of a narrative, it motivates the characters and
affects the plot. It usually surfaces when the protagonist (main character) faces
an obstacle or hardship. Conflict forms “the heartbeat of a story”, so the story
needs to have a defining conflict to impact the reader’s mind.
Theme
A theme is what children would call the “moral of the story”. It can be the
subject of the story, or the main idea that runs through it, or simply the
message that is conveyed from the writer to the reader through the short story.
Activity 1. Have the students read the story "The Lost Cat" and review the elements
of a short story using key questions to find out how much they remember.
"The Lost Cat"
Muning, a fluffy orange cat, loved playing and exploring her backyard. One sunny afternoon,
her curiosity led her on an adventure. She squeezed under the fence and found herself in a
maze of unfamiliar streets. The world was much bigger and louder than her usual stomping
ground. Muning felt a pang of fear. She was lost. Meows escaped her throat, a desperate plea
for someone to hear her.
Meanwhile, Muning's owner, Brando, realized his furry companion was missing. Panic surged
through him. He called her name, searching every nook and cranny in the backyard. When
despair began to creep in, a flash of orange fur caught his eye behind a bush. Relief washed
over him as he ran towards it, calling Muning's name.
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owner. Brando panics when
he realizes Muning is
missing and feels relieved
when he finds her.
6-7 After Muning squeezes
under the fence, she finds
herself lost in a maze of
unfamiliar streets, feeling
scared. The story ends with
Brando finding Muning and
bringing her safely back
home, where she feels happy
and secure.
8. The main challenge
Muning faces is getting lost
in a maze of unfamiliar
streets after squeezing under
9 Muning learns that even
familiar places can seem
scary when you're lost. It's
important to stay close to
home or someone you trust.
MATATAG K TO 10 CURRICULUM
Muning, overjoyed at hearing the familiar voice, purred loudly, and rubbed against Brando's
legs when he scooped her up. Back in her haven, Muning snuggled cheerfully in Brando's arms,
feeling safe and loved. The little adventure reminded her that even familiar places could seem
scary when one is lost. It was best to stay close to home, or better yet, with her beloved owner.
Key Questions
SETTING
1. Where does the story take place?
2. Does the setting change throughout the story?
3. How might the setting make Muning feel lost and scared?
CHARACTERS
4. Who are the two main characters in the story?
5. How does Brando react when he realizes Muning is missing?
PLOT
6. What happens after Muning squeezes under the fence?
7. How does the story end?
CONFLICT/PROBLEM
8. What challenge does Muning face in the story?
THEME
9. What lesson does Muning learn from her adventure?
POINT-OF-VIEW
10. Is it Muning, telling the story herself using "I" and "me"?
Or is it someone else telling us about Muning's adventure from the outside?
Activity 2. From the given short clip, have students identify the elements of short
story that you can find and summarize the short video clip using the plot diagram.
Wisdom Of The Geese - Best Motivational Video (youtube.com)
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Activity 1
The suggested activity hits
the following objectives; 1,
Noting important elements
of a short Story & 3,
Sequence events of a Short
Story.
Reminder, the activity should
be collaborative in nature.
MATATAG K TO 10 CURRICULUM
Activity 3 Speaker’s Point of View
Point of view is the writer’s way of deciding who is telling the story to whom.
Establishing a clear point of view is important because it dictates how your reader will
interpret characters, events, and other important details.
Three kinds of point of view: first person, second person, and third person.
1. First Person
In first-person point of view, the reader accesses the story through one person.
It’s like reading the main character’s diary. The reader will notice pronouns like
I, me/my, we, us, or our in first-person writing.
2. Second Person
Second-person point of view uses the pronoun “you”. This point of view
establishes the reader as the protagonist or main character. It is the most
difficult point of view to maintain in a longer piece of creative writing. As a
writer, the goal is to make the reader be engrossed, engaged, enthralled, and
involved.
3. Third Person
In third-person point of view, the narrator has the ability to know everything.
You’ll see the pronouns he/his, she/her, they/them/their, and it/its in
third-person
point
of
view.
Role Playing
Mechanics:





Group the class into 5 (or whatever suits the class size)
Each group shall prepare a presentation using the different point of views discussed:
 Group 1: Short Scenario showcasing First Person point of view.
 Group 2: Short scenario showcasing Second Person point of view.
 Group 3: Short scenario showcasing Third Person point of view.
Provide at least 30 minutes for brainstorming.
Each presentation shall last only last for 15 minutes.
After each presentation, there should be at least 5 to 10 minutes for peer evaluation.
DAY 3 - 4
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The teacher may choose to
discuss only the first-person
point of view unless you
observe that the students
MATATAG K TO 10 CURRICULUM
demonstrate an advanced
level.
Lesson Activity
The Lion, The Witch, and The Wardrobe
Summary by C.S. Lewis
During World War II, the Pevensie siblings – Peter, Susan, Edmund, and Lucy – find
themselves uprooted from their London home and sent to live with the eccentric Professor
Kirke in the countryside. Little do they know, a magical wardrobe awaits them, holding the
key to a fantastical world.
Thrust into Narnia, a land trapped in perpetual winter by the White Witch's curse, Lucy
stumbles upon the first sign of trouble when a kind faun named Tumnus betrays her.
Meanwhile, Edmund, lured by the Witch's enchanted Turkish Delight, makes a terrible choice
and joins forces with her, betraying his siblings in the process.
The story unfolds from a third-person perspective, allowing us to witness events through the
eyes of various characters and understand their motivations. We see the conflict unfold – a
battle between good and evil. The White Witch seeks to maintain her iron grip on Narnia
through fear and control, while Aslan, a majestic lion representing courage and sacrifice,
strives to liberate the land with the help of the Pevensies.
Guided by the loyal and wise Mr. Beaver, the siblings eventually meet Aslan. Their journey
becomes a test of their courage and character, forcing them to confront themes of loyalty,
temptation, the power of belief, and the ultimate triumph of good over evil. Though Aslan
sacrifices himself, he is miraculously resurrected, leading the children to victory against the
White Witch.
The Pevensies ascend the thrones of Narnia, experiencing adventures and personal growth as
kings and queens. But their time in this magical land is not meant to last. Eventually, they
are returned to their own world through the wardrobe, forever changed by their fantastical
experiences. Though no time has passed in their world, they carry the lessons learned in
Narnia deep within their hearts.
Activity 4. Summarizing Story, Making Connections, and Creativity
Based on the provided summary of "The Lion, the Witch, and the Wardrobe," here
are two engaging group activities for your grade four students
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The activity focuses on a
person's point of view.
Introducing the second and
third-person point of view
can be quite complex for
fourth-grade students.
Concentrating on the
simpler first-person concept
allows them to understand
the basic idea of point of
view in storytelling. You can
always revisit concepts from
other points of view in later
grades.
Reminder: The activity
should be collaborative. The
teacher should create
rubrics to assess the
suggested activity.
MATATAG K TO 10 CURRICULUM
A. Narnia Newspaper (Summarizing and Creativity)
Materials: Large sheets of paper, markers, crayons
Divide the class into groups (3-4 students). Each group will create a front page of a
Narnia newspaper.
The story and its analyses
can be accessed at the
following link:
https://www.sparknotes.com/lit/lion/su
mmary/
1. Write a catchy headline summarizing the main events of the story (e.g., "Pevensie
Siblings Rule Narnia, White Witch Defeated).
2. Each group member can write a short article about a different aspect of the story, like
"Lucy Discovers the Wardrobe" or "Aslan's Sacrifice." Encourage students to use key
details and quotes from the story.
3. Decorate the newspaper with creative drawings to illustrate the articles.
B. Real-World Connection (Making Connections & Problem Solving)
Have students brainstorm connections between the events in Narnia and their own
world. Ask students the following questions:
1. How does the battle between good and evil in Narnia relate to real-life situations?
2. Think of a problem you face at school or at home. How can you apply the courage and
cooperation shown by the Pevensies to solve it?
3. Each group can create a short skit or a poster depicting their chosen real-world
The teacher can bring a
newspaper or show sample
article in a PPT for visual
representation of what the
students are expected to
produce.
connection inspired by the story.
Activity 5. Plot, Sequence of Events
A. Sequencing events to create a plot summary. Use the summary of "The Lion, the
Witch, and the Wardrobe" to map out the key events of the story using the diagram
below.
B. Questions related to the themes, Unity and Cooperation
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For Activity A, the teacher
can provide a simple
template for article/news
writing. Once completed,
each group can present their
newspaper to the class,
sharing the exciting news
from Narnia.
Activity B helps students
understand how the story's
themes and lessons can be
relevant to their own lives.
MATATAG K TO 10 CURRICULUM
1. The story shows how Peter, Susan, Edmund, and Lucy work together to defeat the White
Witch. Can you imagine any examples from the story where the Pevensie siblings helped
each other? (e.g., What did her siblings do When the White Witch captured Lucy?)
2. In the story, the Pevensies also meet other characters who help them. Can you remember
who these characters are and how they worked together with the siblings to achieve their
goals? (e.g., Mr. Beaver, Aslan)
3. Think about your classroom. How can you and your classmates work together as a team
to make learning fun and successful for everyone? (e.g., helping a classmate who needs
it, sharing ideas during group projects)
4. Have you ever been part of a situation where working together with others helped you
achieve something great? Share an example from your own life where teamwork makes a
difference.
D. Making
Generalizations
1. Learners’ Takeaways
Imagine you are telling a story to your friend. Why is it important to know who the
characters are, what happens to them (plot), where the story takes place (setting),
and the main problem they face (conflict)? Complete the prompts below:
I have learned that
.
I realized that
.
2. Reflection on Learning
1. Did any of the story elements we discussed today, such as characters, plot,
setting, conflict, or theme, seem confusing?
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The teacher should ensure
the activities are exciting
and enjoyable and promote
teamwork. These activities
can be used as a starting
point for more discussions
and exploration of the
story's themes.
An activity for integration:
These questions focus on
specific examples from the
story to help students
understand the concept of
unity and cooperation in a
relatable way. They also
encourage students to
connect the story's theme to
their experiences.
MATATAG K TO 10 CURRICULUM
2. Which activity did you find the most enjoyable? Was it mapping the story, acting
out the characters, or perhaps something else?
3. This week, we have explored a variety of stories. Is there a particular aspect or
story you're curious about and would like to explore further?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating
Learning
B. Teacher’s
Remarks
This lesson design
component prompts
the teacher to
record relevant
observations
and/or critical
teaching events
that he/she can
reflect on to assess
the achievement of
objectives. The
documenting of
experiences is
guided by possible
areas for
observation
including teaching
strategies
employed,
NOTES TO TEACHERS
Choose one story, "The Lost Cat" or "The Lion, the Witch, and the Wardrobe," and
create a comic strip summarizing its main events with pictures and captions.
Note observations on
any of the following
areas:
Effective Practices
strategies explored
materials used
learner engagement/
interaction
Problems Encountered
The teacher may take note
of some observations
related to the effective
practices and problems
encountered after utilizing
the different strategies,
materials used, learner
engagement and other
related stuff.
Teachers may also suggest
ways to improve the
different activities
explored/lesson exemplar.
Others
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MATATAG K TO 10 CURRICULUM
instructional
materials used,
learners’
engagement in the
tasks, and other
notable
instructional areas.
Notes here can also
be on tasks that
will be continued
the next day or
additional activities
needed.
Teachers can be
provided with notes
on which particular
lesson
component(s) they
can focus on.
C. Teacher’s
Reflection
This lesson design
component guides
the teacher in
reflecting on and for
practice. Entries on
this component will
serve as inputs for
the LAC sessions,
which can center
on sharing best
practice; discussing
Reflection guide or prompt can be on:
▪
principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪
students
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?
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Teacher’s reflection in every
lesson conducted/
facilitated is essential and
necessary to improve
practice. You may also
consider this as an input
for the LAC/Collab
sessions.
MATATAG K TO 10 CURRICULUM
problems
encountered and
actions to be taken;
and identifying
anticipated
challenges and
intended solutions.
Guide questions or
prompts may be
provided. Some
examples are given
here.
What can I explore in the next lesson?
Prepared by:
Noted by:
NOEME R. CALO
Teacher I
ALVIR P. MUNION
Head Teacher III
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