Welcome, Dear Teachers of

Instructional Purpose

MTB-2!
T 1. Storytelling for Empathy: Utilize storytelling to foster empathy and emotional
intelligence
his guide is among students.
designed Engage
to help youthem in narratives
effectively that explore
incorporate storiesdiverse perspectives,
into your
experiences, and emotions, helping them develop a deeper understanding of others.
creating engaging
MTB curriculum,
and relevant lessons for your pupils. Stories can be a powerful and
effective tool for learning language
2. Critical Analysis through Story Elements: as it enhances
Encourage vocabulary
students toacquisition, improve
critically analyze storyreading
comprehension,
elements such asand develop
plot, language
characters, and skills
themes.such
Byasdissecting
grammar,these
syntax, and figurative
elements, studentslanguage.
can
enhance their critical thinking skills and gain a deeper appreciation for the art of storytelling.
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
3. Language Acquisition: Harness the power of storytelling to enhance language acquisition.
teach language and other concepts in context.
Through exposure to rich narratives, students can improve their vocabulary, grammar, and
Here'soverall
how stories can be
language used effectively
proficiency whileinenjoying
MTB teaching:
the captivating world of stories.
1. Engaging Narratives: Create stories that revolve around different weather conditions such as sunny days, rainy days,
4. Moral and Ethical Reflection: Engage students in stories that present moral dilemmas
thunderstorms, or snowstorms. Use descriptive language to paint a vivid picture of the weather and engage students in the
and ethical choices. Encourage them to reflect on the characters' decisions and consider the
narrative.
consequences, fostering their moral reasoning skills and ethical awareness.
2. Vocabulary Expansion: Introduce weather-related vocabulary in the context of the story. Include words like "cloudy,"
"windy,"5."foggy,"
Creative"hail,"Expression: Inspire
and "temperature" students
to help studentstobuild
create
theirtheir own stories,
weather-related allowing them to explore
vocabulary.
their imagination, develop their writing skills, and express their unique perspectives.
3. Sensory Descriptions: Use sensory details in the story to help students imagine and experience different types of weather.
Encourage them to share their stories with peers, fostering a collaborative and supportive
Describe the warmth of the sun on a sunny day, the sound of raindrops falling, or the chill of a winter snowstorm.
learning environment.
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.
I. OBJECTIVES:
5. Cultural Connections: Incorporate stories from different cultures that highlight unique weather phenomena or traditional
practices related
Attothe
weather.
end ofThis
thecan help students
lesson,75% develop
of the pupilsa global perspective
will be able to: and appreciate the diversity of weather
experiences.
1. Identify the different kinds of weather.
2. Aware in things that we can do and wear in certain kinds of weather.
6. Critical Thinking: Include elements in the story that prompt students to think critically about weather patterns. Encourage
3. Actively participate in the class discussion.
them to make predictions about the weather based on the story's context and analyze the consequences of certain weather
conditions.

7. Interactive Activities: MATTER:

II. SUBJECT 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.
Topic: Types of Weather
8. Real-Life Applications: Relate the
 References: C.C.story to real-life
et.al. experiencesand
2010 Exploring andProtecting
encourage Our students to observe
World, Vibal and describe the
weather in their ownPublishing
surroundings.House,
This helps
Inc.them
1253connect the story
G. Araneta to their
Ave., Q.C.dailypp.
lives and289
274, develop a deeper understanding
of weather patterns.
 Materials:
 Laptop,
9. Multimodal Learning: HDMI,
Incorporate Extension,
visuals, andinteractive
audio, and LED TVelements to make the story more engaging and accessible
to students withdifferent
PowerPoint Presentation
learning styles. Use illustrations, videos, or online resources to enhance the storytelling experience.
 Task Sheets
10. Assessment Opportunities:
Strategy: Use the story asapproach
Cooperative a basis for assessment by asking students to retell the story, write weather-
related descriptions,
 Value or Focus:
create their own weather-themed
Cooperation, stories. This
participation, allows you
discipline, to assess
and their comprehension and language
respect.
skills.
III. LEARNING ACTIVITIES:
By incorporating stories into your MTB-2 curriculum, you can create a dynamic and immersive learning experience that helps
A. Preparatory
students understand Activities:
and appreciate the different types of weather.
2
"Every student has unique talents and strengths waiting to be discovered. Embrace the journey
of self-discovery and unleash your full potential. 1
 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, 3
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. Panahon
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- 3
 The clouds are starting to be
dark there’s strong wind. It
also has heavy rain,
thunderstorm, and
lightening.

Rainy Day

 The wind is moderate,

and you feel cold.
Waterfalls.
Windy Day

 The winds are so cool and

keep blowing.

Cloudy Day

 The clouds covered the big

part of the sky and sun.

Sunny Day

 The sun shining

brightly, and the sky
is clear.

The weather and what we do:

4

 We can play outdoor on sunny day.  We can play indoor games on a

The weather what we wear:

Sunny Day Rainy Day

Keeping Safe from weather

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 cloud and fall a rain?
D. Application
5
What should you wear today? Draw a line from the things you wear to the correct weather.
IV. Evaluation:
6
Circle the letter of the correct answer:
1.When a big part of the sky is covered with clouds, what is the weather?
a. 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
3. When do you wear a raincoat outdoor?
a. Sunny Day
b. Rainy Day
c. Windy Day
4.Which you can use during rainy day and sunny day?
a. Umbrella
b. Raincoat
 c. Sweater
5.When should you not play outdoors?
a. Windy weather
b. Sunny weather
c. Stormy weather

Answer key:
1. B
2. C
3. B
4. A
5. C

V. Agreement:
Write a short story about your unforgettable experience during a Stormy weather.

Submitted by:
Abejo, Annie
BEED 2A Student
Submitted to:
Glenn L. Roa
Instructor