Welcome, Dear Teachers of MTB-2!

T his guide is designed to help you effectively incorporate stories into your MTB
curriculum, creating engaging and relevant lessons for your pupils. Stories can be a powerful
and effective tool for learning language as it enhances vocabulary acquisition, improve
reading comprehension, and develop language skills such as grammar, syntax, and figurative
language.
By using a story as a teaching tool can be greatly enhanced the teaching and learning
process, especially in Mother Tongue-Based (MTB). Stories can be an engaging and
effective method to teach language and other concepts in context.
Here's how stories can be used effectively in MTB teaching:
1. Engaging Narratives: Create stories that revolve around different weather conditions such as sunny days,
rainy days, thunderstorms, or snowstorms. Use descriptive language to paint a vivid picture of the weather and
engage students in the narrative.

2. Vocabulary Expansion: Introduce weather-related vocabulary in the context of the story. Include words like
"cloudy," "windy," "foggy," "hail," and "temperature" to help students build their weather-related vocabulary.

3. Sensory Descriptions: Use sensory details in the story to help students imagine and experience different
types of weather. Describe the warmth of the sun on a sunny day, the sound of raindrops falling, or the chill of a
winter snowstorm.

4. Weather Effects: Show how different types of weather can impact the environment, people, and animals.
Describe how a thunderstorm can cause power outages or how a snowstorm can create a winter wonderland.

5. Cultural Connections: Incorporate stories from different cultures that highlight unique weather phenomena
or traditional practices related to weather. This can help students develop a global perspective and appreciate
the diversity of weather experiences.

6. Critical Thinking: Include elements in the story that prompt students to think critically about weather
patterns. Encourage them to make predictions about the weather based on the story's context and analyze the
consequences of certain weather conditions.

7. Interactive Activities: Engage students in interactive activities related to the story. For example, have them
create weather reports, design weather-themed artwork, or conduct experiments to understand weather
phenomena.

8. Real-Life Applications: Relate the story to real-life experiences and encourage students to observe and
describe the weather in their own surroundings. This helps them connect the story to their daily lives and
develop a deeper understanding of weather patterns.

9. Multimodal Learning: Incorporate visuals, audio, and interactive elements to make the story more engaging
and accessible to students with different learning styles. Use illustrations, videos, or online resources to
enhance the storytelling experience.

10. Assessment Opportunities: Use the story as a basis for assessment by asking students to retell the story,
write weather-related descriptions, or create their own weather-themed stories. This allows you to assess their
comprehension and language skills.

By incorporating stories into your MTB-2 curriculum, you can create a dynamic and immersive
learning experience that helps students understand and appreciate the different types of weather.
"Every student has unique talents and strengths waiting to be discovered. Embrace the
journey of self-discovery and unleash your full potential.
 Instructional Purpose
1. Storytelling for Empathy: Utilize storytelling to foster empathy and emotional
intelligence among students. Engage them in narratives that explore diverse perspectives,
experiences, and emotions, helping them develop a deeper understanding of others.
2. Critical Analysis through Story Elements: Encourage students to critically analyze story
elements such as plot, characters, and themes. By dissecting these elements, students can
enhance their critical thinking skills and gain a deeper appreciation for the art of storytelling.
3. Language Acquisition: Harness the power of storytelling to enhance language acquisition.
Through exposure to rich narratives, students can improve their vocabulary, grammar, and
overall language proficiency while enjoying the captivating world of stories.
4. Moral and Ethical Reflection: Engage students in stories that present moral dilemmas
and ethical choices. Encourage them to reflect on the characters' decisions and consider the
consequences, fostering their moral reasoning skills and ethical awareness.
5. Creative Expression: Inspire students to create their own stories, allowing them to explore
their imagination, develop their writing skills, and express their unique perspectives.
Encourage them to share their stories with peers, fostering a collaborative and supportive
learning environment.

I. OBJECTIVES:
At the end of the lesson,75% of the pupils will be able to:
1. Identify the different kinds of weather.
2. Aware in things that we can do and wear in certain kinds of weather.
3. Actively participate in the class discussion.

II. SUBJECT MATTER:

Topic: Types of Weather
 References: C.C. et.al. 2010 Exploring and Protecting Our World, Vibal
Publishing House, Inc. 1253 G. Araneta Ave., Q.C. pp. 274, 289
 Materials:
 Laptop, HDMI, Extension, and LED TV
 PowerPoint Presentation
 Task Sheets
 Strategy: Cooperative approach
 Value Focus: Cooperation, participation, discipline, and respect.
III. LEARNING ACTIVITIES:
A. Preparatory Activities:
1. Prayer
2. Energizer
3. Greetings
 4. Checking of Attendance
5. Review
B. Developmental Activities:
a. Activity/Motivation:
 Ask the learners what they usually do in a day.
 Call a pupil randomly and allow them to share it in the class.
 Tell them that they are going to listen to a short story about Weather/panahon.
Panahon
Adunay upat ka magsuon.
Ulan, Dag-om, adlaw ug si hangin adunay silay lain-laing mga abilidad ug batasan.
Tamahilak si Ulan. Sa matag higayon nga maguol ug malipayon siya, mohilak siya apan
buotan. Ang tahas ni Ulan mao ang paghatag og kahimsog sa mga uga nga yuta ug mga
tanum. Si Dag-om ang gahatag sa palibot ug landong kung mosalop na ang silaw sa adlaw ug
usahay magpahinumdom sa mga tawo nga moabot ang ulan. Si Adlaw ang Kanunay pirme
init ang ulo pero kugihan. Siya naghatag ug Kahayag ug kainit, aron mamala ang baha. Sa
matag init, siya ang andam motabang sa paghatag ug presko sa palibot. Si Hangin. Arogante
pero matinabangon. Sa matag init, siya ang andam motabang sa paghatag ug presko nga
hangin sa palibot. Malipayon sila nga magsuon, hangtod nga miabot ang kalaban. Iya silang
gipag-away. Nagpadala siyag sulat sa matag usa kanila ug nagpakaaron-ingnon nga gisulat
kini sa ilang igsoon. "Mas maayo pa ko nimo, dili ka kaalo motabang." “Nasuko sila sa usag
usa. Busa nagsugod kini sa
pagdag- um
Dag-om: Mas maayo pa ko nimo!”
Ulan: misugod paghilak ug kusog nga ulan.
Ulan: Hunong! Mas maayo pa ko nimo!Ang kasuko ni adlaw misilaob ug nagdilaab sa
kainit.
adlaw: Ako ang gamhanan! Wala kay abilidad sa paglamdag. Nalipay kaayo ang kalaban sa
nahitabo sa mga igsoon.
Sa dihang kalit nga miabot ang ilang amahan, Si Panahon
Mao nga ang pagbag-o sa panahon diri sa yuta tungod kaninyo! Ang pagbag-o sa panahon
nagdala ug dili maayo nga resulta Ang mga tawo nagsakit. Ang ilang mga tanom nangamatay,
sama sa mga mananap. Natingala sila sa gisulti sa mananag-an. Wala nila damha nga dako
ang kadaot nga ilang nahimo, dungan silang nangayo og pasaylo sa Amahan sa Panahon,
Amahan nga Panahon: Hinumdumi Kamong tanan nay abilidad. Lainlain lang ang imong
mahimo. Busa ayaw ikumpara ang imong kaugalingon sa imong igsuon/ isigkatawo.
“Busa paghiusa kamo”. Ang managsuon mituman sa mando sa Amahan. Busa ni nindot nga
panahon sa langit.
Samtang ang kaaway mibiya sa kasuko Sukad niadto, ang mga igsoon na mag-away.
Nagtinabangay sila aron mapaayo ang panahon.

The teacher will call pupils to answer these questions.

1. What is the title of the story? r
2. Who are the 4 siblings in the story?
3. Who is their father?
4. Who is their enemy?
5. How did their argument start?
6. What is the ending of the story?
Answer key:
1. Weather
2. Ulan, Adlaw, Hangin, Dag-om
3. Pananahon
4. Kalaban
5.

c. Presentation:
 Based on the story that we have read a while ago; do you have an idea what is our
topic today?
d. Discussion
Describing Different kinds of weather.
Give examples of activity that we do during sunny, cloudy, windy, rainy, and stormy day.

Stormy Day- The clouds are starting to be dark there’s strong wind. It also has heavy rain,
thunderstorm and lightening
Cloudy Day The clouds covered the big part of the sky and sun.
Rainy Day the wind is moderate and you feel cold. Water falls down.
Windy Day The winds are so cool and keep blowing.
C. Generalization

Again, what is the weather if there a sun?

How about weather with big clouds?
And when it has a moving air?
How about a heavy clouds and fall a rain?
D. Application

What should you wear today? Draw a line from the things you wear to the correct weather.

IV. Evaluation:
Circle the letter of the correct answer:
1.When a big part of the sky is covered with clouds, what is the weather? 1
Windy Day
b. Cloudy Day
c. Sunny Day
2. When the sun is shining brightly, what is the weather?
a. Windy Day
b. Cloudy Day
c. Sunny Day
4. When do you wear a raincoat outdoor?
a. Sunny Day
b. Rainy Day
c. Windy Day
5. Which you can use during rainy day and sunny day?
a. Umbrella
b. Raincoat
c. Sweater
6. When should you not play outdoors?
a. Windy weather
b. Sunny weather
c. Stormy weather
V. Agreement:
Write a short story about your unforgettable experience during a Stormy weather.