Hiligaynon Teacher - S Guide Q1-4

Week 1
I. Objectives:
At the end of the week, the pupils are expected to:
1. Talk about pictures presented using appropriate local terminologies with
ease and confidence: Animals, Mechanical Devices, Objects, Musical
Instruments, Environment
2. Perceive/comprehend sounds heard locally from Animals, Mechanical
Devices, Objects, Musical Instruments, Environment
3. Write using a comfortable and efficient pencil grip ( Trace/Connect dots
to form lines/figures)
4. Introduce oneself, family, friends and others using naming words in
culturally appropriate manner
5. Develop and use vocabulary by listening to: sounds produced and heard
locally from Animals, Mechanical Devices, Objects, Musical Instruments,
Environment
6. Predict what the story is about based on personal experiences
7. Recall important details in the story listened to
8. Manifest enjoyment in producing the sounds of local Animals,
Mechanical Devices, Objects, Musical Instruments, Environment
II. Subject Matter

A. Topics:
1. Oral Language
Talking about pictures presented using appropriate local terminologies
with ease and confidence: Animals, Mechanical Devices, Objects,
Musical Instruments, Environment.
2. Phonological Awareness
Perceiving/comprehending sounds heard locally from Animals,
Mechanical Devices, Objects, Musical Instruments, and Environment
3. Handwriting
Writing using a comfortable and efficient pencil grip
(Trace/Connect dots to form lines/figures)
4. Vocabulary
Developing and use vocabulary by listening to: sounds produced and
heard locally from Animals, Mechanical Devices, Objects, Musical
5. Grammar Awareness
Introducing oneself, family, friends and others using naming words in
20
6. Reading Comprehension
a. -Predicting what the story is all about based on personal
experiences
b. -Recalling important details in the story listened to.
c. -Showing enjoyment in producing the sounds of local Animals,
B. References
 -K to 12Curriculum
 Two-Track Approach to Teaching Children to Read and Write Their
First Language (L1): A Guidebook for Trainers (Susan and Dennis
Malone, 2010)
 Activities for Early Grades of MTBMLE Program (Susan Malone,
2010)
 Language Curriculum Guide by SIL International and SIL Philippines
MTBMLE Consultants
C. Materials:
Realia, guitar, ukulele, cymbals, trumpet, whistle, spoon, wooden
sticks, indigenousmusical instruments, etc.; pictures of transportation,
animals, objects, etc. that make sounds. Activity sheets for connecting
dots; Manila paper with figures of objects, animals to be connected by the
dots; Film strips, videos, films ,Big Picture or Diorama featuring musical
instruments or sounds in the environment, L1 Alphabet Song.
Listening Story: “Mga Huni nga Akon Mabatian Padulong sa Eskwelan”
D. Theme: My Family and I (likes and dislikes; daily tasks/activities)

III. Learning Activities
DAY 1
A. Preliminary Activities
1. Introducing Oneself
Teacher asks pupils to sit in a circle. She introduces herself to the
class then asks at least 5 volunteers to introduce themselves.
Teacher gives a name tag as a prize.
2. Listening Activity:
Let the pupils listen to the recorded sounds of animals, mechanical
objects, objects, musical instruments, sound of the environment,
or using realia (e.g. guitar, maracas, traditional musical instruments,
etc.)Teacher asks the children to identify the sounds they heard.
B. Pre-Listening
1. Unlocking of Difficult Words
21
Katalagman
(picture/demonstration)
2. Motivation/Activating Prior Knowledge

Teacher shows picture of children going to school (rural or urban
setting) looking at different things, animals, transportation or things
that produce sound. Teacher asks pupils to view and study the
picture. After viewing, pupils will be encouraged to talk about the
meaning and ideas that they can get from the pictures and
illustrations viewed.
Ask:
 Why do you think children are enjoying their walk/travel to
school?
 Do you have the same experience with the children in the
picture? What have you seen on your way to school? Do
these things produce sounds?
 What are the sounds you heard on your way to school?
Say:
 Today, I want you to listen to a story about a child who walks
going school. What do you think are the things he would see
and hear on his way to school?
3. Motive Questions:
What question/s would you like to ask about the story?
C. Listening Story
Teacher reads a story to the whole class.
First Reading: Teacher tells the story in a lively and interesting
manner, then, she stops once in a while to ask pupils comprehension
questions.
Second Reading: Teacher asks pupils to produce the sounds of

animals, objects or kinds of transportation as she mentioned these while
telling the story.
Examples: dog- “aw-aw-aw; clock-tick-tack; motorcycle-broom,

broom
Mga Huni nga Akon Mabatian Padulong sa Eskwelahan

(Written by: Dymphna Leizel G. Jocson)
Alas singko sang aga naghuni ang relo “kring….kring…..kring!”

Madasig nga nagbugtaw kag nagbangon si Dino. Naghimos sia
gilayon.
Madasig nga ginbitbit ni Dino ang iya nga bag.
“Nay, Tay, malakat na ako,” lisensya ni Dino.
22
“O sige, halong ka sa imo paglakat,” dungan nga hambal sang
iya amay kag iloy.
Naglakat gilayon si Dino. Naanad sia nga wala ginadul-ong
sang iya ginikanan sa eskwelahan.
“Wow! Madamo naman ako sini sang makit-an sa dalan,” hambal niya
sa iya kaugalingon
Masinadyahon sia nga nagalakat…..
“Mee-mee-mee!Mee-mee-mee!”Nakita niya ang tatlo ka
kanding.“Dali diri mga kanding, kanami sa inyo.” Ugaling, nagdalagan
ang mga kanding palayo kay Dino.
Padayon sa paglakat si Dino. Lakat Dino, lakat para imo
eskwelahan madangat.
“Kwak-kwak-kwak!Kwak-kwak-kwak!” Nakit-an niya ang mga
pato.
“Langoy pato, langoy sa sapa nga nagadaloy,” hambal ni Dino
samtang nagatulok sa mga pato.
Padayon sa gihapon si Dino sa paglakat. Lakat Dino, lakat
para imo eskwelahan madangat.
“Unga-unga-unga!” Sa talamnan iya nakit-an, maitum nga
karabaw, iya gid gintamdan. “Unga-unga-unga!” ang huni sang
karabaw nga iya nabatian.
Padayon sa paglakat si Dino. Lakat Dino, lakat para imo
eskwelahan madangat.
“Twit-twit-twit!” Mga pispis nga nagalupadlupad, sa sanga
sang kahoy nagahimo sang ila pugad.
Nasadyahan gid si Dino sa iya mga nakit-an kag nabatian.
Sa padayon niya nga paglakat, malapit na sia sa ila
eskwelahan sang hinali lang may nagadalagan pakadto sa iya. “Aw-
aw-aw!Aw-aw-aw!”
“Ay ido, ido,ido!”singgit ni Dino.
Madasig nga nagdalagan si Dino palayo sa ido. “Hah-hah-
hah!” ginahapo na sia pero sige pa sia gihapon sang dalagan, ”hah-
hah-hah!”
“Dalagan Dino, dalagan, dasiga nga dalagan!” hambal niya sa
iya kaugalingon.
Madalagan na tani si Dino sang todo, ugaling nag-abot ang
tag-iya sang ido nga si Manong Poldo.
“Indi ka magdalagan Dino kay kadton ka gid sang ido. Lakat
lang sang mahinay.”
“Huo, Manong Poldo ,” sabat ni Dino nga may kakulba kag
kahadlok.
“Sa sunod maupod na ako sa akon mga abyan sa pagkadto sa
eskwelahan adlaw-adlaw,” promisa niya sa kaugalingon.
Kinulbaan man sa ido si Dino pero nakaabot sia sa
eskwelahannga hilway sa katalagman.
D. Post Listening
1. Guessing Game
23
Divide children into two groups. Group 1 will produce the
sound of animals mentioned in the story, and Group 2 will name it.
Children will do the reverse with each group in the next round. Repeat
the process as many times as possible.
DAY 2
Teacher starts the class by asking volunteers to introduce themselves.
(Teacher may utilize game to encourage pupils in talking about
themselves.)
2. Review the sounds heard yesterday

a. Listening Moment: Teacher again exposes them to the sounds
they heard the previous day and new sounds will be introduced:
Sounds we hear are produced by animals, objects, transportation,
environment, etc. Teacher presents objects, pictures of animals,
etc. and demonstrates how each object/animal produced the
sounds. Teacher demonstrates how each sound is produced for
several times and asks the pupils to produce the sounds with her.
Discuss the meaning of sounds such as roosters crowing, pigs

grunting, horns honking, vendors calling, vehicle sounds, music, things,
children giggling/laughing, etc.
b. Listening to alphabet song (in L1)based on the letters included in

their orthography) as exposure since pupils will learn the sound of
each letter of their orthography in primer lessons starting Week 3
c. Pupils sing Alphabet Song in L1 accompanied by the tape recorder.
d. Partner Talk:
Have students close their eyes and listen to what they hear and
then talk in pairs about what they heard, identifying the different
sounds.All As will tell about the sounds they heard while Bs listen
only. The process will be reversed after two minutes. Teacher will
process the sharing by asking some focused questions.
DAY 3
Teacher starts the class by asking volunteers to introduce themselves.
(Teacher may utilize game to encourage pupils to talk about themselves.)
2. Spot That Scene:

Teacher presents a big picture featuring the different activities done by
children in the community. Teacher asks the pupils to view and study the
24
picture first, then teacher asks: Who could point to the part in the picture
that shows a boy feeding the chickens or a girl washing dishes or
children playing hide and seek and others.
3. Dyad:
Teacher has students talk in pairs about themselves, their family,
likes, dislikes in relation to the picture they have viewed.
Example: They will talk about their preferences of the sound they
heard in their environment: “Which one they like and which one they
don’t like? Why?”
4. Try It Out Activity

Teacher demonstrates first how to write a straight line emphasizing
top to bottom, left to right directions for several times. Teacher asks
pupils to try writing straight line on air, on their palms, or back of their
classmates for several times. Now, ask pupils to trace straight line in the
chalkboard or in the prepared practice sheets (Recycled old calendars
maybe used). Then the teacher continues to demonstrate/show the
following lines: slanting, horizontal, curve, circular lines one at a time.
The pace will depend on the response of the pupils.
5. Tracing/Connecting Dots
Group work: Teacher presents a figure of an animal or object on the
blackboard or on a Manila paper with the dots. Each pupil will
trace/connect two dots in the figure until it is completed. Pupil identifies
what figure has been formed.
DAY 4
Teacher starts the class by asking those who have not introduced
themselves yet. (Teacher may utilize game to encourage pupils to talk
about themselves.)
2. Noisy Neighbor Game

Teacher assigns one student to hide behind a screen and make specific
sounds when signaled during the storytelling. Teacher begins with: “Early
one morning, the children were all fast asleep – (ask children to close
their eyes and pretend to sleep) – when all of a sudden they heard a
sound from the house next door.” At. We this point the hidden child makes
an animal noise from behind the screen. Teacher says: “Wake up
children, what’s that noise?” Children take turns identifying the sound.
Then everyone says “Noisy neighbor, please be quietaretrying to sleep.”
Repeat with other students taking turns behind the screen.
25
3. Show & Tell:
a. Students draw a picture of animals or things they like/dislike that
produce sound, describing the picture and why they like/dislike it.
b. Each pupil is given a chance to show to the class what he/she has
drawn and tell something about it. Pupils may also show or
demonstrate how these objects/instruments/animals produce sounds.
4. Connecting Dots
a. Group work: Teacher presents a figure of an animal or object
on the blackboard or on a Manila paper with the dots. Each pupil will
connect two dots in the figure until it is completed. Pupil identifies
what figure has been formed.
b. Individual work: Teacher asks each pupil to connect dots in the

worksheet to form a complete figure of object or animal that produces
the sound.
DAY 5
A. Assessment:
Using Rubric
a. Game: Teacher put on the floor the pictures of animals that
produce sound. As the pupil hears the sound he steps on the picture
that represents the sound produced or played by the teacher. A point
is given to the first pupil who steps on the correct picture.
b. Relay: Divide the pupils in 4 groups. Teacher prepares set of 5
pictures (animals, objects, transportation, etc.) arranged in 4 rows.
Player of each group steps on the picture and produce the sound
until he reaches the fifth picture. This goes on until all members of
the group produce the sound of the given picture following the
same process.
c. Individual work: Teacher asks each pupil to connect dots (slanting,
horizontal, curve, circular lines) in the worksheet to form acomplete
figure of object or animal that produces the sound.
B. Agreement/Enrichment Activity
Film Viewing or Use of pictures.
The topic is something about animals in the farm; sounds they hear in
the environment or something related to sounds previously learned.
26
Week 2
I. Objectives:
1. Talk about pictures presented using appropriate local terminologies with
ease and confidence: Animals, Mechanical Devices, Objects, Musical
2. Recognize/Distinguish and produce sounds heard (loud and soft; high
and low; fast and slow)
3. Use correctly the terms referring to conventions of print (front/back
cover, title, beginning/ending page, author and illustrator)
4. Track the text in the correct order: page by page, left to right, top to
bottom.
5. Write using a comfortable and efficient pencil grip (Trace/Connect
dots to form lines/figures)
6. Develop and use vocabulary by listening to: sounds produced and heard
locally from Animals, Mechanical Devices, Objects, Musical Instruments,
Environment
8. Recall important details in the story listened to
9. Manifest enjoyment in producing the sounds of local Animals,
10. Express love for stories by browsing the storybook read to them
II. Subject Matter

A. Topics:
1. Oral Language
Talking about pictures presented using appropriate local terminologies
with ease and confidence: Animals, Mechanical Devices, Objects,
Musical Instruments, and Environment
Recognizing/Distinguishing and producing sounds heard (loud and
soft; high and low; fast and slow).
3. Book and Print Knowledge:

a. Using correctly the terms referring to conventions of print
(front/back cover, title, beginning/ending page, author and
illustrator).
b. Tracking the text in the correct order: page by page, left to right,
top to bottom.
4. Handwriting
Writing using a comfortable and efficient pencil grip (Trace/Connect
27
dots to form lines/figures)
5. Vocabulary
Developing and use vocabulary by listening to: sounds produced and
heard locally from Animals, Mechanical Devices, Objects, Musical
a. -Predicting what the story is about based on personal
experiences
b. -Recalling important details in the story listened to.
c. -Manifesting enjoyment in producing the sounds of local Animals,
a. Express love for stories by browsing the storybook read to them.
B. References
 -K to 12Curriculum
 Two-Track Approach to Teaching Children to Read and Write
Their First
 Language (L1): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
 -Activities for Early Grades of MTBMLE Program (Susan Malone,
2010)
MTBMLE Consultants
C. Materials:
a. Radio/cassette/karaoke and other multi-media materials if available;
“Celendro”, pitch pipe or indigenous materials like coconut/banana
leaves; Whistle, clock; Bottles containing different levels of water; Red
and blue flaglets; Musical instruments/Objects that produce sound
(e.g. stones, wooden stick, cans, iron rod, or any materials available
in the locality; Realia: clock, whistle, ukulele, etc.; Pictures of tricycle,
jeep, airplane etc.
b. Big Book: “Ang Bag-o Ko nga Paborito”
D. Theme: My Family and I : Healthy habits
DAY 1
A. Preliminary activity
Game: Produce That Sound
1. Teacher shows real objects or picture of objects that produce
sounds one at a time to the whole class. Then pupils produce the
appropriate sound.
28
Examples:
a. Church bell ringing
b. Exploding firecrackers
c. Alarm clock ringing
d. Thunder
e. Balloon Exploding
2. While examples are given, pupils are asked to identify, if sound

produced is loud, soft, high, low, fast or slow.
B. Pre-Reading
1. Unlocking of Difficult words
a. naghiwod (through picture or action/demonstration)
b. malikawan (through context)
c. mantikaon (through picture)

Listening to the Radio: Turn on the radio and let the pupils
listen to the news.
Ask: Do you have radio at home? Do you listen to the radio? Who
among your family members are listening to the radio? How often do
you listen to the radio? Is it important to have radio at home? Why or
why not?
Say: Today, you will listen to the story about a girl and her
experience with the radio they have at home. Do you think hearing
news over the radio influence the girl to change her favorite food?
C. During Reading
Interactive Reading
1. Read the title of the story. Introduce the author and the illustrator.
Say: Look at the cover. What do you see? What questions do you
want to ask about the story?
Ang Bag-o Ko nga Paborito

Sabado sang aga nakabugtaw si Ana tungod sa matunog nga

huni sang radyo.
“Nay, katunog gid sa huni sang radio. Pwede, hinayon ko lang
kay matulog pa tani ako?”
“Ana, adlawon na. Paligo ka na kag magpamahaw.”
Naghiwod si Ana kag ginhimos ang iya hiligdaan. Pakadto pa
lang sia ka kusina napanimahuan niya ang luto sang nanay niya.
29
“Hmmmmm, hamot. Siguro ginluto ni Nanay ang paborito ko
nga sud-an.
Pero nakibot gid si Ana sang iya nakit-an sa lamesa.
“Nay, ano man ini ang aton sud-an? Gusto ko pinirito nga
baboy, pinirito kag puro lang pinirito.”
“Ana, indi maayo sa aton lawas ang puro lang pinirito. Indi
bala nabatian naton kagab-i sa radyo ang ginhambal sang doktor?
Malikawan ang mga masakit kon magkaon sang indi mantikaon nga
pagkaon, utan kag prutas adlaw-adlaw. Gani, Ana panumdumon
naton nga indi lang pirme pinirito ang aton sud-anon.”
“O sige, Ana. Kaunon mo ina ang sinugba nga isda kag
kinihad nga kamatis kay malakat anay ako sa tindahan. Pagkatapos
mo kaon, hugasan mo ang imo ginkanan.”
Wala nagkaon si Ana. Gintakluban niya lang ang mga
pagkaon kag nagbalik sa kwarto niya. Pagkaligad sang duha ka oras
nakabatyag sang tuman nga gutom si Ana.
Dalidali sia nga nagkadto sa kusina. Bisan indi sia kauyon
sang sud-an ginkaon niya ini.
“Ay, manamit man gali ang sinugba nga isda upod sang
kinihad nga kamatis.”
Umpisa sadto, naanad na si Ana magkaon sang mga sinugba
kag utan. Isa ka aga, ginlutuan sia ni Nanay niya sang pinirito nga
baboy nga paborito niya.
“Ana, bangon na.Ginlutuan ko ikaw sang paborito mo.”
2. Open the book showing the first picture

Ask: What do you see?
Say: Let’s read this page.
(Teacher reads the text for that page, using the pointer smoothly
under the text as she reads.)
3. Do the same for each page, asking the pupils what they think will
happen next
D. Post Reading
1. After reading the story, ask students some questions:
a. What made Ana wake up in the morning?
b. What did her mother ask her to do?
c. Did she obey her mother when she was asked eat her breakfast?
Why?
d. What made Ana change her favorite food?
e. Compare Ana’s old and new favorite foods.
f. If you were Ana, would you change your favorite food? Why?
g. Why do we need to eat nutritious foods like vegetables and fruits?
2. Connecting Dots/Tracing Figures

Divide the pupils into 4 groups. Each group will be given activity sheet
30
with figures of fruits and vegetables. They have to connect the
dots or trace figures using crayons. Then they have to publish
their work and tell why these foods are important? Teacher will
process their responses.
DAY 2
1. Review the story

Teacher reads the story without interruption. This is to allow pupils to
move their eyes as the teacher tracks the storyline page by page, left
to right, topto bottom.
2. Introduce the use of correct terms referring toconventions of print

a. Read yesterday’s big book to the class. Every time the teacher
reads a story he/she talks about the title, opening to the first
page, identifying the front and back cover, pointing to the first
and last words, etc. (This is a continuing activity throughout
the year adding other skills about book information).
b. Teacher asks different pairs of students to come up to the front
and point out certain parts of the book. Teacher gives feedback.
c. Teacher passes out books (small books) to children so they
will have opportunity to “read” books. Teacher walks around the
room asking questions about parts of the book.
3. Game : Show Me
Let the pupils work in pairs. Using small book, Partner A says “Show
me the (cover) of the book.” Partner B shows the part of the book
being asked. Pupils will do the reverse with their partners in the next
round. Repeat the process until all terms are mastered by the pupils.
DAY 3
1. In the story, “Ang Bag-o ko nga Paborito” What kind of sound

awakened Ana?
Game: Soft or Loud?

a. Teacher asks the children to form one big group in the middle of
the room. Two posts will be placed at the sides of the room. Post
A for Loud Sound and Post B for Soft sound.
b. A radio will be played with a full volume sound and pupils will be
asked to go to the appropriate Post A. (Pupils who commits
error will be made to sit down.).
c. Next sound from the radio will be adjusted to soft volume. Pupils
will be asked to go to the appropriate Post B. (Pupils who
commits error will be made to sit down.)
31
d. Step 3 and 4 will be repeated several times alternately, or
randomly until two or four pupils are left standing and will be
declared as winners.
2. Partner Talk
A Pupil works with a partner. They will talk about their
preferences about the sound they heard: “Which do you like, soft
sound or loud sound? Why?” Teacher will process the sharing by
asking some focused questions that would relate to the theme.
3. Tracing/Connecting Dots
Using Worksheet pupils connect dots to form objects that produce:
Soft and loud sound (e.g. clock, drum)
DAY 4
1. In the story, why did Ana’s mother want her to eat broiled fish,
vegetables and fruits instead of oily foods?
2. Healthy Body from Head to Toe

Sing a song:“Tudlo, Tuhod, Abaga, Ulo”
3. Teacher introduced high or low sounds.Teacher uses pitch pipe to

produce high and low sounds.
Game: High and Low Sounds

Pupils will raise red flaglets when they hear high sound and whiteflag
when they hear low sound
Let’s Sing High and Low.

Pupils sing with the teacher common song in the L1, “Tudlo, Tuhod,
Abaga, Ulo” Teacher mimics the sound of common animals or plays a
previously recorded sound with high or low pitch (e.g. goat for high
pitch and cow for low pitch).
4. Teacher introduced fast and slow sounds
Game: Teacher uses drum or maracas. He beats the drum fast

then slow or shakes the maracas fast or slow. Pupils clap their
hands when they hear fast sound and shake their hands when they
hear slow sound.
Let’s Sing Fast and Slow.

Pupils sing with the teacher common song in the L1, “Tudlo, Tuhod,
Abaga, Ulo” in fas
t and slow pace.
32
DAY 5
A. Assessment
1. Produce and Identify That Sound:
Teacher divides the pupils into two groups. Each group will take turn
to draw out object/picture from the box. They have to produce
appropriate sound while the other group will distinguish whether they
hear: loud or soft; high or low; fast or slow.
Example:
Clock – soft
Bell – loud
2. Move That Body:

Pupil listens to the sound played or produced by the teacher. They
have to move their body based on the sound they heard.
Example:
Loud – 1 step to the right
Soft – one step to the left
Fast – clap hands
Slow – shake hands upward
3. Connect Dots/Trace objects that produce loud/soft; high/low; fast /

slow sounds.
B. Agreement/Enrichment Activity
Video/Picture Viewing: let the pupils view video or pictures of local
festivals (example: Dinagyang, Ati-atihan). Let them talk about the sounds
heard in the celebration of these festivals.
33
Weeks 3 &4
I. Objectives:
1. Talkabout the pictures presented in relation to their personal experiences
2. Listen and respond to others
3. Give pairs of rhyming words found in nursery rhymes, songs, jingles
4. Give/produce the beginning sounds/a/, /u/, /g/of the letters in a given
word
5. Identify the differences between letters
6. Give the letter that begins in a given pictures/objects
7. Identify specific letters(Aa, Uu, Gg)in the alphabet, both upper and lower
case
8. Show relationship between sounds and written symbols
9. Match words with pictures and objects
10. Give the sounds of the specific letters/a/, /u/, /g/in the alphabet
11. Blend specific letters to form syllables/words
12. Write upper case and lower case letters in print using proper proportion
13. Develop and use vocabulary words that begin with the sounds of letters
presented by listening to teachers producing the sound
14. Get the meanings of words presented through illustrations,
demonstration,use of synonyms and antonyms
15. Use culturally appropriate courteous expressions in different situations
17. Confirm predictions after listening to a story
18. Relate events in the story to personal experiences
19. Recall important details in:
a. Listening stories
b. Shared reading stories
c. Experience stories
d. Children Stories listened to
20. Answerliteral level questions to literary text read /listened to

21. Answer literal level questions related to informational text listened to
22. Express love for stories by browsing the storybooks read to them and
asking to be read more stories
II. Subject Matter

A. Topics:
1. Oral Language:
a. Talking about the pictures presented in relation to their
personal experiences.
b. Listening and responding to others.
2. Phonological awareness:
a. Giving pairs of rhyming words found in nursery rhymes,
34
songs, jingles
b. Giving/producing the beginning sounds of the letters/a/, /u/, /g/
in a given word
3. Book and Print knowledge:

Identifying the differences between letters
4. Alphabet Knowledge:
a. Giving the letter that begins in a given pictures/objects Identifying
specific letter/sin the alphabet, both upper and lower case
b. Showing relationship between sounds and written symbols
DAY 1
1. Singing the L1 Alphabet song (for letter familiarization)

2. Review (Q and A activity)
a. Recall the story listened to yesterday by asking questions.
b. Have the pupils tell the names of animals/ things mentioned in
the story beginning with letter Aa.
c. The teacher writes the names of animals/things on the board.
Ask: In what letter do the names of animals /things begin?
3. Teach the letter name and sound of Aa

a. Using the pictures, the teacher says the sound of Aa and the
children follow.
Say: What other names of things begin with letter Aa?
b. Show a chart with word having letter Aa.

Box the letter Aa that you can find in every word.
4. Writing letter Aa
Say: This is the big letter A. (Teacher demonstrate how big letter A
is written with counting). Do this three times.
Let the pupils do it by writing on air, desk and at the back of their
classmate and palm.
Say: This is small letter a. (Teacher demonstrates how small letter a
Let the pupils do it by writing on air, at the back of their classmate
and palm.
5. Writing Exercises
a. Guided Practice
Connecting Dots (as one group in a class)
Connect the dots to form the big and small letter Aa following
the correct stroke with counting. If a teacher has big class size,
she can call 3 pupils at a time and have them do the writing of big
35
and small letter Aa with counting at the same time.
b. Independent Practice
Tracing letter Aa by the pupils.
This will be done individually using activity worksheet.
DAY 2

2. Review (Q and A activity)
a. Recall the story listened to yesterday by asking questions.
b. Have the pupils tell the names of animals/ things mentioned in
the story beginning with letter Aa.
c. The teacher writes the names of animals/things on the board.
Ask: In what letter do the names of animals /things begin?
a. Teach the letter name and sound of Aa

b. Using the pictures, the teacher says the sound of Aa and
the children follow.
c. Singing of the song by the teacher.
d. The pupils sing with the teacher.
Ask:
 What place is described in the song? What is used as
their means of transportation?
 What are the fruits and vegetables found in the farm?
 Why is it peaceful to live in the farm?
3. Engagement Activity
Show me the Picture
Ask: What fruits and vegetable are found in the farm?
In what letter does each name begin?
A pupil gives the answer and looks for the picture on the table and
shows it to the class. This process continues until all names of fruits
and vegetables are mentioned.
DAY 3

2. Review
a. Singing the song “Balay Namon Sa Uma”.
Ask: What place is described in the song?
In what letter does the word begin?
b. Show picture of fruits and vegetables found in the farm with letter
36
Uu. Say: Name the pictures.
As the pupils say the names of fruits and vegetable, the teacher
writes the name under each picture.
3. Teach the letter name and sound of Uu

a. Using the pictures with its name, the teacher says the sound of
Uu and the children follow.
Say: What other names of things begin with letter Uu?
b. Show a chart with words having letter Uu.Ring the letter Uu that
you can find in every word.
4. Writing letter Uu
Say: This is the big letter U. (Teacher demonstrate how big letter U
is written with counting). Do this three times.Let the pupils do it by
writing on air, desk and at the back of their classmate and palm.
Say: This is small letter u. (Teacher demonstrate how small letter U

Let the pupils do it by writing on air, at the back of their classmate and
palm.
a. Guided Practice
Connect the dots to form the big and small letter Uu following
the correct stroke with counting. If a teacher has big class size,
she can call 3 pupils at a time and have them do the writing of
big and small letter Uu with counting at the same time.
b. Independent practice
Tracing letter Uu by the pupils.
DAY 4
1. Singing the L1 Alphabet.

2. Review
a. Look at the pictures. (Pictures with names that begin in Aa and
Uu)
Say: Produce the sound of the beginning letters Aa and Uu of the

picture.
b. Ask the pupils to write the big and small letters Aa and Uu
37
on air, palm,desk and back of their classmate.
c. Ask some pupils to write the big and small letter Aa and Uu on
the board with counting.
3. Motivation/ activating prior knowledge

Connect the Dots.
A manila paper with numbered dots will be shown by the teacher.
Individual pupils will be asked to connect two dots at a time until all
dots are connected.
Ask: What figure is formed after connecting all the dots? ( picture of
gansa) Have you seen this animal? Share to the class your
knowledge about this animal.
Say: Today, we will a have guessing game.
4. Guessing game ( Riddles)

Guess the name of animal or things being described in the riddle. The
teacher reads to the pupils the riddle.
a. Duha ang tiil

Puti ang balahibo
Daku nga daw pabo
Magahod kon may tawo.
Ano ini? ( Gansa)
Ask: What are the characteristics of a gansa? (Goose)
b. Prutas nga kurte bituon Kon kaisa matam-is, Kon kaisa maaslum.
Ano ini? ( Garangan)
Ask: What is the shape of Garangan?(star fruit) What is its taste?
5. Engagement Activity
a. Use of realia/pictures.
The teacher shows some objects which name starts with letter Gg.
Ex. garapon( jar)

garab( a sharp object used for harvesting palay)
goma( tire)
ginit( part of a coconut tree)
Ask: What other names of things do you know that starts with Gg?
b. Give Me What I Want!

Pupils are given a basket with things.
Say : Give me a thing which name begin with letter Gg?
38
DAY 5

2. Review
3. Spot the object or animal.
The teacher shows to the class a picture of a farm with lots of
animals, fruits and vegetables and other objects.
Ask: What are the different activities in the picture?

Which of the activities do you like doing? Why?
Say: Look and study the picture again. Point to the animals, things,
fruits and vegetable which name begins with letter Gg and say the
name.
4. Teach the letter name and sound of Gg

a. Have the pupils study the realia.
b. Using the objects with its name, the teacher says the sound of
Gg and the children follow.
Say: What other names of things begin with letter Gg?
c. Show a chart with word having letter Gg.

Ring the letter Uu that you can find in every word.
5. Writing letter Gg
Say: This is the big letter G. (Teacher demonstrate how big letter G
is written with counting). Do this three times. Let the pupils do it by
writing on air, at the back of their classmate and palm.
Say: This is small letter g. (Teacher demonstrate how small letter U

is written with counting). Do this three times.Let the pupils do it by
writing on air, at the back of their classmate and palm.
39
a. GuidedPractice
Connect the dots to form the big and small letter Gg following the
correct stroke with counting. If a teacher has big class size, she
can call 3 pupils at a time and have them do the writing of big and
small letter Gg with counting at the same time.
b. Independent Practice
Tracing letter Gg by the pupils.
DAY 6

2. Review Exercises
Pair the Flashcard Game
a. Each of the boys will be given one of the big letters A, U and G.
Each of the girls will be given one of the small letters a, u and g. At
the count of 10, they will find their pair. (Big and Small Letter)
b. The teacher asks each pair to name the letter they are holding
and to give the sound.
3. Concept Development
a. Picture puzzle
 Group the pupils into 5. In 3 minutes form the picture. Ask:
What is shown in the picture that you formed?
 Do you eat this at home?
 The teacher writes the word of”Uga” on the board.
 What are the 3 letters of the word?
b. What’s the word?

The teacher will show pictures to the pupils. Opposite the picture
is its incomplete name. Give the beginning letter of each
picture. Pupils may choose from letters Aa, Uu, or Gg.
40
Ask: In what letter does each word begin?
Give the sound of the letter.
c. Work Trays
Teacher prepares several set of trays with letter card of Aa, Uu
and Gg.
Say: Pick one realia from the table. Show it to your classmates.
Say the name of the object, the beginning letter and sound. Drop
the picture to the right work tray.
Ex. alambre, antipara, aritos,garapon, iba, garangan, ulunan ,etc.
DAY 7
1. Review (Show and Tell)

a. Pupils will be asked to pick one object/picture from the box. The
pupil/s will say the name, the beginning letter and the sound.
2. Picture Poem (Uga Kon Aga)

The teacher groups the pupils into 5.Each group is given a
worksheet(Picture poem below).
Say: I want to read you a poem. My problem is, there are words that
are missing which are supplied by pictures. Please help me name
41
them by writing their beginning letter on the blank.
Reporting by the group will follow. The teacher checks their work
afterwards.
The teacher will use a chart to show the picture poem to the pupils.
Some words are substituted with pictures. Pupils will give the exact
word based on the pictures seen to be able to complete the poem.
Mabakal sang kay Inday sa banwa.
a. The teacher reads the poem to the pupils and stops once in a
while to ask
b. The pupils to supply the missing word based on the picture.
c. The pupils read the poem with the teacher.
d. The teacher reads the poem again.
Ask: What are the things we can see in the farm?

42
 What fruits are mentioned in the poem?
 What did nanay wish to eat in the morning?
 Why do you think was the reason of her craving for dried fish?
 What did tatay do the next day?
 Do you like to eat dried fish (uga)? Why or why not?
DAY 8

2. Review of the three letters ( Aa ,Uu and Gg) and their sound.
Letter Cards
The teacher shows letter cards of the three letters. Pupils will name
the letter and say the sound.
Ask: What things have names that begin with Aa,Uu,Gg? Say the
beginning sound
.
3. Matching letters to form a syllable.
a. Several letter cards of Aa, Uu and Gg will be given to pupils.
Pupils match the letters as the teacher sounds the letters to form
syllables.
Ex . g a =ga
g u =gu
b. The formed syllables will be written by the teacher on the board

and will be read by the teacher with the pupils later on.
4. Forming 3- letter word

a. Flashcards of syllables formed previously and letters Aa, Uu and
Gg will be used by the pupils. The teacher says the letter
/syllables.
Ex. u ga = uga a ga =aga

ga a =gaa gu a =gua
b. The formed words will be written by the teacher on the board and
will be read by the teacher with the pupils.
DAY 9

2. Review
43
A.1 Review on matching letters and syllables to form word through a
game.
The pupils are grouped into 4. Each group is given a tray of
cards with letters Aa,Uu, and Gg and syllables learned
yesterday. The members will fall in line. With the word “GO”
the first pupil will form a word on the floor. If he/she finishes
doing that, he will tap the shoulder of the next pupil until all
members will be able to form a word. The group will be asked
to read the words they have formed.
A.2 Review on writing the letters Aa, Uu and Gg.

On air
Desk
Slate
3. Writing and Spelling Exercises

a. The teacher will post picture on the board. Pupils will be asked to
name the picture by writing the missing letter on a piece of paper.
Hilikuton
b. The teacher will dictate some syllables and words formed from the
previously learned three letters to the pupils.
44
Ex. Ga, aga, gua, uga,
The teacher checks the pupils’ spelling and handwriting.
Appendix A: Big Book

Ang Amu ni Lolo Ambo
Madamo sang kasapatan sa balay ni Lolo Ambo. May manok, pato,

pabo, gansa kag isa ka amu nga ginasagod si Lolo Ambo.
Adlaw-adlaw ginaatipan gid niya ang mga ini.
Ginatinluan niya ang mga kurongan.
Ginabuburan niya ang kada grupo sang mga sapat.
Pagkatapos, wala gid niya ginakalimtan ang paghatag sang tubig para
mainom sang mga kasapatan.
Isa ka adlaw, naggwa ang amu sa kurongan.
May nakit-an ang amu nga isa ka apan. Iya ini ginsundan tubtob
nakalab-ot sia sa puno sang agho.
Nadiparahan ni Lolo Ambo nga wala na ang amu sa kurongan.
Ginpangita niya ini sa kurongan sang mga manok, pabo kag gansa.
“Amu!
Amu! Diin ikaw Amu?” panawag ni Lolo Ambo.
Ginpangita niya pa gid ini sa kurongan sang mga pato kag bibi. “Amu!
Amu!
Diin ikaw Amu?” padayon nga panawag ni Lolo Ambo.
Wala gid nakit-an ni Lolo Ambo ang amu. Gani nagkadto sia sa mga
kakahuyan. Didto gali nagakabit-kabit sa sanga sang agho ang amu.
Nalipay gid si Lolo Ambo sang maglukso ang amu sa abaga niya.
Appendix B: Song
Balay sa Uma
(Tune: Bahay Kubo)
(Lyrics by: Dymphna Leizel G. Jocson)
Balaynamon
Diri sa uma
Malayo sa karsada
Salakyan karosa
Sa uma manami
Kay tanan preska
Ilabi ang hangin nga ginaginhawa
Paho, kabugaw
Lubi, garangan
Kag mga ulutanon
Yara lang makit-an
Sibuyas, kamatis
Kamote kag dagmay
Sa palibot sang balay
Mabatyagan ang katawhay
45
Week 5
I. Objectives:
1. Participate actively during story reading by making comments and asking
questions
2. Give/produce the beginning sound of letters/i/, /s/in a given word
3. Orally segment a two to three-syllable word into its syllabic parts
4. Make one-to-one correspondence between written and spoken words
5. Give the letter that begins with the name of a given picture/objects
6. Identify specific letters (Ii, Ss) in the alphabet, both upper and lower case
9. Give the sounds of the specific letters/i/, /s/in the alphabet
11. Show understanding that there is a correct way to spell words
12. Write upper case and lower case letters (Ii, Ss)in print using proper
proportion
13. Write syllables and words correctly
14. Use names of person, places, animals, and things appropriately in
sentences
15. Use the correct noun markers (ang, ang mga) in identifying names of
persons, places, animals and words
16. Use the directional - ini, ina, ato, etc.
17. Develop and use vocabulary of words that begin with the target letter/s
18. Identify names of persons, places, animals, and things
19. Predict what the story is about on what one knows about character,
setting and events
22. Recall important details in stories, events, situation to personal
experiences
23. Answer literal level questions related to literary text listened to
II. Subject Matter

A. Topics:
1. Oral Language
Participating actively during story reading by making comments and
asking questions.
a. Giving/producing the beginning sound of letters /i/, /s/ in a given
word.
b. Orally segmenting two to three-syllable word into its syllabic parts.
46
Making one-to-one correspondence between written and spoken
words.
4. Alphabetic Knowledge
a. Giving the letter that begins with the name of a given
picture/objects.
b. Identifying specific letters in the alphabet, both upper and lower
case.
c. Showing relationship between sounds and written symbols
5. Word Recognition
a. Matching words with pictures and objects.
b. -Giving the sounds of the specific letters /i/, /s/in the alphabet.
c. -Blending specific letters to form syllables/words.
6. Spelling
Showing understanding that there is a correct way to spell words.
7. Handwriting
a. Writing upper case and lower case letters(Ii, Ss)in print using
proper proportion.
b. Writing syllables and words correctly
a. Using names of person, places, animals, and things appropriately
in sentences.
b. Using the correct noun markers (ang, ang mga) in identifying
names of persons, places, animals and things.
c. Using the directional words - ini, ato, ina, etc.
9. Vocabulary
a. Developing and use vocabulary of words that begin with the target
letter/s.
b. Identifying names of persons, places, animals, and things.

a. Predicting what the story is about on what one knows about
character, setting and events.
b. Confirming predictions after listening to a story.
c. Relating events in the story to personal experiences.
d. Recalling important details in stories, events, situation to personal
experiences.
e. -Answering literal level questions related to literary text listened to.
f. -Expressing love for stories by browsing the storybooks read to
them and asking to be read with more stories.
47
B. References
 -K to 12Curriculum
 Two-Track Approach to Teaching Children to Read and Write
Their First Language (L1): A Guidebook for Trainers (Susan
and Dennis Malone, 2010)
 Activities for Early Grades of MTBMLE Program (Susan
Malone, 2010)
 Language Curriculum Guide by SIL International and SIL
Philippines
MTBMLE Consultants
C. Materials:
Picture of “igi”; Realia/Picture of “suga” (lamp); live “igi” (snail); potted
kangkong;pictures of plants and animals that begin with /i/ and /s/; activity
sheets for connecting dots/tracing figures; activity sheets for writing letters
Big Book: “Si Iya kag ang Igi”
Poem/Rhyme: “Uga kag Igi”; “Suga”
D. Theme:My Favorite Animals and Plants

DAY 1
A. Preliminary Activity
Game: “Kaptan Ko, Gusto Ko”
Teacher prepares pictures of plants and animals commonly found in the farm.
The names of these plants and animals begin with /i/ and /s/ (e.g. igi, ilaga,
sulog, sili, santan, saging, singkamas, sibuyas, etc.). Teacher creates a farm
scene in the classroom with these pictures posted around.
Say: Let’s visit our grandparents in the farm. What you see around can be
yours. Just get hold of it and tell your grandparents why you like it and they
will give it.
B. Pre-Reading
kapyot (through picture or action/demonstration)
lunang (through context/picture/realia)
mataliwis (through picture/realia)
sirom (through context/picture)

Using Realia:
Teacher allows pupils to observe live snail (igi) and potted
kangkong. Teacher will ask questions based on what they see, feel, hear,
etc.
48
Ask: How would you describe the snail? Is it a plant or an animal? How
do you feel when you first see this animal? How would describe
kangkong? Are they of the same kind? Where do we usually find
kangkong and snail? Have you been to the farm? What else can you see
in the farm?
Say: Today, you will listen to the story about a girl who visited her
grandparents in the farm. Do you think she will feel the same way when
she first see the snail in the farm?
C. During Reading
Interactive Reading
Read the title of the story. Introduce the author and the illustrator.
want to ask about the story? Open the book showing the first picture
Say: Let’s read this page.(Teacher reads the text for that page, using
the pointer smoothly under the text as she reads.)Do the same for
each page, asking the pupils what they think will happen next
Si Iya kag ang Igi

Nagbakasyon sa uma si Iya sa lugar sang lolo kag lola niya.

Isa ka hapon nag-upod si Iya kay Lola Iska.
Nagkadto sila sa talamnan para manglaswa sang tangkong sa higad
sang kahon.
“Lola Iska uyon ko ang tangkong nga adobo, amo ini ang pirme
ginaluto ni Nanay sa balay.”
Nawili gid sila sang ila pagpanglaswa sang hinali lang nahulog si Iya
sa talamnan nga may lunang.
“Lola, Lola, buligi ako!” singgit ni Iya.
Huo Apo, dali kapyot ka sa akon kamot,” hambal ni Lola Iska.
Bisan hugot nagid ang kapyot ni Iya, indi man sia gihapon kahalin sa
lunang.
“Lola dali-a palihog!Butunga pa gid ako kay damo ang mga itum nga
mataliwis ang buli sa lunang. Basi kadton nila ako!” hambal ni Iya nga may
kahadlok.
“Ha, ha, ha! Wala na sila nagapangagat. Igi ang tawag sina,” sabat ni
Lola Iska nga nagakadlaw.
Nanaog na lang si Lola Iska sa talamnan.
“Dali Iya, manguha na lang kita sang igi.Sampat gid ini sa ginat-an
nga gabi.”
Madasig nga nanguha sang igi sa talamnan ang maglola. Nawili gid
sila sa pagpamulot sang igi. Sang makatapos sila, sirum na.
49
Nagtakas sa talamnan ang maglola kag hinayhinay nga naglakat
pabalik sa balay nila.
“Sibyo, Sibyo iwagi kami sang suga!” pangabay ni Lola Iska kay Lolo
Sibyo.
“Huo Iska, ari na ang suga, nagahatag sang kasanag para indi kamo
makadasma.”
Gin-adobo ni Lola Iska ang dala nila nga tangkong para sud-an nila sa
panyapon.
“ O sige manyapon na kita. Buas, ang igi ilakot ko sa gabi. Butangan ta
sang gata para sud-an naton sa panyaga.” Hambal ni Lola Iska.
Pagkaaga tapos pamahaw, ginluto gilayon ni Lola Iska ang gabi kag
igi. “Iya, lakat na diri Apo.Tilawi kon uyon mo ang gabi nga may igi.”
“Wow, hamot,” hambal ni Iya dungan kaon sang laswa.
“Ay tig-a, indi ko kadulot sang igi Lola!”
“Ay sus Iya, unod lang sang igi ang kauna. Supsupon mo para
makuha ang unod niya.”
Sa una nabudlayan si Iya sa pagkuha sang igi sa kutiba. Pero wala
nagdugay, kabalo na sia.
“Lola, karon manguha kita liwat sang igi ha? Namit ang igi. Gusto ko
pa!”
Say: Look at the cover. What do you see? What questions do you want to ask
about the story? Open the book showing the first picture
Say: Let’s read this page.(Teacher reads the text for that page, using the
pointer smoothly under the text as she reads.)Do the same for each page,
asking the pupils what they think will happen next
.
D. Post Reading
 What did Iya and Lola Iska do one afternoon?
 What happened to Iya while they were getting kangkong leaves?
 What was the feeling of Iya when she saw the snail? Why did she
react that way? If you were Iya would you have the same reaction with
her?
 -What was the funny experience of Iya with the snail?
 -Do you think Iya would consider the snail as her favorite animal?
Why or why not?
2. Group Activity
Group 1: Draw the plant and animal Iya saw in the farm and talk about it.
Group 2: Act out part of the story they like best.
Group3: Draw the character of the story you like best and talk about
him/her.
50
3. Emergent Writing: My Favorite Plant or Animal
Let the pupils draw their favorite plants or animals. Allow them to tell
about what they have drawn.
DAY 2
1. Review the story, Si Iya kag ang Igi”

Ask:
What was the name of the girl in the story? (Iya)
Who was her grandmother? (Iska)
What did Iya and Lola Iska gather from the rice puddies? (Igi).
2. Naming pictures/realia beginning with /i/.
3. Introduce the key picture and the key word.
Igi
a. Ask: What is this picture?

b. Say: This is a picture of igi.
c. Point to the word and say: This is how we write igi.
d. Read the key word 2-3 times with the pupils.
4. Syllable Box
a. Point to the key word and read it at normal speed.
b. Point to each syllable as you read each syllable distinctly.
c. Read each syllable again, clapping once for each syllable. Do this
again and have the pupils clap for each syllable with you.
5. Break-The-Word
a. Write the key word on the left side under the syllable box. Read it to
and then with the students.
i gi
b. Continue writing each smaller part of the word and reading it to and
with the students.
c. Write the new letter directly under the new letter above. Read the new
letter to and then with the students.
d. Read the whole Break-the-word column with the students.
Break-the-word Make-the-word
igi i
51
i (as syllable) i
i (as sound) igi
6. Make-The-Word
a. Write the new letter to the right of the Break the Word column and
read the new letter with the students. (See illustration above)
b. Write the part of the word with the new letter so the new letters are in
a straight column. Then read that part of the word with the pupils.
c. Finally, write the entire word so the new letters are in a straight
column and read the word with the students.
d. Pupils read the Key word, Syllable Box, Break the Word and Make the
e. Word together; volunteers; read alone.
 Teacher may also introduce the blending of the key symbol with
previously learned key symbols.
Examples:
g+i =gi i+g =ig
g+a =ga a+g =ag
g+u =gu u+g =ug
7. Big Box
a. Pupils read letters / syllables as you point to them.
 First move the pointer across each row of the Big Box as they read.
 Then move the pointer down each column as they read.
 Then point to different letters or syllables randomly.
 Volunteers read each letter or syllable as you point to it. Correct any
mistakes.
ga gi gu
aui
b. Pupils find the new key word in the Big Box.

 A pupil points to letters or syllables that make the new keyword.
 Read the word with the pupil.
 -Ask, “Is the word correct?” If yes, write the key word on the
 chalkboard and read it with the pupils. If it is not correct, let
another pupil point to the parts of the key word.
c. Pupils find the new key word in the Big Box.

 Read the word with the pupil. (igi)
 Pupils find other words in the Big Box. These can be words they
already learned or, even better, words they had not learned
previously. (igi, agi, uga, aga)
 Read the words with the pupils as they identify them.

 Teacher writes each new word on the chalkboard.
 Pupils read all the words in the word list together.
52
Teacher may use Game: Forming Words
Teacher prepares syllable cards (syllables are taken from the syllable
box.) She may prepare 3 or more cards for each syllable to be used
by pupils in forming words.
d. Introduce sight words (kag, may, si) to pupils. Pupils may form
phrases with the help of the teacher. Teacher writes it on the
chalkboard and let the pupils read the phrases with her then ask some
volunteers to read:
may uga
may igi
uga kag igi
e. Introduce noun markers (ang, ang mga). Encourage children togive
their examples.
ang (means one) ang mga (means more than one)

ang uga ang mga uga
ang isi ang mga igi
DAY 3
1. Review the Big Box and the phrases formed yesterday.

2. Break-The-Sentence
a. Write the Sentence Making Word (may). Point to it and read it with the
pupils. Tell them you will use this word to make a sentence.
b. Write the whole sentence under the Big Box towards the left side.
c. Move the pointer smoothly under the sentence as you read it with the
pupils.
Break-the-Sentence Make-the sentence

May uga kag igi si Aga . may
may uga kag igi si may uga
may uga kag igi may uga kag
may uga kag may uga kag igi
may uga may uga kag igi si
may May uga kag igi si Aga.
3. Make-The-Sentence
a. Tell the pupils, “Now, we will make the sentence again.”
b. Write the sentence making word under the Big Box but on the right
side. (See illustration above)
c. Point to the word as you read it with the pupils.
4. Handwriting
a. Pupils practice writing the new letter
53
Say: I want you to write the new letter. This is big letter I.The name of
the letter is I. The sound of the letter is /i/.
(With your back to the pupils, tell them) Watch my finger as I write” the
new letter in the air. (Make sure you make the letter very large so they
can see how you make. Follow the standard in writing letter I with the
correct counting then say the sound /i/).
 Ask them to copy your movements and practice writing the letter
in the air 3-4 times.
 Hold one hand in the air and show them how to write the letter on
the palm of one hand using the finger of their other hand. Have
them do this with you 3-4 times.
 Write the new letter on the chalkboard. Write slowly and make the
letter large so everyone can see it. Write it 3 times like that.
 Pupils practice writing the letter in their notebooks or activity
sheets 10 times.
Follow the same procedure in writing small letter i
b. Pupils practice writing the new keyword (igi).

 Write the new key word in large letters on the chalkboard. Write it
3-4 times so everyone can see clearly how you write it.
Pupils write the new key word 10 times in their notebooks.
 Walk around the room to see how they are doing. Help anyone
that is having trouble
.
c. What words mentioned in the story that begin with I or i? (igi, Iya.
Iska).Can you give other words that begin with I or i?
d. Name the picture. Write the missing letter.

Example:
_ igi _ laga
5. Spelling
a. Say the key word from today’s lesson. Pupils write it.
(igi)
b. Say the key word from the last lesson. Pupils write it.
(uga)
c. Write the spelling words correctly on the chalk board. Pupils check
their work and correct any mistakes.
54
6. Exercises
a. Name the picture. Give the sound of the first letter.
Hilikuton
Hilikuton
55
b. Forming New Words
 What word is formed when a at the beginning of the word is
changed withi
agi = ____
 What word is formed when i is added at the beginning of the word

laga =____
 -What word is formed when i is added at the beginning of the word

ilaga = ____
c. How many syllables are there in a word? Tell the number of syllables
for each word.
igi
agi
aga
uga
7. Read Sentences/Poem/Rhyme
a. Write the reading sentences/short story on the chalkboard.
Sentences: May uga si Aga.
May igi si Aga.
May uga kag igi si Aga.
Poem/Rhyme: Uga kag Igi
Uga, uga
May uga si Aga.
Igi, igi
May igi si Aga.
b. Move the pointer smoothly under the sentences as you read them
with the pupils.
c. Pupils read the sentences together.Then, individual pupils read them
alone.
d. Pupils answer simple comprehension questions:
Sin-o ang may uga kag igi?
Ano ang ara kay Aga?
DAY 4
1. Review the story, Si Iya kag ang Igi”

Ask: Who was the grandfather of Iya? (Sibyo)
What did Lola Iska ask him to do? (to light the lamp “suga”).
Why did she request Lolo Sibyo to do it?
Teacher may present the poem and ask simple questions:
56
Suga
Suga, suga
Kasanag sang suga
Sa kadulom sang kagab-ihon
Ang siga sang suga kitaon
Suga, suga
Kadamo sang klase sang suga
May lampara, mitsa, sulo kag kingki
Ini ang nagahatag kasanag sa lugar nga wala kuryente
2. Naming pictures/realia beginning with /s/.

suga
a. Ask: what is this picture?

b. Say: this is a picture of suga.
c. Point to the word and say: this is how we write suga.
4. Syllable Box
5. Break-The-Word
with the students.
c. Write the new letter directly under the new letter above.
d. Read the new letter to and then with the students.
e. Read the whole Break-the-word column with the students.
suga s
su su
s suga
57
6. Make-The-Word
a straight column. Then, read that part of the word with the pupils.
d. Pupils read the Key word, Syllable Box, Break the Word and Make the
word together; volunteers; read alone.
Teacher may also introduce the blending of the key symbol with previously
learned key symbols.
Examples:
s+i =s i i+s =is
s+a =sa a+s =as
s+u =su u+s =us
7. Big Box
 First, move the pointer across each row of the Big Box as they
read.
 -Then, move the pointer down each column as they read.
 -Then, point to different letters or syllables randomly.
 -Volunteers read each letter or syllable as you point to it. Correct
any mistakes.

 A pupil points to letters or syllables that make the new keyword.
 Read the word with the pupil.
Ask: “Is the word correct?” If yes, write the key word on the
chalkboard and read it with the pupils. If it is not correct, let

Read the word with the pupil. (suga)
previously. (aga, uga, igi, agi, suga, siga, gasiga , gisa, isa,
gisi)
58
 Teacher may use Game: Forming Words
Teacher prepares syllable cards (syllables are taken from the
syllable box.) She may prepare 3 or more cards for each
syllable to be used by pupils in forming words.
d. Introduce sight words (sa, ka,may) to pupils. Pupils may form phrases
with the help of the teacher. Teacher writes it on the chalkboard and
let the pupils read the phrases with her then ask some volunteers to
read:
may igi
isa ka suga
igi kag uga sa aga
DAY 5
1. Review the Big Box and the phrases formed yesterday.

a. Write the Sentence Making Word (gasiga). Point to it and read it
with the
b. pupils. Tell them you will use this word to make a sentence.
c. Write the whole sentence under the Big Box towards the left side.
d. Move the pointer smoothly under the sentence as you read it with
the pupils.
Break-the-sentence Make-the-Sentence
Gasiga ang suga sa uma. ang
gasiga ang suga sa gasiga ang
gasiga ang suga gasiga ang suga
gasiga ang gasiga ang suga sa
ang Gasiga ang suga sauma
b. Write the sentence making word under the Big Box but on the
right side.(See illustration above)
4. Handwriting
Say: I want you to write the new letter. This is big letter S. The
name of the letter is S. The sound of the letter is /s/.
(With your back to the pupils, tell them) Watch my finger as I write
the new letter in the air. (Make sure you make the letter very large
59
so they can see how you make. Follow the standard in writing
letter S with the correct counting then say the sound /s/).
 Ask them to copy your movements and practice writing the

letter in the air 3-4 times.
 Hold one hand in the air and show them how to write the letter
on the palm of one hand using the finger of their other hand.
Have them do this with you 3-4 times.
 Write the new letter on the chalkboard. Write slowly and make
the letter large enough so everyone can see it. Write it 3 times.
sheets 10 times.
Follow the same procedure in writing small letter s

b. Pupils practice writing the new keyword (suga).
 Write the new key word in large letters on the chalkboard.
Write it 3-4 times so everyone can see clearly how you write it.
 Pupils write the new key word 10 times in their notebooks.
that is having trouble.
c. What were words mentioned in the story that begin with S or s?

(suga, Sibyo). Can you give other words that begin with I or i?
Example:
_uga _ulog
5. Spelling
(suga)
(igi)
c. Say 2 to 5 other key words. Pupils write each one.

(uga)
d. Write the spelling words correctly on the chalk board. Pupils check
60
6. Exercises
a. Match the picture with its name by connecting a line.c. Forming
Words
 What word is formed when a at the beginning of the word is
changed withu
aga = ____
 What word is formed when s is added at the beginning of the

word
uga =____
 What word is formed when g is removed from the word

gisa = ____
b. How many syllables are there in a word? Tell the number of

syllables for each word.
 suga
 igi
 uma
 aga
 gasiga
7. Assessment
a. Connect the word to the appropriate picture
61
Hilikuton
b. View the pictures. Write the missing letter to form the word that
describes the picture.
Hilikuton
c. View the picture and write the missing letter (i or s) of a word to

make the sentence correct.
62
Hilikuton
d. View the picture. Use ang or ang mga to tell about the pictures or
objects.
Hilikuton
8. Agreement
Draw your favorite plant or animal that begins with /i/ or /s/. Show it to
the class and tell something about it.
63
Week 6
I. Objectives:
1. Recite/sing with ease and confidence rhymes, jingles, riddles, chants,
song, lullaby in culturally appropriate manner
2. Give/produce the beginning sound of letter /b/ in a given word.
3. Orally segment a two to three-syllable word into syllabic parts
6. Identify specific letter (Bb)in the alphabet, both upper and lower case
9. Give the sounds of the specific letter /b/in the alphabet
12. Spell and write words using phonemic awareness and letter knowledge
13. Write upper case and lower case letter (Bb) in print using proper
proportion
14. Write syllables,words and phrases correctly
sentences
16. Use the directional terms - ini, ina, ato, etc
17. Develop and use vocabulary of words that begin with the target letter/s
18. Identify and use common noun markers
setting and events
22. Recall important details in Experience story
23. Write the correct sequence of the events
24. Show love for reading by listening attentively during story reading and
making comments
II. Subject Matter

A. Topics:
1. Oral Language
Reciting/singing with ease and confidence rhymes, jingles, riddles,
chants, song, lullaby in culturally appropriate manner.
a. -Giving/producing the beginning sound of letter /b/ in a given
word.
b. -Orally segmenting two to three-syllable word into syllabic parts.

64
Making one-to-one correspondence between written and spoken
words.
a. -Giving the letter that begins with the name of a given
picture/objects.
case.
5. Word Recognition
b. Giving the sounds of the specific letter /b/ in the alphabet.
c. Blending specific letters to form syllables/words.
6. Spelling
a. -Showing understanding that there is a correct way to spell words.
b. Spelling and write words using phonemic awareness and letter
knowledge
7. Handwriting
a. Writing upper case and lower case letter (Bb) in print using proper
proportion.
b. Writing syllables and words and phrases correctly.
a. -Using names of person, places, animals, and things appropriately
in sentences.
b. Using the directional words - ini, ina, ato, etc.
9. Vocabulary
a. -Developing and use vocabulary of words that begin with the
target letter/s
b. -Identifying and use common noun markers.

c. Relating events in the story to personal experiences.
b. Recalling important details in Experience story
c. Writing the correct sequence of the events.
d. -Showing love for reading by listening attentively during story
reading and making comments.
B. References
 K to 12Curriculum
65
 Two-Track Approach to Teaching Children to Read and Write Their
Malone, 2010)
 Activities for Early Grades of MTBMLE Program (Susan Malone,
2010)
MTBMLE Consultants
C. Materials:
Busy Picture (Children doing their favorite activities in a community);
Realia “baga” (charcoal); “kalan” (stove); match; scratch paper; “luto nga
sab-a” (ripe banana); barbecue stick
Experience Story
Poem/Rhyme: “Baga”
D. Theme:Things I love to Do (favorite activities, hobbies, sports)

DAY 1
1. Song: Kon kita Magtililipon
Kon kita magtililipon
Si Tatay, si Nanay
Si Toto, si Inday
Kon kita magtililipon
Tam-an gid kasadya.
2. Busy Picture: Children doing their favorite activities in a community.

Say: View the picture and point the scene:
Examples:
A girl playing jackstone.
A boy playing kite.
Children playing hide and seek.
Group of boys playing basketball.
Group of children attending a party.
Children helping their parents in doing household chores.
B. Before Experience Story Activities

1. Active Experience
Say: Today, we will do something together. I want you to help me
prepare for our “Sinugba nga Sab-a” Party
Ask: What are the things we need? (stove, charcoal, match, scratch
paper, “sab-a”, barbecue stick, etc.)
66
Teacher allows pupils to experience how to burn the charcoal and
how to cook banana on burning charcoal (baga). She must supervise
and closely monitor the activity to prevent untoward incidents. She
makes sure that the experience of pupils is as active as possible.
2. Party Time
Allow the pupils to eat what they have cooked.
DAY 2
A. During Experience Story Activities

1. Review of yesterday’s activity.
Ask: How did we cook our banana (sab-a)? Did you help one
another? Did you enjoy our activity? What activities do you enjoy
doing by yourself or with your family? What do you feel when you are
doing the activities you like? Why?
2. Teacher guides pupils in making up a story about their experience.

She allows them to talk about what they did in the previous day.
Say: Now, let’s write our own story about what we did yesterday.
3. Teacher writes the story as the pupils dictate what they want to say
first.
4. When one of the pupils tells a sentence, repeat the sentence.
Ask: Is that what you want to say? If they agree say: “Okay, let us
write it.” Then, the teacher writes the sentence just as they said it.
5. After the teacher writes the sentence, she reads it to the pupils.
Ask: Is that what you want to say? If pupils want to change the
sentence, let them do it until they are satisfied.
6. Teacher again asks the pupils, “What would you like to say next?”
She writes just what the pupils tell. (Teacher may encourage pupils to
keep their story short at least 6-7 sentences.)
7. Teacher reads the story to the pupils. (She allows them to make
changes if they wantto. Then, she reads it again).
8. Pupils give their story a title and teacher writes it above the story.
Ask: What title do you want to give your story? (Teacher allows the
pupils to discuss this. She then writes the title just the pupils say it).
9. Teacher reads the story again, using the Reading Plan.
67
1. Teacher reads the entire text to the pupils.
2. Teacher reads the text with the pupils.
3. Teacher reads one part of the text with one or more pupil
volunteers.
4. One or two pupil volunteers read that part of the text by
themselves. (Note: Do not force anyone to read alone. If no
pupil volunteer, then go on to Step 5.)
5. Teacher reads the entire text again, with all the pupils.
DAY 3
1. Review previous day activity/ies.

(Preparation: Teacher copies the story neatly on a large sheet of paper
and put it on the chalkboard/wall).
a. Teacher reads the story using the Reading Plan.
b. Teacher encourages pupils to draw one or more pictures about their
story on the sheet of paper.
2. Naming pictures/realia beginning with Bb.

3. Introduce the key picture and the key word
baga
a. Ask: what is this picture?
b. Say: this is a picture of baga.
c. Point to the word and say: this is how we write baga.
4. Syllable Box
ba ga
5. Break-The-Word
with the students.
68
baga b
ba ba
b baga
6. Make-The-Word
a straight column. Then, read that part of the word with the pupils.
column.
d. Read the word with the students.
e. Pupils read the Key word, Syllable Box, Break the Word and Make the
word together; volunteers; read alone.
Teacher may also introduce the blending of the key symbol with
Examples:
b+i =bi i+sb =ib sa+b= sab

b+a =ba a+b =ab ga+b= gab
b+u =bu u+b =ub ga+s=gas
7. Big Box
read.
 Then, move the pointer down each column as they read.
 Then, point to different letters or syllables randomly.
 Volunteers read each letter or syllable as you point to it. Correct
any

Read the word with the pupil.
69
 Ask, “Is the word correct?” If yes, write the key word on the

Read the word with the pupil. (baga)
previously. (baga, abaga, buga, bugas, basa, iba, guba, baba,
sab-a, suba, gaba, gab-i, gabi)

by pupils in forming words.
d. Introduce sight words (ang, nga,may, kag) to pupils. Pupils may form
phrases with the help of the teacher. Teacher writes it on the
chalkboard and let the pupils read the phrases with her then ask
some volunteers to read:
gasiga ang baga

basa nga abaga
may sab-a
baba kag abaga
e. Introduce terms use in directional words (ini, ina, ato). Encourage

pupils to give more examples using things/objects inside the
classroom.
Examples: Uling ini (This is a charcoal.)
Baga ina. (That is a burning charcoal)
DAY 4
A. Review the Big Box and the phrases formed yesterday.

B. Break-The-Sentence
a. Write the Sentence Making Word (may). Point to it and read it with the
pupils. Tell them you will use this word to make a sentence.
pupils.
70
Break-the-sentence Make-the-Sentence
May sab-a sa baga. may
may sab-a sa may sab-a
may sab-a may sab-a sa
may May sab-a sa baga.
C. Make-The-Sentence
D. Handwriting
Say: I want you to write the new letter. This is big letter B.The name
of the letter is B. The sound of the letter is /b/.
(With your back to the pupils, tell them) Watch my finger as I write” the
new letter in the air. (Make sure you make the letter very large so they
can see how you make. Follow the standard in writing letter Bwith the
correct counting then say the sound /b/).
letter large enough so everyone can see it. Write it 3 times.
sheets 10 times.
Follow the same procedure in writing small letter b

 Pupils practice writing the new keyword (baga).
 Write the new key word in large letters on the chalkboard. Write it
3-4 times so everyone can see clearly how you write it.
 -Pupils write the new key word 10 times in their notebooks.
 -Walk around the room to see how they are doing. Help anyone
b. What words can you give that begin with B or b? (Ex. baso, Boyet).
c. Name the picture. Write the missing letter.
71
E. Spelling
(baga)
(suga)
(uga, igi)
F. Exercises
a. Name the pictures and give the beginning sound.\
Hilikuton
72
b. View the pictures. Write the missing letters to form the correct phrases
that describe the picture.
Hilikuton
c. Forming Words
Hilikuton
G. Read Sentences/Poem/Rhyme
Sentences: Guba ang isa ka suga.
May sab-a sa suba.
May sab-a kag iba sa suba.
Poem/Rhyme: Baga
Baga, baga
Aga pa gasiga
73
Uga, uga
May uga sa baga.
Sab-a, sab-a
May sab-a sa baga
Uga kag sab-a kon aga.
with the pupils.
c. Pupils read the sentences together and then individual pupils read
them along.
Ano ang gasiga?
Ano ang ara sa baga?
Ano nga pagkaon may ara kon aga?
Naluyag man bala kamo magkaon sang sab-a kag uga kon aga?
DAY 5
A. Assessment
1. Match the word with its corresponding picture. Connect Column A with
Column B.
Hilikuton
74
2. View the picture. Write the missing words to form the correct
phrases that describe the picture.
Hilikuton
B. Agreement
Draw the activities you enjoy doing by yourself or together with your
family. Show it to the class and tell something about it.
75
Week 7
I. Objectives:
1. Tell their own stories related to the picture with ease and confidence
2. Give/produce the beginning sound of letter /t/ in a given word
5. 5.Point out that spoken words are represented in written language by
specific sequence of letters
7. Identify specific letter (Tt) in the alphabet, both upper and lower case
10. Give the sounds of the specific letter /t/ in the alphabet
14. Write upper case and lower case letter (Tt)in print using proper proportion
15. Write syllables and words and phrases correctly
sentences
17. Identify words that names, person, places or things, and actions
setting and events
20. Modify prior knowledge based on new knowledge from the story
21. Recall important details in a story read
making comments
II. Subject Matter

A. Topics:
1. Oral Language
Relating their own stories related to the picture presented with proper
phrasing and pausing
a. -Giving/producing the beginning sound of letter /t/ in a given word.
b. -Orally segment a two to three-syllable word into syllabic parts.

a. Making one-to-one correspondence between written and spoken
words.
76
b. Pointing out that spoken words are represented in written
language by specific sequence of letters.
picture/objects.
b. Identify specific letters in the alphabet, both upper and lower case.
5. Word Recognition
b. Giving the sounds of the specific letter /t/ in the alphabet.
6. Spelling
a. Showing understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge
7. Handwriting
a. Writing upper case and lower case letter (Tt) in print using proper
proportion.
Using names of person, places, animals, and things appropriately in
sentences
9. Vocabulary
Identifying words that names, person, places or things, and actions

a. Predicting what the story is about on what one knows about character,
setting and events.
c. Modifying prior knowledge based on new knowledge from the story
d. Recalling important details in a story read.
e. Writing the correct sequence of the events.
f. Showing love for reading by listening attentively during story reading
and making comments.
B. References
 K to 12Curriculum
 Two-Track Approach to Teaching Children to Read and Write Their
First
 Language (L1): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
 Activities for Early Grades of MTBMLE Program (Susan Malone,
2010)
77
 Language Curriculum Guide by SIL International and SIL Philippines
MTBMLE Consultants
C. Materials:
Realia or pictures of objects/things, animals or places with their names
that begin with /t/;
Big Book: “Umpisa Sadto”
Poem/Rhyme: “Gatas sa Tasa”
D. Theme: My Family - members of families, characteristics of the family,

pride in my Family

DAY 1
1. Song/Poem: “Tatlo Ka Tasa”
Tatlo ka tasa ang nakaptan ko
Mabug-at, mamag-an, indi pareho
Ugaling ang isa tam-an ka delikado
Kon mahulog buka todo-todo
2. “Show Me” Game

Teacher divides the class into 2 groups. She prepares 2 big boxes
containing objects/things with their names beginning with t for each
group.
Say: I have here a Magic Box for each group. Show me the things I
want. The first group to present these objects will be given a point.
The group with the most number of points wins the game.
Examples:
Show me 3 sharpeners (tatlo ka tahal)
Show me 3 cups (tatlo ka tasa)
B. Pre-Reading
nabuy-an (through picture or action/demonstration)
matimpla (through picture or action/demonstration)
ginapaanad (through context)
Example: Ginapaanad ni Nanay si Tasha magkaon utan adlaw-adlaw.

Using Realia: Let pupils experience holding several kinds of cups.
78
Ask: Do you have cups at home? When do we use cups? Let the
pupils talk about their experiences with the cups and encourage them
to share their thoughts to the class.
C. During Reading

happen next
Story:
Umpisa Sadto
79
D. Post Reading
a. What did Mother Tanya ask Tasha and Tony every morning?
b. Why did Mother Tanya want them to drink milk?
c. What happened to Tasha when she had a race with her brother on
milk drinking?
d. How do you describe the family of Tasha and Tony?
e. Why do you think their family value good health?
f. Do you think Tasha and Tony will continue to value good health
when they have the family of their own? Why or why not?
2. Group Activity
Group 1: Use clay or dough to mold the cup of Tasha in the story and
tell something about it.
Group 2: Act out part of the story when mother reminded Tasha and
Tony to drink milk.
Group 3: Draw the family of Tasha eating breakfast together and talk
about.
Group 4: Retell the story using your own words.
Poster Making: “Health is Wealth”
Let the pupils draw the healthy habits/practices observed by their

families and let them tell about what they have drawn.
DAY 2
1. Read the story “Ang Gatas sa Tasa” presented yesterday using the
Reading Plan.
Ask: Who are the two children in the story?
What’s their mother’s name?
What do you like about the story?
2. Naming pictures/realia beginning with /t/.


b. Say: This is a picture of tasa.
c. Point to the word and say: This is how we write tasa.
4. Syllable Box
80
5. Break-The-Word
a. Write the key word on the left side under the syllable box. Read it
to and then with the students.
b. Continue writing each smaller part of the word and reading it to
and with the students.
c. Write the new letter directly under the new letter above. Read the
new letter to and then with the students.
tasa t
ta ta
t tasa
6. Make-The-Word
b. Write the part of the word with the new letter so the new letters are
in a straight column. Then, read that part of the word with the
pupils.
d. Pupils read the Key word, Syllable Box, Break the Word and Make
the Word together; volunteers; read alone.
e. Teacher may also introduce the blending of the key symbol with
Examples:
t+i =ti i+t =it ga+t= gat
t+a =ta a+t =at bi+t= bit
t+u =tu u+t =ut ta+s=tas
7. Big Box
read.
 Then, point to different letters or syllables randomly
 Volunteers read each letter or syllable as you point to it. Correct
any mistakes.
81
 Pupils find the new key word in the Big Box.
Read the word with the pupil. (tasa)
DAY 3
1. Review the Big Box.

2. Pupils find other words in the Big Box. These can be words they
previously. (tasa, bata, gata, gatas, ugat, tita, tabas, tabig,ugtas,
tibi, bitbit, tuba)

 Teacher prepares syllable cards (syllables are taken from the
syllable box.) She may prepare 3 or more cards for each syllable
to be used by pupils in forming words.
3. Introduce sight words (ang, kag, sa, may, ka, nga,ni , ina, mo, kon)
to pupils. Pupils may form phrases with the help of the teacher.
Teacher writes it on the chalkboard and let the pupils read the
phrases with her then ask some volunteers to read:
isa ka tasa
may gatas
isa ka bata
guba nga tasa
gatas sa baba
ni Tita
may bata
a. Write the Sentence Making Word (guba) Point to it and read it
with the pupils. Tell them you will use this word to make a
sentence.
c. Move the pointer smoothly under the sentence as you read it with
the pupils.
82
Guba ang tasa ni Tita. guba
guba ang tasa ni guba ang
guba ang tasa guba ang tasa
guba ang guba ang tasa ni
guba Guba ang tasa ni Tita.
a. Tell the pupils, “Now we will make the sentence again.”
right side. (See illustration above)
6. Handwriting
Say: I want you to write the new letter. This is big letter T.The
name of the letter is T. The sound of the letter is /t/. (With your
back to the pupils, tell them) Watch my finger as I write” the new
letter in the air. (Make sure you make the letter very large so they
can see how you make. Follow the standard in writing letter Twith
the correct counting then say the sound /t/).

the letter large so everyone can see it. Write it 3 times like
that.
sheets 10 times.
Follow the same procedure in writing small letter t

b. Pupils practice writing the new keyword (tasa).
 -Write the new key word in large letters on the chalkboard.
c. What words mentioned in the story that begins with T or t?
(Tanya, Tasha,Tony, tasa).
 Can you give other words that begin with Tor t?
Name the picture. Write the missing letter.

Examples:
83
_asa _along
DAY 4
1. Review the standard in writing in writing letter uppercase T and

lowercase t.
2. Spelling
a. Say the key word from today’s lesson. Pupils write it. (tasa)
b. Say the key word from the last lesson. Pupils write it. (baga)
c. Say 2 to 5 other key words. Pupils write each one. (uga, igi,
suga)
3. Write the spelling words correctly on the chalk board. Pupils check
4. Exercises
a. Connect the pictures with words by drawing a line.
Hilikuton
84
b. Write the beginning or ending sound.
Hilikuton
c. Forming Words
Hilikuton
5. Read Sentences/Rhyme
Sentences: Isa ka tasa nga gatas.
May basa nga bugas sa tabig.
May gatas ang isa ka bata.
May guba nga tasa si Tita.
May gatas sa baba ang bata.
May iba kag gabi ang bata.
May tasa nga guba si Tita kag ang bata.
Isa ka guba nga tasa ina.
May bata nga basa a suba.
Poem/Rhyme: Gatas sa Tasa

85
Gatas, gatas
Gatas sa tasa.
Bata, bata
Gatas mo kon aga.
with the pupils.
them along.
Ano ang ara sa tasa?
Para kay sin-o ang gatas sa tasa?
Ngaa sa tasa ang gatas?
Ngaa kinahanglan sang bata ang gatas kon aga?
DAY 5
A. Assesment
1. Write the missing syllable.
Hilikuton
86
2. Write the correct name of the picture using the boxes.
Hilikuton
3. Read the sentences and circle the correct answer.
Hilikuton
B. Agreement
Show and Tell: Bring picture of your family. Tell something about the
traits/characteristics of your family that you can be proud of.
87
Week 8
I. Objectives:
1. Tell their own stories related to the picture with ease and confidence
2. Give/produce the beginning sound of letter /l/ in a given word
2. Point out that spoken words are represented in written language by
2. Identify specific letter (Ll) in the alphabet, both upper and lower case
5. Give the sound of the specific letter /l/ in the alphabet
5. Write upper case and lower case letter (Ll) in print using proper
proportion
sentences
setting and events
making comments
II. Subject Matter

A. Topics:
1. Oral Language
Telling their own stories related to the picture with ease and
confidence
a. Giving/producing the beginning sound of letter /l/in a given word.
b. Orally segmenting two to three-syllable word into into syllabic
parts.

words.
88
language by
specific sequence of letters.
picture/objects.
5. Word Recognition
b. Giving the sounds of the specific letter /l/ in the alphabet.
6. Spelling
knowledge
7. Handwriting
a. Writing upper case and lower case letter(Ll) in print using proper
proportion.
sentences.
c. Modifying prior knowledge based on new knowledge from the
story
b. -Recalling important details in a story read.
c. -Writing the correct sequence of the events.
d. -Showing love for reading by listening attentively during story
B. References
 -K to 12Curriculum
Malone, 2010)
2010)
89
MTBMLE Consultants
C. Materials:
that begin with /l/, “alkansiya” (coin bank).
Big Book: “Mabinungahon nga Sabado”
Poem/Rhyme: “Lata sang Gatas”
D. Theme:My Family and Our Roles - helping the family, family rules.

DAY 1
1. Tongue Twister:
Let the pupils say the lines in slow, moderate or fast pace.
Examples:
May lao ang latoy ni Lolo. Ang latoy ni Lolo may lao.
May lima ka laso sa lata si Lola. Si Lola may lima ka laso sa
lata.
2. Game: Magic Box
Teacher prepares a “magic box”. Pupils draw a picture from the magic
box and describe it using a phrase.
Examples: lima ka laso

luy-a nga may lao
liso sa lata
B. Pre-Reading
alkansiya (through picture or realia)
mabinungahon (through cotext)

Using Realia:Teacher shows cans of different sizes.
Ask: If you would be given one of these cans, what would you do?
Why?
C. During Reading
Interactive Reading
90
happen next.
Story:
Mabinungahon nga Sabado
Sabado sang aga ginpukaw ni Nanay Lita ang iya mga bata.
“Mga bata bugtaw na kamo kay tiempo na sa pagpanglimpyo.”
Madasig nga nagbugtaw ang tatlo ka mag-ululutod.
“Nay, diin kita maumpisa sa pagpanglimpyo?” pamangkot ni Lina.
“Maumpisa kita sa sulod sang balay. Pagkatapos sa gwa kag sa
palibot sang
balay.
“Ako ang matrapo sang mga yab-ok sa bintana, lamesa, kag
mga siya,”
hambal ni Leny.
“O sige, ako naman ang manilhig sang salog,” hambal ni Lani.
“Maumpisa na lang ako panilhig sa palibot sang balay para
dali naton matapos ang pagpanglimpyo,” siling ni Lito.
Madasig nga natapos nanday Lani kag Leny ang pagpanglimpyo sa
sulod sang balay. Naggwa sila para buligan si Lito. Naabutan nila nga
nagahimos na si Lito sa paghaboy sang basura.
“ Lito indi pag-ihaboy ang mga lata,” hambal ni Lani.
“ Ngaa haw? Mga basura na ini nga nagapahigko sang aton
palibot.”
“Bal-an mo Lito, pwede pa ina naton mapuslan. Butangan ta
sang duta kag tamnan naton sang bulak ukon utanon.”
“A, huo. Indi bala sa eskwelahan ginapadala kita sang lata
para himuon alkansiya. Kon kaisa ginadekorahan para bulutangan
lapis, bolpen kag gunting,” dugang ni Leny.
“O sige, tipunon naton ang tanan nga lata kag ihaboy naton
ang indi mapuslan nga basura,” hambal ni Lito.
Pagkatapos nila panglimpyo, malipayon sila nga nagkaon
sang pamahaw upod si Nanay Lina kag Tatay Lino.
“Salamat mga bata sa pagpanglimpyo. Daku gid nga bulig ini
sa amon ni Tatay ninyo. Tayuyon ang akon pagpanglaba kag digamo.
Si Tatay ninyo diretso ang iya obra sa uma kag indi na sia madisturbo
para maghaboy sang basura. Nalipay gid ako kay mabinungahon ang
aton nga Sabado,” hambal ni Nanay.
D. Post Reading
a. -What did Lina, Leni andLito do one Saturday?
b. -Who cleaned inside the house?
c. -What did they do with the cans?
91
d. -If you were one of the children in the story, would you do the
same? Why or why not?
e. -Why were they able to finish their work fast?
f. Why do you think it’s important to help one another in doing
household chores?
2. Group Activity
Group 1: Draw the character of the story you like best and talk about
him/her.
Group 2: Act out part of the story they like best.
Group 3: Retell the story.
3. Emergent Writing: “Palibot Ko, Tinluan Ko”

Let the pupils draw the practices observed in making their
surroundings clean. Let them tell about what they have drawn.
DAY 2
1. Read the story “Ang Mabinungahon nga Sabado” using the Reading
Plan.
Ask: Who are the siblings in the story?
Why do the siblings help one another?
2. Naming pictures/realia beginning with /l/.

b. Say: This is a picture of lata.
c. Point to the word and say: This is how we write lata.
4. Syllable Box
5. Break-The-Word
92
lata l
la la
l lata
‘
6. Make-The-Word
in a straight column. Then read that part of the word with the
pupils.
Examples:
l+i =li i+l =il
l+a =la a+l =al
l+u =lu u+l =ul
7. Big Box
read.
 Volunteers read each letter or syllable as you point to it.
Correct any mistakes.

 A pupil points to letters or syllables that make the new
keyword. Read the word with the pupil.
93

A pupil points to letters or syllables that make the new keyword.
Read the word with the pupil. (lata)
DAY 3

previously. (lata,bala, tabuli, gali, lais, lubag, bali, ila, ilaga,)

 Teacher prepares syllable cards (syllables are taken from the
syllable box.) She may prepare 3 or more cards for each syllable
to be used by pupils in forming words.
3. Introduce sight words (ang, kag, sa, sang,may, kon,kay, nga, si, ni) to
pupils. Pupils may form phrases with the help of the teacher. Teacher
writes it on the chalkboard and let the pupils read the phrases with her
then ask some volunteers to read:
ilaga sa suba
lata nga guba
bitbit nga lata
gatabuli ang
lata ni Lita
a. Write the Sentence Making Word (bitbit) Point to it and read it
sentence.
the pupils.

Bitbit sang bata ang lata. bitbit
bitbit sang bata ang bitbit sang
bitbit sang bata bitbit sang bata
bitbit sang bitbit sang bata ang
94
bitbit Bitbit sang bata ang lata.
6. Handwriting
Say: I want you to write the new letter. This is big letter L.The
name of the letter is L. The sound of the letter is /l/.
(With your back to the pupils, tell them) Watch my finger as I write”
the new letter in the air. (Make sure you make the letter very large
letter Lwith the correct counting then say the sound /l/).

the letter large enough so everyone can see it. Write it 3 times
like that.
sheets 10 times.
Follow the same procedure in writing small letter l

b. Pupils practice writing the new keyword (lata).
 Write the new key word in large letters on the chalkboard.Write
it 3-4 times so everyone can see clearly how you write it.
 -Walk around the room to see how they are doing. Help
anyone that is having trouble.
c. What words mentioned in the story that begin with L or l? (Lita,

Lani, leni, Lito, lata).
Can you give other words that begin with Lor l?

Examples :
_ta _so
95
DAY 4
1. Review the standard in writing in writing letter uppercase L and

lowercase l.
2. Spelling
(lata)
(tasa)

(uga, igi, suga, baga)
3. Exercises
a. Match pictures with words by connecting a line.
96
b. Divide the words into syllables. How many syllables in each word?
c. Forming Words
Sentences: May ilaga sa suba.
May lata nga guba si Tita.
Gab- i na ang bata.
Ang bata may bitbit nga lata.
Gatabuli ang lata ni Lita
Poem/Rhyme: Lata sang Gatas

Lata sang gatas,
Bitbit ni Tita.
Gatas sa lata para kay Lita.
Gatas, gatas kon aga.
with the pupils.
97
c. Pupils read the sentences together and then individual pupils
read them along.
Ano ang ginabitbit ni Tita?
Para kay sin-o ang gatas sa lata?
Ngaa ayhan gintagaan ni Tita sang gatas si Lita?
DAY 5
A. Assessment
1. Write the missing syllable. Choose the correct answer from the box.
Hilikuton
98
2. Write the correct phrases that describe the pictures.
Hilikuton
Hilikuton
B. Agreement
Arts and Crafts: Use your creativity to recycle a tin can. Bring your
output and show to the class. Tell something about it.
99
Week 9
I. Objectives:
1. Relate their own stories related to the picture presented with proper
2. Give/produce the beginning sound of letter /y/in a given word
7. Identify specific letter (Yy) in the alphabet, both upper and lower case
10. Give the sound of the specific letter /y/ in the alphabet
12. Show Understanding that there is a correct way to spell words
14. Write upper case and lower case letter (Yy) in print using proper
proportion
sentences
setting and events
making comments
II. Subject Matter

A. Topics:
1. Oral Language
phrasing and pausing.
a. Giving/producing the beginning sound of letter /y/ in a given word.
b. Orally segmenting a two to three-syllable word into syllabic parts.

words.
100
language by specific sequence of letters.
picture/objects.
5. Word Recognition
b. Giving the sounds of the specific letter /y/ in the alphabet.
6. Spelling
b. Spelling and write words using phonemic awareness and letter
knowledge
7. Handwriting
a. Writing upper case and lower case letter (Yy) in print using proper
proportion.
sentences.
story
e. Writing the correct sequence of the events.
f. -Showing love for reading by listening attentively during story
B. References
Malone, 2010)
2010)
MTBMLE Consultants
101
C. Materials:
that begin with /y/;
Listening Story: “Si Yuri Palahampang”
Poem/Rhyme: “Yabi sang Balay”
D. Theme:My Family and Our Roles - activities our family does

together/individually (basic needs i.e. fetching water, grocery/marketing,
cleaning, laundry, playing

DAY 1
1. Listening Activity: Let the pupils close their eyes while you shake a tin
can containing something. Then let them try to guess what’s in a can.
Possible Answers: Keys in a can
Pebbles in a can
Grains in a can, etc.

aswang (through picture)
katulon (through picture)

a. Teacher shows picture of children playing and chasing one
another.
b. Teacher asks pupils to view and to study the picture. After
viewing, pupils will be encouraged to talk about the meaning and
ideas that they can get from the pictures and illustrations viewed.
Ask: Do you have the same experience with the children in the
picture? What have you seen on your way to school? What are you
supposed to do when you reach home after playing? Why?
Say: Today, I want you to listen to the story about a boy who is fond of
playing and chasing with his friends after class. Find out what
happened to him.
4. Motive Questions:
What question/s would you like to ask about the story?
B. Listening Story
Teacher reads the story to the whole class. He tells the story in a lively
and interesting manner then she stops once in a while to ask pupils
comprehension questions.
102
Si Yuri Palahampang
Mahilig maghampang si Yuri. Kada hapon mahigko ang iya

bayu kag puno
sang balhas kon magpuli halin sa eskwelahan.
“Abaw Yuri, mahigko naman ang bayu mo! Ano ang mga
ginaobra mo
pagbuhi mo sa eskwelahan?”
“Ay Nay, nagalagsanay kag nagaligid sa hilamunan upod sang
iya mga
amigo,” tugda ni Yani nga iya magulang.
“Yuri manyapon na kita gani panibin na didto kag mag-ilis ka
sang imo bayu.”
“Huo Nay, karon lang tapos panyapon,” sabat ni Yuri.
Natapos na sila kaon pero wala pa gihapon ka panibin si Yuri.
“Yuri panibin na kag magtulog.”
“Huo Nay, karon lang pahuway-huway ako anay.”
Dugay-dugay natulugan si Yuri.
“Yuri, Yuri, bugtaw kay mahampang nakita!”
Ginbuksan ni Yuri ang iya mga mata.
“Ayyyyyyyy! Aswang!” singgit ni Yuri.
“Hoy Yuri, si Yugo ini, amigo mo. Dali mahampang kita
lagsanay.”
“Indi ako sa imo. Kabaho kag may mga katol ka pa.”
“Wala ka kabalo, indi magdugay mapareho ka na sa akon kay
tamad ka man manibin.”
“Indi! Indi ako magpareho sa imo kay manibin na ako.”
Nagdalagan si Yuri pakadto sa banyo pero indi niya ini mabuksan.
“Nay, Nay, buksi ang banyo kay manibin na ako,” singgitan ni
Yuri.
“Naglakat na si Nanay mo dala niya ang yabi sang banyo kay
wala ka man
gana manibin.”
“Nay, Nay yabi!” pasulit-sulit nga hambal ni Yuri.
“Yuri, Yuri bugtaw. Ano ang ginawakal mo nga yabi? Bangon
na kag manibin.
Madasig nga nagbangon kag nagpanibin sa banyo si Yuri.
Bisan sa damgo lang may natun-an si Yuri nga tinluan ang iya
kaugalingon para indi mangin mabaho.
C. Engagement Activities:
a. Ask some focus questions: What did mother expect Yuri to do before
eating?
b. If you were Yuri, would you eat your dinner before washing yourself?
Why or why not? What are the responsibilities of children like you?
c. Ask pupils to act out part of the story they like most.
103
DAY 2
1. Review the story heard yesterday “Si Yuri Palahampang”

2. Naming pictures/realia beginning with /y/.
yabi
Ask: What is this picture?
Say: This is a picture of yabi.
Point to the word and say: this is how we write yabi.read the key word
2-3 times with the pupils.
4. Syllable Box
5. Break-The-Word
yabi y
ya ya
y yabi
6. Make-The-Word
in a straight column. Then, read that part of the word with the
pupils.
the Word together; volunteers; read alone. Teacher may also
104
introduce the blending of the key symbol with previously learned
key symbols.
Examples:
y+i =yi i+y =iy ba+y= bay
y+a =ya a+y =ay ga+y= gay
y+u =yu u+y =uy la+y=lay
lu+y=luy
7. Big Box
read.
Correct any
mistakes.

keyword.

A pupil points to letters or syllables that make the new keyword.
Read the word with the pupil. (yabi)
DAY 3

previously. (yabi, yaya, laya, baya, saya, bitay, tatay, baybay, guya,
luy-a, taya, siya, balay, iya, sigay)
 -Read the words with the pupils as they identify them.
 -Teacher writes each new word on the chalkboard.
 -Pupils read all the words in the word list together.
105
by pupils in forming
Words
3. Introduce sight words (ang, kag, sa, sang,may, ko, ka, nga, si,
na,ni, ara, kay) to pupils. Pupils may form phrases with the help of
the teacher. Teacher writes it on the chalkboard and let the pupils
read the phrases with her then ask some volunteers to read:
may yabi si dala si tatay

sa baybay si ang guya kag
may luy-a nga dala tatay sa balay
nga lata si Yaya
a. Write the Sentence Making Word (ara) Point to it and read it with
the pupils. Tell them you will use this word to make a sentence.
the pupils.
6. Handwriting
Say: I want you to write the new letter. This is big letter Y.The
name of the letter is Y. The sound of the letter is /y/. (With your
letter in the air. (Make sure you make the letter very large enough
letter Y with the correct counting then say the sound /y/).
106
the letter large enough so everyone can see it. Write it 3 times.
sheets 10 times.
Follow the same procedure in writing small letter y

b. Pupils practice writing the new keyword (yabi).
 -Walk around the room to see how they are doing. Help
c. What words mentioned in the story that begin with Yor y? (Yani,
Yuri, yabi). Can you give other words that begin with Yor y?
_be _oyo
DAY 4
1. Review the standard in writing in writing letter uppercase Y and

lowercase y.
2. Spelling
(yabi)
(lata)

(uga, igi, suga, baga, tasa)
3. Exercises
107
Hilikuton
b. Write the beginning and ending syllable.
Hilikuton
c. How many syllables are there in a word? Tell the number of

syllables for each word.
108
Hilikuton
Sentences:
May yabi ang bata
Sa baybay gali si Tatay.
Ang guya kag abaga sang bata nabasa.
May luy-a nga dala si Tatay.
Basa nga ilaga sa suba.
May sab-a gali si Tatay sa balay.
May bata sa baybay.
May bitbit nga lata si Yaya.
Poem/Rhyme: Yabi sang Balay

Yabi sang balay,
Ara kay Tatay.
Yabi sang balay,
Ara kay Tatay sa baybay.
with the pupils.
them along.
Ano ang ara kay Tatay?
Ngaa ara kay Tatay ang yabi sang balay?
Diin nagkadto si Tatay?
109
DAY 5
A. Assessment
Hilikuton
2. Divide the words into syllables. Write the total number of syllables for
each word.
Hilikuton
110
Hilikuton
B. Agreement
Draw and Tell: Keys are used to secure valuable things. Your mother
wants you to keep the keys of important things or places at home. Draw
and tell about it.
111
Week 10
I. Objectives:
1. Relate their own stories related to the picture presented with proper
2. Give/produce the beginning sound of letter /h/ in a given word
3. Orally segment a two to three-syllable word into into syllabic parts
6. Give the letter that begins the name of a given object/picture
7. Identify letter Hh in the alphabet, both upper and lower case
10. Give the sound of the specific letter /h/ in the alphabet
15. Write words, phrases and sentences correctly
16. Get the meaning of words presented through illustrations or
demonstrations
17. Name things that begin with Hh
18. Identify the pronoun in the sentence
setting and events
24. Give the correct sequence of three events
making comments
II. Subject Matter

A. Topics:
1. Oral Language:
2. Phonological Skills:
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segment a two to three-syllable word into syllabic parts.
112
words.
b. Pointing out that spoken words are represented in written language
by specific sequence of letters.
a. Giving the letter that begins the name of a given object/picture.
b. Identifying letter Hh in the alphabet, both upper and lower case.
5. Word Recognition:
b. Giving the sounds of the specific letter/s in the alphabet.
6. Spelling:
a. Show understanding that there is a correct way to spell words
c. Knowledge
7. Handwriting:
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing words, phrases and sentences correctly
8. Grammar Awareness:
a. Getting the meaning of words presented through illustrations or
demonstrations.
b. Naming things that begin with Hh.
9. Vocabulary:
Identifying the pronoun in the sentence.

story
e. Giving the correct sequence of three events
f. Showing love for reading by listening attentively during story
B. References
113
Malone, 2010)
2010)
MTBMLE Consultants
C. Materials:
Picture of “husay”; Realia, Big book (Ang Regalo ni Hilda); activity sheets
for writing the big and small letter Hh
Poem/Rhyme: Husay ni Hana
D. Theme: Family traditions- celebrations
DAY 1
Share an experience activity. I like this thing because …
Teacher prepares real objects/pictures. The names of these objects begin
with /Hh/ (e.g. husay, holin, habul, habonera, hagdan, etc.).
Say: Pick up one thing/ picture and tell something about your experience
using it.
B. Pre-Reading
nagagumon (through picture /demonstration)
naglagtok (through demonstration)
nagahilibion(through picture)

Using Realia: Teacher allows pupils to share their experience using a
comb (husay).
Ask: Do you own a comb? Is a comb important in our daily grooming?

Does combing our hair improve our personality?Today, I will share to
you a story of a child who is very fond of
combing her hair.
.
C. During Reading
Interactive Reading
Say: Look at the cover. What do you see? What questions do you want to
ask about the story? Open the book showing the first picture.
114
Say: Let’s read this page.text as she reads.) Do the same for each page,
asking the pupils what they think will happen next.
D. Post Reading
a. Describe Hilda.
b. What does she do to her hair every morning, afternoon, and
before going to bed?
c. What happened to her hair when blown by the wind?
d. What happened to the comb when she tried to comb her hair?
e. What did Hilda feel when she saw her comb?
f. What surprised Hilda one morning?
g. What was her birthday gift?
2. Group activity
a. Recall three events that you loved most in the story and share it in
correct sequence to your classmates.
b. Emergent Writing: My Favorite Possession
Let the pupil draw their favorite possession. Let them tell about
what they have drawn.
DAY 2
1. Review the story, “Ang Regalo ni Hilda”

Ask: What is the name of the girl in the story? (Hilda)
What did she love doing every now and then? (Combing her hair)
Introduce the key picture and the key word.
husay
Ask: What is this picture?

Say: This is a picture of husay.
Point to the word and say: This is how we write husay
Read the keyword 2-3 times with the pupils.
2. Syllable Box
a. Point to the keyword and read it at normal speed.
115
3. Break-The-Word
a. Write the keyword on the left side under the syllable box. Read it
husay h
hu hu
h husay
e. Ask: Give other names of things that begin in letter Hh.
4. Make-The-Word
pupils.
The teacher may introduce blending of the key symbpls from the
previously learned lessons.
h+u= hu ta+g=tag
h+a=ha sa+y=say
h+i=hi
5. Big Box
read.
116
keyword.

keyword.
 Read the word with the pupil. (husay)
 Pupils find other words in the Big Box. These can be words
they already learned or, even better, words they had not
learned previously. (baha, hita, tahi, tahu, luha, hibi, hulat,
hatag, hisa)
 -Read the words with the pupils as they identify them.
 -Teacher writes each new word on the chalkboard.
 -Pupils read all the words in the word list together.
DAY 3
1. Review the Big Box and the words formed yesterday.

Use some of the sight words previously learned (ang, may, kag) let
the pupils form phrases with the help of the teacher. Teacher writes it
on the chalkboard and let the pupils read the phrases with her then
ask some volunteers to read:
ang husay may baha

may husay yabi kag husay
luha sa guya hita ni Tita
The teacher may prepare 3 syllable cards of each syllable found in the
big box so pupils in group could manipulate them and be able to form
more words
a. Write the Sentence Making Word (guba). Point to it and read it
sentence.
the pupils.

Guba ang husay ni tatay. guba
117
guba ang husay ni guba ang
guba ang husay guba ang husay
guba ang guba ang husay ni
guba Guba ang husay ni tatay.
4. Handwriting
Say: I want you to write the new letter. This is big letter H.The
name of the letter is H. The sound of the letter is /h/. (With your
letter in the air. (Make sure you make the letter very large so they
can see how you make. Follow the standard in writing letter H with
the correct counting then say the sound /h/).

that.
sheets 10 times.
Follow the same procedure in writing small letter h

b. Pupils practice writing the new keyword (husay).
c. What are the words mentioned in the story that begin with H or h?
(husay, Hilda. hinali). Can you give other words that begin with H
or h?
Example:
118
_umay _abol
DAY 4
1. Review the standards in writing upper case and lower case letter
2. Spelling
(husay)
b. Say other words learned in the lesson. Pupils write it.

(hita, baha, hibi, tahi, tahu,)
3. Guided Exercise
Hilikuton
119
b. Divide the words into syllables. How many syllables in each word?
Hilikuton
4. Read Sentences
Sentences: Ang husay ni Hana sa balay.
Ang husay bitbit ni Yaya sa baybay.
Story: Husay ni Hana

Husay ni Hana sa balay
Bitbit ni Yaya sa baybay.
Tatay! Tatay!
Ang husay bitbit ni Yaya sa baybay.
with the pupils.
them along.
 Sin-o ang may husay?
 Sin-o ang nagbitbit sang husay ni Hana?
 Diin nagkadto si Yaya?
 Ngaa ginsugid ni Hana ang Yaya sa iya Tatay?
 Ano ayhan ang himuon ni Tatay?
120
DAY 5
A. Independent Practice
Ask: What word is formed when the final/ending letter is taken?
Hilikuton
B. Assessment
1. Connect the word to the appropriate picture by drawing a line.
Hilikuton
121
2. Write the correct phrases that describe the pictures. Supply the
missing word/syllable.
Hilikuton
C. Agreement
Draw your favorite possession that begins with letter h. Tell something
about it in the class.
122
Week 11
I. Objectives:
1. Recite/sing with ease and confidence rhymes, jingles, riddles, chants,
songs, lullaby in culturally appropriate manner
4. Identify the letters in given words
5. Give/ produce the beginning sound of letter /p/ in a given word/s
6. Differentiate letters from words
8. Identify the letter Pp in given words
10. Read words using phonics knowledge
11. Blend specific letters to form words
12. Correctly spell previously studied words
14. Write simple sentences observing correct punctuation marks and
capitalization
15. Write correctly the proper names
16. Get the meaning of words presented through illustrations or
demonstrations
17. Classify common words into conceptual characteristics (e.g. animals,
food, toys)
18. Discuss meanings and develop vocabulary through meaningful and
concrete experiences
19. Give the topic of expository text read
II. Subject Matter

A. Topics
1. Oral Language:
a. Recite/sing with ease and confidence rhymes, jingles, riddles,
chants, lullaby in culturally appropriate manner
b. Making one-to-one correspondence between written and spoken
words
c. Pointing out that spoken words are represented in written
language by
2. Phonological Skills:
a. Identifying the letters in given words
b. Giving/ producing the beginning sounds of letters in a given
word/s
123
a. Differentiating letters from words
b. Make one-to-one correspondence between written and spoken
words
a. Identifying the letter Pp in given words
b. Giving the letter that begins the name of a given object/picture
a. Reading words using phonics knowledge
b. Blending specific letters to form words
6. Spelling:
Correctly spell previously studied words
7. Handwriting:
proportion
b. Writing simple sentences observing correct punctuation marks
and capitalization
a. Writing correctly the proper names
b. Getting the meaning of words presented through illustrations or
demonstrations
9. Vocabulary:
Classifying common words into conceptual characteristics (e.g.
animals, food, toys)

a. Discussing meanings and develop vocabulary through meaningful
and concrete experiences
b. Giving the topic of expository text read
B. References
Malone, 2010)
2010)
MTBMLE Consultants
C. Materials:
Picture of “pispis”; Realia, Listening Story (Ang Duha ka Puti nga
124
Pispis ni Purita); activity sheets for writing the big and small letter Pp,
Pictures
Poem: Pispis ni Pipay
D. Theme: Family Traditions- customs

DAY 1
Song( Tune: Chicadee)
Pispis, pispis galupad-lupad
Pispis, pispis galupad-lupad.
Isa ka pispis naghulon sa sanga
Umabot ang isa, duha na sila.
(Repeat from the beginning. Change the underlined numbers until ten.)
B. Pre-Reading
ginikanan (through picture)
atop (through picture)
nabanga (through action/situation)
talupangdan ( through action/situation)

Using Picture: Teacher allows pupils to tell something about what a
bird can do.
Ask: Do you like birds? Why or why not? Today, I will share with you a
story of a child who has two white doves.
C. During Reading
Interactive Reading
Teacher reads the text in a very interesting way.
The teacher stops once in a while to ask questions.
D. Post Reading
1. After reading the story, ask pupils some questions:
a. What does Purita have as her pet?
b. Describe the birds of Purita.
c. What happened when she forgot to close the bird’s cage?
d. Why was Purita so worried upon knowing that the birds were
gone?
e. Where did Purita and her parents find the two doves?
125
f. How did they find the birds?
g. Was Purita happy upon seeing the birds? Why?
Group activity
a. Connecting Dots (puppy)
What figure was formed after connecting all the dots? Do you
like to have a pet like this? Why or why not?
b. Act a part of the story that the group likes best.

c. Draw your pet animal. Tell the group about the characteristics
you like in your pet animal.
DAY 2
1. Review
Review the story”Ang Duha ka Puti nga Pispis ni Purita.”
Ask: What is the name of the girl in the story? (Purita)
What was her favorite pet? (bird)

b. Say: This is a picture of pispis.
c. Point to the word and say: This is how we write pispis.
2. Syllable Box
3. Break-The-Word
d. Read the whole Break-the-Word column with the students.
Break-the-Word Make-the-Word
pispis p
126
pis pis
p pispis
e. Say: Give other names of things that begin with letter Pp.
4. Make-The-Word
pupils.
p+a=pa pi+s=pis
p+u=pu ta+y=tay
p+i=pi
5. Big Box
 First move the pointer across each row of the Big Box as they
read.

keyword. Read the word with the pupil. (pispis)
127
learned previously. (pila, tagpila, paya, pala, paha, pata,
patag, patay, Papa, tiil, hisa,etc)
Pupils read all the words in the word list together. The teacher
may prepare 3 syllable cards of each syllable found in the big
box so pupils in groups could manipulate them and be able to
form more words.
DAY 3

2. Use some of the sight words previously learned (ang, may, kag, ni).
Let the pupils form phrases with the help of the teacher. Teacher
may payag
laba ang paha
ang pispis
pala ni Papa
a. Write the Sentence Making Word (mga). Point to it and read it
sentence.
the pupils.

May mga pispis sa payag. may
may mga pispis sa may mga
may mga pispi may mga pispis
may mga may mga pispis sa
may May mga pispis sa payag.
b. Point to the word as you read it with the pupils.
5. Handwriting
128
Say: I want you to write the new letter. This is big letter P.The
name of the letter is P. The sound of the letter is /p/. (With your
back to the pupils, tell them) “Watch my finger as I write the new
letter in the air.“ (Make sure you make the letter very large so they
can see how you make. Follow the standard in writing letter P with
the correct counting then say the sound /p/).
the letter large so everyone can see it. Write it 3 times.
sheets 10 times.
Follow the same procedure in writing small letter p

b. Pupils practice writing the new keyword (pispis).
a. Write the new key word in large letters on the chalkboard.
b. Pupils write the new key word 10 times in their notebooks.
Walk around the room to see how they are doing. Help anyone
c. What are the words mentioned in the story that begin with P or
p? (pispis, Purita, Penang, puti, Pansay, etc). Can you give
other words that begin with P or p?
Example:
_gi _ting
DAY 4
1. Review the standards in writing

2. Spelling
(pispis)
b. Say other words learned in the lesson. Pupils write them.
(pila, pala, paha, pata, Papa, etc)
3. Exercises
a. Name the pictures and give the beginning sound.
129
Hilikuton
b. View the pictures. Write the missing letters to form the correct
Hilikuton
130
c. Forming Words
Hilikuton
4. Read Sentences
Sentences: Ang mga pispis sa payag.
Ang pispis ni Pipay.
Story: Pispis ni Pipay

Pispis, pispis
Bitbit ni Tatay.
Pispis, pispis
Hatag kay Pipay.
Pispis, pispis
Tagpila ini Tatay?
with the pupils.
them along.
 Ano ang bitbit ni Tatay para kay Pipay?
 Ano ang ginpamangkot ni Pipay kay Tatay?
 Naluyag ayhan si Pipay sa ginhatag ni Tatay?
DAY 5
Say: What word is form when we add p at the end of the word?
1. ato- ___
2. hayu- ____
3. sako- ____
4. salu- _____
131
B. Assessment
1. What is shown inside the box? Fill in the blank lines with the correct
letters to form the word.
Hilikuton
2. Read the sentences. Answer the questions that follow. Encircle the
correct answer.
May babayi sa payag ni Tita. Pakaisa ni Tita ang babayi.
1. Sin-o ang ara sa payag ni Tita?
bata pari babaye
2. Ano ang relasyon sang babaye kay Tita?

bata iloy pakaisa
3. Sa diin nagkadto ang babaye?

Payag sapa bata
4. Sin-o ang tag-iya sang payag?

Nanay Tatay Tita
C. Agreement
Draw a thing that begins with letter p. Tell something about it.
132
Week 12
I. Objectives:
1. Use expressions appropriate to the grade level in classifying things,
animals, objects, etc.
2. Give the beginning consonant sounds of given words
3. Give the new spoken word when a specified phoneme is added, changed
or removed
4. Observe some mechanics when copying/writing sentences: capitalization,
white space between words and correct punctuation marks
Identify letter Nn of the alphabet, both upper and lower case
6. Identify letter Nn in given words
7. Read words using phonics knowledge
8. Blend specific letters to form words
11. Write syllables, words, and phrases correctly
12. Write using phonic knowledge for different purposes – sentences, short
stories, lists, etc.
13. Use pronouns correctly in speaking and in writing activities
15. Answer literal level questions about expository text read
II. Subject Matter

A. Topics:
1. Oral Language:
Use expressions appropriate to the grade level in classifying things,
animals, objects,etc.
2. Phonological Awareness:
a. Giving the beginning consonant sounds of given words
b. Giving the new spoken word when a specified phoneme is added,
changed or removed

Observing some mechanics when copying/writing sentences:
capitalization, white space between words, and correct punctuation
marks
a. Identifying letter Nn of the alphabet, both upper and lower case
b. Giving the beginning letter that begins the name of a given
object/picture
133
c. Identifying letter Nn in given words
a. Reading words using phonics knowledge
b. Blending specific letters to form words
6. Spelling:
7. Handwriting:
proportion
b. Writing syllables, words, and phrases correctly
8. Composing:
Writing using phonic knowledge for different purposes – sentences,
short stories, lists, etc.)
Using pronouns correctly in speaking and in writing activities
10. Vocabulary:
Discussing meanings and develop vocabulary through meaningful

Answering literal level questions about expository text read
B. References
 K to 12 Curriculum
Two-Track Approach to Teaching Children to Read and Write Their
 First Language (L1): A Guidebook for Trainers (Susan and Dennis
Malone, 2010)
2010)
MTBMLE Consultants
C. Materials:
Picture of “nipa”; Realia; Shared Story “Ang Kasulhay sa Balay”;
activity sheets for writing the big and small letter/Nn/ , pictures
Poem: Pispis Ni Pipay
D. Theme: Taking Care of Each Other- our home and surroundings, family

DAY 1
134
1. Magic Bag
Teacher picks some things inside the bag, shows it to the class and
have the pupils tell its name. ( nito, nigo,etc.)
B. Pre-Reading
nagaistar (through picture)
palangabuhian (through picture)
kakapoy (through action/situation)
bug-os ( through action/situation)
banwa( through picture)

Picture Puzzle (Nipa Plantation): Teacher groups the pupils into
four.
Say: Form the picture puzzle.

Ask: What did you form? Have you gone to this place?
Today, I will share with you a story about Nipa and how it can help
people.
C. During Reading
Interactive Reading: Read the title of the story. Introduce the author and
the illustrator.
Say: Look at the cover. What do you see? What questions do you want to
ask about the story?
D. Post Reading
 In what material is the house made of?
 What is the source of income of the family?
 How did each member of the family help one another?
 How did the nipa plant help
E. Enrichment Activity:
1. My Favorite Part of the Story
Group the pupils. Let them act out their favorite part of the story.
2. My favorite game
Sharing of experience relating to their favorite game with the family.
135
DAY 2
1. Review the story ”Ang Kasulhay sa Balay”

Ask: In what material was the house made of? (nipa)\
How did the nipa plant help the family? (as their source of living)
nipa

b. Say: This is a picture of nipa.
c. Point to the word and say: This is how we write nipa
b. Read the key word 2-3 times with the pupils.
2. Syllable Box
3. Break-The-Word
nipa n
ni ni
n nipa
4. Make-The-Word
136
pupils.
d. Pupils read the Keyword, Syllable Box, Break the Word and Make
The teacher may introduce blending of the key symbols from the
n+a=na pi+s=pis li+n=lin

n+u=nu na+y=tay
n+i=pi bi+n=bin
5. Big Box
1. Pupils read letters / syllables as you point to them.
 First move the pointer across each row of the Big Box as
they read.
 Correct any mistakes.
2. Pupils find the new key word in the Big Box.

3. Pupils find the new key word in the Big Box.

keyword. Read the word with the pupil. (nipa)
learned previously. (nipa, pana, bana, babana, bugana, gana,
nanay, nabali, ani, bintana, halin, etc.)
 Read the words with the pupils as they identify them.
 Teacher writes each new word on the chalkboard.
137
 Pupils read all the words in the word list together.
DAY 3

Use some of the sight words previously learned (ang, may, kag,ni,
mga,etc). Let the pupils form phrases with the help of the teacher.
Teacher writes them on the chalkboard and let the pupils read the
bana ni Nanay
bugana sang nipa
mga nipa
ang pana
babana kag nipa
nabali ang nipa
a. Write the Sentence Making Word (nanday). Point to it and read it with
pupils.
The teacher may prepare 3 syllable cards of each syllable found in the
big box so pupils in group could manipulate them and be able to form
more words
4. Handwriting
Say: I want you to write the new letter. This is big letter N.The
name of the letter is N. The sound of the letter is /n/.
(With your back to the pupils, tell them) “Watch my finger as I
138
write the new letter in the air.” (Make sure you make the letter
very large so they can see how you make. Follow the standard
in writing letter N with the correct counting then say the
sound /n/).
sheets 10 times.
Follow the same procedure in writing small letter n

b. Pupils practice writing the new keyword (nipa).
 Write it 3-4 times so everyone can see clearly how you write it.
 Walk around the room to see how they are doing. Help
c. What are the words mentioned in the story that begin with N or n?
(nipa, Nita, Nene, Nonoy, Norbing, Nanay, etc). Can you give other
words that begin with P or p?

Example:
_rra _iyog
DAY 4
1. Review Of Standards In Writing

2. Spelling
(nipa)
(nipa, pana, bana, babana, bugana, gana, nanay, nabali, ani, bintana,
halin, etc.)
139
3. Exercise
a. Match the word with its corresponding picture. Connect Column A with
Column B by drawing a line.
Hilikuton
b. Forming words
Ask: What word is formed when the beginning letter is changed to
letter N?
1. dila - ____
2. pito- ____
4. Read Sentences
Sentences: Bugana sa nipa ang suba.
Balay nga nipa sa suba.
Story: Balay nga Nipa

Balay nga nipa
Ara sa suba.
Balay nga nipa
Sa pispis bugana.
with the pupils.
them along.
Questions:
1. Diin makit-an ang balay?
140
2. Himo sa ano nga bagay ang balay?
3. Ano nga sapat ang bugana sa balay?
DAY 5
Ask: What word is formed when letter N is added at the beginning of the
word?
1. _anay- ____
2. igo- ____
B. Assessment
1. Write the correct phrases that describe the pictures. Supply the
missing syllable.
Hilikuton
141
2. Read each sentence. Answer the questions.Box the correct answer.
Hilikuton
C. Agreement:
Draw your dream house. Tell something about it to the class.
142
Week 13
I. Objectives:
1. Use expressions appropriate to the grade level in predicting events/
situation.
2. Blend spoken simple beginning sounds (onsets) to form new words
3. Recognize correct spelling of words
4. Identify letter Mm of the alphabet, both upper and lower case
3. Identify letter Mm in given words
4. Read phrases, sentences and short stories containing high frequency
words and words studied
5. Read with automaticity 100 first grade high-frequency/ sight words
7. Write simple phrases observing proper spacing between words
8. Write upper case and lower case letter Mm in print using proper
proportion
9. Write using letter forms/invented spelling to represent thoughts and ideas
10. Identify the directional prepositions in sentences
11. Give the new spoken word when specified phoneme is added, changed
or removed
13. Give the cause or the effect of certain events in the story
14. Answer literal level questions about expository text read
II. Subject Matter

A. Topics:
1. Oral Language:
Use expressions appropriate to the grade level in predicting
events/situation
Blending spoken simple beginning sounds (onsets) to form new words

Recognizing correct spelling of words
a. Identifying letter /Mm/ of the alphabet, both upper and lower case
b. Giving the letter that begins the name of a given object/picture
c. Identifying letter /Mm/ in given words
Read phrases, sentences and short stories containing high frequency
143
6. Fluency:
Reading with automaticity 100 first grade high-frequency/ sight words
7. Spelling:
8. Handwriting:
a. Writing simple phrases observing proper spacing between words
b. Writing upper case and lower case letter Mm in print using proper
proportion
9. Composing:
Writing using letter forms/invented spelling to represent thoughts and
Ideas

Identifying the directional prepositions in sentences
11. Vocabulary:
a. Giving the new spoken word when specified phoneme is added,
changed or removed.
b. Discussing meanings and develop vocabulary through meaningful

a. Giving the cause or the effect of certain events in the story
b. Answering literal level questions about expository text read
B. References
Malone, 2010)
2010)
MTBMLE Consultants
C. Materials:
Picture of “mani”; Realia” Listening Story (Ang Sorpresa); activity
sheets for writing the big and small letter/Mm/ , pictures
Poem: Mani kag Mais
D. Theme: Personal Hygiene and sanitation, Washing our hands and feet
III. Learning Activiries
144
DAY 1
1. Guessing Game
Teacher lets the pupil feel the thing inside the bag. (Use of this is and
that is)
Ask: What can you say about the thing that I let you feel inside the
bag? Describe it. (The pupil describes the thing.)
The pupil will ask to his fellow pupils: What do you think is the name
of the thing I described?

malimpyo (through picture)
ginduhol (through action/situation)
panglingat-lingat ( through action/situation)
ginakulbaan( through action)

The teacher goes back to the answer of the guessing
game.(mani)
Ask: Do you like to eat peanuts? Why?
Today, I will share with you a story about a boy who helped his
parents sell peanuts.
B. During Reading
Interactive Reading
C. Post Reading
 What is the source of income of the family?
 What did Tatay Berto found in a store that he was not able to buy?
 How did each member of the family help one another?
 What did Mamerto do before packing the peanuts?
 Is it important to wash your hands before preparing food? Why?
 What happened to Mamerto when the family returned to town?
 What did Mamerto give to his parents?
 How was Mamerto able to save some money?
2. Group activity:
a. My Favorite Part of the Story
Group the pupils. Let them act out their favorite part of the story.
145
b. Demonstration of proper handwashing
DAY 2
1. Review the story”Ang Sorpresa.”

Ask: In what way did Mamerto save some money? (Selling peanuts)
Do you like the character of Mamerto? Why?
mani

b. Say: This is a picture of mani.
c. Point to the word and say: This is how we write mani
2. Syllable Box
3. Break-The-Word
d. Read the whole Break-the-word column with the students
mani m
ma ma
m mani
e. Say: What other words begin with letter Mm?
4. Make-The-Word
146
pupils.
m+a=ma mi+t=mits si+n=sin

m+u=mu ki+t=tay su+s=sus
m+i=mi ma+y=may
5. Big Box
read.
Correct any mistake.


keyword. Read the word with the pupil. (mani)
learned previously. ( mani, mata, maya, humay, manay, mais,
mala, manami, manamit, kami, uma, amu, masa, gamu, miga,
amiga, maninay, maasin, mainit, masustansya, pamilya)
147
The teacher may prepare 3 syllable cards of each syllable
found in the big box so pupils in group could manipulate them
and be able to form more words
DAY 3

a. Use some of the sight words previously learned (ang, may, kag,ni,
mga,etc). Let the pupils form phrases with the help of the teacher.
Teacher writes them on the chalkboard and let the pupils read the
Example:
manamit
mani kag mais
amiga ni nanay
humay kag mani
amu sa uma
nami ang mata
a. Write the Sentence Making Word (mabuot). Point to it and read it
sentence.
the pupils.
Break-the-Sentence Make-theSentence
Mabuot ang amu ni maninay. mabuot
mabuot ang amu ni mabuot ang
mabuot ang amu mabuot ang amu
mabuot ang mabuot ang amu ni
mabuot Mabuot ang amu ni maninay.
b. Point to the word as you read it with the pupils.
DAY 4
1. Handwriting
148
Say: I want you to write the new letter. This is big letter M.The
name of the letter is M. The sound of the letter is /m/. (With your
letter in the air.” (Make sure you make the letter very large so they
can see how you make. Follow the standard in writing letter M with
the correct counting then say the sound /m/).
 -Ask them to copy your movements and practice writing the

 Have them do this with you 3-4 times.
sheets 10 times.
 Follow the same procedure in writing small letter m
b. Pupils practice writing the new keyword (mani).

c. What are the words mentioned in the story that begin with M or
m? (Monica, madulom-dulom, makabakal, merkado, malimpyo,
Merla, mainit, malipayon, mapabanwa, matalupangdan, mag-
asawa). Can you give other words that begin with M or m?

Example:
_ata _nok
2. Spelling
(mani)

(merkado, malimpyo, mainit, malipayon,
mapabanwa,matalupangdan, mag-asawa)
149
3. Guided Exercise
a. Name the pictures by drawing a line to its name.
Hilikuton
b. View the pictures. Write the missing letters to form the correct
Hilikuton
c. Forming Words
What word is formed when letter m is added at the beginning of
the word?
1. ani- ___
2. isa- ___
150
3. ina- ____
4. ata- ___
4. Read Sentences
Sentences: Masustansya nga mani.
Manamit nga mais.
Story: Mani kag Mais

Mani, mani
Masustansya nga mani.
Bugana sa uma
Kon mapisan ka.
Mais, mais
Manamit nga mais.
Luyag sang pamilya
Bisan sang mga pispis.
with the pupils.
read them along.
Questions:
1. Ano nga pagkaon ang masustansya?
2. Ano nga pagkaon ang luyag sang pamilya?
3. Luas sa tawo, ano pa gid ang nagakaon sang mais?
4. Ngaa bugana ang mani sa uma?
5. Luyag mo man bala nga pagkaon ang mani kag mais? Ngaa?
DAY 5
What word is formed when letter m is added at the beginning of the word?
1. ama- ___
2. ila - ___
3. apa- ____
4. aga- ____
151
B. Evaluation
ka_ _matis _ _ yabas
2. Write the the correct name of the picture using these boxes.
Hilikuton
3. Read the sentences. Answer the questions that follow. Underline the
correct answer.
Mahigko ang mga kamot ni Sita gani pirme sia nagamasakit.

1. Sin-o ang pirme nagamasakit?
a. Sita
b. Marlo
c. Anita
2. Ano ang mahigko kay Sita?

a. ulo
b. paa
c. kamut
Manami magpuyo sa matinlo nga balay namon.

3. Diin manami magpuyo?
a. mabaho nga balay
b. matinlo nga balay
c. madulom nga balay
152
4. Sa ano nga balay manami magpuyo?
a. madulom
b. matinlo
c. mabaho
C. Agreement
Wash your hands before and after eating.
153
Week 14
I. Objectives:
1. 1.Listen and infer the characters’ feelings based on their actions and what
they say.
2. .Blend spoken simple beginning sounds (onsets) to form new words
3. Give the new spoken word when a specified phoneme is added
6. Identify letter Dd in the alphabet, both upper and lower case
7. Show relationship between sounds and written symbols-
9. Read grade one level text in three-to-four word phrases with appropriate
intonation, expression and punctuation cues
capitalization
12. Write upper case and lower case letter Dd in print using proper proportion
stories, lists, etc.)
14. Identify action words in sentences
15. Begin to identify and use synonyms, antonyms, homonyms and
multiplemeaning words correctly
II. Subject Matter

A. Topics:
1. Oral Language:
Listening and infering the characters’ feelings based on their actions
and what they say
a. Blending spoken simple beginning sounds (onsets) to form new
words
b. Giving the new spoken word when a specified phoneme is added

capitalization, white space between words and correct punctuation
marks
154
picture/objects
case
c. Showing relationship between sounds and written symbols-
Reading phrases, sentences and short stories containing high
frequency words and words studied
6. Fluency
Reading grade one level text in three-to-four word phrases with
appropriate intonation, expression, and punctuation cues
7. Spelling:
8. Handwriting:
a. Writing simple sentences observing correct punctuation marks
and capitalization
b. Writing upper case and lower case letters in print using proper
Proportion
9. Composing:

Identifying action words in sentences
11. Vocabulary
Begining to identify and use synonyms, antonyms, homonyms and
multiple meaning words correctly

Giving the cause or the effect of certain events in the story.
B. References
 -K to 12 Curriculum
Malone, 2010)
2010)
MTBMLE Consultants
155
C. Materials:
Picture of “dagat”; Realia; Listening Story (May Kabuhi Sa Dagat);
activity sheets for writing the big and small letter Dd, pictures
Poem: Dagat
Song: Si Pelimon
D. Theme: Our Community- our neighborhood, caring for our environment

DAY 1
1. Preliminary Activity
Pre Reading
1. Song ( Si Pelimon)
Teacher lets the pupil listen to the song to be repeated 3 times.
Have pupils join in singing the song.
Ask: Where did Pelimon go?

What did he get from the sea?
Where did he sell the fish?
What did he buy from his earnings?

panginhason (through picture)
magdayan-dayan (through action/situation/ context clue)
biste ( through picture)

The teacher shows the picture of the sea.
Ask: Have you been to this place?

What can we get from the sea?
Today, I will tell you a story about the sea.
2. During Reading
Interactive Reading
3. Post Reading
 Why did Dorina wake up very early?
 Where did the family go?
156
 What did Dorina and Dino do when they arrive in their
grandparents
place?
 Where did they throw the wrappers after eating?
 Did they like the food their mother prepare for lunch? Why?
 Where did Lolo Donato bring them?
 What were written in the billboard?
 What did Lolo Donato tell them about the sea?
 What is the cause of our seas becoming dirty?
 What will happen if we continue to litter in our seas?
 What was the promise made by the two kids?
 Will you do the same if you were in the situation of Dorina and
Dino?
 Why?
2. Group Activity
a. Our Promise
Group pupils.Let them say their agreed promise to help make our
seas clean.
b. What part of the story do you like best? Why?
DAY 2
1. Review the story ”May Kabuhi Sa Dagat.”

Ask: What did Lolo Donato tell Dorina and Dino about the sea?
In your own little way, how would you help save our seas?
dagat

b. Say: This is a picture of dagat.
c. Point to the word and say: This is how we write dagat.
2. Syllable Box
b. Point to each syllable as you read each syllable distinctly again and
have the pupils clap for each syllable with you.
3. Break-The-Word
157
with the students.
dagat d
da da
d dagat
e. What other words begin with letter d?
4. Make-The-Word
a straight column. Then read that part of the word with the pupils.
a. Finally, write the entire word so the new letters are in a straight
b. Pupils read the Key word, Syllable Box, Break the Word and
c. Make the Word together; volunteers; read alone.
d+a=da ga+d=gad
d+u= du ga+t=gat
d+i=mi
5. Big Box
read.

158

Read the word with the pupil. (dagat)
previously. (dagat, dahi, dalag, dagami, dupa, dalan,
 dapay, dila, duha, dahu, duna, duta, duag, bandana, pugad,
higad, isda)
The teacher may prepare 3 syllable cards of each syllable found in

the big box so pupils in group could manipulate them and be able
to form more words
DAY 3

2. Use some of the sight words previously learned (ang, may, kag, ni, mga,
etc) let the pupils form phrases with the help of the teacher. Teacher
Example: sa dagat
nagdupa
ang duta
bugana sa dagami
duna nga maalat
duha ka dapay
sa dalan
a. Write the Sentence Making Word (sanday). Point to it and read it with
pupils.
Break-the-Sentence Make-the Sentence

sanday
Nagdupa sanday Dana kag Ida. nagdupa

159
nagdupa sanday Dana kag nagdupa sanday
nagdupa sanday Dana nagdupa sanday Dana
nagdupa sanday nagdupa sanday Dana kag
nagdupa Nagdupa sanday Dana kag Ida.
5. Handwriting
Say: I want you to write the new letter. This is big letter D.The name of
the letter is D. The sound of the letter is /d/. (With your back to the pupils,
tell them) “Watch my finger as I write the new letter in the air. (Make sure
you make the letter very large so they can see how you make.” Follow the
standard in writing letter D with the correct counting then say the sound
/d/).
 Ask them to copy your movements and practice writing the letter in
the air 3-4 times.
 Hold one hand in the air and show them how to write the letter on the
palm of one hand using the finger of their other hand. Have them do
this with you 3-4 times.
letter large so everyone can see it. Write it 3 times like that.
 Pupils practice writing the letter in their notebooks or activity sheets
10 times.
Follow the same procedure in writing small letter d

b. Pupils practice writing the new keyword (dagat).
c. What are the words mentioned in the story that begin with D or d?
(nipa, Nita, Nene, Nonoy, Norbing, nanay, etc).
Can you give other words that begin with D or d?
160
DAY 4

2. Spelling
(dagat)

(dagat, dahi, dalag, dagami, dupa, dalan, dapay, dila, duha,
duhu, duna, duta, duag, bandana, pugad, higad, isda)
3. Exercise
a. Write the correct phrases that describe the pictures. Supply the
missing
161
b. Match the word with its corresponding picture. Connect Column A
with Column B.
c. Forming Words
What word is formed when the first letter of the word is taken?
1. dupa - ____ 2. dila- ___ 3. balas - ____ 4. damak- ____
4. Read Sentence
Sentences: Matahum nga dagat
Maasin ang tubi sa dagat.
May gamay kag daku nga isda.
Story: Dagat
Dagat, dagat
Matahum nga dagat.
Dagat, dagat
Maasin ang tubi sa dagat.
Dagat, dagat
May gamay kag daku nga isda.
Dagat, dagat
Sa sigay bugana.
with the pupils.
read them along.
Questions:
162
1. Ano ang makuha sa dagat?
2. Ano ang sabor sang tubi sa dagat?
3. Sa ano bugana ang dagat?
2. Ngaa ayhan matahum ang dagat?
3. Ano ang naluyagan mo sa dagat? Ngaa?
DAY 5
1. Independent Practice
a. buga- ____
b. gapas- ____
c. lata- _____ 4.
d. nigo - _____
2. Assessment
a. View the picture. Write the missing letters to form the correct
b. Forming Words
1. maga - ____ 2. gamu- ___ 3. gamut - ____ 4. manay- ____
163
c. What do you think will happen? Encircle your answer.
3. Agreement
Draw the activities you enjoy doing together with your family. Show it
to the class and tell something about it.
164
Week 15
I. Objectives:
1. Listen and infer the characters’ feelings based on their actions and what
they say
2. Blend spoken simple beginning sounds (onsets to form new words.)
6. Identify letter Kk in the alphabet, both upper and lower case
capitalization
12. Write upper case and lower case letter Kk in print using proper proportion
14. Identify action words in sentences
II. Subject Matter

A. Topics:
1. Oral Language:
and what they say
a. Blending spoken simple beginning sounds (onsets to form new
words.)

marks
165
picture/objects Identifying specific letters in the alphabet, both
upper and lower case
b. Showing relationship between sounds and written symbols
6. Fluency
appropriate intonation, expression and punctuation cues
7. Spelling:
8. Handwriting:
and capitalization
proportion
9. Composing:

Identifying action words in sentences
11. Vocabulary
Beginning to identify and use synonyms, antonyms, homonyms and

Giving the cause or the effect of certain events in the story
B. References
Malone, 2010)
2010)
MTBMLE Consultants
166
C. Materials:
Picture of “kalan”; Shared Reading (Ang Kalan Ni Korina); activity
sheets for writing the big and small letter Kk, pictures, picture puzzle
Poem: Kalan
D. Theme: History of our Community- how the community got its name
DAY 1
1. Picture Puzzle
a. Teacher lets the pupils form the picture puzzles.
Banga (jar), ibis (small Fishes)
b. Ask: What were you able to form?
Banga, Aklan got its name from banga. It is made from clay
(dagadaga nga lapok).
Ivisan, Capiz got its name from ibis. These are small fishes which
are very abundant in the place.

daga-daga (real object)
takabon (through action)
dapog ( through picture)

Show a picture of kalan.
Like the banga, it is made from clay.
Ask: How does your mother use the kalan (stove)?
Today, I will tell you a story about this thing.
B. During Reading
Interactive Reading
C. Post Reading
After reading the story, ask pupils some questions:
 Who owned a kalan (stove)?
 In what material is the kalan made of?
 What did Korina cook in the kalan (stove) one day?
 Why did the cat go near the kalan (stove)?
 What did Korina do to drive away the cat?
167
 What happened when she threow a wood to the cat?
 What did Korina do to replace the broken stove?
 Why?
Group Activity
Retell the part of the story you like.
DAY 2
1. Review the story”Ang Kalan ni Korina.”

Ask: What happened to the kalan? Why?
kalan

kalan

b. Say: This is a picture of kalan.
c. Point to the word and say: This is how we write kalan.
2. Syllable Box
3. Break-The-Word
kalan k
ka ka
k kalan
168
e. Ask: What other words begin with letter k?
4. Make-The-Word
pupils.
d. Pupils read the Key word, Syllable Box, Break the Word and
 Make the Word together; volunteers; read alone.

The teacher may introduce blending of the key symbols from
the previously learned lessons.
k+a=ka li+d=lid hi+g=hig

k+u=ku tu+m=tum pi+d=pid
k+i=ki ka+l=kal
5. Big Box
read.


keyword. Read the word with the pupil. (kalan)
169
learned previously. (kalan, kaki, kahig, kilid, kapid, katumbal,
bakal, katapu, kudal)

to form more words
DAY 3

2. Use some of the sight words previously learned (ang, may, kag, ni,
mga, nanday, etc). Let the pupils form phrases with the help of the
teacher.
2. Teacher writes it on the chalkboard and let the pupils read the
Example:
ang kudal
katumbal sa kilid
sa kalan
ginkahig
nagbakal
may katumbal
a. Write the Sentence Making Word (sang). Point to it and read it
sentence.
the pupils.

sang
May katumbal sa kilid sang kudal. may
may katumbal sa kilid sang may katumbal
may katumbal sa kilid may katumbal sa
may katumbal sa may katumbal sa kilid
may katumbal may katumbal sa kilid sang
may May katumbal sa kilid sang kudal.
170
5. Handwriting
Say: I want you to write the new letter. This is big letter K.The
name of the letter is K. The sound of the letter is /k/.
(With your back to the pupils, tell them) “Watch my finger as I write
the new letter in the air.” (Make sure you make the letter very
large so they can see how you make. Follow the standard in
writing letter K with the correct counting then say the sound /k/)
.
that.
sheets 10 times.
Follow the same procedure in writing small letter k
b. Pupils practice writing the new keyword (kalan).

c. What are the words mentioned in the story that begin with K or k?
(Korina, kahumot, kahoy, kundi ).
Can you give other words that begin with K or k?
DAY 4
1. Review the standards in handwriting

2. Spelling
(kalan)
( kalan, kaki, kahig, kilid, kapid,)
171
3. Exercises
a. Forming Words
What word is formed when letter k is added at the beginning of the
given word?
b. View the pictures. Write the correct name using the boxes.
Hilikuton
c. Read the sentences and answer the questions. Encircle your

answer.
1. Gadalagan si Nene sa dalan. Ano ang ginahimo ni Nene sa
dalan?
nagalakat gadalagan nagalumpat
2. Naga-amba si Nito sa simbahan. Ano ang ginaobra ni Nito sa

simbahan?
nagasimba nagaluhod naga-amba
4. Read Sentences
Sentences:
Kaki ang kudal nanday Tanya kag Kayla.
Kapid sanday Tanya kag Kayla.
Nagbakal sang kalan si Kaka.
Ginkahig sang dapay ang mais kag mani sa duta.
172
Story:
Kalan
Kalan, kalan
May baga sa kalan.
Ang isda isugba sa kalan nga may baga.
Kalan, kalan
Gamay kag daku nga kalan
Sa pagsugba, ini gid mapuslan.
with the pupils.
them along.
d. Pupils answer simple comprehension questions.
Questions:
1. Ngaa mainit ang kalan?
2. Ano ang pwede isugba sa baga?
3. Ngaa mapuslanon ang kalan?
DAY 5
What word is formed when letter k is added at the beginning of the
word?
2. Assessment
a. Write the missing syllable
Hilikuton
173
b. Write the correct name of the picture using these boxes.
Hilikuton
c. Read the sentences and circle the correct answer.

1. Nagasugba sang isda si Korina. Ano ang gina-obra ni Korina?
nagahampang nagasugba nagasulat
2. Madasig ang dalagan ni Ken. Ano nga pagdalagan ang

ginhimo ni Ken?
mahinay galakat madasig
3. Agreement
Ask your parents how your community got its name and share this to
the class.
174
Week 16
I. Objectives:
1. Listen and infer the characters’ feelings based on their actions and what
they say
3. Give the new spoken word when a specified phoneme is added, removed
or changed
6. Identify letter Rr in the alphabet, both upper and lower case
capitalization
12. Write upper case and lower case letter Rr in print using proper proportion
13. Write using phonic knowledge for different purposes – (sentences, short
14. Use the prepositions correctly in constructing own sentences
17. Make inferences on what is likely to happen next based on the events in
the story
II. Subject Matter

A. Topics:
1. Oral Language:
and what they say
words

marks
175
picture/objects
case
6. Fluency
7. Spelling:
8. Handwriting:
and capitalization
proportion
9. Composing:
Writing using phonic knowledge for different purposes – (sentences,

Use the prepositions correctly in constructing own sentences
11. Vocabulary
Beginning to identify and use synonyms, antonyms, homonyms and

Modifying prior knowledge based on new knowledge from the story
Making inferences on what is likely to happen next based on the
events in then story
B. References
Malone, 2010)
 Activities for Early Grades of MTBMLE Program
 (Susan Malone, 2010)
176
(MTBMLE Consultants
C. Materials:
Picture of “Rambutan”; Realia Shared Reading (Halin sa Liso); activity
sheets for writing the big and small letter Rr, pictures
Poem: Rambutan
D. Theme: Our Community Today

DAY 1
1. What’s the taste?
Teacher lets the pupil observe and taste the rambutan.
Say: Tell something about the fruit.

tuka (through picture)
maduga (real rambutan)

Ask: Did you like the taste of the rambutan fruit? Why or
why not?
Today, I will tell you a story about the rambutan.
B. During Reading
Interactive Reading
C. Post Reading
 What happened to the seed which was dropped by the bird?
 What kind of plant grew from the seed?
 Did the rambutan plant bear fruits?
 Who stopped and picked some fruits of the rambutan plant?
 -Did he like the taste of the fruit? Why?
 Do you like to have fruit bearing plants at home? Why?
Group Activity:
“My favorite fruit”
a. Encourage pupils to draw their favorite fruit in a piece of paper.
b. Ask pupils to tell something about their favorite fruit.
177
c. What is your favorite part of the story? Share it with your
classmates.
DAY 2
1. Review the story”Halin sa Liso.”

a. Ask: Why did Rino like the rambutan?
rambutan
b. Ask: What is this picture?

c. Say: This is a picture of rambutan.
d. Point to the word and say: this is how we write rambutan.
e. read the key word 2-3 times with the pupils.
2. Syllable Box
3. Break-The-Word
rambutan r
rambu (as syllable) ram
ram rambu
r (as sound) rambutan
e. What other words begin with letter Rr?
4. Make-The-Word
178
pupils.
the Word together; volunteers; read alone
r+a=ra ra+m=ram
r+u=ru ku+re=kur
r+i=ri g+ra+s=gras
5. Big Box
First move the pointer across each row of the Big Box as they
read.


keyword. Read the word with the pupil. (rambutan)
learned previously. (rambutan, ramay, rasa, ragaraga, basura,
grasya, ara, pari, kurtina, etc.)
179

to form more words
DAY 3

mga,nanday,etc.). Let the pupils form phrases with the help of the
teacher.Teacher writes it on the chalkboard and let the pupils read the
Example: ang rambutan
ragaraga sa uma
basura sa kilid
ramay sa kalan
rasa sang dalag
a. Write the Sentence Making Word (kanami ). Point to it and read it
sentence.
the pupils.
5. Handwriting
Say: I want you to write the new letter. This is big letter R.The
name of the letter is R. The sound of the letter is /r/.
180
in writing letter R with the correct counting then say the
sound /r/).
on the palm of one hand using the finger of their other hand. Have
letter large so everyone can see it. Write it 3 times.
sheets 10 times.
Follow the same procedure in writing small letter r
b. Pupils practice writing the new keyword (rambutan).

c. What are the words mentioned in the story that begin with R or r?
(rambutan, Rino)
Can you give other words that begin with R or r?
d. Name the picture. Write the missing letter
DAY 4

2. Spelling
(rambutan)
( rambutan, ramay, rasa, ragaraga, basura, grasya, ara, pari,
kurtina, etc.)
3. Exercise
a. View the pictures. Write its correct name.
181
b. Forming Words
What word is formed when the underlined letter is changed to r?
1. masa 2.
2. daga-daga
3. kahon 4.
4. Pasa
4. Read Sentences
Sentences:
Ang rambutan manamit.
Bugana sang ragaraga sa uma.
May basura sa kilid sang kudal nanday Karla.
Ginsunog ang mga ramay sa kalan.
Lain nga rasa sang dalag ang ara sa ila nanday Rami
kag Lani.
Story: Rambutan
Prutas nga rambutan
Aton gid mapuslan.
Panit niya pula,
Makagalanyat buksan.
Prutas nga rambutan,
Nanamian sang kadam-an
Bata kag may edad,
Masustansya sa tanan.
with the pupils.
them along.
182
Questions:
1. Ano nga prutas ang nanamian sang kadam-an?
2. Ilaragway ang rambutan.
3. Ano ang kaayuhan nga mahatag sang rambutan?
DAY 4
What word is formed when the underlined letter is changed to r?
2. Assessment
a. Write the missing word to form a phrase.
Hilikuton
b. Complete the poem by substituting the missing word based on the

picture presented.
183
c. Read the sentences and circle the correct answer.
1. Ara sa ibabaw sang lamesa ang botilya. Diin ang botilya?
idalum ibabaw tunga
2. Sa sulod sang kahon makit-an ang rosas. Diin makit-an ang

rosas?
sulod higad sang kahon gwa
3. Agreement
Draw the place where you live. Share with the class the activities you
and your friends are fond of doing.
184
Week 17
I. Objectives:
1. Listen and retell a story heard in their own words, citing the characters
and important events
4. Observe some mechanics when copying/writing sentences:
marks
6. Identify letter/Ww/ in the alphabet, both upper and lower case
9. Read grade one level text in three-to-four word phrases with
capitalization
12. Write upper case and lower case letter /Ww/ in print using proper
proportion
13. Write using phonic knowledge for different purposes – sentences,
14. Use the prepositions correctly in constructing own sentences
15. Recognize that two words can make a compound word
16. State the meaning of some environmental signs (e. g, traffic safety,
warning signs)
II. Subject Matter

A. Topics:
1. Oral Language:
Listening and retelling a story heard in their own words, citing the
characters and important events
words

marks
185
picture/objects
case
6. Fluency
7. Spelling:
8. Handwriting:
and capitalization
proportion
9. Composing:

Using the prepositions correctly in constructing own sentences
11. Vocabulary
Recognizing that two words can make a compound word

Stating the meaning of some environmental signs (e. g, traffic safety,
warning signs)
B. References
Malone, 2010)
2010)
MTBMLE Consultants
186
C. Materials:
Picture of “Wasay”; Realia; Shared Reading (Ang Wasay); activity
sheets for writing the big and small letter Ww, pictures
Poem: Wasay Ni Tatay
D. Theme: People in our community- Our community leaders, helpers

DAY 1
Pre Reading
1. Hospital Game
Pupils will be grouped into five. Each group will be given a name.
(Hospital, doctor, nurse, ambulance, patient)
The teacher tells a story. Everytime the name of the group is
mentioned, the group will stand in unison.

kagulangan (through picture)
panaguay( through action)
tinumpok(through picture)

Who’s who?
The teacher will use a picture showing busy people in the community.
Say: Point in the picture the person being described.
Example: women taking care of the community garden

man getting the garbage in the streets
Ask: How do these persons help the community?
Say: Today , I will tell you a story about a forest ranger.
B. During Reading
Interactive Reading
C. Post Reading
 What is the job of Tatay Waldo?
 What does he do to take good care of the forest?
 Where did Wali and his friend Wendel go one day?
 What did they do in the forest?
187
 What did Wali forget in the forest?
 Were they able to find the ax?
 How did Wali find the ax?
Group Activity
1. “I want to be…”
Encourage pupils to share with the group what they want to be
in the future and why?
2. What is your favorite part of the story? Why?
DAY 2
1. Review the story ”Ang Wasay”.

Ask: What was lost in the story you listened to yesterday?
How was it found?
wasay

b. Say: This is a picture of wasay.
c. Point to the word and say: This is how we write wasay.
read the key word 2-3 times with the pupils.
2. Syllable Box
3. Break-The-Word
a. Read the whole Break-the-word column with the students.
wasay w
188
wa wa
w wasay
4. Make-The-Word
a. Write the new letter to the right of the Break the Word column
and read the new letter with the students. (See illustration above)
b. Write the part of the word with the new letter so the new letters
are in a straight column. Then read that part of the word with the
pupils.
Make the Word together; volunteers; read alone.
w+a=ra wa+y=way si+k=sik

w+u=ru wa+l=wal
w+i=ri wa+s=was
5. Big Box
read.

 Ask, “Is the word correct?” If yes, write the keyword on the
another pupil point to the parts of the keyword.
keyword. Read the word with the pupil. (wasay)
learned previously. (wasay, wala, walis, wakal, nagawakal,
189
wali, waswas, nagawaswas, wisik, wayway, witiwiti, walwal,
kawa, guwa, etc.)
The teacher may prepare 3 syllable cards of each syllable
found in the big box so pupils in group could manipulate them
and be able to form more words
DAY 3

mga, nanday, etc). Let the pupils form phrases with the help of the
teacher. Teacher writes it on the chalkboard and let the pupils read
the phrases with her then ask some volunteers to read:
Example: ang wasay

nagawaswas ka laba
nagwisik ang tubig
walis magsulat
witiwiti nga hambal
nagawayway
walwal ang paha
nagawakal
a. Write the Sentence Making Word (paha). Point to it and read it
sentence.
the pupils.

paha
Walwal ang paha ni Waki. walwal
walwal ang paha ni walwal ang
walwal ang paha walwal ang paha
walwal ang walwal ang paha ni
walwal Walwal ang paha ni Waki.
190
5. Handwriting
a. (With your back to the pupils, tell them) “Watch my finger as I write
the new letter in the air.” (Make sure you make the letter very
large so they can see how you make. Follow the standard in
writing letter W with the correct counting then say the sound /w/).

sheets 10 times.
Follow the same procedure in writing small letter w
b. Pupils practice writing the new keyword (wasay).

c. What are the words mentioned in the story that begin with W or
w? ( wasay, wakal, Waldo, Wali, Wendel, wili) Can you give other
words that begin with W or w?
d. Name the picture. Write the missing letter
DAY 4

2. Spelling
(wasay)
( wasay, wala, walis, wakal, nagawakal, wali, waswas,
nagawaswas, wisik, wayway, witiwiti, walwal, kawa, guwa,
etc.)
191
3. Exercises
a. Forming Words
What word is formed when the underlined letter/syllable is
removed?
1. mahinay 2. dalaga 3. ilawod 4. liwat
b. View the picture. Write the missing word to complete the phrase.
4. Read Sentences
a. Write the reading sentences/poem on the chalkboard.
Sentences: Dala ni Tatay ang wasay ni Bukay.
Nagawaswas ka laba sanday Nanay kag Inday.
Nagwisik ang tubig sa duta.
Walis magsulat si Inday.
Nagawayway ang iya bandana sa bintana.
Walwal ang paha ni Waki.
Nagawakal ang manunudlo.
Nagawali ang pari sa misa.
Mainit ang tubig sa kawa.
Poem: Wasay ni Tatay

Wasay ni Tatay gamay,
Ginagamit niya ang wasay sa balay;
Pag-utod niya sang tapi masulhay,
Nagahatag sa iya sang kalipay.
with the pupils.
them along.
Questions:
1. Ano ka daku ang wasay ni Tatay?
192
2. Sa diin ginagamit ni Tatay ang wasay?
3. Ano ang kaayuhan nga mahatag sang wasay kay Tatay?
DAY 5
What word is formed when the underlined letter is taken?
1. salamat 2. kagaw 3. maayo 4. Himo
2. Assessment
a. Divide the words into syllables. Write the total number of syllables
for each word.
1. wakal
2. kalas
2. witiwiti
3. mahinay
b. View the picture. Write the missing word to complete the phrase.
Hilikuton
c. Read the sentences and encircle the correct answer.
193
3. Agreement
Collect pictures of community helpers and the things they use to do
their jobs well. Paste the pictures in a coupon bond.
Example: teacher-chalk
fisherman- boat
194
Week 18
I. Objectives:
1. Listen and retell a story, legends, school and community events and local
news in a summary form
2. Give/produce the beginning sound of letter/s in a given word
4. Give the new spoken words when two or more syllables are joined to form
words
7. Recognize correct spelling of the words
9. Identify specific letters in the alphabet, both upper and lower case
12. Give the sounds of the specific letter/s in the alphabet
13. Blend specific letters to form syllables/words, phrases and sentences and
short paragraph
14. Understand that there is a correct way to spell words
17. Write syllables and words and phrases, sentences and paragraph
correctly
18. Observe ssome mechanics when copying/writing sentences:
capitalization,
wide space between words and correct punctuation marks
19. Use names of persons, places, animals, and things appropriately in
sentences
20. Begin to identify and use synonyms, antonyms and multiple-meaning
words correctly
21. Make inferences on what is likely to happen next based on events in the
school and community events, and local news listened to
asking to be read with more stories
II. Subject Matter

A. Topics:
1. Oral Language
Listen and retell a story, legends, school and community events and
local news in a summary form
a. Give/produce the beginning sound of letter/s in a given word
195
b. Orally segment a two to three-syllable word into syllabic parts
c. Give the new spoken words when two or more syllables are joined
to form words

a. Make one-to-one correspondence between written and spoken
words
b. Point out that spoken words are represented in written language
by specific sequence of letters
c. Recognize correct spelling of the words
a. Give the letter that begins with the name of a given picture/objects
b. Identify specific letters in the alphabet, both upper and lower case
c. Show relationship between sounds and written symbols
5. Word Recognition
a. Match words with pictures and objects
b. Give the sounds of the specific letter/s in the alphabet
c. Blend specific letters to form syllables/words, phrases and
sentences and short paragraph
6. Spelling
a. Understand that there is a correct way to spell words
b. Spell and write words using phonemic awareness and letter
knowledge
7. Handwriting
a. Write upper case and lower case letters in print using proper
proportion
b. Write syllables and words and phrases, sentences and paragraph
correctly
c. Observe ssome mechanics when copying/writing sentences:
capitalization, wide space between words, and correct punctuation
marks
Use names of persons, places, animals, and things appropriately in
sentences
9. Vocabulary
Begin to identify and use synonmys, antonyms and multiple-meaning
words correctly

a. Make inferences on what is likely to happen next based on events
in the school and community events, and local news listened to.
196
b. Express love for stories by browsing the storybooks read to them
and asking to be read with more stories
B. References
Malone, 2010)
2010)
MTBMLE Consultants
C. Materials:
that begin with /o/;
Big Book: “Kasubong Ko si Ma’am”
Poem/Rhyme: “Okra”
D. Theme: Our Local Heroes (our artists/singers/scientists/writers/role

models)
DAY 1
1. Game: “SIN-O GUSTO MO………”
Teacher prepares pieces of cardboard containing words: hero, artist,
singer, teacher, writer, scientist, model. Pupils form a circle. They will
sing or teacher plays a common local song as they pass around the
strips of cardboard. When the music stops, teacher checks the card
the pupil is holding then ask (depending on the cardboard the child is
holding).
Examples:
 -Who is your favorite artist? Why do like her or him?
 -Who is your favorite singer? Why do like him or her?
 Who is your favorite teacher? Why do like him or her?
B. Pre-Reading
masustansya (through context – synonym clue)
Masustansya sa lawas ang utan. Gani damuon kaon sang
pagkaon nga puno sang nutrisyon kasubong sang okra kag iban pa
nga ulutanon.
kontento (through context - synonym)

197
Kuntento si Olga sang sabaw, wala na nagapangayo sang
pataw.
gapahilabot (through context – antonym clue)

Gapahilabot gid si Omar sang ulobrahon, indi pareho kay Olga
nga gapahimunong.
gintinguhaan (through context)

Gintinguhaan gid ni Ogie nga mapulot ang basura nga
nagalapta. Pero si Ogie ginpabay-an ang basura sa atubang niya.

Ask: Who are favorite person/s? Do your favorite persons
demonstrate qualities you wanted to emulate? What are their
qualities/good traits or talent you want to follow?
Say: Today we are going to read a story of a girl who likes her
teacher so much.
C. During Reading
a. Read the title of the story. Introduce the author and the illustrator.
Say: Look at the cover. What do you see? Have you ever seen
someone like her? What questions do you want to ask about the
story?
b. Open the book showing the first picture
Say: Let’s read this page together.
(Teacher uses the pointer smoothly under the text as she reads with
the pupils.) What do you think will happen next?
c. Do the same for each page, asking the pupils what they think will
happen next.
Story:
Kasubong Ko si Ma’am
Si Olga ang bata nga mahilig magsunod sa mga bagay nga

naluyagan niya.
“Aba, aga ka pa Olga kag nakapaligo ka pa!”
“Ay, huo Nay.Ginasunod niya si Ma’am Oren nga adlaw-adlaw
nagapaligo
kag aga pa nagakadto sa eskwelahan,” tugda ni Ogie.
“Bay-i lang ko bala Manong Ogie, wala man ko gapahilabotsa
imo.”
“Tama na ina Olga kag Ogie. O, sige na.Pamahaw na kamo
kag maglakat sa
eskwelahan,” hambal ni Nanay.
Sunod nga adlaw, lain naman ang naluyagan ni Olga.
198
“Olga dali-a na nga panghusay, maulihi kita karon sa klase,”
pahanumdom
sa iya ni Ogie.
“Olga, ano na naman ina? Sang-una kontento ka na nga
mahusay lang ang
imo nga buhok, subong ginagamitan mo na sang kimpit ang imo
buhok.”
“Siyempre Nay, ginailog naman niya si Ma’am Oren. Abi ni
Olga kon ilugon
niya, kasubong na sila ni Ma’am niya,” hambal ni Ogie.
Isa ka adlaw nag-utan si Nanay sang kapayas, balunggay kag okra
para sa
ila panyaga.
“Olga kaon ka sang utan para dali ka magdaku kag malayo sa
sakit.”
“Sabaw lang ang akon Nay indi ko kauyon sang mga berde
nga dahon.”
Masami sabaw lang ang iya uyon. Isa ka adlaw may “feeding”
sa eskwelahan.
“Wow, utan ang “feeding” naton subong . Masustansya gid ini
sa lawas.
Maayo kay may lakot nga okra, paborito ko,” hambal ni Ma’am
Oren. Tungod nga paborito ni Ma’am Oren ang okra, gintinguhaangid
ni Olga nga magustuhan ang utan ilabi na ang okra. Umpisa sadto
nangin palakaon na si Olga sang utan.
“Nalipay gid ako Olga kay palakaon ka sang utan kasubong
sang paborito mo nga Ma’am.”
D. Post Reading
a. What happened in the story?
b. Why do you think Olga liked her teacher so much? Do you think
she considered her teacher a model or a hero?
c. What were the things she liked about her teacher?
d. What part of the story did you like best? Why did you like that part
best?
e. Have you experienced liking anyone? Do you consider him your
model/hero? Why?
2. Group Activity
Group 1: Draw the character of the story you like best and talk
about him/her.
Group 2: Act out part of the story you like best.

Group 3: List the things Olga like about her teacher.
199
3. Writing: “Idolo ko, Sundon Ko”
Let the pupils write or draw something about the persons they
consider heroes. Let them talk about it with a partner then with the
whole class.
DAY 2
1. Review yesterday’s story.

Let the pupils retell yesterday’s story. Teacher asks questions to
guide them: What happened first? What happened next? Etc.
2. Naming pictures/realia beginning with /o/.

okra

b. Say: This is a picture of okra.
c. Point to the word and say: this is how we write okra. read the key
word 2-3 times with the pupils.
4. Syllable Box
5. Break-The-Word
okra o
ok ok
o okra
200
6. Make-The-Word
b. Write the part of the word with the new letter so the new letters
are in a straight column. Then read that part of the word with the
pupils.
Make the Word together; volunteers; read alone.
Examples:
n+o=no o+n=on no+y= noy
r+o=ro o+k =ok so+k=sok
y+o =yo o+y =oy yo+g= yog
t+o =to to+d =tod yo+n=yon
7. Big Box
read.


A pupil points to letters or syllables that make the new
keyword. Read the word with the pupil. (okra)
201
DAY 3

a. Pupils find other words in the Big Box. These can be words they
previously. (okra, oras, orasan, ordinaryo, tuon, orasyon, tipon,
bayo, suksok, kahoy, nautod, utod, ido, puno, sulod, tiyog,
maninoy, baskog)


b. Introduce sight words (ang, kag, na, kay, ko, ka, nga, mga,
akon, sang) to pupils. Pupils may form phrases with the help of
ang okra
oras na
pagtuon sang leksyon
gatipon ang katapu
kon orasyon
ordinaryo nga bayu
ang ginasuksok
a. Write the Sentence Making Word (nagalibot) Point to it and read
it with the pupils. Tell them you will use this word to make a
sentence.
the pupils.
Break-the-Sentence Make-the Sentence

Nagalibot ang kamot sang orasan. nagalibot
nagalibot ang kamot sang nagalibot ang
nagalibot ang kamot nagalibot ang kamot
nagalibot ang nagalibot ang kamot sang
nagalibot Nagalibot ang kamot sang orasan.
202
4. Handwriting
Say: I want you to write the new letter. This is big letter O. The
name of the letter is O. The sound of the letter is /o/. (With your
letter in the air.” (Make sure you make the letter very large so they
can see how you make. Follow the standard in writing letter O with
the correct counting then say the sound /o/).

sheets 10 times.
Follow the same procedure in writing small letter o
b. Pupils practice writing the new keyword (okra).

c. What words mentioned in the story that begins with O or o? (Olga,

Ogie, Okra).
Can you give other words that begin with O or o? Name the
picture. Write the missing letter.
DAY 4
1. Review the standard in writing in writing letter uppercase O and

lowercase o.
203
2. Spelling
(okra)
(wasay)
c. Say 5 to 10 other key words. Pupils write each one. (rambutan,
kalan, dagat, mani, nipa, and other previously learned key words)
d. Dictate 2 sentences learned this week. Pupils write each sentence
as you say it observing correct capitalization and punctuation.
Examples: Nagalibot ang kamot sang orasan.

Maayo bala ang okra sa lawas?
e. Write the spelling words correctly on the chalk board. Pupils check
3. Exercises
a. Draw a line to match the phrases with the pictures.
Hilikuton
b. How many syllables are there in a word? Tell the number of

syllables for each
204
c. Forming Words
Hilikuton
Sentences: Masustansya ang okra.
Oras na sa pagtuon sang leksyon
Nagatipon ang katapu sang pamilya kon
orasyon.
Ordinaryo nga bayu ang ginasuksok ni Olga.
Poem/Rhyme: Okra
Okra nga utan para sa tanan,
Kay Toto, Inday kag ginikana
Masustansya nga pagkaon
Kabaskog sa lawas maagum.
Sari-sari nga luto mahimo
Kinilaw kag laswa nga luto
Sa masakit kita malayo.
with the pupils.
them along.
 Ano nga utan ang pwede sa tanan?
 Ano nga klase sang pagluto ang pwede mahimo sa okra?
 Ano nga kaayuhan ang makuha sa pagkaon sang okra?
 Naluyag ka man magkaon sang okra? Ngaa?
205
DAY 5
1. Assessment
a. Write the missing letter.
Hilikuton
b. Divide the word into syllables. Write the number of syllables for
each word.
c. Read the sentences and the questions. Circle the correct answer.
1. Ano an paborito ni Olga?

a) bayu
b) okra
c) orasan
a. Ngaa paborito ni Olga ang okra?

a) manamit
b) masustansya
c) madanlog
206
2. Ngaa kinahanglan sang aton lawas ang masustansya nga
pagkaon?
a) Nagapaluya sang aton lawas.
b) Nagapaniwang sang aton lawas.
c) Nagapabaskog sang aton lawas batok sa masakit.
2. Agreement
Conduct an Interview:
Do you know someone who likes okra? Conduct an interview. He can
be a family member, friend, or neighbor. Ask him or her why he likes
it. What benefits he gets from it. Present your report to the class.
207
Week 19
I. Objectives:
3. Orally segment a two to three-syllable word into its syllabic parts
words
8. Give the letter that begins with the name of a given picture/object
short paragraph
correctly
18. Observe some mechanics when copying/writing sentences:
capitalization, wide space between words and correct punctuation marks
sentences
20. Use the directional words – diri, dira, didto
21. Begin to identify and use synonmys, antonyms and multiple-meaning
words correctly
22. Make inferences on what is likely to happen next based on activities in
the school and community events, and local news listened to
II. Subject Matter

A. Topics:
1. Oral Language
208
b. Orally segment a two to three-syllable word into its syllabic parts
c. Give the new spoken words when two or more syllables are joined
to form words
words
c. Recognize correct spelling of the words
a. Give the letter that begins with the name of a given picture/objects
5. Word Recognition
sentences and short paragrraph
6. Spelling
knowledge
7. Handwriting
proportion
correctly
c. Observe some mechanics when copying/writing sentences:
capitalization, wide space between words and correct punctuation
marks
a. Use names of persons, places, animals, and things appropriately
in sentences
b. Use the directional words– diri, dira, didto
9. Vocabulary
Begin to identify and use synonyms, antonyms and multiple-meaning
words correctly

in the school and community activities, and local news listened to
209
and asking to be read more stories
B. References
 -K to 12 Curriculum
Malone, 2010)
2010)
MTBMLE Consultants
C. Materials:
Realia or pictures of objects/things, animals, places, persons with their
names that begin with /ng/;
Big Book: “Indi na Ako sang Dulsi kagTsokolate”
Poem/Rhyme: “Ngipon”
D. Theme: Important Places in our Community - Map of School campus

DAY 1
1. Song: “Sipilyuhan ang Ngipon sa Adlaw-adlaw”
(Tune: Brush your Teeth)
Sipilyuhan ang ngipon sa adlaw-adlaw
Hasta nga magtinlo ang ngipon kag magtin-aw
Himuon ini naton sa adlaw-adlaw
Para sakit sang ngipon indi ikaw katilaw
2. Game: “NGIRIT o NGANGA”

Teacher prepares two posts with label and picture: NGIRIT (someone
smiling) and NGANGA (someone opening his mouth). Teacher
gathers the pupils at the middle of the classroom. He shows picture of
the different places in the school with proper labels. If the pupil knows
the location of the picture shown, he will stand behind the NGIRIT
post. If he doesn’t know the place, he will stand behind the NGANGA
post.
Example:
210
Ask: Do you know the location of this place? (Teacher then asks
those standing behind NGIRIT post). Describe where you can find this
place in our school. What are the things that can you see in this
place? What activities can you do in this place?
B. Pre-Reading
gingabot (through synonym context clue, picture, action or
demonstration)
Example: Ginpabunot ko ang akon ngipon. Wala ako naghibi kay

gingabot sang dentista sang mahinay.
hulot-balasahan (through picture)

tinanok (through synonym context clue, realia)
Example: Gusto ko ang tinanok nga saging kay ginlaga gid sing
maayo.

Ask: What food do you usually eat? What part of our body do we
use to chew our food? How do you take care of your teeth?
Say: Let’s find how the girl in the story takes care of her teeth?
C. During Reading
Interactive Reading
Say: Look at the cover. What do you see? Why do you think is the title
“Indi na Ako sang Dulse kag Tsokolate? What questions do you want
to ask about the story?
happen next
Story:
Indi na ako sang Dulse kag Tsokolate
Mahilig si Nguyen magkaon sang matam-is kasubong sang

dulse kag
tsokolate.
“Nguyen, indi maayo sa bata pareho mo ang puro tam-is.
Madula ang imo
211
gana sa pagkaon kag dali maguba ang imo ngipon.
“Ti Nay, gainom man ako tubig tapos kaon ko sang tam-is.”
“Basta Nguyen, ang balon mo ibakal mo sang tinapay, tinanok
nga saging o sa ila kantina. Isa ka adlaw.
“Aguy! Aguy! Masakit ang ngipon ko!” hilibion ni Nguyen.
“Ma’am, si Nguyen nagahibi kay masakit ang iya ngipon,” pahibalo ni
Noli.
“Dal-on naton si Nguyen sa klinika. Sin-o ang nakatultol sang aton
klinika?”
“Ako Ma’am. Ara ang klinika sa tunga sang kantina kag hulot-
balasahan,” hambal ni Yana.
“Sige Yana, updi si Nguyen. Pangitaon ninyo si Ginang Nicanor para
mabulong si Nguyen.
Nakuha gid man ang sakit sang ngipon ni Nguyen. Pero gindala sia
sangnanay niya sa dentista kag gingabot ang guba niya nga ngipon.
Isa ka adlaw sa eskwelahan…
“Upod ko sa imo makadto sa kantina, Nena.”
“O sige, Nguyen. Ngaa mabakal ka naman sang dulse kag tsokolate?
Masakit naman ina karon ang ngipon mo.”
“Indi a, saging nga tinanok ang baklon ko. Nagbag-o na ang gusto ko,
mga pagkaon nga indi maguba ngipon ko.”kamote, indi puro tsokolate kag
dulse,” pahanumdom sang iya iloy.
D. Post Reading
 What kind of food did Nguyen like most?
 What happened to her one day?
 Why did she suffer toothache?
 How did her teacher and classmates help her?
 Is it important to know the different places in the school like the
clinic? Why?
 Did you experience having toothache before? What did you do?
 What lesson/s have you learned from the story?
2. Group Activity
Group 1: Draw the foods eaten by Nguyen BEFORE and AFTER.
Then compare.
Group 2: Act out the part of the story you like best.
Group 3: Make a map of Olga’s school. Identify the different places in
the school map using correct directional words (diri, dira, didto).
DAY 2
212
a. Let the pupils retell yesterday’s story or act out the best-liked part
of the story.
b. Naming pictures/realia beginning with /ng/.
c. Introduce the key picture and the key word.
ngipon
 Ask: What is this picture?

 Say: This is a picture of ngipon.
 Point to the word and say: This is how we write ngipon.
 Read the key word 2-3 times with the pupils.
2. Syllable Box
3. Break-The-Word
ngipon ng
ngi ngi
ng ngipon
4. Make-The-Word
pupils.
213
Examples:
ng+i =ngi i+ng =ing ngi+d= ngig
ng+a =nga a+ng =ang nga+l= ngal
ng+u =ngu u+ng =ung ngu+d=ngud
ng+o=ngo o+ng=ong ngo+y=ngoy
5. Big Box
 they read.

keyword. Read the word with the pupil. (ngipon)
DAY 3

Pupils find other words in the Big Box. These can be words they
previously.
(ngipon,ngisi, ngirit, nganga, sanga, banga, tanga, ngaa, nguyngoy,
ngudngod, ngalngal, hampangan, nabutang)
a. Read the words with the pupils as they identify them.
b. Teacher writes each new word on the chalkboard.
c. Pupils read all the words in the word list together.
214
2. Introduce sight words (ang, kag, sa, may, nga, si, mga, akon, kon,
sang, niya, kay) to pupils. Pupils may form phrases with the help of
ngipon niya
kon magngirit
ang sanga
naganguyngoy si
ang banga
ngaa ganganga
a. Write the Sentence Making Word (ngaa) Point to it and read it
withthe pupils. Tell them you will use this word to make a
sentence.
the pupils.

Ngaa ga nganga si Nguyen? ngaa
ngaa ganganga si ngaa ganganga
ngaa ganganga ngaa ganganga si
ngaa Ngaa ganganga si Nguyen
5. Handwriting
Say: I want you to write the new letter. This is big letter NG.
The name of the letter is Ng. The sound of the letter is /ng/.
(With your back to the pupils, tell them) Watch my finger as I
write” the new letter in the air. (Make sure you make the letter
in writing letter NG with the correct counting then say the
sound /ng/).

215
that.
sheets 10 times.
Follow the same procedure in writing small letter ng
b. Pupils practice writing the new keyword (ngipon).

c. What words mentioned in the story begin with NG or ng?

(Nguyen,ngipon, nganga). Can you give other words that begin
with NG or ng?
DAY 4
1. Review the standard in writing in writing letter uppercase NG and

lowercase ng.
2. Spelling
(ngipon)
(okra)
(kalan, dagat, mani, nipa, wasay)
Examples:
Nautod ang sanga sang kahoy.
Ngaa naganganga si Nguyen?
e. Write the spelling words correctly on the chalk board. Pupils check
216
3. Exercises
a. Read the words. Count the number of syllables and write it on the
blank.
1. ngipon _____
2. ngisi _____
3. ngalangala _____
4. nguyngoy _____
b. View the pictures. Write the missing word to complete the phrase
that describes the picture.
Sentences: Nagagwa ang ngipon niya kon magngirit.
Nautod ang sanga sang kahoy.
Naganguyngoy si Nonoy kay napatay ang iya
ido.
Poem/Rhyme: Ngipon
Ngipon aton limpyuhan,
Matam-is nga pagkaon likawan.
Pag-inom sang tubig himuon,
Sa tagsa matapos magkaon.
Manami magngisi sa aton abyan
Kon ngipon wala iban.
Atipanon ang aton ngipon
Para kadayawan mabaton.
with the pupils.
them along.
 Ano nga paghalong ang kinahanglan sa aton ngipon?
 Ano nga pagkaon ang kinahanglan nga likawan naton?
 Ano ang resulta kon manami ang ngipon?
217
 Sa ano nga paagi mo ginahalungan ang imo ngipon?
 Makahatag bala sang kadayawan ang matinlo ang
 ngipon? Ngaa?
DAY 5
1. Assesment
a. Write the missing syllable.
each word.
1. ngisi
2. ngirit
3. ngalangala
4. nguyngoy
5. tanga
c. Read the sentences and the questions. Box the correct answer.
1. Sino ang may banga?

Manong Taba Manong Tuba Manang Taba
2. Paano mo ilaragway ang banga ni Manong Taba?
puno sang gatas
puno sang tubig
puno sang tuba
3. Sa ano nga tanum naghalin ang tuba?
saging niyog tubo
2. Agreement
Poster Making: “Ngipon Ko, Amligan Ko ”
Let the pupils make a poster about the theme:”Ngipon ko, Ambligan
Ko”. Let them talk about it with a partner then with the whole class.
218
Week 20
I. Objectives:
words
8. Give the letter that begins with the name of a given picture/object
short paragraph
correctly
wide space between words, and correct punctuation marks
sentences
20. Use the correct noun markers (ang, ang mga) in identifying names of
persons, places, animals and things
21. Begin to identify and use synonyms, antonyms and multiple-meaning
words correctly
22. Make inferences on what is likely to happen next based on events in the
school and community activities, and local news listened to
II. Subject Matter

A. Topics:
1. Oral Language
219
b. -Orally segment a two to three-syllable word into syllabic parts
c. -Give the new spoken words when two or more syllables are
joined to form words

words
c. -Recognize correct spelling of the words
a. Give the letter that begins with the name of a given picture/object
5. Word Recognition
sentences and short paragraph
6. Spelling
knowledge
7. Handwriting
proportion
correctly
c. Observe ssome mechanics when copying/writing sentences:
capitalization, wide space between words, and correct punctuation
marks
a. Use names of persons, places, animals, and things appropriately
in sentences
b. Use the correct noun markers (ang, ang mga) in identifying names
of persons, places, animals and things.
9. Vocabulary
Begin to identify and use synonyms, antonyms and multiple-meaning
words correctly
220
in the school and community events, and local news listened to
B. References
Malone, 2010)
2010)
MTBMLE Consultants
C. Materials:
Realia or pictures of objects/things, animals, places, persons with their
names that begin with /e/; picture of places in school and in the
community
Story: “Palibot Ko, Pamasyaran Ko”
D. Theme: Important Places in our Community - Community map with

school at center and residence of students, market, cemetery,
church/mosque, hospital, community health center, police station/ fire
station, park/play ground, municipal hall/barangay center etc.
DAY 1
1. Game: “SA DIIN MAKIT-AN?”
Teacher prepares 4 posts with label: TUO (Right), WALA (Left),
ATUBANG (Front) and LIKOD (Back). Teacher lets pupils sit in the
middle of the classroom. He shows map of the school or community.
Ask: Do you know where the flagpole is? (Pupils will stand behind
the post and orally tell their answers.Possible Answers: Sa
atubang sang entablado (front of the stage)
Sa tuo sang Building B (right of Building B)
221
B. Pre-Reading
pamasyaran(through synonym context clue, picture)
Example: Pamasyaran naton sanday Lolo kag Lola. Maayo gid nga
kadtuan naton sila kada Sabado.
pag-on (through antonym context clue, picture)
Example: Pag-on ang ila balay kay indi ini human sa mahuyang nga
bagay.
elisi (through picture or realia)

bentilador (through picture or realia)

Ask: Have you tried going around your barangay? What have you
seen around? What places have you visited?
Barangay
Say: Today, the story we are going to read is about the children who
went to the different places near the school?
C. During Reading
Interactive Reading
Say: Look at the cover. What do you see? Do you think the children
are excited to move around? What questions do you want to ask
about the story?
happen next.
222
Story:
Lugar sa Palibot Ko, Hibaluon Ko
Klase sang mga bata sa Araling Panlipunan kay Ma’am Elisa.

Bahin sang klase nila ang mahibaluan ang mga lugar sa palibot sang
ila eskwelahan.
“Mga bata subong magwa kita sa eskwelahan kag tan-awon
naton ang iban pa nga mga lugar nga makit-an sa palibot sang aton
eskwelahan. Wala sang magbulag sa iya bantay para malikawanang
disgrasya sa dalan.”
“Huo Ma’am,” dungan nga sabat sang mga bata.
“Sige malakat na kita. Tandaan ninyo ang mga lugar nga inyo
makita,” pahanumdom ni Ma’am Elisa.
Dugay-dugay, nagbalik na sila sa ila hulot-klasehan.
“Ano ang nakit-an ninyo sa atubangan sang aton eskwelahan?”
“ May karsada,” sabat ni Edgar.
“Indi a, may mga tiangge,” tugda ni Ela.
“Husto kamo nga duha, Edgar kag Ela. Makit-an sa atubang sang
aton eskwelahan ang karsada kag sa tabok sini ang tiangge,” paathag
ni Ma’am Elisa.
“Ano naman ang makit-an sa tuo nga bahin sang aton
eskwelahan? “Barangay Hall,” dungan nga sabat nila.
D. Post Reading
 What happened in the story?
 What were the places they visited?
 Did the pupils enjoy visiting nearby places? Why?
 What lesson/s have you learned from the story?
2. Group Activity:
Group 1: Make a map of the barangay where the school is at
the center using the given materials: Manila paper, pentel pen,
crayon, etc. They have to show in the map the following
places: school, barangay hall, health center, market, etc.
Pupils show and tell something about it.
Group 2: Make your own propeller using a paper or

cardboard. Pupils show and tell something about it.
DAY 2

a. Let the pupils retell yesterday’s story or act out the best-liked part
of the story.
b. Naming pictures/realia beginning with /e/.
c. Introduce the key picture and the key word.
223
elesi
 Ask: what is this picture?
 Say: this is a picture of elisi.
 Point to the word and say: this is how we write elisi.
 Read the key word 2-3 times with the pupils.
2. Syllable Box
3. Break-The-Word
elisi e
eli eli
e elisi
4. Make-The-Word
pupils.
column and read the word with the students. Pupils read the Key
word, Syllable Box, Break the Word and Make the Word together;
volunteers; read alone.
Examples:
l+e=le e+n =en se+n= sen
224
r+e =re t+e =te
5. Big Box
 they read.

keyword. Read the word with the pupil. (elisi)
DAY 3

previously. (elisi, ebidinsya, regalo, pareho, plete, estante,
karne, pasensya, entiro, eroplano,)

2. Introduce sight words (ang, kag, sa, may, nga, si, na, ni, mga, akon,
sang, kay) to pupils. Pupils may form phrases with the help of the
teacher. Teacher writes it on the chalkboard and let the pupils read
the phrases with her then asks some volunteers to read. Teacher may
use realia or picture to show the correct use of noun markers: ang
means one ang mga means more than one. Pupils are encouraged to
give more examples using names of things/objects previously learned.
ang elisi ang mga elisi
ang eroplano ang mga eroplano
ang regalo ang mga regalo
225
a. Write the Sentence Making Word (akon) Point to it and read it
sentence.
the pupils.
5. Handwriting
Say: I want you to write the new letter. This is big letter E. The
name of the letter is E. The sound of the letter is /e/.
in writing letter E with the correct counting then say the
sound /e/).

sheets 10 times.
Follow the same procedure in writing small letter e
b. Pupils practice writing the new keyword (elisi).

226
c. What words mentioned in the story that begin with E or e? (Edgar,

Ella, Ena,elisi). Can you give other words that begin with E or e?
DAY 4
1. Review the standard in writing in writing letter uppercase E and

lowercase e.
2. Spelling
(elisi)
(ngipon)
(dagat, mani, nipa, wasay, okra)
Examples: Nagatiyog ang elisi sang eroplano.
Wow, nagatiyog ang elisi!
e. Write the spelling words correctly on the chalkboard. Pupils check

3. Exercises
Hilikuton
227
b. Write a phrase about the picture.
Hilikuton
c. What word is formed when syllables are combined?

1. en-ti-ro
2. e-bi-den-sya
3. e-ro-pla-no
4. e-li-si
4. Read Sentences/Story
Sentences: Nagatiyog ang elisi sang eroplano.
Hampangan nga eroplano ang nabaton ko.
Halin kay maninoy ang regalo ko.
Mabaskog magtiyog ang elisi sang eroplano.
Nabutang sa estante ang eroplano nga
hampangan.
Puno sang hampangan ang entiro nga kahon.
Story: Elisi
Elisi sang eroplano. Elisi sang barko. Sige ang tiyog, Madasig kaayo.
Daku nga bulig ang mahatag sang elisi sa mga salakyan sa
pagbyahe. Mga pasahero daku gid ang kalipay sa ila lakat nga
masulhay.
with the pupils.
them along.
 Sa diin makit-an ang elisi?
 Sa ano nga paagi makabulig ang elisi sa pagbyahe?
 Nakakita ka na bala sang elisi? Ilaragway ini.
228
DAY 5
1. Assessment
Hilikuton
each word.
1. elisi
2. eroplano
3. plete
4. estante
5. 5.regalo
c. Read the sentences and the questions. Underline the correct

answer.
1. Ano an regalo ni Elmer?

a) elisi
b) eroplano
c) elepante
2. Sin-o naghatag sang regalo kay Elmer?

a) si Tatay
b) si Tito
c) si Maninoy
229
3. Ngaa ayhan gintagaan siya sang regalo nga eroplano sang
Disyembre?
a) kay tion sang paskwa
b) kay tion sang kaadlawan niya
c) kay tion sang pagtapos niya sa pag eskwela
2. Agreement
Poster Making: “Barangay Ko, Bugal Ko ”
Let the pupils make a poster showing the different places of their
barangay. Let them talk why they are proud of their barangay with a
partner then with the whole class.
230
Week 21
I. Objectives
1. Talk about family, friends, school, and significant people and places in
2. Read the sight words listed in the appendix
3. Read phrases, sentences, and short stories containing high frequency
4. Read aloud grade one level text at a rate of approximately 60 words per
minute.
5. Read grade one level text in three to four-word-phrases with appropriate
intonation, expression, and punctuation cues
6. Spell correctly previously learned words
7. Spell correctly proper names of persons, places, and things
8. Write simple sentences, phrases, paragraph, and stories observing
correct punctuation marks, capitalization, indention, and format
9. Write using phonetic knowledge for different purposes- sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
10. Identify names of persons, places, and things
11. Discuss meanings and vocabulary through meaningful and concrete
experiences
12. Predict what will happen next in the stories, fables, legends, school and
community events/situations/issues, radio broadcasts, and local news
based on context
13. Make inferences on what is likely to happen next based on the stories /
fables / legends
14. Locate specific information in the text to find answers to the simple
questions
15. Make inferences on what is likely to happen based on school and
II. Subject Matter

A. Domains
1. Oral Language
Talking about family, friends, school, and significant people and
places in culturally appropriates manner
2. Word Recognition
a. Reading the sight words
b. Reading phrases, sentences, and short stories containing high
231
3. Fluency
a. Reading aloud grade one level text at a rate of approximately 60
words per minute
b. Reading grade one level text in three- to four-word phrases with
4. Spelling
a. Writing the correct spelling of previously learned words
b. Writing the correct spelling of proper names of persons, places,
and things
5. Handwriting
Writing the simple sentences, phrases, paragraph, and stories
observing correct punctuation marks, capitalization, indention, and
format
6. Composing
Writing using phonetic knowledge for different purposes such as
sentences, lists, jokes, poems, songs, riddles, short stories, etc.
Identifying names of persons, places, and things
8. Vocabulary
Discussing meanings and vocabulary through meaningful and
a. Making inferences on what is likely to happen next based on the
stories / fables / legends
b. Locating specific information in the text to find answers to the
simple questions
c. Making inferences on what is likely to happen based on the school
and community events / situations / issues, radio broadcasts, and
local news
d. Expressing love for stories by browsing the storybooks read to
them and asking to be read with more stories
B. References
 FirstLanguage (L1): A Guidebook for Trainers by Susan and Dennis
Malone, 2010
C. Materials: Recorded Hiligaynon songs, chart

D. Theme: Our cultural music
E. Value Focus: Love of our cultural heritage
232
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties (through context clues)
Lapsag:
Isa ka lapsag ang dala sang mag-asawa. Gamay ini nga bata
gani mamag-an kargahon.
Ambahanon:
Kanami pamatian sang mga ambahanon. Mga kanta ini nga
nagasugid sang kabuhi naton.
Nagalaragway:
Nagalaragway sang isa ka uma ang ginkurit ni Adel sa papel.
Nagapakita ang iya ginkurit sang isa ka talamnan sang humay
kag utanon.
Ginahigugma:
Palangga ko gid ang akon bata gani ginaatipan ko sia sing
maayo. Ginahigugma ko sia.
2. Activating Prior Knowledge /Developing Motivation for the Story

Have the pupils listen to a bedtime song “Ili-Ili Tulog Anay”.
Ask: Ano ang ginasugid sang kanta sa bata? (What does the song tell
the child?)
Say: Madamo sang ambahanon sa aton nga pulong ang ginakanta
sang mga katigulangan sa nanarisari nga okasyon o kahiwatan.
(There are many Hiligaynon songs our elders sing for different
occasions.)
Ask: May nahibaluan ka bala nga mga ambahanon sa aton nga
pulong? (Do you know other Hiligaynon songs?)
3. Developing a Purpose for Reading

Say: Basahon naton ang artikulo parte sa nanarisari nga ambahanon
para sa nanarisari nga okasyon o kahiwatan. (Let us read an
article about different Hiligaynon songs for different occasions.)
B. During Reading
1. Place the article on a chart.
2. Let the pupils read by groups, by pairs, and individually with
appropriate intonation, expression, and punctuation cues by.
Article:
Mga Ambahanon Nga Hiligaynon
(Ginsulat ni Nemia Umiten)
May mga tawo nga naluyag magpaabot sang ila mensahe

paagi sa mga ambahanon.
Ara ang “Ili-ili, Tulog Anay”, kanta sang mga iloy kon sila
nagapatulog sa ila mga lapsag samtang ginaduyan.
233
Ang “Ay!Ay! Kalisud”, nagasugid sang mga kalisud nga
naagyan sang isa ka babaye nga binayaan sang iya ginahigugma.
Ang “Si Pelimon”, ambahanon parte sa isa ka manugpamunit
sang isda sa dagat.
“Si Inday”, ambahanon nga nagalaragway sang isa ka dalaga
nga angay sa iya nga ginaistaran.
Ang “Gugma sang mga Tigulang”, nagapahibalo nga ang
gugma wala sang ginakilala nga edad.
Pila lamang ini sa mga ambahanon nga Hiligaynon nga tubtob
subong naluyagan naton pamatian.
Sight Words
masami man namon amon nga

sang naton daw sini ukon
C. Post Reading
1. Discussion Questions (Literal and Motive)
a. Ano ang ginasugid sang aton ginbasa?
b. Ano ang mga ambahanon nga Hiligaynon?
c. Ihambal sa klase ang ginasugid sang mga ambahanon.
 Ili-Ili Tulog Anay
 Ay! Ay! Kalisud
 Si Pelimon
 Si Inday
DAY 2
(Review the article)
2. Engagement Activities
a. Pamatian Naton
Pupils listen to the song.
Si Inday
Si Inday nga mapula-pula, angay gid sa balay nga tabla.

Tumindog kag magbara-bara, daw bulak nga Tapulanga.
Si Inday nga maitum-itum, angay gid sa balay nga butong.

Tumindog kag magyuhum-yuhum, daw bulak nga Katsubong.
Si Inday nga maputi-puti, angay gid sa balay nga tapi.

Tumindog kag magkiwi-kiwi, daw bulak nga Kamantigi.
b. Kantahon Naton
Have pupils sing the song until they will be able to sing it very well.
c. Isaot Naton
234
Group the pupils. Have them sing the song and dance creating their
own dance steps.
3. Discussion
a. Sin-o ang ginalaragway sa ambahanon? (Who is described in the
song?)
b. Ano nga mga tinaga sa ambahanon ang nagalaragway kay Inday?
(What are the descriptions given to the lady in the song?)
4. Enrichment Activity
Basaha ang masunod nga mga dinalan.
Halimbawa:
a. Nagapamati si Lola sang mga ambahanon nga Hiligaynon kon hapon.
b. Nagasugid parte sa kabuhi ang mga ambahanon naton.
DAY 3
Grammar Lesson
1. Preparatory Activity
Question and Answer
Say: May pila ako ka pamangkot. Kon sin-o ang makahibalo, ialsa ang
kamot kag isulat ang sabat sa pisara. (I will ask some questions.
Whoever knows the answer may raise his/her hand and write the
answer on the board.)
a. Sin-o ang nagatudlo sang mga bata magsulat kag magbasa?
b. Ano ang ngalan sang aton banwa?
c. Ano ang ginagamit mo magsulat sa papel?
(Add more questions.)
Presentation
Ask: Sa listahan sang mga ngalan nga nakasulat sa pisara, sa diin sini
ang ngalan sang butang, tawo, lugar? (From the list of names
written on the board, which are names of things, person, places?)
(Have pupils write them on a table.)
Ngalan sang Tawo Ngalan sang Lugar Ngalan sang Butang

(Name of Person) (Name of Place) (Name of Thing)
Teacher presents the names of persons, places, and things.
2. Generalization
Ask: Ano bala ang may ara sa mga tawo, butang kag lugar? (What do
persons, things, and places have in common.)
235
 Tanan nga mga tawo, butang kag lugar may ngalan
Halimbawa: Tawo: maestro, Ginang Lorna Reyes
Butang: lapis, Mongol
Lugar: banwa, Leganes
DAY 4
3. Guided Practice
a. Partner Talk / Dialogue
Encourage pupils to talk about the names of things found inside the
box given to them.
Example: Ido(dog)
Partner 1: May hinuptanan ako nga ido sa balay. King ang iya ngalan.
Partner 2: May ido man kami sa balay. Diday ang tawag namon sa
amon ido nga babaye.
Partner 1: Palangga ko si King. Kaupod ko sia sa paghampang.
Partner 2: Pareho gali kita. Palangga ko man si Diday.
b. Busy Picture
The picture contains things the pupils can name.
Say: Ang litrato nagapakita sang kadagatan kon diin madamo sang
gintuga sa dagat ang makit-an. (The picture depicts a sea where
many sea creatures are found.)
Give the pupils a few minutes to study the picture. Then, ask
question/s that would require proper nouns as answers.
Ask: Ano ang ngalan sang lugar sa litrato? (What is the name of the
place in the picture?)
Ano nga mga butang ang makit-an mo sa litrato? (What are the
things you can see in the picture?)
Ilaragway ang imo nakita. Ihambal ini kag isulat sa pisara.
(Describe what you see. Say it then write on the board.)
Correct the spelling, capitalization, punctuations, etc.
Possible Answers:
 May sigay sa baybayon sang Roxas City.
 Nagakaon ang lalaki sa ilihawan ni Tisay.
Ask pupils to write 5 names inside each box.
Ngalan sang Tawo Ngalan sang Lugar Ngalan sang Butang

(Name of Person) (Name of Place) (Name of Thing)
236
DAY 5
1. Application
Let’s Create:
Create a song about your family. Observe correct punctuation
marks, capitalization, indentions, and format. Write it on a clean sheet of
paper and underline all nouns used in the sentence.
Ask a volunteer to read his/her work to the whole class.
Check/correct the work of the pupils and give appropriate praises or
comments. Publish all pupils’ outputs.
2. Assessment
Hilikuton
3. Agreement
Magsulat sang lima (5) ka ngalan sang mga tawo, lugar, kag butang.
(Write 5 names of persons, places, and things.)
237
Week 22
I. Objectives
1. Talk about family, friends, school, and significant people and places in a
minute
6. Correctly spell previously learned words
7. Correctly spell proper names of persons, places, and things
9. Write using phonetic knowledge for different purposes - sentences, lists,
10. Identify proper names of persons, places and things
11. Use proper nouns in sentences
12. Discuss meanings and vocabulary through meaningful and concrete
experiences
community events, situations, or issues, radio broadcasts, and local news
based on context
14. Make inferences on what is likely to happen next based on the stories,
fables, or legends
15. Locate specific information in the text to find answers to simple questions
16. Make inferences on what is likely to happen based on school and
community events, situations, or issues, radio broadcasts, and local news
II. Subject Matter

A. Domains
1. Oral Language
Talk about family, friends, school and significant people and places in
a culturally appropriate manner
2. Word Recognition
a. Read the sight words listed in the appendix
b. Read phrases, sentences, and short stories containing high
238
3. Fluency
a. Read aloud grade one level text at a rate of approximately 60
words per minute
b. Read grade one level text in three to four-word-phrases with
4. Spelling
a. Correctly spell previously learned words
b. Correctly spell proper names of persons, places, and things
5. Handwriting
Write simple sentences, phrases, paragraph, and stories observing
6. Composing
Write using phonetic knowledge for different purposes - sentences,
lists, jokes, poems, songs, riddles, short stories, etc.
a. Identify proper names of persons, places, and things
b. Use proper nouns in sentences
8. Vocabulary
Discuss meanings and vocabulary through meaningful and concrete
experiences
a. Make inferences on what is likely to happen next based on the
stories/fables/legends
b. Locate specific information in the text to find answers to the simple
questions
c. Make inferences on what is likely to happen based on the school
and community events/situations/issues, radio broadcasts, and
local news
d. Express love for stories by browsing the storybooks read to them
and asking to be read with more stories.
B. References
First Language (L1): A Guidebook for Trainers by Susan and Dennis
Malone, 2010
 Activities for Early Grades of MTBMLE Program by Susan Malone,
2010
C. Materials: Pictures, chart, flash cards, bamboo sticks
239
D. Theme: Our cultural dances
E. Value Focus: Love of our cultural heritage

DAY 1
A. Pre-Reading
1. Unlocking of Difficulties ( through pictures)
a.
Tulabong
bird
b. dagit
c. dilargo
ousers
2. Activating Prior Knowledge / Developing Motivation for the Story
a. Have the pupils imitate a bird flying.
b. Film viewing of the Tinulabong dance.
Ask: Ano ang ginapakita sang saot? (What does the dance depict?)
Say: Madamo kita sang saot nga nagapakita sang hulag sang mga sapat
nga makit-an sa aton lugar, panggawi, tradisyon, kag
pagpangaluyag. (We have many cultural dances which depict
movements of animals found in our place, customs, traditions, and
courtship.)
Ask: May nahibaluan ka pa nga iban nga saot sa inyo lugar? (Do you
know other cultural dances in our place?)

Say: Basahon naton ang artikulo parte sa Tinulabong, isa sa aton nga
mga saot. (Let us read an article about Tinulabong dance, one of
our cultural dances.)
B. During Reading
1. Place the article on a chart.
2. Let the pupils read by groups, by pairs, and individually with appropriate
intonation, expression, and punctuation cues.
Article:
Ang Saot nga Tinulabong
(Ginsulat ni Leizel Bergantino)
240
Ang Tinulabong saot sang mga tawo nga nagaistar sa
kabukiran sang Panitan kag Luctugan, Capiz. Ang ngalan sang saot
nga ini ginkuha sa Tulabong nga pispis nga masami makita didto.
Ang Tulabong nga pispis may malaba nga liog kag malaba
nga mga pakpak. Maluyagon ini maghulon sa likod sang karabaw
samtang nagatuka sang mga sapat-sapat kasubong sang langaw,
lamok kag dapaw sa likod sini.
Ginailog sang mga manugsaot ang hulag sang Tulabong nga
pispis.
Ang babaye nga manugsaot nagasuksok sang pula ukon puti
nga palda kag puti nga blosa. Ang lalaki nga manugsaot nagasuksok
sang puti nga delargo kag puti nga kamisa de chino. Nagatiniil sila
magsaot.
Sight Words
parte aton inyo diin ukon

kami may para imo didto
samtang ini
C. Post Reading
a. Ano ang ginasugid sang aton ginbasa?
b. Ano ang ngalan sang saot nga ginasugid?
c. Ihambal sa klase ang ginasugid parte sa saot nga “Tinulabong” paagi
sa pagsabat sang masunod nga mga pamangkot:
 Diin naghalin ang ngalan sang saot nga “ Tinulabong”?
 Diin nagahulon ang Tulabong nga pispis?
 Ano ang ginahimo sang Tulabong sa likod sang karabaw?
 Ano ang ginailog sa saot nga “Tinulabong”?
 Ano ang ginasuksok sang manugsaot nga babaye?
 Ano ang ginasuksok sang manugsaot nga lalaki?
DAY 2
(Review the article)
a. Lantawon Naton
Pupils watch the dance.
b. Sundon Naton
Pupils follow some of the dance steps with the guidance of the
teacher.
c. Sauton Naton
Have the pupils dance the “Tinulabong” dance.
2. Discussion
a. Ano ang ginpakita sa saot? (What is depicted in the dance?)
241
b. Ginapabugal mo bala ang aton saot? Ngaa? (Are you proud of our
own cultural dance? Why?)
3. Processing the Activity

Ask: Nasadyahan bala kamo sang ginhimo ninyo nga hilikuton? (Did you
enjoy doing the activity/ies?)
Ano ang una, ikaduha, ikatlo nga hilikuton? (What was the first, the
second, the third activity?)
Ano ang nahibaluan mo samtang ginahimo ang mga hilikuton?
(What did you learn while doing the activity/ies?)
Basaha ang mga masunod nga dinalan. (Read the following sentences.)
Halimbawa:
a. Nagapabaskog sang lawas ang pagsaot.
b. Paagi sa pagsaot, mapakita man ang kultura naton.
DAY 3
Grammar Lesson
Let a group of five members play the “Give Me” game. Group the
students into five. The members of the group can provide or answer what
is asked by raising their hands. Every time a member can give an answer,
the group receives 1 point. The group with the highest score wins the
game.
Ask: Taga-i ako lima ka ngalan sang tawo. (Give me 5 names of
persons.)
Taga-i ako tatlo ka ngalan sang lugar. (Give me 3 names of places.)
You may add more
2. Presentation
Grouping Game
Using the same group, have the pupils play the game. Give each
group a box with different words/names inside. Have each group classify
the names according to the following:
Group I – Independent Grouping

Ask the pupils to group the different words into 3 groups depending on
how they would want it to be grouped.
Group II – Classified Grouping

Ask the pupils to group the different words into 3 groups following the
label. Names of……..Persons, Places, Things
Group III – Modified Grouping

Ask the pupils to group the different words into 2
a. Words that begin in capital letters
242
b. Words that begin in small letters
Group IV – Name and Group

Ask the pupils to give 10 words that name
a. person b. place c. thing
Group V – Specified Grouping

Ask the pupils to group the words according to:
Names of…… a. Persons b. Places c.Things
Written in ……capital letters, small letters
3. Discussion
Have each group present their outputs.
Discussion questions:
a. Paano ginhimo sang kada grupo ang pagbahin-bahin sang mga
ngalan?
b. Ano ang tawag naton sa mga ngalan sa kada bahin?
c. Paano ginsulat ang kada tinaga?
d. Ngaa amo ina ang pagsulat sa ila?
e. Ano ang tawag tawag naton sa mga tinaga nga ini?
Elicit from the learners the concept of common and proper nouns.
4. Generalization
Ask: San-o naton mahambal nga ang mga ngalan matuod nga ngalan
sang mga tawo, lugar o butang? (When do we say that the names
are proper names of persons, places, or things?)
Paano naton isulat ang matuod nga ngalan sang tawo, lugar o
butang? (How do we write the proper names of persons, places, or
things?)
San-o naton mahambal nga ang mga ngalan kinaandan nga ngalan
sang mga tawo, lugar o butang? ( When do we say that the names
are common names of persons, places, or thing?)
Paano naton isulat ang kinaandan nga ngalan sang tawo, lugar o
butang? (How do we write the common names of persons, places,
or things?)
 Ang matuod nga ngalan sang tawo, butang, kag lugar ginasulat
nga nagaumpisa sa daku nga letra.
Halimbawa: Nena, Iloilo, Adidas
 Ang kinaandan nga ngalan sang tawo, butang, kag lugar ginasulat
nga nagaumpisa sa gamay nga letra.
Halimbawa: babaye, banwa, sapatos
243
DAY 4
1. Guided Practice
a. Partner Talk/Dialogue
Encourage pupils to talk about the names of things found inside the
bag given to them.
Example: tatay (father)
Partner 1: Isa ka pulis ang akon tatay. Ramon ang iya ngalan.
Partner 2: Isa ka panday ang tatay ko. Luis ang iya ngalan.
Partner 1: Mabuot si Tatay Ramon. Kaupod ko sia sa paghampang.
Partner 2: Pareho gali kita. Mabuot man si Tatay Luis.
b. Magic box
The box contains things the pupils can name.
Say: Ang kahon may unod nga mga butang nga pwede mabakal sa
tindahan. ( The box contains things which can be bought from a
store.)
Give pupils a few minutes to study the things in the “magic box.”
Then, ask question/s that would require proper nouns and common
nouns as answers.
Ask: Ano ang mga butang nga makita mo sa “magic box”? (What are
the things that you can see in the magic box?)
Ilaragway o isaysay ang imo nakita. Ihambal ini kag isulat sa
pisara. (Describe what you see. Say it, then write on the board.)
Encourage the pupils to use their answers in a sentence.
Ask pupils to read the names in the flash cards given to them. Write the
name in the proper box.
Kinaandan nga Matuod nga ngalan

ngalan
DAY 5
1. Application
“Dance your way”
Using the bamboo sticks, create a rhythm that you and your group
can dance using your group’s invented dance steps.
244
2. Assessment
Hilikuton
3. Agreement:
Hilikuton
245
Week 23
I. Objectives
1. Talk about family, friends, school, community, and significant people and
places in culturally appropriate manner
2. Read the sight words listed in the Appendix
minute
5. Read grade one text in three to four-word-phrases with appropriate
7. Correctly spell pronouns used in sentences
9. Write using phonic knowledge for different purposes – sentences, lists,
10. Identify the pronouns used in sentences
11. Use clues from context to figure out what the words mean
12. Predict what is likely to happen in the stories, fables, legends, school and
community events/situations/issues, radio broadcast and local news
based on context
13. Give the cause or effect of certain events in school and in the community,
radio broadcasts, and local news read and heard
14. Locate specific information in the text to find answers to higher level
questions
15. Answer higher level questions about the school and community
events/situations/issues, radio broadcast, and local news read and heard
asking to be read with more stories.
II. Subject Matter

A. Domains
1. Oral Language
Talking about family, friends, school, community, and significant
people and places in culturally appropriate manner
2. Word Recognition
a. Reading the sight words listed in the Appendix
246
3. Fluency
words per minute
b. Reading grade one text in three to four-word-phrases with appropriate
4. Spelling
b. Writing the correct spelling of pronouns used in sentences
5. Handwriting
Writing simple sentences, phrases, paragraphs, and stories observing
6. Composing
Writing using phonic knowledge for different purposes – sentences, lists,
Identifying pronouns used in sentences
8. Vocabulary
Using clues from context to figure out the meaning of the words.
a. Predicting what what will happen next in the stories, fables, legends,
school and community events/situations/issues, radio broadcast, and
local news based on context
b. Giving the cause or effect of certain events in school and community,
radio broadcasts, and local news read and heard
c. Locating specific information in the text to find answers to higher level
questions
d. Answering higher level questions about the school and community
events/situations/issues, radio broadcasts, local news, etc.
e. Expressing love for stories by browsing the storybooks read to them
and asking to be read with more stories.
B. References
Malone, 2010)
 Developing Comprehension in Young Readers (Lesson Plans from
RAP Conventions -Vol. 1)
C. Materials: How to….Reading Material: “Paghimo sang Abaniko”; glue,
scotch tape, bond paper, crayon; realia of local arts and crafts like fan,
wall décor, placemat, fruit tray, etc.; activity sheets
247
D. Theme: Our local arts and crafts
E. Value Focus: Patronize local products
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties
Ginahanas (through context clue)
Kihad (through context clue)
Pulgada (through context clue)
Kasangkaron (through context clue)
2. Activating Prior Knowledge

Exhibit of Local Arts and Crafts
Allow pupils to see and touch local arts and crafts like placemat, fruit
tray, fan, wall décor, etc. and allow them to talk about them.
Ask: Nakit-an bala ninyo ini sa aton lugar? May nakilala bala kamo
nga makabalo maghimo sang mga ini? Sa diin bala sini ang
gusto mo himuon bilang proyekto? Ngaa? (Have you seen
these in our locality? Do you know someone who could make
any of these? Which of these would you like to make as a
project? Why?)
3. Developing the Purpose for Reading

Say: Subong nga adlaw, aton hibaluon kon paano sang kabataan
pareho ninyo nahimo ang abaniko. (Today, we will find out how
children like you are able to make a fan.)
How to Activity: “
Paghimo sang Abaniko”

(Ginsulat ni Mary Ann B. Palermo)
Kilala ang lugar nanday Allan kag Aloha sa maayo nga

paghimo sang mga gamit nga human sa kawayan kasubong sang
abaniko, dekorasyon sa balay, bulutangan sang prutas kag iban pa.
Gani bisan ara pa lang sanday Allan, Aloha kag iban nga bata sa una
nga halintang sa pag-eskwela, ginahanas na sila nga maghimo sang
mga butang gamit ang kawayan.
Aton hibaluon ang himuon nanday Allan kag Aloha.
Paghimo sang Abaniko
Materyales:
2 ka manipis nga kihad sang kawayan (tunga sa pulgada ang
kasangkaron
kag anum ka pulgada ang kataason).
kula o glue
Scotch tape
248
Bond paper
Krayola
Pamaagi:
1. Butangan sang naluyagan nga disenyo ang bond paper gamit ang
krayola.
2. Piuron ang papel halin sa pinakauna nga higad nga may
kadakuon nga tunga sa pulgada pareho sa kasangkaron sang
kawayan.
3. Padayunon ang pagpiod nga nagabaslanay asta sa pinakapunta
sang papel.
4. Itum-ok sing maayo para mahipid ang pagpiod sang papel.
5. Pagkatapos mapiod ang papel, butangan sang glue ang
pinakauna nga higad kag ipadukot ang isa ka manipis nga kihad
sang kawayan.
6. Liwaton ang ginhimo sa pagpadukot sang ikaduha nga kihad sang
kawayan sa pinakapunta nga higad.
7. Pagmala sang glue, buksan ang abaniko kag ihigot sang scotch
tape ang duha ka kawayan para magpabilin ang kurte sang
abaniko.
Sight Words
bata ila gid gani nga mga
ara pa lang maayo balay
kag iban sang bisan sa
B. During Reading
1. Write the reading material Paghimo sang Abaniko on a chart.
2. Let the pupils read it silently with appropriate intonation, expression,
and punctuation cues. Then, ask them to read orally (whole group,
pair, or individually).
3. Ask questions that would make pupils to predict situations or events
based on what they are reading.
C. Post Reading
a. Ano nga mga arts and crafts ang ginahimo sa inyo nga lugar?
(What arts and crafts are produced in their locality?)
b. Paano ginahanas ang mga kabataan sa ila lugar? (How are the
children in their place being trained?)
c. Ano nga mga paaagi ang dapat sundon nanday Allan kag Aloha
sa paghimo sang abaniko? (What are the steps that Allan and
Aloha need to follow in making a fan?)
249
DAY 2
(Review the “How to Activity” done by Allan and Aloha.)

Divide the class into 5 groups and give each group an activity.
a. Mga Produkto nga Human sa Kawayan
Idrowing ang nanarisari nga produkto nga human sa kawayan
nga ginhimo sa lugar nanday Allan kag Aloha. Ilaragway kon paano
gamiton ang kada isa.
Hilikuton
b. Pamaagi sa Paghimo… Sundon Naton

Ipaathag kag ipakita ang mga pamaagi sa paghimo sang abaniko.
Pamaagi sa Paghimo sang Abaniko

1. _____________________________________________
2.________________________________________
3. __________________________________
4. ____________________________
5.______________________
6. _________________
7. ____________
c. Gintunaan kag Resulta

Ipaathag ang matabo kon:
Ginahanas ang mga

bata sa paghimo sang
mga butang nga himo
sa kawayan
250
Ipaathag kon ngaa maluyagon magbakal ang mga turista sang mga
produkto nga human sa aton?
Gani, madamo nga

mga turista ang
nagabakal sang ila
produkto
d. Kawayan sa Palibot Mapuslanon
Luas sa ginhamabal nga mga produkto nga human sa
kawayan, ano pa ang iban nga butang ang mahimo gamit ang
kawayan? Idrowing kag ilaragway ang kada isa.
Madamo pa gid nga mga Butang ang Mahimo sa Kawayan.
e. Himo sa Aton, Ipabugal Naton

Kon kamo sanday Allan kag Aloha, paano ninyo ibantala ang
mga produkto nga ginhimo sa inyo lugar?
2. Discussion
a. People in the community where Allan and Aloha live are known to be
skillful and artistic in making products made of bamboo. Let’s listen to
Group 1 as they describe the usefulness of different bamboo
products.
b. As early as Grade I, Allan, Aloha, and other children of their age are
trained to be skillful in making crafts like a fan. What are the steps we
need to follow in making a beautiful fan? Let’s hear Group 2’s report.
251
c. If you keep on practicing and doing your best in whatever you do, you
would always get the best result. Let’s listen to the report of Group 3.
d. Aside from the bamboo products presented earlier, there are other
things that can be made out of bamboo. Let’s listen to Group 4’s
report.
e. We have to patronize and be proud of our own products. One way to
motivate everyone to buy our own product is through an
advertisement. Let’s find out how Group 5 would advertise bamboo
products made in their locality.
3. Processing of the Activity

Process the activity done by the five groups. Let them write their
responses on the chart.
GROUP ACTIVITY FOCUS SKILL
DAY 3
Grammar Lesson
Big Picture (Proudly Philippine made products from one’s own locality)
Say: Luyag ko nga tan-awon ninyo ang laragway o litrato. Sa diin sa mga
produkto nga ini ang luyag mo maangkon? Ngaa? (I want you to
look at the picture. Which of these products would you like to have?
Why?)
Examples: bags, shoes, earrings, bracelet, belt, table, chair, rocking
chair, mat, cabinet, etc.
2. Presentation
Present demonstrative pronouns and how they are used in the sentence.
a. Ini ang paborito ko nga bag. Human ini sa kawayan. (Hold the bag as
you say the sentence.)
b. Ina ang una nga lamesa nga ginbakal ko. Mapag-on ang lamesa nga
ina. (Point to the table that is near to the addressee.)
252
c. Ato ang dekorasyon nga ginhatag sa akon sa kaadlawan ko. Human
ato sa kawayan. (Point to the wall décor away from you and the
addressee.)
Present the use of other demonstrative pronouns such as diri, dira,
didto.
3. Generalization
Ask: San-o naton ginausar ang ini? Ina? Ato? San-o naton ginausar ang
diri? dira? didto? ( When do we use ini? ina? ato? When do we use
diri? dira? didto?)
Demonstrative Pronoun (Tal-us nga Pangalan sa Pagtudlo)
Ginakaptan sang ini (this) Pinakamalapit diri (here)

nagahambal ang sa
butang nga ginasugid nagahambal
sini. (The speaker (nearest the
holds the object being speaker)
referred to.)
Ginatudlo sang ina Malapit sa dira (there)
nagahambal ang (that) kaistorya
butang nga malapit sa (near the
kaistorya. (The addressee)
speaker points to the
object that is near to
the addressee.)
Ang butang nga ato malayo didto (yonder)
ginatudlo malayo sa (yon) (remote)
nagahambal kag
kaistorya. (The object
is away from the
speaker and the
addressee.)
DAY 4
1. Guided Practice
Outdoor Activity: Bring the children outside the classroom (to the school
garden or playground).
a. Whole Group
Encourage pupils to talk about what they see, touch, or hear in the
garden or playground using demonstrative pronouns.
b. Dyad
Ask pupils to work in pairs and talk about their outdoor experiences
using demonstrative pronouns.
253
Hilikuton
DAY 5
1. Application
Let’s Write:
Write a song, poem, joke, riddle, or short story about your
experience in buying your food, clothing, toys, etc. in the store, market, or
mall. Observe correct punctuation marks, capitalization, indentions, and
format. Write it on a clean sheet of paper and underline all pronouns used
in the sentence.
Ask a volunteer to read his/her work to the whole class.
Check/correct the work of the pupils and give appropriate praises or
comments. Publish all pupils’ outputs.
2. Assessment
Hilikuton
254
3. Agreement
Show and Tell
Magdala sang produkto nga human sa aton. Ipakita ini kag isaysay sa
klase. (Bring a native product you have at home and tell something about
it using demonstrative pronouns.)
255
Week 24
I. Objectives
1. Talk about family, friends, school, community, and significant people and
places in culturally appropriate manner
minute
5. Read grade one text in three to four-word-phrases with appropriate
7. Correctly spell pronouns used in sentences
8. Write simple sentences, phrases, paragraphs, and stories observing
10. Use pronouns in sentences
based on context
13. Give the cause or effect of certain events in school and community, radio
broadcasts, and local news read and heard
questions
events/situations/issues, radio broadcasts, and local news read and
heard
II. Subject Matter

A. Domains
1. Oral Language
Talking about family, friends, school, community, and significant
people and places in culturally appropriate manner
2. Word Recognition
256
3. Fluency
words per minute
b. Reading grade one text in three- to four-word-phrases with
4. Spelling
5. Handwriting
Writing simple sentences, phrases, paragraphs, and stories
format
6. Composing
Using pronouns in sentences
8. Vocabulary
Using clues from context to figure out what the words mean
a. Predicting what will happen next in the stories, fables, legends,
school and community events, situations, or issues, radio
broadcasts, and local news based on context
b. Giving the cause or effect of certain events in the school and
community, radio broadcasts, and local news read and heard
c. Locating specific information in the text to find answers to higher
level questions
d. Answering higher level questions about the school and community
events/situations/issues, radio broadcast and local news, etc.
e. Expressing love for stories by browsing the storybooks read to
them and asking to be read with more stories.
B. References
Malone, 2010
C. Materials: Article: “La Paz Batchoy”; pictures of foods found locally (e.g.,
banana, corn, candies, “suman latik”, “bitso-bitso”, etc.); picture of a busy
257
Tiangge Fair where teachers and pupils are selling and buying different
foods during Nutrition Month celebration; Magic Box containing pictures of
persons or group of persons; activity sheets
D. Theme: Our favorite foods - local cuisine

Examples: bagnet, diningding, pinangat, kilawin, etc.
E. Value Focus: Proper Nutrition

DAY 1
A. Pre-Reading
gin-imbento (through context clue)
pagsakot-sakot (through context clue)
kasudlan (through context clue)
ginalaga (through context clue)
saboroso (through context clue)
2. Activating Prior Knowledge/Developing Motivation for the Story

Ask: Nakatilaw ka na bala sang pagkaon nga may mainit nga
sabaw? Ano nga pagkaon ini? Ngaa gusto mo ini? Masugid
mo bala ang mga panakot sang paborito mo nga pagkaon?
Nahibaluan mo bala kon paano ini lutuon? (Have you tried a
dish with hot soup? What dish is it? Why do you like it? Can
you identify the ingredients of your favorite dish? Do you have
any idea on how to prepare your favorite dish?
Ngaa gusto mo ini?
Ano ang mga Favorite Food Paano ini lutuon?

panakot sini? /Dish
Diin mo bala ini mabakal o

makuha?

Say: Sa artikulo nga aton basahon subong nga adlaw, hibaluon
naton ko sin-o ang nakatukib sini nga pagkaon, ano ang mga
panakot, kag paano ini lutuon. (In the article that we will be reading
258
today, let’s find out who discovered the dish, what the ingredients
are, and how it is prepared.)
Article:
La Paz Batchoy
(Ginsulat ni Dymphna Leizel G. Jocson)
Pagkaon nga mainit kag manamit nga sabaw ang gusto mo? Tilawan
mo ang batchoy. Kilala ini nga pagkaon sa syudad sang Iloilo. Gin-imbento
ini ni Fedirico Guillergan Sr. Sia ang una nga Ilonggo nga nagdiskubre sang
batchoy paagi sang pagsakot-sakot sang nagkalainlain nga panakot sini.
Nag-umpisa ang pagbaligya sang batchoy sa tindahan sang La Paz. Gani
ginatawag ini nga La Paz Batchoy.
Madamo ang interesado kon paano ginaluto ang batchoy. Una sa
tanan, ginasigurado nga manamit gid ang sabaw. Ginagisa ang karne kag
kasudlan sang baboy. Ginalaga ini upod sang tul-an sang baboy para mangin
saboroso pa gid ang sabaw. Naandan nga ginabutang sa yahong ang miki
upod sang iban pa nga panakot subong sang kinihad nga karne, atay,
sitsaron kag sibuyas dahon. Ginabutangan sang manamit nga sabaw ang
yahong nga may mga panakot kag pwede na ini sakuton kag kaunon.
“La Paz Batchoy” manamit kag nangin paborito sang sino-o man nga
makatilaw. Ikaw bala nakatilaw na sang La Paz Batchoy? Dali na kag
magkaon na kita!
Sight Words
sila nanday ini ina ato

diri dira didto kay nangin
mangin may bala ako ko
kami ikaw kamo ni mo
amo man gusto sini tanan
B. During Reading
1. Write the article on a chart.
2. Let the pupils read it silently with appropriate intonation, expression,
and punctuation cues. Then, ask them to read orally (whole group,
pair, or individually).
3. Ask questions that would make pupils to predict situations or events
C. Post Reading
a. Sin-o ang nakatukib sang batchoy? (Who discovered “batchoy”?)
b. Ano ang mga panakot sang batchoy? (What are the ingredients of
“batchoy”?)
c. Paano lutuon ang batchoy? (How is “batchoy” prepared?)
259
DAY 2
(Review the article “La Paz Batchoy”)

a. Baklon Naton
Sa pagluto sang batchoy kinahanglan ang pila ka panakot. Ilista
ang tanan nga panakot sa papel.
Mga Panakot sang Batchoy
____________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______
b. Sundon Naton
Ipaathag kag ipakita kon paano lutuon ang batchoy.
Paano lutuon ang batchoy?
Sundon naton ini:
Una: ____________________________
Ikaduha: _________________________
Ikatlo: ___________________________
Ikaapat: __________________________
c. Bugal Naton
Kilala nga pagkaon ang batchoy. Maghimo sang premyo sa
pagkilala sa tawo nga nagtukib sini nga pagkaon.
Ini nga premyo ginahatag kay

______________________________ bilang pagkilala sa
_________________________________________ nga nangin
bugal sang mga Ilonggo.
260
Ginhatag sa ika __________ nga adlaw sang
___________, 2012 diri sa ______________________.
d. Pangalanan Liwat Naton

Magpaminsar sang iban pa nga ngalan para sa batchoy.
Ipaathag ang imo sabat.
 Ngaa ayhan batchoy ang ngalan sang pagkaon?
 Ano pa ang pwede ipangalan sa batchoy? Ngaa?
Possible nga ngalan sang batchoy:
____________________________
____________________________
____________________________
Mga Paathag:
______________________________________________
_______________________________________________
_______________________________________________
e. Ipabutyag Naton
Ipaathag ang mangin resulta kon himuon ini.
Ginalaga ang panakot

nga karne kag tul-an
sang baboy.
Gani, nangin paborito

ko ang batchoy.
Ipaathag kon ngaa batchoy ang paborito mo nga pagkaon.
2. Discussion
a. “Batchoy” was created by mixing the different ingredients. To prepare
“batchoy,” what are the ingredients that we need to buy in the market?
Let’s listen to the report of Group 1.
b. Now that we have all the ingredients needed in preparing “batchoy,”
how are we going to prepare it? What are the steps that we need to
follow? Let’s hear Group 2’s report.
261
c. “Batchoy” is a popular dish. We need to recognize the person who
discovered it. Let’s find out how Group 3 gives recognition to this
person.
d. If you were the ones who discovered the dish, what would be the
name of the dish? Why? Let’s hear Group 4’s report.
e. Those who have tried eating or preparing “batchoy” could give their
reasons for certain issues. Let’s listen to the report of Group 5.
a. Process the activity done by the five groups.
b. Let the pupils write their responses on the chart.
Follow-up activity for Group 5 presentation.
Direksyon: Basaha ang masunod nga mga dinalan. Kopyaha sa imo
papel. Bilugi ang kabangdanan kag kuriti ang resulta o bunga.
a. Madasig ang paghigop ko sang sabaw sang batchoy kay nagutom gid
ako.
b. Manamit magluto si Manong Kaloy gani damo ang nagabakal sa iya
karinderya.
You may add more similar activities.
DAY 3
Grammar Lesson
Show and Tell
Say: May mga litrato sang pagkaon nga napapilitsa dingding. Luyag
ko malibot kamo kag pangitaon ang litrato sang pagkaon nga
gusto mo kaunon. Ipakita kag ilaragway ini sa klase. (There
are pictures of food posted on the wall. I want you to move
around and find the picture of the food you love to eat. Show it
to the class and tell something about it.)
After each pupil has shown and talked about the food he or she
liked, process the sharing by asking some focused questions:
Example: Nagapapagros kag nagapaayo bala sang lawas mo

ang gusto mo nga pagkaon? Ngaa? (Do you think the food you like
makes you strong and healthy? Why do you think so?)
262
2. Presentation
Ask: Sin-o sa inyo ang gusto magkaon sang _________ e.g., “suman
latik”? Ngaa gusto mo o sang imo kaeskwela ini? San-o ninyo ini
masami nga ginakaon? (Who among you here love to eat
____________e.g., “suman latik”? Why do you or your classmates
like it? When do you usually eat this food?)
a. Write the pupils’ responses on the chalkboard. Select the

responses with personal pronouns.
Say: Basahon naton ang mga dinalan. (Let’s read the sentences.)
Gusto ko ang suman latik. Ako gid ang nagabakal sa nagalibod.

a. Tanan kami sa balay paborito ang suman latik.
b. Suman latik ang balon ko subong para sa “recess”. Ikaw, ano ang
balon mo?
c. Mga kaeskwela may balon man bala kamo?
d. Paborito ni Nora ang suman latik. Ginabaklan sia sang iya Nanay
kada “recess”.
Paborito man nanday Lina, Dina, kag Ana ang suman latik.
Gahatagay sila nga tatlo kon “recess.”
b. Present the different personal pronouns and how they are used in
sentences.
3. Generalization
Ask: San-o naton ginausar ang ako/ko? Ikaw/mo? Sia?
San-o naton ginausar ang kita/kami? Kamo? Sila?
Personal Pronoun (Tal-us nga Pangalan sa Tawo)

Singular (Isahon) Plural (Kadamuon)
First Person ako, ko kita (inclusive), kami (exclusive)
Second Person ikaw/ka, mo kamo
Third Person sia sila
DAY 4
1. Guided Practice
Encourage the pupils to talk about their favorite dish, favorite dish
of their family members, relatives, or friends using the pronouns
learned.
263
Example:
Partner 1: Paborito ko ang _______ (pansit). Pirme ako ginalutuan

ni Nanay sang _______(pansit) nga manamit. Ikaw, ano ang
paborito mo? Ginalutuan ka man bala ni Nanay mo?
Partner 2: Huo e! Ang gusto ko kaunon _______ (suman). Kada

kaadlawan ko ginalutuan ako ni Nanay sang paborito ko nga
________ (suman). Gani palangga ko gid sia.
Partner 1: Palangga ko si Nanay, amo man si Tatay. Palangga ko

gid sila nga duha.
Partners 2: Pareho kita nga palangga ang nanay.
b. Picture of a Tiangge Fair

Present a picture of a Tiangge Fair where teachers and pupils are
selling and buying different foods during Nutrition Month
celebration. Provide names of the children in the picture.
Say: Kada maghiwat kita sang Bulan sang Ikaayong Lawas,

may ara kita Tiangge Fair. Tan-awa ang laragway o litrato.
(Every Nutrition Month Celebration, we have a Tiangge Fair.
Look at the picture.)
question/s that would require them to give answers using personal
pronouns.
Ask: Ano ang nakita mo sa laragway? Ano ang ila

ginahimo? Isugid ang imo nakita kag isulat ini sa pisara. (
What do you see in the picture? What are they doing?
Describe what you see. Say it then write it on the board.)
Possible Answers:
 Nagabaligya si Mara sang puto.
(Ano ayhan ang ihambal ni Mara ?)
Ako subong ang tindera.
 Nagakaon sanday Mila kag Dino sang polboron.
(Ano ayhan ang hambal o pamangkot ni Mila kay Dino?)
Uyon mo man gali ang polboron?
Magic Box
264
DAY 5
1. Application
Let’s Create
Create a song, poem, joke, riddle, or short story about your
experience in preparing or eating your favorite food. Observe correct
punctuation marks, capitalization, indention, and format. Write it on a
clean sheet of paper and underline all pronouns used in the sentence.
a. Ask a volunteer to read his/her work to the whole class.
b. Check/correct the work of the pupils and give appropriate
praises or comments.
c. Publish all pupils’ outputs.
2. Assessment
265
3. Agreement
Idrowing ang paborito mo nga pagkaon kag isaysay ini gamit ang tal-
us pangalan. (Draw your favorite dish and tell something about it
using personal pronouns.)
Hilikuton
266
Week 25
I. Objectives
1. Use culturally appropriate expressions to show agreement and
disagreement on certain topic/s presented
4. Read with automaticity, accuracy, and prosody 100 first grade high
frequency sight words.
5. Correctly spell the previously learned words
6. Correctly spell imperatives used in sentences
correct punctuation marks, capitalization, indentions, and format
2. Use imperatives to give simple two-three steps directions in a culturally
appropriate manner
3. Identify and use synonyms, antonyms, homonyms, and multiple-meaning
words correctly
4. Infer the character’s feelings based on their actions or on what they say
questions
events/situations/ issues, radio broadcasts, and local news read and
heard
II. Subject Matter

A. Domains
1. Oral Language
Use culturally appropriate expressions to show agreement and
disagreement on certain topic/s presented
2. Word Recognition
a. Read by sight the words listed in the Appendix
3. Fluency
Read with automaticity, accuracy, and prosody 100 first grade high
frequency/ sight words.
4. Spelling
b. Correctly spell imperatives used in sentences
267
5. Handwriting
Write simple sentences, phrases, paragraphs, and stories observing
correct punctuation m arks, capitalization, indentions, and format
6. Composing
Use imperatives to give simple two to three-steps-directions in a
8. Vocabulary
Identify and use synonyms, antonyms, homonyms, and multiple-
meaning words correctly\
a. Infer the character’s feelings based on their actions or on what
they say
b. Locate specific information in the text to find answers to higher
level questions
c. Answer higher level questions about the school and community
events/ situations/ issues, radio broadcasts, and local news read
and heard
B. References
Malone, 2010
2010
MTBMLE Consultants
C. Materials: Picture, rules in school, character map, newspaper

D. Theme: Good citizenship (Obeying rules: traffic, waste management,
recycling, curfew, etc.)
E. Value Focus: Following Rules

DAY 1
A. Pre-Reading
1. Unlocking of Difficulties ( through actions)
a. Singing the Lupang Hinirang with respect. (respeto sa
pungsudnon nga ambahanon)
b. Taking good care of plants. (pag-atipan sa mga tanum)
268
c. Being friendly. (Maabyanon)
2. Activating Prior Knowledge/Developing Motivation for the story using
a picture of the school
a. Have the pupils describe the picture.
Ask: Ano ang ginaobra naton sa eskwelahan? Sanday sin-o ang
upod naton sa eskwelahan? Paano naton mapakita ang
pagkabalaka sa aton eskwelahan, kaeskwela kag manunudlo?
(What do we do in school?Who are with us in school? How do
we show concern to our school; classmates; teachers?)

Say: Aton basahon ang mga pagsulundan nga dapat naton sundon
samtang ara sa eskwelahan. (Let us read the rules we must do
while in school.)
Rules and Regulations:

Mga Pagsulundan sa Eskwelahan
i. Mag-upod sa pagkanta sang pungsudnon nga ambahanon
samtang ginapasaka ang bandera sang Pilipninas.
ii. Magsulod sa klasi sa husto nga oras.
iii. Atipanon ang mga tanum. Indi pagtapakan.
iv. Magtahod sa mga maestro.
v. Maayo nga batasan ang pagpakig-abyan. Indi magpangaway.
vi. Ihaboy sa basurahan ang imo basura.
Sight Words
naton paagi imo labi
maayo abi sini indi
sini husto
B. During Reading
1. Place the rules on a chart.
2. Ask the pupils to read with appropriate intonation, expression, and
punctuation cues as a whole group, by pair, and individually.
C. Post Reading
a. Ano ang ginasugid sa aton ginbasa?
b. Ano ang mga dapat naton himuon kon nagakanta sang
pungsudnon nga ambahanon sa eskwelahan? Ngaa dapat naton
ini himuon?
c. Ano ang mga maayo nga pamatasan nga kinahanglan ipakita
sang mga estudyante?
d. Ngaa kinahanglan ninyo ini nga himuon?
e. Sa ano nga paagi naton mapadayon ang katinlo sang
eskwelahan?
f. Kinahanglan bala nga sundon naton ang mga pagsulundan nga
aton ginbasa? Ngaa?
269
DAY 2
(Review the rules in school.)

a. Character Map
I am
________
What am I How do I show

going to do respect to my
when with teachers and
friends? What am I friends?
going to do with
my trash?
Write inside the circles what a pupil should do to follow the rules in
school.
b. Debate
What will you do in this situation?
You open a chocolate. It so happened that the trash can is
far. What will you do with the wrapper? State the group’s reasons.
 Insert the wrapper in your notebook and throw it later in a trash
can.
 Place it inside your pocket and throw it later in a trash can.
c. Slogan Making
Ask the pupils to write a slogan about the following rules.
Example:
Mga pagsulundan tumanon,
Kaluwasan naton maangkon.
270
d. My Promise”
Hilikuton
2. Discussion
Character Map
a. Ano ang mga butang nga kinahanglan mo obrahon kaupod ang
imo mga abyan?
b. Ano ang kinahanglan mo nga himuon sa imo nga basura? Ngaa?
c. Sa ano nga paagi mapakita ang imo respeto sa imo manunudlo
kag kaeskwela?
Debate
Ano nga paagi ang ginpili mo sa paghaboy sang imo basura? Ngaa?

Process the activity done by the five groups. Let the pupils write their
DAY 3
Grammar Lesson
a. Ihambal Ko, Sundon Mo
Give directions for the pupils to follow.
Example:
 Tindog.
 Maglakat sang napulo ka tikang.
 Magpungko.
271
b. Action Song
Saot-saot diutay
Kamot ikaway-kaway
Hawak ikiay-kiay ,libot gamay.
(Repeat the song 3 times, doing the actions )
c. Presentation
Ask: Paano mo ipakita ang pagrespeto sa aton pungsudnon nga
ayahay ilabi na kon ikaw nagakanta sang pungsudnon nga
ambahanon. Isulat sa imo papel ang 2-3 ka pamaagi nga
dapat mo sundon. Gamita ang mga dinalan nga nagasugo.
(How would you show respect to our national flag especially
when you are singing the National Anthem? Write 2 to3 steps
on your paper. Use imperatives in doing this.)
Let the pupils do this in small groups.
Have someone from the group report the steps they agreed on.
2. Generalization
Ask: Ano ang mga tinaga nga ginagamit sa pagsugo ukon paglihog?
May mga tinaga nga ginagamit sa pagsugo. Ginagamit ini

labi na kon nagahatag direksyon.
Halimbawa: ibutang, palihog hatag, lakat, etc.
DAY 4
1. Guided Practice
Encourage pupils to talk about how to draw a house.
Obrahon Naton
Paper boat making from scratch paper
 Give the pupils a newspaper.
 Have the pupils observe you make a boat.
 Ask volunteers to come in front and instruct the class how to
make a boat using imperatives.
Ihambal Naton!
 Group the pupils into 4.
 Give each group a task.
 Write directions to do this.
Example: You and your group will clean the room. How would
your members do this?
272
1. Silhigan sing maayo ang salog.
2. Ihaboy ang mga nagalapta nga papel sa basurahan.
3. Trapuhan sing maayo ang mga bintana.
Group 1: Pagpaligo
Group 2: Pagtanum
Group 3: Sa oras sang pagkaon
Group 4: Husto nga pamaagi sa paghugas sang kamot
Ask pupils to write a simple three-step-direction in making a paper
boat.
DAY 5
1. Application
Ihambal ko, Sundon Mo
a. Each pupil will get a partner.
b. One pupil will say a command one after the other using
appropriate imperatives. The other pupil will do the command.
Then, the pupils exchange roles.
2. Assessment
Hilikuton
3. Agreement
Use appropriate expressions when making commands.
273
Week 26
I. Objectives
At the end of the week, pupils are expected to:
1. Use culturally appropriate expressions to explain/give reason on certain
topic/s presented.
4. Read grade one level text in three to four words, phrases, and sentences
with appropriate intonation, expressions and punctuation cues
6. Correctly spell imperatives used in sentences
9. Use imperatives to give simple four to six-step-directions in a culturally
appropriate manner (ex. cooking rice)
10. Infer characters’ feelings based on their actions or on what they say
11. Cite the problem and the most likely solution to stories, legends, etc.
which were read
12. Cite the problem and the most likely solution to school and community
issues/ events/situations, radio broadcasts, news, etc. which were read
and heard
II. Subject Matter

A. Domains
1. Oral Language
Use culturally appropriate expressions to explain/give reason on
certain topic/s presented
2. Word Recognition
a. Read the sight words listed in the Appendix
3. Fluency
Read grade one level text in three to four words, phrases, and
sentences with appropriate intonation, expressions, and punctuation
cues
4. Spelling
b. Correctly spell imperatives used in sentences
274
5. Handwriting
Write simple sentences, phrases, paragraph, and stories observing
correct punctuation marks, capitalization, indention, and format.
6. Composing
Use imperatives to give simple four to six-step-directions in a
culturally appropriate manner (ex. cooking rice)
8. Vocabulary
Identify words that comprise contractions (not applicable to
Hiligaynon language)
a. Infer characters’ feelings based on their actions or on what they
say
b. Cite the problem and the most likely solution to stories, legends,
etc. which were read
c. Cite the problem and the most likely solution to school and
community issues/events/situations, radio broadcasts, news, etc.
were read and heard
B. References
Malone, 2010
2010
MTBMLE Consultants
C. Materials: Pictures, story, poem, Venn diagram
D. Theme: Our Community Celebrations (Fiesta, Tribal Gatherings, etc.)
E. Value Focus: Appreciate and support community celebrations
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties ( through pictures)
275
a. binangon
b. panakot
2. Activating Prior Knowledge/Developing Motivation

a. Have the pupils describe the picture of a barangay fiesta.
Ask: Ano ang ginahimo naton sa tion sang pista? Ano ang mga
hitabo sa tion sang pista? Paano naton ginahandaan ang aton
mga bisita? (What do we do during fiesta? What are the events
during the fiesta? How do we prepare for our visitors?)

Say: Basahon naton ang istorya “Ang Pista nga Lain Gid sa Iban”
Shared Reading:
Ang Pista nga Lain Gid sa Iban

Ginsulat ni: Mediatriz D. Upod
1. Pista sa Barangay Balaring. May mga banderitas sa higad

sang karsada.
2. Masako gid and tanan sa pagluto sang pagkaon. May
nagakihad sang mga panakot kag naghapanghugas sang
pinggan.
3. Sang udto na, madamo na nga mga bisita ang nag-abot,
4. Masadya sila nga nagakaon kag nagaistoryahanay.
5. Samtang sa kusina indi mapahamtang si Nanay Ida. Ginatulok
niya ang suludlan sang softdrinks. Diutay na lang ini.
6. Ginkadtuan niya si Tatay Rudy kag ginsugiran sini.
7. “Rudy, diutay na lang ang softdrinks. Madamo pa ang
nagaabot nga bisita kag malayo ang banwa.” Siling ni Nanay
Ida kay Tatay Rudy nga nagasandig sa puno sang niyog.
8. Hinali lang nahulog ang lahin nga niyog.
9. “Ngaa Indi?” siling ni Tatay Rudy.
10. Isa ka ideya ang iya napinsaran.
11. Nagkuha sia sang binangon kag nagpanguha sang niyog.
12. Nanamian gid ang mga bisita sa tubig-butong. Lain gid ini nga
pista.
276
Sight words
Gid may indi lang sini
Iya kay sia kag sang
B. During Reading
Reading using a Big Book.
Let the pupils read some parts with appropriate intonation, expression,
and punctuation cues as a whole group, by pair, and individually.
C. Post Reading
a. Ano ang okasyon sa Barangay Balaring?
b. Ano nga mga paghanda ang ginaobra sa balay nanday Karen,
Nanay Ida kag Tatay Rudy?
c. Ngaa indi mapahamtang si Nanay Ida?
d. Ano ang nangin solusyon ni Tatay Rudy sa ila problema?
e. Nanamian man bala ang mga bisita sa tubig-botong? Ngaa
ayhan?
f. Ano ayhan ang mahimo nga ihambal sang mga bisita pagkatilaw
sa tubig-botong?
DAY 2
(Review the story “Ang Pista nga Lain Gid sa Iban.”)

a. Picture Puzzle (Picture of a Fiesta)
Have the pupils form the puzzle. One member of the group will
describe the picture they formed.
Hilikuton
b. Idrowing Naton
Say: Idrowing ang mga kinaandan nga butang/hitabo sa tion
sang pista. Isa ka katapu sang grupo ang magsugid parte sa
gindrowing. (Draw things/events that are common during the
fiesta.)
277
Ask a member of the group to tell something about what they
have drawn.
c. Iarte Naton
A group of pupils will act out some important events during the
fiesta.
The rest of the group will guess the event being acted out.
2. Discussion
a. What are the different events during the fiesta?
b. Who visit during the fiesta?
c. What did the visitors do during the fiesta?
d. How do we show our hospitality during the fiesta?

Process the activity done by the five groups. Let the pupils write their
Fiesta is celebrated everywhere. Ask the pupils to write what they like
and dislike about this occasion using the Venn Diagram.
Wala ko
Ang
nanamian
nanamian ko
kon pista
kon pista. Pista
DAY 3
Grammar Lesson
Ask: Ano nga mga butang ang ginausar mo kon ikaw magkaon?
Ano ang ginahimo mo sa mga butang nga ini pagkatapos mo kaon?
278
Makahibalo ka bala manghugas sang pinggan? (What are the things
you use when you eat? What do you do with them after eating? Do
you know how to wash the dishes?)
Presentation
Ask: Paano mo hugasan ang pinggan? Magsulat sang 4-6
kapamaagi sa paghimo sini. Gamita ang mga dinalan nga
nagasugo. (How do you wash the dishes? Write a 4- to 6-step
direction in doing this. Use imperatives.)
Let the pupils do this in small groups. Ask them to read what they
have written to the class.
2. Generalization
Ask: Ano ang mga tinaga nga ginagamit sa pagsugo ukon paglihog?
May mga tinaga nga ginagamit sa pagsugo. Ginagamit ini labi na

kon nagahatag direksyon.
Ehemplo: ibutang, palihog hatag, lakat, etc.
DAY 4
1. Guided Practice
Encourage pupils to talk about how to keep their bed after waking
up in the morning.
Obrahon Naton
Drawing of a boy
 Ask pupils to get a piece of paper and a pencil.
 Have the pupils observe the teacher draw a boy.
 Ask volunteers to come in front and tell the class how to draw
a boy using imperatives.
Ask pupils to write a simple 4- to 6-step direction in preparing their
glass of milk.
DAY 5
1. Application
Mga Hilikuton kon Aga Antes Mag-eskwela
In triads, ask pupils to tell the ways to prepare themselves in going to
school using imperatives.
279
2. Evaluation
3. Agreement
Ask your mother how to cook rice. Make a 4- to 6-step direction using
imperatives.
280
Week 27
I. Objectives
1. Tell stories, legends, fables, jokes, advertisements, etc. with correct rate,
accuracy, and prosody (phrasing, pausing, and emphasis)
4. Read with automatic accuracy and prosody 100 first grade high-
frequency/sight words (Appendix)
5. Read grade one level text in three- to four-word phrases, and sentences
with appropriate intonation, expression, and punctuation cues
7. Correctly spell action words in sentences
8. Write using phonic knowledge for different purposes - (sentences, lists,
jokes, poems, songs, riddles, short stories, etc.)
9. Use the correct action words in narrating one’s experiences
10. Identify the use of synonyms, antonyms, homonyms and multiple-
meaning words correctly
11. Infer the characters’ feelings based on their actions or on what they say
12. Cite the problem and the most likely solution to stories, legends, etc.
which were read or heard
13. Express love for stories by browsing the story books read to them and
asking to read with more stories.
II. Subject Matter

A. Domains
1. Oral Language
Tell stories, legends, fables, jokes, advertisement, etc. with correct
rate, accuracy, and prosody (phrasing, pausing, and emphasis).
2. Word Recognition
3. Fluency
a. Reading with automatic accuracy and prosody 100 first grade
high-frequency/ sight words (Appendix)
b. Reading grade one level text in three to four words phrases, and
sentences with appropriate intonation, expression, and
punctuation cues
4. Spelling
281
5. Composing
Using the correct action words in narrating one’s experiences
7. Vocabulary
Identifying and using synonyms, antonyms, homonyms and multiple-
8. 8. Reading Comprehension
a. Inferring the characters’ feelings based on their actions or on what
they say
b. Citing the problem and the most likely solution to stories, legends, etc.
which were read
c. Expressing love for stories by browsing the storybooks read to them
B. References
Malone, 2010
 Beginning Reading Instructional Guide to Help Teachers
C. Materials: Big Book (Story: Pista Minatay) Picture of a grandmother and

two grandchildren going to the cemetery; Magic Box; activity sheets
D. D. Theme: Our Community Celebrations, Customs, Beliefs, and
Traditions (All Saints’ Day)
E. Value Focus: Thoughtfulness, Love

DAY 1
Game: “Let’s Pick Flowers”
Prepare cutouts of flowers with words that are already learned (e.g.,
sight words) by the pupils. This game will be done by group. Each group
member will pick a flower and read the word written on it. If he/she fails to
read it, he/she could not have the flower. The group with the most number
of flowers wins the game.
B. Pre-Reading
282
patyo (through picture/context clue)
pagduaw (through picture/context clue)
pantyon (through picture/context clue)
pamatasan (through context clue)

Big Picture
Show a picture of a cemetery during All Saint’s Day celebration. Let
the pupils talk about the picture.
Ask: Nakakadto ka na bala sa patyo? Ngaa nagkadto ka didto? Ano
ang gin-obra mo didto? Ano nga mga butang ang gindala mo?
(Have you gone to a cemetery? Why did you go there? What did
you do there? What things did you bring?)
Say: Subong nga adlaw, aton basahon ang istorya nahanungod sa
duha ka bata nga nag-upod sa ila Lola sa patyo. Aton hibaluon kon
ano ang ginhimo nila sa patyo. Ano ang hitabo o okasyon? (Today,
we will read the story about the two children who went with their
grandmother in the cemetery. Let's find out what they did in the
cemetery. What was the event or occasion?)
Shared Reading:
Pista Minatay
Ginsulat ni Nanita S. Socuelan
Aga pa si Lola Sayong nagbugtaw. Nagpanghimus sia sang

iya dalal-on kay makadto sila sa patyo. Ginpaupod niya ang iya duha
ka apo nga sanday Agnes kag Angelito. May dala sila nga kandila kag
mga bulak.
"Ngaa bala, Lola nga dapat gid kita magbisita sa patyo
subong nga adlaw?” pamangkot sang mga bata.
“Bal-an ninyo mga apo, Nobyembre 1 subong, Pista Minatay.
Dumdumon naton si Lolo nyo Pedring paagi sa pagduaw sa iya sa
patyo. Madala kita sang matahum nga mga bulak kag kandila.
Mangadi kita para sa iya kalag nga mapahamtang man sia kag
mangin malipayon sa langit,” ang siling ni Lola Sayong sa iya duha ka
apo.
Samtang nagapasulod sila sa patyo madamo man ang
nagalakat nga may dala nga mga basket nga may matahum kag
nanarisari nga mga bulak. Pag-abot sa pantyon ni Lolo Pedring,
dayon ginsindihan ni Lola Sayong ang kandila kag nagpangadi sila.
"Lola Sayong, kadamo gali sang mga tawo nga nagakadto sa
patyo kon Pista Minatay,” hambal ni Agnes.
“Kag nagatipontipon pa ang tagsa ka pamilya,” sugpon ni
Angelito.
“Huo mga apo. Pamatasan kag nakaugalian na naton nga
magsaulog sang Pista Minatay kada Nobyembre 1. Halos tanan
nagahanda sang mga sarisari nga mga pagkaon. May ibos, suman
283
kag iban pa nga mga pagkaon nga matam-is,” paathag ni Lola
Sayong sa duha ka bata.
“Sige lola, sa dason nga tuig maupod naman kami sa imo,”
dungan nga hambal nanday Agnes kag Angelito.
Sight Words
apo dala sila iya kay
si aga nga kon tawo hambal
C. During Reading
Say: Tan-awa ang takup sang libro. (Look at at the cover.)
Ask: Ano ang tig-ulo sang istorya? Sin-o ang naglaragway o
nagdrowing? Ano ang gusto mo ipamangkot parte sa istorya. (What is
the title of the story? Who is the illustrator? What questions do you want
to ask about the story?)
 Open the book showing the first picture .
 Ask: Ano ang nakita mo? (What do you see?)
 Read with the pupils or ask volunteer/s to read the text on the page.
 Do the same for each page.
 Ask the pupils what they think will happen next.
D. Post Reading
After reading the story, ask the children some questions.
1. Diin nagkadto sanday Lola Sayong kag ang duha ka bata sang adlaw
nga ina? (Where did Lola Sayong and the two children go on that
day?)
2. Ano ang mga butang nga ila gindala? (What were the things they
brought with them?)
3. Ngaa nagdala sila sang pila ka mga kandila kag bulak? (Why did they
bring with them some candles and flowers?)
4. Ano ang ginhimo nila didto? (What did they do there?)
5. Ano nga hitabo ang ginahiwat sang mga tawo sa adlaw nga ina?
(What event do the people celebrate on that day?)
DAY 2
1. Review the story “Pista Minatay”

Ask: Ano ang ngalan sang duha ka bata sa istorya? Diin sila
nagkadto? Ano ang mga butang ang gindala nila? Ngaa nagkadto
sila didto? Ano ang importante nga hitabo ang ginahiwat sa
Nobyembre 1? (What is the name of the boy/girl in the story? Where
did they go? What were the things they brought with them? Why did
they go there? What important event do we celebrate on November
1?)
Say: Sin-o sa inyo ang gusto magsaysay liwat sang istorya?
(Anyone who would like to retell the story?)
284
2. Engagement Activities ( Group Activities)
a. Istorya Namon, Pamatian Ninyo
 Ano ang mga bagay nga ginahimo kon Pista Minatay?
 Ilista ang mga ginhimo ukon gin-obra sang maglola sa
Pista Minatay.
b. Ipakita Namon, Tan-awon Ninyo
Idrowing kag isaysay ang hitabo sa patyo nga ginkadtuan
sang maglola sa Pista Minatay.
c. Idrama Namon, Palakpakan Ninyo
Pilion ang inyo mga naluyagan nga hitabo sa istorya kag iarte
sa atubang sang klase.
d. Iarte Namon, Ipakton Ninyo
Iaksyon ang mga ginhimo sang maglola sa patyo kag ipapakot
sa mga kaeskwela kon ano ini.
3. Discussion
a. What did Lola Sayong and her grandchildren do in the cemetery
during All Saints’ Day? Let’s listen to the report of Group 1.
b. All Saints’ Day is celebrated by everyone. This is an occasion to
show our thoughtfulness to our departed loved ones. Let’s find out
how Group 2 illustrates the happenings in the cemetery during All
Saints’ Day.
c. What part of the story do you like most? Let’s witness the
presentation of Group 3.
d. Lola Sayong and her grandchildren did many things in the
cemetery. Group 4 will act these out and be ready to guess what
these actions are.
4. Processing of the activity:

a. Process the activity done by the four groups.
b. Let the pupils write their responses on the chart.
Group Activity Skill Focus
DAY 3
Grammar Lesson
Guessing Game
a. Demonstrate the different actions commonly done by the children.
b. Ask the pupils to identify the action.
c. After each pupil has identified the different actions, process the
sharing by asking some focused questions.
2. Presentation
285
Ask: Sin-o sa inyo ang nagakadto sa patyo kon Pista Minatay? Ano ang
ginaobra ninyo sa okasyon nga ini? (Who among you go to the
cemetery during All Saint's Day? What do you do on this occasion?)
Write the sentences on the chalkboard based on the responses of the
pupils.
Possible Answers:
a. We pray in the cemetery.
b. We bring flowers to our dead loved ones.
c. Mother cooks native food.
d. We paint the tomb/pantyon.
e. Father and Brother clean and paint the tomb/pantyon.
3. Generalization
Ask: Ano ang tawag ninyo sa mga tinaga nga nagasugid sang mga
hulag? (What do you call the words that tell actions?)
DAY 4
1. Guided Practice
a. Let the pupils get a picture. Ask one to act like any of the
community helpers as another tells what he/she does.
Example:
b. Showing Picture
question/s that require answers using the action words shown in
the picture.
Example:
286
Ask: Ano ang imo nakita sa laragway? Ano ang ila ginaobra?
Isaysay o isugid ang imo nakita. Pagkatapos, isulat ini sa pisara.
(What do you see in the picture? What are they doing? Describe
what you see. Say it, then write on the board.)
Possible Answers:
 Nagaluto si Nanay sang suman. (Ano ang ginhimo ni Nanay?)
 Nagapangadi ang pamilya. (Ano ang ginaobra sang pamilya?)
a. Instruct the class to play the game “Iarte Namon, Lagpaton
Ninyo”.
b. Divide the class into two groups.
c. Let the first group show the actions they do inside the room.
d. The second group will tell what the other group does.
e. Then, let them exchange roles.
Hilikuton
f. Let the pupils narrate their own experiences during community

celebrations. Let them use verbs in their sentences.
DAY 5
1. Application
Let’s Create
a. Ask the pupils to create a song, poem, joke, riddle or short story
about your experience during community celebrations (e.g., “All
Saints’ Day”).
287
b. Remind them to observe correct punctuation marks, capitalization,
indention, and format.
c. Ask them to write them on a clean sheet of paper and underline all
the action words used in the sentences.
d. Ask a volunteer to read his/her work in the class.
e. Provide proper guidance and give praises or comments. Publish
all pupils’ output.
2. Assessment
Hilikuton
3. Agreement:
Hilikuton
288
Week 28
I. Objectives
1. Tell stories, legends, fables, jokes, advertisement, etc. with correct rate,
accuracy, and prosody (phrasing, pausing and emphasis)
2. Read the sight words listed in Appendix.
4. Read with automaticity, accuracy, and prosody 100 first grade high-
frequency/sight words (Appendix)
7. Correctly spell action words in different tenses as they are used in the
sentences
8. Write using phonic knowledge for different purposes - sentences, lists,
jokes, poems, songs, riddles, short stories, etc.)
9. Use the correct action words in narrating one’s experiences in different
forms
words correctly
11. Infer the characters’ feelings based on their actions or on what they say
12. Listen and respond to the stories, legends, fables, etc.through
discussions, illustrations, songs, dramatizations, and art
13. Listen and respond to the school and community issues/events/situations,
radio broadcast, advertisement, etc. through discussions, illustrations,
songs, dramatizations, and art
II. Subject Matter

A. Domains
1. Oral Language
Telling stories, legends, fables, jokes, advertisements, etc. with
correct rate, accuracy, and prosody (phrasing, pausing, and
emphasis)
2. Word Recognition
b. Reading phrases, sentences and short stories containing high
3. Fluency
a. Reading with automaticity, accuracy, and prosody 100 first grade
high-frequency/sight words (Appendix)
289
b. Reading grade one level text in three to four words, phrases, and
sentences with appropriate intonation, expression, and
punctuation cues
4. Spelling
b. Writing the correct spelling of action words in different tenses as they
are used in the sentences
5. Composing
Writing using phonic knowledge for different purposes - sentences,
Using the correct action words in different forms in narrating one’s
experiences
7. Vocabulary
Identifying and using synonyms, antonyms, homonyms, and
multiple-meaning words correctly
a. Inferring the characters’ feelings based on their actions or on what
they say
b. Listening and responding to the stories, legends, fables, etc. through
discussions, illustrations, songs, dramatizations and art
c. Expressing love for stories by browsing the storybooks read to them
B. References
Malone, 2010
 Beginning Reading Instructional Guide to Help Teachers Bright
C. Materials: Story: “Si Pedro kag Si Pablo”; picture of two boys in a bicycle
race; activity sheets
D. Theme: Our Transportation - tricycle/bicycle, bangka, ship, jeepney, bus,
car, LRT, raft, horse, carabao, on foot, etc.
E. Value Focus: Valuing Friendship

DAY 1
A. Pre-Reading
nagpalumbaanay (through synonym or antonym clue)
madasig (through synonym or antonym clue)
plasa (through synonym clue)
maulihi (through synonym or antonym clue)
nagbalang-balang (through action/context clue)
290
a. Show a picture of two boys having a bicycle race.
b. Ask the pupils to view and study the picture.
c. After viewing, encourage them to talk about the meaning and
ideas that they can get from the pictures and illustrations viewed.
Ask: Ano ayhan ang ila ginaobra? Sin-o ayhan sa ila ang madaug
sa palumbanay? Ano ang mabatyagan mo kon ikaw ang magdaug
sa palumbaanay? (What do you think are they doing? Who do
you think would win in the race? What do you feel when you win in
the race?)
Say: Subong nga adlaw, basahon naton ang istorya nahanungod

sa duha ka bata nga lalaki nga nagapalumbaanay sa pagbisikleta.
Hibaluon naton kon sin-o ang madaug sa palumbaanay. (Today,
we will read a story about the two boys having a bicycle race.
Let’s find out who will win the race.)
Shared Reading:
Pedro kag Pablo

ni: Cynthia S. Jaen
Isa ka adlaw, sanday Pedro kag Pablo nagkadto sa plasa para

maghampang.
Gulpi lang nag-ulan.
“Ulan! Ulan! Ulan! Ulan! Ara na ang ulan,” singgit nila.
“Naulanan ang mga kahoy, naulanan ang dalan kag naulanan
ang atop sang mga balay, pero kita nga duha wala naulanan,” singgit
sang duha ka bata nga lalaki.
Kag nag singgit pa gid sila nga duha, “Ulan, untat na! Untat
na, ulan!” Kag nag untat man dayon.
Naghagaray liwat nga maghampang sanday Pedro kag Pablo.
May dala nga bisikleta si Pedro kag may berde nga bisikleta naman si
Pablo.
Nagpalumbaanay sang bisikleta ang duha.
“Dasig! Dasig! Dalag nga bisikleta!” hambal ni Pedro sa iya
bisikleta.
Dasiga pa gid berde ko nga bisikleta!” hambal ni Pablo samtang
nagasikad sa iya nga bisikleta.
Natingala si Pedro sang hinali lang naghalog ang sikadan
sang iya dalag nga bisikleta.
Gintan-aw niya kag nakita niya nga nahukas ang kadena sini.
Dali-dali niya nga ginkaayo kag gindasig pa gid ang pagsikad sang
bisikleta niya nga dalag.
Nakita ni Pablo nga daw maulihi gid sia. “Ahay ang akon
bisikleta daw indi gid magdaog kay daan na,” siling ni Pablo sa
kaugalingon.
291
Pero sang hinali lang nagbalangbalang ang bisikleta ni Pedro
nga dalag tungod sa sobra kadasig niya nga pagsikad.
“Yehey! Nagdaog ang akon berde nga bisikleta!” singgit ni
Pablo nga malipayon.
Madasig nga ginbuligan ni Pablo ang natumba nga abyan nga
si Pedro.
Sight Words
adlaw ulan para pero daw
berde dalag sobra tungod naman
B. During Reading
Say: Tan-awa ang takup sang libro. (Look at at the cover.)
Ask: Ano ang tigulo sang istorya? Sin-o ang naglaragway o nagdrowing?
Ano ang gusto mo ipamangkot parte sa istorya. (What is the title of
the story? Who is the illustrator? What questions do you want to ask
about the story?)
Ask: Ano ang nakita mo? (What do you see?)
Read with the pupils or ask volunteer/s to read the text on that page.
Do the same for each page. Ask the pupils what they think will happen
next.
C. Post Reading
a. Parte sa ano ang istorya? (What is the story about?)
b. Sin-o ang duha ka bata nga lalaki sa istorya? (Who are the two
boys in the story?)
c. Ano ang ila gin-obra? (What did they do?)
d. Sin-o ang nagdaug sa palumbaanay? (Who won in the race?)
e. Ano ang nabatyagan ni Pedro sang magdaug sia sapalumbaanay?
(How did Pedro feel when he won in the race?)
DAY 2
1. (Review the story “Si Pedro kag Si Pablo”)

Teacher asks volunteer/s to retell the story.
2. Engagement Activities:
a. Paborito Namon:
The children will draw the characters in the story and tell
something about them.
b. Nabatyagan Namon:
The children will draw faces of Pedro and Pablo to show how they
feel after the race.
292
c. Iarte Namon:
The pupils will choose their favorite part in the story and act that
part.
d. Pasidunggan Namon
The pupils will make a medal, ribbon, or certificate to recognize
the players in a bicycle race.
3. Discussion
a. Who are the characters in the story? Let us listen to the report of
Group 1.
b. How did Pedro and Pablo feel after the race? Group 2 will present
the faces of Pedro and Pablo through drawings to show how they
feel.
c. What part of the story do you like most? Group 3 will act out the
part of the story they like.
d. How do we recognize players/contestants in a race? Let’s listen to
Group 4’s report.

Teacher should process the activity done by the 4 groups.
Responses are written on the chart.
DAY 3
Grammar Lesson
Game: “Ipakita Mo, Sundon Ko”
Teacher shows pictures depicting actions. Let the pupil talk about the
picture then let them act it out.
2. Presentation
(Connect the story previously learned to the lesson.)
Ask: Sin-o ang duha ka bata nga lalaki sa istorya?
(Pedro and Pablo )
Show the picture of Pedro and Pablo in several pages of the big book
Ask: Ano ang ila ginahimo? (as the teacher show selected pages)
(Teacher writes students’ responses on the chalkboard. Their
sentences should contain action words.)
293
Say: Basahon naton ang mga dinalan. (The underlined words are
action words.)
a. Naghampang sanday Pedro kag Pablo sang ila bisikleta sa plasa
kahapon.
b. Nagahampang subong sang balay-balay ang manghod ni Pablo.
c. Magahampang liwat sila sa sunod nga Sabado.
Say: Ang mga tinaga nga may kurit ginatawag nga likga. (The
underlined words are action words.) (Teacher presents the tenses of
the verb as they analyze when the action happened.)
3. Generalization:
Ask:
a. Ano nga unapik ang ginausar para ipakita nga hulag nahimo na?
What prefix is used to show that the action already happened?
(nag-)
b. Ano nga unapik ang ginausar para ipakita ngahulag ginahimo
subong? What prefix is used to show on ongoing action? (naga-)
c. Ano nga unapik ang ginausar para ipakita ang hulag himuon pa
lang? What prefix is used to show the action is yet to happen?
(ma- or maga-)
Likga Panahunan Panahunan Panahunan

Nagligad Subong Palaabuton
kaon nagkaon nagakaon magakaon
hampang naghampang nagahampang magahampang
lakat naglakat nagalakat magalakat
tindog nagtindog nagatindog magatindog
4. Guided Practice
a. Let the pupils give sentences using action words.
Hilikuton
294
Hilikuton
DAY 5
1. Application
Magsulat sa imo papel sang 5 ka dinalan parte sa imo inagihan sang
una mo nga pagsakay sa trisikad, train, jeep o tricycle. Ikahon ang
likga nga gingamit sa kada dinalan. (Write 5 sentences about your
own experiences during your first time to ride a trisikad, train, jeep, or
tricycle. Use appropriate forms of the verb.)
2. Assessment
Hilikuton
3. Agreement/Enrichment Activity:
Magsulat sang kanta, binalaybay ukon istorya nahanungod sa
paborito mo nga salakyan. (Write a song, poem, or story about your
favorite transportation. Read your work to the class next meeting.)
295
Week 29
I. Objectives
1. Tell stories, legends, fables, jokes, advertisements, etc. with correct rate,
accuracy, and prosody (phrasing, pausing, and emphasis)
sentences
9. Use the correct action words in different forms in narrating one’s
experiences
10. Infer characters’ feelings based on their actions or on what they say
11. Listen and respond to the stories, legends, fables, etc. through
discussions, illustrations, songs, dramatizations and art
12. Listen and respond to the school and community issues/events/situations,
radio broadcasts, advertisements, etc. through discussions, illustrations,
songs, dramatizations and art
II. Subject Matter

A. Domains:
1. Oral Language:
Tell stories, legends, fables, jokes, advertisement, etc. with correct
rate, accuracy, and prosody (phrasing, pausing, and emphasis)
a. Read the sight words listed in the appendix.
3. Fluency:
Read grade one level text in three to four words, phrases, and
sentences with appropriate intonation, expression, and punctuation
cues
4. Spelling:
b. Correctly spell the action words in different tenses as they are
used in the sentences
296
5. Handwriting:
6. Composing:
Write using phonetic knowledge for different purposes sentences,
Use the correct action words in different forms in narrating one’s
experiences
a. Infer characters’ feelings based on their actions or on what they
say.
b. Listen and respond to the story, legends, fables, etc. through
discussions, illustrations, songs, dramatizations, and art
c. Listen and respond to the school and community
issues/events/situations, radio broadcasts, advertisements, etc.
through discussions, illustrations, songs, dramatizations and art
B. References
Malone, 2010)
 MTBMLE Consultants
C. Materials: picture puzzle, article, weather report, chart, rolled paper

D. Theme: Communication- cellphone /telephone, radio, warning signal,
television, word of mouth
DAY 1
A. Pre-Reading
a. Palangga ko gid ang pungsod Pilipinas. Ini ang lugar sang mga
Pilipino.
b. Madamo nga mga halampangon ang sarang hampangon sang
isa ka bata sa peryahan.
c. Puno sang impormasyon ang ginbasa ko nga libro. Madamo ako
sang natun-an kag nahibaluan.
297
Game. (picture puzzle)
Have the pupils describe the picture they formed.
Ask: Ano ang aton makita sa telebisyon? (What can we view from a
television? )
Ano ang aton makita sa computer? What can we view from a
computer?
Paano makabulig ang telebisyon kag computer sa bata nga
kasubong mo? (How can a television or computer help a child
like you?)
Ang mga telebisyon kag computer bala may maayo nga
epekto sa mga kabataan pareho ninyo? Paano? (Do
computers and televisions have positive effects to children like
you? How?)
3. Developing a purpose for reading

Say: Basahon naton ang artikulo, “Ang Telebisyon Kag Computer
sa Kabuhi Sang Tawo”
Essay:
Ang Telebisyon Kag Computer Sa Kabuhi Sang Tawo

(Ginsulat ni Dorislyn Bellosillo)
May mga tawo nga pagbugtaw sa aga dayon bukas sang

telebisyon. Diri mahimo makita kag mabatian ang mga una nga balita
nga natabo sa aton palibot. Sarang man naton mahibaluan ang lakat
sang panahon. Madamo ang sarang makita diri. May mga programa
para sa ikaayong lawas, pagluto, pagnegosyo kag drama kon sa diin
makita ang aton paborito nga mga artista. May mga programa para sa
bata nga pwede lantawon para sila malingaw.
Kasubong sang telebisyon ang computer sarang man
makahatag sang madamo nga impormasyon sa tawo. Kon ang isa ka
eskwela may pamangkot nahanungod sa mga ulubrahon sa
eskwelahan, isa lang ka pindot sa computer sarang na ini mabal-an.
Ang mga paryente nga ara sa gwa sang pungsod pwede na diri
maistorya. Isa gid nga nakakuha sang atensyon sang kabataan amo
ang mga halampangon sa computer, rason nga nagakadula ang ila
gana sa pag-eskwela.
Ang telebisyon kag computer daku gid nga bulig sa kabuhi
sang tawo apang kon indi husto ang paggamit, mangin rason sa
pagkaguba sang pagtuon sang aton mga estudyante.
Sight Words
kamo kag sarang diri diin
aton sila man pwede apang
kon nangin
298
B. During Reading
Reading the article.
The pupils will read with appropriate intonation, expression, and
punctuation cues by whole group, by pair, and individually.
C. Post Reading
Discussion Questions (Literal and Motive)
a. Ano ang sarang makita kag mabatian sa telebisyon?
b. Nagakalingaw man bala kamo sa paglantaw sang telebisyon? Ngaa?
c. Ano ang sarang mapuslan sa isa ka computer?
d. Makabulig bala ini sa imo pagtuon?
e. Sa ano nga paagi?
f. May indi bala maayo nga bunga ang sobra nga paglantaw sang
telebisyon? Ngaa?
g. May indi bala maayo nga bunga ang sobra nga paggamit sang
computer? Ngaa?
h. Kinahanglan bala nga may disiplina sa paggamit sang telebisyon kag
computer? Ngaa?
DAY 2
(Review the article “Ang Telebisyon Kag Computer sa Kabuhi Sang Tawo”)
Group pupils into 3.
a. Weather Forecast
Let the pupils read the weather report.
Maayong adlaw sa mga tumalan-aw.

Ari ang lakat sang aton panahon.
Ang bug-os nga pungsod Pilipinas makaeksperyensya sang
mainit nga panahon. Ang ikan-um nga rehiyon labi na ang
probinsya sang Antique kag Iloilo makabatyag sang tuman nga
kainit pag-abot sang udto. Gani ginapahanumdom ang pagdala
sang payong labi na kon ikaw nagapanglakaton para malikawan
ang pagkasunog sang imo panit. Mag-inom sang madamo nga
tubig agud malikawan ang pagkauhaw. Ini ang inyo manugbalita,
Danilo Aburido.
b. Acting out a telephone conversation

Children’s topic could be the activities they did during weekend.
c. Warning!
Trace the broken lines with a pencil. Tell the class what you
formed by tracing the broken lines.
299
2. Discussion
a. Weather Forecast
 Ano ang ginsugid sang manugbalita?
 Ano ang iya ginpanugyan sa mga nagalakat? Ngaa?
 Maayo bala ang pagpamati sang balita? Ngaa?
b. Acting out a telephone conversation

 Ano ang ginhimo sang mag-abyan sa adlaw nga wala klase?
 Nakabulig bala ang telepono sa ila? Ngaa?
 Sa ano nga paagi?
c. Warning!
 Ano nga paandam ang ginapakita sang kada laragway?
 Ano nga paghalong ang kinahanglan naton nga himuon?

Teacher should process the activity done by the 5 groups. Responses
are written on the chart.
4. Enrichment Activity ( In small groups)

Ask pupils in small groups to prepare their own advertisement about
their favorite food.
DAY 3
Grammar Lesson
Song: (tune: Up and Down )
Taas, idalum kag maglumpat(4x)
Lumpat sa tuo, lumpat sa wala
Maglibot kag maglumpat
a. Magsaot
b. Magpalakpak
Ask: Ano ang mga tinaga sa kanta ang nagasugid sang hulag?
300
Have pupils list things they did yesterday.
Mga Ginhimo Ko sang Nagligad nga Adlaw

1.
2.
3.
4.
5.
2. Presentation
Ask: Ano nga mga tinaga ang nagasugid sang mga ginhimo mo
kahapon?
Pupils will do this in small groups and read it to the class.
3. Generalization
Ask: Ano ang likga? (What is an action word?)
a. Ano nga unapik ang ginausar para ipakita ang hulag nahimo na?
What prefix is used to show that the action already happened?
(nag-)
b. Ano nga unapik ang ginausar para ipakita nga hulag ginahimo
c. Ano nga unapik ang ginausar para ipakita nga hulag himuon pa
lang? What prefix is used to show the action is yet to happen?
(ma- or maga-)
Panahunan Panahunan Panahunan

Likga
DAY 4
1. Guided Practice
Advertisement: Group pupils into 4.
(Teacher should encourage pupils to show an advertisement on their
favorite food, shampoo, soap,etc.)
Pakton Naton (A pupil will be asked to pick a rolled paper with an

action word written on it. He/she will act it out. The other other pupils
will guess what the action is.)
Ask pupils if they have an experience related to the action. Encourage

them to share with the class.
301
Ask pupils to write at least 5 simple sentences using action words.
Underline the action word in the sentence.
DAY 5
1. Application
Show a busy picture. Have the pupils describe what the people are
doing in the picture using action words.
2. Assessment
Hilikuton
3. Agreement
Recall your happiest experience. Write 5 sentences about it using
action words.
302
Week 30
I. Objectives
1. Tell stories, legends, fables, jokes, advertisements, etc .with correct rate,
accuracy and prosody ( phrasing, pausing, and emphasis)
2. Read the sight words listed in Appendix Week 30
4. Read aloud grade 1 level text at a rate of approximately 60 words per
minute
sentence
9. Write using phonic knowledge for different purposes - sentences, list,
jokes, poems, songs, riddles, and short stories
10. Use correct action words in different forms in narrating one’s experience
words correctly
12. Infer the characters’ feelings based on their actions and on what they say
13. Listen and respond to the stories, legends, fables, etc. through
discussion, illustrations, dramatizations, and art
14. Listen and respond to ,the school and community
issues/events/situations, radio broadcasts, advertisements etc. through
discussions, illustrations, songs, dramatizations and arts
II. Subject Matter

A. Domains:
1. Oral Language:
Tell stories, legends, fables, jokes, advertisements etc .with correct
rate, accuracy, and prosody ( phrasing, pausing, and emphasis)
a. Read the sight words listed in Appendix Week 30.
3. Fluency:
a. Read aloud grade 1 level text at a rate of approximately 60 words
per minute.
b. Read grade one level text in three to four-word-phrases with
303
4. Spelling:
b. Correctly spell action words in different tenses as they are used in
the sentence
5. Handwriting:
6. Composing:
Write using phonic knowledge for different purposes - sentences, lists,
jokes, poems, songs, riddles, and short stories
Use correct action words in different forms in narrating one’s
experience
8. Vocabulary:
Identify and use synonyms, antonyms, homonyms, and multiple-
a. Infer the characters’ feelings based on their actions and on what
they say
b. Listen and respond to the stories, legends, fables, etc. through
discussions, illustrations, dramatizations and art
c. Listen and respond to the school and community
issues/events/situations, radio broadcasts, advertisements etc.
through discussions, illustrations, songs, dramatization and art
B. References
Malone, 2010)
MTBMLE Consultants
C. Materials: story, pictures, chart

D. Theme: Communication- written-newspaper, word of mouth, letters,
posters/billboards,streamers
E. Value Focus: Awareness
304
DAY 1
A. Pre-Reading
a. Tuman gid ka lagawan kay Dino. Nagakadto sia bisan diin.
b. Nagapuyo ang mga pispis sa kagulangan. Gusto nila ang
madamo nga puno sang kahoy.
c. Nagatalangison gid si Edna kay nadula ang iya kimpit sa buhok.
Todo gid ang pag-ilig sang iya luha.
Ask: Ano ang pareho nga kahulugan sang tinaga nga nagahilay?
(What is the synonym of each italicized word?)

Q and A Activity
a. Have the pupils answer the questions
Ask: Ano nga mga istorya ang ginsugid sang lola mo sa imo? (What
stories did your grandmother tell you?)
Share to the group in 4-5 sentences.

Say: Pamati-i ang istorya nga isugid ko sa imo. (Listen to the story
that I will tell you. (Istorya ni Lola Doray)
Listening Story:
Istorya ni Lola Doray
Ginsulat ni: Ma. Theresa D. Vallejo
Otsenta anyos na ang edad ni Lola Doray. Maluyagon sia

mag-istorya sa mga bata kada Sabado.
Sanday Danilo , Allan kag Ramon pirme gid nagapamati sa
mga istorya ni Lola Doray.
“Sige, magpungko na kamo kay pagasuguran ko na ang
istorya ni Lota, isa ka lagawan nga bata,” hambal ni Lola Doray sa
mga bata.
“Ari na Lola, nagapungko na kami tanan,” sabat ni Allan.
“Si Lota tuman gid ka lagawan. Pagkatapos pamahaw sa aga,
diretso na sia kon diin niya gusto magkadto. Isa ka adlaw, may nakita
sia nga isa ka paka. Daku ini kaayo gani gusto nya nga dakpon apang
nagpalayo ini. Madasig nga ginlagas ni Lota ang paka.”
“Lola nadakpan bala ni Lota ang paka?” pamangkot ni Danilo.
“Sssshh… Hipos kamo kay padayunon ko ang istorya. Sa iya
paglagas sa paka nakalab-ot sia sa kagulangan. Hinali ini nga nadula.
Ginutom si Lota sa iya paglagas sa paka gani pagkakita sa luto nga
bayabas sa unhan, dali-dali niya ini ginkadtuan,” pagsaysay ni Lola
Doray.
“Baw, daw manami magkaon bayabas a,” hambal ni Allan.
“Mangita ta karon bayabas,” hagad ni Ramon.
305
“Sige na Lola, ano na ang natabo?
“Malapit na sa luto nga bayabas si Lota apang naunahan sia
sang pispis nga daku. Gintuka sang pispis ang bayabas. Tungod sa
kaakig, ginhaboy ni Lota sang bato ang pispis. Naigo ini sa pakpak,”
padayon nga pagsaysay ni Lola Doray.
“Lola, napatay ang pispis?” pamangkot ni Danilo.
“Wala, apang indi na kasarang maglupad ang pispis gani
nahulog ini sa iya paglupad kag nagtupa gid sa tupad ni Lota.
Nagbulobalikid si Lota. Gusto na niya magpauli apang malayo na gali
nga lugar ang iya nakadtuan. Indi na sia katultol magpauli.
Nagtalangison si Lota. Samtang nagatangis, nakit-an niya ang pispis
nga pilit nga ginahulag ang mga pakpak.
“Siguro, gusto man sang pispis magpauli sa iya nanay
kasubong ko. ” Hambal ni Lota sa kaugalingon.
“Ano ang sunod nga natabo? Nakapauli si Lota?” pamangkot
ni Allan.
“Ginkuha ni Lota ang pispis kag ginbutang sa iya palad. Sa dili
madugay nabatian ni Lota ang mga singgitan. Ginatawag ang iya
ngalan. Si Nanay Sonia kag ang iya utod gali nga nagapangita sa
iya,” sugid pa gid ni Lola Doray.
“Maayo lang nakita sia. Ano abi kay nagalagaw nga wala
galisensya,” hambal ni Ramon.
“Hay! Ang pispis Lola, ano ang natabo?” pamangkot ni
Ramon.
“Gindala ni Lota sa ila balay kag gin-atipan tubtob mag-ayo
kag sarang na ini nga makalupad.
“Salamat sa istorya, Lola Doray,” hambal sang mga bata.
“Dali na ! Manguha na kita sang bayabas,” singgit sang mga
bata nga isa-isa na nga nagdalagan.
Sight Words
kay ukon aton palang karon
buas bug-os husto sulod bisan
pirmi ari apang diin kamo
unhan tungod indi sarang
B. During Reading
Telling of the story by the teacher.
Once in a while the teacher asks questions.
C. Post Reading
a. Ano ang ginasugid sa istorya?
b. Ano nga klase sang bata si Lota? Ngaa?
c. Ano naman nga klase sang bata sanday Danilo, Allan kag Ramon?
Ngaa?
d. Ngaa nakalab-ot sa kagulangan si Lota?
306
e. Ano ang natabo sa iya didto?
f. Ngaa nagtalangison sia?
g. Ano ayhan ang iya nabatyagan?
h. Ano ang ginhimo niya sa pispis? Ngaa?
i. Kon ikaw si Lota, atipanon mo man bala ang pispis? Ngaa?
DAY 2
(Review the story “Estorya ni Lola Doray”)

a. (The Best Part of the Story)
Let the pupils tell to the class the part of the story they like best.
b. Idrowing Naton ukon Iarte Naton

Divide the pupils into small groups.
Say: Gin-atipan ni Lota ang pispis. Ano ayhan ang matabo sa
pispis sa gilayon nga maumpawan ini? Idrowing o irate ang imo
sabat.
(Lota took good care of the bird. What do you think will happen to
the bird as soon as it recovers? Draw or dramatize.)
Explain your drawing to the class.
2. Discussion
(The teacher may ask questions regarding the pupils’ dramatization
and drawing. )

4. Enrichment Activity (Individual work)

Say: Nakakadto ka na sa lugar nga bag-o sa imo? Isugid ang imo gin-
agihan sa 3-4 ka dinalan. (Have you ever been to a place new to you?
Tell us your experience in 3-4 sentences.)
DAY 3
Grammar Lesson
307
 Ask some pupils to read their work the previous day during the
enrichment activity.
 Ask: Ano ang mga tinaga nga nagasugid sang hulag nga
imo gingamit?
(Have the pupils list them on the board and let the
pupils read.)
Guessing Game
The teacher asks somebody to pick a piece of paper with an action
word written on it. The pupil will act it out and the rest of the class will
guess the word. The one who guesses the correct answer will pick
another word.
2. Presentation
Ask: Paano mo ginhanda ang imo kaugalingon subong nga aga
para mag-eskwela?How did you prepare yourself for school
this morning?
Have some pupils tell this to the class.
Say:Ang likga nagabulig sa aton sa pagsugid sang aton ginahimo

adlaw-adlaw. (Action words help us tell all that we do everyday.)
3. Generalization
Ask: Ano ang likga? (What is an action word?)
a. Ano nga unapik ang ginausar para ipakita nga ang hulag nahimo
na? What prefix is used to show that the action already
happened? (nag-)
b. Ano nga unapik ang ginausar para ipakita nga ang hulag ginahimo
c. Ano nga unapik ang ginausar para ipakita nga ang hulag himuon
pa lang? What prefix is used to show the action is yet to happen?
(ma- or maga-)
Likga Panahunan Panahunan Panahunan

DAY 4
1. Guided Practice
a. Kasan-o Natabo?.
308
(Teacher lets the pupils read the sentences. Ask them the action
words and when the action was done.)
1. Maluto karon si Nanay sang akon paborito nga sud-an.
b. Sin-o ang nagadalagan pakadto sa balay?
c. Kanami magsaot kay Rika kaina.
d. Buas pa ako manguha sang paho.
e. Nagalukso-lukso ang bata sa tupad sang iya iloy.
b. Isugid Mo
(The teacher may scatter lots of pictures on the floor or toys on
the table. Ask pupils to pick one which they have an experience
with. Guide pupils in using action words.)
Hilikuton
DAY 5
1. Application
Use a diorama. Roll out the different scenes twice. Ask pupils to tell
something about the different scenes using action words. Later ask a
volunteer pupil to tell the whole story as shown.
2. Assessment
Hilikuton
3. Agreement
List down your activities in school today.
309
Week 31
I. Objectives:
1. Use culturally appropriate expressions in giving opinions, ideas, views,
etc. in given situations/issues/news/events
2. Read stories, legends, essays, news articles, blogs, etc. containing high
3. Read grade one level text with an accuracy rate of 95-100%
4. Read grade one level text in four to five-word-phrases with appropriate
6. Correctly spell descriptive words as there used in the sentences
7. Observe proper spacing between words, punctuation marks, and
capitalization in essay and story writing
8. Write essays and stories observing correct punctuation marks,
capitalization, indention, and format
9. Identify describing words in sentences
10. Use clues from context to figure out the words mean
12. Predict what will happen next in the story, school and community
events/situations/activity, legends, blogs, etc. based on context clues
13. Tell if the story is real or fantasy
14. Give the possible endings of stories, legends, etc.
making comments.
II. Subject Matter

A. Domains:
1. Oral Language
Using culturally appropriate expressions in giving opinions, ideas,
views, etc. in given situations/issues/news/events
2. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied
3. Fluency
a. Reading grade one level text with an accuracy rate of 95-100%
b. Reading grade one level text in four to five-word-phrases with
4. Spelling
b. Correctly spell descriptive words as they are used in the
sentences
310
5. Handwriting
Observing proper spacing between words, punctuation marks, and
capitalization in essay and storytelling
6. Composing
Writing essays and stories observing correct punctuation marks,
capitalization, indention, and format.
Identifying describing words in sentences
8. Vocabulary
Recognizing that two words can make a compound word
a. Predicting what will happen next in the stories, school and
community events/situations/activities, legends, blogs, etc. based
on context
b. Telling if the story is real or fantasy
c. Giving the possible endings of stories, legends, etc.
d. Showing love for reading by listening attentively during story
reading and making comments
B. References
Malone, 2010)
C. Materials:
Story: Si Ben Bilong-bilong
Hiligaynon Folk Song: “Ang Bilong-Bilong”
Poem: “Sa Aton Palibot”
Realia, pictures, activity sheets, blue and red flaglets
D. Theme: Resources in our community - Food/Crops (our agricultural

crops, aquatic products)
E. Value Focus: self-worth/care of environment/industry/

DAY 1
A. Pre-Reading
nagakabalaka (through context clue)
311
paathag (through context clue)
wala sang animo (through context clue)
(Teacher introduces compound words)

hilamon-dagat (through context clue/picture)
tunog-daguob (through context clue)
misok-mata (through context clue)

Game: Let’s Go Fishing (“Mamunit Kita”)
Teacher prepares a fishing rod with a magnet and cutout fish
with pictures of marine animals and plants. Let the pupil
identify the picture and tell something about it.
Semantic Web: “Ini ang Akon Nahibaluan”

Let the pupils write their ideas about fish through the semantic
web.
3. Develop a purpose for reading

Say: Subong nga adlaw, basahon naton ang istorya nga may tig-ulo
“Ben Bilong-Bilong”. Aton hibaluon kon ini may kamatuoran o may
katanhagaan. (Today, we will read a story entitled “Ben Bilong-
Bilong”. Find out if it is a reality or fantasy.)
Shared Reading:
Si Ben Bilong-Bilong
(Ginsulat ni Dymphna Leizel G. Jocson)
Si Ben Bilong-bilong nagaistar sa kadagatan sang Guimaras

upod sang iban pa nga mga pisogo.
Isa ka aga namasyar sia sa iya abyan.
“Berna, ngaa daw masubo ka?” pamangkot ni Ben.
312
“Ay, ikaw gali abyan Ben. Nagakabalaka gid ako kon diin
sanday Nanay kag Tatay nagkadto kay aga na wala pa sila,” maluya
nga sabat ni Berna.
“Kasubong mo ginapangita ko man sanday Tatay kag Nanay.
Ugaling kon diri lang kita indi naton sila makita. Dali! Makadto kita
didto ayon sa unhan basi makita-an naton sila didto.”
Nag-upod si Berna kay Ben kag naglangoy nga naglangoy ang
duha. Nawili sila sa pagtan-aw sang mga matahum nga talan-awon
nga ila maagyan. May ara nga maduagon nga magagmay nga mga
isda kag mga hilamon-dagat. Samtang nagalangoy, masadya nga
nagahampang ang mag-abyan nga isda.
“Berna sunda ako ‘libot, lukso, langoy’. Liwaton ko ‘libot, lukso,
langoy’.”
“O, sige Ben madungan ako sa imo ‘libot, lukso, langoy’ ‘libot,
lukso, langoy’ libot, lukso, langoy’.”
‘Libot, lukso, langoy’, ‘libot, lukso, langoy’, ‘libot, lukso, langoy’.

“Ha-ha-ha!” dungan nga kadlaw sang duha. Tanan nga mga isda
daku kag gamay sa palibot nila ginsunod ang ila nga hampang nga
paglibot, paglukso kag paglangoy.
Tuman gid ang kasadya sang tanan sang hinali lang may
nahulog nga daw tunog-daguob halin sa ibabaw kag sa isa ka misok-
mata ara na sila tanan sa sulod sang isa ka punot.
“Ahhhhh! Kinahanglan makagwa ako diri,” hambal ni Ben sa

iya kaugalingon. Makusog nga ginpalibot ni Ben ang kaugalingon kag
sa amat-amat lang nakagwa gid man sia sa punot. Madasig nga
ginbutong niya si Berna nga wala na sang animo.
Hinali lang nakita ni Ben ang iya ginikanan nga ara sa sulod
sang punot.
“Nay, Tay gwa kamo dira, indi ninyo ako pagbaya-i!” singgitan
ni Ben nga nagahibi.
“Ben indi ka magkasubo, dapat mangin malipayon kita kay

mapuslanon kita. Nabuhi kita para makabulig sa mga tawo bilang
pagkaon nila,” paathag sang amay ni Ben.
Maintindihan ayhan ni Ben ang ginhambal sang amay?

Ano ayhan ang himuon ni Ben?
A. During Reading
Present the storybook to the pupils.
Say: Tan-awa ang takup sang libro. (Look at the cover.)
Ask: Ano ang tig-ulo sang istorya? Sin-o ang naglaragway
nagdrowing? Ano ang gusto mo ipamangkot parte sa istorya.
313
(What is the title of the story? Who is the illustrator? What
questions do you want to ask about the story?) Open the book
showing the first picture .
Ask: Ano ang nakita mo? (What do you see?) (Teacher reads with
the pupils or asks volunteer/s to read text for that page.)
 Do the same for each page, asking the pupils what they think will
happen next.
 The pupils read the story silently. The teacher asks a pupil
volunteer to read with appropriate intonation, expression, and
punctuation cues. She may ask other volunteers to read
individually, by pair or whole group.
 Teacher asks questions to let pupils predict situations/events
B. Post Reading
a. Sanday sin-o ang bida sa istorya? (Who are the characters in
the story?)
Sa diin sila nagaistar? (Where do they live?)
b. Ano ang natabo sa ginikanan nanday Ben kag Berna? ( What
happened to the parents of Ben and Berna?)
c. Ang istorya bala matuod o may katanhagaan? Ano ang istorya
nga may katanhagaan? (Is the story real or fantasy? What is a
fantasy story?)
DAY 2
(Let the pupils retell the story.)

a. Ang Mag-abyan
Maghimo sang stick puppet nanday Ben and Berna.

Usaron ang mga kagamitan sa idalum. Ipakita ang pag-
istoryahanay sang duha ka mag-abyan gamit ang
ginhimo nga stick puppet.
2 sticks
Cartolina
Crayon
Scissors glue
314
b. Puluy-an sa Idalum sang Dagat
Idrowing ang kadagatan kon diin naga-istar sanday Ben, Berna

kag iban pa nga mga isda. Duagi ini. Pagkatapos, ipakita kag
isaysay ini sa klase.
b. Ianggid ang Istorya

“Si Ben Bilong-bilong” isa ka istorya nga may katanhagaan. Ianggid
ini sa ginbasa naton nga artikulo “La Paz Batchoy?”.Gamita ang
Venn Diagram sa idalum.
May Katanhagaan May Kamatuoran

“Si Ben Bilong- Istorya
bilong” “La Paz Batchoy”
c. Kon Ako si Ben Bilong-bilong

Kon ikaw si Ben, ano ang himuon mo? Maghimo sang posible
nga katapusan sang istorya.
d. Dagat Aton Ambligan

Ang kadagatan ginakuhaan naton sang aton pagkaon adlaw-adla ani
dapat naton amligan. Ilista ang mga pamaagi para maamligan ini.
2. Discussion
a. Who are the characters in the story? Let us learn more about
them. Let’s listen to Group 1’s report.
b. Ben and Berna live in the ocean. Group 2 will describe the place
where they live.
315
c. Stories may be classified as fantasy and reality. “Si Ben Bilong-
bilong is a fantasy story. How does it differ from other
stories/articles we have read based on reality? Group 3 members
will give their comparison.
d. How would you feel if you see that your parents are in danger? If
you were Ben Bilong-bilong what would you do? How would you
end the story? Let’s listen to Group 4 as they present their own
ending of the story.
e. Oceans and seas are sources of our food. What should we do in
order to have continuous supply of marine products? Let’s listen to
the report of Group 5.

are written on the chart.’
DAY 3
Grammar Lesson
a. Hiligaynon Folk Song: “Ang Bilong-Bilong”
b. Poem: “Sa Aton Palibot”
Sa aton palibot madamo ang makit-an
Mga tanum nga aton gid mapuslan
Pagkaon indi problema kon tanan mapisan
Duta sa palibot aton tamnan
Sa talamnan, humay aton itanom
Sa kilid sang balay puno sang prutas kag mga utanon
Kinahanglan naton ang preska kag masustansya nga pagkaon
Para maayong lawas aton maangkon.
2. Presentation
Ask: Makilala mo bala ang mga tinaga nga nagalaragway sa binalay
nga aton ginbasa? (Can you identify words that describe in the poem
we have just read?)
Say: Basaha ang mga dinalan.

a. Manamit ang bilong-bilong nga pinamalhan.
b. Mapuslanon ang mga tanum sa palibot.
c. Wala sang gutom kon mapisan ang tanan.
316
b. Kinahanglan naton ang preska kag masustansya nga
pagkaon.
c. Magkaon sang prutas kag utan para mangin maayo ang imo
lawas.
Say: Nagalaragway ang mga tinaga nga may kurit sa kada dinalan.
(The underlined words in sentences are words that describe.)
Ask: Sa mga dinalan, paano ginlaragway ang bilong-bilong?

a. tanum?
b. tanan?
c. pagkaon?
d. lawas?
3. Generalization
Ask: San-o naton ginausar ang mga tinaga nga nagalaragway? Ano
ang tawag naton sa mga tinaga nga nagalaragway?
Ang pangsari tinaga nga nagalaragway sang tawo, lugar, butang o
hitabo. (Adjective is a word that describes a person, place, thing, or
event.)
DAY 4
1. Guided Practice
a. Teacher asks the pupils to describe what they see, hear or feel
while they are in the classroom. Then teacher writes their
sentences on the chalkboard.
b. Teacher guides the pupils to identify describing words in
sentences.
c. Partner Talk
Say: Pangita sang kapares. Magdesisyon kon sin-o sa inyo ang
Partner A kag sin-o ang Partner B. Kon ialsa ko ang blue flaglet,
sinyales ini sa Partner A nga maghatag sang dinalan
gamit ang pangsari kag kilalahon ini sang kapares. Kon ialsa ko
ang red flaglet, Partner B naman ang mahatag sang dinalan.
(Look for a partner. Decide who will be Partner A and who will be
Partner B. When I raise a blue flaglet, it signals that Partner A
will give a sentence using adjective and his partner will identify
the describing word/s used in the sentence. When I raise a red
flaglet, Partner B be will take his turn in giving the sentence.)
317
Hilikuton
DAY 5
1. Application
Write an essay or a story about the food we get from the ocean or
food we get from plants. It can be a fantasy or reality story. Underline
the describing words used. Observe correct punctuation marks,
capitalization, indention, and format. Read your story to your seatmate
or to the whole class.
2. Assessment
Hilikuton
3. Assignment
Make a Poster Slogan about aquatic and agricultural products using
describing words.
Example:
“Preska nga utan ang
kaunon para maayong
lawas maangkon.”
318
Week 32
I. Objectives:
1. Use culturally appropriate expressions in giving opinion, ideas, views, etc.
in given situations/issues/news/events
3. Read grade one level text with an accuracy rate of 95 - 100%
4. Read grade one level text in four to five word phrases with appropriate
6. Correctly spell descriptive words as they are used in the sentences.
9. Use appropriate describing words in talking about persons, places, and
things
12. Recognize words that show the degree of a descriptive words (e.g. more,
most)
13. Predict what will happen in the stories, school and community
events/situations/activities, legends, blogs, etc. based on context
14. Tell if the story is real or fantasy
15. Give the possible endings of stories, legends, etc.
16. Give the summary of the propaganda, issues, blogs, and advertisements
read.
making comments.
II. Subject Matter

A. Domains
1. Oral Language
Use culturally appropriate expressions in giving opinion, ideas, views,
etc. in a given situations/issues/news/events
2. Word Recognition
Read stories, legends, essays, news articles, blogs, etc. containing
3. Fluency
a. Read grade one level text with an accuracy rate of 95 - 100%
b. Read grade one level text in four to five-word-phrases with
319
4. Spelling
sentences
5. Handwriting
Observe proper spacing between words, punctuation marks, and
6. Composing
Write essays and stories observing correct punctuation marks,
Use appropriate describing words in talking about persons, places,
and things
8. Vocabulary
a. Use clues from context to figure out what the words mean
b. Recognize that two words can make a compound word
c. Recognize words that show the degree of comparison in
descriptive words (e.g. more, most)
a. Predict what will happen next in the stories, school and community
events/situations/activities, legends, blogs, etc. based on context.
b. Tell if the story is real or fantasy
c. Give the possible endings of stories, legends, etc.
d. Give the summary of the propaganda, issues, blogs, and
advertisements read
e. Show love for reading by listening attentively during story reading
and making comments
B. References
Malone, 2010)
C. Materials: chart, sequence map, pictures, basket, realia
D. Theme: Community livelihood/Occupation/ Trade and Industry (e.g. one
town one product (OTOP) local industry, tiangge
E. Value Focus: patronizing local products
320
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties(through context clue)
dumuluong
Kadamo sang nag-abot nga mga dumuluong. Bag-o lang sila
nakaabot sa amon lugar.
pasanyugon
Pasanyugon naton ang aton abilidad sa pagbasa. Masami kita
nga magtuon.
tukibon
May mga butang nga kinahanglan naton mahibaluan. Tukibon
naton ang mga butang nga ini.
2. Activating Prior Knowledge/Developing Motivation for the article
(Group pupils into 4)
Study the native products given to your group.
Ask: Mangalanan mo bala ang mga materyales nga gingamit sa
mga produkto nga ginhatag sa inyo grupo? May ideya ka bala kon
paano gamiton ang produkto nga ini? (Can you name the
materials used in the products given to your group? Do you have
any idea on how this product is used?)
Sabti ang mga pamangkot sa kahon.
Ngalan sang
Produkto:_____
__
Ngaa naluyagan mo
ini?
Paano ini gamiton?

Say: Sa artikulo nga aton basahon subong nga adlaw, aton
hibaluon ang mga produkto sa aton lugar nga makabulig sa mga
tawo sa ila pangabuhian. (In the article that we will be reading
today, let’s find out the products in our locality which help our
folks earn a living.)
B. During Reading
The article will be placed on a chart.
321
Article:
Aton Ini!
(Ginsulat ni Ma. Ibonia T. Olandres)
Ang banwa sang Ivisan sa probinsya sang Capiz bugana sa

mga isda kag panginhason. Diri matilawan ang saboroso nga talaba,
tahong, diwal, litob, alimango, pasayan kag iban pa.
Madamo sa mga isda ang ginabulad kag ginabaligya sa
lainlain nga parte sang aton pungsod. Nakalab-ot na gani ini sa gwa
sang pungsod. Pagpanagat ang kalabanan nga pangabuhian sang
mga pumuluyo labi na gid ang malapit sa dagat.
Ang mga babaye nga sa balay nagatinir kaupod sang ila mga
bata kon wala sang klasi nagahimo sang mga pangdekorasyon sa
balay nga human sa mga kutiba sang mga panginhason. Ginabaligya
ini sa mga dumuluong nga maluyagon magpaligo sa mga baybayon
sang Basiao kag Balaring.
Ang mga produkto sang Ivisan kasubong sang mga uga,
pangdekorasyon sa balay, lab-as nga isda kag panginhason sarang
gid mapabugal.
Ang inyo lugar may mga produkto man nga sarang makabulig
sa pangabuhi sang mga pumuluyo, kinahanglan lang naton ini
pasanyugon. Tukibon naton ang mga dunang manggad nga ara lang
sa aton palibot, gamiton sang husto bangud aton ini.
The pupils will read with appropriate intonation, expression and

punctuation cues by whole group, by pair and individually.
C. Post Reading
a. What are the different products in Ivisan?
b. What are the materials in which these products are made?
c. Are these materials abundant in the locality?
d. How could we promote our products to other places?
DAY 2
(Review the article “Aton Ini”)

Ask: Ano ang madumduman mo sa ginbasa naton nga artikulo kahapon?
Maghatag sang malip-ot nga pagsaysay parte sini. (What can you remember
about the article that we read yesterday?Give a brief summary of it.)
a. Isugid Naton
Say: Magsulat sang mga dinalan nga nagasugid sang produkto sa
inyo lugar. Gamita ang sequence map sa idalum. (Write a
paragraph that tells something about the product in your place.
Use the sequence map below.)
322
Ngalan
Materyales Paano Paano ini
sang
nga himuon gamiton?
produkto
gingamit ini?
b. Aton Ini!
Ask: Ano ang produkto nga bantog sa inyo lugar?
Ano ang imo mabatyagan kon mahibaluan mo nga nagustuhan
sang madamo nga tawo ang produkto sa inyo lugar?
Sa ano nga paagi ini nakabulig sa mga pumuluyo?
Say : Isulat naton sa papel.

(Recall the mechanics in writing an essay.)
c. Ilaragway Naton
_______________________________
_______________________________
______________________________
_____________________________
_______________________________
______________________________
323
Hilikuton
2. Discussion
Ask:
Ano ang mga tinaga nga gingamit sa paglaragway sa mga litrato?
Have them list the words on the board and read all the describing
words used.

DAY 3
Grammar Lesson
Pass the basket!
Group the pupils into 4. Each group is given a basket with objects.
The basket will be passed while the music is played. If the music
stops, the one holding the basket will pick one object. He shows it to
the class and describes it. This will be repeated several times until all
the objects inside the basket are picked and described.
2. Presentation
Let us read the dialog.
Let us read the conversation between Mina and Marco.
324
Mina: Abi mo, nagbisita kami ni Nanay Eva sa lugar nanday Lola
Tilde kag Lolo Poldo. Malamig ang ila lugar tungod madamo
ang mga puno sang kahoy sa palibot.
Roy: May mga kasapatan man bala didto?
Mina: Huo. Lainlain nga duag sang pispis ang amon nakita.
May magagmay kag may dalagku man nga mga pato.
Abi mo, nagaupod ako kay Lolo Poldo sa pagpamunit.
Roy: Kanami gali sang ila lugar. Tani makakadto man ako didto.
Mina: Sa sunod namon nga pagbisita upod ka para makita mo ang
matahum nga lugar nanday Lola Tilde kag Lolo Poldo.
Questions:
a. Sa diin nagkadto si Mina?
b. Ano ang iya mga nakita didto?
c. Ano nga mga tinaga ang iya gingamit sa paglaragway sang lugar
kag mga kasapatan?
(Note: The teacher writes on the board all the descriptive words. Have
the pupils read the words.)
3. Generalization
May mga tinaga nga ginagamit para ilaragway ang isa ka butang, tawo,
lugar ukon hitabo. Ang tawag sini pangsari (adjective).
Halimbawa: maputi, matahum, mahinay, masadya
Ask: Ano pa nga mga tinaga ang mahimo nga ilaragway sa tawo; butang
lugar; hitabo?
Mga Tinaga nga Nagalaragway

Tawo Butang Lugar Hitabo
DAY 4
\
1. Guided Practice
a. Ilaragway Mo
Group the pupils. Have them write a sentence containing a
describing word.
325
Group 1 Group 2
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
Group 3 Group 4
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
b. Climbing a ladder
Say: Ang premyo nagahulat sa inyo grupo sa ibabaw sang
hagdan. Para makalambot ang ulihi nga katapu sa ibabaw sang
hagdan, dapat gamiton sa dinalan ang tinaga nga nagalaragway.
Himuon ini sang una nga katapu agud ang sunod sa iya
makakadto sa masunod nga halintang hasta nga makuha sang
ulihi nga katapu ang premyo. (A prize awaits your group at the
top of the ladder. In order for the last member to reach the top,
each member must use the word written in the descriptive word
card in a sentence so the next member could go to the next step
until the last member gets the prize.)
326
Study the picture. Write sentences using describing words.
DAY 5
1. Application
Let’s Create:
Create an essay or short story describing your favorite delicacy.
Observe correct punctuation marks, capitalization, indention, and
format. Write it on a clean sheet of paper and underline all pronouns
used in the sentence. (Teacher may ask a volunteer to read his work
to the whole class. Teacher should check/correct the work of the
pupils and give appropriate praises or comments. All pupils’ outputs
should be published.)
2. Evaluation
Hilikuton
3. Agreement
Draw your favorite food produced in your locality. Write a paragraph
using describing words.
327
Week 33
I. Objectives:
6. Correctly spell descriptive words as they are used in the sentences
capitalization in essay and storywriting
9. Use appropriate describing words expressing degrees of comparison in
talking about persons, places, and things
12. Recognize words that show the degree of comparison in descriptive
words (e.g. more, most)
13. Predict what will happen next in the stories, school and community
14. Retell in one’s own words the news articles, TV broadcasts, etc. which
were read and listened to with emphasis on the correct sequence of
events
making comments
II. Subject Matter

A. Domains:
1. Oral Language
Using culturally appropriate expressions in giving opinions, ideas, views,
2. Word Recognition
3. Fluency
328
4. Spelling
b. Correctly spell descriptive words as they are used in the sentences
5. Handwriting
6. Composing
Writing essays and stories observing correct punctuation marks,
Using appropriate describing words expressing the degrees of
comparison in talking about persons, places, and things
8. Vocabulary
a. Using clues from context to figure out what the words mean.
b. Recognizing that two words can make a compound word
c. Recognizing words that show the degree of comparison in descriptive
words (e.g. more, most)
a. Predicting what will happen next in the stories, school and community
b. Retelling news articles, TV broadcast and etc. read and listened using
own words with emphasis on the correct sequence of events
c. Showing love for reading by listening attentively during story reading
and making comments.
B. References
Malone, 2010)
C. Materials:
Komposisyon: Kuryente para sa Mahapos kag Masulhay nga Panimalay
Poem: Suga Busy Picture; realia, activity sheets
D. Theme: Energy sources – electricity, gas/wood for cooking, wind, solar,

hydro electric
E. Value Focus: Conservation of Electricity
329
DAY 1
A. Pre-Reading
masulhay (through context clue)
magpan-os (through context clue)
tingob (through context clue)
maambit (through context clue)
maagum (through context clue)

Busy Picture: (Showing different household activities) Teacher allows
the pupils to view the picture and relate their own experiences.
Ask: Nagabulig ka bala sa imo ginikanan sa mga hilikuton sa inyo

balay? Sa ano nga paagi ka makabulig sa imo ginikanan? (Do you
help your parents in doing household chores? In what way could you
be of help to your parents?)
May ara bala kamo kuryente sa inyo balay? Ano nga electrical
appliances sa inyo balay nagapahapos sang inyo hilikuton?
(Do you have source of electricity at home? What electrical
appliances do you have at home which make your work easier?)
B. Develop a Purpose for Reading

Say: Sa komposisyon nga basahon ninyo subong nga adlaw, hibaluon
ang nagapahapos sang mga hilikuton sa balay.
C. During Reading
1. The essay will be written on a chart.
Binalaybay: Kuryente para sa Mahapos kag Masulhay nga

Panimalay
Ni: Melanie Z. Madrial
Nga-a mahapos kag masulhay ang pangabuhi sa isa ka panimalay

subong?
Umpisahan naton halin sa pagbugtaw sa aga.
Madasig ang pagtig-ang ni Nanay kon may ara rice cooker sa balay.
Sud-an indi dali magpan-os tungod sa bulig sang refrigerator.
Gani, pagpanindahan ni Nanay tingob.
Sa tungang adlaw, ang pamatyagan kainit,
Paandaron lang ang bentilador agud ang kalamig maambit.
Pagkatapos panyaga, maayo gid magpahuway-huway kag
magliwaliwa
Paagi sa pagpamati sa radyo sang musika
Ukon pagtan-aw sang palaguwaon sa telebisyon nga masadya.
330
Pag-abot sang gab-i, isa lang ka pindot suga magasiga.
Pila lang ini nga aton naagum
Sa paggamit sang kuryente nangin mahapos ang mga buluhaton.
Sa kasulhay nga aton naagum
May obligasyon kita nga dapat sundon.
Kuryente indi pag-uyangan
Para ang kakulang sini malikawan
Kon ang paggamit sang kuryente aton abusaran
Pirme nga pagbrown-out aton madangatan.
Gani aton tandaan
Mga gamit pangkuryente indi pagpaandaron kon indi kinahanglanon.
2. The pupils will read with appropriate intonation, expression, and

3. Teacher asks questions to let the pupils predict situations/events
D. Post Reading
a. Ano ang ginasugid sang komposisyon?
b. Ngaa kinahanglanon ang kuryente?
c. Ano nga mga kagamitan ang nagagamit sang kuryente?
d. Paano naton tipigan ang kuryente?
DAY 2
(Review the essay, “Kuryente Para sa Mahapos kag Masulhay nga

Panimalay”)
a. Mahapos kag Masulhay kon may Kuryente
List the uses of electricity at home based on the essay you have
read.
Ginagamit ang kuryente sa…..
b. Ngaa sundon ang Husto nga Paggamit sang Kuryente?

Why do we have to observe proper use of electricity?
Husto nga paggamit sang

Ngaa dapat sundon ini?
kuryerte paagi sa…..
331
c. Ianggid ang Panimalay
Compare the way of life of a household with electricity and a
household without electricity.
Balay nga may Balay nga wala

Kuryente kuryente
d. Kuryente Makabulig, Pagkinot Himuon

List and discuss things you can do in your own little way to
conserve electricity.
Umpisa subong …………
1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
5. ____________________________________
6.
e. Kinahanglanon sa Pang-adlaw-adlaw nga Hilikuton Gamiton sang

Husto Aside from electricity, we also need to conserve other
sources of energy. What are these sources of energy?
332
Gamiton sang Husto ang mga
Kinahanglanon sa Pang-adlaw-adlaw nga
Pagpangabuhi kasubong sang:
1. _______________________
2. _______________________
3. _______________________
2. Discussion
a. Electricity makes our life easier and more comfortable. What are
the uses of electricity? Let’s listen to Group 1’s report.
b. There are ways to conserve electricity. Group 2 will discuss why
we have to do these.
c. Household chores could be done easier with the use of electricity.
Group 3 will compare households with and without electricity.
d. On your own little way, you could help conserve electricity. Let’s
hear Group 4’s report.
e. What other sources of energy do we need to conserve? Let’s
listen to the report of Group 5.

DAY 3
Grammar Lesson
Poem: Suga
Suga, suga
Kasanag sang suga
Sa kadulom sang kagab-ihon
333
Ang siga sang suga kitaon.
Suga, suga
Kadamo sang klase sang suga
May lampara, mitsa, sulo kag kingki
Ini ang nagahatag kasanag sa lugar nga wala kuryente.
Ask:Ano ang kinahanglan naton sa tion sang kagab-ihon? Ianggid

ang tion sang kagab-ihon sa uma kag sa syudad. (What do we need
during night time? Compare the night on the farm to that of the city?)
2. Presentation
Say: Basaha ang mga dinalan.
a. Masanag ang siga sang suga sa balay kon gab-i.
b. Mas mahapos magtig-ang sa rice cooker kaysa sa kaldero kag
uling.
b. Magkadaku ang telebisyon nanday Allan kag Alona.
c. Pinakanamit ang luto ni Nanay sa tanan sa amon sa balay.
Say: Mga tinaga nga naga laragway ang mga tinaga nga may kurit sa
idalum.
Ask:
 Sa una nga dinalan, ano ang ginalaragway nga masanag?
 Pila ka butang ang ginalaragway?
 Sa ikaduha nga dinalan, sa diin mas mahapos magtig-
ang,gamit ang rice cooker ukon kaldero kag uling?
 Pila ka butang ang ginalaragway?
 Sa ikatlo nga dinalan, pila ka telebisyon ang ginaanggid? Sa
diin ang mas daku o mas gamay? Sa ikaapat nga dinalan, pila
ka tawo ang ginpaanggiran sang luto ni Nanay?
3. Generalization
Ask: Ano ang ginausar naton sa paglaragway sang mga butang kag
tawo? (What do we use to describe things or persons?)
Ano nga unapik ang aton ginadugang sa tinaga nga nagalaragway

kon ginaanggid ang duha ka butang o tawo nga may pareho nga
kalidad? (What prefix do we add to the describing word when we
compare two objects/persons with the same qualities?)

kon ginaanggid ang duha ka butang o tawo nga indi pareho ang
kalidad? (What prefix do we add to the describing word when we
compare two objects/persons with the different qualities?)

kon ang isa ka butang o tawo ginaanggid sa kadam-an? What prefix
334
do we add to the describing word when one object/ person is
compared among the rest?
Adjective (Pangsari)
Degrees of comparison
Positive Comparative Superlative
Equality Non-equality of
between the two objects
two compared
daku/madaku magkadaku mas daku pinakadaku
laba/malaba magkalaba Malaba kaysa pinakalaba
taas/mataas magkataas mataas sa kay pinakataas
DAY 4
1. Guided Practice
a. Using realia, teacher guides the pupils to describe these things
examples: bags, pencils, books, toys, etc.
b. Teacher guides pupils to compare objects
 with the same qualities/quantities
 with different qualities/quantities
c. Teacher brings children outside the classroom and let them
describe and compare what they see, hear or touch which include
things, places and persons.
Hilikuton
335
DAY 5
1. Application
Write an advertisement about a product that can be used to conserve
energy/electricity. Underline the describing words used. Observe
correct punctuation marks, capitalization, indention, and format. Then
present your advertisement to the class.
2. Assessment
Hilikuton
3. Agreement
List all appliances you have at home. Write down ways on how to
conserve energy when using these appliances.
336
Week 34
I. Objectives:
etc. in given situations/issues/news/events.
6. Correctly spell descriptive words as they are used in the sentences
capitalization in essay and storywriting.
9. Use appropriate describing words expressing the degrees of comparison
in talking about persons, places, and things.
12. Recognize words that show the degrees of comparison in descriptive
words (e.g. more, most).
14. Retell in one’s own words the stories, legends and etc. read with
emphasis on the correct sequence of events
making comments
II. Subject Matter

A. Domains
1. Oral Language
Use culturally appropriate expressions in giving opinion, ideas, views,
etc. in a given situations/issues/news/events
2. Word Recognition
Read stories, legends, essays, news articles, blogs, etc. containing
3. Fluency
a. Read grade one level text with an accuracy rate of 95-100%
b. Read grade one level text in four to five-word-phrases with
337
4. Spelling
sentences
5. Handwriting
6. Composing
Write essays and stories observing correct punctuation marks,
capitalization, indention, and format.
Use appropriate describing words expressing the degrees of
comparison in talking about persons, places, and things
8. Vocabulary
a. Use clues from context to figure out what the words mean
b. Recognize that two words can make a compound word
c. Recognize words that show the degrees of comparison in
descriptive words (e.g. more, most)
b. Retell in one’s own words the stories, legends, etc. read with
emphasis on the correct sequence of events
c. Show love for reading by listening attentively during story reading
and making comments
B. References
Malone, 2010)
C. Materials:
Story: Si Mac-Mac
Box containing pictures of person, animals, things; activity sheets
D. Theme: Conserving Energy and Other Resources

E. Value Focus: Conservation of Water
338
DAY 1
A. Pre-Reading
bomba (through context clue)
uyangan (through context clue)
nagabinaisay (through context clue)
salod (through context clue)
nariyalisar (through context clue)
2. Activating Prior Knowledge and Developing Motivation for the story

a. Show the picture of waterfalls. Lead the pupils to discuss what
they see in the picture.
b. Ask: Diin kamo nagakuha sang ginagamit ninyo nga tubig sa
balay? Ngaa kinahanglan naton ang tubig?

Say: Sa istorya nga aton basahon subong nga adlaw, aton hibaluon
kon diin nagakuha ang mga tawo sang ila galamiton nga tubig.Ngaa
importante ang tubig? Paano naton amligan ang tubig?
(In the story that we will be reading today, let’s find out where the
people get their supply of water. Why is water important? How do we
conserve water?)
Shared Reading:
Si Mac-Mac
ni: Altea C. Derifas
May isa ka pamilya nga nagapanag-iya sang bomba sa ila

lugar. Kalabanan sang mga tawo, sa ila nagakuha sang tubig. May-
ara sila isa ka bata nga lalaki, si Mac-Mac. Pirme upod ni Mac-mac
ang iya pakaisa nga si Nono sa paghampang.
339
Isa ka adlaw, pagkatapos hampang ni Mac-Mac gintawag sia
sang iya iloy. “Mac-Mac, paligo ka na. Indi mo paghampangan kag
uyangan ang tubig. Mabudlay kon maubos ang tubig wala kita
pangdigamu kag panghugas sang mga pinggan.”
Nagligad na ang tunga sa oras, natingala ang nanay ni Mac-
Mac nga wala pa ini nagtakas. Iya ini ginkadtuan sa bomba kag didto
nakita niya nga nagahampang lang ini sang tubig. Ginapaawas lang ni
Mac-mac ang tubig sa balde.
“Tama na ina nga paligo Mac-Mac, tuman na kadamo sang
tubig nga nauyang mo. Takas na! Tani ginasalud mo ang pinaligu-an
mo nga tubig kay pwede ta ina magamit sa paglaba sang trapo.”
“Huo Nay, sa sunod saluron ko na” sabat ni Mac-Mac nga
nagadali-dali sa pagtakas.
Pagkatapos niya paligo nanyaga na sila nga pamilya.
“Mac-Mac indi malipat magpanipilyo tapos kaon para mangin
matinlo ang imo mga ngipon,” pahanumdom sang iya amay.
“Huo Tay,” ang sabat ni Mac-Mac.
Ginsunod ni Mac-mac ang hambal sa iya, pero nakit-an sia
sang iya nanay nga samtang nagapanipilyo nakabukas ang gripo.
“Mac-Mac, gahampang ka naman sang tubig isara mo ang gripo kon
wala mo ini ginagamit kay kanugon lang. Paano na lang kon maiwat
na ang tubig?” saway ni Nanay niya.
“Pasensya Nay, indi na ako magliwat uyang sang tubig,”
panugyan ni Mac-Mac. Pirme lang nagapromisa si Mac-Mac nga indi
pag-uyangan ang tubig pero wala niya man ginatuman.
Isa ka aga, nakibot si Mac-Mac tungod magahod ang palibot
sang balay nila. Nagabinaisay na ang mga tawo sa ila linya sa
pagkuha sang tubig sa ila. Nagapauna-una ang mga tawo sa paglinya
tungod nga diutay na ang tubig nga nagagwa sa bomba.
Didto ni Mac-Mac naliyarisar nga sala ang mga ginbuhat niya
nga pag-uyang sang tubig subong sang pagpaligo niya nga nagaawas
ang tubig kag ang pagpanipilyo niya nga bukas ang gripo.
Dali-dali sia nga nagpalapit sa iya nanay kag tatay kag
nagsiling, “Nay, Tay umpisa subong tumanon ko gid ang akon
promesa nga indi pag-uyangan ang tubig.”
“Huo Mac-Mac dapat magkinot kita indi lang sa tubig kundi sa
tanan nga butang,” siling sang nanay niya.
A. During Reading
Say: Tan-awa ang takup sang libro.
Ask: Ano ang tig-ulo sang istorya? Sin-o ang naglaragway o nagdrowing?
Ano ang gusto mo ipamangkot parte sa istorya. (What is the title of the
story? Who is the illustrator? What questions do you want to ask about
the story?)
1. Open the book showing the first picture.

Ask: Ano ang nakita mo?
340
2. (Teacher reads with the pupils or asks volunteer/s to read the text for
that page.)
happen next.
B. Post Reading
a. Diin gakuha ang mga tawo sang ila tubig?
b. Ano ang kinaandan nga ginaobra ni Mac-Mac kon maggamit sang
tubig?
c. Dapat bala sundon ang ginaobra ni Mac-Mac?
d. Paano nagbag-o si Mac-Mac?
e. Ano ang mga pamaagi nga dapat himuon para makakinot sa tubig?
DAY 2
(Review the story “Si Mac-Mac”)

a. Ilaragway Naton
Identify and describe the characters in the story.
b. Himuon Naton
Dramatize the portion of the story that shows the need to
conserve water.
c. Idrowing Naton
Where do people usually get their supply of water? Illustrate and
describe the different sources of water.
d. Ibantala Naton
What are the ways to conserve water. Have a TV broadcast
featuring ways of conserving water.
2. Discussion
a. Who are the characters in the story? How would you describe
them? Group 1 will present to us their work through an
illustration.
b. In the story, Mac-Mac is always reminded not to waste water.
What part of the story shows the need to conserve water? Let’s
witness the presentation of Group 2.
c. Aside from the artesian well where else do people get their supply
of water? Let’s listen to Group 3’s report.
d. There are different ways to conserve water? Group 4 will tell us
through their TV broadcast.

341
GROUP ACTIVITY SKILL FOCUS
DAY 3
Grammar Lesson
Say: Basaha ang mga tinaga nga nagalaragway. Iangot sang linya
ang tinaga nga ini sa tawo, lugar, o butang nga iya ginalaragway.
(Read words that describe. Draw a line to connect the word to a
person, a place, or a thing being described.)
clean red
industrious . person . kind
soft . place . quite
playful . thing . long
wide beautiful
2. Presentation
What words can we use to describe a person? place? thing?
(Teacher writes describing words dictated by the pupils.)
Say: Basahon naton ang mga dinalan.

a. Mas mabakod ang lata nga balde kaysa sa plastik.
b. Mapisan nga bata si Alton.
c. Si Patricia ang pinakagwapa sa ila nga mag-amigahay.
Teacher presents adjectives/describing words and how they are used

in sentences.
3. Generalization
Ask: Ano ang pangsari? (What are adjectives or describing words?)
Adjectives/Describing words are used to describe persons, things, or
places.
Positive Comparative Superlative

gwapa mas gwapa pinakagwapa
mapisan mapisan kaysa pinakamapisan
342
DAY 4
1. Guided Practice
Hilikuton
Pictures: (“A Gallery Walk” where teachers and pupils will roam
around the classroom and try to see every corner of the classroom.)
Say: Subong nga adlaw, may Gallery Walk kita. Malakat kita palibot
sa hulot-klasehan kag magtan-aw sang mga laragway o litrato.
(Teacher gives pupils few minutes to study the pictures in every

corner. Then, she would ask question/s that would require them to
give answers using describing words.)
Ask: Ano ang nakita ninyo sa mga litrato? Ilaragway kag ianggid ang
mga butang nga inyo nakita. Ihambal ini kag isulat sa pisara.(What do
you see in the pictures? Describe and compare the things you see.
Say it, then write it on the board.)
(Teacher should correct the spelling, capitalization, punctuation, etc.)
Pinoy Henyo Game
Call a volunteer to sit in front of the class. He/she has a word card
pasted on his forehead. In order to get the Henyo Word, he/she will
ask describing words to his classmates. Classmates will just give their
responses either YES, NO, or IT CAN BE. Once the pupil can guess,
the teacher will call another volunteer to sit in front.
DAY 5
1. Application
Let’s Create:
Create a song, poem, joke, riddle, or short story about your weekend
experience. Observe correct punctuation marks, capitalization,
343
indention, and format. Write it on a clean sheet of paper and underline
all describing words used in the sentence. (Teacher may ask a
volunteer to read his work to the whole class. Teacher should
check/correct the work of the pupils and give appropriate praises or
comments. All pupils’ outputs should be published.)
2. Assessment
Hilikuton
3. Assignment:
Poster Making: Make a poster describing ways of conserving water.
Show it to the class and tell something about it.
344
Week 35
I. Objectives
1. Use culturally appropriate expressions in hypothesizing (giving possible
outcomes/results of stories, events, activity, actions, and situations heard
2. Read stories, legends, essays, news, articles, blogs, etc. containing high
4. Read grade one level text in four to five-word-phrase with appropriate
6. Correctly spell compound words as they are used in the sentences
capitalization in writing dictated text
8. Write through dictation simple sentences, phases, and paragraphs
observing correct punctuation marks, capitalization, indention, and format
9. Give the synonyms and antonyms of simple describing words
events/situations/activities, legends, and blogs
12. Retell in one’s own words a story/legend/folktale/folklore read citing the
13. Retell in one’s own words the school/community events, articles, news,
etc. read by citing the characters and important events
making comments
.
II. Subject Matter
A. Domains:
1. Oral Language:
Use culturally appropriate expressions in hypothesizing (giving
possible outcomes/results of stories, events, activities, actions, and
situations heard
Read stories, legends, essays, news, articles, blogs, etc. containing
3. Fluency:
a. Read grade one level text with an accuracy rate of 95-100%
b. Read grade one level text in four to five-word-phrase with
4. Spelling:
Correctly spell previously learned words
345
5. Handwriting:
6. Composing
Write through dictation simple sentences, phases, and paragraph
format
Give the synonyms and antonyms of simple describing words
8. Vocabulary:
Use clues from context to figure out what the words mean
events/situations/activities, legends , blogs
b. Retell in one’s own words a story/legend/folktale/folklore read,
citing the characters and important events
c. Retell in one’s own words the school/community events,articles,
news, etc. read by citing the characters and important events
d. Show love for reading by listening attentively during story reading
and making comments
B. References
Malone, 2010)
2010)
MTBMLE Consultants
C. Materials: story, news, busy picture, dialogue, chart

D. Theme: Helping my Community – Keeping our community clean (e.g.
throwing our garbage in the right places, recycling, segregating garbage,
re-using)
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties ( through context clues)
a. Kadamo sang hampanganan ni Roy. Madamo sia sang mga
butang nga pwede hampangan pareho sang bola, yoyo kag robot.
346
b. Naluyagan gid ni Mina ang ginhatag sa iya nga
munyika.Matahum ini gani nagustuhan niya.
c. Gusto ko makaangkon sang maayo nga sapatos. Gusto ko ang
sapatos nga ako lang gid ang nagapanag-iya.

“Recyclable materials”
Have the pupils identify the recyclable materials they can see on the
table.
Ask: Is there a way we could make something usable from these

materials? Give examples.

Say: Reading of the story. ( Ang Tarak-Tarak ni Toto)
Shared Reading:
Ang Tarak-Tarak ni Toto

Ginsulat ni: Judith P. Tu
Isa ka hapon naggwa si Toto para maghampang sa iban nga

kabataan.
Katahum sang hampanganan sang iya mga abyan. May bola,
gamay nga eroplano kag may robot nga nagalakat.
Nagbalik si Toto sa ila balay kag ginsugiran ang iya amay nga
si Tatay Merto sang mga hampanganan nga iya nakita.
Nagpangabay sia nga kuntani mabaklan man sia sang
kasubong nga hampanganan apang nagsabat ini nga indi sila
kasarang magbakal sang bag-o nga hampanganan.
Nasubuan gid si Toto sang iya nabatian. Luyag gid niya
makaangkon sang hampanganan kasubong sang iya mga abyan.
Gintawag ni Tatay Merto si Toto. May dala sia nga tapi, daan
nga tsinelas, pisi, pinta kag iban pa nga mga gamit sa pag-obra sang
tarak-tarak.
Gilayon ginbuliganan ni Tatay Merto kag Toto ang pag-obra
sang tarak-tarak.
Nalipay gid si Toto sa katahum sang tarak-tarak. May pinta ini
nga puti kag pula, may apat ka kariton kag banderitas sa una.
Sa iya paghampang liwat kaupod sang iya mga abyan,
ginpakita ni Toto ang iya hampanganan nga tarak-tarak. Tagsa sa ila
naluyag gid sini maghampang . Sang sirum na, nagpuli si Toto sa ila
balay. Pag-abot, ginhakos niya si Tatay Merto kag nagpasalamat
sang matahum nga tarak-tarak nga gin-obra sa iya.
B. During Reading
The teacher lets the pupils predict what will happen next in the story.
347
C. Post Reading
b. Ano ang gin-obra ni Toto sa gwa sang balay?
c. Ngaa gilayon sia nga nagbalik?
d. Ano ang ginpangayo niya sa iya amay?
e. Ginhatag bala ini sa iya? Ngaa?
f. Ano ang ginhimo ni Tatay Merto kag Toto?
g. Ano ang ila nahuman?
h. Naluyagan bala ini sang iya mga abyan? Ngaa?
i. Ano nga leksyon ang ginatudlo sang istorya para sa mga kabataan
pareho mo?
DAY 2
(Review the story “Ang Tarak-Tarak ni Toto”)

a. (School Problems)
Let the pupils tell to the class the problem on waste management in
school.
Ask: Ano ang pwede matabo kon wala naton ginahaboy ang basura
sa basurahan?
Ano ang pwede mo mahimo para makabulig hatag sang solusyon sa
sini nga problema?
b. “Mga Sarang Ko Mahimo Sugod Subong”

Say: Idikta ko ang pila ka pamaagi nga mahimo mo para makabulig
sa padayon nga katinlo sang komunidad. (I will dictate some ways
you can do to help the community maintain its cleanliness. Write
them correctly on your paper.)
(The teacher recalls proper spacing between words, punctuation
marks. etc.)
2. Discussion
Ask the pupils to read what they wrote on their paper
The teacher may ask questions regarding the ways to help the
community maintain its cleanliness.

348
4. Enrichment Activity ( Individual work)
Say: Basaha sing maayo ang balita. (Read the news carefully.)
Mga Isda Nagalutaw Sa Dagat!
Madamo nga isda sa Barangay Basiao ang nakit-an nga

nagalutaw sa tubig kag patay na. Base sa sugid sang mga pumuluyo,
ini nga hitabo resulta sang lapnagon nga paghaboy sang basura sa
dagat.
Madamo sa mga mananagat ang naapektuhan sa hitabo nga ini.

Diutay na lang ang isda nga ila makuha.
Ask: Ano ang posible nga matabo kon padayon ang paghaboy sang
basura sa dagat? Isulat ang imo sabat sa papel. (What is the possible
outcome if dumping of garbage in our sea continues?Write your
answer on a piece of paper.)
(The teacher will ask the pupils how to write in paragraph using
correct punctuation marks, capitalization, and indention.)
DAY 3
Grammar Lesson
Game: Pareho (/) o Indi Pareho (x)
Pupils raise their (/) flaglets if the pair of words have the same
(Pareho) meaning and (x) flaglets if the words have different
meaning(Indi Pareho).
Examples: matinlo-mahigko (x)

masinadyahon(/)
2. Presentation
Say: Basahon naton ang mga dinalan. (Let’s read the sentences.)
a. Mapisan ang mga pumuluyo sa Barangay Kaingin gani mabakas
man sila nga ginaserbisyuhan sang baranggay kapitan.
b. Masinadyahon nga nagapaninlo ang mga pumuluyo gani
malipayon man ang ila baranggay kapitan.
c. Matinlo na ang baranggay subong gani bisan diin ka maglantaw
mahawan na.
(Teacher presents the meaning of synonym words by analyzing the

above examples.)
May mga tinaga nga nagalaragway sang mga butang, tawo, lugar o
hitabo.
349
Ini nga mga tinaga mahimo nga may kasubong nga kahulugan.
Halimbawa sang magkapareho nga kahulugan

a. matahum- maanyag
b. masanag- mapawa
3. Generalization
Ask: Ano ang mga tinaga nga ginagamit sa paglaragway sang mga
butang, tawo, lugar o hitabo?
May mga tinaga nga nagalaragway sa tawo, lugar, butang

o hitabo.
Halimbawa: mahulag, manami, matam-is
Ang tawag sa mga ini tinaga nga nagalaragway.
Ang mga tinaga nga nagalaragway mahimo nga may

kapareho nga kahulugan nga tinaga ( Synonym)
DAY 4
1. Guided Practice
Have the pupils read the dialogue
Mara: Sin-o ang bata nga palaistorya kaina ?

Liza: Si Rina.Wakalan gid man sia nga bata.
Mara: Nawili gani ako pamati sa iya.
Liza: Malingaw ka gid man pamati labi na gid kay katahum pa sa
iya.
Mara: Sige, may baklon pa ako sa merkado.
Liza: Upod na lang kita, pa tienda man ako.
Ask:Ano ang mga tinaga nga nagalaragway ang makit-an sa

paghambalanay nanday Liza kag Mara? Diin sa mga tinaga nga
ini ang may kapareho nga kahulugan?
”Ipares mo”
(The teacher gives a word card to every pupil. Then, she shows the
words on the chart. One by one, the pupil posts the word to its
synonym on the chart.)
Tinaga Pareho nga Kahulugan

1. matambok
350
Direksyon: Pangita-a sa kahon ang pareho nga kahulugan sang
tinaga. Isulat ang sabat sa imo nga papel.
pauna-una diutay palahambal
malain malimpyo matamad
Tinaga Pareho nga Kahulugan

matinlo
ilisipon
wakalan
karera
modelo
DAY 5
1. Application
Use realias.
Have the pupils describe the things they saw and tell the class the
words they used to describe them.
2. Assessment
Hilikuton
351
Hilikuton
3. Agreement
Look for the synomyms of these words. You may ask help from your
parents.
a. liwan
b. pat-ud
c. bugalon
352
Week 36
I. Objectives
outcomes/results of stories, events, activities, actions, and situations
heard
5. Write the correct spelling of previously learned words
6. Write the correct spelling of compound words as they are used in the
sentences
8. Write through dictation simple sentences, phrases, and paragraphs
9. Give the synonyms and antonyms of simple describing words
10. Use clues from context to figure out what the words mean.
events/situations/activities, legends , blogs, etc.
12. Retell in one’s own words a story/legend/folktale/folklore read, citing the
13. Retell in one’s own words the school/community events,articles, news,
etc. read by citing the characters and important events
making comments
.
II. Subject Matter
A. Domains:
1. Oral Language:
Using culturally appropriate expressions in hypothesizing (giving
possible outcomes/results of stories, events, activities, actions, and
situations heard)
Reading stories, legends, essays, news, articles, blogs, etc.
containing high frequency words and words studied
3. Fluency:
353
4. Spelling:
b. Writing the correct spelling of compound words as they are used
in sentences.
5. Handwriting:
6. Composing
Writing through dictation simple sentences, phrases, and paragraphs
by observing correct punctuation marks, capitalization, indention, and
format
Giving the antonyms of simple describing words
8. Vocabulary:
community events/situations/activities, legends , blogs
b. Retelling in one’s own words a story/legend/folktale/folklore read,
citing the characters and important events
c. Retelling in one’s own words the school/community
events,articles, news, etc. read by citing the characters and
important events
B. References
1. K to 12 Curriculum
2. Two-Track Approach to Teaching Children to Read and Write Their
Malone, 2010)
3. Activities for Early Grades of MTBMLE Program (Susan Malone,
2010)
4. Language Curriculum Guide by SIL International and SIL Philippines
MTBMLE Consultants
C. Materials: story, picture, concept map, poem, word card

D. Theme: Helping My Community- Beautifying our Community ( e.g.
planting and caring for flowers, ornamental plants, fruit bearing plants,
cleaning the rivers and water sources)
354
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties ( through context clues)
a. Nagahilinugyaw ang mga bata sa ila paghampang. Wala sang
masubo sa ila.
b. Punu sang bunga ang puno sang bayabas. Wala sang
nagkalataktak nga bunga.
c. Makanay ang panahon subong. Indi mabaskog ang huyop sang
hangin.
2. Activating Prior Knowledge/Developing Motivation for the story

(Fishing Game)
a. The pupils may use a hook with magnet to attract things that come
from plants.
b. Have the pupils identify and name the things they got on the table.
Ask: Where can we get these?
Give other examples of what we can get from plants.

Say: Reading of the story. ( Ang Puno Sang Paho)
Shared Reading:
Ang Puno Sang Paho

Ginsulat ni: Juvy de Juan Baranda
Malapit sa balay ni Rico may nagtubo nga puno sang paho.

Ang mga sanga kag madabong nga dahon sini ang nangin
puluy-an sang kapispisan sa pag-abot sang kagab-ihon.
Kon udto ang iya landong, nagahatag kabugnaw sa mga tawo
nga sa iya nagapanilong.
Kanami lantawon sang mga bata nga sa palibot sini
nagahilinugyaw sa ila paghampang kada hapon.
Isa ka mabaskog nga bagyo ang nag-abot. Nagkalabali ang
mga sanga kag nagkalataktak ang dahon sang puno sang paho.
Sang makanay na ang tiempo, ginlantaw ni Rico gikan sa
bintana ang puno sang mangga. Wala na ang anay dalagku sini nga
mga sanga kag ang madabong nga mga dahon.
Nasubuan gid si Rico. Wala na ang lalantawon nga nagahatag
kalipay sa iya sa tagsa magpamintana sia.
Ginkadtuan ni Rico ang puno sang mangga kag gin-atipan ini
sang malawig nga tion agud liwat nga magbalik ang iya dalagku nga
mga sanga kag madabong nga mga dahon.
Isa ka adlaw, nagpamintana liwat si Rico. Napayuhum
sia.Nagbalik na ang mga kapispisan nga nagahulon sa mga sanga
sang puno sang mangga. Masadya nga nagahampang ang mga bata
355
sa palibot sini. Ang iya landong liwat nga naghatag kabugnaw sa mga
nagapanilong. Labaw sa tanan, bugana ini sa bunga.
B. During Reading
The teacher lets the pupils predict what will happen next in the story.
C. Post Reading
b. Ano ang nagtubo sa gwa sang balay ni Rico?
c. Ano ang ginaobra sang mga umalagi sa puno sang paho?
d. Ano ang ginahimo sang mga bata sa palibot sang puno?
e. Ano ang ginahimo sang kapispisan sa puno pag-abot sang gab-i?
Ngaa?
f. Ano ang natabo sa puno sang mag-abot ang bagyo?
g. Ngaa nasubuan gid si Rico?
h. Sa ano nga paagi niya gin-atipan ang puno sang paho?
i. Pagligad sang malawig nga panahon, ngaa nangin malipayon si
Rico sang sia nagpamintana?
j. Sa ano nga paagi mo ginaatipan ang inyo mga tanum?
k. Kinahanglan bala nga magtanum kita? Ngaa?
(Review the story ”Ang Puno Sang Paho”)
DAY 2
a. “Sa Amon Komunidad”
Group pupils into 5. Give each group a picture showing:
a. caring for the garden
b. cleaning the river
c. cleaning the school
d. caring for fruit bearing trees
e. cleaning the seas
Ask: Ano nga mga pamaagi ang ginapakita sa laragway para

maatipan ang aton komunidad?
Ano ang pwede matabo kon wala naton ginatatap ang aton
palibot?
Ano ang sarang mo mahimo para makabulig sa pagtatap sang aton
palibot?
b. “Iarte Naton”
Say: Sa ano nga pamaagi ka makabulig sa katinlo sang aton
komunidad? Iarte ini upod sang mga katapu sang inyo grupo. (In
what way can you help our community clean? Act out with your
group members.)
356
2. Discussion
Ask: Ano ang mga nanarisari nga pamaagi ang ginpakita sang mga
grupo nga makabulig sa komunidad? (What are the different ways to
help the community as shown by the different groups?)

Hilikuton
DAY 3
Grammar Lesson
1. Preparatory Activity ( Game)
Forming a picture puzzle of a beautiful community.
Have the pupils describe the picture they formed. Ask them the
describing words they used.
2. Presentation
May mga tinaga nga nagalaragway sang mga butang, tawo, lugar o
hitabo.Ini nga mga tinaga mahimo nga may kabaliskad nga kahulugan.
Halimbawa sang kabaliskad nga kahulugan

a. matinlo- mahigko
b. kanami- kalain
c. itum- puti
357
3. Generalization
Ask: Ano ang mga tinaga nga ginagamit sa paglaragway sang mga
butang, tawo, lugar o hitabo?
May mga tinaga nga nagalaragway sa tawo, lugar, butang o
hitabo.
Halimbawa: mahulag, manami, matam-is
Ang tawag sa mga ini tinaga nga nagalaragway. Ang mga tinaga
nga nagalaragway mahimo nga may kabaliskad nga kahulugan
nga tinaga
DAY 4
1. Guided Practice
a. Have the pupils read the poem.
Matinlo nga Palibot

(Juvy D. Baranda)
Palibot nga matinlo kanami tulukon

Gani si Nanay naglaygay sa akon
Pagpaninlo sa palibot dapat padayunon,
Mahigko nga duog likawan naton.
Palibot mo, tinluan mo

Basura ihaboy sing husto.
Sala nga mga himo likawan,
Para sa ikaayo naton tanan.
Ask: Ano ang mga tinaga nga nagalaragway ang makit-an sa ginbasa
nga binalaybay?Diin sa mga tinaga ang may kabaliskad ang
kahulugan?
b. “Ipares Mo”
(The teacher gives a word card to every pupil. The teacher shows
words on a chart. The pupils will find a pair of word which when
combined can give a compound word.
Halimbawa:
abre + lata = abre-lata
hulot + klasehan = hulot-klasehan
misa + dulom = misa-dulom (simbang-gabi)
Say: Use the compound words formed in a sentence.
Say: Isulat sa papel ang pila ka dinalan nga idikta sang manunudlo.
358
Butangi sang kurit ang mga sinimpon nga tinaga. (Write in a paper
some sentences the teacher will dictate and underline the compound
words.)
a. Ginkaon sang mga isda ang mga hilamon-dagat.
b. Ginaatipan ang mga bata sa balay-alaypan.
c. Indi maayo maghampang sa gwa sang balay kon udtong-adlaw.
d. Matinlo ang amon hulot-klasehan.
DAY 5
1. Application
Partner talk
Get a partner.
Have the pupils describe his partner.
2. Assessment
Match the Word
359
3. Agreement
Pangita-a ang baliskad nga kahulugan sang mga tinaga. Pwedi
makapabulig sa imo ginikanan.
a. mahinay
b. maulan
c. mabasa
360
Week 37
I. Objectives
outcomes/results of stories, events, activities, actions, and situations
heard
6. Write correct spelling of environmental prints learned (e.g. traffic safety)
capitalization in writing an essay, news article, story, fable, etc.
8. Write essays, news articles, stories and advertisements observing correct
punctuation mark, capitalization, indention, and format
9. Identify the adverbs used in the sentence
10. Use the adverb correctly in constructing sentences
11. Show understanding that the language used in school is more formal than
the language used at home and with friends
events/situations/activities, legends , blogs, etc.
13. Tell stories and legends as an output of their research
14. Tell their own news article, advertisement, article on community and
school events, etc. as an output of their research work
15. State the meaning of some environmental signs (e. g, traffic safety,
warning
making comments
II. Subject Matter

A. Domains:
1. Oral Language:
Using culturally appropriate expressions in hypothesizing (giving
possible outcomes/results of stories, events, activities, actions and
situations heard)
3. Fluency:
361
4. Spelling:
b. Writing the correct spelling of environmental prints learned (e.g.
Traffic safety)
5. Handwriting:
6. Composing
Writing essays, news articles, events, stories, and advertisements
observing correct punctuation mark, capitalization, indention and
format.
a. Identifying the adverbs used in the sentence
b. Using the adverb correctly in constructing sentences
8. Vocabulary:
Showing understanding that the language used in school is more
formal than the language used at home and with friends
community events/situations/activities, legends , blogs, etc.
b. Telling stories and legends as an output of their research
c. Telling their own news article, advertisement, articles on
community and school events, etc. ss an output of their research
work
d. Stating the meaning of some environmental signs (e. g, traffic
safety, warning
e. Showing love for reading by listening attentively during story
B. References
Malone, 2010)
2010)
MTBMLE Consultants
362
C. Materials: pictures, announcement, picture puzzle, signs, pocket chart,
busy picture, environmental sign
D. Theme: Helping my Community-Tree planting
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties ( through picture and context clue)
a. Show picture of a mangrove. Let the pupils describe it.
Ask: Diin naton ini makit-an nga tanum? Paano ini nga mga tanum
makabulig sa komunidad sa higad sang dagat? ( Where can we
see this plant?How do these plants help the community along the
seashore?)
b. Kinahanglan nga tapuson ang mga hilikuton sa sulod sang balay

bag-o maghampang. May mga obra nga indi makahulat kasubong
sang pagpanghugas sang pinggan.

Picture Study
Show a picture of a community with very few trees.
Ask: Ano ang mabatyagan mo kon ara ka sa lugar nga may pila lang
ka mga puno sang kahoy? Masulhay bala sa lugar nga wala sang
mga kahoy? (What would you feel in a place with very few trees?Is it
comfortable in a place with no trees?)

Say: Let us read an announcement.
Announcement:
Pahibalo!
Ano: Pagtanum sang mga Bakhaw
Sin-o: Mga eskwela nga nagaedad 12 ka tuig pataas
Diin: Banica, Roxas City
San-o: Agosto 12, 2012
Tinutuyo: Mapun-an ang baybayon sang mga bakhaw agud magbalik
ang mga isda, alimango kag iban pa nga nagakabuhi sa palibot sini.
Ang puno sang bakhaw sagang sa gulpi nga pagtaas sang tubig. Dali
na! Mag-entra sa sini nga hilikuton.
B. During Reading
The teacher lets the pupils predict what will happen if many young people
participate in the activity.
363
C. Post Reading
a. Ano ang ginasugid sa pahibalo?
b. Ngaa ginapanawagan ang pag-ugyon sang mga kabataan sa
pagtanum sang mga bakhaw?
c. Ano ang mga benepisyo nga makuha naton sa pagtanum sang mga
bakhaw?
d. Importante bala ang pagtanum sang mga puno? Ngaa?
e. Sa imo masarangan, ano nga pamaagi ang imo himuon para
makabulig sa imo komunidad? \
D. Engagement Activities ( Small group)

Forming a picture puzzle ( Tree)
1. Isulat ang mga sarang naton makuha sa tagsa ka parte sang kahoy.
Isulat ang sabat sa papel.
2. Have the pupils report their work.
DAY 2
(Review of what they did yesterday.)

1. Application
“Tell Me!”
There are many ways by which we could help our community aside
from planting. One of these ways is knowing the different
environmental signs to follow.
Say: Ipakita ko sa inyo ang mga sinyal. Isugid sa klase kon ano ang
ideya parte sini. (I will show you some signs. Tell the class your idea
about the sign.)
a. traffic signs
b. no smoking sign
c. no littering sign
364
2. Discussion
Ask: Ano ang mga nanarisari nga sinyal sa palibot? Ngaa importante
ang mga ini? (What are the different environmental signs? Why are
they important?)

Magsulat sang komposisyon nahanungod sa “Ang Akon Papel sa
Komunidad” (Review to the pupils the proper use of punctuation,
capitalization, indention, etc.)
Hilikuton
DAY 3
Grammar Lesson
1. Preparatory Activity ( Game)
Knowing the environmental signs
(Display in the pocket chart the different signs. The teacher tells what
is meant by each sign. Pupils will identify, get, and show the
environmental sign to the class.)
Halimbawa:
a. Ini nagapahibalo nga pwede diri magtabok ang mga tawo.
b. Ini nagasugid nga ginadilian ang pagpanigarilyo.
2. Presentation
Basahon naton !
Sa amon baranggay, mga tawo nagabuligay.
Bisan sanday Lola kag Lolo sa pag-obra mahinay,
Sanday Toto, Nene kag Inday magamay,
Aga pa sila galimpyo sa palibot sang balay
Gani amon pangabuhi matawhay.
365
a. Ano ang ginahimo sang mga tawo sa baranggay?
b. Paano mag-obra sanday Lola kag Lolo?
c. Ano oras nagalimpyo ang mga katapu sang panimalay?
The teacher writes on the board the words mentioned by the

children. e.g. gabuligay, mahinay, aga pa
Say: May mga tinaga nga nagasugid parte sa mga bagay, tawo
kag lugar.
3. Generalization
Ask: Ano ang mga tinaga ang ginagamit sa paglaragway sang
pangalan,tinaga nga nagalaragway, kag hitabo?
Mga Ubaylikga
Panahunan Panggawi lugar Pagkadamo

Karon madali gid sa dalanon talagsa
Buas sa tadlong nga paagi bisan diin pirme
madason nga sa tanan nga bahin diri dapit kabilugan
adlaw
DAY 4
1. Guided Practice
Present a busy picture. Ask pupils to form sentences with adverb
based on what they see in the picture. Have them write the sentence
on the board and underline the adverb.
Ask: Ano nga mga ubaylikga (adverb) ang makita sa mga dinalan?
In small groups, let pupils write sentence with adverbs.Follow the
correct pattern.(Explain to the pupils that language in school is formal
than the one used in our daily conversation.)
e.g. Diutay lang ang nagkadto sa simbahan.

Naglakat sing dasig si Nelia pagkakita sang ido.
366
Ask individual pupil to read his/her output.
Hilikuton
DAY 5
1. Application
Get a partner.
Have the pupils describe to their partner their daily habits before going
to school.
2. Assessment
Hilikuton
3. Agreement
Gamita ang mga ubaylikga (adverb) sa pagsulat sang dinalan.
a. masak-
b. sa kagab-ihon
c. gilayon
367
Week 38
I. Objectives
1. Use culturally appropriate expressions in telling about one’s obligation,
hope, and wish
5. Writing the correct spelling of previously learned words
6. Writing the correctly spelling of environmental prints learned (e.g. traffic
safety)
8. Write essays, news articles, events, stories, and advertisements in
observing correct punctuation mark, capitalization, indention, and format
9. Identify the adverbs used in the sentence
12. Predict what will happen next in the story, school and community events,
situations, activities, legends, blogs, etc.
13. Tell stories and legends as an output of their research
making comments
II. Subject Matter

A. Domains:
1. Oral Language:
Using culturally appropriate expressions in telling about one’s
obligation, hope, and wish
3. Fluency:
368
4. Spelling:
b. Writing the correct spelling of environmental prints learned. (e.g.
traffic safety)
5. Handwriting:
6. Composing
Writing essays, news articles, events, stories, and advertisements
observing correct punctuation mark, capitalization, indention, and
format
b. Using the adverb correctly in constructing sentences
8. Vocabulary:
community events/situations/activities, legends , blogs, etc.
b. Telling stories and legends as an output of their research
c. Telling their own news article, advertisement, article on community
and school events, etc. as an output of their research work
B. References
 Two-Track Approach to Teaching Children to Read and Write Their First
Language (L1): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
 Activities for Early Grades of MTBMLE Program (Susan Malone, 2010)
MTBMLE Consultants
C. Materials: picture, story, magic box, example of food products

D. Theme: Helping My Community-Growing Vegetable

DAY 1
A. Pre-Reading
1. Unlocking of Difficulties (through pictures )
369
kararuton
talamnan

Show picture of snacks made from rootcrops.
Ask: Diin kinaandan makit-an ang mga kararuton kasubong sang
kamote kag balinghoy? Mahapos bala sini magpatubo? Ano ang
matabo kon mag-untat ang mga mangunguma sa pagtanum sini?
Makatanum bala kita sang kararuton kag utanon sa palibot sang
balay? (Where do we usually find rootcrops? Is it easy to grow?What
happens when our farmers stop growing rootcrops?Can we plant
rootcrops and vegetables at home?)

Say: Basahon naton ang istorya ” Manggad sa Duta”
Shared Reading:
Manggad sa Duta
Ginsulat ni: Juvy de Juan Baranda
1. May talamnan sang mga kararuton sanday Tatay Lino kag Nanay
Mercy.
2. May tanum sila nga kamote, balinghoy, saging kag ube.
3. Si Lina, ang ila anak nga babaye wala gid nagaupod sa ila
talamnan. Para sa iya, ang pagpananum makapoy kag madugay
ang ani.
4. Sa tagsa maglakat ang iya mga ginikanan kag utod nga si Nelson
ginahagad man sia apang wala ini sa iya buot.
5. Isa ka adlaw, may nag-abot nga imbitasyon sa mag-asawa para

sa kasal sang ila paryente sa pihak nga banwa.
370
6. Naglakat sanday Tatay Lino kag Nanay Mercy. Nabilin sanday
Nelson kag Lina sa ila balay.
7. Nagligad ang tatlo ka adlaw, wala nakapauli ang ila amay kag iloy.
May baha sa pihak nga probinsya. Ubos na ang ila bugas.
8. Ginhagad ni Nelson si Lina nga magkadto sa talamnan. Nanguha

sila sang mga kararuton.
9. 9. Ginbaligya nila ang mga kararuton kag ginbakal sang ila mga
kinahanglanon.
10. Nalipay gid ang mag-utod.

“May manggad man gali sa duta,” siling ni Lina.
B. During Reading
The teacher lets the pupils predict what will happen next in every page
and encourage them to ask.
C. Post Reading
b. Ngaa wala gid gaupod si Lina sa ila talamnan?
c. Ano ang nag-abot para sa mag-asawa nga Lino kag Mercy?
d. Ano ang natabo sang wala nakapauli sa gilayon ang mag-asawa?
e. Ano ang ginhimo sang mag-utod nga Nelson kag Lina?
f. Ngaa nasiling ni Lina nga may manggad sa duta?
g. Importante bala ang pagpananum sang mga kararuton kag utanon?
Ngaa?
Engagement Activities ( Small group)

Group 1- Make a 4-sentence-poem about planting vegetables.
Group 2- Act out how to care for our garden.
Group 3- Make an acrostic of different vegetables or fruits.
Halimbawa:
U- utan aton kaunon, pampapagros sang lawas naton.
T- talong, rabanos, latoy kag tangkong sa sinigang nga isda sila
aton man kaunon
A- atis, bayabas, langka kag paho sa supat naton nagapakinis.
N- Nanay, Tatay, Toto kag Inday, utan kag prutas kinahanglan sa
lawas.
Group 4- Make an advertisement on how to encourage children to eat

vegetables.
371
DAY 2
(Review of the story “Manggad sa Duta”)

1. Application
“Iarte Naton”
(Small groups)
Say: Magpili sang hitabo sa istorya nga inyo gid naluyagan. Iarte ini
upod sang inyo grupo. Pwede man nga dugangan ini sang
pagbayluhanay sang hambal. Gamita ang nagakabagay nga
hambalanon. (Select a scene/part you like best in the story. Act it out
with your group. You may add dialogues. Use appropriate
expressions in doing this.)
2. Discussion
Ask: Ano ang kapuslanan nga maagum sa pagtanum sang mga
kararuton kag utanon? Ngaa importante ang mga ini? (What can we
benefit in planting rootcrops and vegetables?Why are they
important?)


“Ikurit Mo”
a. Draw your favorite vegetable. Write something about it.
Say: Sunda ang husto nga lang-at sa gintung-an sang mga tinaga,
mga tanda panulat kag iban pa. (Observe proper spacing
between words, punctuation marks, etc.)
b. Follow the guide questions in writing a paragraph.
 Ano ang ngalan sang paborito mo nga utan?
 Ilaragway ang itsura sini.
 Ano nga pagluto ang luyag mo sa sini nga utan?
 Ngaa naluyagan mo gid ini nga utan?
372
DAY 3
Grammar Lesson
1. Preparatory Activity ( Magic box with different vegetables)
a. “Isugid Mo!”
Gusto ko ini nga utan bangud (Let the pupils tell something about the
vegetable, fruit, rootcrop they selected from the magic box.)
b. Review about adverbs

Ask: Ano nga mga ubaylikga ang gingamit mo sa pagsugid
nahanungod sa utanon, prutas kag kararuton? (What are the
adverbs you used in telling something about the vegetables, fruits
and rootcrops?)
Say: Isulat ang mga ini sa pisara. (Let the pupils read them.)
2. Presentation
Say: Aton tun-an sing dugang ang nahanungod sa ubaylikga.(Let us
learn more about adverbs (ubaylikga)
Basahon naton!
Cory: Kanami sang gindala mo nga bukayo kahapon.
Marco: Dala ato ni Tatay Meroy halin sa Panay.
Hapon na gani sia nag-abot kay kahinay sing dalagan sang
salakyan nga ginsakyan niya.
Cory: Amo bala?

Marco: Huo, abi mo matahum nga lugar ang Pan-ay.Pirme kami
nagabakasyon didto.
a. Ano ang ginaistoryahan sang duha ka bata?

b. Ano nga mga ubaylikga (adverb) ang gingamit sa ila pag-
istoryahanay?
The teacher writes on the board the words mentioned by the children.
e.g. kahapon, kahinay, pirme, wala dugay
Say: May mga tinaga nga nagasugid dugang parte sa paglaragway

sang mga bagay, tawo, lugar kag iban pa.
3. Generalization
Ask: Ano ang mga tinaga ang ginagamit sa paglaragway sang
pangalan, tinaga nga nagalaragway kag hitabo?
373
Mga Ubaylikga
Panahunan Panggawi Lugar Pagkadamo

Karon madali gid sa dalanon talagsa
Buas sa tadlong nga paagi bisan diin pirme
Madason nga sa tanan nga bahin diri dapit kabilugan
adlaw
DAY 4
1. Guided Practice
Hilikuton
Basahon Naton!
(Advertisement)
Problema mo bala ang pirme nga pagpalanakit sang

kalawasan, lingin sang ulo kag butod nga tyan?
Ari na ang “Bisano”, ibanyos lang sa nagapalanakit nga parte

sang kalawasan. Pati lingin sang ulo kag butod nga tyan
magahaganhagan gani indi pagpaangan-angan para kasulhay sa
lawas maaguman.
Ano pa ang ginahulat mo magkadto na sa pinakamalapit nga

balaligyaan. Indi pagkalimtan, “Bisano” ang ngalan.
o Ask: Ano ang mga ubaylikga (adverbs) ang gingamit sa aton

ginbasa?
“Ibantala mo”
Show some products (e.g. milk, food, etc.)
Ask the pupils to write an advertisement using adverbs.
(Ask individual pupil to read his/her output.)
374
DAY 5
1. Application
Have the pupils talk about the teleserye they viewed last night. Ask
them to identify the adverbs used.
2. Assessment
Hilikuton
3. Agreement
Hibalu-a ang istorya sang ginhalinan (legend) sang kalabasa. Isulat ini
sa papel.
375
Week 39
I. Objectives:
1. Talk about appropriate expressions in telling about one’s obligation, hope,
and wish
2. Read the sight words listed in Appendix __
3. Read stories, legends, essays, news articles, blogs, etc., containing high
frequency words and word studied
4. Read aloud grade one level text with an accuracy rate of 95 – 100%
5. Read grade one text in four to five word phrases with appropriate
intonation, expression, and punctuation cues.
7. Using adverbs correctly in constructing sentences
8. Write simple sentences, phrases, paragraphs and stories observing
10. Use adverb in the sentences
11. Use clues from context to figure out what the words mean.
community events/situations/issues, radio broadcasts and local news
based on context
14. State the meaning of some environmental signs (e.g. traffic safety,
warning signs)
II. Subject Matter

A. Domains:
1. Oral Language
Using culturally appropriate expressions in telling about one’s
obligation, hope and wish
2. Word Recognition
Reading stories, legends, essays, new articles, blogs, etc. containing
3. Fluency
a. Reading grade one level text with an accuracy rate of 95–100%.
b. Reading grade one level text on four to five-word-phrases with
376
4. Spelling
a. Writing the correct spelling of previously learned words.
b. Writing the correct Spelling of environmental prints learned (eg.
traffic safety)
5. Handwriting
6. Composing
Writing an essay, news article, event, story, and advertisement by
observing correct punctuation mark, capitalization, indention, and
format.
b. Using the adverb correctly in constructing own sentences
8. Vocabulary
formal than the language used at home with friends.
community events/situations/activities, legends, blogs, etc. based
on context
b. Telling their own news article, advertisement, article on community
c. Stating the meaning of some environmental signs ( e.g. traffic
safety, warning signs)
B. References
Malone, 2010)
 E-commuter express news. Silverstream Publishing Co. Makati City:
2008.
C. Materials:
Article: “natural disaster ( Bagsik ng Bagyong Frank )”; a collection of
photos of natural disaster sites; writing paper; activity sheets
D. Theme: Disaster preparedness- weather and other natural phenomena

377
(Earthquake, volcanic eruption.)
E. Value Focus: Taking care of our environment
DAY 1
A. Pre-Reading
kalamidad (through context clue )
napadpad ( through context clue)
paghagupit ( through context clue )
2. Activating Prior Knowledge/Developing Motivation for the story

a. Show the picture of a flood. Lead the pupils to discuss what they
see in the picture.
b. Ask: Ano ang mga gintunaan sang kalamidad? Ano ang dapat
himuon sa tion sang kalamidad? (What are the causes of
disaster? What should you do during disaster?)
c. Developing a Purpose for Reading

Say: Subong nga adlaw mabasa kita sang balita. Aton hibaluon
ang halit nga dala sang kalamidad sa tawo, pagkabutang kag
propedad.
Article:
Bagyo Frank, Naghatag Leksyon sa mga Pumuluyo

ni: Daisy A. Jaleco
Sa kada may mag-abot nga kalamidad sa aton

pungsod amo pa lang ang paghulag sa pagpangaman sang
aton mga opisyales sang gobyerno. Nangin parte na sang
378
aton kabuhi ang pag-atubang sa mga kalamidad nga mga
nagakalatabo.
Sa kada mag-abot ang bagyo sa aton pungsod,

madamo ang mga nagakaapektuhan nga mga pumuluyo.
Madamo ang mga wala nakapangaman sa pag-abot sini.
Pareho na lang sang Bagyo Frank, madamo sa aton mga
pumuluyo ang nahalitan sining bagyo. Madamo man ang wala
kapreparar. Tungod sini madamo nga mga pagkabutang,
pribado man ukon publiko, kabahin na dira ang madamo nga
mga pananum kag mga kabuhi ang nadula sang pagbaha sa
mga lugar.
Gani ang aton gobyerno nagtukod sang mga proyekto

kasubong sang “ Typhoon Drill.” Ini makabulig sa mga tawo
kon paano magapangaman sa pag-abot sang kalamidad
kasubong sang bagyo. Mahibaluan nila kon ano ang una nila
nga himuon kon may bagyo. Paagi sini matapna ang halit nga
dulot sang ano man nga kalamidad sa mga pumuluyo.
B. During Reading
The article should be written on a chart.
The pupils will read the news article with appropriate intonation,
expression, and punctuation cues by whole group, by pair and
individually.
C. Post Reading Activities

a. Ano ang ginasugid sang balita?
b. Paano nakaapekto ang kalamidad sa mga tawo?
c. Paano ang mga tawo makahanda sa pag-abot sang kalamidad?
DAY 2
(Review the article “Natural Disaster” )

a. Bagyo Makahalit sa Butang kag Tawo
Pupils will list down the causes of the typhoon and its effects to
one’s life
b. Buluhaton Sa Pagpangaman Sa Kalamidad

Let the pupils dramatize a situation when there is a disaster. What
are the things that should be done first.
c. Balikan Naton ang Natabo

Think of other natural disasters you and your family have
encountered.
379
 Can you name some natural disasters that you have
encountered?
 What are the causes of these disasters?
Types of Natural Disaster Causes of Natural Disaster
d. Ipabutyag Naton
Express what would you feel if you encounter a disaster. What
would you do in order to save your life?
Typhoon
Express the reason/s why natural disaster happens.
Tungod sa hinali
nga pagkambyo
sang panahon.
Read the following sentences. Encircle the cause and underline the
effect.
Examples:
Mabaskog ang ulan gani madasig nga nagdalum ang tubig.
Wala sang tawo nga nagalakat sa karsada kay madalum ang
tubig sa palibot.
2. Discussion
a. “Natural Disaster” is a sudden calamitous event, not caused by
mankind but by nature, which brings great damage, loss or
destruction.
What are the natural disasters and their effects to people and
properties? Let’s listen to the report of Group 1.
b. What should be done when a disaster hits your place. Let’s
witness the presentation of Group 2.
c. What are the types of disasters and their causes? Let’s listen to
Group 3’s report.
d. How should we deal with different situations during disaster? Let’s
listen to the report of Group 4.
380
GROUP ACTIVITY SKILL FOCUSED
DAY 3
Grammar Lesson
Show and Tell
As the learners enter the classroom, have display of pictures depicting
“natural disasters”. Ask the learners what they think these pictures
have in common and solicit possible terms that might describe what
they have seen.
After each pupil has shown and talked about the natural disaster, the
teacher will process the sharing by asking some focused questions:
Example: Do you think natural disaster is caused by nature or done by

mankind?
What are we going to do in order to protect our environment and to

prevent some of these natural disasters?
2. Presentation
Show Me Game
Say: Ipakita sa akon ang laragway o litrato sang………..? (e.g. school
near the church, cat under the tree, birds on the roof). Let the pupil
give a sentence about the picture using an adverb of place.Teacher
writes sentences on the chalkboard based on pupils’ responses.
Say: Basahon naton ang mga dinalan.

a. The school is near the church.
b. The cat in under the tree.
c. The birds are on the roof.
Teacher presents adverb of place and how they are used in the
sentence.Teacher also presents adverb of time and how they are
used in the sentence.\
381
3. Generalization
Ask: Ano ang mga tinaga nga ginagamit sa paglaragway sang
pangngalan, tinaga nga nagalaragway kag hitabo?
Mga Ubaylikga
Panahunan Panggawi Lugar Pagkadamo

karon madali gid sa dalanon talagsa
buas sa tadlong nga bisan diin pirme
paagi
madason nga sa tanan nga bahin diri dapit kabilugan
adlaw
DAY 4
1. Guided Practice
a. Partner Talk/Dialogue: (Teacher should encourage pupils to talk
about their experienceduring Typhoon Frank) using the adverbs.
Example:
Partner 1: Mabaskog ang ulan kahapon gani wala kami
kahampang sang akon mga amiga. Ikaw ya, ano ang imo
ginhimo kahapon?
Partner 2: Manubo lang ang amon balay gani nasudlan ang
idalum sang tubig.
Partner 1: Gab-i na kami kapauli kay nagsugat kami sa tiya
ko halin sa luwas sang pungsod.
Partners 2: Nag-upod ako lagaw kay Nanay sa SM City, kag
nagab-ihan gid kami sang lagaw.
b. Picture: (“A Gallery Walk ” where teachers and pupils will roam
around the classroom and try to see every corner of the
classroom).
Say: Subong matan-aw kita sang mga laragway o litrato.
Ask: Ano ang nakita mo sa litrato? Isaysay ang imo nakita kag
isulat ini sa pisara. (Teacher should correct the spelling,
capitalization, punctuations, etc.)
Possible Answers:
a. The cows are on the hill.
(Where are the cows? )
382
On the hill.
e. The girl is at home.

(Where is the girl? )
At home.
Hilikuton
DAY 5
1. Application
Let’s Create:
Create a song, poem, joke, riddle or short story about your experience
during a typhoon. Write it on a clean sheet of paper and underline the
adverb used in the sentence. (Teacher may ask a volunteer to read
his work to the whole class. Teacher should check/correct the work of
the pupils and give appropriate praises or comments. All pupils’
outputs should be published.)
383
2. Assessment
Hilikuton
3. Agreement
Hilikuton
384
Week 40
I. Objectives:
1. Use culturally appropriate expression in telling about one’s obligation,
hope and wish
frequency and words studied
6. Write the correct spelling of environmental prints learned (e.g. traffic
safety, warning signals)
8. Write essays, news articles, events, stories, and advertisements by
9. Identify the adverbs used in the sentences.
13. State the meaning of some environmental signs (e.g. traffic safety,
warning signals)
making comments
II. Subject Matter

A. Domains
1. Oral Language
Using culturally appropriate expression in telling about one’s
obligation hope, and wish
2. Word Recognition
3. Fluency
4. Spelling
385
b. Writing the correct spelling of environmental prints being learned
(e.g. traffic safety, warning signals)
5. Handwriting
6. Composing
Writing essays, news articles, events, stories, and advertisements by
format
a. Identifying the adverbs used in the sentences
b. Use the adverb correctly in constructing sentences
8. Vocabulary
a. Telling their own news article, advertisement, article on community
b. Stating the meaning of some environmental signs (e.g. traffic
safety, warning signals)
c. Showing love for reading by listening attentively during story
B. References
Malone, 2010)
C. Materials:
Article: Safety Measures Before, During and After Typhoon
Pictures, realia, activity sheets
D. Theme: Disaster Preparedness Emergency drills, emergency kits (first

aid and other things)
E. Value Focus: Being prepared all the time
III. Learning Activities\

\
386
DAY 1
A. Pre-Reading
makahalit (through context clue)
katalagman (through context clue)
kalalat-an (through context clue)
malikawan (through context clue)

Semantic/Spider Web
Hilikuton

Say: Sa artikulo nga basahon naton subong nga adlaw, aton hibaluon
ang dapat himuon antes, sa tion kag pagkatapos sang bagyo
para mangin hilway sa katalagman.
Safety Tips:
Buluhaton Antes, sa Tion kag Pagkatapos sang Bagyo

(Ginsulat ni Shirly G.Jenetillo)
Ang bagyo makahalit sang pagkabutang kag kabuhi sang

tawo. Kinahanglan gid nga makapanginlaman para mangin luwas sa
katalagman sa panahon sang kalalat-an kasubong sang bagyo.
Ari ang dapat naton pagahimuon antes sang bagyo, sa tion
sang bagyo kag pagkatapos sang bagyo.
Antes sang Bagyo

1. Usisaon kag pabakuron ang balay para masarangan sini ang
mabaskog nga hangin.
2. Magtago sang nagakaigo nga pagkaon sa balay.
3. Manginlaman sang flashlight, kandila kag kingki.
4. Dapat may ara first aid kit nga may nagakaigo nga bulong.
5. Dapat unay nga nagapamati sa radyo.
6. Tinluan ang palibot, ilabi na ang kanal para malikawan ang
pagbaha.
387
7. Usisaon ang poste sang kuryente para malikawan ang aksidente
o disgrasya.
Sa Tion sang Bagyo

Dapat mangin malinong kag kalmado para mahimo ang mga
masunod:
1. Magpabilin sa sulod sang balay. Palipason ang pagbiyahe.
2. Pirme gid magpamati sa pinakabag-o nga balita sang panahon.
Hibaluon ang signal sang bagyo.
a. Signal No. 1. Wala sang klase ang mga kinder;
b. Signal No.2. Wala sang klase ang elementarya kag
sekondarya;
c. Signal No. 3. Wala sang klase ang tanan nga estudyante
pati sa kolehiyo.
3. Pamatian ang tudlo sang awtoridad kon kinahanglan nga bayaan
ang imo lugar.
Pagkatapos sang Bagyo

1. Ipausisa sa nakahibalo ang koneksyon sang kuryente antes ini
gamiton.
2. Usisaon ang guba sang balay kag himuon ang nagakaigo nga
pagkaayo.
3. Pabukalan ang tubig antes ini imnon para mangin luwas sa
balatian.
B. During Reading
1. The article must be written on a chart.
2. The pupils will read with appropriate intonation, expression and
3. Teacher asks questions that would make pupils to predict
situations/events based on what they are reading.
C. Post Reading
a. Ano ang ginasugid sang artikulo?
b. Ano ang dapat himuon sa antes sang bagyo? Sa tion sang bagyo?
Pagkatapos sang bagyo?
b. Ngaa importante sundon naton ang mga ini?
(Teacher may add more questions to monitor pupils’ comprehension.)
DAY 2
(Review the article.)
a. Mga Dapat Himuon
Ilista sa imo papel ang mga dapat himuon para mahilway sa
katalagman antes, sa tion kag pagkatapos sang bagyo.
388
b. Signal sang Bagyo Hibaluon
Hilikuton
Hilikuton
2. Discussion
a. We should always prepare and observe precautionary measures
in order to be safe. Let’s find out what should be done as Group 1
presents its report.
b. We should be aware of the different typhoon signals to prepare
appropriately. Let’s hear Group 2’s report.
c. Announcement could help guide people on the right thing to do.
Let’s listen to the announcement of Group 3.
d. Emergency kit is a must for every household. What should be
included in a kit? Let’s hear group 4’s report.
389
e. What help could you extend when someone was affected by
typhoon? Let’s listen to the report of Group 5.

DAY 3
Grammar Lesson
Hilikuton
2. Presentation
Teacher presents sentences using adverbs of manner, place, and
time.
a. Masadya nga naghampang sang lagsanay ang mga bata.
b. Nagapanago sa idalum sang lamesa ang bata.
c. Kahapon ginbuligan namon ang mga bata nga nabahaan.
Say: In sentence 1, “masadya” describes/modifies the verb “nagh

ampang”. It answers the question how the child played.
In sentence 2, “sa idalum sang lamesa “ describes/modifies the
verb “nagapanago”. It answers the question where did the
390
child hide? In sentence 3, “kahapon” describes/modifies the
verb “ginbuligan”. It answers the question when the children
received help?
3. Generalization
Ask: What do you call the word that describes/modifies the verb? Can
you give a word that describes/modifies a verb and answers the
question how? (e.g. madasig maglangoy)
Can you give a word/phrase that describes/modifies a verb and

answers the question where? (e.g. naglangoy sa suba)
Can you give a word that describes/modifies verb and answers the
question when? (e.g. naglangoy kahapon)
Mga Tinagpong Ubaylikga Likga (verb) Nagasabat sa

(adverb) pamangkot
maabtik nga maabtik nagpanago paano
nagpanago
naghapa sa duta sa duta naghapa diin
nag-uyog kagab-i nag-uyog kasan-o
ang duta kagab-i
DAY 4
1. Guided Practice
Teacher presents pictures with an adverb written below. Teacher
guides the pupils to use these adverbs in sentences.
sa sulod sang balay
madasig
adlaw-adlaw
391
dungan
sa idalum sang lamesa
Hilikuton
DAY 5
1. Application
Hilikuton
392
2. Assessment
Hilikuton
3. Agreement
Research Work: With the help of your parents/guardians, write an
article on the warning signal used during floods, earthquakes, fire,
emergency, etc. Present your work to the class next meeting.
393

Hiligaynon Teacher - S Guide Q1-4

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Hiligaynon Teacher - S Guide Q1-4

Uploaded by

Copyright:

Available Formats

Week 1

II. Subject Matter

D. Theme: My Family and I (likes and dislikes; daily tasks/activities)

2. Motivation/Activating Prior Knowledge

Second Reading: Teacher asks pupils to produce the sounds of

Examples: dog- “aw-aw-aw; clock-tick-tack; motorcycle-broom,

Mga Huni nga Akon Mabatian Padulong sa Eskwelahan

Alas singko sang aga naghuni ang relo “kring….kring…..kring!”

2. Review the sounds heard yesterday

Discuss the meaning of sounds such as roosters crowing, pigs

b. Listening to alphabet song (in L1)based on the letters included in

c. Pupils sing Alphabet Song in L1 accompanied by the tape recorder.

2. Spot That Scene:

4. Try It Out Activity

2. Noisy Neighbor Game

b. Individual work: Teacher asks each pupil to connect dots in the

II. Subject Matter

3. Book and Print Knowledge:

D. Theme: My Family and I : Healthy habits

III. Learning Activities

2. While examples are given, pupils are asked to identify, if sound

2. Motivation/Activating Prior Knowledge

Ang Bag-o Ko nga Paborito

Sabado sang aga nakabugtaw si Ana tungod sa matunog nga

2. Open the book showing the first picture

2. Connecting Dots/Tracing Figures

1. Review the story

2. Introduce the use of correct terms referring toconventions of print

1. In the story, “Ang Bag-o ko nga Paborito” What kind of sound

Game: Soft or Loud?

2. Healthy Body from Head to Toe

3. Teacher introduced high or low sounds.Teacher uses pitch pipe to

Game: High and Low Sounds

Let’s Sing High and Low.

4. Teacher introduced fast and slow sounds

Game: Teacher uses drum or maracas. He beats the drum fast

Let’s Sing Fast and Slow.

2. Move That Body:

3. Connect Dots/Trace objects that produce loud/soft; high/low; fast /

20. Answerliteral level questions to literary text read /listened to

II. Subject Matter

3. Book and Print knowledge:

1. Singing the L1 Alphabet song (for letter familiarization)

3. Teach the letter name and sound of Aa

b. Show a chart with word having letter Aa.

1. Singing the L1 Alphabet song (for letter familiarization)

a. Teach the letter name and sound of Aa

1. Singing the L1 Alphabet song (for letter familiarization)

3. Teach the letter name and sound of Uu

Say: What other names of things begin with letter Uu?

Say: This is small letter u. (Teacher demonstrate how small letter U

1. Singing the L1 Alphabet.

Say: Produce the sound of the beginning letters Aa and Uu of the

3. Motivation/ activating prior knowledge

Say: Today, we will a have guessing game.

4. Guessing game ( Riddles)

a. Duha ang tiil

Ask: What are the characteristics of a gansa? (Goose)

Ask: What is the shape of Garangan?(star fruit) What is its taste?

Ex. garapon( jar)

b. Give Me What I Want!

1. Singing the L1 Alphabet song (for letter familiarization)