ECE 117

Chapter 4
The Teaching of Literature Strategies in Teaching Mother
Tongue

Introduction

Teaching mother tongues has the same principle in teaching language in

English. We just need to teach them in our own mother tongue. The same thing with
the materials to be used in teaching. In this chapter, we will be identifying some of the
few literatures and strategies used in teaching Mother Tongue.

Objectives
 Identify some literatures and strategies used in Mother Tongue
 Able to create and write one literature for Mother Tongue
 Appreciate local literatures through creating local stories

Mother tongue-based education prescribes the use of the language learners

speak at home in delivering lessons and in classroom discussions. MTB-MLE is
implemented from pre-school up to Grade 3 and in the alternative learning system.
“Producing educational materials that suit the specific needs of learners will result to
better learning outcomes,” said Secretary of Education Armin Luistro.

The two end goals of MotherTongue-Based Multilingual Education are lifelong learning
and communicative competence. To help children achieve these goals, teachers need
to plan how to deliver mother tongue properly. The way we learn the mother tongue
are varied and interesting. Your choice depends on the different needs of learners, the
tesching-learning materials, the subject matter, and your own familiarity with the method
or strategy.

Literature is any written work. The term derives from Latin litaritura/litteratura “writing
formed with letters,” although some definitions include spoken or sung texts. More
restrictively, it is writing that possesses literary merit. Literature can be classified
according to whether it is fiction or non-fiction and whether it is poetry or prose. It can be
further distinguished according to major forms such as the novel, short story or drama,
and works are often categorized according to historical periods or their adherence to
certain aesthetic features or expectations (genre).
(Source: Lumen, 2921).
 Here are some suggested literatures that we could use in teaching Mother
Tongue:
1. Folktales/legends
These are traditional stories that grew out of the lives and imaginations of the
people, or folk. They have always been children’s favorite type of folk literature. Their
popularity springs from their imaginative characters, their supernatural elements, their
focus on action, their simple sense of justice, their happy endings, and the
fundamental wisdom they contain.
Many people use the terms folktale and fairy tale interchangeable, though few
of these tales actually contain fairies. “Fairy tales are unreal but they are not untrue;
they reflect essential developments and conditions of man’s existence”.

Sample: Folktale -Ilokano

ITI NAPUDAW A KARABASA
Adda maysa nga nga balay nga naaramid iti kawayan idiay sango iti nalawa nga
arubayan. Adda iti agnanaed nga maysa nga lalaki ken asawa na. Naanus ken
nasingpet da iti amin nga tattao. Ngem saan da nga naragsak ta diay ubing nga kayat
da ket saan da nga maala. Kanayon da nga agkarkararag nga maaddaan da iti
maysa nga anak nga lalaki wenno babae. Ngem dagiti kararag da ket saan nga
natungpal. Itatta nga bimmaket ken limmakay da ket namati da nga agbiag da nga is-
isuda laengen.
Idiay arubayan nga asideg iti balay dagiti agasawa ket adda iti nagtubo a puraw
nga karabasa. Dagiti met kaykayo iti ubas ket nagbunga da. Saan da a madanagan iti
makan iti inaldaw. Nalpas iti maysa a tawen, saan da nga masapul iti agbirok iti makan.
Ngem, maysa nga aldaw, awan iti baro a nagtubo a karabasa. Iti adu a gundaway, iti
adu a panawen ket tatta da laeng nga maawanan iti nateng.
Inaldaw-aldaw ket suksukimaten da dagidiay ubas, ken uray dagidiay dadakkel,
duyaw nga sabong. Ket nagtultuloy nga agsabong ken agkupas, awan iti karabasa nga
nagtubo iti ungkay. Kamaudiananna, maysa nga aldaw nalpasen iti panaguray.
Nagriyaw diyay babae iti ragsak na, ta nasapul na iti bassit a berde a karabasa.
Nagdesisiyon da nga ipaluom da tapno adda manen iti bin-i da. Nagaget da nga binuy-
buya iti panagdakkel na. Ita nagbalin daytoy nga napintas a puraw a nateng, ngem usto
laeng nga pangkaan da, isu nga napanunot da nga kanen laengen daytoy.
Nagala da iti dakkel a kutsilyo, ngem naimayengda ta adda iti nangngeg da a
nagsao. “Nu mabalbalin ket saan dak nga saktan.” Nasdaaw da, isunga nilukatan da
nga in-inayad daydiay karabasa. Nakigtot da ta adda iti lalaki nga ubing nga rimuar.
Makatder nga may-maysa nan ken makasao. Napan nga dagus nagala diay babae iti
maysa a garapon a danum nga pangdigos na idiay ubing. Amin nga agtedted nga
danum nga ag-gapo ijay bagi iti ubing ket agbalin nga balitok. Naragsak dagidiay
agasawa ta saan da nga naragsak ta adda iti ubing a lalaki ngem naragragsak da ijay
balitok.
 Maysa manen nga aldaw ket napan manen nagala diay babae iti maysa a
garapon iti danum nga pangpadigos na idiay ubing. Kasta met lang iti pasamak nga
amin nga ag-gapo iti bagi diay ubing nga danum ket agbalin a balitok. Adda iti adu nga
kwarta da nga pangpatatder da iti dakkel nga balay dan. Iti maikatlo nga aldaw,
pinadigos manen iti babae diay ubing ngem naladingit diay ubing isu nga timmayab
isunan. Inbati na dagidiay agasawa nga agrigrigat ken awan kwarta da.
Source: Folktale by: NERI, JUDIVINE B. (2020)
ECE 117

Sample: Ibaloy
MT. PULAG
Nonta shugi ni dovong, patad paylaeng e itsura to. Ayshi maasas jen shontog,
enshi shetik. Angken towan banda ikadmang ni to-o, nan-iinges latta ta patad ja pilmi.
Idi nan nemnemnem e Apo ja Emarsua, dinmespag et binadiwan to. Say kuwanto ni
nemnem to, nganto e pesing ni to-o ja mengnap ni shalan shen en ahad no patad emin.
Egsha amta I tudtushungen sha.
Isunga kinuwan ni Emarsua e chetik tan teb-teb, man pa’vas era ni shahel jen
shanom say madejos e dovong. Asan pinagpag nen Apo Emarsua e nay shalem ni
shanom. Isunga shahel e nǎ-neng ni dayos. Nem wara latta e nahadasat jen sahey dahi
tan sahey bi-i. Nay kes-ong erad sahey jen kahon na mankalkaljap.
Idi mankautek e shanum, nay saad so kahon nudta toktok ni shontog, shiman e
nay pǎ-tukan to. Nas cha-aw pay era ta nuntan bengat engasasan sha nunta shontog.
Intul-tuloy ni shanum jen dinmesed et nan pa’-sas malay’ eshahel jen shontog. Wara
mala’y pa’-duk, nay sijan shi shetik tan teb-teb. So shuwan to-o inmarog nin irad ma
shuntog. Idi inun-an shan binmengis mala edet tan keyow, tan inmalkat e nay kilig.
Idi pinmeteng mala e bu-dayan tan nay kilig ni kad-an sha, dinmespag sota
showa jen to-o et engamag era ni baley sha shima nay kinaw-an ni shontog. Engamag
e Emarsua ni shahel jen taraken sha say waray kenen sha. Nan asava so dahi tan bii,
nanbalin eran sahey pamilya.
Idi naksheng ma era sotan jen epasamak, ininan ni Emarsua, kwanto ey “mayat
mala niman. Amta mala ni to-o e dav-davan tan tdutdushungen sha. Amtara mala e
shalong tan sang –at, amtara jen ianap e shalan en-ahad tan mademos.”
Shinmahel aanak tan binmana-deg era. Si-kara e nayvaras, magsi anap ni pan-
ubdaan tan panbiyagan. Dinmaw eray eshom shi panbu’-dayan ni sekit, shiman e
tinushung sha. Kuwan sha, egkami endaw shiman, shiman kanigid e davan tayo. Si-
kara e kuwan shen Ifugao. Tinushong ngo ni eshom jen aanak pandespagan ni sekit, et
sikara e Kankana-ey. So eshom, shi shuntog e dinavan sha, si-kara ngo kuwan shen
Ikalahan. Ebaliwan e esel sha, nem saksakey puli I edapuan sha.
Way sahey akew min meg-eng so dahi tan bii et sha ikadkadmang so shontog
jen shamo ja naydissaagan nonta kahon jen nan-kes-ongan sha. Emin jen nan kilig tan
so kad-an sha inmelkat tan na’-detan, ngem wara ngo so shuntog inmarog jen ayshi
kaasno ja binmengis jen keyow, edet bengat. Isunga inpan ngaran shen “POLEG”.
Niman inpan ngaran sha jen MT. PULAG.
Source: Retold folktale by Rufino, Hanna Jane K.
2020 (ECE117)

Sample: Legend- Kankanaey

Ed Sagpat

Ed nabaon kanu, wada di esa’y lugar ay maga di ngadan na. Dinmateng di ad-
adu ay dayo ay nang idawat si ngadan sin amin ay lugar. Isa ay agew, wada di inmali
ay amerikano.. Inmey da nanlikliked ta ammoen da din ngadngadan di lugar.

Wada di esa ay nakay ay inmey ed uma ta en na ilaen mula na ya en nan kali si

lukto. Masmasdem na pay yan kanan na ay sumaa ta adi malabian ed uma. Sin danan
na, wada di naila na ay eweg ay naisasagpat sin sanga di esa ay kaew. Inasidegan na
din eweg ta ilaen na no sibibiag. Asi et wada di nasabat na ay amerikano ay nandamag
en sisya. Kanan din amerikano sin nakay, “What is the name of this place?” Yan duwan
nan itudtudo din kaew ay naisasagpatan di eweg. Adi naawatan din nakay din ibagbaga
di amerikano. Sinmungbat din nakay, kanan na sin amerikano “aa eweg di ay
naisasagpat”. Kanan pay din amerikano “Aa! so this place is named Sagpat.” “What a
unique name for a place”. Nanrugi sin agew ay duy et nginadanan da si Sagpat din ed ili
ay Sagpat. Siduy di gapu na ay Sagpat di nagan din ili ay Sagpat ay maila ed
Kibungan.

Retold story by: Dayagan, Jenie May O. , 2020

ECE 117
 2. Poetry is a literary work in which special intensity is given to the expression of
feelings and ideas by the use of distinctive style and rhythm; poems collectively
or as a genre of literature.

3. Modern Stories-The Modern Short Story. Like, a novel, the modern short
story always shows us something of how people respond to life. The method
of the short story is inevitably more limited than that of a novel. A novel tries
to create a world, its own reality, within which its characters developed.
( www.scholarspark.com)
4. Biographies- are information about a person's life, or details about the life of a
person. An example of biographical information is details about who you are,
where you came from and what you have done. (www.yourdictionary.com)
5. Non-fiction- Fiction is defined as something that is not true. An example of fiction
is a book that is not based on a true story.
6. Graphic Novels (comics)- is a book made up of comics content. Although the
word "novel" normally refers to long fictional works, the term "graphic novel" is
applied broadly and includes fiction, non-fiction, and anthologized work.

Here are some samples:

Here are some strategies suggested by Fina Felisa Alcudia, et al (2016) that could help
in teaching mother tongue.

1. Two-track Approach
A. The most effective approach to developing initial reading skills are those that
are combine with extensive and varied exposure to meaningful prints (story) with
explicit and systematic instruction in phonemic awareness and letter sound
correspondence.

A. The Meaning Teack

The Meaning Track, as a strategy, makes use of shared reading, experience
stories, listening story and library time, reading alone and creativewriting.

There are four major steps in teaching using Meaning Track. These steps are the
following:
Meaning Track
Step 1: Introduce the Shared Reading Story

Accuracy Track
Two-Track Approach
  Introduce the story topic. Ask the students about people and events from
their own lives that encourage the students to think about and talk about
the story.
 Have your pointer ( a straight stick) ready to moveu undeer the words as
you read.

Step 2. Read the story using the Reading Plan

 Read the title of the story. Ask I-2 students to tell you what they think the
story will be about, Encourage them to share their ideas.
 Open to the first picture. Ask students what they see. Then say, “Let’s read
this page”. Read the text for that page, moving the pointer smoothly under the text
as you read.
 Do the same for each page, stopping 2 or 3 times and ask, “What do you think
will happen next”?
 When you have finished reading the story, ask students some questions like:
“What happened in the story”? “Why do you think that happened?” “What part of
the story do you like best?” “Why did you like that part best?”
 Then read the story following the Reading Plan. Move the pointer smoothly
under the words as you and the students read.
The Reading Plan
1. Teacher reads the entire text to the students.
2. Teacher reads text with students.
3. Teacher reads one part of the text (if more than a word) with 1 or 2 student
volunteers.
4. One or two student volunteers read that part of the text by themselves.
5. Teacher reads the entire text again with all the students.

Step 3. Do the Matching Word Activity

 Pick up the matching word cards that you prepared. Open the Big Book to the
page with the word that match your word card.
 Give the matching word to volunteers. (If you are using a small book, write the
words one-by-one at the chalkboard instead on word cards).
 Volunteers put their cards under the word at the page that is the same as the word
on their card. When they have matched the word correctly, read the word
correctly. Help them if they have trouble. Do this with each matching word that
you selected. (If you are using a small book, show the students the word you
wrote at the board and tell the students to hold up their book and point to that
word on their page.)

Step 4. Do the Hide-A-Word Activity

 Find the first sentence that you chose for the Hide-A-Word activity. Read that
sentence with the students.
 Hold a small piece of paper over one of the important words in the sentence.
 Read the sentence again, including the word that is covered, with the students.
 Ask the students, “Which of the words in the sentence did I cover?”
 If they say the correct word, uncover the word and praise them. Then read the
sentence again with students.
 If they say the wrfong word, point to the word they said and correct them.(ex.Is this
the word covered?) Read the sentence again, using the pointer to show them
the word they are reading. Let them try to identify the word.
 Do this with the other “Hide-A-Word” sentences.

B. The Accuracy Track

The Accuracy track uses picture and words, big box, sentence making and breaking,
spelling and hand writing.
There are 15 steeps in the Accuracy Track. They are the following:
Step 1. The teacher introduces the key word picture.
Step 2. The teacher introduces the key word.
Step 3. The teacher does the syllable activity with the class.
Styep 4. The teacher works on the “break-the-word” activity with the class.
Step 5. She works on the “make a word activity” with the class.
Step 6. Class works on the Big Box for word building.
Step 7. Students find the new word in the Big Box.
Step 8. Students find other words in the Big Box.
Step 9. The teacher points to all the words found by the students as they read those to
her/him.
Step 10. Do the Break-The-Sentence Activity.
Step 11. Do the Make-the-Sentence Activity.
Step 12. The teacher points to the parts of the Break-the-Sentence and Make-the-
sentence Activity as students read to her/him.
Step 13. Teacher shows how to write the new letter in the air and on their partner’s back
and on their hands.
Step 14. Students practice writing the new keyword on their paper or slate.
Step 15. Spelling

The Total Physical Response (TPR)

What is a TPR?

Total Physical Response, or TPR, was created by American psychologist

Dr. James Asher and is based on the experience of how humans learn their first
language. You see, when children learn their mother tongue, their parents and
carers are very physically involved in imparting language. They demonstrate and
instruct, and the child responds in kind. No one demands or requires very small
children to speak at all: only to listen and understand, which is to say, to
comprehend. The result is that we acquire our mother tongue, rather than learn it
as we do additional languages. Therefore, the idea of TPR in a nutshell is to
create a neural link between speech and action(Waldo, 2021).

Here is a basic strategy for using Total Physical Response in the classroom by
Erin Walton(2021) :
  The teacher performs an action, both demonstrating and saying it (e.g., “I’m
brushing my teeth,”). Be prepared to exaggerate, use gesture, facial
expressions, and props if necessary
 Call on the students to repeat the action
 Repeat once more
 Write the word/verb/phrase on the board
 Repeat with other words/verbs. Let students repeat the action. You may
give them activity that they repeat the word/verb and do the action.

In doing this strategy, basically, there are 3 steps to be done in TPR, direction,
modelling and demonstration.

Audio-Lingual Method (ALM)

What is ALM?
This emphasizes spoken language witgh correct prnonounciation and grammar.
Language learning is viewd as habit formation, hence, repetition and drill are used to
teach students to correct forms in the new language.
Objectives in ALM are accurate pronounciation and grammar, which is the ability to
respond quickly and accrurately in speech situations and knowledge of sufficient
vocabulary to use with grammar patterns. The learning structure or grammar is the
starting point for the students.
Reading the dialogues aloud, repetition of model sentences and drilling are main
activities. Key structures from dialogues are basis of pattern drills.

Steps in the ALM

1. Modelling - Teacher models the dialogue while students listen.
2. Students (group) repat the dialog after the teacher until mastery is achieved.
3. Using drills for practice. Teacher initiates a chain drill for students to practice the
dialog individually.
4. Teaching substitution and transformation drills. Teacher gives clues for substitutions
to be made in the dialog already mastered, starting with simple substitutions to
transformation drills.
5. Teaching pronounciation lesson. Teacher introduces a pronounciation lesson on
expected trouble areas(ex. Based on knowledge of the native language).
6. Grammar exercise. This is given for mastery of the grammar lesson (depends on
teacher’s activity and student’s ability).

Language Experience Approach (LEA)

Language experience activities give opportunities for development and
reinforcement of language sentence structure and concepts/vocabulary words. It is
appropriate for students of all ages. Language Experience Approach (LEA) is a
literacy development method that has long been used for early reading development
with first language learners. It is also perfect for diverse classrooms. It combines all
four language skills: listening, speaking, reading, and writing. Working on the four
language skills side by side helps fluency. LEA lesson is centered around a learner-
generated text. The reason behind LEA is that materials with familiar vocabulary and
ideas are more meaningful and accessible than texts found in pre-prepared books. For
teachers wanting to work on reading fluency with emergent readers, learner-generated
texts are ideal.

These are some objectives of LEA:

 Connects written language to experiences

 Reinforces language structures
 Reinforces vocabulary concepts and use
 Reinforces reading and writing skills

Steps of Language Experience Approach lesson.

Step 1. A Shared Experience. The LEA process begins with something the class does
together, such as a field trip, an experiment, or some other hands-on activity. If this is
not possible, a sequence of pictures (that tell a story) can be used, as can a student
describing a sequence of events from real life.

STEP 2: Creating the Text Next, the teacher and students, as a group, verbally
recreate the shared experience. Students take turns volunteering information, as in a
large-group discussion. The teacher transcribes the student’s words on the board in an
organized way to create the text.

STEP 3: Read & Revise The class reads the story aloud and discusses it. The teacher
asks if the students want to make any corrections or additions to the story. Then she
marks the changes t1hey suggest and makes further suggestions, if needed.

STEP 4: Read and Reread The final story can be read in a choral or echo style, or
both. Students can also read in small groups or pairs, and then individually.

STEP 5: Extension. This text can be used for a variety of literacy activities like
illustrations or creating comprehension questions. How can you use this approach in
your classroom?
(Source: https://k12teacherstaffdevelopment.com/tlb/understanding-the-language-
experienceapproach-lea/)
ECE 117
Chapter 5
Development of Instructional Materials in Mother
Tongue
Introduction
Instructional materials are indespensable tools in teaching-learning
process especially in the preschool level. These instructional materials are
prepared before teaching in order to aid or assist teachers in the transfer of
ideas, skills, attitude and behavior to learners within instruction period. This
chapter presents some information in the development of instructional
materials for young learners.

Objectives
 Identify some strategies and literatures used in Mother Tongue
 Able to create and write one literature for Mother Tongue
 Appreciate local literatures through creating local stories

Definition and Importance of Instructional Material

Instructional materials are devices that assist or facilitate teachers in
transmitting, organized knowledge, facts, skills, understanding, attitude and
appreciation to the learners within an instructional situation. It is believed that
learners learn best if teachers present their materials for active or hands-on
learning (IPL, 2021). Experts say that teaching without instructional materials
negates the objective of teaching. Moreover, it is also observed that
participation of learners and their performances in classroom is affected. From
the study of Oden ( 2021), it was found out that teaching with instructionals
materials enhance the promotion of learning among pupils towards improved
years performance and daily use.
Types of Instructional Materials

Visual -any instructional device/material that can be seen but not heard.
Audio Aid – any instructional device/material that can be heard but
not seen.
Audio-Visual Aid – any instructional device material that can be
heard as well as seen.

Purpose of Instructional Materials

Negative Approach:
1. Not a substitute for other methods.
2. Not solely for entertainment.
3. Not a substitute for preparation.
Positive Approach
1. Make teaching and learning faster
2. Make learning more permanent
3. Make learning more enjoyable
4. Acquaint pupils with foreign environment
5. Compliment and enrich other methods
6. Help correct wrong impressions
7. Gain and hold attention
8. Encourage pupil participation
9. Provide interesting review

Guidelines in using Instructional Materials/Aids

Don’ts in using Instructional materials
1. Don’t teach with instruction in your hand
2. Don’t neglect to use a variety of appropriate aids/materials..
What is best for your purpose?
What is best for your group?
Will the group understand it?
Will the group respect it?
Will time be sufficient for its proper use?
Can you afford it?
Do’s in using
1. Be thoroughly acquainted with the aid
2. Be sure that the details in the materials are authentic – in picture slides,
background, figures, models, etc.
3. Use in various ways –
- to introduce lessons
- to tell stories
- to review
- to teach songs and poems
4. Have everything ready before you start.
Guide Questions in Selecting Flat Pictures
1. Will the picture help me achieve my purpose?
21Does it have one main idea?
3. Is it large enough to be seen easily by all in the class?
4. Are the colors true to life?
5.Is it realistic? (If a painting by an artist)
6. Is the picture truthful?
7. Is it appropriate to the age, experience and intelligence
8. level of the audience?
9. Does it focus attention on one main idea?
10. Does it tell a story? (not a look-at-the-camera shot)
11. Does the picture encourage pupil participation?
12. Does the picture present a positive message?
Storage:
File the folders or large manila envelopes with indexes marked to identify
pictures contained or filed on cardboard boxes or in a wooden file made from
plywood.
arrange pictures by subject later replace old and worn out pictures with new or
better ones.
Mounting:
Advantages:
Enhances the beauty
Preserves the handling
Protects the picture
Wide margins call attention to the picture or emphasize an object.
Kinds of mounting
1. Single mounting using one piece of colored paper
2. Double mounting using two placing picture on a contrasting color of paper
and trimming to leave a narrow border before placing on regular mounting,
adds interest
3. Triple mounting

Bigbooks
Bigbooks are large-size versions of children’s literature. While not
every book for preschoolers is available in a big book format, many are.
Everything about a big book is larger—illustrations, print, and overall size.
Teachers use them when reading aloud to a group because it is easy for
every child in the group to see the pictures and words. Big books are a great
tool for helping children learn print concepts and encouraging children to join
in with familiar words and predictable phrases. Big book read-aloud sessions
help children understand left-to-right and top-to-bottom sequences, the
difference between pictures and print, and concepts such as every book has a
cover, title, pages, author, and illustrator (Quileste, 2015)

Importance of Shared Reading Experiences. (Haggard,2021)

a. Shared reading provides an opportunity for the entire class to participate,

allowing everyone to feel successful and be a part of a happy experience with
a book.
b. Children who fear that reading is difficult can have a sense of individual
achievement.
c. The teacher can introduce new strategies, provide opportunities for
practice, and help students truly understand the importance of the strategies.
d. Discussion allows students to use prior knowledge that will provide a
foundation for strong reading comprehension skills.
e. The details of letters and words can be discussed and used later in writing.
f. Students become familiar with essential sight words.
g. The teacher can model the cross-checking strategy that is essential to good
reading, teaching students the semantics and syntax behind questions: "Did
that make sense? Did that sound right?" Clay believes that meaning and
syntax came before print details.
h. Fluent reading by the teacher and emphasis of punctuation can help
students use punctuation marks as they read text with emotion and meaning.
i. Research shares that multiple readings of a text are important. Shared
reading big books can be a part of the class library, while smaller copies of
the book can become home reading.

Guidelines in Making Big Books

Size Half cartolina size

Stories should give situations that children can reflect on

why good character/action/deed is better.
Characterization

The book should tell them what to do, not what not to do (
triggers curiosity). The book should not tell also what
Themes should not be.

Chronological – sequential and Interactive form of text

Arrangement

This should be gender sensitive. There is equal number of

boys and girls in the story. It should also be realistic and
with spreadsheet style
Illustration:

Picture Color Color: should be realistic and stimulating

Plot Problem Solution change

Text ratio 70% pictures
30% words (eye friendly)
Content Subject integration and value-laden
Durability Approriately covered each page and has a wipe- clean
finish
 ECE 117
CHAPTER 6

PLANNING AND EXECUTING LESSONS

IN MOTHER TONGUE
Lesson planning provides a general road map of what students need to learn and
how it will be done effectively during the class time. A lesson plan does not
have to be an exhaustive document that describes each and every
possible classroom scenario. Nor does it have to anticipate each and
every student’s response or question. Instead, it should provide you with
a general outline of your teaching goals, learning objectives, and means
to accomplish them. It is a reminder of what you want to do and how you
want to do it. A productive lesson is not one in which everything goes
exactly as planned, but one in which both students and instructors learn
from each other(SMU, 2021).

As a general guide of what you are going to teach, it is always safe to refer
to the competencies stated in the Curriculum Guide (Deped). A successful
lesson plan addresses and integrates three key components:

Learning Objectives
Learning activities
Evaluation to check for student understanding

Sometimes, a lesson does not always delivered exactly as planned, but one
in which both students and instructor learn from each other.
Here are few steps to take in planning lessons(source: SMU, 2021)

1. Outline learning objectives

The first step is to determine what you want students to learn and be able to do at
the end of class. To help you specify your objectives for student learning, answer
the following questions:

What is the topic of the lesson?

What do I want students to learn?
What do I want them to understand and be able to do at the end of class?
What do I want them to take away from this particular lesson?
Once you outline the learning objectives for the class meeting, rank them in terms
of their importance. This step will prepare you for managing class time and
accomplishing the more important learning objectives in case you are pressed for
time. Consider the following questions:
 What are the most important concepts, ideas, or skills I want students to be
able to grasp and apply?
Why are they important?
If I ran out of time, which ones could not be omitted?
And conversely, which ones could I skip if pressed for time?

2. Develop the introduction (Before the lesson)

Develop a creative introduction to the topic to stimulate interest and encourage

thinking. You can use a variety of approaches to engage students (e.g., personal
anecdote, historical event, thought-provoking dilemma, real-world example, short
video clip, practical application, probing question, etc.). Consider the following
questions when planning your introduction:

How will I check whether students know anything about the topic or have
any preconceived notions about it?
What are some commonly held ideas (or possibly misconceptions) about
this topic that students might be familiar with or might espouse?
What will I do to introduce the topic?

3. Plan the specific learning activities (During the esson)

Prepare several different ways of explaining the material (real-life examples,

analogies, visuals, etc.) to catch the attention of more students and appeal to
different learning styles. As you plan your examples and activities, estimate how
much time you will spend on each. Build in time for extended explanation or
discussion, but also be prepared to move on quickly to different applications or
problems, and to identify strategies that check for understanding. These questions
would help you design the learning activities you will use:

What will I do to explain the topic?

What will I do to illustrate the topic in a different way?
How can I engage students in the topic?
What are some relevant real-life examples, analogies, or situations that can
help students understand the topic?
What will students need to do to help them understand the topic better?

4. Plan to check for understanding (evaluation) (After the lesson)

Now that you have explained the topic and illustrated it with different examples,
you need to check for student understanding – how will you know that students
are learning? Think about specific questions you can ask students in order to
check for understanding, write them down, and then paraphrase them so that you
are prepared to ask the questions in different ways. Try to predict the answers
your questions will generate. Decide on whether you want students to respond
orally or in writing.

What questions will I ask students to check for understanding?

What will I have students do to demonstrate that they are following?
Going back to my list of learning objectives, what activity can I have
students do to check whether each of those has been accomplished?

An important strategy that will also help you with time management is to anticipate
students’ questions. When planning your lesson, decide what kinds of questions
will be productive for discussion and what questions might sidetrack the class.
Think about and decide on the balance between covering content (accomplishing
your learning objectives) and ensuring that students understand.

Extra reminder in planning

Estimate how much time each of the activities will take, then plan some
extra time for each
When you prepare your lesson plan, next to each activity indicate how
much time you expect it will take
Plan a few minutes at the end of class to answer any remaining questions
and to sum up key points
Plan an extra activity or discussion question in case you have time left
Be flexible – be ready to adjust your lesson plan to students’ needs and
focus on what seems to be more productive rather than sticking to your
original plan

Reflecting in the delivery of Lessons

A lesson plan may not work as well as you had expected due to some
circumstances. You should not get discouraged – it happens to even the most
experienced teachers. Take a few minutes after each class to reflect on what
worked well and why, and what you could have done differently. Identifying
successful and less successful organization of class time and activities would
make it easier to adjust to the next activities for the class.

To have an overview how mother tongue lesson is, here is a sample detailed
lesson plan in Mother Tongue.
 Detailed Lesson Plan in Reading
Mother Tongue Grade 1
RBK

I.LEARNING
OBJECTIVE

A.CONTENT The children demonstrate an understanding of information received by listening to stories

STANDARDS and to be able to relate within the context of his/her own experience
B. PERFORMANCE The children shall be able to listen attentively and respond/interact with peers and
STANDARS teacher/adult appropriately
C.LEARNING
COMPETENCIES/ A. The children shall be able to talk about characters and events in short stories (LLKLC-th-3)
OBJECTIVES B. Sequence the events in the story read.(note: this is added to justify my skill focus activity)
Write the Learning
Code (LC) for each)
II. CONTENT Ti Umuna nga Litson (Folktale)
III.LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide K to 12 Kindergarten Curriculum Guide p. 37
2. Learner’s materials
3. Textbook pages
4. Other learning Stories that Never Grow Old, p. 67 (Compiled by RBK)
materials
IV.LEARNING Teacher’s Activities Pupils’ Activities
PROCEDURE
(Before the lesson)
A. Preparation
1. Check-up of
assignment
2. Review of previous
lesson
3. Motivation No adda ti “party”, ania ti kaykayat yu nga sidaen? Karne ti manok, mam
Spaghetti mam
Ice cream,
Litson manok, mam
Litson baboy, mam

Apay nga kaykayat yu ti litson? Ta naimas, naraman, cristpy isuna mam

Ammo yu kadi no apay nga naadda ti litson nga Saan mam.

kaykayat tayu nga sidaen?
Itatta, agdengngeg tayo ti istorya maipapan iti
litson.
Ti paulo na wenno title na ket “The First Lechon
wenno Ti Umuna nga Litson.”
Ania ti paulo na wenno title na? The First Lechon mam
Ti Umuna nga Litson, mam

Sakbay nga agdengengeg tayu, adalen tayu pay

 dagitoy nga words wenno sao tapno maawatan
tayo ti istorya.
4. Presentation
Unlocking of Bukkelan wenno salikawkawan(encircle) iti usto
Difficulties nga sarita wenno sao (word) nga
mangiladawan(describes) diay naugedan nga sao
idiay naited nga pagpilian.
1. Agnanaed kami idiay FC 123 Betag, La Trinidad,
Benguet (agbalbalay, agtatrabaho)
2. Kanayon kami nga agay-ayam idiay arubayan ti
balay mi.( ruwar ti balay, kuarto ti balay )
3. Tinarimaan ni tatang diay koral ti baboy tapno
saan nga makalubos ken ,abasa no agtudo. (balay
ti baboy, kanen ti baboy)
4. Mayat ti ayamuom ti perfume ni Ms. Reyes.
(angot, banglo)
5. Naggadu ti kinnan ko diay indasar ni nanang nga
pammigat ko. (insagana, binalkot)
5. Raising the motive Apay nga naadda ti litson?
question
Setting the standard Sakbay nga ibasak ti istorya, ania ti rebbeng nga
of reading aramiden no adda ti ag sasao wenno is-istorya?
B. First reading by Ti Umuna nga Litson
the teacher (The First Litson)
1. Agnanaed kami idiay FC 123 Betag, La
Trinidad, Benguet (agbalbalay,
agtatrabaho)
2.Kanayon kami nga agay-ayam idiay
arubayan ti balay mi.
( ruwar ti balay, kuarto ti balay )
3Tinarimaan ni tatang diay koral ti baboy
tapno saan nga makalubos ken mabasa
no agtudo. (balay ti baboy, kanen ti
baboy)
5. Mayat ti ayamuom ti perfume ni Ms.
Reyes. (angot, banglo)
6. Naggadu ti kinnan ko diay indasar ni
nanang nga pammigat ko. (insagana,
binalkot)
.
Agtalna, agulimek ken agdengngeg mam.

Adda ti maysa nga pamilya nga agnanaed idiay The children listen to the story
lugar nga Bulacan. Isuda tatang Juan, nanang
Tasya ken anak nga Pabling.
Maysa nga aldaw, nariing nga nasapa ni tatang
Juan nga napan idiay garden na tapno agtrabaho.
Ni nanang Tasya met ket napan idiay palengke
tapno aglako iti itlog ken karne iti manok.
Nasapa met ni Pabling nga binmangon
nga mangpakan kadagiti taraken na nga baboy ken
manok. Nagsagad met isuna idiay arubayan da.
Pinuoran na met dagiti bulbulong nga adda idiay
asideg ti koral ti baboy baboy na. Ngem hala,
dinmakkel diay apoy ket nairaman nga napuoran
diay koral. Nairaman met nga napuoran diay
baboy na. Oh no, mapupuoran diay baboy ko!
Awan naaramidan ni Pabling. Nagtugaw ket
nagsangit laengenen isuna. Nakita na diay baboy
nga napuoran. Inuray na nga linmamiis bassit
sananto inala. Mmm mayat ti ayamuom na.
Ginuyod na diay ipus ti baboy ket niramanan na.
Wow! Mayat ti raman na! Nangala ni Pabling iti
kutsilyo ket iniwa na diay baboy ket isu ti indasar
na idiay panganan da idi nakasangpet ni tatang na
ken ni nanang na. Mayat ti raman na kuna da
tatang ken nanang na. Dediay ti umuna nga litson,
nga isu ti pagay-ayat tayo nga sidaen nangruna no
adda okasyun wenno party.

(During the Lesson)

Answering of Motive Apay nga naadda ti litson? Ta adda ti puor nga napasamak mam
question
C. Comprehension .Ti umuna nga litson mam.
check-up Ania ti paulo wenno title ti istorya tayo?
Sadino ti napasamakan na ti istorya tayo? Idiay Bulacan mam
Asinno dagiti tattao idiay istorya? Ni tatang Juan, ni nanang Tasya ken ni
Pabling.
Ag gargarden mam.
Ania ti trabaho ni tatang Juan? Farmer mam.

Aglaklako idiay palengke mam.

Ni nanang Tasya ngay, ania trabaho na?
Apay nga naadda ti puor?
Apay nga napuoran diay baboy?
No awan ngata ti puor, adda ngata ti litson tatta?
No dakayo ni Pabling, ania ngata ti inaramid yo
idiay puor?
Vendor mam, business mam ti trabaho
na.
Ta pinuoran ni Pabling ti bulbulong idiay
araubayan da.
Dinmakkel diay apoy ket nairaman diay
balay ti baboy.
Mabalin nga awan ken mabalin met nga
adda ti naimbento dagiti tattao.

D. Second reading by The children will be reading by class with the

the pupils guidance of the teacher
E. Third reading by The children will be reading by group
the pupils
Skill Focus Urnosen dagiti pasamak iti istorya sigun iti
Napan ni nanang Tasya idiay palengke
pannaka urnos na iti istorya.
Nagpakan ni Pabling kadagiti taraken

Nagsagad ni Pabling

Napuoran diay baboy

Sinmangpet da tatang Juan ken nanag

Tasya

After the lesson

Evaluation Urnosen dagiti pasamak iti istorya babaen iti
panangisurat iti numero iti uged.

----- Nagsasango da Pabling, tatang ken

nanang na nga nangan.
___ Binmangon ni Pabling.
___ Napan idiay garden ni tatang Juan.
___ Napuoran diay baboy.
___ Inuray ni Pbling nga linmamiis diay baboy.

Assignment I-drawing iti “bond paper” no anya ti inaramid yu

sakbay nga naturog kayo.