School ZABALA ELEMENTARY SCHOOL Grade Level TWO

SEMI-DETAILED
Teacher ROSAN BADILLO Learning Area MTB-MLE
LESSON PLAN IN MTB-
MLE Teaching Dates and Quarter 3rd
Time

I. Objective
A. Content Standard The learner demonstrates understanding and knowledge of language grammar and usage when speaking and/or writing.

B. Performance Standard The learner speaks and writes correctly and effectively for different purposes using the basic grammar of the language.

C. Learning
Competency/Objectives National Competency:
The learner uses action words when narrating simple experiences and when giving simple 3-5 steps directions using
signal words (e.g. first, second, next, etc.)
MT2GA-IIId-i-1.4.1
Uses action words when giving simple 3-5 steps directions using signal words (e.g. first, second, next, etc.)
Contextualized Competency:
• Uses action words when giving simple 3-5 steps directions using signal words (e.g. first, second, next, etc.) in making
local product (banana que)

KBI Eating Nutritious Food

II. Content Using Action Words When Giving Simple 3-5 Steps Directions Using Signal Words

Local Heritage Theme: Food And Local Products

III. Learning Resources
A. References
1. Teacher’s Guide
2. Learners’ Material Page 168-173
3. MELC Page MTB-MLE MELC p. 493
4. Additional Materials from www.google.com
Learning Resources (LR) www.facebook.com
Portal/Websites
B. Other Learning Resources Pictures, strips, box, etc.
(Non-text Based)
IV. Procedures
A. Preparatory Activities a. Drill
Name the pictures shown below. Look for their correct name by plucking a banana fruit. Read the word first then pair it with the
corresponding picture.
(Teacher prepares cut-out of banana fruit with words on it for the said activity)

asukar
saging

pantuhog
karaha
aciete

a. b. c.

d. e.
 b. Review
Look at each picture. Use the appropriate action word to complete each sentence. Choose your answer inside the parenthesis.

1. Hi nanay _________ (nagluluto, naghuhugas) ha kusina.

2. ________________ (ginlalabog, gin-iihap) ni Lito an sulod nga liso han supot.

3. Hi Lando __________ (nagtitinuok, nagtitinawa) kay maul-ol an iya ngipon.

4. An bata __________ (nakaon, nagluluto) hin prito nga manok.

5. ____________ (nagbabasa, nagsusurat) hi Ana.

c. Motivation
Present a Magic Box which has pictures inside. Throw a ball to the class and the one that will be able to catch it will pick a
picture from the box and he/she will tell whether the product or food is made from banana.
Example:

Ask: Maaram ba kamo paghimo hin banana que?

d. Presentation
Present a picture of banana cue (or real banana cue if there is any)
Say:
Banana Cue is a term used to call fried skewered plaintans cooked in brown sugar. This a staple food in the Philippines and is
mostly consumed as a mid-afternoon snack. Considered as one of the all-time best selling street food spotted around the streets.
Some people find it best to have a glass of cold soda when eating it.
(Also integrate the health benefits from eating bananas or banana products)
Ingredients (Mga Sahog)
 Saging na saba (hinog) daan na pinanitan
 asukar (sugar)
 asyete
 pantuhog (banana cue stick)
Say: Yana aton pagtutun-an an paghatag hin 3-5 nga paaagi o direksyon gamit an mga pulong pag-gios.
Aton unahon an 5 ka paagi ha paghimo hin banana cue.

Amo ini an mga paagi kun natipa unan-o an paghimo hin banana cue:
1. Syahan, paniti an hinog nga saging.
-Mga bata, hini nga pahayag, gingagamit ta an pulong nga “syahan” kun nagsusumat nga asya ini an aton
pinakasiyahan nga bubuhaton.
-An pulong nga “paniti”, usa ini hiya nga pulong pag-gios. Pulong ini nga nagsusumat hin kiwa o gios nga angay
mauna nga buhaton para makahimo hin banana cue.

2. Ikaduha, butangi hin asyete an ginpapaso nga karaha.

-An pulong nga “ikaduha” nagpapahayag nga amo ini an aton ikaduha nga pagbubuhaton.
-An pulong nga “butangi”usa nga pulong nga nagsusumat hin gios ngan nagpapahayag han ikaduha nga bubuhaton.

3. Ikatulo, ibutang ha karaha an saging ngan butangi gihapon hin asukar.

-An pulong nga “ikatulo” nagpapahayag nga amo ini an ikatulo nga bubuhaton.
-An pulong nga “ibutang” usa nga pulong pag-gios nga nagpapahayag han ikatulo nga buruhaton.

4. Sunod, hauna an saging kun luto na ini.

-An pulong nga “sunod” nagpapahayag nga amo ini ang sunod nga bubuhaton.
-An pulong nga “hauna” usa nga pulong pag-gios nga nagpapahayag han sunod nga bubuhaton ha pagluto han
banana cue.

5. Katapusan, tuhuga an saging gamit an stick o pantuhog nga hinimo tikang ha kawayan.
-Ang pulong nga “katapusan” nagpapahayag nga amo na ini an urhi o katapusan nga pagbubuhaton.
-Ang pulong nga “tuhuga” usa nga pag-gios nga nagpapahayag han katapusan nga bubuhaton ha paghimo hin
banana cue.
*The teacher will flash the sentences through power point presentation

The teacher will ask the pupils the total number steps in cooking banana cue. She will let the pupil count the number of
steps in cooking banana cue. (Math Integration).
Ask: What are the benefits of eating nutritious foods such as banana cue? (Science Integration)
 1. Modelling
-Flash words to the pupils and let them read after you. These are the following words:
• Asukar -prituha
• Saging -paniti
• Karaha -igsun-ad
• Asyete -tuhuga
• Pantuhog -hauna

2. Guided Practice
The learners will be divided into three groups. Each group has different activities to be done. The teacher will also tell the
learners that when having a group activity, they should help each other and will observe cooperativeness among the group. After
their varied activities, each group will report their answers to the class.

Rubrics for Group Activity:

POINTS INDICATORS
5 Show cooperation and eagerness to do the task, participates actively and helping each other, submits on time
4 Show cooperation and eagerness to do the task, good followers only, submits on time
3 Participated but late to submit, with teachers supervision
2 Activity was done but does not show eagerness to participate or cooperate, late to submit
1 No interest in participating the activity

 Group 1
Encircle the appropriate action word inside the parenthesis that tells how to make “Fried Egg”
a. Una, (buk-a, iglabog) ang mga bonay ha hilarom nga surudlan.
b. Ikaduha, (bug-usa, batiha) an mga bonay ngan timplahan.
c. Ikatulo, (ihuwad, ighapil) ini ha karaha nga mayada mapaso na nga asyete.
d. Sunod,(hulata, pabay-i) ini tubtob nga maluto.
e. Katapusan, (hauna, pasagdi) ini kun maluto na.

 Group 2
Choose from the box the appropriate action word in making “Yema”. Write it in the space provided.

isun-ad hauna pagtirimpuha patugnawa pormahon

1. Una, ha dako nga surudlan __________________ an darag han bonay, gatas kondensada ngan vanilla.
2. Ikaduha, ________________ an karaha ngan pag inukaya an sulod hini.
3. Ikatulo, _________________ ini kun naluto na.
4. Sunod, __________________ an naluto na nga yema.
5. Katapusan, ________________ nga lidong an ginpatugnaw nga yema.

 Group 3
Through the help of pictures, write the action word in making or cooking “scrambled eggs”. Choose your answer
 inside the parenthesis.

Una, ____________ an mga bonay ha hilarom nga surudlan. ( ibutang, iglabog )

Ikaduha, _________ an mga bonay ngan timplahan. ( batiha, hugasi)

Ikatulo, ________ an binate na nga bonay ha karaha nga mayada mapaso nga asyete. (iligid,
ihuwad)

Sunod, ___________ini tubtob nga maluto. ( ukay-ukaya, pasagdi)

Katapusan, _______ ini kun maluto na. ( pabay-i, hauna )

3. Independent Practice
Underline the appropriate action word inside the box that tells on how to cook “Kamote”
a. Una, hugasi, trapohi an Kamote.

b. Ikaduha, isulod, isab-ong ha kaldero an Kamote.

c. Ikatulo, bunyagi, sabawi hin guti nga tubig nga diri malapos ha mga kamote.

d. Sunod, ibutang,, iyabo an kaldero ha kalan.

e. Katapusan, hipusa, hauna an Kamote kun ini maluto na.

e. Application
 Pass the Ball Game
 Directions: Simply play the music in the class. While the music is playing learners should pass the ball around the class.
When the music stops, the learner with the ball will talk about his/her favorite delicacy that their mother cooks for him/her
with the use of action words by giving simple 3-5 steps directions using signal words (e.g. first, second, next, etc.).

f. Generalization
Ask: What are the signal words that we can use in giving 3-5 steps directions?
What do we call the words that shows action that we can use in giving 3-5 steps directions?

Values Infusion: How do we keep our body healthy and strong?

V. Evaluation Directions: Through the help of the following pictures, use the appropriate action words inside the box by giving simple 3-5
steps directions with the given signal words (e.g. first, second, next, etc.) in each item.

ibutang paniti butangi tuhuga hauna

1. Una, ____________ an hinog nga saging.

2. Ikaduha, _________ hin aciete an gipapaso nga karaha.

3. Ikatulo, __________ ha karaha ang saging ngan butangi hin guti nga
asukar.

4. Sunod, ___________an saging kun luto na ini.

5. Katapusan, _______ an saging gamit an stick nga hinimo tikang ha kawayan.

VI. Homework Write 5 step directions in cooking “toron nga saging” using signal words first, second, next, etc. as well as action words in a
whole sheet of paper.
1.
2.
3.
 4.
5.

Rubrics in Assignment:
POINTS INDICATORS
5 Clean and with parents signature, no error
4 Clean and without parents signature, with not more than one error
3 Not clean, without parents signature, with 2 errors
2 Incomplete answers, without parents signature, with 3 errors
1 Incomplete answers, without parents signature
VII. Remarks
VIII. Additional activities for
application or remediation
IX. Reflection
A. No. of learners who earned
80% in the evaluation
B. NO. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation