1

Instructional Plan (iPlan) in MTB-Grade 1

(With inclusion of the provisions of DepEd Order No. 8, s. 2015)

Name of Teacher Grade Level: ONE

School Division MANDAUE CITY
Learning Area MTB-MLE Quarter 4
Learning Competencies: Spell correctly grade one level words consisting of letters already learned
(Taken from the Curriculum Guide) Read sight words listed in appendix
iPlan No. 23 Duration
50
(minutes)
Key In spelling, one should remember the following tips:
Concepts/  Understand that there is a correct way to spell words
Understanding  Look at the teachers’ mouth formation on the word being pronounced
s to be  Listen carefully to the word dictated and how it is used in the sentence
developed  Recheck/review one’s work
Learning 1. Adapted Cognitive Process Dimensions
Objectives (Knowledge and Skills)
Remembering The learner can recall information and retrieve
relevant knowledge from long-term memory: identify,
 Read sight words listed in
retrieve, recognize, duplicate, list, memorize, repeat, appendix
describe, reproduce
 Spell grade one level words
consisting of letters already
learned
The learner can construct meaning from oral, written
Understanding and graphic messages: interpret, exemplify, classify,
summarize, infer, compare, explain, paraphrase,
discuss
The learner can use information to undertake a
Applying procedure in familiar situations or in a new way:
Use sight words in sentences
execute, implement, demonstrate, dramatize,
interpret, solve, use, illustrate, convert, discover
The learner can distinguish between parts and
Analyzing determine how they relate to one another, and to the
overall structure and purpose: differentiate,
distinguish, compare, contrast, organize, outline,
attribute, deconstruct
The learner can make judgments and justify decisions:
Evaluating coordinate, measure, detect, defend, judge, argue,
debate, describe, critique, appraise, evaluate
The learner can put elements together to form a
Creating functional whole, create a new product or point of
view: generate, hypothesize, plan, design, develop,
produce, construct, formulate, assemble, devise
2. Attitude Demonstrate cooperation in all
activities
Maka-Diyos
3. Values Maka-tao Show respect on one’s idea or
opinion
Makakalikasan
Makabansa
Resources Learner’s Material, p. 29(Buluhaton 24)
Needed K to 12 Curriculum Guide, pp.5-6
Pictures, flashcards, chart, pocket chart, search a word puzzle, meta cards, word wall
Elements of Methodology
the Plan
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1. Introductory Activity and/or Formative Assessment

Preparations Introductory Activity Teacher shows pictures with jumbled letters on the board. She
- How will I This part introduces the lesson
content. Although at times optional, it calls some pupils to arrange the jumbled letters to name the
make the
is usually included to serve as a warm-
learners ready? up activity to give the learners zest for picture shown.
- How do I the incoming lesson and an idea about
prepare the what it to follow. One principle in (Magpakita ang magtutudlo og mga jumbled nga letra sa
learning is that learning occurs when it
learners for the is conducted in a pleasurable and “blackboard”. Motawag siya og mga bata nga mobahig sa mga
new lesson? comfortable atmosphere.
(5 minutes)
jumbled nga letra aron maporma ang hustong pangalan sa
- How will I
hulagway.)
connect my
new lesson
with the past
lesson?
kabul hadon

waye abos
Formative Assessment
(ongoing forms of assessment closely
linked to the learning process)
( __ minutes)
Activity and/or Formative Assessment
Activity
This is an interactive strategy to elicit Have a group contest game on “Search A Word Puzzle”. Group
learner’s prior learning experience. It the class into 4(may vary depending on the class size). Per group
serves as a springboard for new
learning. It illustrates the principle is given 4 sight words to search. The words are arranged vertically
that learning starts where the learners
are. Carefully structured activities and horizontally. The first one to complete searching all the
such as individual or group reflective
exercises, group discussion, self-or
words given wins the game.(Reminder: Set norms and standards
group assessment, dyadic or triadic before grouping happens.)
interactions, puzzles, simulations or
role-play, cybernetics exercise, gallery
walk and the like may be created. Mag-“Search A Word Puzzle” nga dula kada grupo. Grupohon ang
Clear instructions should be
considered in this part of the lesson. mga bata ka-upat(kini mo-depende sa gidaghanon sa mga bata sa
( 10 minutes)
klase). Hatagan og upat ka mga pulong nga ilang pangitaon sa
“puzzle” patindog ug pahigda. Ang kina-unhang mahuman sa
pagpangita, maoy mananaug.(Pahimangno: Sa dili pa ang pag-
grupo kanila, ihatag una ang mga kinahanglang sundon ug
buhaton.)

Group 1(kay, sila, mga, og) Group 3(niya, kami, si, ikaw)

Group 2(ug, ang, siya, nila) Group 4(ako, ni, kamo, kon)

Let one representative of each group write all the sight words
they were able to search and let the other group members read
them altogether.
 3

Afterwhich, teacher reads the sight words and asks pupils to

repeat. Present meta cards with sight words. Call some pupils to
use these words in sentences and post on a Word Wall.

( Pagkahuman, mopili sila og usa ka bata nga maoy mosulat sa

“blackboard” sa tanang pulong nga ilang naporma ug ila kining
basahon tanan. Unya, basahon kini sa magtutudlo ug balikon
paglitok sa mga bata. Magpakita siya og “meta cards” nga
sinuwatan sa mga pulong. Motawag og mga bata aron mopapilit
niiini sa “word wall”.)

Formative Assessment
(ongoing forms of assessment closely
linked to the learning process)
(____ minutes)
Analysis and/or Formative Assessment
Analysis Ask: What are the different sight words that we learned today?
Essential questions are included to
serve as a guide for the teacher in
(Unsa man ang mga nagkalain-laing pulong nga atong nakat-
clarifying key understandings about onan karon?)
the topic at hand. Critical points are
organized to structure the discussions
Were you able to read them correctly?
allowing the learners to maximize (Nakabasa ba gyod dayon kamo og husto niining tanan?)
interactions and sharing of ideas and
opinions about expected issues.
Did you find it easy or difficult?Why?
Affective questions are included to (Sayon ba kini o lisud?Ngano man?)
elicit the feelings of the learners about
the activity or the topic. The last
questions or points taken should lead Valuing: How did you make your group work fast and easy?
the learners to understand the new
concepts or skills that are to be
(Gi-unsa man ninyo pagpasayon ug pagpadali sa inyong
presented in the next part of the “group activity”?
lesson.
( 10 minutes)
Formative Assessment
(ongoing forms of assessment closely
linked to the learning process)
(____ minutes)
2. Presentation Abstraction and/or Formative Assessment
- (How will I Abstraction Ask: What tips should we remember in spelling words?
present the This outlines the key concepts,
important skills that should be (Unsa ang angay natong hibalo-an o hinumdoman kon
new lesson?
enhanced, and the proper attitude adunay “spelling”?)
- What that should be emphasized. This is
materials will I organized as a lecturette that How about in reading sight words?
summarizes the learning emphasized
use? from the activity, analysis and new (Sa pagbasa og mga pulong, unsa man pud?)
- What inputs in this part of the lesson.
generalization ( 5 minutes)

/concept Formative Assessment

(ongoing forms of assessment closely
/conclusion linked to the learning process)
/abstraction (____ minutes)
should the
learners arrive
at?
3. Practice Application and/or Formative Assessment
- What practice Application A. Board Work: Call pupils to answer the exercise on the
exercises/appli This part is structured to ensure the board.
cation commitment of the learners to do
something to apply their new learning
activities will I in their own environment.
give to the ( 10 minutes)
 4

learners? (Pagtawag og mga bata para motubag sa buluhaton 24

nga anaa sa Learner’s Material, panid 29.)
Pahimangno: Bahiga ang mga letra aron maka-porma og
lain nga pulong.

B. Read, Spell and Write activity of the sight words.

Teacher posts sight word on the board. Ask a pupil to read
and spell the word. Teacher covers the whole word and
let the pupil write its correct spelling beside then verify
his/her answer.
(Magpaskin og pulong ang magtutudlo sa “blackboard”.
Pagtawag og usa ka bata nga mobasa ug mo-“spell” sa usa ka
pulong atubangan sa klase. Pagkahuman, tabonan kini unya ipa-
sulat sa tapad dayon pagatan-awon kon kini husto ba.)
Formative Assessment
(ongoing forms of assessment closely
linked to the learning process)
( 5 minutes)
Assessment Assessment Matrix
Levels of What How will I assess? How will
(Refer to Assessment will I I score?
DepEd Order assess?
No. 73, s. Process or Teacher gives spelling test through dictation.(a paper 1 point
2012 for the Skills pencil test) for every
examples) Note to the teacher: Be sure to use these words in correct
sentences. answer.
(Mohatag og pagsulay sa “spelling” pinaagi sa pagdiktar
sa mga pulong ug paggamit sa hugpulong.)

1. balay 5. singot
2. wati 6. adlaw
3. talong 7. dalan
4. basurahan 8. mangga
Assignment Reinforcing/ Write two sentences of three to four words using different sight
( 5 minutes) strengthening the words learned.
day’s lesson (Magsulat og duha ka hugpulong nga adunay tulo o upat ka mga
pulong ginamit ang mga “sight words” nga nakat-onan.)
Enriching/
inspiring the day’s
lesson
Enhancing/
improving the day’s
lesson
Preparing for the new
lesson
This is usually a brief but affective
Concluding closing activity such as a strong
Activity quotation, a short song, an
anecdote, parable or a letter that
(Optional) inspires the learners to do
( 5 minutes)
something to practice their new
learning.
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-APPENDIX 1-
SEARCH A WORD PUZZLE GAME
(An activity)
Group 1(kay, sila, mga, og)
m g a a s k y o

g e s i y a u l

a d y w e y u s

t w i s i l a i

r t e s n w p p

o g d m w u g a

Group 2(ug, ang, siya, nila)

m g e a S k y s

o o s n Y a u i

a d y g E y u y

t w i p N m o a

u g d m W u k l

h a s b N i l a

Group 3(niya, kami, si, ikaw)

m g k a m i y s

s o s n y a u p

i d y g e y u y

t w i k a w o a

n i y a w u g l

h a s b n i l o

Group 4(ako, ni, kamo, kon)

m n i a m i k s

s o s n y a o i

b d y a e y n y

t w o k a w o a

n e y o w u g l

k a m o n u l a
 6

-APPENDIX 2-

ASSESSMENT:

Sentences:

1. balay- Gamay ang balay sa akong higala.

2. wati- Nakakita ko og daghang wati sa among nataran.

3. talong- Mokaon kita og talong.

4. basurahan- Ilabay ang atong sagbot sa hustong basurahan.

5. singot- Gi-singot ko pag-ayo tungod sa kainit.

6. adlaw- Adlaw karon sa pagtuon.

7. dalan- Dili kita magdula sa dalan.

8. mangga- Nagpalit si Mama og tam-is nga mangga.