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Teacher’s Guide

Sinugbuanong Binisaya

Department of Education

Republic of the Philippines

This instructional material was collaboratively

developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph.

We value your feedback and recommendations.

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MTB-MLE – Grade 2 Sinugbuanong Binisaya – Teacher’s Guide First Edition, 2013 ISBN: ___________ Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Yolanda S. Quijano, Ph.D. Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-

IMCS)

Office Address: 2nd Floor Dorm G, Philsports Complex

Meralco Avenue, Pasig City

Philippines 1600

Telefax: (02) 634-1054, 634-1072

E-mail Address: imcsetd@yahoo.com

Development Team of the Teacher’s Guide

Consultant and Coordinators: Gurmensinda Sasam, Carmencita C. Denampo Authors: Caren S. Selgas, Gea C. Alonso, Irene T. Pilapil, Ma. Mariza A. Manlangit, Lucia L. Zapanta, Rochelle L. Binoya, Jovelyn C. Quindao, Lorna C. Mahilum. Reviewers: Nena V. Miñoza, Ma. Jesusa C. Despojo, Marcelita S. Dignos Illustrators: Rosanna S. Andales Layout Artist: Jocelyn M. Conta, Tomas T. Pastor, Sheila Marie Laurel, Alberto M. Adlawan

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TABLE OF CONTENTS

Unit 1

Week 1 ------------------------------------------------------- 1

Week 2 ------------------------------------------------------- 9

Week 3 ------------------------------------------------------- 17

Week 4 ------------------------------------------------------- 26

Week 5 ------------------------------------------------------- 31

Week 6 ------------------------------------------------------- 36

Week 7 ------------------------------------------------------- 42

Week 8 ------------------------------------------------------- 51

Week 9 ------------------------------------------------------- 60

Week 10 ------------------------------------------------------- 69

Unit 2

Week 11 ------------------------------------------------------- 75

Week 12 ------------------------------------------------------- 83

Week 13 ------------------------------------------------------- 97

Week 14 ------------------------------------------------------- 112

Week 15 ------------------------------------------------------- 123

Week 16 ------------------------------------------------------- 133

Week 17 ------------------------------------------------------- 143

Week 18 ------------------------------------------------------- 151

Week 19 ------------------------------------------------------- 161

Week 20 ------------------------------------------------------- 167

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Unit 3

Week 21 ------------------------------------------------------- 176

Week 22 ------------------------------------------------------- 181

Week 23 ------------------------------------------------------- 185

Week 24 ------------------------------------------------------- 191

Week 25 ------------------------------------------------------- 197

Week 26 ------------------------------------------------------- 203

Week 27 ------------------------------------------------------- 209

Week 28 ------------------------------------------------------- 214

Week 29 ------------------------------------------------------- 220

Week 30 ------------------------------------------------------- 225

Unit 4

Week 31 ------------------------------------------------------- 233

Week 32 ------------------------------------------------------- 240

Week 33 ------------------------------------------------------- 245

Week 34 ------------------------------------------------------- 251

Week 35 ------------------------------------------------------- 256

Week 36 ------------------------------------------------------- 263

Week 37 ------------------------------------------------------- 270

Week 38 ------------------------------------------------------- 275

Week 39 ------------------------------------------------------- 283

Week 40 ------------------------------------------------------- 289

1

Week 1

Teacher’s Guide for Mother Tongue-Based – Multilingual Education

Grade II

UNIT I

Objectives

1. Oral Language a. Listen to and interact with others in a group or class. b. Recite/sing with ease and confidence 3 to 5 stanza rhymes in culturally

appropriate manner. c. Supply rhyming words to complete a poem.

2. Phonological Awareness a. Identify rhyming words in poems consisting of two to three stanza poems.

3. Book and Print Knowledge a. Tell the distinguishing features of a poem.

4. Word Recognition a. Read phrases and sentences consisting of words being studied and answer

higher level questions about them. 5. Fluency

a. Read 2 to 3 stanzas of a poem with proper expressions. b. Use independently culturally appropriate common social greetings in

different situations. 6. Spelling

a. Spell correctly the list of content words in the vocabulary. 7. Handwriting

a. Observe mechanics when copying/writing sentences, paragraph and stories: with proper spacing between words.

8. Reading Comprehension: Comprehension of Literary Texts a. Read short poems and identifies the basic elements (rhythm and rhyme). b. Describe the elements of poetry (e.g. rhythm and rhyme). c. Read a simple poem and use simple sentences in answering factual and/or

implied comprehension questions.

Subject Matter A. Rhyming Words B. Features of a Poem C. Culturally appropriate common Social Greetings

Materials

name tag, stickers, songs, family pictures, poem “Ang Akong Pamilya”, pictures of word chart rhymes

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Day 1

Theme Me and My family (including likes and dislikes, health habits, daily tasks/activities

Value Focus Respect for family members

Procedure:

Objectives a. Listen to and interact with others in a group or class. b. Sing with ease and confidence 3 to 5 stanza rhymes in culturally

appropriate manner. c. Use independently culturally appropriate common social greetings in

different situations.

Preliminary Activity 1. Acknowledge all the pupils with a smile. 2. Let the pupils open their Learner’s Material, Unit 1, Week 1, Manganta

Kita and singthe song “Kon Kita Magakatigom”to the tune of The More We Get Together.

Ask:

What did you feel while singing? (Unsa ang imong gibati samtang nagkanta?)

Are you happy seeing your classmates last year? (Nalipay ba mo nga nakakita sa inyong mga classmates sa niaging tuig?)

Is it possible to make friends with those people that you know now? (Mahimo ba nimo nga mahigala ang imong naila-ila karon?)

What are we going to do now? (Unsa man ang atong buhaton karon?)

How are you going to introduce yourself? (Unsaon man nimo pagpaila-ila ang imong kaugalingon?)

Presentation/Modelling:

Teacher introduces himself/herself using appropriate expressions. Good morning/noon/afternoon children. (Maayong(buntag/udto/hapon) mga bata.) How are you? (Kumusta na kamo?) I am ____________. I am your teacher. (Ako si ___________.Ako ang inyong magtutudlo.)

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Day 2

I am glad to see and know each one of you. (Nalipay ako nga nakakita ug nakaila kaninyo.) I put a flower in my name tag. (Gibutangan nako og bulak ang akong name tag.) It means that I love the beautiful things around us. (Nagpasabot kini nga gusto nako ang mga maanindot nga butang saatong palibot.)

(Note: The teacher puts on her name tag as she introduces herself.)

Developmental Activity Give each pupil a name tag. (pre-made)

1. Pupils put designs on their name tags. They should be encouraged to choose materials that tell about themselves. (5 different materials are prepared by the teacher beforehand)

2. Group the pupils according to the designs of their name tags. (5 groups are expected to be formed)

3. Have a small group sharing about their name tag designs for 3-5 minutes. Each pupil in a group should be encouraged to use the courteous expressions in introducing one’s self.

4. Pair the pupils. Let the pupils open their Learner’s Material, Unit 1, Week 1 Unang Buluhaton A. Sing the song “Kumusta Higala” to the tune of (Sampung Mga Daliri)to introduce oneself. Then, exchange partner.

5. Give other situations where in pupils will use the common social greetings. Example: You meet your school principal one afternoon in the library, how are you going to greet him/her?

Application Let the pupils open their Learner’s Material Unit 1, Week 1 and do Unang

BuluhatonB.

Objectives

a. Identify rhyming words in poems consisting of two to three stanza poems. b. Read with ease and confidence 3 to 5 stanza rhymes in culturally

appropriate manner. c. Read 2 to 3 stanzas of a poem with proper expressions. d. Supply rhyming words to complete a poem. e. Read a simple poem and use simple sentences in answering factual and/or

implied comprehension questions. f. Use independently culturally appropriate common social greetings in

different situations

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Pre-Assessment Activity

Review the sound of letters of the alphabet by showing different pictures. Pupils open their Learner’s Material Unit 1, Week 1 Ikaduhang Buluhaton.

Review 1. Let the pupils go to their respective groups. Group 1 - Classroom Setting (Pupil introducing himself/herself) Group 2 - Principals Office (Pupil bringing a certificate for the principal to sign) Group 3 - In the Playground ( Meeting a new friend) Group 4 - In the House (Pupil getting ready to go to school) Group 5 – In the Library (Pupil asking permission to borrow a book) 2. Ask: What are the Common Social Greetings that you use? Are these words important? Why? Pre-Reading

1. Unlock the following words by using pictures. - kalipay (children laughing) - nagkahiusa (family holding hands together) - buluhaton ( children doing household chores) - nagkauyon (through context clue) - nagkahigugmaay ( through context clue)

2. Activating Prior Knowledge

Ask: Have you read a poem about a family? (Nakabasa na ba kamo og balak mahitungod sa pamilya?)

3. Developing a purpose for reading

a. Say: We will read a poem today (Magbasa kita og balak karon.) Let’s find out what is the poem all about. (Tan-awon natounsay ipasabot sa balak.) We will see if you can read with proper expression, and correct intonation (Tan-awon nato kon makabasa ba kamo nga adunay husto nga “expression” ug husto nga “intonation”. )

b. Post the poem on the board. c. Talk about the title and the author of the poem. d. Pupils count how many stanzas there are in the poem.

During Reading

1. Reading of the poem by the teacher. (Modelling) 2. Pupils read the poem after the teacher using their Learner’s Material Unit 1,

Week 1, Ikatulong Buluhaton.

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Day 3

Post Reading 1. Ask:

a. Who are the persons mentioned in the poem? (Kinsa ang mga tawo nga gihisgotan sa balak?)

b. Can you describe the family in the poem? (Imo bang mahulagway ang pamilya sa balak?)

c. Why is the home of this family happy? (Nganong malipayon man ang ilang panimalay?)

d. Do you do the same at home? (Ingon ba usab niini ang inyong gibuhat sa inyong panimalay?)

e. What do you think makes a family happy? (Unsa man ang naghatag og kalipay sa pamilya?)

f. Do all families look like this? (Ingon niini ba ang tanang pamilya?)

2. Let the pupils recite the poem by group, by pair and individually with correct expression and proper intonation.

3. Post the following words on the board.

Nanay - Tatay kalipay – kanunay buluhaton – nagkauyon

Ask:

What have you observed on the ending sound of each pair of words? (Unsay inyong naobserbahan sakatapusang tingog sa pares nga pulong?)

How do we call the pair of words that rhyme? (Unsa man ang atong tawag sa mga pares sa pulong nga naggaray?)

What are rhyming words? (Unsa man ang naggaray nga pulong?) Look for the rhyming words in the poem. (can be done orally) (Pangitaa ang mga pulong sa balak nga naggaray).

4. Pupils give other examples of rhyming words and write these on the board.

Assignment

Have the pupils paste a picture of their family in a ¼ size cartolina. Let them put designs on it.

Objectives

a. Listen to and interact with others in a group or class. b. Supply rhyming words. c. Identify rhyming words.

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Preliminary Activity

1. Ask the pupils to display on the wall their family pictures. 2. Gallery walk: Pupils go around the classroom and look at the different

family pictures mounted on the wall of the classroom. 3. Once the pupils are seated, the teacher calls volunteers to tell something

about their family. Developmental Activity

1. Show pictures of a family doing household chores together and a family having a picnic in the park. Ask:

Can you describe the picture? (Ihulagway kini.)

What are they doing? (Unsa man ang ilang gibuhat?)

Do you do these at home? (Inyo ba kining gibuhat sa balay?)

What are the activities that you do at home? (Unsa man ang inyong mga buluhaton sa balay?)

2. Think-Pair and Share Activity: Let each pair share theirfamily activities at home.

3. Big group sharing: Encourage pupils to share the activities that their family do at home. Call some volunteers.

Engagement Activity

1. Matching Game Have a matching game using illustrations with words that rhyme. Give

each pupil a picture. At the teacher’s signal, the pupils find his/her partner by looking for the picture whose words rhymes with the name of his/her picture. The pairs then show their pictures to the class and say the rhyming words together.

2. Word Ladder

a. The class is divided into 5 groups. Assign an area for each group. b. Giveeach group blank word cards and a crayon. c. The teacher gives each group a word. For a given period, the

groupsthink as many words as possible that rhyme with the word given to their group, write these words on the blank word cards and arrange them in a ladder-like order.

d. The group who makes the highest ladder wins. (NOTE: Give the winning group simple incentives)

baso

laso

liso

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Day 4

Application Let the pupils open their Learner’s Material, Unit 1, Week 1, Ikaupat nga

Buluhaton. Objectives

a. Listen to and interact with others in a group or class. b. Tell the distinguishing features of a poem. c. Read phrases and sentences consisting of words being studied and answer

higher level questions about them. d. Describe the elements of poetry (e.g. rhythm and rhyme).

Preliminary Activity

1. Singing the song “May Malipayong Panimalay” to the tune of “This is the Way”. Let the pupils open their Learners Material, Unit 1,Week 1, Manganta Kita.

Actions:

May malipayong (clap the hands) panimalay (form palms in inverted V position)

Nga akong nakita(place your 4 right fingers on the right eyebrow) Si Tatay ug si Nanay (point the left pointer, then the middle finger) Si Dodong ug si Inday(point the ring finger, then the little finger) Silang tanan naghinigugmaay (place the two hands on the chest) Sa usa ka panimalay (palms in inverted V formation)

2. Ask:

a. What is the song about?(Bahin sa unsa ang kanta?) b. Why is the family happy?(Nganong malipayon man ang pamilya?) c. Can you give rhyming words from the song? (Makahatag ba ka og

mga pulong nga naggaray (rhyming words) gikan sa kanta?) d. What are these rhyming words? (Unsay buot ipasabot sa pulong nga

“garay” o “rhyming words”?) Developmental Activity

1. Let the pupils read the poem “ Ang Akong Pamilya”

Ask: What are the rhyming words found in the poem? 2. Discuss the features of a poem. (e.g. rhythm and rhyme). 3. Rhyme Tree (Have a big potted plant inside the classroom. Hang word

cards on it. Make sure that rhyming words are printed on the word cards) a. Ask 3 pupils to go near the Rhyme Tree. Let them pick as many

rhymes as possible. The pupil who gets the most number of rhyming words will be given a prize.

b. Post these rhyming words on the board. 4. Call other pupils to choose a pair of rhyming words on the board. Let each

pupil make a phrase out of the pair of rhyming words.

(NOTE: Give incentives to pupils who are able to form the rhyming words)

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Day 5

Example: kanding – saging ang kanding sa saging

plato – bato

adunay plato sa bato

ulo – kulo ang kulo sa ulo

5. Call again other pupils. Let each pupil construct sentences out of the given

phrases. (NOTE: Give incentives to pupils who can formulate sentences out of the above phrases)

Example: Nikaon og dahon sa saging ang kanding. Gibutang sa bato ang plato. Naigoog kulo ang ulo ni Nilo.

6. The pupils read the sentences by group, by pair and then individually. 7. Ask:

The goat eats the banana leaves. (Nikaon og dahon sa saging ang kanding.

Do you think the goat eats a banana? Why? (Mokaon kaha og dahon sa saging ang kanding? Ngano man?)

The plate is placed in the stone. (Gibutang sa bato ang plato.)

Where is the proper place of placing the plate? (Asa man ang hustong butanganan sa plato?)

Why do you think the plate was placed on the stone? (Nganong gibutang man ang plato sa bato?)

Nilo’s head is hit by the breadfruit. (Naigo og kulo ang ulo ni Nilo.)

Why is it that Nilo’s head was hit by the breadfruit? (Nganong naigo ang ulo ni Nilo sa kulo?)

Objectives

a. Recite/sing with ease and confidence 3 to 5 stanza rhymes in culturally appropriate manner.

b. Supply rhyming words to complete a poem. c. Identify rhyming words in poems consisting of two to three stanza poems. d. Tell the distinguishing features of a poem. e. Read phrases and sentences consisting of words being studied and answer

higher level questions about them. f. Spell correctly the list of content words in the vocabulary. g. Observe mechanics when copying/writing sentences, paragraph and stories:

with proper spacing between words. h. Read short poems and identifies the basic elements (rhythm and rhyme). i. Describe the elements of poetry (e.g. rhythm and rhyme).

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Week 2

Evaluation (Assessment Day) 1. Pupils recite the poem, “Ang Akong Pamilya” by groups. 2. Pupils will open their Learners Material, Unit 1, Week 1 and do Ikalimang

Buluhaton A. 3. Pupils will open their Learners Material, Unit, Week 1 and do Ikalimang

Buluhaton B. 4. Pupils supply the rhyming words in the poem of the Learners Material,

Unit 1, Week 1, Ikalimang Buluhaton C. Independent Spelling

a. Group the class into 5. b. Have a spelling contest. Use the words learned during the week.

Handwriting Activity

a. Let the pupils copy the poem “Ang Akong Pamilya” on their notebook, making sure that the proper spacing of words is observed as they copy it.

b. Assessing the pupils output should be done using rubrics.

Closing Activity Singing of the song, “May Malipayong Panimalay” to the tune of (This Is The Way)

Objectives

1. Oral Language a. Listen to and interact with others in a group or class discussion on

texts heard. b. Participate actively during story reading by making comments and

asking questions by using phrases and simple sentences. c. Talk about story by recalling important details. d. Talk about famous people using descriptive words in a culturally

appropriate manner. 2. Phonological Awareness

a. Tell the distinguishing features of a paragraph. b. Tell the distinguishing features of a story.

3. Word Recognition a. Give the meaning of words being read through matching them with

pictures doing the actions or giving its synonyms. 4. Fluency

a. Read aloud Grade II level texts with an accuracy of 95-100%. 5. Spelling

a. Use spelling knowledge to correctly spell high frequency words appropriate to the grade level.

6. Handwriting a. Observe mechanics when copying/writing sentences: capitalization,

proper spacing between words and correct punctuation marks.

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Day 1

7. Composing a. Correctly fill up a personal and family information using simple data

sheet and form. 8. Grammar

a. Introduce significant people using naming words in culturally appropriate manner.

9. Vocabulary a. Read aloud words (noun).

10. Reading Comprehension a. Activating Schema and Prior Knowledge

1) Predict what the story is based on what one knows about. 2) Modify prior knowledge based on new knowledge from the story. 3) Sequence 3 events in the story by telling which happened first,

second, or last. b. Comprehension of Informational Text

1) Identify orally the factual components of simple informational materials by using key words or phrases.

c. Attitude towards Language, Literacy and Literature 1) Show love for reading by listening attentively during story reading

and answering higher order thinking questions. Subject Matter

A. Features of a Story B. Naming Words/Nouns C. Community Helpers

References

“Two-Track Approach to Teaching Children to Read and Write their First Language (L1):A Guidebook for Trainers” (Susan and Dennis Malone, 2010)

Materials

Biography “A School Nurse” by: Natividad P. Carag and Florinda B.Dimansana, Graphic organizers, real objects, pictures, Activity Sheets

Theme My Family and I Value Focus

Developing Health Habits

Procedure:

Objectives a. Listen to and interact with others in a group or class discussion on

textsheard. b. Participate actively during story reading by making comments and

askingquestions using phrases and simple sentences. c. Talk about story by recalling important details.

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d. Give the meaning of words being read through matching them with pictures doing the actions or giving its synonyms

e. Modify prior knowledge based on new knowledge from the story. f. Read aloud Grade II level texts with an accuracy of 95-100 %. g. Show love for reading by listening attentively during story reading and

making comments and answering higher order thinking questions Pre-reading

1. Unlocking of Difficulties a. kinamagulangan (eldest) – (use synonyms) b. limpyo (neat-looking) – (use picture) c. pasyente (patient) – (through context clues) d. maalamon (intelligent) – (use synonyms) e. damgo (dream )– (through context clues) f. nars (nurse) – (through picture, context clues)

2. Activating Prior Knowledge/Developing Motivation for the story a. Teacher shows a picture of a nurse. The teacher asks:

1) Who is this person? What is her/his work in the community? (Kinsa man kini siya? Unsa man ang iyang trabaho sa komunidad?)

2) Do you know a person in your community who looks like the person in the picture? Tell something about this person in your community. (Aduna ba kamo’y nailhan sa inyong komunidad nga pareha sa tawonga anaa sa hulagway? Unsa ang imong ikasulti kaniya?)

3. Developing a purpose for reading Say: Today, we will be reading a story about the life of a school nurse. Let’s find out who the person is, her parents, where she lives and her work.

(Karon, magbasa kita og istorya mahitungod sa kinabuhi sa usa ka nars sa eskuylahan. Atong susihon kon kinsa siya, kinsa iyang mga ginikanan, hain siya nagpuyo ug nagtrabaho.)

During Reading (shared reading) 1. First Reading: Read the story without interruption while the pupilslisten. 2. Second Reading: Read the story again. Use a pointer as you read the

sentences in each page. Ask questions as you finish a page. Before proceeding to the next page, let pupils make inferences about what will happen.

The School Nurse

Roda Perez was born on November 11, 1983 in Lapulapu City. She is the

eldest daughter of Mr. Pedro Perez and Mrs. Lucy Perez.

She started schooling at the age of six at Lapulapu City Central Elementary

School. During her early years in school, she was known to be beautiful, neat-

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Day 2

looking, patient, understanding and most of all intelligent.

These qualities made her famous in school as well as in the community.

She graduated in the elementary and high school with honors.

She wanted to fulfil her dream of becoming a registered nurse. She enrolled

at Cebu Normal University and graduated as Cum Laude.

At present, Roda is the school nurse of Lapulapu City Central Elementary

School, where she graduated. She is very happy serving the people in the

community.

3. Pupils will open their Learners Material Unit 1, Week 2“Magbasa Kita”.

Post Reading 1. Answering comprehension questions:

a. Who is the school nurse in the story? (Kinsa man ang nars sa istorya?)

b. When is her birthday? (Kanus-a man ang iyang adlaw nga natawhan?)

c. Where did she study during her elementary grades? (Diin man siya nag-eskwela sa elementarya?)

d. What are the qualities of Roda Perez? (Unsa man ang mga kalidad niRoda Perez?)

e. How about you? How do you keep yourself clean? (Ikaw, giunsa man nimo paglimpyo ang imong kaugalingon?)

f. What should you do?(Unsa man ang imong buhaton?) g. Is it good to be clean always? Why? (Maayo ba nga limpyo

kanunay?Ngano man?) h. What was her dream? (Unsa man ang iyang pangandoy?) i. Did she fulfil her dream? Why do you say so?(Nakab-ot ba niya ang

iyang pangandoy? Nganong nakasulti man ka niana?) j. Being a nurse, what is her work? (Isip usa ka nars, unsa man ang

iyang buluhaton?) k. How about you, what would you like to be when you grow up? Why?

(Unsa man ang imong pangandoy inig kadako nimo? Ngano man?) l. Where would you like to work? Why? (Asa man ka gusto

motrabaho?Ngano man?) m. If you were Roda, will you also work in your own community?

Why?(Kon ikaw si Roda, gusto ba usab ka motrabaho saimong komunidad? Ngano man?

Objectives a. Talk about story by recalling important details.

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Day 3

b. Sequence 3 events in the story by telling which happened first, second, or last. c. Correctly fill up personal and family information using simple data sheet and form. d. Predict the succeeding events and ending of the story based on personal experiences.

Engagement Activities Teacher discusses the events/timeline that happened in the story.

a. Let’s Complete the Web! Let the pupils open their Learner’s Material,Unit 1, Week 2 and do Unang Buluhaton A.

b. Let’s Go Upstairs! Let the pupils answer their Learner’s Material Unit 1, Week 2 Unang Buluhaton B.

c. Let’s Fill inthe Form

Let the pupils open their Learner’s Material Unit 1, Week 2 and answer Unang Buluhaton C.

(NOTE: Teacher processes the pupils’ outputs.)

Objectives

a. Talk about story by recalling important details. b. Talk about famous people using descriptive words in a culturally appropriate manner. c. Introduce significant peopleusing naming words in culturally appropriate manner. d. Read aloud words (noun). e. Modify prior knowledge based on new knowledge from the story.

Developing Language Competencies Preliminary Activity

1. Action Song “Ako AlagadSa Komunidad”. Let the pupils open their Leaners Material, Unit 1, Week 2, Manganta Kita. (Teacher can make her/his own action.)

2. Review

What is the first thing that

happened in the life of

Roda?

What happened next after her

birth?

What is the last event in the life

of Roda as stated in her life

story?

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Day 4

a. Give a review on the biography of “Roda Perez”. b. Ask:

1) Who was the school nurse? (Kinsa man ang nars?) 2) Who are her parents? (Kinsa man ang iyang mga ginikanan?) 3) Where does she live? (Hain man siya nagpuyo?) 4) Where did she study? (Hain man siya nagtungha?)

c. Write the answers on the board. Developmental Activity

Presentation a. Teacher shows picture of community helpers, different places,

famouspersons, objects and animals. b. Let the pupils place each picture under the proper column.

Learners Material Unit 1, Week 2, Ikaduhang Buluhaton. Discussion

a. Let the pupils name each picture. b. Let them also give other names of persons, places, things and animals

Generalizations a. What are nouns/naming words? (Unsa man ang pulongan (nouns)?) b. Can you give an example of a noun? (Makahatag ba ka og “example” sa

nouns?) Guided Practice

a. Teacher shows some pictures or real objects. Let the pupils name each and identity whether it is a name of a person, place, thing or animal.

Independent Practice a. Color the nouns/naming words. (Kolori ang nouns.)

Let the pupils open their Learner’s Material, Unit 1, Week 2, Ikatulong Buluhaton A.

Application a. Pick the fruits that are nouns/naming words.(Pupoa ang prutas nga

adunay “nouns/naming words”.) Let the pupils open their Learner’s Material, Unit 1, Week 2 and do Ikatulong Buluhaton B.

Evaluation: a. Check (/) the nouns. Cross out (x) those that are not.

Let the pupils answer Learner’s Material Unit 1, Week 2, Ikatulong Buluhaton C.

Objectives

a. Use spelling knowledge to correctly spell high frequency words appropriate to the grade level.

b. Observe proper mechanics when copying/writing sentences: capitalization, proper spacing between words and correct punctuation marks.

c. Tell the distinguishing features of a story. d. Read aloud Grade II level texts with an accuracy of 95-100 %.

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Spelling and Handwriting Preliminary Activity

1. Spelling of the following

Lapulapu anak komunidad

nars tawo

2. Pupils are made to play “Name Game” Pupils are given cards wherein they have to complete the name of their

classmates by writing the missing letter of each name.

Example:

Ask:

1) How did you complete the name of your classmate?(Giunsa nimo pagkompleto amg ngalan sa imong classmate?)

2) How did you write the missing letter? (Giunsa nimo pagsulat ang nawala nga letra?)

Developmental Activity 1. Let the pupils read the story “ Nars”

Ask: Where did the story happen? (Asa nahitabo ang istorya?) Who are the characters in the story? (Kinsa ang mga tawo sa istorya?) What are the events in the story? (Unsa man ang mga panghitabo sa istorya?) What part of the story that you like most? Why? (Unsa nga bahin sa istorya ang imong ganahan? Ngano man) What composes a story? (Unsa man ang naglangkob sa usa ka istorya?)

2. Presentation a. Writing words starting with capital letter. b. Sentence making

Pupils will copy the following on their notebook. Roda

si Roda si Roda usa Si Roda usa ka nars.

c. Sentence breaking Si Roda usa ka nars. si Roda usa ka si Roda Roda

d. Writing a sentence Si Roda usa ka nars.

3. Discussion a. Teacher discusses the use of capital letter in writing and copying

sentences. b. Ask:

1) How did we write the first letter in the sentence? (Giunsa nimo pagsulat ang una nga letra sa pahayag o sentence?

2) What did we do to separate the words in a sentence?

__orena

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Day 5

(Unsa man ang atong gibuhat para buwagon ang mga pulong sa pahayag o sentences?)

3) What do we see at the end of a sentence? (Unsa man ang atong makita sa katapusan sa pahayag o sentence?)

4) What composes a sentence? (Unsa man ang naglangkob sa pahayag o sentence?)

5) What will you form when you combine three or more related sentences? (Unsa man ang maporma kon tiponon ang tulo o mas daghan pa nga mga pahayag o sentences?)

(Teacher discusses the features of a paragraph and story.) 4. Writing Activity

a. Teacher presents sentences b. Modelling by the teacher c. Have the pupils practice writing the sentences on the chalkboard.

5. Guided Practice a. Pupils practice copying sentences using their slates or chalkboard.

6. Independent Practice a. Pupils copy sentences on their Learner’s Material, Unit 1, Week 2,

Ikaupat nga Buluhaton A. 7. Application

a. Pupils will answer their Learner’s Material, Unit 1, Week 2 Ikaupat nga Buluhaton B.

b. Write the following sentences on the board and let the pupils read and copy them on their notebook.

1) Nagsulat si Lisa sa blackboard. 2) Nagdula ang akong igsoon og basketball. 3) Maayo moistorya ang akong amigo. 4)

Objectives a. Talk about story by recalling important details. b. Talk about famous people using descriptive words in a culturally appropriate

manner. c. Use spelling knowledge to correctly spell high frequency words appropriate to

the grade level. d. Observe proper mechanics when copying/writing sentences: capitalization,

proper spacing between words and correct punctuation marks. e. Read aloud words (noun).

Evaluation (Assessment Day)

A. Teacher divides the class into 3 groups. Each group is given a task to do. 1. Group 1: Role Playing

What part of her life do you like most? Why?(Sa kinabuhi ni Roda, unsa ang inyong ganahan? Ngano man?) Present your answer through a role play.

17

Week 3

2. Group 2: Name Game The group will draw at least 10 examples of a noun. Present it to the class and let the other group name the picture.

3. Group 3:Pinoy Henyo The group is given a picture of the different community helpers. They act out the work of each community helper in front of the class and theother group identifies the community helper.

B. Individual writing of words and sentences correctly. 1. Show a picture of a community to the class. Let them describe the picture

and write 3-5 sentences about it. Objectives

1. Oral Language a. Listen and retell a story heard in their own words, citing the

characters, setting, and important events. 2. Book and Print knowledge

a. Observe some mechanics when copying/writing sentences:capitalization, proper spacing between words and correct punctuation marks.

3. Word Recognition a. Give meaning of the words being read through matching them with

pictures, doing the action or giving its synonyms. b. Read phrases and sentences consisting with words being studied

and answer higher order questions about them. 4. Fluency

a. Read aloud Grade 2 level text with an accuracy of 95% – 100%. 5. Spelling

a. Spell correctly words with consonant clusters (appropriate to the MT).

6. Handwriting a. Observe mechanics when copying/writing sentences, paragraph and

stories; capitalization, proper spacing between words and correct punctuation marks.

7. Composing a. Write through dictation simple phrases, sentences, and paragraphs

observing correct punctuation marks, capitalizations, indentions and format.

8. Grammar a. Use nouns in culturally appropriate manner in sentences and

paragraph in; 1) Singular form (ang) 2) Plural form (ang mga) 3) These are/those are with plural nouns

9. Vocabulary a. Recognize common abbreviation (e.g. Jan., Sun., St., Mr., Mrs).

10. Reading Comprehension

18

a. Activating Schema and Prior Knowledge 1) Predict a folktalebased on personal experiences and based on

what one knows about. 2) Confirm predictions after listening to a story. 3) Modify prior knowledge based on new knowledge from the

folktale. 4) Sequence 3 events in the folktale by telling which happened

first, second, or last.

11. Comprehension of Literary Texts a. Describe orally in simple sentences a character in a literary selection

according to his/her actions. b. Give the correct sequence of events in literary selections c. Sequence the events of a literary selection read using cohesive

devices, (create picture). 12. Attitude Towards Language, Literacy and Literature

a. Show love for reading by listening attentively during story reading and answering higher order thinking questions.

Subject Matter A. Nouns (Singular & Plural Form) B. Recognize Common Abbreviations C. Synonyms

References

1. “Two-Track Approach to Teaching Pupilsto Read and Write Their First Language (L1): A Guidebook for Trainers” Susan and Dennis Malone, 2010

2. Developing Comprehension in Young Readers (Lesson Plans from RAP Conventions -Vol. 1)

Materials

Article: “Why Chickens Scratch the Ground”; Source: Cebuano and Visayan Folktales

Pictures of a hen with chicks and a crow; story “Why Chicken scratch the Ground”, pictures of community helpers, name card of community helpers, chart of a song “The community helpers”

Theme Things I Enjoy and People I Like – e.g. food - fruits, vegetables, local delicacies

Value Focus Never envy others.

Procedure:

19

Day 1

Ojectives a. Listen and retell a story heard in their own words, citing the characters, setting, and important events. b. Give the meaning of the words being read through matching them with pictures, doing the action or giving its synonyms. c. Predict a folktalebased on personal experiences and based on what one know about. d. Confirm predictions after listening to a story.

e. Show love for reading by listening attentively during story reading and answering higher order thinking questions. Pre-Reading

1. Unlocking of Difficulties Alahas (through picture clue) Parada(through picture clue) Kakha (through demonstration) Himungaan (through picture) Uwak (through picture)

2. Activating Prior Knowledge (Developing Motivation for the story) Ask:

Have you seen a hen scratching the ground? (Nakakita ba kamo og himungaan nga nangakha sa yuta?)

What is it looking for? (Unsa man ang iyang gipangita?)

When a crow sees the hen with the chicks, what does it do to the chicks? (Kon makakita ang uwak og himungaan nga adunay mga pisô, unsa man ang buhaton sa uwak?)

What does mother hen do, too? (Unsa man ang buhaton sa himungaan?)

Do you have any idea why the crow would get the chicks, and why do chickens scratch the ground? (Aduna ba kamo’y ideya nganong kuhaon sa uwak ang mga pisô, ug ngano man nga mangakha ang manok sa yuta?)

How about you? What are the things that you love to do? (Kamo? Unsa man ang inyong ganahan buhaton?)

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Unsa man ang relasyon

sa manok ug sa uwak

niadtong una?

Nganong nag-away man

sila? Isulti ang panghitabo

base sa istorya.

Nganong mangakha

man ang manok?

Unsaon man pagkuha og

balik sa uwak sa iyang

kulintas? Unsa man ang

ilang gikasabutan?

Ihulagway ang ilang mga

kinaiya.

Asa man nagsige og pangita ang manok sa nawala nga kulintas?

Nganong mangakha man ang manok sa yuta?

3. Developing a purpose for reading

Say: In the story that we will be reading today, let’s find out why the chickens scratch the ground, and why the crow would seize the chick/s from the hen.(Sa istorya nga atong basahon karon, atong susihon nganong mangakha man ang manok sa yuta ug nganong kuhaon man sa uwak ang pisô sa himungaan.)

During Reading LISTENING STORY

1. Read a short one-page story to the pupils. a. Tell the pupils to listen as you read the story about the theme for the

week. b. Read the story to the pupils in a lively and interesting way. c. As you read, stop 2 or 3 times to ask the pupils, “What do you think will

happen next?” (Unsa kaha ang sunod?) Let the pupils answer. Then say: We will continue reading so we will know what happen next. (Mopadayon kita og basa aron mahibaloan nato unsay sunod.)

d. Read the whole story. When you are finished reading, ask the pupils to summarize the story then ask them higher level thinking questions about the story.

e. Let the pupils open their Learner’s Material Unit 1, Week 3 (Magbasa Kita)

Post Reading 1. Comprehension questions (Literal and Motive)

a. What was the relationship of the chicken and the crow at first? (Unsa man ang relasyon sa manok ug sa uwak?)

21

Day 2

b. Why did they become enemies? Relate the events as they happen in the story. (Nganong nag-away man sila? Isulti ang panghitabo base sa istorya.)

c. How would the crow be able to get its necklace back? What was their agreement? Describe the attitude of the crow. (Unsaon man sa uwak pagkuha og balik ang iyang kulintas? Unsa man ang ilang kasabutan? Isulti ang kinaiya sa uwak.)

d. Where did the chicken seek for the lost necklace? (Asa man nagsige og pangita ang manok sa nawala nga kulintas?)

e. What is the reason for the chicken to keep scratching the ground? (Unsa ang rason sa manok nga nagsige man siya og kakha sa yuta?)

Objectives a. Give the meaning of the words being read through matching them with

pictures, doing the action or giving its synonyms. b. Listen and retell a story heard in their own words, citing the characters,

setting, and important events. c. Observe some mechanics when copying/writing sentences: capitalization,

proper spacing between words and correct punctuation marks. d. Sequence 3 events in the folktale by telling which happened first, second, or

last. e. Give the correct sequence of events in literary selections. f. Describe orally in simple sentences a character in a literary selection

according to his/her actions.

Preliminary Activity

Review the Story “Nganong Mangakha Ang Manok?” Engagement Activities

a. Game (Message Relay) 1) Divide the pupils into two groups and give an envelope containing word

cards to the first group.

Alahas

Parada

Kakha

Himungaan

Uwak 2) He/She then gives Group 2 an envelope with pictures that match the

word cards in Group 1. 3) At the count of three, instruct the first pupil from Group 1 to get one

word card, read it silently and whisper it to the pupil next to him/her in the line.

4) Let the pupils pass the words to the group mate next to them till they reach the last member.

5) Instruct the last pupil to run in front and say the word.

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6) Let Group 2 form a circle and look for the picture that matches the word announced by the last pupil in Group 1.

7) The group that earns the most points wins the game. Give incentives to the winning game.

8) Post the matched word cards and pictures on the board and ask the pupils to read the words aloud.

b. “Match My Skit Game” 1) Have pupils re-tell yesterday’s story. 2) Divide the pupils into teams and give each team a few minutes to plan a

3-4 minute skit about the story. 3) Teams take turns in doing their skits. 4) When everyone is finished, instruct the pupils to look into the “mystery

corner” to find the phrase or sentence which has similar thought or meaning as the one they uttered in their skit.

c. “Writing from Dictation” (Observing mechanics of writing.) (Use the Mother Tongue)

1) Nangakha nga manok (chicken scratching) 2) Naglupad nga uwak (crow flying ) 3) Nanagan nga piso (chicks running) 4) Nindot nga kulintas (beautiful necklace) 5) Ilalom sa pako (under the wings)

d. Re-name the underlined words Think of other names that you can give that match to the words listed below. (Paghunahuna og lain nga ngalan nga imong ikahatag nga pareha og kahulugan sa mga pulong nga anaa sa ubos.)

(Synonyms) scratch crow chicks necklace wings (kakha uwak pisô kulintas pako)

Developmental Activity 1. Discussion (based on the story presented) by group. Let pupils fill up the

chart below.

2. Processing the Activity

Teacher processes the responses given by the group as written in the chart to arrive at the valuing level.

a. Is it proper for a hen to envy the crow? Why?(Husto ba nga mangige ang himungaan sa uwak? Ngano man?)

b. If you were the crow what will you do with the hen? Will you do the same as the crow did? (Kon ikaw ang uwak unsa man ang imong buhaton sa himungaan? Buhaton ba usab nimo ang gibuhat sa uwak?)

STORY CHARACTERS Nagdala sa Istorya

ATTITUDE Kinaiya

VALUE/S Bili

1. Uwak

2. Himungaan

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Day 3

Enrichment Activity Sequencing Events

1. Prepare pictures and arrange them in the center. Tell the first event of the story and ask the pupils to start singing.

2. Pupilsform a circle with the teacher and the pictures at the center. 3. Instruct them to sequence the events in the story heard yesterday and

hold green flaglet in the one hand and red flaglet in the other hand while pupils pass around the ball while singing a song.

4. When the teacher holds up the red flag, pupils stop singing and whoever holds the ball gives the next event in the story.

Objectives a. Use nouns in culturally appropriate manner in sentences and paragraph in:

a.) singular form (ang); b.) plural form (ang mga).

b. Describe orally in simple sentences a character in a literary selection according to his/her actions.

c. Read phrases and sentences consisting with words being studied and answer higher order questions about them

GRAMMAR LESSON

Preliminary Activity 1. Singing a song

Pupils will open their Learners Material, Unit 1, Week 3, Manganta Kita.

2. Who are the people mentioned in the song? What are their works or occupation? How are we going to call them? (Kinsa man ang mga tawo nga gihisgotan sa atong kanta? Unsa man ang ilang trabaho?Unsa man atong tawag nila?)

Developmental Activity 1. Gallery walk

Work we do in the community Tell the pupils that you want them to see the work that people do in the community through pictures being displayed. After singing, let the pupilsstand beside the picture of the person they want to become in the future.

2. Post the chart on the board. Let the pupils observe the pictures. Let them say something about it. (Teacher will provide pictures of the community helpers)

Ang Ang mga

policeman policemen

teacher teachers talking

doctor doctors

24

Day 4

fireman firemen

3. Ask the following questions leading to the lesson on “Ang”, “Angmga”

a. Look at the pictures in the first column. (Tan-awa ang mga hulagway sa unang ling-on o column.)

b. When are we going to use the word “ang”?(Kanus-a man nato gamiton ang pulong “ang”?)

c. In the second column, how many persons are being mentioned? What are we going to use when we mean two or more persons? (Sa ikaduha nga column, pila man ka tawo ang atong gihisgotan? Unsa ang atong gamiton kon duha o daghan nga mga tawo ang atong hisgotan?)

4. Generalization When are we going to use “ang”? “ang mga”?

Ang “ang” atong gamiton kon usa ka tawo o butang ang atong gihisgotan. Ang “ang mga” atong gamiton kon duha o daghan nga mga tawo o butang

ang gihisgotan.

5. Application

Let the pupils open their Learner’s Material, Unit 1, Week 3 Unang Buluhaton.

Objectives a. Use nouns in culturally appropriate manner in sentences and paragraph in:

a.) singular form (ang); b.) plural form (ang mga).

b. Correctly spell words with consonant clusters (appropriate to the MT). c. Recognize common abbreviation (e.g. G.,Gng., Bb., Dr., Engr.,etc.).

Preliminary Activity 1. Review

Let the pupils give sentences using ang, ang mga. 2. Spelling

Write dictated words from the story “Nganong Mangakha Ang Manok”

a. manok b. uwak c. mangakha d. Kulintas

Developmental Activity 1. “Puppet Show”: (Select pupils to act as a doctor, a teacher and an engineer.

Encourage the others to observe and listen to the conversation.

Pupil 1: I am Dr. Delos Reyes. I am a doctor. I will cure sick person. (Ako si Dr. Delos Reyes.Usa ako ka doctor.) (Akong tambalan ang masakiton.)

Pupil 2: I am Mr. Santos. I am a teacher. I will teach the children how to read and write.

25

Day 5

(Ako si Mr. Santos.Usa ako ka matutudlo.) (Tudloan nako ang mga bata sa pagbasa ug pagsulat.) Pupil 3. I am Engr, Lopez. I am an engineer. I will design houses. (Ako si Engr. Lopez.Usa ako ka engineer.) (Modisenyo ako og mga balay.)

2. Give pupils few minutes to study the conversation and ask the following questions .

a. How do we call the underlined words? (Unsa man ang mga pulong nga gibadlisan?)

b. What have you observed in the words? (Unsa man ang inyong nabantayan sa mga pulong?)

c. Can you give examples of abbreviated words? (Makahatag ba kamo og mga pulong nga minubo o abbreviated?)

3. Let the pupils read the common abbreviations on their Learner’sMaterial Unit 1, Week 3, Magbasa Kita.

4. Generalization Ask: What does abbreviation mean? (Minubo sa mga pulong) Why do we need to abbreviate words?

Application Let the pupils open their Learner’s Material, Unit 1, Week 3, Ikaduhang

Buluhaton.

Objectives a. Observe some mechanics when copying/writing sentences:

capitalization, proper spacing between words and correct punctuation marks.

b. Use nouns in culturally appropriate manner in sentences and paragraph in:

a.) singular form (ang); b.) plural form (ang mga).

c. Write simple phrases, sentences, and paragraphs observing correct punctuation marks, capitalizations, indentions and format.

d. Modify prior knowledge based on new knowledge from the story.

Evaluation (Assessment Day) Pupils answer their Learner’s Material, Unit 1, Week 3, Ikatulong Buluhaton

A, B, C. A. Look at the pictures. Write sentences using “ang” and “ ang mga”. B. Based on the story “Why Do the Chickens Scratch?”,write short sentences or

aparagraph on this.

26

Week 4

C. Rewrite the paragraph using correct punctuation marks, capitalization,indentions and format on your paper.

Objectives

1. Oral Language a. Talk about one’s basic needs in culturally appropriate manner.

2. Word Recognition a. Read phrases, sentences consisting of words being studied and answer

higher order questions about them. b. Give meaning of words being read through context clue.

3. Fluency a. Read short stories with ease and fluency.

4. Handwriting a. Write simple sentences about an experience generated from a group

story. 5. Composing

a. Compose a story using appropriate words and coherent text. 6. Grammar Awareness

a. Use plural form of demonstrative pronouns in sentences. 7. Vocabulary

a. Identify and sorting common words and basic categories. 8. Reading Comprehension

a. Infer the character’s feelings based on their actions or on what they say b. Listen to a story and responding orally in one or two words to factual

comprehension questions. Subject Matter

A. Our Body Needs (e.g. food, clothing, shelter) B. Demonstrative Pronouns (These are /Those are with plural nouns (Ito,

Iyan, Iyon) Materials

1. story “My Body Needs” 2. pictures of different clothes (home, school, party) 3. big box containing pictures of clothes.

Theme

Our Body Needs (e.g. food, clothing, shelter)

Value Focus Taking Care of Oneself

there was once a crow that bought a fine necklace from a merchant. he

was very proud of his necklace which he immediately put around his neck

for everybody to see it. then he flew away and came to a beautiful little

garden where he met his old friend, the hen, strutting about with her

chicks following her. the hen said to him, "Oh, what a fine necklace you

have. may i borrow it? i will return it to you tomorrow.

27

Day 1

Day 2

Procedure:

Objectives a. Communicate orally on one’s basic needs. b. Use expression appropriate to the grade level in classifying things, animals,

objects, people, places etc. c. Produce simple vocabulary to communicate basic needs in social and

academic setting.

Preliminary Activity a. Motivation/Activating Prior Knowledge

The teacher shows pictures of clothes and asks the pupils to tell something about the pictures to develop oral fluency using the following questions:

a. What do you see in the pictures? (Unsa man imong nakita sa hulagway?)

b. When and where do you use them? (Kanus-a ug asa nimo kini gamiton?)

b. Guessing and Sorting Game (Experience Story)

a. Have the pupils close their eyes for 2 minutes. To arouse curiosity, show them the box and let them guess what is inside. Ask: What do you think is inside the box? (Para kanimo unsa kaha ang anaa sa sulod sa karton?)

b. Let the pupils pick from the box and describe what they picked/saw. Ask: What have you picked? What can you say about ____? (Unsay imong nakuha?

Unsay imong ikasulti mahitungod sa ______? c. Ask the pupils to sort the clothes into 3 sets and share orally what had

happened in the activity. Deepen pupils understanding of the concept through the following questions: 1) What did you do with the clothes?

(Unsay imong gibuhat sa mga sinina?) 2) What did you do to be able to form them?

(Unsay imong gibuhat para imong maporma kini?) 3) How many groups did you make?

(Pila man ka grupo ang inyong nahimo?) 4) What is your basis in grouping the clothes into three?

(Unsay imong gibasihan sa pagpundok sa tulo ka grupo?) 5) What can you say about the activity?

(Unsay imong ikasulti sa inyong gihimo?)

Objectives a. Write sentences and paragraphs about an experience generated from group story. b. Read short stories with ease and fluency.

28

Day 3

c. Correctly spell words in the list of content words in the vocabulary. d. Recognize correct spelling of words. e. Produce simple vocabulary to communicate basic needs in social and academic setting. f. Listen to story and respond orally in one or two words to factual comprehension questions. g. Infer a character’s feelings based on their actions or on what they say.

During Reading (Experience Story) 1. Review of yesterday’s Activity

Ask: How did you sort the clothes? Did you help one another? Where did you enjoy better doing the activity, by yourself or with your classmates? What do you feel while doing the activities you like? Why?(Giunsa man ninyo pagpundok ang mga sinina?Nagtinabangay ba kamo?Asa ka man nalingaw nagtrabaho, nga nag-inusara o kauban ang inyong mga classmates?Unsa man ang inyong bation kon inyong buhaton ang mga buluhaton nga inyong ganahan?Ngano man?)

2. Guide pupils in making a story about their experience. Allow them to talk about what they did in the previous day. Say: Now, let’s write our own story about what we did yesterday. (Karon, atong isulat ang atong kaugalingong istorya mahitungod sa atong gibuhat kagahapon.)

3. Start writing the story as the pupils start to talk. 4. Ask one of the pupils to say a sentence and repeat the sentence.

Is this what you want to say? If they agree say: “Okay let us write it.” (Mao ba kini ang inyong gusto isulti? Kon mouyon sila: “Okay, atong isulat.”)

5. Write the sentence just as they said it and read it to the pupils. Ask: Is this what you want to say?(Mao ba kini ang imong gusto isulti?)If pupils want to change the sentence, let them do it until they are satisfied. Ask the pupils again. What would you like to say next?(Unsa man ang imong gusto isulti sunod?)

6. Write again just what the pupils tell.Encourage the pupils to keep their story short, at least 6-7 sentences.

7. Read the story to the pupils and allow them to make changes if they want to. Then,read the story again).

8. Pupils give their story a title and write it above the story. Ask: What title do you want to give your story? (Unsa man ang ulohan nga imong gustong ihatag sa istorya?)

9. Allow the pupils to discuss this and write the title just as the pupils say it. 10. Read the story again, using the Reading Plan.

(Note: Teacher will ask questions about inferring a charater’s feelings based on the story created by the pupils.)

Objectives a. Use pronouns in culturally manner in sentences and paragraph:

a.) These are /Those are with plural nouns (Ito, Iyan, Iyon). b. Read aloud words (pronoun).

29

Day 4

c. Communicate orally on one’s basic needs.

Grammar Lesson

Preliminary Activity 1. Show and Tell

a. Say: I want you to come in front and select the clothes you like.(Gusto ko manganhi mo sa atubangan ug pilia ang ganahan ninyo nga sinina.)

b. Show to the class and tell something about it.After each pupil has shown and talked about the clothes she/he liked. Ask: What did you do to present your favorite clothes? (Unsay imong gihimo sa pagpakita sa imong paboritong sinina?

Presentation 1. Write sentences on the chalkboard based on their responses using

demonstrative pronoun in plural form. Say “Let’s read the sentences” (Atong basahon ang mga pahayag “sentences”)

a) These are my favorite dresses. (Kini ang mga paborito nakong sinina.) .

b) These are blouses. (Kini ang mga blusa.)

c) Those are shorts. (Kato ang mga purol.)

d) Those are t-shirts. (Kato ang mga “t-shirts”)

e) Those are skirts. (Kato ang mga sayal.)

2. Present demonstrative pronouns and describe how these areused in

sentences.

Generalization Ask: When do we use “these are”? When do we use “those are”? (Kanus-a man

nato gamiton ang “Kini ang mga”? Kanus-a man nato gamiton ang “Kato ang mga”?

Situation Singular Plural Person holding the object Kini ang (This is) Kini ang mga (These are) Person pointing the object Kato ang (That is) Kato ang mga (Those are)

Objectives

a. Use pronouns in culturally manner in sentences and paragraph: a.) These are /Those are with plural nouns (Ito, Iyan, Iyon).

b. Listen to story and respond orally in one or two words to factual comprehension questions.

c. Write sentences and paragraphs about an experience generated from a group story.

d. Correctly spell words in the list of content words in the vocabulary.

30

e. Recognize correct spelling of words. f. Read short stories with ease and fluency.

Guided Practice

a. Partner/Dialogue: Teacher reads a dialogue using the demonstrative pronouns learned. Example:

Partner 1: These are my toys. My mother bought these for me. Partner 1:Kini ang akong mga dulaan.Gipalit kini sa akong mama para

nako.

And you, what did your mother gave you? (Ikaw, unsa may gihatag sa imong mama nimo?)

Partner 2: Oh! my mother bought those balloons for me. Partner 2: O! Gipalit ni mama katong mga balon para nako.

Partner 1: My mother loves me so much. These are the toys that she gave me.

Partner 1: Gihigugma ko sa akong mama. Kining mga dulaan ang iyang gihatag nako.

Partner 2: Me too. I like all those she gave me. Partner 2: Ako usab. Ganahan ko sa tanan nga iyang gihatag nako.

b. Role Play

Tiangge Fair Divide the pupils into 4 groups and ask them to role play a market

scene where there is selling and buying of different foods. Encourage the pupils to use demonstrative pronoun in plural form in the play.

Independent Practice

Group Activity 1. Ask each group to tell something about the picture using appropriate

demonstrative pronoun in plural form. Partners write a simple dialogue out of the picture.

2. Group 1: Picture of a Canteen setting

Group 2: Picture of a Classroom setting Group 3: Picture of a Playground setting Application

Let’s Create: Let the pupils create a short story about their experiences and instruct them to

write it on a clean sheet of paper. Let them underline all the demonstrative pronouns in plural form which are found in the story. (Teacher asks a volunteer to read his/her work to the whole class, checks the work of the pupils and gives appropriate praises or comments. All pupils’ outputs should be published)

31

Day 5

Week 5

Objectives

a. Use pronouns in culturally manner in sentences and paragraph: a.) These are /Those are with plural nouns (Ito, Iyan, Iyon)

b. Recognize correct spelling of words. c. Correctly spell words in the list of content words in the vocabulary.

Evaluation (Assessment Day) A. Let the pupils answer their Learner’s Material, Unit 1, Week 4, Unang

Buluhaton. B. Let the pupils answer their Learner’s Material Unit 1, Week 4, Ikaduhang

Buluhaton. C. Let the pupils answer their Learner’s Material, Unit 1, Week 4, Ikatulong

Buluhaton. Objectives

1. Oral Language a. Listen to and interact with others in a group or class discussion on

texts heard. b. Recite with ease and confidence 3 to 5-stanza rhymes in culturally

appropriate manner. c. Supply rhyming words to complete a rhyme.

2. Phonological Skills a. Recognize sound and symbol relationships in one’s own writing.

3. Book and print knowledge a. Observe some mechanics when copying and/ or writing sentences:

capitalization, proper spacing between words and correct punctuation marks.

4. Word Recognition a. Read with understanding a story consisting of words being studied.

5. Spelling a. Spell correctly content words in the list of vocabulary words.

6. Handwriting a. Observe mechanics when copying and/ or writing sentence,

paragraph and story: capitalization, space between words, correct punctuation mark, indention and format.

7. Composing a. Write a story observing correct punctuation marks.

8. Grammar 9. Use possessive pronouns (my, you, his, her, your). 10. Vocabulary

a. recognizing common morphemes in phrases and sentences (e.g. basic syllabication rules and phonics)

11. Reading Comprehension: Activating Schema and Prior Knowledge

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Day 1

a. Predict what story is about based on personal experiences and context.

Subject Matter

A. Rhyming Words B. Using Possessive Pronouns (my, you, his, her, your) C. Environmental Signs/Prints

Reference

“Two- Track Approach to Teaching Children to Read and WriteTheir First Language):A Guidebook for Trainers”, Susan and Dennis Malone, 2010

Materials

Picture of a nature with animals Theme

My Favourite Animals and Plants Value Focus

Care for animals and nature

Procedure:

Objectives a. Listen and retell a story heard in their own words citing the characters,

setting, and important events. b. Read phrases and sentences consisting of words being studied and answer

higher order questions about them. c. Predict what the song is about based on personal experiences andbased on

what one know about.

Pre- Reading 1. Show a picture of a zoo or nature with animals and ask questions activating

the prior knowledge/ experiences of the pupils. a. What do you see in the picture?

(Unsay imong nakita sa hulagway?) 2. Write down what the pupils say and read it back to them to develop their

print awareness. 3. Ask each pupil to contribute words, one sentence at a time, to compose a

story. 4. Print words on chart (so class has permanent copy), reading each word as

she writes. Usually, pupils repeat the words after each sentence is written.(Guide the pupils through questions to come up with conversational statements)

5. Let the pupils open their Learner’s Material, Unit 1, Week 5, Magbasa Kita.

During Reading

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Day 2

1. Read first the entire story using a hand or pointer, and asks the entire group or individual pupil to read it. Pupils enjoy repeated reading. Remember, pupil may not be actually readingbutsimply repeating words memorized with the assistance of visual cues.

2. Read the story using the reading plan.

Post Reading a. Talk about the story and ask comprehension questions about the story

infusing values.

Who went to the park? (Kinsa man ang nangadto sa parke?)

What did they do in the park? (Unsa man ang ilang gibuhat didto)

Did Gino continue to picked flowers in the park? Why (Nipadayon ba og kutlo og bulak si Gino? Ngano man?

What happened to Karen’s pet dog? (Naunsa man ang itoy ni Karen?)

Who have pets at home? (Kinsa man ang adunay binuhing hayop sa balay?)

How do you take good care of your pet? (Giunsa man nimo pag-atiman ang imong binuhing hayop?

b. Ask the pupils to predict the ending of the story based on their personal experiences.

Objectives a. Use possessive pronouns. b. Read aloud words (possessive pronouns). c. Compose a story using appropriate words and coherent text. d. Correctly spell words in the list of content words in the vocabulary.

Preliminary Activity

1. Review the story “In the Park” a. Read again the story, calls some pupils to read it aloud in the class,

then ask questions about the story. b. Give some examples of possessive pronouns from the story(ko, ikaw,

iya, niya, imo) (my, you, his, her, your) using META CARDS and post them on the board.

c. Discuss the use of possessive pronoun and give other examples. Developmental Activity

2. Engagement Activities Divide the class into three (3) groups and give the rules for grouping.

a. Activity I Let the pupils answer their Learner’s Material, Unit 1, Week 5, Unang Buluhaton A.

b. Activity 2 Use the following possessive pronouns in the sentence.

34

Day 3

(Gamita ang mosunod nga possessive pronouns sa pahayag o sentence.)

c. Activity 3 Create a short story using the following possessive pronoun. (Paghimo og istorya gamit ang mosunod nga possessive pronouns.)

Processing of the Activity: Ask each group leader to present their outputs andprocess the activity

done by each group.

3. Enrichment Activity a. Identify the common least mastered possessive pronouns out of the

presentations of each group. b. Give an enrichment activity for the mastery of the lesson.

Let the pupils answer their Learner’s Material,Unit 1, Week 5, Unang Buluhaton B.

Objectives a. Read phrases and sentences consisting of words being studied and

answer higher order questions about them. b. Observe proper mechanics when writing sentences with punctuation. c. Correctly spell words in the list of content words in the vocabulary. d. Write sentences using correct punctuation marks. e. Recognize the common morphemes in phrases and sentences

(e.gbasic syllabication rules and phonics).

Preliminary Activity a. Group Activity (Word Puzzle)

Group the pupils into 5. Each group will be given an envelope containing words found in the story “Sa Parke”.

Ex. ni adto = niadto mo kutlo = mokutlo ako ng = akong gi duol = giduol

b. Discuss on the basic syllabication rules and phonics. - Every syllable has only one vowel sound. The number of vowel sounds in a

word usually equals the number of syllables in that word.

nako ikaw iya niya imo

nako ikaw iya niya imo

35

Day 4

c. Ask the pupils to read the whole text and instruct them to observe how the

sentences of the story are written such as capitalization, proper between words, correct punctuation mark and proper indention between paragraphs.

d. Highlight the mechanics in writing sentences and paragraphs of the story

and the importance of proper capitalization, indention between paragraphs, spacing between words, and correct punctuation marks through examples.

Guided Writing Practice

Let the pupils copy the story “In the Park” with proper mechanics in writing.

Generalization Ask:

a. What are the proper mechanics in writing sentences in a paragraph form? (Unsa man ang husto nga pamaagisa pagsulat og pahayag o sentence sa paragraph nga porma?)

b. Why do we need to write correct sentences using proper capitalization, proper spacing between words, correct punctuation markand indention between paragraphs? (Nganong nagkinahanglan man ta mosulat og husto nga “sentences” gamit ang husto nga capitalization, husto nga spacing between words, husto nga punctuation mark ug husto nga indention between paragraphs?)

Engagement Activity

Let the pupils write their own story based on their own experiences using proper capitalization, proper spacing between words, correct punctuation mark and proper indention between paragraphs.

Objectives a. Identify rhyming words in a poem consisting of two to three stanzas. b. Supply rhyming words to complete a poem. c. Read phrases and sentences consisting of words being studied and answer

higher order questions about them. .

Pre-Reading

1. Show a picture of a boy holding his pet dog and ask the pupils to describe the picture. Ask: Do you have pets at home?

(Aduna ba kamo’y binuhing hayop sa inyong balay?) 2. Ask the pupils to recitea 3-5-stanza local rhymes about the theme andthen

introduce the rhyme to the pupils. Let them open their Learners Material, Unit 1, Week 5, Ikaduhang Buluhaton.

During Reading Group the pupils into 5. Each group will read the poem creatively.

36

Day 5

Week 6

Post Reading

1. Ask: a. Who has a pet dog?

(Kinsa man ang adunay itoy?) b) What is the name of your pet?

(Unsay ngalan sa iyang itoy?) c) What did Bitoy like to do?

(Unsa man ang kanunay buhaton ni Bitoy?) d) Does she love her pet dog?

(Pinangga ba niya ang iyang itoy?)

Engagement Activity 1. Divide the class into five (5) groups and asks them to recite the rhyme

together in front of the class with action if possible. Process the activity and declare the best group as the winner.

2. Let the pupils answer their Learner’s Material,Unit 1, Week 5, Ikaduhang Buluhaton.

Objectives a. Write sentences using correct punctuation marks. b. Observe proper mechanics when writing sentences with punctuation. c. Compose a story using appropriate words and coherent text. d. Use possessive pronouns (akin, iyo, kanila).

Application

Show a picture of a child holding his/her pet and let the pupils write at least 5 sentences about the picture observing correct punctuation marks, capitalization, indentions, and format with appropriate words and coherent texts.

Evaluation

A. Let the pupils answer their Learner’s Material, Unit 1,Week 5, Ikatulong Buluhaton A.

B. Let the pupils answer their Learner’s Material, Unit 1, Week 5, Ikatulong Buluhaton B.

Objectives

1. Oral Language a. Listen to and interact with others in a group or class discussion on texts

heard. b. Tell their own stories related to picture using a variety of words withproper

phrasing and pausing. c. Talk about the fables by recalling important details.

2. Book and Print Knowledge a. Tell the distinguishing features of a fable.

37

3. Word Recognition a. Read phrases and sentences consisting of words being studied and

answer higher order questions about them. 4. Fluency

a. Read short stories with ease and fluency. 5. Spelling

a. Spell correctly the list of content words in the vocabulary 6. Handwriting

a. Write short narrative stories that include elements of setting and characters

7. Composing a. Compose a story using appropriate words and coherent text

8. Grammar Awareness a. Use personal pronouns (ako, ikaw, siya, kami,kamo ug sila) in a

culturally appropriate manner in sentences and paragraphs 9. Vocabulary and Concept Development

a. Read aloud personal pronouns 10. Reading Comprehension: Activating Schema / Prior Knowledge

a. Modify prior knowledge based on new knowledge from the fable b. Sequence 3 events in the story by telling which happened first, second

and last c. Predictoutcomes in fable based on context

11. Reading Comprehension: Comprehension of Informational Texts a. Compare and contrasting different literary elements b. Read a variety of children’s literature and respond to it both orally and in

writing 12. Reading Comprehension: Attitudes towards Language, Literacy and

Literature a. Show love for reading by listening attentively during story reading and

making comments and answering higher order thinking questions Subject Matter

A. Fable “The Bee and the Fly” Author:Gea Catalan Alonso

B. Personal Pronouns

Materials Fables(The Honey Bee and the Fly), pictures and songs

Theme Things I Love to Do, (favorites, activities, hobbies, sports)

Value Focus Do not spend all your time having fun. Work and save for the future. One should be proud of his/her own family.

Procedure

38

Day 1

Objectives a. Listen to and interact with others in a group or class discussion on texts

heard. b. Tell their own stories related to picture using a variety of words withproper

phrasing and pausing. c. Tell the distinguishing features of a fable. d. Talk about the fable recalling important details. e. Read phrases and sentences consisting of words being studied and answer

higher order questions about them. f. Read short stories with ease and fluency. g. Modify prior knowledge based on new knowledge from the fable. h. Predict outcomes in fables based on context. i. Show love for reading by listening attentively during story reading and j. Make comments and answers higher order thinking questions.

Pre-reading Activities

1. Guessing Game: (Show a picture of different animals) a) Maglupad-lupad kada adlaw

Ilalom sa init sa adlaw.Unsa kini? b. hulmigas b. putyokan c. ipos

2. Learning New Words through pictures and gesture. (TPR pictures and TPR body). Use it in a sentence. Ask a pupil volunteer to read the sentence.

lingaw tinigom nagkarga gigutom

3. Motivation:

a) Ask the pupils the following questions: 1. Nakasulay naba ka og tigom gikan sa imong balon? 2. Diin nimo gihipos? 3. Maayo ba ang magtigom?Ngano man?

b) Show a picture of Honey Bee and the Fly. Ask the pupils to say something about the character of the Honey Bee and the Fly.

During Reading 1. Read a short story to the pupils:

a) Tell the pupils you want them to listen as you read to them the theme for the week.

b) Read the story in a lively and interesting way c) As you read, stop 2-3 times to ask the pupils questions about the story. d) Read the whole story. When you’re finished, ask the pupils to summarize

the story then ask them higher order thinking questions about the story. 2. Let the pupils open their Learner’s Material Unit 1, Week 6 for the selection.

Post Reading Ask:

a) Kinsa ang managhigalasa atong istorya?

39

Day 2

Day 3

b) Unsay hilig sa putyokan? Unsay hilig sa langaw? c) Unsay nahitabo sa langaw sa dihang nibaha? d) Unsay iyang gibati? Diin siya nangayo og tabang? e) Nganong nagtigom og pagkaon ang putyokan? f) Unsay nahitabo sa katapusan sa istorya? Malipayon ba silang duha?

Ngano man?

Objectives a. Listen to and interact with others in a group or class discussion on texts

heard. b. Talk about the fables recalling important details. c. Read short stories with ease and fluency. d. Write short narratives that include elements of setting and characters. e. Modify prior knowledge based on new knowledge from the fable. f. Sequence 3 events in the story by telling which happened first, second

and last. Preliminary Activity

Review the story read yesterday Retell the story “The Honey Bee and the Fly” (TPR Story) while the pupils listen.

a. You model and demonstrate the action. b. Asks volunteer to do the action while narrating the story. c. Pupil tells the story and acted by another pupil.

Engagement Activities

Let them open their LM Unit 1, Week 6 and do Unang Buluhaton 1. Picture Story (Give a picture and let the pupils arrange it according tothe

sequence of the story.) 2. Let the pupils retell the story in their own words and understanding.

Application

1. Guided Exercise Present another fable “The Moth” (follow TPR story picture)

2. Independent Exercises Let the pupils retell the story and other pupils do the action.

Objectives a. Talk about the fables recalling important details. b. Use personal pronouns (ako, ikaw, siya, kamo, sila og kami) in a

culturally appropriate manner in sentences and paragraphs. c. Read aloud personal pronouns. d. Realize that one should be proud of his / her own family.

Grammar

40

Preliminary Activities 1. Review

a. Show pictures of yesterday’s lesson. b. Ask what the picture is all about.

2. Motivation

Ask: a. Do you have pets at home? (Duna ba kamo’y binuhi nga hayop sa

balay?) b. How do you show your love for them? (Giunsa ninyo pagpakita nga

inyo silang gihigugma?) Analysis and Discussion

1. Present the fable again “The Honey Bee and the Fly” 2. Ask the following questions leading to the lesson on pronouns:

a. Kinsa ang duha ka managhigalasa atong istorya? b. Diin nahitabo ang istorya? c. Unsay hilig saputyokan? Giunsa kini niya pag-istorya? . d. Unsa nga pulong ang gigamit puli sa ngalan nga Langaw sa “Nagsige

ra siya og dula.”? e. Unsay gigamit puli sa ngalan nga Putyokan sa “Ako kang amiga

langaw busa paminaw.”? f. “Makaluluoy ka! Moabot ang adlaw ngaikawmagpangita og pagkaon.

Pagtigom na karon!” Kinsa man ang giingnan ni putyokan ani? g. Gigutom ang lukton. Wala na siya’y makaon. Nganong wala naman

siyay makaon? h. Unsay gigamit nga pulong puli sa pulong nga Putyokan sa “Ikaw ra

gayod ang nakatabang nako” sulti sa langaw. i. Gihatagan ni putyokan ang langaw og makaon. Unsa nga pulingalan

ang atong ipuli sa ilang ngalan? j. Giunsa pagtawag sa dihang nagsulti siya kang langaw kabahin sa

ilang kinaiya? k. Kon hatagan ka og higayon nga makig-istorya sa langawug putyokan

unsaon nimo sila pagtawag?

Post Activities Let themopen their LM Unit 1, Week 6 and do Ikaduhang Buluhaton.

1. Tan-awa ang mga hulagway. Isulat ang hustong pulong nga ipuli sa ngalan sa blangko.(Look at the pictures. Write the correct pronoun on the space provided.)

1. Illus. girl dancing Nagsayaw _______ . 2. ilus. boy playing Nagdula ________. 3. Ilus. Girl planting seedlings

41

Day 4

4. Illus. mother nursing the child

2. Gamita sa pahayag “sentence” ang ako, ikaw, siya, kami, kamo ug sila. 3. Kanus-a gamiton ang mga pulong nga ako, ikaw, siya, kami, kamo ug

sila? Generalization

Ako, Ikaw, Siya ang gamiton puli sa ngalan sa tawo. (I, You, He/She, We and they) are Personal Pronouns that take the place of

nouns.

Objectives a. Listen to and interact with others in a group or class discussion on texts

heard. b. Spell correctly the list of content words in the vocabulary. c. Use personal pronouns (ako, ikaw, siya, kamo, sila og kami) in a

culturally appropriate manner in sentences and paragraphs. d. Read aloud personal pronouns.

Preliminary Activities

1. Let the pupils sing the Song to the tune of Lubi-lubi Lunes, Martes, Miyerkoles, Huwebes, Biyernes, Sabado, Dominggo mga adlaw sa Semana lubi-lubi.

Ask: Unsang adlawa karon? Adlaw nga ____________ karon.

Unsang adlawa kagahapon? Adlaw nga ____________ kahapon. Unsang adlawa ugma? Adlaw nga ___________ ugma. Spelling

Write dictated words from the story

a. nagtigom b. langaw c. pinangga d. putyokan

_______maoy

nagtanom ana

nga bulak.

Kinsa ang

nagtanom niini nga

bulak?

Gipangga ko

____anak ko

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Day 5

Week 7

Enrichment Activities Let them open LM Unit 1, Week 6 and do Ikatulong Buluhaton. 1. Guided Practice

Partner/Dialogue: Presents a dialogue pattern. Let the pupils find the noun, then replace it with the correct personal pronoun. Pupils take turn reading, acting the dialogue.

Partner 1: Naminaw og awit si John . Partner 2: Naminaw siya og awit.

Partner 1: Gitabangan sa bata ang Lola sa paglabang sa dalan. Partner 2: Ako ang nitabang sa Lola.

2. Let the pupils form their own sentences using the correct pronoun. (Guided by the teacher)

Objectives a. Tell their own stories related to picture using a variety of words withproper

phrasing and pausing. b. Read short stories with ease and fluency. c. Write short narratives that include elements of setting and characters. d. Compose a story using appropriate words and coherent text. e. Use personal pronouns (ako, ikaw, siya, kamo, sila og kami) in a culturally

appropriate manner in sentences and paragraphs. f. Compare and contrast different literary elements. g. Read a variety of children's literature and respond to it both orally and in

writing. Assessment

A. Let the pupils write a simple, short fable that includes elements of setting and characters(teacher guided activity) Ask a volunteer to read his/her work to the whole class. Check the works of the pupils, give comments and post them at strategic corner.

B. Let the pupils open their LMs on week 6 day 5 Ika-upat nga Buluhaton

Assignment Write 2 sentences each using ako, ikaw, siya, kita, kamo, sila ug kami.

Objectives

1. Oral Language a. Use expressions appropriate to the grade level in predicting

possible ending of events.

43

b. Talk about the community issues through advertisement by recalling important details

c. Respond to the issue (advertisement) through illustrations and dramatization

2. Phonological Skill a. Recognize sound/symbol relationships in one’s own writing.

3. Book and Print Knowledge a. Tell distinguishing features of an advertisement

4. Word Recognition a. Read a large number of regularly spelled multi-syllabic words b. Give the meaning of words being read through matching them

with pictures,doing the action or giving synonyms. 5. Fluency

a. Read aloud grade two level texts with an accuracy of 95-100% 6. Spelling

a. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level.

7. Handwriting a. Write advertisements, slogans, etc. observing correct punctuation

marks, capitalization, and formats. 8. Composing

a. Write short, clear announcement (e.g. clean and green drive) 9. Grammar

a. Use simple present verbs in a culturally appropriate manner in sentences and paragraphs

10. Vocabulary and Concept Development a. Read aloud words (verbs) b. Use decoding skills to read more complex words independently

11. Comprehension a. Activates Schema and Prior Knowledge b. Make inferences on what is likely to happen next based on the

community event, issues c. Predict what the community events/situations/issues base on

personal experiences. 12. Comprehension of Informational Texts

a. Use the text (such as the ideas, illustrations, titles) to draw inferences andconclusions and make generalization

Subject Matter

A.Advertisement: “Come and Join Tree Planting” B.Verb (present form)

Materials:

Advertisement: “Come and Join Tree Planting” pictures of the beautiful places in region VII, etc Magic Box containing pictures

of persons doing something and action words) Theme

Our community – our neighborhood, caring for our environment

44

Day 1

Value Focus Caring for our Environment

Procedure

Objectives a. Use expressions appropriate to the grade level in predicting possible

ending of events. b. Talk about the community issues through advertisement by recalling

important details. c. Tell distinguishing features of an advertisement. d. Read aloud grade two level texts with an accuracy of 95-100% . e. Read a large number of regularly spelled multi-syllabic words. f. Use decoding skills to read more complex words independently. g. Make inferences on what is likely to happen next based on the community

issues. h. Predict what the community events base on personal Experiences.

Pre-reading

1. Unlocking of Difficulties Cebuanos (through pictures) disaster and catastrophe (through context clues and pictures) put off (through context clue/synonyms) get back (through context clue) concern (through context clue)

Note: Guide the pupils in reading the words orally, by group then individually.

2. Activating Prior Knowledge Developing Motivation for the story Ask: Unsay mga lugar nga duol sa inyong panimalay? Duol ba kini sa suba o sa bungtod? Mahulagway ba nimo kini?Namiligro ba kini?

3. Developing a purpose for reading Say: Sa pahinumdom nga atong madungog karon, atong sutaon unsa kini kabahin ug kinsa ang nagpahinumdom niini.

During Reading

Place the advertisement on the chart. Read first, then let the pupils follow in reading with appropriate intonation, expression and punctuation cues.

Note: Found in the Learner’s Material, Unit 1, Week 7

“Dali ug Uban Kamo Magtanom Kita og Kahoy”

Ang gobernador sa Negros Oriental nga si Gob. Roel Degamo nanawagan sa mga Negrense nga moapil sa Tree Planting karong Junyo 12, 2012 sa

45

Day 2

alas 7:00 sa buntag sa tiilan sa Mt. Canlaon alang sa pagbalik sa kaanindot sa kabukiran.

Gibuhat kini aron mapreserba ang kabukiran nga hapit na maupaw ug aron mapugngan ang mga kalamidad nga dala sa kinaiyahan.

Busa, tanang mga katawhan sa Negros Oriental dali na kamo ug uban kita sa pagtanom og mga kahoy. Para kini sa atong kaayohan.

Post Reading

Discussion questions (Literal and Motive) Unsa kabahin ang pahinumdom? Kinsa ang naghimo sa pahinumdom? Nganong naghimo ang gobernador niini nga pahinumdom?

.

Objectives a. Talk about the community issues through advertisement by recalling

important details. b. Respond to the issue (advertisement) through illustrations and dramatization. c. Tell distinguishing features of an advertisement. d. Write an advertisement about community issues observing

correctpunctuation marks, capitalization, and formats. e. Write short, clear announcement (e.g. clean and green) f. Use decoding skills to read more complex words independently. g. Use the text (such as the ideas, illustrations, titles) to draw inferences

andconclusions and make generalization.

Engagement Activities 1. Let’s See

Unsay imong damgo, imong gusto o ambisyon sa kabukiran? Madibuho ba kini nimo?

2. Let’s Find Out Ipakita unsaon ang pagpreserba sa kabukiran ug sa mga tawo sa Negros Oriental

3. Let’s Show Daghan na og kahoy ug nindot na karon ang tiilan sa Mt. Canlaon. Maghimo kita og “Certificate of Appreciation” para sa gobernador sa iyang pagpanguna sa pagtanom og kahoy sa kabukiran aron mapakita ang atong dakong pasalamat.

4. Let’s Do More Karon kay puno na sa kahoy ang tiilan sa Mt. Canlaon unsay angayan buhaton sa mga tawo sugod karon aron mapreserba ang kanindot sa Mother Earth?

Magmugna kamo og inyong pahinumdom aron mapabilin ang kaanindot niini.

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Day 3

Discussion I believe that all of us wanted to see a beautiful and green mountain. Although,

many mountains now are barren and polluted, still young people like you dream to have a perfect one isn’t it? Let’s see the work of Group 1 who did a beautiful masterpiece of their dream mountain.

Now that you’re dreaming that mountain, how are we going to make Mt. Canlaon like this? What are the things that we can do to save the mountain from becoming barren and polluted? Let’s listen and find out from the report of Group 2.

Because of a leader in the person of the provincial Governor, Mt. Canlaon was saved from becoming barren. If given the chance to show your gratitude to the governor, how will you do it? Let’s find out how Group 3 gives recognition to this person.

I believe that Mt. Canlaonbefore is clean and full of trees. But when people started cutting trees and throwing garbage onto it, it became barren and polluted too. Now, that the people join the tree planting activity, how can you help preserve this? What strategies can you suggest? Why? Let’s listen to Group 4’s report. Processing of the Activity

Process the activity done by 4 groups. Responses are written on the chart. GROUP ACTIVITY FOCUS SKILL

Application Let the pupils open their Learner’s Material Unit 1,Week 7 and do Unang Buluhaton. Now, that we know what’s happening with our natural resources, what would

you do if you were one of the people of Mt. Canlaon? I will plant trees. I will preserve our mountain. I will take care of our natural resources in the community like the river, sea,

mountains, forest, etc. I will not kill animals like birds in the forest.

Objectives a. Talk about the community issues through advertisement by recalling

important details. b. Use simple present form of the verbs in a culturally appropriate manner in

sentences and Paragraphs. c. Read aloud words (verbs).

GRAMMAR LESSON

Preparatory Activity Review Let them open their Learner’s Material Unit 1, Week 7 for the selection. Say: Nakahinumdom ba kamo sa pahinumdon sa atong gobernador nga atong

nadungog kagahapon? 1. Gov. Roel Degamo calls the constituents to join them.

47

2. The Negrense shows support to the Tree Planting. 3. The youth and concerned citizens of Negros Oriental join the Tree

Planting Activity. What are the underlined words? Say: Now children, I’m going to act out and you say these words. After you

model each pupil will shows the actions. Process the lesson on the present form of the verb. Analysis Discussion

Say: I have here another set of sentences. Let’s read them and focus your attention to the underlined words.

a. The children help their teacher in arranging their desks. b. Marlon erases the board everyday. c. Lito brings food in the farm every morning. d. The girls sweep the floor and the boys water the plants. e. The teacher praises her pupils in cleaning their room.

Present the different verbs and show how they are used in sentences. Say: Ang pulong lihok, berbo o verb nagpakita og lihok pinaagi sa lawas,

baba, kamot ug uban pa. Adunay kapanahonan ‘tenses” nga angay bantayan kon kanus-a kini mahitabo. Mahimong karon, ugma og kagahapon nga gitawag og kaanahonan.

Karon nga Panghitabo o “Present Tense”

1. Porma nga ni/mi+berbo (Regular Verb in English) Pananglitan: mihikap milakaw mikatawa

2. Porma nga na+berbo o gi+berbo (Irregular Verb in English) Pananglitan nabuak nahulog gibasa

3. Porma nga nag/nang+berbo (Reflexive Verb)

Nanglaba nagkanta nagsulat

Guide the class to form the rules on using simple present tense of verbs Note: Rules formed would depend on the context of MT.

Generalization

Ask: Unsa man ang pulong hihok, berbo o verbs? Teacher/Modelling Exercises Find out all the action words and show it in front of your classmates.

Note: Say: Ang pulong nagkanta ang akong napunit .Pulong lihok ba kini? Kanus-a nahitabo ang maong lihok?Ingon niini ko mokanta. Kinsa ang makakanta diri sa atubangan? Karon kamo na sad. Pagkuha diri og usa ka pulong lihok unya buhata kana diri sa atubangan sa klase.

48

Day 4

Post Activity

Let them open their Learner’s Material Unit 1, Week 7 and Do Ikaduhang Buluhaton 1.a, Ikaduhang Buluhaton.1.b, and Ikaduhang Buluhaton 2.2

1. Guided Practice a. Show and Tell: (Encourage pupils to talk about their favorite hobby or

what they love to do at home. Then list down all the activities/hobbies that the pupils will mention.) Example:

Pupil 1: Mangluto ko panahon sa Sabado ug Dominggo. Pupil 2: Si Carlo mokaon og prutas ug utan kada adlaw. Pupil 3: Nangolekta si Leo ug Mark og dulaang truck. Pupil 4: Akong pakan-on akong itoy kada buntag. Pupil 5: Akong pamilya moadto sa mall kada Sabado.

b. Ready-Camera-Action: Introduce a game. Scatter list of action words in the classroom.

(Make it a point that each pupil will gets his/her share.) Let the pupils stand form a big circle and sing a song. As the song is played, pupils start moving clockwise and whenever the song stops they one from the scatted action words. When they hear the keyword “freeze”, they all freeze. Upon saying “Ready-Camera-Action” each pupil does the action according to the word taken and freeze. You will go around and see if each pupil do the proper action.

After the game, ask pupils what dowe call on those words that they’ve shown or act out. Ask the pupils to post the word they got on the board. And then read the action words for the first time. The pupils will repeat after the you read. Finally, the pupils will read alone the words with fluency and prosody.

2. Independent Practice Say: Draw or pick a picture from the box. Tell something about the picture using appropriate verb. Write your answers on a clean sheet of paper and box all verbs used.

Objectives a. Recognize sound/symbol relationships in one’s own writing. b. Read aloud grade two level texts with an accuracy of 95-100%. c. Use spelling knowledge and skills to correctly spell high frequency

wordsappropriate to the grade level. d. Write an advertisement about community issues observing

correctpunctuation marks, capitalization, and formats. e. Write short, clear announcement (e.g. clean and green) f. Use decoding skills to read more complex words independently. g. Make inferences on what is likely to happen next based on the community

Issues.

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h. Use the text (such as the ideas, illustrations, titles) to draw inferences andconclusions and make generalization.

Spelling and Handwriting Preparatory Activity

Spelling 1. preserve (preserba) 6. Plant (tanom) 2. build(tukod) 7. get back (balik) 3. throw (labay) 8. put off ( palong) 4. cutting (putlon) 9.Prevent (likay) 5. calling(tawag 10. Follow (sunod) Note: Ask the pupils to write the spelling words on the board then models the reading first. Then let the pupils follow after you, finally read individually.

Handwriting

Let the pupils go back to the advertisement made by group 4, try to refine it and copy in a clean sheet of paper observing correct punctuation marks, capitalization, indentions and formats. Example: Namiligro ang Okoy nga suba. Magtinabangay kita sa pagpreserba niini pinaagi sa pagbuhat sa mosunod:

1. Hunungon na ang paglabay og basura sa suba. 2. Dili sikopon ang gagmay nga isda. 3. Dili mogamit og dinamita sa pagpangisda. 4. Dili maglabay og patay nga hayop sa suba. 5. Ipabilin ang pagkamaayong katilingbanon.

Exercises in Handwriting

Copy the advertisement correctly by following the correct format of the letters shown below.

Activity sheet no. 2 Reading

Predicting Unsa kaha ang mahitabo satiilan sa Mt. Canlaonkon ang gobernador wala

maghimo og pahinumdom? Complete the rebus. Match the given words in the magic box with the given

picture to complete the rebus story. Ask: Unsa kaha kon ang gobernador wala makakumbinser sa mga

katawhan nga magtanom og kahoy sa tiilan sa Mt. Canlaon. Unsa kahay mahitabo sa lugar ug sa mga tawong nagpuyo niini?

Duna ko diri kahoy nga dunay Rebus Story. Atong pormahon ang rebus story kabahin sa posibleng mahitabo sa Mt. Canlaon kon wala mahitabo ang Tree Planting sa lugar.

Rebus of Verbs

50

Day 5

I have here pieces of cut pictures. What you will do is to form the pictures together and find out what is formed. Mention at least 2 action words on the pictures formed.(Answer for the puzzle)

Objectives

a. Recognize sound/symbol relationships in one’s own writing. b. Read a large number of regularly spelled multi-syllabic words. c. Give the meaning of words being read through matching them with

pictures,doing the action or giving synonyms. d. Read aloud grade two level texts with an accuracy of 95-100% . e. Use spelling knowledge and skills to correctly spell high frequency

wordsappropriate to the grade level. f. Write an advertisement about community issues observing

correctpunctuation marks, capitalization, and formats. g. Use simple present form of the verb in a culturally appropriate manner in

sentences and Paragraphs. h. Use decoding skills to read more complex words independently.

CULMINATING ACTIVITIES

A. Valuing Review advertisement studied. Ask the pupils what they learned from the advertisement.

Let’s Create: Parade of Slogans

Ask the pupils to make a slogan on a piece of cartolina or illustration board about caring for our environment, observing correct punctuation marks, capitalization, and format. Paste in on a stick bamboo and have a parade around the school ground with the permission of the principal. After the parade, display the slogan outside the classroom or in front of the school for the other pupils to see and be aware of. (Check/correct the works of the pupils and gives appropriate praises or comments. All pupils’ outputs should be published. Make sure that the works of the pupils observe the given theme.)

Evaluation Oral Test: Tell something about the picture. Then, tell what verb is used in the

formulated sentence. Let them open their Learner’s Material Unit 1, Week 7 and do Ikatulong Buluhaton. Written Test: Using the pictures in the LM, write a sentence for each action

words illustrated. Assignment

Paminaw sa radyo o tan-aw sa t.v. sa mga pahinumdom. Unsay pahinumdom nga nagpakita sa pagpangga sa pamilya?

51

Week 8 Objectives

1. Oral Language a. Use culturally appropriate expressions to show agreement and

disagreement on a certain issues b. Use culturally appropriate expressions to explain or give reasons on

certain issues 2. Vocabulary

a. Recognize and use knowledge of spelling patterns on diphthongs when reading

3. Word Recognition a. Read phrases and sentences consisting of words being studied and

answer higher level questions about them 4. Fluency

a. Read aloud grade two level texts with an accuracy of 95-100%. 5. Grammar Awareness

a. Use simple present form of verbs. 6. Spelling

a. Spell correctly the list of content words in the vocabulary. 7. Handwriting

a. Write sentences, phrases, paragraphs, stories, news blogs, advertisements, etc. observing correct punctuation marks and capitalization.

8. Composing a. Write short clear announcements.

9. Reading Comprehension a. Predict what the radio broadcast is all about based on context. b. Listen to a radio broadcast and respond orally in one or two words to

factual comprehension questions. Subject Matter

A. Using Approriate Expressions to Show Agreement and Disagreement B. Simple Present Form of Verbs

References

Recorded radio broadcast

Value Focus Unity among family members Theme

My Family & Our Roles( Helping the Family, Family Rules) Procedure

52

Day 1

Objectives a. Use culturally appropriate expressions to show agreement and

disagreement on a certain issues. b. Use culturally appropriate expressions to explain or give reasons on

certain issues. c. Read phrases and sentences consisting of words being studied and

answer higher level questions about them. d. Read aloud grade two level texts with an accuracy of 95-100%. e. Predict what the radio broadcast is all about based on context. f. Listen to a radio broadcast and respond orally in one or two words to

factual comprehension questions. A. Preliminary Activity:

1. Follow up of the assignment given Ask: Unsa nga programa sa t.v o sa radio ang imong napaminaw kabahin sa

pamilya?

B. Pre-Listening Activity 1. Explain to the class the listening activity they are about to do.

Say: “Ang programa nga inyong madungog karon usa ka programa nga naghisgot kabahin sa pamilya.

2. Agreement on some rules the class has to follow while listening to the radio broadcast. Tell the class to take note of the following questions (Should be written on the board)

a. Kinsa ang gihinabi? b. Unsa nga isyu ang ilang gihisgutan? c. Unsay nahitabo? d. Diin kini nahitabo? e. Unsa nga pagtulon-an ang makuha niini sa mga bata?

Note: Motive question will differ depending on the recorded radio or t.v. broadcasting you made Say: Andam na? Sa dili pa kita mopadayon, aduna akoy pangutana.

1. Motive question Unsay buhaton aron magmalamposon ang mga anak nga suportado sa pamilya?

C. During Listening Activity: Pupils listen to a recorded radio broadcast (pre-recorded) Nagsibya gikan sa…. NEWSBED (up...under...out)

ANCHOR/HOST:

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Maayong hapon mga tigpaminaw.Kini ang inyong ubos nga higala, nagdala sapreskong pagkighinabi sa “Pamilya, Una Ka”

Tinuod gayod! Unahon gayod ang pamilya… Karong buntaga lain na usab nga istorya sa usa ka malamposong pamilya taliwala sa kawad-on ang atong pamilya. Malipayon nakong ipailaila kaninyo si Mrs. Nena Reyes inahan sa walo ka mga anak nga kalooy sa Ginoo puro na karon mga professionals.

HOST: Maayong buntag, Mrs. Reyes.

MRS. REYES: Maayong buntag usab, Noel.

HOST:KumustaMrs. Reyes, pwede ba nimong isaysay sa atong mga tigpaminaw unsay imong panginabuhi.

MRS. REYES: Ang akong bana usa ka mag-uuma, ako ug ang akong mga anak nitimbang kaniya sa umahan ug nitabang usab kami sa pagbaligya sa among mga produkto.

HOST: Pasaylo-a ko Mrs. Reyes apan gusto ko nga makahibalo giunsa ninyo pagbuhi og pagpadako ang inyong mga anak nga karon professionals na tanan.

MRS. REYES: Lisod kaayo ang mga kasinatian nga among naagian. Una sa tanan, gamay ra kaayo among kita, apan determinado kaayo kami nga patiwason sila sa ilang pag-eskuyla. Gawas sa pag-uma nangita usab kami og laing trabaho aron makadugang sa among pangita. Labaw sa tanan amo gayod silang gidasig sa pag-eskuyla, gitudloan namo sila sa bili sa pagpaningkamot, kakugi ug pag-antos.

Ang among mga anak nidako sa simple apan malipayon nga pamilya. Wala silay luho sa ilang kabataan. Apan nakita nila ang among pagtinabangay aron makasugakod kami sa among pagpuyo kada adlaw.

HOST: Makapadasig kaayo ang imong kasinatian Mrs. Reyes. Nadunggan nako nga ang imong mga anak nitapos nga adunay mga pasidungog.

MRS. REYES: Oo, mao nga mapasalamaton kaayo ko kanila. Ang duha ka magulang nitapos nga nag-eskuyla ug sa samang panahon nagtrabaho. Pagkahuman nila, sila na usab ang nitabang sa ilang mga manghod.

HOST: Salamat kaayo sa imong pagpaambit sa imong kasinatian Mrs. Reyes!Sa dili pa kita motapos, aduna ba kay mensahe sa mga bata ug ginikanan nga nawad-an og paglaom nga makaeskuyla tungod sa kawad-on?

MRS. REYES: Salig lang sa Ginoo tungod ihatag niya basta mokugi lang kita, moantos ug magtinabangay.

HOST: Daghang salamat Mrs. Reyes. Inyong gipakita nga bisan unsang pagsulay, ang tinuod nga pamilya ra gihapon ang magtinabangay.

54

Day 2

Inyo na usab nadungog ang atong programa, kini ang inyong ubos nga higala nagpasalamat sa inyong pagpaminaw ug maayong buntag kaninyong tanan.

NEWSBED (up......out)

D. Post-Listening Activity Let the pupils open their Learner’s Material Unit 1, Week 8 and answer Unang Buluhaton

1. Ask the pupils, the following questions given before they listened to the radio broadcast.

a. Unsa kabahin ang programa sa radyo? b. Kinsa ang gihinabi? c. Pila kabuok ang iyang mga anak? d. Unsay pangita sa pamilya? e. Unsay nahitabo sa pag-eskuyla sa mga bata? f. Unsang mga hiyas ang gitudlo sa ginikanan ngadto sa mga anak?

2. More discussion questions: a. Maayong ginikanan ba si Mrs. Reyes? Mouyon ba ka nga himuon

siyang modelo sa mga pamilya? Ngano man? b. Husto ba nga motrabaho ang mga anak aron makatabang sa ilang

ginikanan? Ngano man? c. Daghang mga ginikanan nga dili makapaeskuyla sa ilang mga anak

tungod sa kawad-on. Sa imong hunahuna, unsay sulbad niining problemaha?

3. Engagement Activity Let the pupils open their Learner’s Material Unit1, Week 8 and do Ikaduhang Buluhaton. Build-A-Happy-Home Game

Group the class into four. Give each group materials (old newspapers, cut-outs of persons from magazines, broom sticks, coloring materials, etc.) to build their “Happy Home”. Let them create it according to their concept and display their work.

Objectives a. Use culturally appropriate expressions to show agreement and disagreement

on a certain issues. b. Use culturally appropriate expressions to explain or give reasons on certain

issues. c. Read phrases and sentences consisting of words being studied and answer

higher level questions about them. d. Read aloud grade two level texts with an accuracy of 95-100%. e. Use simple present form of verbs. f. Correctly spell words in the list of content words in the vocabulary. g. Write short clear announcements.

A. Preliminary Activity

55

Ask each group to explain their concept of a happy home as they present their output on the previous day. Ask the class: Para kanimo, ang kawad-on ba maoy rason nga dili magmalipayon ang pamilya? Ngano man?

B. Developmental Activity Reading of an excerpt from the radio broadcast previously listened to:

(Note: Let the pupils open their LM)

HOST: Pasaylo-a ko Mrs. Reyes apan gusto ko nga makahibalo giunsa ninyo pagbuhi ug pagpadako ang inyong mga anak nga karon professionals na tanan.

MRS. REYES: Lisod kaayo ang mga kasinatian nga among naagian. Una sa tanan gamay ra kaayo ang among kita. Apan determinado kaayo kami nga patiwason sila sailang pag-eskuyla. Gawas sa pagpanguma nangita usab kami og laing trabaho aron makadugang sa among pangita. Labaw sa tanan amo gayod silang gidasig sa pag-eskuyla, gitudloan namo sila sa bili sa pagpaningkamot, kakugi ug pag-antos.

Ang among mga anak nidako sa simple apan malipayon nga pamilya. Wala silay luho sa ilang kabataan. Apan nakita nila ang among pagtinabangay aron makasugakod kami sa among pagpuyo kada adlaw.

Lead the class to take notice of the underlined words. Say: What do these words tell? Do they denote action? What do you call these

words? Give examples of verbs. Read these sentences:

a. Nananom og utanon si Papa ug Mama. b. Namaligya og prutas si Mama. c. Gitudluon nako og maayong pamatasan ang akong mga anak. d. Giatiman kami ni Nanay. e. Gihatagan kami sa among ginikanan sa among mga kinahanglan.

Ask the class to identify the verbs in the sentences, and then write them on the board. nagbaligya(sells) nagtanom ( plants) nitabang(help) giatiman (takes care) gihatagan (gives)

Are the actions of these verbs being done at the moment of speaking? Introduce these words as simple present form of verbs. (Nananom og saging) Let the pupils open their Learner’s Material Unit 1, Week 8. Let us learn how to

use simple present tense of the verb. Study more these examples and find out how we form the simple present form

of verbs. Say: Ang pulong lihok, berbo o verb nagpakita og lihok pinaagi sa lawas,

baba, kamot ug uban pa. Adunay kapanahonan ‘tenses” nga angay bantayan kon kanus-a kini mahitabo. Mahimong karon, ugma og kagahapon.

Karon nga Panghitabo o “Present Tense”

1. Porma nga ni/mi+berbo

56

Day 3

Pananglitan: mihikap milakaw mikatawa

2. Porma nga na+berbo o gi+berbo

Pananglita: nabuak nahulog gibasa

3. Porma nga nag/nang+berbo

Nanglaba nagkanta nagsulat

Guide the class to form the rules on using simple present tense of verbs Note: Rules formed would depend on the context of MT. Let the pupils study also these examples:

Nagtindog ilalom sa punoan sa kahoy si Gina. Nilingkod si Ben luyo ni Mona. Nagdalagan ang bata padulong sa iyang mama. Naligo si Mona sa suba.

C. Engagement Activity Let the pupils open their Learner’s Material Unit 1, Week 8 and do Ikaupat nga Buluhaton. Facilitate the games:

1. Basket-Verb Materials: basket or box, sentence strips, pentel pen, timer. Divide the class into 3 – 4 equal groups. Give each group 20 blank

sentence strips. At a signal, pupils write sentences using verbs in the present tense. Then “shoot” this sentence strip in the group’s basket or box manned by the teacher. After 2 minutes, the teacher stops the game. She then counts the number of “shoot” in each basket, verifying if the verb is correctly used in the simple present form and giving a point for each correct sentence. The group who has the most number of correct “shoots” wins.

2. Do-It-Your-Way Materials: none Divide the class into two. Have the two groups fall in line and let them

stand distantly from each other’s back. Each group thinks of and agrees on any action that the other group guesses. At the teacher’s signal, the two groups face each other and do their action at the same time. Whoever can give the first guess on what the other group is doing and says the action in the present tense of verb gets a point.

Objectives a. Recognize and use knowledge of spelling patterns on diphthongs when

reading. b. Read phrases and sentences consisting of words being studied and

answer higher level questions about them. c. Read aloud grade two level texts with an accuracy of 95-100%.

A. Preliminary Activity

Let the pupils open their Learner’s Material and sing the song on Unit 1, Week 8.

57

B. Developmental Activity 1. Review:Ask the class what actions were done in the song.

Ask: Unsay tawag niini nga pulong lihok? Gibuhat ba kini nga lihok panahon sa pagsulti?

Display verb cards on the board and asks the pupils to give each the simple present form.

2. Motivation: Givethe following pictures to the selected pupils father rice stalks pig a person dancing

Ask them to look for its corresponding word on the song taught earlier. The pupils then tack the picture on its name.

3. Presentation: Unsa ang gihulagway? Write the following words on the board:

tatay sayaw baboy humay

Ask: What is common to these words? Explain: The words contain the /ay/, /oy/ and /aw/ sounds.

They are called diphthongs Ask the class to give other examples of diphthongs. Let them write these words on the board. The class reads the words, then by groups, and individually.

C. Engagement Activity Let the pupils open their Learner’s Material, Unitn 1, Week 8. Let them do Ikalimang Buluhaton 1 and Ikalimang Buluhaton 2 Facilitate this game:

1. Fish- a- diphthong game

Materials: A large basin or a wide, shallow box, 1-meter rod, two- to three- feet string with a magnet at the end, several word cards with metal paper clips( printed with diphthongs and non-diphthong words.)

Direction: Call volunteer pupils to “catch” diphthongs on the “sea”. A pupil who is able to “catch” words with diphthong is given a prize.

2. Hunt-A-Diphthong Give each pupil a copy of the list of words hunting board. Then pupils

look for words with diphthongs by putting a marker in each word with stone or pea. Guide them that these words may be found diagonally, from top to bottom or bottom to top, across from the left or across from the right.

l u g a w a b h a a i u g n u n n i n a y a r a g w a g u h a y o m n a a a w u y o a w a w o d b p y a t o t g k a w I l t a g

58

Day 4

Words to find:

lugaw anahaw sabaw itoy kahoy nanay sudlay yawyaw baboy

Objectives a. Recognize and use knowledge of spelling patterns on diphthongs when

reading. b. Read phrases and sentences consisting of words being studied and

answer higher level questions about them. c. Read aloud grade two level texts with an accuracy of 95-100%. d. Use simple present form of verbs. e. Correctly spell words in the list of content words in the vocabulary. f. Write sentences observing correct punctuation marks and capitalization. g. Write short clear announcements.

A. Preliminary Activity

1. Let the pupils sing the song “Sa Umahan” 2. Review:

What words in the song are examples of verbs? What words in the song are examples of diphthongs?

B. Developmental activity. 1. Form dyads Let each pair do the following activity.

Choose a verb in box A and a diphthong in box B, Use the simple present tense of verb. Make two or more sentences. Be ready to share this to the class.

2. Write on the board the sentences formed by the pupils.

Example: Gidagpas ni mama ang mga langaw. Ask: Nganong iyang gidagpas ang langaw? Unsay mahitabo kon mobatog ang langaw sa pagkaon?

Nagbuhi ko og baboy. Nakurat si Manoy kay nakakita og halas sa kahoy. Nihigop og init nga sabaw si tatay. Nagtanom og humay si Caloy. Nagsul-ob og dako nga pantalon si Nonoy.

3. The pupils will read the sentences by group, by pairs, then individually. Gidagpas ni nanay ang mga langaw. nanay ang mga langaw ang mga langaw mga langaw langaw

59

Day 5

langaw mga langaw ang mga langaw nanay ang mga langaw Gidagpas ni nanay ang mga langaw.

Note: Use the format in sentence breaking and sentence rebuilding.

Objectives a. Recognize and use knowledge of spelling patterns on diphthongs when

reading. b. Read phrases and sentences consisting of words being studied and

answer higher level questions about them. c. Read aloud grade two level texts with an accuracy of 95-100%. d. Use simple present form of verbs. e. Correctly spell words in the list of content words in the vocabulary. f. Write sentences, phrases, paragraphs, stories, news blogs,

advertisements, etc. observing correct punctuation marks and capitalization.

A. Preliminary Activity

1. Singing the song: “Sa Umahan” 2. Review: Let the pupils read the sentences they constructed the day before.

B. Developmental Activity 1. Spelling of words learned in the previous days through a guessing game:

Example: a. I am thinking of a word. It is a diphthong. One does it when he is angry

with someone. What’s the word? (away) b. I am thinking of a word. It has a diphthong. It has branches and color

green in the forest. What is the word?( kahoy) c. I am thinking of words. These are verbs. Birds fly, snakes crawl, fish swim

but boys and girls ____ and _____. ( walk and run) 2. Read the following paragraph

Nakakita si Nonoy og halas. Ang halas nilikos sa sanga. Sa iyang kahadlok, nidagan siya.

“Halas, halas! Dako nga halas!” singgit ni Nonoy. Giadto ug gitan-aw sa iyang papa ang sanga kon diin siya nakakita og halas.

“Wala man Nonoy,” sultini tatay. “Ang imong giingon nga halas dako ra nga balagon”

Nagkatawa si Nonoy.Dili diay kadto halas.

Ask: Unsay nakit-an ni Nonoy sa istorya? Tinuod ba gayud nga halas ang nakita? Unsa man diay kadto? Kon ikaw si Nonoy modagan ba usab ka dayon?Ngano man? Mahadlok ba usab kamo og halas? Ngano man?

3. Have the whole class read the story again, then by group, by pair, and individually.

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Week 9

4. Handwriting activity: Have the class copy the story. Make sure correct punctuation marks and capitalization is followed.

Assignment Read the story again. Then illustrate it on a bond paper.

Objectives 1. Oral Language:

a. Recite with ease and confidence 3 to 5 stanza chants in culturally appropriate manner

b. Retell familiar stories and short conversations by using appropriate gestures, expressions and illustrative objects

2. Book and Print Knowledge a. Recognize correct spelling words

3. Word Recognition a. Read words with consonant blends, and consonant clusters (appropriate

to MT) b. Give the meaning of words being read through matching them with

pictures doing the action or giving its synonyms 4. Fluency

a. Read aloud grade two level texts with an accuracy of 95 – 100% 5. Spelling

a. Spell correctly words with consonant blends and consonant clusters (appropriate to the MT)

6. Handwriting a. Write sentences and paragraphs about an experience generated from a

group story 7. Composing

a. Compose a chant using appropriate words and coherent text 8. Grammar Awareness

a. Use simple past form of verbs in a culturally appropriate manner in sentences and paragraphs

9. Vocabulary and Concept Development a. Read aloud words (past form of verbs)

10. Reading Comprehension: Activating Schema / Prior Knowledge a. Predict what the rap / chant based on personal experiences and based

on what one know about b. Infer the character’s feelings based on their actions or on what they say

11. Comprehension: Comprehension of Informational Texts a. Use expanded vocabulary in oral and written responses to simple texts

12. Attitudes towards Language, Literacy and Literature a. Show love for reading by listening attentively during story reading and

making comments and answering higher order thinking questions

61

Day 1

Subject Matter A. Family B. Past Tense of Verbs

Materials:

“Pamilya Ko”, Sinulat ni: Gea C. Alonso Small Envelope with: Pictures of grandfather, grandmother, father, mother,

brother, sister, baby, auntie, and uncle, marking pens and a chart that looks like this:

Small Envelope with: ¼ Manila paper, crayons, marking pens Small Envelope with: chart that looks like this

Small Envelope with: 10 pcs. of Smileys Picture of a family doing household chores. Flashcards with:

Four pieces ¼ manila paper, four markers

Theme:My Family – members and characteristics, pride in my family Value: Being proud of your family.

Procedure

Objectives

a. Recite with ease and confidence 3 to 5 stanza chants in culturally appropriate manner

b. Give the meaning of words being read c. Predict what the chant is about based on personal experiences and

context d. Realize that one should be proud of his / her own family

Family

Ang

Pamilya

trabaho problema

pwede ehemplo

62

. A. Pre- Reading Activities

1. Unlocking of Difficulties Unlock difficult words found in the chant through pictures and context clues.

a. Kinamanghuran Show a picture of a family and point to the youngest member of the family. Say: “Kini siya si Ninie. Siya ang kinamanghuransa pamilya. Kinsa ninyo diri ang kinamanghuran sa pamilya? Unsay buot ipasabot sa pulongkinamanghuran?

b. Ipaambit Say: “Unsay imong buhaton panahon sa recess? Imo bangipaambit ang imong balon sa imong classmates? Ang imong classmate mopaambit ba usab nimo?Kanindot paminawon nga kamo mopaambit sa inyong mga pagkaon sa uban? Unsay buot ipasabot sa pulongipaambit?

c. ipasigarbo Say: “Sa panahon nga makakuha ka og dako nga grado, ipasigarbo ba kini nimo? Unsaon nimo pagpasigarbo kini? Unsa pay laing nga higayon nga kita mapasigarbohon? Unsay buot ipasabot sa pulongipasigarbo?

d. tibuok lungsod Show a picture of a town. Say: “Kini usa ka lungsod. Unsay imong masulti niini nga lungsod? Kini ang tibuok lungsod (while pointing to the entire town).Unsay buot ipasabot sa pulongtibuok lungsod?”

e. ehemplo Say: Kinsa sa inyong mga classmates ang gusto ninyo nga mapareha kaniya? Ngano man?(name of their classmate / tungod buotan siya ug maayo sa klase. Oo, mahimo si (name of their classmate) nga maayong ehemplo aron mahimo kang susama kaniya. Kinsa pa ang maayong mahimong maayong ehemplo dinhi sa atong eskuylahan. Unsay buot ipasabot sa pulongehemplo?

2. Motivation

Let the pupils open their LM, Unit 1, Week 9 and sing the song with action.

Hain Na? (Tune: Where is Thumbman)

Hain na si Papa? (2x) Dia ra (2X) Kumusta, kumusta. (2x)

Maayo man. (2x)

Ilisdi ang pulong ng gilinyahan sa mosunod: Mama Manong Manang Beybi

Kinsa ang mga miyembro sa pamilya nga gihisgutan sa kanta? Ask three pupils to introduce the members of their family to the big group

and tell something about them.

3. Motive Question Read the title of the chant. Then ask them what they think the chant is all

about based on the title. Write the answers of the pupils on the board.

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Day 2

(Note to the Teacher: Do not show the entire text to the pupils. Just show the title of the chant.)

In the chant, find out who the family members are? Sa Chant sutaa kinsa ang mga miyembro sa pamilya?

B. During Reading 1. Read the Chant “Pamilya Ko” twice with proper beat / tempo to the pupils.

(Introduce the writers of the Chant). Let them open their Learner’s Material,Unit 1, Week 9 for the selection.

2. Read one part of the text with one or two pupils. One or two pupils read that part of the text by themselves. Do this until all the parts of the chant are read.

3. Read the entire chant again with all the pupils.

C. Post Reading Activities Ask:

“Kinsa ang mga miyembro sa pamilya ang gihisgutan sa chant?” Unsay ilang nahimo sa kinabuhi ni Beybi?

Divide the class into three (3) groups. Choose five pupils to act as judges. Instruct them on what to do during the evaluation of the group’s performance.

Give them 2 minutes to practice the chant.After two minutes, let each group present to the big group.

Select the judges who will rate each performance with You will count all the . The group with the most number of wins.

Objectives a. Recite with ease and confidence 3 to 5 stanza chants in culturally

appropriate manner b. Recognize correct spelling words c. Read aloud grade two level texts with an accuracy of 95 – 100% d. Write sentences and paragraphs about an experience generated from a

group story Let the pupils recite the chant.

A. Review B. Post Reading Activities

Small Group Activities Divide the class into four groups. Give each group the following activities:

Group 1 – Paste the pictures of the members of the family in the circles. Then, writetheir names in the rectangle.

Group 2 – Act out a father who is ever ready to help.

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Group 3 – Role play on how the mother understands and disciplines her children.

Group 4 – Fill in the semantic web. Write the characteristics of the

family mentioned in the chant

Discussion of the Chant Answer the following questions:

Kinsa ang mga miyembro sa pamilya ang gihisgutan sa chant? Group 1 presents their work.

Kinsa ang kanunay motabang?

Group 2 presents a role play.

Kinsa ang kanunay andam mosabot? Group 3 role plays of a mother who understands and disciplines her children.

Unsang klaseng pamilya sila? Group 4 shows their work.

Unsay masulti nimo sa pamilya nga gihisgutan sa chant?” Unsa kahay gibatisa magsusulat kabahin sa iyang pamilya? Mapasigarbohon ba ka sa imong pamilya karon? Ngano man?

C. Experience Story

Let pupils open their Learner’s Material, Unit 1, Week 9 and do Ikaduhang Buluhaton. Ask them to describe or talk about the pictures. Say: Let us make a story about this family. (Maghimo kita og istorya kabahin sa pamilya.)

Procedure:

A pupil dictates a sentence which serves as the beginning of the story. Another pupil dictates which serves as the second sentence. The succeeding pupil follows until the story is finished.

As the child dictates, writes each word, repeating aloud as you write. Following each sentence, read the whole sentence to the group while she tracks the word being read. Ask the child who have dictated the sentence whether the sentence is correct.

Read the story back to the pupils immediately. Trace each word with your hand and allows the pupils to verify that it is exactly what they said. She allows the pupils to read the story with her and by them.

Discussion about the generated text follows after reading it with you and by the pupils.

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Day 3

Objectives a. Retell familiar stories by using appropriate gestures, expressions and

illustrative objects b. Write sentences and paragraphs about an experience generated from a

group story c. Use simple past form of verbs in a culturally appropriate manner in

sentences and paragraphs d. Read aloud words (past form of verbs) e. Infer the character’s feelings based on their actions or on what they say

A. Preparatory Activities 1. Review

Present the Experience Story made by the pupilsin Day 2. Pupils read their Experience Story. Let the pupils identify the action words mentioned in the story as you write the

responses of the pupils in the first column.

Ask: When did you make the story? (Yesterday) Kanus-a gibuhat nimo ang istorya? (kagahapon)

What did father do yesterday? Unsay gibuhat ni papa kagahapon?

What did mother do yesterday? Unsay gibuhat ni mama kagahapon?

What did brother do yesterday? Unsay gibuhat ni manong kagahapon?

What did sister do yesterday? Unsay gibuhat ni manang kagahapon?

What did Nene do yesterday? Unsay gibuhat ni Nene kagahapon?

What did Aunt do yesterday? Unsay gibuhat ni tiya kagahapon?

Write the responses of the pupils on the second column.

Note: The columns may look like this:

Berbo Gihakot Nagluto Gisilhig Nanghugas Giplantsa Nanghipos

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Berbo Pahayag Gihakot Gihakot ni Papa ang mga sagbot kagahapon. Nagluto Gisilhig nanghugas Giplantsa nanghipos

B. Presentation Present the words written on the board. Let the pupils read the words.

Berbo Pahayag Gihakot Gihakot ni Papa ang mga sagbot kagahapon. Nagluto Gisilhig nanghugas Giplantsa nanghipos

Ask: What kind of words are these? Unsa kini nga mga pulonga?

C. “Checking the Difference” Ask: When did the action happen in the first column?

Kanus-a nahitabo ang lihok sa unang column? Label the words in the first column. (Present)

Ask: When did the action happen in the second column? (Yesterday) Kanus-a nahitabo ang lihok sa ikaduhang column? Label the words in the second column. (Yesterday)

Say: When we say yesterday we mean that it happened in the past. The action was done in the past. Kon moingon ka nga kagahapon buot ipasabot nahitabo na ang lihok.

Say: Let us look at the first word in the first column. This action happens in the present time. Look at the word at the second column. What happens to the word? (The second syllable is removed.)

Tan-awa ang lihok sa unang column, karon kini nahitabo. Ang sa ikaduhang column kagahapon kini nahitabo.

D. “I Can Tell More” (“Daghan Pako og Masulti”)

Ask more of pupils’ activities that happened in the past. Examples: What did you do before coming to school?

Unsay imong buhaton sa dili paka moanhi sa eskuylahan?

What did you do last night? Unsay imong gibuhat kagabii?

(Note to the teacher: As pupil answers the question, take note of the action word used. Give emphasis on the word.)

E. “What Can You Say?” (“Unsay imong masulti?”)

Ask: What happens to the word when it is done in the past? Unsay mahitabo sa pulong kon kini nahitabo o nahuman na ang lihok?

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Day 4

F. “Come, Let Me Tell You” (“Dali, Mag-istorya Kita”)

Let the pupils open their Learner’s Material, Unit 1, Week 9 and do Ikaupat nga Buluhaton.

Ask three pupils – volunteers to share their stories to the big group. Let the pupils write 3 – 5 sentences paragraph about their family’s activities that happened in the past.

Objectives

a. Read words with consonant blends, and consonant clusters (appropriate to MT)

b. Spell correctly words with consonant blends and consonant clusters (appropriate to the MT)

c. Use expanded vocabulary in oral and written responses to simple texts d. Write sentences and paragraphs about an experience generated from a

group story

A. “Let’s Go Back” (“Balikan Ta”) Present these words from the chant.

Say : Let us read these words taken from the chant. “Ato nga basahon kining mga pulonga sa chant.”

Ask: What have you noticed with those words? Unsay imong nabantayan niining pulonga? What letters were underlined? (tr, pw, pr, pl) Unsa ang mga pulong nga adunay linya? What kind of letters are these? (consonants) Unsa man kining mga letraha? How do we produce the sound of the consonants? (We blend them) Unsaon paglitok sa mga consonants nga letra?

Say: Let us try to produce the sound of the underlined consonants. What

have younoticed? Ato kuno nga litokon ang pulong nga dunay linya.

Ask: What do we call these underlined consonants? (consonant blends)

Unsay tawag nato aning mga pulong nga adunay linya?

B. “Let’s Try” (“Sulayan Nato”)

trabaho

problema pwede

ehemplo

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Day 5

Let the pupils give words with consonant blends. Write their responses on the board. Let the pupils read the words. Take note of how the pupils produce the consonant blends. Correct if the pupils did not produce the blends correctly. (Teacher models it.)

C. “Oopps...Writing Time” (“Oopps...Magsulat Kita!”) Let the pupils open their Learner’s Material, Unit 1, Week 9 and do Ikalimang Buluhaton. Divide the class into four groups. Each group writes five sentences using words with consonant blends. Provide them with manila papers and marking pens.

Group 1 – ts Group 2 – br Group 3 – kr Group 4 – gr

Presentation of outputs.

Objectives a. Recite with ease and confidence 3 to 5 stanza chants in culturally

appropriate manner b. Read aloud grade two level texts with an accuracy of 95 – 100% c. Infer the character’s feelings based on their actions or on what they say d. Compose a chant using appropriate words and coherent text

“JAZZ CHANT TIME”

Let the pupils recite the chant “Pamilya Ko”. Ask the pupils about Jazz Chanting. Ask: How do you find Jazz Chanting? Is it enjoyable? Why? What else?

Unsay masulti ninyo sa Jazz Chant? Nalingaw ba kamo?Ngano man?Unsa pay masulti ninyo?

Let the pupils Open their Learner’s Material, Unit 1, Week 9 and do Ika-unom nga Buluhaton. Let the pupils try to compose a new jazz chant with six lines about things in their bag.

A pupil dictates a sentence which serves as the beginning of the chant. Another pupil dictates which serves as the second sentence. The succeeding pupil follows until the chant is finished.

As the child dictates, the teacher writes each word, repeating aloud as she writes. Following each sentence, read the whole sentence to the group while she tracks the word being read. Ask the child who have dictated the sentence whether the sentence is correct or not.

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Week 10

Read the chant back to the pupils immediately. Trace each word with your hand and allows the pupils to verify exactly what they said. She allows the pupils to read the chant with you and by them.

Divide the class into four groups. Let them practice for five minutes. Assign five pupils to serve as judges based on the following criteria.

Proper tempo- 5 points Clear pronunciation and delivery – 5 points Stage Presence – 10 points Total – 20 points

(Note to the Teacher: Explain to the judges each criterion and how they will judge using the smileys. If the group meets the standard, they will raise Happy Smiley. If not, they raise the sad Smiley.)

After five minutes, let them present to the class. The group with the most number of happy Smileys wins.

Objectives 1. Oral Language

Listen to and interact with others in a group or class discussion on texts heard

2. Phonological Skills Recognize sound/symbol relationships in one’s own writing

3. Book and Print Knowledge Tell the distinguishing features of the selection.

4. Word Recognition Read phrases and sentences consisting of words being studied and answer higher order questions about them

5. Fluency Read aloud grade two level texts with an accuracy of 95%-100%

6. Spelling Correcting spell words in the list of content words in the vocabulary

7. Handwriting Write sentences and paragraph observing correct punctuation marks, capitalization, indentions and format.

8. Composing Write letters observing the correct format:

*Thank you *Letter of Invitation 9. Grammar

Use verbs in a culturally appropriate manner in sentences and paragraphs in simple future

10. Vocabulary Read aloud words (nouns, pronoun, adjectives, verbs, etc.)

11. Comprehension Compare and contrast different author’s use of literary elements

Subject Matter

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Day 1

A. Writing a letter (Thank You Letter and Letter of Invitation) B. Simple Future tense of the Verb

Materials: Invitation Letter, Metastrips

Theme: My Family

Value Focus: Care for one’s family

Procedure

Objectives a. Listen to and interact with others in a group or class discussion on texts

heard. b. Tell the distinguishing features of the selection. c. Read phrases and sentences consisting of words being studied and

answer higher order questions about them. A. Pre-reading

1. Activating Prior Knowledge Nakasulay ba kamo nga giimbitar og birthday party sa inyong higala? Unsay panghitabo sa inyong natambongan?

2. Developing a purpose for reading Unsa kahay sulod sa sulat alang sa higala? Ngano kaha nga nangimbitar ang nagsulat?

B. During Reading

Give a Listening Story of an Invitation Letter

May 3, 2012 Dear Hope,

How are you today? How are you doing this summer? Our family spend the summer vacation at grandma’s place in Siquijor. We had a great time there, went swimming in the river and climbing trees with so many different fruits like big guavas, sweet mangoes and ripe bananas. We spent our afternoons under the trees with boiled bananas and camote as our snacks. I have so much to tell you that’s why I am inviting you to my 8th birthday celebration this coming May 13, 2013 at 4:00 P.M. in our residence. We’ll have a party and we will prepare many games like statue dance, trip to Jerusalem, egg catching and many more. I’ll be happy to see all of you. Thank you.

Your Friend, Marivic

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Day 2

C. Post Reading Ask:

1. Who is the writer of the letter? Kinsa ang nagsulat?

2. What kind of letter did she write? Unsa nga klase sa sulat ang iyang gihimo?

3. Why did she like her grandma’s place? Nganong nagustohanniya ang lugar sa iyang Lola?

4. What are events mentioned in the letter? Unsay mga panghitabo nga gihisgotan sa istorya? 5. Can you share your story same to the experienced of Marivic?

Mahimo ba nimong ipaambit ang imong kasinatian nga susama kang Marivic?

6. How do you feel when you are in the farm? in swimming in the river? in climbing trees? Unsay imong bation kon anaa ka sa umahan? kon maligo sa suba? Kon ni katkat sa kahoy?

7. Why do you think she sent a letter to her friend Hope? Nganong nagpadala og sulat si Marivic kang Hope?

8. Do you think Hope and her friends will come to the party? Why? Moadto kaha si Hope ug ang iyang mga higala sa salo-salo? Ngano man?

Objectives

a. Listen to and interact with others in a group or class discussion on texts heard.

b. Tell the distinguishing features of the selection. c. Read phrases and sentences consisting of words being studied and

answer higher order questions about them. d. Read aloud words (nouns, pronoun, adjectives, verbs, etc.)

D. Engagement Activities

a. Review the Listening Story given by the teacher Ask:

1. Nganong gitawag man kini nga invitation letter? 2. Unsay mga bahin sa invitation letter?

b. Sequence events in the letter 1. Let the pupils sequence the letter being read. 2. Where the story happened, the events done by the writer, the mood of

thesetting. c. Picture Frame

Let the pupils open their Learner’s Material, Unit 1, Week 10 and do Unang Buluhaton.

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Day 3

Objectives a. Use verbs in a culturally appropriate manner in sentences and

paragraphs in simple future. b. Read aloud words (verbs). c. Read phrases and sentences consisting of words being studied and

answer higher order questions about them

A. Review the Listening Story 1. Show the letter in a chart with highlighted verbs. Let the students read it

aloud. 2. Get the words in a simple future tense to introduce the topic to the pupils.

Discussion on simple future tense.

Ang Pulong Lihok o Berbo nga Buhaton Pa o Future Tense

Say: Ingon niini ang paggamit og pulong lihok nga buhaton pa o future tense.

Ang mi + berbo mahimong mo + berbo

Pananglitan: migawas – mogawas

Ang na + berbo mahimong ma + berbo

Pananglitan: natulog – matulog

Ang nag + berbo mahimong mag + berbo

Pananglitan: nagkatawa – magkatawa

Ang gi + berbo mahimong berbo + on/hon, an

Pananglitan: gibuhat – buhaton giani – anihon

B. Hang the simple future words in a tree. Let the pupils get the words to read and

use in sentences. Ex. They will paint the fence blue.

Ilang pintalan og asul ang ilang koral.

I will return in two hours. Mobalik ko human sa duha ka oras.

He will finish his homework in twenty minutes. Iyang humanon iyang buluhaton sulod sa 20 minutos.

Jane will turn 18 this year. Modesiotso na si Janekarong tuiga.

Let the pupils open their Learner’s Material, Unit 1, Week 10 and do Ikaduhang Buluhaton.

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Day 4

C. Play the game “Message Relay” using simple future tense. Materials: sentence using simple future tense written in a piece of paper

1. Group the class into 4. 2. Instruct every group to form a line. 3. The first pupil in the line gets a piece of paper and s the message. 4. He/she pass the message to the next person until the message reaches

the last person in the line. 5. The last person acts out and uses the simple future tense (message) of

the verb in sentence. Generalization

Unsaon paggamit ang pulong lihok nga buhaton pa? Ingon niini ang paggamit og pulong lihok nga buhaton pa o future tense.

Ang mi + berbomahimong mo + berbo

Ang na + berbo mahimong ma + berbo

Ang nag + berbo mahimong mag + berbo

Ang gi + berbo mahimong berbo + on/hon, an

Objectives

a. Recognize sound/symbol relationships in one’s own writing. b. Read aloud grade two level texts with an accuracy of 95%-100%. c. Write sentences and paragraph, stories, news, blogs, advertisements, etc. d. Observe correct punctuation marks, capitalization, indentions and format. e. Compare and contrast different author’s use of literary elements.

A. Spelling and Writing Activity Let the pupils open their Learner Material, Unit 1, Week 10 and do Ikatulong Buluhaton. Discuss the mechanics in writing “invitation” and a “thank you Letters”. Afterwhich, let the pupils write a two paragraph invitation letter inviting someone, observing the correct spelling with a correct punctuation marks, capitalization, indentions and format.

B. Reading Activity Let the pupils read their work in front of the class. Read aloud grade two level texts with an accuracy of 95% - 100%. Recognize sound/symbol relationships in one’s own writing.

C. Compare and contrast different author’s use of literary elements. After everyone reads their work, let them find a partner and compare.

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Day 5

Objectives

a. Write letters observing the correct format:

Thank you

Letter of Invitation b. Use verbs in a culturally appropriate manner in sentences and paragraphs in

simple future. c. Write sentences and paragraph observing correct punctuation marks,

capitalization, indentions and format.

Evaluation Let the pupils open their Learner’s Material and do Ikaupat nga Buluhaton A and

Ikaupat nga Buluhaton B.

A. Writing Activity Let the pupils write their own invitation letter to a Children’s Party or Thank

You letter observing the correct format. Maghimo og invitation letter o thank you letter gamit ang hustong porma sa

paghimo og sulat. B. Let the pupils open their LMs on week 10 Ikalima nga Buluhaton

Assignment Magtuon alang sa inyong Unang Periodic Test.

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Week 11

Teacher’s Guide for

Mother Tongue-Based – Multilingual Education

Grade II

UNIT II

Objectives 1. Oral Language

a. Recite with ease and confidence 2 to 5 stanza chants in culturally appropriate manner.

b. Distinguish between poetry, drama and short stories 2. Grammar Awareness

a. Use the degrees of adjectives in sentences in culturally appropriate manner 3. Word Recognition

a. Read a large number of regularly spelled multi-syllabic words; 4. Spelling

a. Correctly spell words in the list of content words in the vocabulary; b. Decode two or more nonsence and multi-syllabis words;

5. Composing a. Compose a chant using appropriate words and coherent texts;

6. Vocabulary and Concept Development a. Read aloud words(adjectives) b. Identify and sort common words in basic categories; (colors, shapes)

7. Oral Language a. Listen to and interact with others in a group or class discussion on texts

heard; 8. Handwriting

c. Write sentences and paragraphs about an experience from a group story/ situation

d. Decode two or more nonsence and multi-syllabic words

Subject Matter A. Adjectives / Degrees of Adjectives B. Nonsense and Multi-Syllabic Words C. Differences among Poetry, Drama and Short Stories

Materials:

tag boards, objects, cartolina, pictures, manila paper, big book, Song: “Asa”

Story: “Ang Maanindot nga Panimalay” Balak: “Ang Bandera”

Theme: Community (Care of each home, surroundings and family safety)

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Value Focus: Caring each home, surrounding and family safety Procedure:

Objectives a. Correctly spell words in the list of content words in the vocabulary b. Read aloud words(adjectives) c. Identify and sort common words in basic categories (colors and shapes) d. Listen to and interact with others in a group or class discussion on texts

heard

Pre-Assessment Activity: Conduct an oral examination.

Ask:

1. What are nouns? Cite examples. (Unsa ang “nouns”? Maghatag og mga pananglitan.)

2. Give simple sentences using singular or plural nouns. (Paghimo og pahayag gamit ang singular/tinagsa o plural/dinaghan nga “nouns”.)

3. When do we use capital letters?(Kanus-a gamiton ang dagko nga letra?) 4. What are the things you want to do in school?(Unsa ang mga butang nga

gusto nimong buhaton sa eskuylahan?) 5. Give a sample slogan on how to care our environment. (Paghatag og slogan

bahin sa pag-atiman sa atong kalikopan.)

Preliminary activities: a. Attendance checking through a song/Acknowledge all the pupils.

Asa? (Tune: Where is Thumbkin)

Asa ang mga lalaki? (babaye?) Asa ang mga lalaki? (babaye?)

Ani-a ra, ani-a ra? (tubag) Pila mo kabu-ok? Pila mo kabu-ok?

Kompleto mi. (tubag) Kompleto mi.

Kulang og_____. (tubag)

b. Spelling Exercise – Horn Method (first day, test)

Let the pupils spell the given words for the pre-test. 1. pula (red) Pula ang bag ni Vilma. 2. bughaw (blue) Bughaw ang payong ni Lorna. 3. dalag (yellow) Dalagang panyo ni Edward.

Day 1

1

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4. lunhaw (green) Lunhaw ang dahon sa mangga. 5. puti (white) Puti ang panganod.

c. Gallery Walk

Group the pupils (5 members per group). Direct the groups to go around the classroom and list down the things they see on a tag board and classify them according to their color. Ask: What are the different colors found inside our classroom? (Unsa ang mga nagkalain-laing kolor nga makita sulod sa “classroom”?)

d. Activity (Show and tell)

Instruct the pupils to get an object from their bag and let them describe the object. (Specifically its color) Call volunteers to show and tell in front of the class.

Unlock the following terms usingconfiguration clues/pictures clues/word clues to unlock the given words.

1. pagtinabangay (cooperation) 2. pag-amping sa butang (caring things) 3. kolor 4. panghulagway (adjective) 5. balak (poem) 6. sugilanon (story) 7. home (panimalay) 8. house (balay) 9. tagilhaw (unripe)

Motivation Ask:

What is the difference between a house and a home? Which one do you prefer to have? Why?

(Unsay kalainan sa panimalay ug sa balay?Kon ikaw ang papilion, unsa man ang imong pilion, panimalay o ang balay?Ngano man?)

Do you consider your house a home? Why? Why not? (Alang kanimo, ang inyong balay matawag ba nga usa ka panimalay? Ngano man?Nganong dili man?)

Presentation

Ask:

What do you usually have in your homes? (refer to the things found inside and outside their homes) (Unsa nga mga kagamitan ang makita ninyo sa sulod ug gawas sa inyong panimalay?)

Are you happy to have them? Do you want them to last long? (Malipayon ba kamo nga nakaangkon ug mga kagamitan?Gusto ba kamongamolungtadog dugay ang paggamit ninyo niini?)

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What will you do to make them last long? (Unsa man ang mga angayang buhaton aron molungtad kini og dugay?)

Developing Purpose for Reading Ask the pupils to open their LM, Unit II,Week 11 Unang Buluhaton Show the big book and ask what they want to know about the story. (Teacher models the reading of the story. Pupils read the story by whole group, small group, triads, dyads& by individual) After reading, have the pupils answer the following questions:

1. What can you tell about the family in the story? Unsa ang imong ikasulti bahin sa pamilya sa sugilanon/istorya?

2. Who are the members of the family? Kinsa ang mga sakop/miyembro sa pamilya?

3. How did the familykeep their house attractive, colorful and nice to the people in the community? Gi-unsa sa pamilya nga nahimong maanindot ug madasigon ang ilang balay?

4. What are the fruit trees planted in the backyard? Unsa nga mga prutas ang ilang gipangtanom?

5. How were the fruits described by the author? Giunsa paghulagway sa nagsulat ang mga prutas?

6. Do you have fruit trees at home? What are they? What are their colors? Aduna ba kamoy mga tanom nga mga prutas sa inyong tugkaran? Unsa man kini?Unsa ang ilang mga kolor?

7. What are the shapes found inside the house? Unsay mga porma sa mga butang nga anaa sa sulod sa ilang balay?

8. Can you also find different shapes of objects inside your house? Name them? Sa sulod sa inyong balay, may makit-an ba kamo nga nagkalain-laing porma sa mga butang? Hinganli kini.

9. How do you take care of your things at home? Giunsa ninyo pag-amping ang inyong mga butang nga anaa sa inyong panimalay?

10. What will you do to make your home attractive, colorful and nice? Unsay inyong buhaton aron mahimong maanindot ug madasigon ang inyong panimalay?

11. Is it important to plant trees? Why? Why not? Importante ba nga mananom kita ug mga kahoy?Ngano man?Nganong dili man?

Evaluation (Making of a small book by groups)

Let the pupils make a summary of the short story read, “Ang Maanindot nga Panimalay”. After the pupils have made their summary, guide the pupils in making a small book from the summary that they have made.

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Assignment Have the pupils mount a picture of their family on a short size bond paperand write two sentences that describe theirfamily.

Objective a. Correctly spell words in the list of content words in the vocabulary b. Compose a chant using appropriate words and coherent texts c. Recite with ease and confidence 2 to 5 stanza chants in culturally

appropriate manner d. Use the degrees of adjectives in sentences in culturally appropriate

manner

Grammar Lesson/Spelling Preliminary Activities

1. Checking of assignment 2. Spelling Exercise (Show Me Board)

Provide an activity that will allow the pupils to spell words using their tag

boards. (The same list of words from Day 1)

3. Review the different colors which were used to describe things. 4. Ask the pupils to use the different colors in describing. (Pupils will make their

own sentences.) Discuss on how colors are used to describe and compare using pictures/realia. - What words can we use to describeobjects? - Give examples.

5. Skeleton Outline. Let the pupils write the correct adjective to describe the pictures found on LM, Unit II, Week 11- Ikaduhang Buluhaton.

Generalization:

What words are used to describe the fruits? What do we call them? When do we use them? What happens to the adjective when it is used to compare two or more objects? (Unsay mga pulong ang gigamit sa paghulagwaysa mga prutas? Unsay tawag nato aning mga pulonga? Kanus-a kininato gamiton? Aduna bay kausaban sa mga pulong panghulagway kon kini gamiton sa pagkomparar ug duha o labaw sa duha ka mga butang?)

Guided Practice: Present pictures and let pupils compose sentences that will form a chant. Example:

Kaon adlaw-adlaw, sa dalag nga saging, aron mohamis ang imong aping. Ang pula-pula nga mansanas makaayo sa lawas.

Day 2

1

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Evaluation (Group Activity-10 members per group) Instruct the groups to create a one-minute chant that uses the degrees of comparison (color). Assignment Let pupils cut out three pictures of fruits/objects and mount on a short-size bond paper and make sentences using adjectives of color in comparing the fruits/objects.

Objectives

a. Correctly spell words in the list of content words in the vocabulary; b. Decode two or more nonsence and multi-syllabic words; c. Distinguish between poetry, drama and short story d. Write sentences and paragraphs about an experience from a group story/

situation

Concept Development/ Handwriting Preparatory Activities

Checking of assignment.

Spelling (Pencil and paper examination – the same spelling words with that of Day 1 and 2.)

Dictate the word, use it in a sentence and say the word again before the pupils spell the word on their writing notebook.

Present the real Philippine flag/flaglet and read the poem “Ang Bandera,” found on LM page 64.

Then ask them to identify the colors and shapes found on LM, Unit II, Week 11 Ikaduha ug Ikatulong Buluhaton A& B.

Developmental Activities Ask: What is a poem? short story? (Unsaang usa ka balak? hamubong sugilanon/istorya?) What is the difference between a poem and a short story?(Unsa ang kalainan sa balak ug sa hamobong sugilanon?)

Drama can be acted out or role played. From the poem and short story presented, have them choose some lines to

create a chant that can be memorized.

Fixing Skills Ask:

- What makes up a poem? Short story?(Unsa ang gikinahanglan sa paghimo ug balak? hamubong sugilanon?)

- What stanzas in the poem and paragraphs in the short story contain two or more nonsense words and multi-syllabic words?(Unsa nga mga “stanza” sa

Day 3

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balak ug hamubong sugilanon adunay duha o sobra pa nga mga “nonsense” ug “multi-syllabic” nga mga pulong?)

- What are these words? Why do you consider these words nonsense words or

multi-syllabic words?(Unsa kining mga pulonga?Ngano nga gitawag kininga “nonsense” o “multi-syllabic”?)

- What is a poem, a drama and a short story about? (Bahin sa unsa ang balak? Ang drama? Anghamubong sugilanon?)

- Can you give the differences among them? (Unsa ang kalainan sa tulo?) Provide samples where pupils will identify whether what is given isa poem, a drama or a short story.

Generalization Give the difference of the following:

a. poem b. short story c. drama

Guided Practice (Group Work)

Teacher shows the following pictures: (Children playing, Family eating together, Family in the garden) Instruction:

Choose one from the set of pictures and write a 2-stanza poem/5-sentence short story from the selected picture on your writing notebook using the cursive style. (Teacher models the correct handwriting positions before the pupils write on their writing notebook) - What are the people in every illustration doing? - How do they feel? - What does each illustration tell us?

Evaluation (Individual output) Write a 2-stanza poem/5-sentence short story on your writing notebook using the cursive style. Assignment Mount a family picture that you like best and make a poem or short story about the family. Objectives

a. Correctly spell words in the list of content words in the vocabulary; b. Decode two or more nonsence and multi-syllabis word c. Compose a chant using appropriate words and coherent texts;

Day 4

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Preliminary activities Spelling through a game (Pupils will be grouped into two where they will compete on forming correctly the appropriate spelling of jumbled words on colors)

itpu hawbug galad huwlna lupa (puti) (bughaw) (dalag) (lunhaw) (pula)

Pupils will present the chants they have composed the previous day. Presentation

Present a chant about a family, “Ang Akong Pamilya,” found on LM, Unit II, Week 11- Ikaupat nga Buluhaton.

Have the pupils think of a situation that reflects respecting one another in the family.Let them compose a chant that reflects respect in the family by group. Example:

Sa pamilya importante nga magtinahuray ang usag-usa. Si manoy mogiya sa mga manghud niya. Si manay motabang aron ang tanan magkahiusa. Sige sige na, magtinabangay kita aron makab-ot ang katuyoan ta.

Discussion

Discuss the lines in their chants that show respect to all the members in the family. Let the pupils write their answers on the tag boards.

Generalization: Have the pupils identify multi-syllabic words and write on their notebooks. Allow pupils to share the chants they have composed. Valuing: Ask: Why is respect, caring and love important? Evaluation: Group Activity Group the pupils with ten members.

Let each group create a chant that shows respect in the family.

Presentation by group. (Teacher provides rubrics)

Assignment: Review the lessons for an examinationtomorrow. Objectives

a. Correctly spell words in the list of content words in the vocabulary

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Week 12

b. Use the degrees of adjectives in sentences in culturally appropriate manner

Spelling Test Let the pupils spell correctly the given words from the list of words from day 1 to 4. This will be recorded and graded.

pula (red) Pula ang bag ni Vilma. bughaw (blue) Bughaw ang payong ni Lorna. dalag (yellow) Dalag ang panyo ni Edward. lunhaw (green) Lunhaw ang dahon sa mangga. puti (white) Putiang panganod.

Evaluation

Let the pupils open LM, Unit II, Week 11-Ikalimang Buluhaton A, B& C and do the following: A. Identify the color of the following objects.

B. Compare the following objects.

C. Make a small book of the summary of the short story. (individual work)

Assignment

Say: Cut-out 5 different pictures of different shapes and mount it on a short-size bond paper.

(Maggunting ug lima(5) ka retrato sa nagkalain-laing porma ug ipapilit sa “bondpaper”)

Objectives

1. Oral Language a. listen to and interact with others in a group or class discussion on

texts heard b. sing with ease and confidence 3 to 5 stanza song in culturally

appropriate manner c. use expressions appropriate to the grade level to classify things,

objects 2. Phonological Skills

a. recognize symbol relationships in one’s own writing (hygiene materials with name words: male and female comfort rooms)

3. Word Recognition a. read phrases and sentences consisting of words being studied

and answer higher order questions about them 4. Fluency

a. read aloud grade two level texts with an accuracy of 95-100% 5. Spelling

a. spell content words correctly in the vocabulary words 6. Composing Primer Lesson

a. compose a song using appropriate words and coherent texts

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b. write short, clear announcement, notices etc. (cleanliness drive, health program)

7. Handwriting a. write the letters of the alphabet in cursive form

8. Grammar Awareness a. use adjectives in culturally appropriate manner in sentences and

paragraphs 9. Vocabulary and Concept Development

a. read aloud words (adjectives) b. identify and sort common words in basic categories (shapes)

10. Comprehension of Literary Text a. give the summary of a literary selection read

Subject Matter

A. Spell Words B. Compose a Song C. Announcement D. Letters of the Alphabet in Cursive Form E. Adjectives F. Basic Categories (Shapes)

Materials

real objects/pictures used for personal hygiene, pictures of proper personal

hygiene, manila paper, meta strips, jumbled letters, word cards, envelope,

chart/poster

Song: “Mao Kini Ang Husto...”

Story: “Ang Bandera”, “Si Juan”, “Si Lorna”

Theme: Personal Hygiene

Value Focus: Cleanliness

Procedure

Objectives

a. Listen to and interact with others in a group or class discussion on texts heard

b. Sing with ease and confidence 3 to 5 stanza song in culturally appropriate manner

c. Recognize symbol relationships in one’s own writing (hygiene materials with name words: male and female comfort rooms)

d. Correctly spell words in the list of content words and coherent texts e. Compose a song using appropriate words and coherent texts f. Write the letters of the alphabet in cursive form g. Use adjectives in culturally appropriate manner in sentences and paragraphs

Day 1

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Preliminary Activities

Spelling (Horn Method)

Pencil and paper test

1. clean

2.smooth

3.fragrant

4.neatly

5. nice

(limpyo)

(hamis)

(humot)

(hapsay)

(nindot)

Jessie’s clothes are clean.

Roxanne’s cheeks are

smooth.

Clean clothes have a

fragrant smell.

Her hair is braided neatly.

A clean house is nice.

(Limpyo ang sinina ni Jessie.)

(Hamis ang aping ni Roxanne.)

(Humot ang limpyo nga sinina.)

(Hapsay ang pagsapid sa iyang

buhok.)

(Nindot ang limpyo nga balay.)

Introduce the song, “Mao Kini ang Husto,” onLM Unit II, Week 12 Unang

Buluhaton, as a springboard of the lesson.

Motivation

Ask:

What line or lines in the song that you liked most and why?

What is the message of the song?

Why is being cleaned important?

Are there words in the song that denotes objects? What are these?

Why are soap, comb, toothbrush and wearing clean clothes important?

Presentation/Modelling (Picture Puzzle)

Organize the class into triads and present to the group picture puzzle of the

following actions. (combing the hair, wearing clean clothes, etc)

Let the group form the picture puzzle and identify the different hygiene materials

shown in the puzzle on LM Unit II, Week 12 Ikaduhang Buluhaton.

Developmental Activity

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Gallery Walk

Pupils will mill around the classroom where the pictures and realia of the different

objects used for personal hygiene are placed.

Let them do the following:

a. identify and write the names of the objects on the meta strips provided to each group.

b. classify the objects according to their uses. c. post their answers on the board and let the reporter present the group

answers. d. make sentences on a sheet of manila paper using adjectives.

e.g. Limpyo ang ngipon kon nagsepilyo.

Activity: Let’s name names and make a song using adjectives

(LM Unit II, Week 12 Ikatulong Buluhaton)

P

Present the different names of personal hygiene materials.

Let the pupils do the following:

a. read the words orally. ( group, triad, dyad, individual) b. produce the beginning, middle and final sounds of the words presented. c. write the symbol of the beginning, middle and final sounds produced in the

air, on their table, at the back of their seatmate (etc.) with proper hand position without the use of the pencil.

d. write the words on their writing notebook. e. make a song based on the words that they have written on their writing

notebook. (Note: the teacher will guide)

Enrichment Activity

Have the pupils describe the pictures found on LM Unit II Week 12 Ika-upat nga

Buluhaton, and ask them to write their answers on the meta strips.

Have choral reading of their answers by the class, then by rows and individually.

Generalization

What are adjectives? Describe your classroom.

(Unsa ang panghulagway?Ihulagway ang inyong classroom.)

Evaluation (Guessing Game-Magic Box)

1. Present to the class a box with the real objects/pictures of personal hygiene materials and let the pupils name the materials taken from the box. (e.g. soap, toothpaste, towel, shampoo, nail cutter, toothbrush, hair brush, comb, t-shirt, chemise)

2. Ask them to write the name of the personal hygiene materials on a sheet of paper and encircle with the sound symbol Ss.

sabon

tualya

sepilyo

sinina

sudlay

panyo

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3. Make a sentence using the materials (soap, toothpaste, towel, shampoo, nail cutter, toothbrush, hair brush, comb, t-shirt, chemise) using adjectives.

4. Make a song using the personal hygiene materials with the sound symbol Ss. Let the pupils use descriptive words in their song.

Assignment

Let the pupils do the following:

Cut-out five pictures of objects used for personal hygiene.

Mount, label and write a descriptive word for each picture on a clean sheet of short size bond paper.

Put designs on the bond paper.

Be ready to present the assignment to the whole group.

Objectives

a. Correctly spell words in the list of content words and coherent texts b. Sing with ease and confidence 3 to 5 stanza song in culturally appropriate

manner c. Use adjectives in culturally appropriate manner in sentences and paragraphs

(shape) d. Identify and sort common words in basic categories (shapes)

Preliminary Activities

Spelling (Horn Method)

Spelling Game (same words as of day 1)

Do the following:

create groups of five among the pupils in the class

present jumbled letters of the five spelling words placed inside individual envelopes for each spelling word.

let the pupils arrange the letters to form the spelling words.

let the group write their answer on a tag board.

discuss the answers with the group. Let the pupils sing the song “This Is The Way I...” (in mother tongue)

Show and Tell (Presentation of Assignment)

Pupils show and describe their mounted pictures.

Activities: (group the pupils into three)

Find Me a Partner (Group 1)

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Picture of personal hygiene object is mounted on the shape. The teacher cuts the shape into halves.

Pupils go around finding their partner. (the other half of the shape and personal hygiene object)

Once they find their partner, they say the shape and the object.

Pupils say: “Nakit-an nako ang akong pares. Naa ni ________.”

Let the pupils produce the beginning, middle and final sounds of the words presented.

Let the pupils write the symbol of the beginning, middle and final sounds produced in the air, on their table, at the back of their seatmate (etc.) with proper hand position without the use of the pencil.

Let the pupils write the words and make sentences using adjectives on their writing notebook.

e.g. Dako ang lingin nga naa sa among grupo.

Let the pupils compose a song using the adjectives. Guide the pupils in making the song.

We Belong (Group 2)

Pupils with the same shapes (circle/sirkulo/alidong, square/lado, triangle/triyangolo/gitlo, rectangle/rektangolo/gipat, oblong/pihing, diamond/diyamante, star) group together.

Let the pupils use the shapes in sentences with descriptive words. e.g. Ang gamay nga sirkulo anaa sa grupo ni Marcela.

Let the pupils produce the beginning, middle and final sounds of the words presented.

Let the pupils write the symbol of the beginning, middle and final sounds produced in the air, on their table, at the back of their seatmate (etc.) with proper hand position without the use of the pencil.

Let the pupils write the words and make sentences/compose a song using descriptive words on their writing notebook.

Match and Sound Off (Group 3)

Use the shape of the objects of the group in “We Belong” activity

circle oblong rectangle square diamond star

Let the pupils identify the names of the objects presented.

Flash the names of the objects presented.

Let the pupils match the word and the object.

Let the pupils read the words orally. ( group, triad, dyad, individual)

Let the pupils produce the beginning, middle and final sounds of the words presented.

Let the pupils write the symbol of the beginning, middle and final sounds produced in the air, on their table, at the back of their seatmate (etc.) with proper hand position without the use of the pencil.

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Let the pupils write the words and make sentences/compose a song using descriptive words on their writing notebook.

e.g. Lingin ang porma nga anaa sa pundok ni Marlon. Gamay ang lingin nga naa sa ilang pundok.

Discussion:(Refer to LM Unit II Week 12, Ika-upat nga Buluhaton Tubaga)

Talk about the games. Encourage pupils to share ideas.

Identify the shapes formed during the game.

Have the pupils tell the other shapes that they know.

Introduction of the poem

Ask:

Where can we see the Philippine flag?

Do you have an idea why it is being raised every morning?

Reading of the poem with proper diction and pausing by the teacher, whole

group, small group, triad, dyad, individually.(Refer to LM Unit II Week 12 Ikalimang

Buluhaton)

Ask:(Refer to LM Unit II Week 12 Ikalima nga Buluhaton Tubaga)

Ask the pupils to read the poem and ask volunteers to identify the word that tells

about shape and illustrate the shape.

Let them write symbol of the beginning sound of the following shapes: sinug-

ang, lingin, kwadrado, rektanggulo, bituon

Engagement Activity

Show the following objects and let the pupils identify the shapes, color and

size:

1. toothbrush. 3. comb

2. soap 4. handtowel

Discuss what are descriptive words. Ask pupils to use the words in sentences.

Enrichment Activity

1. Semantic Web a. Give each pupil a picture. (pictures of personal hygiene materials, picture

of objects) b. Let them mount the picture and write its name below it. c. Present the semantic web diagram. d. At the teacher’s signal “GO”, the pupils write descriptive words about the

picture. e. The pupil who can give the most correct descriptive words at the teacher’s

signal “STOP” wins a prize.

2. Market Time

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a. Place different word and picture cards in strategic places in the classroom. (pictures of personal hygiene)

b. Pupils pick out the word cards and picture cards. c. Pupils match the word card and picture card. d. They will classify the pictures according to their shapes.

Generalization:

Can shapes be used as descriptive words? In what way? Give examples.

(Mahimo ba nga ang porma gamiton sa paghulagway? Sa unsa nga pamaagi?

Paghatag og mga ehemplo.)

Fixing Skills

Encircle the descriptive words (adjectives, shapes) in the sentence.

1. Gidala ni Susan ang humot nga pihing nga sabon.

2. Nipalit og rektangulo nga tualya si Gardo sa syudad sa Sugbo.

Evaluation

A. Group the pupils into five members per group. Let them compose a song about cleanliness using the mounted pictures in their group and use the descriptive words that the group has described for each picture.

B. Encircle the descriptive words (adjectives, shapes) in the sentence. (Lingini ang panghulagway (porma) sa pahayag kon sentence.)

1. Naa sa sulod sa lado nga karton ang mga sepilyo.

2. Diyamante nga sabon ang gihatag ni Jane.

3. Rektangulo nga tualya ang regalo ni Jaime kang Jason.

Assignment

On a sheet of paper, let the pupils write three (3) sentences that answer the

question: Is being clean important? Why? Why not?

(Importante ba nga limpyo ang usa ka tawo? Ngano man?Nganong dili man?)

Objectives

a. Listen to and interact with others in a group or class discussion on texts heard

b. Sing with ease and confidence 3 to 5 stanza song in culturally appropriate manner

c. Correctly spell words in the list of content words in the vocabulary d. Use adjectives in culturally appropriate manner in sentences and paragraphs

(shape) e. Give the summary of a literary selection read

Day 3

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Preliminary Activities

Spelling (Horn Method)

Use the spelling words in sentences. (Arrangement of the words will vary.)

1. limpyo

2. hamis

3. humot

4. hapsay

5. nindot

Let the pupils sing the song “This Is the Way I...” (in mother tongue)

Pre-reading Activity

1. Unlocking of difficulty nakuratan (show picture of a surprised/shocked child)

Say: “Siya si Juan. Nakuratan si Juan sa iyang nakita.”

Which word is similar to nakuratan?

nakuyawan nalipay nahibulong

2. Activating Prior Knowledge/Motive Question Present a picture of a dirty boy.

Think Pair Share

Ask questions about the dirty boy.

Why is the boy dirty? What makes him dirty? Will he ever be clean? What

will the boy feel if he is dirty? Do you like being dirty? Why? Why not?

(Nganong hugaw ang batang lalaki? Unsay nakahimo niyang hugaw? Naa

ba kahay kahigayonan nga malimpyo pa siya? Unsa man ang gibati sa

batang lalaki kon siya hugaw? Gusto ka ba nga hugaw ang imong

lawas?Ngano man?Nganong dili man?

Big Group Sharing

Encourage the pupils to share their reactions about the picture presented. Call volunteers.

Developing a Purpose for Reading

Say:

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Let us find out if our questions will be answered as I read to you the story about Juan. (Atong sutaon kon ang atong mga pangutana matubag sa atong

pagbasa sa sugilanon o istorya bahin ni Juan.)

Let us find out the message of the author of the story that I am about to read. (Atong sutaon kon unsa ang mensahe nga gipasupot sa nagsulat sa

sugilanon o istorya nga akong basahon.)

During Reading(Refer to LM Unit II Week 12 Ikaunom nga Buluhaton)

Do the following:

Read the story with expression. (modeling by the teacher)

Talk about the title of the story, the characters and the setting.

Ask questions as the story goes along. What is the title of the story? (Unsa ang uluhansaistorya?)

Who is the author of the story? (Kinsa ang nagsulat sa istorya?)

Where did the story happen? (Asa nahitabo ang istorya?)

Where did Juan study? What grade was he in? (Asa nagtungha si

Juan?Unsa nga ang-ang siya nagtuon?)

Who are Juan’s parents? (Kinsa ang mga ginikanan ni Juan?)

What happened to Juan one day? (Unsa ang nahitabo ni Juan usa ka adlaw

niana?)

What was Juan’s dreams? (Unsa ang mga damgo ni Juan?)

What lesson was learned by Juan from his dream? (Unsa nga leksyon ang

nakuha ni Juan gikan sa iyang damgo?)

How is Juan described in the story? (Giunsa paghulagway si Juan sa

istorya?)

Do you want to be like Juan? Why? Why not? (Gusto ba ninyo nga

mapareha ni Juan? Ngano man?Ngano nga dili man?)

Is it important to be clean always? Why? Why not? (Importante ba nga

limpyo kanunay? Ngano man?Ngano nga dili man?)

Post the story on the board.

Let the pupils read the story. (whole group, triads, dyads, etc.)

Post Reading Activity(Refer to LM Unit II Week 12 Ikaunom nga Buluhaton

Tubaga)

Ask:

Identify the characters in the story.(Kinsa ang mga tawo sa istorya?)

Describe Juan and his mother.(Ihulagway si Juan ug ang iyang inahan.)

What will you do to keep yourself clean and neat? (Unsa ang imong buhaton aron pirmi kang limpyo ug hapsay?)

If you were Juan, will you be as dirty as he is? Why? Why not? (Kon ikaw si Juan, gusto ba ka nga hugaw pod parehas niya? Ngano man? Nganong dili?)

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What are the words used to describe Juan before his dream? (Giunsa paghulagway sa nagsulat ang Juan sa wala pa siya magdamgo? Unsang mga pulong ang gigamit?)

How was Juan described after? (Giunsa paghulagway si Juan human siya nagdamgo?)

What words in the story tell action? What are they? (Aduna bay mga pulong nga nagpakita og lihok? Unsa man kini sila?)

When did the action occur? Is it in the present, past, or future? (Kanus-a nahitabo ang lihok? Karon, kagahapon, o sa umaabot?)

What words are used to describe Juan after his dream? Compare it to the words used in describibg Juan before his dream (Unsa nga mga pulong ang gigamit sa paghulagway ni Juan pagkahuman niya og damgo? Itandi kini sa mga pulong nga gigamit sa wala pa siya nagdamgo.)

What words are used to describe his hair, his fingernails, bed and pillow? (Unsa ang mga pulong nga gigamit sa paghulagway sa buhok, kuko, kama ug unlan ni Juan?)

What do we call the words that describe? (Unsa ang tawag sa mga pulong nga naghulagway?)

What is an adjective? When do we use adjectives? Give examples of adjectives. (Unsa ang panghulagway? Kanus-a gamiton ang panghulagway? Paghatag og mga ehemplo sa panghulagway.)

Reading of the story by group, by pair, and individually with correct expression

and proper intonation.

Generalization

What are descriptive words? Can shapes be considered descriptive words?

How?(Unsa ang panghulagway? Mahimo ba nga matawag nga panghulagway

ang mga porma?Sa unsa nga pamaagi?)

Evaluation

Group Activity (Making of a small book)

In your group, write a short summary of the story, “Si Juan” and make a small

book of the summary made.

Assignment

Answer the following questions in a sheet of paper.

What is an announcement or notice? (Unsa ang usa ka anunsyo o pahibalo?)

What are the parts of an announcement or notice? (Unsa ang mga parte sa anunsyo o pahibalo?)

Make an announcement or notice with the theme “cleanliness” (Paghimo og usa ka anunsyo o pahibalo nga ang tema kalimpyo o kahinlo.)

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Objectives

a. Listen to and interact with others in a group or class discussion on texts heard

b. Sing with ease and confidence 3 to 5 stanza song in culturally appropriate manner

c. Read phrases and sentences consisting of words being studied and answer higher order questions about them

d. Read aloud grade two level texts with an accuracy of 95-100% e. Correctly spell words in the list of content words in the vocabulary f. Write short, clear announcement, notices, etc. (cleanliness drive, health

program)

Preliminary Activities

Spelling (Horn Method)

Spelling Game (Magic Tree)

Present the synonym of the five spelling words and use it in a sentence. Call

pupils to pick a fruit from the magic tree with the spelling word described. The

spelling word is written on each fruit. Have additional fruits on the magic tree

with words that are not included in the set of spelling words.

1. limpyo

2. hamis

3. humot

4. hapsay

5. nindot

Presentation

Activating Prior Knowledge(Refer to LM Unit II Week 12 Ikapitong Buluhaton

Pahibalo)

Present an announcement. (chart/poster)

Think Pair Share (Refer to LM Unit II Week 12 Ikapitong Buluhaton Tubaga)

Discuss the following:

Day 4

95

o What grade levels are enjoined to participate in the contest? (Unsang mga grado ang giawhag nga mosalmot sa indigay/kontes?)

o When is the contest? What time is the contest? (Kanus-a ang indigay/kontes? Unsang orasa himuon ang indigay o

kontes?)

o Who is the person in charge of the contest? (Kinsa ang pangitaon kon gustong mosalmot/moapil sa indigay o

kontes?)

o What is it all about? (Bahin sa unsa ang indigay o kontes?) o What is presented on the chart or poster?

(Unsa ang tawag sa nakapaskin sa chart o poster?)

o What makes a good announcement? (Unsay gikinahanglan sa usa ka maayong pahibalo?)

o What are the pieces of information found in an announcement? (Unsa ang mga kasayoran nga nakalatid/gikinahanglan sa usa ka

pahibalo?)

Big Group Sharing(Refer to LM Unit II Week 12 Ikasiyam nga Buluhaton)

_ Group the pupils into 5 and do the following:

Share their reactions about the announcement presented.

Present picture of people planting trees. Ask the pupils to make possible notice/announcement for the picture presented.

Each group is given a picture and out of it theywill prepare an announcement. (focus on cleanliness, health and nutrition)(Refer to LM Unit II Week 12 Ikanapulo nga Buluhaton)

Evaluation(Refer to LM Unit II Week 12 Ika-onseng Buluhaton)

Assignment

Let the pupils prepare for a summative examination.

Objectives

a. Correctly spell words in the list of content words and coherent texts b. Compose a song using appropriate words and coherent texts c. Write short, clear announcement, notices, etc. ( cleanliness drive, health

program) d. Write the letters of the alphabet in cursive form e. Use adjectives in culturally appropriate manner in sentences and paragraphs

(shape) f. Read aloud words (adjectives)

Day 5

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g. Identify and sort common words in basic categories (shapes) h. Give the summary of a literary selection read

Preliminary Activities

Spelling (Pencil and paper test)

1. clean

2.smooth

3.fragrant

4.neatly

5.nice

(limpyo)

(hamis)

(humot)

(hapsay)

(nindot)

Jessie’s clothes are clean.

Roxanne’s cheeks are

smooth.

Clean clothes have a

fragrant smell.

Her hair is braided neatly.

A clean house is nice .

(Limpyo ang sinina ni Jessie.)

(Hamis ang aping ni Roxanne.)

(Humot ang limpyo nga sinina.)

(Hapsay ang pagsapid sa iyang

buhok.)

(Nindot ang limpyo nga balay.)

Valuing

Have the pupils recite in chorus, “Cleanliness is next to Godliness.” Ask : Why is it important to be clean and healthy?

Evaluation (Refer to LM Unit II Week 12 Ika-doseng Buluhaton)

Let the pupils:

1. Identify the shapes of the objects and encircle the letter with the sound /A/.Make a sentence using the illustrations. Use adjectives in making a sentence.

2. Write an announcement for the cleanest classroom. 3. Make a small book of the summary of the short story. 4. Write the letter Bb in cursive form.

Assignment

Cut-out 5 pictures and describe each picture using the pattern below. (semantic web)

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Week 13

Objectives 1. Oral Language

a. listen to and interact with others in a group or class discussion on text read

b. talk about the community events, situations, issues by recalling important details

2. Book and Print Knowledge a. tell the distinguishing features of a text (how to…) b. recognizing correct spelling of words

3. Word Recognition a. give meaning of words being read (through matching them with

pictures, doing the action or giving its synonym questions) b. read phrases and sentences consisting of words being studied and

answer higher order questions about them 4. Fluency

a. read procedures with ease and fluency 5. Spelling

a. spell words correctly with consonant cluster (appropriate to the MT) 6. Handwriting

a. write sentences and paragraphs about an experience generated from a group story

7. Composing (Primer Lessons) a. write through dictations simple phrases, sentences, and paragraph

observing correct punctuation marks, capitalizations, indentions and format in cursive form

8. Grammar Awareness a. use adjectives in culturally appropriate manner in sentences and

paragraphs (size)

9. Vocabulary and Concept Development a. read aloud words (adjectives) b. identify and sort common words in basic categories (size)

10. Reading Comprehension (Activating Schema and Prior Knowledge) a. predict what the procedure is about based on personal experiences

and based on what one knows b. confirm predictions after listening to a story

11. Reading Comprehension (Comprehension of Informational Texts) a. orally identify examples of fact and opinion and cause and effect in

simple and familiar texts b. orally identify the factual component of simple informational

materials by using key words or phrases

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Subject Matter

A. Distinguishing Features of a Text (How to…) B. Consonant Cluster C. Adjectives (Size) D. Predict Procedures E. Fact and Opinion F. Cause and Effect G. Correct Punctuation Marks, Capitalizations, Indentions and Format in Cursive

Form

Materials

pictures, picture puzzle,word strips, realia, magic tree, meta cards, chart, manila

paper

Story: “Si Eking ug Enting”

Theme: Our Community, Our Neighborhood, Care of the Environment

Value Focus:Care of the Environment, Waste Segregation, Conservation of Water,

Light, etc.

Procedure

Objectives

a. Listen to and interact with others in a group or class discussion on texts heard

b. Talk about the community events, situations, issues by recalling important details

c. Give the meaning of words being read (through matching them with pictures, doing the action or giving its synonym questions)

d. Read phrases and sentences consisting of words being studied and answer higher order questions about them

e. Spell words correctly with consonant cluster (appropriate to the MT) f. Use adjectives in culturally appropriate manner in sentences and in

paragraphs (size) g. Identify and sort common words in basic categories (size) h. Predict what the procedure is about based on personal experiences and

based on what one knows Preliminary Activities

Spelling (Horn Method)

Pencil and paper test

Day 1

99

1. fruit

2. jackfruit

3. malunggay/

leaves of

the horse

radish tree

4. eggplant

5. banana

(prutas)

(nangka)

(kamunggay)

(talong)

(saging)

There are plenty of

fruits in the garden.

The jackfruit tree has

big fruits.

Malunggay

leaves/Leaves of

the horse radish

tree contain lots of

vitamins.

Noli plants eggplants in

the garden.

April buys bananas.

Naay daghang prutas sa

hardin.

Dagko ang mga bunga sa

nangka.

Daghang bitamina ang

makuha sa dahon sa

kamunggay.

Nagtanom og talong si Noli

sa hardin.

Nagpalit og saging si April.

Let the pupils sing the song.(Refer to LM Unit II Week 13 Unang

BuluhatonManganta Kita)

Motivation (Refer to LM Unit II Week 13 Unang Buluhaton Tubaga)

Ask :

What will we do with our garbage?(Unsa ang angayang buhaton sa atong mga basura?)

Where will we place our garbage?(Asa ibutang ang atong mga basura?)

Presentation

What is waste segregation?(Unsay buot ipasabot sa pagpalain o paglain lain sa mga basura?)

How do we segregate our garbage? (Giunsa nato pagpalain o paglain lain sa atong mga basura?)

Developmental Activity

Ask:

Why do we have 3 trash cans?(Nganong 3 ang atong trash cans?)

Why is segregation of garbage important?(Nganong importante ang pagpalain o paglain lain sa mga basura?)

100

What are the steps of segregating garbage?(Unsa ang mga pamaagi sa pagpalain o paglain lain sa mga basura?)

What will happen to our community if we do not segregate our garbage? (Unsay mahitabo sa atong dakbalangay o komunidad kon dili kita magpalain

o maglain lain sa atong mga basura?)

Show pictures of clean community and a dirty community.

Describe the pictures and see the difference.

Answers will be placed in a Venn Diagram.

Group Activities (group the pupils into four)

a. Puzzled Up Give the 1st group an envelope containing picture puzzle of waste materials.

(e.g. left-over food, broken glass, waste paper, vegetable peelings, etc.) Let

the group form the picture puzzle and write the name of the picture on a

meta cards. Let the pupils classify the materials: biodegradable, non-

biodegradable, hazardous. (provide chart for the answers)

left-over food broken glass waste paper used battery vegetable

peelings

Ask:

Why did you group the materials that way? (Ngano nga ingon ana ang

inyong pagpundok?)

b. I’m Drawn by You Give word cards to the 2nd group. Let the group draw pictures on meta cards

based on the word cards. (e.g. fruit peelings, plastics, used paper, tetra

pack, cooking oil bottle, etc.) Let the pupils classify the materials:

biodegradable, non-biodegradable, hazardous. (provide chart for the

answers)

fruit peelings plastics used paper tetra pack cooking oil

bottle

Ask:

Why did you group the materials that way? (Ngano nga ingon ana ang

inyong pagpundok?)

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c. Flipping my Pair Give two envelopes to the 3rd group. One envelope contains word cards,

another envelope contains picture cards. Let the pupils place the picture

cards and word cards on the table right face down (ikulob) on the sides of

the table or desk. Let the pupils take turns in flipping the picture card and the

word card to find the pair and if a pair is found the pupil who has found the

pair wins the cards. If the flipped cards are not pairs, the pupils are to put

the cards back to the bunch and try to flip again until the pair is found. (see

to it that pupils take turns in flipping the cards) Let the pupils classify the

materials: biodegradable, non-biodegradable, hazardous. (provide chart for

the answers)

d. Configured Names Give flashcards to the group. On the flashcard are the configured (blocks or

lines) names and pictures of the objects (waste materials). Let the group fill

in the name of the object and let them color the object depicted on the flash

cards. Let the pupils classify the materials: biodegradable, non-

biodegradable, hazardous. (provide chart for the answers)

Reporting(Refer to LM Unit II Week 13 Ikaduhang Buluhaton)

1. Presentation of group output. 2. Teacher and pupils process the answers of the different groups.

Brainstorming(Refer to LM Unit II Week 13 Ikaduhang Buluhaton)

Valuing(Refer to LM Unit II Week 13 Ikatulong Buluhaton)

Say:

Now that you know the importance of proper wastes segration, what is your idea

of the garbage in school, community and at home?

How do you share this knowledge to others?

Evaluation (Guessing Game – Magic Box)

Present to the class a box with the pictures of waste materials. (Refer to LM Unit II

Week 13 Ika-upat nga Buluhaton)

Pupils will pick up a picture, name it and classify as biodegradable, non

biodegradable and hazardous.

Assignment(Refer to LM Unit II Week 13 Ikalima nga Buluhaton)

Copy the commitment letter in your notebook.Complete the blanks.

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Objectives

a. Listen to and interact with others in a group or class discussion on texts heard

b. Spell words correctly with consonant cluster (appropriate to the MT) c. Use adjectives in culturally appropriate manner in sentences and in

paragraphs (size) d. Identify and sort common words in basic categories (size) e. Predict what the procedure is about based on personal experiences and

based on what one knows Preliminary Activities

Spelling

Spelling Game (same words as of day 1)

ginsag saturp kangan ngalot gaymungka

create groups of five among the pupils in the class

present jumbled letters of the five spelling words placed inside individual envelopes for each spelling word.

let the pupils arrange the letters to form the spelling words.

let the group write their answer on a tagboard.

discuss the answers with the group.

Preparatory Activities (Action Song)

Model in the singing of the song “Ang Basura”(Refer toLM Unit II Week 13

Ikalimang Buluhaton)

ReviewRecall on the proper garbage disposal. (Refer to LM Unit II Week 13

Ikalimang Buluhaton Tubaga)

Presentation (Refer to LM Unit II Week 13 Ikaunom nga Buluhaton)

Show pictures of garbage to the pupils.

Let them segregate the garbage by putting the pictures to proper column.

(Examples: paper, fruit peelings, pencil shavings, diaper, sticks, candy

wrappers, broken glass, sharp blade, paint cans)

Day 2

103

Discussion

Name each picture and give adjectives that refer to size.

Use the adjectives in simple sentences.

Generalization

What is an adjective?(Unsa ang pangmatang/ panghulagway “adjective”?)

Give an example of adjectives referring to size.(Paghatag og mga pananglitan sa pangmatang/paghulagway nga nagtumbok sa gidak-on.)

Guided Practice(Refer to LM Unit II Week 13 Ikapitong Buluhaton)

Application: Magic Tree(Refer to LM Unit II Week 13 Ikawalong Buluhaton)

Pick the fruits with adjectives (Illustration of a tree with different fruits)

Evaluation (Refer to LM Unit II Week 13 Ikasiyam nga Buluhaton)

Assignment

Write a poem on a short size bond paper. Make a design if you want to.

Pattern:

Line 1 First Name

(Ngalan)

Line 2 Grade Level

(Grado/Ang-ang)

Line 3 Four words that describe the person

(Upat ka mga pulong nga naghulagway/nagsaysay sa imong

kaugalingon)

Biodegradable

(Malata)

Non – Biodegradable

(Dili Malata)

Hazardous

(Delikado/Peligro)

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Line 4 Lover of (3 things or ideas)

(mahigugmaon sa tulo ka butang o ideya)

Line 5 Last Name

(Apelyido)

Sample:

_______________________

Ngalan

_______________________

Grado/Ang-ang

___________ ____________ ____________ ___________

Upat ka pulong nga naghulagway/nagsaysay sa imong kaugalingon

Mahigugmaon sa __________ ___________ ___________

Tulo ka mga butang o ideya

______________________

Apelyido

Objectives

a. Recognize the correct spelling of words b. Give the meaning of words being read (through matching them with pictures,

doing the action or giving its synonym questions) c. Predict what the procedure is about based on personal experiences and

based on what one knows d. Confirm predictions after listening to a story e. Orally identify examples of cause and effect in simple and familiar texts

Day 3

105

f. Orally identify the factual component of simple informational materials by using keywords or phrases

Preliminary Activities

Spelling (Horn Method)

Use the spelling words in sentences. Arrangement of the words will vary.

Let the pupils sing the song, “Ang Atong mga Basura”

Pre-reading Activities

Unlock the word hamugaway byshowing a picture depicting the word.

Say: “Mao ni ang baryo Ermita. Hamugawayna ang dagan sa tubig sa sapa.”

Give a word that means the same as “hamugaway”.

Activating Prior Knowledge

Present a picture of a dumpsite and call a pupil to describe.

Think Pair Share (Group the pupils into 4)

Ask questions about the dumpsite and its effects if not properly disposed. o What will happen if there is too much garbage in the area?

(Unsa ang mahitabo kon adunay daghang basura sa usa ka lugar?)

o What will happen to thewaterway if garbage blocks it? (Unsa ang mahitabo saagianan sa tubig kon adunay mga basura nga

nagbabag o nagabara?)

o What is the effect of the clogging of the waterways? (Unsa ang epekto sa pagbara sa agianan sa tubig?)

o What makes the area flooded? (Unsa ang hinungdan sa pagbaha sa usa ka lugar?)

o Are the people living in the area safe? Why? Why not? (Luwas ba ang kinabuhi sa mga tawo nga nagpuyo sa lugar nga pirmi

nga gibaha? Ngano?Nganong dili?)

o As a pupil what will you do to keep the area safe from flood? (Isip usa ka tinun-an, unsa man ang imong mahimo sa pagtabang nga

dili mabahaan ang inyong lugar?)

Developing a Purpose for Reading

Say:

Let us find out the message of the story that I am about to read.

(Atong sutaon kon unsa ang mensahe sa sugilanon nga akong basahon.)

106

During Reading (Refer to LM Unit II Week 13 Ikanapulo nga Buluhaton Si Eking ug

Enting)

Read the story with expression. (modeling by the teacher)

Talk about the title of the story, the characters, the setting. Let the pupils make predictions about the actions of the characters. Let them give steps/ways on how to prevent flooding.

Let the pupils read the story“Si Eking ug Enting” a. Reading of the story by group, by pair, and by individual with correct

expression and proper intonation.

Post Reading Activity(Refer to LM Unit II Week 13 Ikanapulo nga Buluhaton

Tubaga Kini)

Enrichment Activities

1. Role Playing Call volunteers to dramatize the short story.

2. Think Ink Pair Share (Individual Work)(Refer to LM Unit II Week 13 Ika-onse nga Buluhaton) Present the questions and let the pupils think of answers. After

brainstorming, let the pupils write their answers on a sheet of paper.

- What are the steps/procedures in collecting garbage? - Where will you place the collected garbage?What will you do with the

biodegradable, non-biodegradable and hazardous materials Call a pupil to present her answers to the whole group.

3. Let Me Do It (Making Procedures by group) Let the pupils make a procedure on how to dispose their garbage:

biodegradable, non-biodegradable and hazardous materials.

Assignment

Let the pupils form a sentence out of the jumbled words using correct

punctuation. Let them write their answer on their notebook.

na basurahan ginamit sa papel ang isulod

107

Objectives

a. Tell the distinguishing features of a text (how to…) b. Give the meaning of words being read (through matching them with pictures,

doing the action or giving its synonym questions) c. Spell words correctly with consonant cluster (appropriate to the MT) d. Write through dictation simple phrases, sentences and paragraphs observing

correct punctuation marks, capitalizations, indentions and format in cursive form

e. Use adjectives in culturally appropriate manner in sentences and in paragraphs (size)

f. Predict what the procedure is about based on personal experiences and based on what one knows

g. Orally identify examples of cause and effect in simple and familiar texts h. Orally identify the factual component of simple informational materials by

using keywords or phrases

Preliminary Activities

Spelling (Horn Method)

Spelling Game (Magic Tree)

Present the meaning of the five spelling words and uses it in sentence. Call

pupils to pick a fruit from the magic tree the spelling word described. The

spelling word is written on each fruit. Have additional fruits on the magic tree

with words that are not included in the set of spelling words.

1. prutas 2. nangka 3. kamunggay 4. talong 5. saging

Let the pupils sing the song, “Ang Atong mga Basura”

Mix ‘n Match

Give two envelopes to the 3rd group. One envelope contains word cards, another

envelope contains picture cards. Let the pupils place the picture cards and

word cards on the table right face down (ikulob) on the sides of the table or

desk. Let the pupils take turns in flipping the picture card and the word card to

find the pair and if a pair is found the pupil who has found the pair wins the

cards. If the flipped cards are not pairs, the pupils are to put the cards back

Day 4

108

to the bunch and try to flip again until the pair is found. (see to it that pupils

take turns in flipping the cards) Let the pupils classify the materials:

biodegradable, non-biodegradable, hazardous. (provide chart for the

answers)

Activating Prior Knowledge

Present the sentences to the pupils. Be the model in reading of the sentence.

Gisulod ni Thelma ang ginamit nga papel sa basurahan.

Gipalong ni Lowell ang suga kay wala na gamita.

Let the pupils use descriptive words for Lowell, Thelma, suga,papel and basurahan.

(use adjectives telling sizes)

Presentation

Think Pair Share

o Pupils will be given minutes to think on the sentences presented. o They will look for a partner and talk/share their ideas on what Thelma and

Lowell did. o Call a volunteer from selected pairs to report what they discussed. o Talk on the use of a capital letter.

Developmental Activities

Big Group Sharing(Refer to LM Unit II Week 13 Ika-doseng Buluhaton)

Present jumbled words. Let the pupils rearrange the words to make a sentence with capital letters, punctuation etc.

Call pupils to present their answer. Sentence Matching (Jumbled Words)

Let the pupils form a sentence out of the jumbled words

og basura itarong mga ang hipos

Answer:

Itarong

Itarong og

Itarong og hipos

Itarong og hipos ang

109

Itarong og hipos ang mga

Itarong og hipos ang mga basura.

Present other samples.

Sentence Breaking

Let the pupils break down the sentence formed by the groups.

Isulod sa basurahan ang mga dili na magamit nga basura.

Answer:

Isulod sa basurahan ang mga dili na magamit nga basura.

Isulod sa basurahan ang mga dili na magamit nga

Isulod sa basurahan ang mga dili na magamit

Isulod sa basurahan ang mga dili na

Isulod sa basurahan ang mga dili

Isulod sa basurahan ang mga

Isulod sa basurahan ang

Isulod sa basurahan

Isulod sa

Isulod

Present other samples.

Sentence Writing

Let the pupils write the sentence with correct format.

1. Itarong og hipos ang mga basura. 2. Isulod sa basurahan ang mga dili na magamit nga basura.

Present other samples.

Discuss when to use capital letters and punctuation marks.

Explain what is a sentence and write examples on the board.

Writing Activity (Cursive Form)

Present sentences and models on the correct letter formation, punctuation, use

of capital letters, etc.

Let the pupils practice writing the sentence in the air, on their desk/table, on the

chalkboard and on their writing notebook.

Guided Practice

Pupils practice copying sentences using their writing notebook.

Mill around to monitor the pupils’ activity.

110

Independent Practice

Dictate the sentence to the pupils.

Let the pupils write the sentence from dictation using correct punctuation,

capitalization, etc.

Gilubong ni Mikay ang panit sa mangga.

Asa gilubong ni Mikay ang panit sa mangga?

Ilubong sa yuta ang panit sa mangga, Mikay.

Hala, gilubong ni Mikay ang panit sa mangga.

Evaluation

Dictate the sentences and the pupils write the sentences on their writing

notebook.

1. Ang paghipos sa basura makatabang sa komunidad. 2. Tarungon og hipos ang mga basura. 3. Isira ang gripo kon wala gamita. 4. Ibton ang wayre sa plantsa kon wala ni gamita. 5. Ngano nga imo nga gilabay ang panit sa gawas sa bentana?

Assignment

Let the pupils prepare for a summative examination.

Objectives

a. Spell words correctly with consonant cluster (appropriate to the MT) b. Write through dictation simple phrases, sentences and paragraphs observing

correct punctuation marks, capitalizations, indentions and format in cursive form

c. Identify and sort common words in basic categories (size) d. Predict what the procedure is about based on personal experiences and

based on what one knows e. Orally identify examples of cause and effect in simple and familiar texts f. Orally identify the factual component of simple informational materials by

using keywords or phrases

Day 5

111

Preliminary Activities

Spelling (Pencil and paper test)

1. fruit

2. jackfruit

3.

malunggay/l

eaves of the

horse radish

tree

4. eggplant

5. banana

(prutas)

(nangka)

(kamunggay)

(talong)

(saging)

There are plenty of fruits

in the garden.

The jackfruit tree has big

fruits.

Malunggay

leaves/Leaves of the

horse radish tree

contain lots of

vitamins.

Noli plants eggplants in

the garden.

April buys bananas.

Naay daghang prutas sa

hardin.

Dagko ang mga bunga

sa nangka.

Daghang bitamina ang

makuha sa dahon sa

kamunggay.

Nagtanom og talong si

Noli sa hardin.

Nagpalit og saging si

April.

Valuing

Ask the following: a. things that they learned from the story, song and activities discussed. b. importance of cleanliness and the different ways disposing garbage. c. explain the importance of using Mother Tongue.

Evaluation

1. Dictation (individual work) Let the pupils write the sentence with correct format.

Gikuha sa mga basurero ang mga basura sa basurahan.

2. Role Playing (group work) Proper garbage disposal

3. Find Me a Partner (Pairing Game) Match the word with its picture. (Pictures of fruits and vegetables with

consonant cluster)

112

Week 14

Picking Fruits (Descriptive Words)

Match the word with its picture. (Pictures of fruits and vegetables, descriptive

words-size)

Let’s Make Procedures (Group Activity)

Write a 3-step procedure on the proper disposal of fruit peelings.

Assignment

Ask the pupils to cut-out 5 pictures of the members of the community and

paste the picturesin the drawing book. Let them write a sentence about each

community member.

Objectives

1. Oral Language a. use expressions appropriate to the grade level to recall important details

in a legend b. retell familiar stories/legends by using appropriate gestures, expressions

and illustrative objects 2. Book and Print Knowledge

a. tell the distinguishing features of a legend 3. Word Recognition

a. read large number of regularly spelled multi-syllabic words b. read at least 200-300 words appropriate to the grade level c. read with understanding paragraphs, stories, legends consisting of words

being studied 4. Fluency

a. read with automaticity 200 grade two level high frequency sight words b. read aloud grade two level texts with an accuracy of 95-100% c. read stories and legends with ease and fluency

5. Spelling a. use spelling knowledge and skills to correctly spell high frequency words

appropriate to the grade level b. spell words correctly in the list of content words in the vocabulary

6. Handwriting a. observe mechanics when coping and/or writing sentences, paragraphs

and stories: capitalization, space between words, correct punctuation marks, indention and format in cursive form

113

b. write sentences and paragraphs about an experience generated from a group story in cursive form

c. write a short legend (narrative story) that include the elements of settings, characters in cursive form

7. Composing a. write sentences and paragraphs about an experience generated from a

group story b. write a legend observing correct punctuation marks, capitalization,

indention and format c. compose a legend using appropriate words and coherent texts

8. Grammar Awareness a. use adjectives in culturally appropriate manner in sentences and in

paragraphs (words that describes persons, animals and things) 9. Vocabulary and Concept Development

a. read aloud words (adjectives) 10. Reading Comprehension: Activating Schema and Prior Knowledge

a. sequence three events in the legend by telling which happened first, second, and third or last

11. Reading Comprehension: Comprehension of Informational Text a. locate specific information in the text to find answers to simple and higher

level questions

Subject Matter

A. Recall Important Details B. Legend C. Capitalization, Space Between Words, Correct Punctuation Marks, Indention

and Format in Cursive Form D. Adjectives E. Sequence Events F. Literary Elements: Plot, Setting, Characters

Materials

Ilustrations, pictures

Story: Legend of Lapu-Lapu

Theme: History of Our Community

Value Focus: Love of Community

Procedure

114

Objectives

a. Read stories and legends with ease and fluency

b. Correctly spell words in the list of the content words in the vocabulary

c. Use adjectives in culturally appropriate manner in sentences and paragraphs

( words that describes person, animal and thing)

d. Read and identifying the literary elements of a plot, setting, and characters of

a literary piece

Preliminary Activities

Spelling (Horn Method)

Pencil and paper test

1. ligdong

2. maalamon

3. maisog

(honest)

(intelligent)

(brave)

Usa ka ligdong nga tawo si Luis. Mahadlok siya

mangopya sa iyang katupad.

Maalamon si Jessica. Wala siyay sayop sa eksamin sa

MTB.

Maisog si Manolo. Wala siyay kahadlok nga miatubang

sa bangis nga bitin.

Pre- reading(Refer to LM Unit II Week 14 Unang Buluhaton Kantaha)

Have a warm –up activity by singing a song “Komunidad” (to the tune of Who Builds Community,

Unlockdifficulties through picture clues: Present illustrations/pictures of Filipino warriors with kampilan (sword), kalansag/taming (shield), bangkaw (spear) pangulo, nakigbisog

Use them in a sentence and let the pupils identify/point out from the picture the object that fits the description. Post the picture on the board.

1. Ang kalansag/taming gigamit sa mga manggugubat sa pagsagang sa mga hinagiban sa kaaway.

2. Ang kampilan usa ka mahait nga hinagiban nga susama sa usa ka dako nga sundang.

3. Ang bangkaw usa ka taas nga kahoy o puthaw nga adunay mahait nga tumoy.

4. Ang atong pangulo sa klase mao si ____________. 5. Nakigbisog ang bata nga masakiton aron siya mabuhi.

Day 1

115

Motivation

Show the picture of Lapu-Lapu. Let the pupils tell something about it to develop oral

fluency.

During Reading(Refer to LM Unit II Week 14 Ikaduhang Buluhaton Si Lapu-Lapu)

Say: As we read, let us all think about what happens in the story: the beginning,

middle and the last part.

a. Let the pupils listen attentively to the legend read. b. Read the legend in an interesting and lively manner. c. Ask questions to check pupils’ comprehension regarding the story read. d. Let the pupils read the story in a lively and interesting manner. (whole group,

triad, dyad, etc.)

Post Reading

Refer to LM, Unit II, week 14, Tubaga Kini

Agreement:

Let the pupils cut-out apicture of Lapu-Lapu. Let them paste the picture on a

short size bond paper. Write three sentences that describe Lapu-Lapu.

Objectives

a. Correctly spell words in the list of the content words in the vocabulary

b. Write short narrative (legend) that include elements of setting, characters in

cursive form

c. Use adjectives in culturally appropriate manner in sentences and paragraphs

( words that describes person, animal and thing)

d. Sequence events in the legend by telling which happened first, second, and

third or last

e. Read and identify the literary elements of a plot, setting, and characters of a

literary piece

Preliminary Activities

Spelling (Horn Method)

Spelling Game (same words as of day 1)

1. create groups of five among the pupils in the class 2. present jumbled letters of the five spelling words placed inside individual

envelopes for each spelling word. 3. let the pupils arrange the letters to form the spelling words. 4. let the group write their answers on a tag board. 5. discuss the answers with the group.

Day 2

116

Engagement Activities

Picture Puzzle (Lapu-Lapu)

a. Group the pupils into small groups (6 members in a group or more). b. Each member must have a piece of the puzzle. c. The teacher asks the pupils what is formed in the puzzle. d. Ask them what they know about Lapu-Lapu. e. Let them write descriptive words for Lapu-Lapu and use them in

sentences Carousel Brainstorming

a. Provide a sheet of manila paper for each group with the following heading (Group I Lapu-Lapu, Group II Magellan, Group III sundalo, Group IV kampilan, Group V bangkaw, Group VI kalasag)

b. Let the pupils select a leader, timer, reporter, secretary, runner, poster. The teacher gives the role of each member.

c. Instruct each group that in just two minutes they have to write as many descriptive words they can think of about the heading e.g. Lapu-Lapu-maisog, maligdong, etc.; Magellan-maalam, etc). The teacher will stay GO to start the brainstorming.

d. At the end of two minutes, the teacher will say STOP, the runner of the group will give the manila paper to the next group (Group I to Group II, Group II to Group III, Group III to Group IV, Group IV to Group V, Group V to Group VI, Group VI to Group I)

e. When all the groups have written on all the sheets of manila paper the group reporter will publish their activity on the board.

f. The leaders will present their group output to the class. g. Discussion of the group answers.

Reading Aloud

Group the pupils by two’s.

a. Present the legend. (same as day 1) b. Read the legend orally to the pupils. c. Let all pupils read the legend orally. d. Call pairs to read the legend by lines. e. Ask higher order thinking skills questions about the legend.

Sequencing Events (Whole Group-Graphic Organizer)

a. Present the legend and discuss the process of sequencing events by identifying what happened first, next, last. Write significant words or key words on the graphic organizer.

117

b.

- What is the title of the legend? (Unsa ang “title” sa kasugiran o “legend”?)

- How many paragraphs or events are there in the legend? (Pila ka parapo o “paragraph” o panghitabo ang kasugiran o “legend”?)

- What is the first event in the legend? Who was talked about in the first event? What did he do? (Unsa ang unang panghitabo sa kasugiran o “legend”? Kinsa ang gihisgutan kasugiran o “legend”? Unsa ang iya nga gibuhat sa una nga panghitabo?)

- What is the second or next event in the legend? Who was talked about in the next event? What did he do? (Unsa ang ikaduha o sunod nga panghitabo sa kasugiran o “legend”? Kinsa ang gihisgutan kasugiran o “legend”? Unsa ang iya nga gibuhat sa ikaduha o sunod nga panghitabo?)

- What is the third or last event in the legend? Who was talked about in the third or last event? What did he do? (Unsa ang ikatulo o katapusan nga panghitabo sa kasugiran o “legend”? Kinsa ang gihisgutan kasugiran o “legend”? Unsa ang iya nga gibuhat sa ikatulo o katapusan nga panghitabo?)

c. Let the pupils make sentences out of the keywords or significant words written in the graphic organizer. Guide pupils in making sentences.

d. Let the pupils find an event that you describe. Ask the pupils what happened before or what will happen after.

- Before Lapu-Lapu fought Magellan, he ______. - After Lapu-Lapu and his men fought Magellan, there was____.

e. Let the pupils sequence the events in the legend. Let them write in their writing notebook in cursive form.

Event 1

*

*

*

*

Title

Event 2

*

*

*

*

Event 3

*

*

*

*

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f. Explain to the pupils that they can make the story longer using the guide questions: “What do you think will happen next? or What will happen after____?”

Sequencing Events (Groups of 6 members per group)

Each group will receive the following strips.

Si Lapu-Lapu ang Datu sa Mactan sa wala pa maabot ang mga Espanyol o

Katsila.

Giila si Lapu-Lapu isip ang kinaunahang bayaning Pilipinhon.

Siya ang kinaunahang lumad sa Pilipinas nga nakigsangka sa mga

Espanyol.

Si Lapu-Lapu usa ka ligdong, maisog ug maalamon nga tigdumala sa usa ka

islang gamay sa Mactan.

Sa buntag sa Abril 27, 1521 nakigbatok si Lapu-Lapu ug mga manggugubat

sa sangka sa baybayon sa Mactan.

Napildi ni Lapu-Lapu ug mga kaubanan si Magallanes o Magellan ug iyang

mga ginsakopan.

Groups will post the strips of flashcards on the board in a using the format.

Beginning Middle Last

1. Process the activity of the pupils then let them read the whole legend based on the result of the activity.

2. Discuss on the process of sequencing events by identifyingwhat happened first, next, last.

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Agreement:

Assign the pupils to make a list of the things that they do at home before going

to school. Have pupils arrange the events according to when it happens.

Objectives

a. Observe mechanics when copying, writing sentences, capitalization, write

space between words and punctuation marks

b. Correctly spell words in the list of the content words in the vocabulary

c. Use adjectives in culturally appropriate manner in sentences and paragraphs

( words that describes person, animal and thing)

d. Sequence events in the legend by telling which happened first, second, and

third or last

e. Read and identifying the literary elements of a plot, setting, and characters of

a literary piece

Preliminary Activity

Let the pupils submit their assignments for checking.

Spelling (Pencil and paper examination-the same spelling words as of day 1-2)

The teacher dictates the word, use it in a sentence and say the word again before the pupils write the spelling word on their writing notebook.

Engagement Activities

a. Present a short paragraph and ask questions. b. The pupils will identify the adjectives in the paragraph and write them on the

flashcards. c. Post the flashcards on the board. d. Let the pupils read the written words on the flashcards. e. The teacher will discuss about adjectives and let the pupils give more

examples.

Activity 1 (Let’s Find Out)(Refer to LM Unit II Week 14 Ikatulong Buluhaton)

Identify the adjectives in the paragraph. (Pangitaa ang mga panghulagway sa

“paragraph”.)

Activity 2 (Writing an adjective for each picture)(Refer to LM Unit II Week 14

Ikaupat nga Buluhaton)

Day 3

Day 3

120

The teacher divides the class into four groups.

1. Each group will write as many adjectives as they can based on the pictures presented on a manila paper.

2. Presentation of their outputs. 3. Analysis of the presentation will follow.

Activity 3 (Let’s Write!)

1. Each group will write sentences based on the adjectives they have given as outputs in activity 2 on a manila paper.

2. Each group will present their outputs. 3. Analysis of the outputs.

Evaluation

(Refer to LM Unit II Week 14 ikalimang Buluhaton)

(Refer to LM Unit II Week 14 Ikaunom nga Buluhaton)

Assignment

Write a short legend about Lapu-Lapu on a short size bond paper. (Pagsulat ug

usa ka “legend” o kasugiran sa usa ka “short size bond paper”.)

Objectives

a. Tell the distinguishing features of a legend

b. Observe mechanics when copying,writing sentences, capitalization, write

space between words and punctuation marks

c. Read stories and legends with ease and fluency

d. Use spelling knowledge and skills to correctly spell high frequency words

appropriate to the grade level

e. Correctly spell words in the list of the content words in the vocabulary

f. Observe mechanics when coping and/or writing sentences, paragraphs and

stories: capitalization, space between words, correct punctuation marks,

indention and format (legend) in cursive form

g. Write sentences and paragraphs about an experience generated from a

group; story in cursive form

h. Write short narrative (legend) that include elements of setting, characters in

cursive form

i. Use adjectives in culturally appropriate manner in sentences and paragraphs

( words that describes person, animal and thing)

Day 4

121

j.Sequence events in the legend by telling which happened first, second, and

third or last

k.Read and identifying the literary elements of a plot, setting, and characters of a

literary piece

l. Locate specific information in the texts to find answers to simple and higher

level questions

Writing Engagement

Preliminary Activities

Spelling (Horn Method)

Spelling Game (Magic Tree)

Present the synonym of the five spelling words and uses it in a sentence. Call

volunteer pupils to pick a fruit from the magic tree with the spelling word

described. The spelling word is written on each fruit. Have additional fruits on

the magic tree with words that are not included in the set of spelling words.

1. ligdong

2. maalamon

3. maisog

Present again the legend of “Lapu-Lapu”.

a. Review the legend by reading the whole text to be done by the pupils. b. Let them observe some mechanics how the sentences of the legend written

such as capitalization, proper spacing between words correct punctuation mark and proper indention between paragraphs.

c. The teacher will highlight some important parts which tells capitalization, proper spacing between words, correct punctuation mark and proper indention between paragraphs.

d. Discuss further these important mechanics in writing sentences and paragraphs.

Guided Writing Practice(Refer to LM Unit II Week 14 Ikapitong Buluhaton)

Let the pupils copy the legend of “Lapu-Lapu” with proper mechanics in writing.

Generalization(Refer to LM Unit II Week 14 Ikapitong Buluhaton Tubaga Kini)

Pupils will share insights on the following:

a. mechanics in writing

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b. correct spacing between words and sentences c. use of punctuation marks d. proper indention and format

Evaluation (Group Activity)

Write a 5-sentence legend about Lapu-Lapu in your own words with

capitalization, space between words, correct punctuation marks, indention

and format.

Agreement

Study and prepare for a summative test on the next day.

Objectives

a. Correctly spell words in the list of the content words in the vocabulary

b. Write short narrative (legend) that include elements of setting, characters in

cursive form

c. Use adjectives in culturally appropriate manner in sentences and paragraphs

( words that describes person, animal and thing)

d. Sequence events in the legend by telling which happened first, second, and

third or last

e. Read and identifying the literary elements of a plot, setting, and characters of

a literary piece

f. Locate specific information in the texts to find answers to simple and higher

level questions

Preliminary Activities

Spelling:Pencil and paper test

1. honest

2. intelligent

3. brave

ligdong

maalamon

maisog

Usa ka ligdong nga tawo si Luis. Mahadlok siyang

mangopya sa iyang katupad.

Maalamon si Jessica. Wala siyay sayop sa pasulit

sa MTB.

Maisog si Manolo. Wala siyay kahadlok nga

miatubang sa bangis na bitin.

Day 5

123

Week 15

Individual Work (using the pupil’s writing notebook)

1. (Refer to LM Unit II Week 14 Ikasiyam nga Buluhaton)

2. (Refer to LM Unit II Week 14 Ikanapulo nga Buluhaton)

Objectives

1. Oral Language a. talk about the essay by recalling important details b. expressing opinion on the essay using culturally appropriate expressions

2. Word Recognition a. read at least 200-300 words b. read phrases and sentences consisting of words being studied and

answer higher order questions about them 3. Fluency

a. read aloud grade two level texts with an accuracy of 95-100% b. read essays with ease and fluency

4. Spelling a. spell words correctly in the list of content words in the vocabulary

5. Composing a. write essay and story observing correct punctuation marks,

capitalization, indention and format 6. Grammar Awareness

a. use adjectives in culturally appropriate manner in sentences and paragraphs(paghahambing)

7. Vocabulary Concept Development a. read aloud words (adjectives) b. use decoding skills to read more complex words independently

8. Activating Schema Prior Knowledge a. predict what the essay base on context

9. Comprehension on Informational Texts a. read essay from content areas and respond orally to them by restating

facts and details to clarify ideas b. listen to an essay and respond orally to them by restating facts and

details to clarify ideas c. apply the knowledge of the language to analyze and derive meaning

from informational text and comprehend them d. usethe text (such as the ideas, illustrations, titles) to draw inferences and

conclusions and make generalizations. e. prepare an oral summary by using various comprehension strategies

(e.g generate and respond to questions, draw inferences, compare information from several sources) with content area text

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Subject Matter

A. Recall Important Details B. Essay and Short Story C. Capitalization, Space Between Words, Correct Punctuation Marks, Indention

and Format in Cursive Form D. Adjectives (Comparison) E. Inferences F. Drawing Conclusions

Materials

flash cards/meta cards/sentence strips, pictures, tag boards, objects, cartolina, pictures, manila paper, big book Song: “Komunidad”

Story/Essay: “Ang Atong Komunidad: Sa Una ug Karon ” Story: “Ang Kaluha”

Theme: My Community Today (before and now)

Value Focus: Keeping the community clean, One should be proud of his/her own

community

Procedure

Objectives

a. Correctly spell words in the list of content words in the vocabulary b. Write essay and short story observing correct punctuation marks,

capitalization, indention and format c. Use adjectives in culturally appropriate manner in sentences and paragraphs

(paghahambing) d. Predict what the essay base on context e. Prepare an oral summary by using various comprehension strategies

(generate and respond to questions, draw inferences, compare information from several sources) with content area text

Grammar Lesson

Preliminary Activities

Sing a song Komunidad to the tune of "It's I Who Builds Community".

Day 1

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Spelling Exercises – Horn Method (test)

Let the pupils spell the words in their writing notebook.

1. ako Ako si Mary Rose. Ako usa ka batang babaye. Kabahin ako sa

komunidad.

2. ikaw Ikaw si Roniel. Ikaw usa ka batang lalaki. Kabahin ikaw sa

komunidad.

3. siya Siya si Daisy. Siya usa ka batang babaye. Kabahin siya sa

komunidad.

4. sila Si Mary Rose, Roniel ug Daisy mga batang babaye ug lalaki.

Kabahin sila sa komunidad.

5. kita Ako, siya ug sila mga batang babaye ug lalaki. Kabahin kita sa

komunidad.

Unlock the following terms:

komunidad (through pictures)

edipisyo (through pictures)

lumulopyo (through pictures)

panginabuhi (through pictures or video)

aspaltado ( through pictures)

Motivation:

Say:

Raise your hands for those who have gone to the city.

Describe what you have seen.

Tell something about the place where you are living. Is it the same with the

city you have seen, why?

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Discussion:(Refer to LM Unit II Week 15 Unang Buluhaton)

Have a travelogue with the use of a diorama (pictures of different communities)

Ask :

What have you seen?(Unsa ang imong nakita?)

Recall the song, Komunidad.What is a community?(Hinumdomi ang kanta, Komunidad. Unsa ang komunidad?)

Who are the members of the community? What makes up a community? (Unsa ang naglangkob sa usa ka komunidad? Kinsa ang naglangkob sa

komunidad? )

Say:

- As a grade two pupil, what can you do to make your community beautiful and peaceful?(Unsa ang imong ikatampo aron mahimong nindot/limpyo ug malinawon ang imong komunidad?)

Present flash cards, meta cards, sentence strips. (Refer to LM Unit II Week 15

Ikaduhang Buluhaton)

- Let us analyze the sentences and find out what are substituted by the words: ako, ikaw, siya, sila, kita. (Atong tukion ang mga pahayag ug atong sutaon kon unsa nga mga ngalan ang gihulipan o gipulihan niini.)

Ask:

When do we use the following words “ako”? “ikaw”? “siya”? “sila” and

“kita”?(Kanus-a nato gamiton ang mga pulong nga ako? siya? sila? kita?)

Activity: 4 Squares

1. Group the pupils into 4. 2. Let the pupils face each other. 3. Let the pupils use the pronouns: ako, ikaw, siya, kita, sila into sentences

using the pattern.

Ako (pointing to self) tinun-an sa ________. Ako kabahin sa komunidad.

Ikaw (pointing to one of the members of the group) tinun-an sa____. Ikaw kabahin

sa komunidad.

Siya (pointing to one of the members of the group) tinun-an sa ____. Siya kabahin

sa komunidad.

Kita (pointing to all the members of the group) mga tinun-an sa ____. Kita kabahin

sa komunidad.

Sila (pointing to other groups) mga tinun-an sa ______. Sila kabahin sa

komunidad.

127

During Reading

Read an essay to the pupils.(Refer to LM Unit II Week 15 Ikatulong Buluhaton Ang

Atong Komunidad: Sa Una ug Karon)

Tell the pupils you want them to listen as you read to them the theme for the

week.

Ask motive question:

What do you want to know about the essay?(Unsa ang gusto ninyo nga mahibaloan bahin sa “essay”?)

Read the essay to the pupils in an interesting way.

Ask the pupils questions about the essay.

Read the whole essay. Ask each group to summarize the essay and ask higher

order thinking questions about the essay.

Post Reading(Refer to LM Unit II Week 15 Ikaduhang Buluhaton Tubaga Kini)

Activity: Making a Summary (use of correct format, indention, use of

punctuation marks and capitalization)

1. Guide the pupils in coming up with the summary of the essay. 2. Write the answers on the board. 3. Lead the pupils in choosing the best summary from the list of summaries

presented. 4. Discuss the correct format, indention, use of punctuation marks, and

capitalization in writing an essay.

Objectives

a. Correctly spell words in the list of content words in the vocabulary b. Write essay and short story observing correct punctuation marks,

capitalization, indention and format c. Use adjectives in culturally appropriate manner in sentences and paragraphs

(paghahambing) d. Read aloud words (adjectives) e. Prepare an oral summary by using various comprehension strategies (e.g

generate and respond to questions, draw inferences, compare information from several sources) with content area text

Day 2

128

Preliminary Activities

Checkattendance through a song.

Spelling: Horn Method

Spelling Game (same words as of day 1)

Create groups of five among the pupils in the class

Present jumbled letters of the five spelling words placed inside individual envelopes for each spelling word.

Let the pupils arrange the letters to form the spelling words.

Let the group write their answer on a tag board.

Discuss the answers with the group.

akiw yisa koa alis akit

Review

Ask the pupils to describe the community before and today.

Engagement Activities

a. Read the essay “Ang Atong Komunidad: Sa Una ug Karon b. Model in the reading of the essay with proper phrasing. c. Let the pupils read the essay: whole group, triad, dyad, and individual. d. Discuss the correct punctuation marks, capitalization, indention and format in

writing an essay. e. Divide the class into five groups. f. Set up norms and standards for group work. g. Let the group select leader, reporter, time keeper, secretary etc. in the group. h. Make a chart of the two communities then and now. (Refer to LM Unit II

Week 15 Ikaupat nga Buluhaton) i. Let the group use comparative adjectives in making an essay. j. The reporter of the group shares the answers to the class. k. Sharing of insights.

Application (Role Playing)(Refer to LM Unit II Week 15 Ikalimang Buluhaton)

1. Divide the class into 2 groups. 2. Each group is given a situation to be portrayed.

a. Group 1 - community before b. Group 2 - present community

3. Give comments and suggestions after the role playing.

129

Objectives

a. Correctly spell words in the list of content words in the vocabulary b. Write short story observing correct punctuation marks, capitalization,

indention and format c. Use adjectives in culturally appropriate manner in sentences and paragraphs

(paghahambing) d. Prepare an oral summary by using various comprehension strategies (e.g

generate and respond to questions, draw inferences, compare information from several sources) with content area text

Spelling (Horn Method)

Use the spelling words in sentences. Arrangement of the words varies.

Review

Show pictures of yesterday's lesson. Let the pupils describe.

Presentation

Using a diorama, show picture of community helpers cleaning the environment.

(As the teacher rolls the picture, ask a pupil to describe.)

Discussion (Refer to LM Unit II Week 15 Ikaunom nga Buluhaton Tubaga Kini)

Group Activity

Divide the class into 4 groups. Let them discuss in 5 minutes about clean and

green program.

Reporting will be done in creative way.

Process their answers.

Present a chart and let the pupils fill in the chart. (Refer to LM Unit II Week 15

Ikapitong Buluhaton)

Ask:

Can these adjectives be used to compare persons/people, places, animals, things/objects, and events? How?What are the different degrees of comparison of adjectives?What words will be used to compare? Give examples.(Mahimo ba natong gamiton ang mga panghulagway “adjective” sa pagtandi ug mga tawo, mga lugar, mga mananap, mga butang ug mga panghitabo? Unsaon man?Unsa ang “degrees of comparison” sa panghulagway? Unsa nga mga pulong ang gamiton aron sa pagtandi? Paghatag ug mga ehemplo?)

Day 3

130

Let the pupils use the degrees of comparison of the words in the box. Let them use them in sentences.

limpyo humot hamugaway madasigon ambungan

e.g. Ambungan si Justin. Pareha ka ambungan si Justin ug Dexter. Mas

ambungan si Richard kay ni Justin ug Dexter. Kinaambungansi Cesar sa

tanan.

Generalization (Refer to LM Unit II Week 15 Ikawalong Buluhaton)

Guide the pupils in giving the generalization:

Panghulagway o “adjective” ang tawag sa mga pulong nga gamiton sa

paghulagway. Mahimo natong gamiton ang panghulagway sa pagtandi gamit

ang mga pulong nga pareha ka, mas, ka ug kina. e.g. gwapa, mas gwapa,

pareha ka gwapa, mas gwapa, ka gwapa, kinagwapahan.

Activity: Let’s Compare(Refer to LM Unit II Week 15 Ikasiyam nga Buluhaton Ang

Kaluha)

Let the pupils study the pictures and write a sentence using adjectives (pagtandi/

comparing). Let them complete the paragraph by filling in the correct adjectives.

Activity: Making a Summary(Refer to LM Unit II Week 15 Ikanapulo nga

Buluhaton)

Make a summary of the essay, “Ang Kaluha”. Use the correct format,

indention, punctuation marks and capitalization.

Objectives

a. Correctly spell words in the list of content words in the vocabulary b. Write essay and short story observing correct punctuation marks,

capitalization, indention and format c. Apply the knowledge of the language to analyze and derive meaning from the

informational text and comprehend them d. Prepare an oral summary by using various comprehension strategies

(generate and respond to questions, draw inferences, compare information from several sources) with content area text

Spelling (Horn Method)

Spelling Game (Magic Tree)

Day 4

131

Present the five spelling words and use each in a sentence. Call pupils to pick a

fruit from the magic tree with the spelling word described. The spelling word is written

on each fruit. Have additional fruits on the magic tree with words that are not

included in the set of spelling words.

1. ako

2. ikaw

3. siya

4. sila

5. kita

Ako si Jane. Motabang ako sa pagpunit sa mga laya nga dahon

aron malimyo ang komunidad.

Motabang ba ikaw aron mahimo nga limpyo ug hapsay ang palibot?

Siya si Joseph. Siya ang pangulo sa pundok sa mga batan-on nga

nagtambayayong og paglimpyo sa barangay.

Si Marilou, Roniel ug Mariza miyembro sa pundok ni Joseph.

Kalangkob sila sa pundok nga nagpakabana aron sa kalimpyo sa

komunidad.

Ako, ikaw, sila, kita angay nga magpakabana sa pagpanglimpyo sa

ato nga komunidad.

Guided Practice

Group the pupils into four. Let the pupils pick out an object from their bag.

Guide them in making a sentence/short story using the pronouns: ako, ikaw,

siya, sila, kita.

Guide them to use the comparative adjectives.

Substitute the underlined words in the pattern.

e.g. Pattern:

Ako adunaylapis.Siya adunaylapis.Ikaw anaay lapis.Sila anaay lapis.Kita

anaay lapis.Mastaas ang akong lapis kaysa iyaha.Kinatas-an ang lapisni

_____ namong tanan.

Independent Practice(Refer to LM Unit II Week 15 Ika-onseng Buluhaton A)

Let the pupils make a short storyout of the pictures presented. Let them use the

pronouns ako, ikaw, siya, sila, kita.

Guide the pupils in making sentences using “ako” and “kita”.

132

Guide them in making an essay using the pictures presented.

Guide them in making sentences using comarontive adjectives.

Application(Refer to LM Unit II Week 15 Ika-onseng Buluhaton B)

Let the pupils use pronouns ako, ikaw, siya, sila, kita in answering the questions.

(Unsaon nimo pagtabang ang imong komunidad aron mahimo kini nga “clean

and green”?)

Objectives

A. Correctly spell words in the list of content words in the vocabulary; B. Write essay and short story observing correct punctuation marks,

capitalization, indention and format C. Use adjectives in culturally appropriate manner in sentences and arongraphs

(paghahambing) D. Read from content areas and respond orally to them by restating facts and

details to clarify ideas E. Use the text (such as the ideas, illustrations, titles) to draw inferences and

conclusions and make generalizations F. Prepare an oral summary by using various comprehension strategies

(generate and respond to questions, draw inferences, compare information from several sources) with content area text

Evaluation

Group Activity

Let the pupils write sentences about the pictures given to them. The reporters

will share/report their work to the class.

Individual work(Refer to LM Unit II Week 15 Ika-onseng Buluhaton C)

Using the set of pictures on the board, let them write an essay in 3-5 sentence

essay. Observe correct punctuation marks, capitalization and indention, format.

Day 5

133

Week 16

Objectives

1. Oral Language a. express opinion on the news articles using culturally appropriate

expressions b. participate in and initiate more extended social conversations with peers

and adults on unfamiliar topics by asking and restating and soliciting information

2. Word Recognition a. read phrases consisting of words being studied and answer higher order

questions about them 3. Fluency

a. read aloud grade two level text with an accuracy of 95-100% 4. Spelling

a. spell correctly words in the list of content in the vocabulary 5. Handwriting

a. write news observing correct punctuation marks, capitalization, indentions and format in cursive form

6. Composing Primer Lessons a. Compose news using appropriate words and coherent text

7. Grammar Awareness a. use adjectives in culturally appropriate manner in sentences and

paragraphs- synonyms 8. Vocabulary and Concept Development

a. Read aloud words (synonyms) b. explain common synonyms

9. Reading Comprehension (Activating Schema and Prior Knowledge) a. predict what the news articles based on personal experiences and

based on what one knows about 10. Reading Comprehension (Comprehension on Informational Text)

a. identify orally examples of fact and opinion and cause and effect in simple and familiar text

b. readthe text and use detailed sentences to respond orally or in writing to factual comprehension questions about three forms of brief texts.

c. Applythe knowledge of the language to analyze and derive meaning from informational text and comprehend them.

d. identify and analyze the differences between various categories of informational materials (newspapers)

Subject Matter

A. Express Opinion B. News Articles C. Capitalization, Space Between Words, Correct Punctuation Marks, Indention

and Format in Cursive Form

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D. Adjectives E. Synonyms F. Inference

Materials

pictures of people in the community, newspapers, pocket chart, synonyms, bowl,

rolled papers, charts

Theme:People in our Community

Procedure

Objectives

a. Correctly spell words in the list of content in the vocabulary b. Write news observing correct punctuation marks, capitalization, indentions

and format in cursive form c. Use adjectives in culturally appropriate manner in sentences and paragraphs-

synonyms d. Predict what the news articles based on personal experiences and based on

what one knows about e. Identify and analyze the differences between various categories of

informational materials (newspapers)

Preliminary Activities

Spelling: (Horn Method)

Pencil and paper test.

Sing a song "Mga Tawo Sa Lapu-Lapu" to the tune of "Sampung Mga Daliri."

1. gifts regalo Karen receives gifts. Nakadawat og mga

regalo si Karen.

2. employees kawani The employees donate

used clothing for the

victims of the calamity.

Nihatag og mga sinina

ang mga kawani para sa

biktima sa katalagman.

3. activity kalihukan Pupils prepare for the

Christmas activity.

Nangandam ang mga

kabataan para sa

kalihukan sa Pasko.

Day 1

135

(Refer to LM Unit II Week 16 Kantaha Mga Tawo sa Lapu-Lapu)

Ask:

What line/lines in the song that you like most? Why? (Unsa nga linya o mga linya sa kanta ang imong ganahan? Ngano man?)

What were the words used to describe the people in Lapu-Lapu? (Unsa ang mga pulong nga gigamit sa paghulagway sa mga tawo sa Lapu-

Lapu?)

Unlock difficulties through contextual clues.

kawani (Ang mga kawani ang nanghatag og regalo. Sila mga empleyado

sa departamento sa himuanan sa relo.)

kalihukan(Adunay tinuig nga kalihukan ang mga kawani. Apil sa ilang

aktibidad ang pagpanghatag og pinaskuhan sa mga kabataan.)

Motivation

Ask: Have you received gifts? (Nakadawat ba ka og regalo?)

How do you feel when you received the gifts?(Unsa ang inyo nga gibati

pagkadawat ninyo sa regalo?)

Say: Let us find out if you have the same feelings with that of the pupils of Lo-ok

Elementary School. (Atong sutaon kon ang inyo nga gibati susama sa

gibati sa mga tinun-an sa Lo-ok Elementary School.)

Presentation/Modelling

Read the news article found on LM Unit II Week 16 Unang Buluhaton

Discuss: (Refer to LM Unit II Week 16 Tubaga Kini)

a. gifts giving b. recipients of the gifts c. advantage of gift giving d. synonyms e. community members

Analysis of the news article

Say: Let us look at how the news article is written. (Tan-awon nato ang

pagkasulat sa pahayag.)

136

Ask and discuss the following:

the first word in the sentence presented - punctuation marks

letter used in the first word of the sentence - sentence

how the letter is written - fact and opinion

Use of capital letters

Developmental Activity (Chart/Poster)

1. Present keywords to the whole group. Let the pupils make predictions what the news article will be based on the keyword.

2. Let the pupils read the news article. (whole group, triad, dyad, etc.) 3. Point out significant phrases in the news article and let the pupils read aloud

from the part of the article that contains the word. e.g. kawani

Ang mga kawanisa TMX Philippines pinanguluhan ni G. Pat Niñal maghimo

sa ilang tinuig nga kalihukan: ang pagpanghatag og sayong pinaskuhan sa

mga kabataan.

Gidalit sa mga kawani sa TMX ang lami-an nga spaghetti ug burger human

sa pasundayag.

4. Lead/Guide the pupils to have a social conversation on topics about gift giving, helping the needy, etc.

5. Let the pupils make their own news article base on the article presented.

Application

1. Divide the children into 5 groups. 2. Give a newspaper clipping in mother tongue. (e.g.Superbalita/Banat) 3. Let each group choose a news report from the newspaper and from it they

are going to pick up a phrase which they write in a manila paper. 4. Let the reporter of the group present the group output. 5. Discuss the answers of the groups.

Flipping My Pair (synonyms-kapulong)

1. Divide the class into groups of five. 2. Give an envelope to the group. The envelope contains word cards

(adjectives). 3. Let the pupils place the word cards on the table right face down (ikulob) on

the sides of the table or desk. 4. Let the pupils take turns in flipping the word cards to find its synonym. 5. If the flipped cards are not pairs, the pupils are to put back to the bunch and

try to flip again until the pair is found. (see to it that pupils take turns in flipping the cards).

6. Let the pupil give his/her insight why he/she consider the pair synonyms.

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da-ot pobre niwang malipayon gwapa masadya-on

matahom gusto kabos ganahan husto sakto

limpyo potot hinlo mobo daghan abunda

habog taas dato adunahan maayo buotan

Objectives

a. Express opinion on the news articles using culturally appropriate expressions b. Participate in and initiate more extended social conversations with peers and

adults on unfamiliar topics by asking and answering questions restating and soliciting information

c. Correctly spell words in the list of content in the vocabulary d. Write news observing correct punctuation marks, capitalization, indentions

and format in cursive form e. Compose news using appropriate words and coherent text f. Use adjectives in culturally appropriate manner in sentences and paragraphs-

synonyms g. Predict what the news articles based on personal experiences and based on

what one knows about h. Orally identify examples of fact and opinion and cause and effect in simple

and familiar text i. Identify and analyze the differences between various categories of

informational materials (newspapers)

Preliminary Activities

Spelling

Spelling Game (same words as of day 1)

logare inawak hulihanka

create groups of five among the pupils in the class

present jumbled letters of the five spelling words placed inside individual envelopes for each spelling word.

let the pupils arrange the letters to form the spelling words.

let the group write their answer on a tagboard.

discuss the answers with the group.

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138

Sing a song: Ako Kabahin sa Komunidad (to the tune of “It's I Who Builds

Community'')

Pre- Reading

Unlock difficulties through contextual clues.

matutuki paghatag og dako nga panahon

sangka pakigbatok

Raising of the Motive Question

Show a picture of Manny Pacquiao and let the pupils say something about it.

Ask:

Do you know this person?(Kaila mo niining tawhana?)

What has he done for the Filipinos?(Unsa ang iyang nahimo para sa mga Pilipino?)

What article can be made from the picture presented?(Unsa nga artikulo ang mahimo gikan sa retrato?

During Reading

Group the pupils into 6. Let each group read the news article and discuss why

Manny became a well known boxer.

Si Emmanuel “Manny” Pacquiao usa ka inila ug sikat nga Pilipinong

boksingero. Daghan na nga higayon nga nihatag siya og dungog sa atong

nasod. Ngano nga sa sangka nila ni Manuel Marquez, napilde man si

Manny Pacquiao? Tungod ba kay wala niya matutuki og maayo ang iyang

pangandam para sa boksing? Dako ang kasubo sa mga Pilipino sa

kaparutan ug kapildihan ni Manny Pacquiao. Siguro sa sunod nga mga

sangka ni Manny Pacquiao sa ring, hatagan na niya og dako nga panahon

ang iyang pag-ensayo. Ang tanan nanghinaot nga sa sunod nga saka niya

sa ring, mahatagan niya og kalipay ang mga Pilipino nga dako kaayo og

pagsalig ngadto kang “People’s Champ” Manny Pacquiao.

Have a 3 minute creative presentation after the group discussions. It can be either,

role playing; tv style news casting; radio style; jazz chant; short discussion; debate

(Note: see to it that each pupil participates)

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Discussion

Let the pupils share ideas on the different presentations.

Let themidentify whether the sentences are facts or opinions.Call volunteers to

give the difference between a fact and opinion.

e.g. Manny Pacquiao is known as the People’s Champ.

Oliver says that Mr. Pacquiao is called the People’s Champ because he is

the best boxer in the world.

Manny Pacquiao lives in Sarangani, Philippines.

(Chart/Poster)

Reading of the news article. (whole group, triad, dyad, etc.)

Point out significant phrases in the news article and let the pupils read aloud from

the part of the article that contains the word.

e.g. boksingero

Si Emmanuel “Manny” Pacquiao usa ka inila ug sikat nga Pilipinong

boksingero.

Let the pupils give their opinion about the article presented.

Lead the pupils have a social conversation on topics about gift giving, helping the

needy, etc.

Writing a news based on the article presented using correct punctuation marks

and format.

Application

Divide the children into 5 groups.

Each group will be given a newspaper in mother tongue. (e.g.Superbalita/Banat)

Let each group choose a news report from the newspaper and from it they are

going to pick up a phrase which they will write in a manila paper.

Let the reporter of the group present the group output.

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Objectives

a. Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions restating and soliciting information

b. Correctly spell words in the list of content in the vocabulary c. Use adjectives in culturally appropriate manner in sentences and paragraphs-

synonyms d. Read aloud words (synonyms) e. Explain common synonyms

Preliminary Activities

Spelling (Horn Method)

Use the spelling words in sentences. Arrangement of the words will vary.

Lights Camera Action

1. Prepare rolled pieces of paper with names of community helpers written on it.

2. Place the rolled paper in the bowl. 3. Let a pupil pick out from the bowl a piece of paper. 4. Let the pupil act out the word written on the sheet of paper. 5. Let the whole group guess what the action is. 6. Let the pupil who can guess the animal write its name on the board. 7. Ask the pupils to give descriptions about the community presented. 8. Let the pupils write the descriptions on their tag boards. 9. Let the pupils give other words that mean the same as the word presented. e.g. nindot – maayo, angay etc.

Flipping My Pair (synonyms-kapulong)

1. Divide the class into groups of five. 2. Give an envelope to the group that contains word cards (adjectives). 3. Let the pupils place the word cards on the table right face down (ikulob)

on the sides of the table or desk. 4. Let the pupils take turns in flipping the word cards to find its synonym. 5. If the flipped cards are not pairs, the pupils are to put back to the bunch

and try to flip again until the pair is found. (see to it that pupils take turns in flipping the cards).

da-ot pobre niwang malipayon gwapa masadya-on

matahom gusto kabos ganahan husto sakto

limpyo potot hinlo mobo daghan abunda

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habog taas dato adunahan maayo buotan

Generalization

What is a synonym? (Unsa ang kapulong?)

Fixing Skills

Inside-Outside Circle

1. Let the pupils form two circles: one circle inside the other. See to it that each has similar number of pupils in the circle.

2. Distribute word cards to the pupils. (synonyms) 3. Pupils will sing the song “Ako Kabahin sa Komunidad”. When the song

ends, the pupils in the outside circle show their word card to the pupil in front of him/her.

4. If the words that the pupils are holding are synonyms, they place their word cards on the pocket chart.

Let’s Write it

1. Group the pupils into five. 2. Give each group word cards: (adjectives) 3. Let the group write the synonyms of the words written on the word cards. 4. Let the group compose a news article on the adjectives presented. 5. Call groups to present their group outputs.

Objectives

a. Express opinion on the news articles using culturally appropriate expressions b. Write news observing correct punctuation marks, capitalization, indentions

and format in cursive form c. Use adjectives in culturally appropriate manner in sentences and paragraphs-

synonyms d. Predict what the news articles based on personal experiences and based on

what one knows about e. Orally identify examples of fact and opinion and cause and effect in simple

and familiar text f. Apply the knowledge of the language and derive meaning from informational

text and comprehend them g. Identify and analyze the differences between various categories of

informational materials (newspapers)

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Preliminary Activities

Spelling Game (Magic Tree)

The teacher presents the meaning of the five spelling words and uses it in

sentence. Call pupils to pick a fruit from the magic tree the spelling word

described. The spelling word is written on each fruit. Have additional fruits on

the magic tree with words that are not included in the set of spelling words.

1. regalo 3. kalihukan 5. katinuoran 2. kawani 4. lumolupyo

Developmental Activity (news clippings)

1. Let the pupils cut out news articles from local newspapers. 2. Let them mount it on a bond paper. 3. Group the pupils into five groups. 4. Distribute news clippings to each group. 5. Let them analyze whether the news clippings contain fact or opinions. 6. Let them identify the adjectives in the news clippings. 7. Ask them give the synonyms of the adjectives found in the news clippings. 8. Let the group write a parallel news article based on the news clipping

presented on a manila paper. 9. Present their group outputs

Objectives

a. Correctly spell words in the list of content in the vocabulary b. Write news observing correct punctuation marks, capitalization, indentions

and format in cursive form c. Use adjectives in culturally appropriate manner in sentences and paragraphs-

synonyms d. Predict what the news articles based on personal experiences and based on

what one knows about e. Orally identify examples of fact and opinion and cause and effect in simple

and familiar text f. Identify and analyze the differences between various categories of

informational materials (newspapers)

Day 5

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Week 17

Preliminary Activities

Spelling

Valuing

Ask the pupils the things that they learned about fact and opinion, synonyms, correct usage of punctuation marks, capitalization, indentions and format.

Ask the pupils about the people in the community and their contribution in its development and progress

Developmental Activity (news clippings)

1. Cut out a news article from local newspapers. 2. Enlarge the news clipping or copy the news clipping on a chart. 3. Let the pupils analyze whether the news clippings contain fact or opinions. 4. Let the pupils identify the adjectives in the news clippings. 5. Let the pupils give the synonyms of the adjectives found in the news

clippings. 6. Let the group write a parallel news article based on the news clipping

presented on their writing notebook. 7. Let the group present their group outputs and discuss.

Objectives

1. Grammar Awareness a. Use verbs in culturally appropriate manner in sentences and

paragraphs(simple present, past and future tense) 2. Vocabulary and Concept Development

a. Read aloud words (nouns and verbs)

1. gifts (regalo) Karen receives gifts. (Nakadawat og mga

regalo si Karen.)

2.

employees

(kawani) The employees donate

used clothing for the

victims of the calamity.

(Nihatag og mga sinina

ang mga kawani para sa

biktima sa katalagman.

3. activity (kalihukan) Pupils prepare for the

Christmas activity.

Nangandam ang mga

kabataan para sa

kalihukan sa Pasko.

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3. Spelling a. Use spelling knowledge and skills to correctly spell high frequency words

appropriate to the grade level, b. Spell correctly content words in the list of vocabulary words

4. Word Recognition a. Read large number of regularly spelled multi-syllabic words

5. Oral Language a. Listen to and interacting with others in a group or class discussion on

texts heard,

Subject Matter

A. Using verbs in culturally appropriate manner in sentences and paragraphs(simple present, past and future tense)

B. Spelling content words in the list of vocabulary words C. Reading large number of regularly spelled multi-syllabic words D. Listening and interacting with others in a group or class discussion on texts

heard

Materials

Tagboards, pictures, metastrips, manila paper, cartolina, big book, songs

Theme: Community (Caring each home and surroundings) Katilingban (Pag-amping sa Panimalay ug sa Palibot)

Value Focus: Caring each home, surrounding and family safety

Procedure

Objectives

a. Use verbs in culturally appropriate manner in sentences and paragraphs (simple present, past and future tense).

b. Read aloud words (nouns and verbs). c. Use spelling knowledge and skills to correctly spell high frequency words

appropriate to the grade level, d. Spell correctly content words in the list of vocabulary words. e. Read large number of regularly spelled multi-syllabic words.

Day 1

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Preliminary Activities

Spelling Exercise:

Let the pupils spell correctly the following words (Teacher uses each word in a

sentence)

a. higala-friend Si Luz ug si Arlene managhigala. b. tugway-pasture Matag buntag si Tonyo sugoon pagtugway sa

ilang baka.

c. kumpay-hay/grass Nabusog ang kanding sa kumpay nga iyang gikaon.

d. nati- young cow Nag-alima si Manoy Tomas og nati nga baka. e. suod-close Si Rosana ug Joy suod nga managhigala. f. punglihok-verb Ang punglihok mao ang binisaya sa pulong nga

“verb”.

Let the pupils perform some bodily exercise (with specific figures and if possible

with music) like:

marching feet running in place body bending

head rotation hand clapping

Unlocking of Difficulties through pictures or context clues

higala – friend tugway – pasture gahapon – yesterday

kumpay – hay, grass nati – young cow punglihok – verb

suod – close panahonan – tenses karon – today

ugma – tomorrow

Motivation/Activating Prior Knowledge

Show an illustration/picture of friends playing or doing something.

Ask: Do you have friends? Why do you consider them your friends?(Aduna ba

kamoy mga higala?Nganong inyo man silang giila nga higala?)

Are there questions that you would like to ask before we read the story?

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(Sa dili pa nako isaysay kining maong istorya, aduna ba kamoy gusto unya

nga mahibalo-an o ipangutana bahin niini?)

Developing a Purpose for Reading

Ask: Why is it important to have friends?

( Nganong importante nga aduna kitay mga higala?

During Reading (using big book)(Refer to LM, Unit II, Week 17- Unang Buluhaton)

Read the story to the pupils in a lively and interesting way. Instruct them to

listen attentively and let them read the story by group, by triad(tagutlo) and

by dyad(tagurha).

Analysis - Post Reading (Refer to LM, Unit II, Week 17 Unang Buluhaton B

Tubaga)

Objectives

a. Use verbs in culturally appropriate manner in sentences and paragraphs

(simple present, past and future tense).

b. Read aloud words (nouns and verbs). c. Spell correctly content words in the list of vocabulary words.

Preliminary Activity

Spelling Exercise: “Know Me and Raise Me”. The same list of words from day 1

Practice Exercise

Give pupils the time to spell correctly the words using their tagboard.

Let them sing an action song. ”Magsayaw Kita” to the tune of “Up and Down”

(Refer to LM, Unit II, Week 17- Ikaduhang Buluhaton page, Magsayaw Kita)

Review the story read yesterday.

Engagement Activity

Ask:

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a. What action words were mentioned in the story that we read yesterday? From the song that we sing today?(Refer to LM, Unit II, Week 17- Ikaduhang Buluhaton A) (Unsa man ang mga punglihok nga gigamit sa istorya? Sa kanta?)

b. List them down on the board paghakot pagkuyog pagbisbis

mokuyog motabang makakita

magtugway sayaw lukso

tigom tindog magtuyok

molukso magkiaykiay mopakpak

c. Let the pupils read and use the words above in the sentences. d. Present to them the following sentences:(Refer to LM, Unit II, Week 17

Ikaduhang Buluhaton B)

Discussion of the Activity

a. What verbs are used in the sentences in group A, B, & C? List them down on the board. (Unsa man ang mga punglihok nga gigamit sa

pahayag nga anaa sa pundok A, B, & C?)

b. What is being expressed when you say eat? (The same question may be asked with the other actions mentioned) (Unsa man ang gipahayag o gihimo kon moingon ka og nagkaon?)

Processing of the Activity

Ask:

What time is expressed with the verbs used in group A sentences? Group B? Group C? (Kanus-a man gibuhat ang mga punglihok sa pundok A? B? C?)

What prefix is used in each word?(Unsa ang unanggikit o “prefix” ang gigamit sa matag pahayag?)

A B C

nagkaon niabot magsabot

naglakaw nikopya mosayaw

nagsag-ob nikaon motindog

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Enrichment

Let the pupils make sentences using action words in the different tenses,

present, past & future (nahitabo karon, nahitabo na og umaabot pa)

Objectives

a. Use verbs in culturally appropriate manner in sentences and paragraphs

(simple present, past and future tense).

c. Read aloud words (nouns and verbs). d. Spell correctly content words in the list of vocabulary words.

Preliminary Activities

Spelling Exercise (Teacher dictates the words to the pupils for them to spell

correctly)

a. higala-friend b. tugway pasture c. kumpay- hay, grass d. nati- young cow e. suod-close f. punglihok-verb

Singing of the song “Magsayaw Kita”

Review the lesson yesterday

Let the pupils enumerate the verbs mentioned during the previous days.

List them down on the board.

Ask: What are the three verb tenses? (Unsa man ang tulo ka panahonan sa

punglihok?)

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149

Activity

Present a chart with a list of verbs being studied.

A B C

nagsag-ob nisag-ob magsag-ob

nagtugway nitugway magtugway

nagtindog nitindog magtindog

nagsayaw nisayaw mo sayaw

nagdagan nidagan modagan

Ask:

What verbs are listed under column A? What is the prefix of each verb? (Unsa nga mga punglihok ang anaa sa kahon A? Unsa ang unanggikit o

“prefix” nga gigamit sa matag pahayag? )

What verbs are listed under column B? What prefix is added to each verb? (Unsa man ang mga punglihok nga anaa sa kahon B? Unsa ang unanggikit

o “prefix” ang gigamit sa matag pahayag?)

What verbs are listed under column C? What prefixes are used with the verbs in this column? (Unsa man ang mga punglihok nga anaa sa kahon C? Unsa ang unanggikit

o “prefix” nga gigamit sa matag pahayag?)

Generalization

Ask:

1. What are verbs? (Unsa ang punglihok?) 2. What are the three tenses of the verb? (Unsa ang tulo ka panahonan sa

punglihok?) 3. What prefix is used when the verb is in the present, past, and future tenses?

(Unsa nga unanggikit o “prefix” ang gamiton kon ang punglihok anaa sa kapanahonan nga nahitabo karon, nahuman na ug wala pa masugdi?)

Enrichment

Let the pupils give examples of verbs in the three tenses.

150

Objectives

a. Use verbs in culturally appropriate manner in sentences and paragraphs (simple present, past and future tense).

b. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level,

c. Spell correctly content words in the list of vocabulary words.

Preliminary Activities

Spelling Exercise (Have the pupils arrange the jumbled words to form correctly

the words from the spelling list.

a. gahila d. atin b. yawgut e. dous c. mupyak f. holikngup

Activity: (Guided Practice)

Present illustrations/pictures: family on the beach, family eating together, family

planting on the garden.

Have the pupils describe each picture and give emphasis of the actions

expressed.

Independent Practice:

Let the pupils write sentences on a piece of paper from the illustrations above

using the three tenses of the verb. ( Refer to LM, Unit II, Week 17- Ikatulong

Buluhaton)

(Refer to LM, Unit II, Week 17-Ikaupat nga Buluhaton)

a. present tense (action begun, not yet completed) b. past tense (action begun and completed) c. future tense (action not yet begun)

Application

Let the pupils provide the correct verb form of each word in the three tenses.

(Refer to LM, Unit II, Week 17-Ikaupat nga Buluhaton)

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151

Week 18

Ask:

1. What kind of verbs have you seen on the list above?(Unsa ang inyong makita sa mga punglihok nga anaa sa ibabaw?)

2. Are there any differences in the way they are written from columns A, B & C? (Aduna ba silay kalainan sa kahulugan? Sa pagkasulat?)

3. What are the reasons why there is a change in the way they are written?(Ngano nga aduna may kausaban sa ilang pagkasulat?)

Objectives

a. Use verbs in culturally appropriate manner in sentences and paragraphs (simple present, past and future tense).

b. Spell correctly content words in the list of vocabulary words.

Preliminary Activity

Review of the previous lesson

Evaluation Proper(Refer to LM, Unit II, Week 17- Ikalima nga Buluhaton)

A. Spelling Test (Dictation to be written in their activity notebook) 1. higala 4. nati 7. panahonan 2. tugway 5. suod 3. kumpay 6. punglihok

B. Badlisan ang unanggikit o “prefix” nga anaa sulod sa koral aron mahimong husto ang punglihok nga gamiton.

Objectives

1. Oral Language a. Talk about famous places using descriptive words in a culturally

appropriate manner b. Listen and retell a story heard in their own words in citing the

characters, setting and important events 2. Alphabet Knowledge

a. Give the meaning of words being read through matching them with pictures, doing the action or giving its synonyms

b. Read at least 200-300 words

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152

c. Read phrases and sentences consisting of words being studied and answer higher order questions about them

3. Word Recognition a. Read with automaticity 200 grade two level high frequency sight

words b. Read aloud grade two level texts with an accuracy of 95-100% c. Read short stories with ease and fluency

4. Fluency a. Spell words correctly in the list of content words in the vocabulary

5. Spelling a. Write sentences, paragraph, stories, blogs, advertisement, observing

correct punctuation marks, capitalization, indention and format

6. Hand Writing a. Write through dictation simple phrases, sentence paragraph,

observing correct punctuation marks, capitalization, indention and format

b. Compose a story, song, riddle, poems, advertisements, essay etc. using appropriate words and coherent text

7. Composing Grammar Awareness a. Use adjectives in culturally appropriate manner in sentences and

paragraphs. (synonyms & antonyms) 8. Vocabulary

a. Explain common antonyms and synonyms. b. Use expanded vocabulary in oral and written response to simple

texts. 9. Reading Comprehension:

a. Make inferences on what is likely to happen next, based on the events in the factual story

b. Predict what the factual story is all about based on context c. Modify prior knowledge based on new knowledge from the factual

story 10. Language Literacy and Literature

a. Express love for stories by reading more literacy and informational texts

b. Show love for reading by listening attentively during story reading and making comments and answering higher order thinking questions

Subject Matter

A. Correct Punctuation Marks, Capitalization, Indention and Format B. Advertisements C. Synonyms and Antonyms D. Inferences E. Love For Reading

Materials: Pictures of different famous places in the locality. Theme:Important places in the community Value Focus: Taking care of the environment.

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Procedure

Objectives a. Talk about famous people, places, events, etc. using descriptive words

in a culturally appropriate manner b. Spell correctly words in the list of content words in the vocabulary c. Express love for stories by reading more literacy and informational texts d. Show love for reading by listening attentively during story reading e. Make comments and answering higher order thinking questions

Preliminary Activities

1. Spelling Exercise (Horn Method) Pencil & Paper Test- Words are used in the sentences, given their contextual clues or picture clues. a. langyaw (Daghan ang mga langyaw nga mobakasyon sa Pilipinas.) b. lumolupyo (Mga tawo nga nagpuyo sa usa ka lugar) c. makasaysayanon( Ang Kuros ni Magellan sa Sugbo makasaysayanon.) d. estraktura (Magpakita ug retrato ang magtutudlo) e. duaw (Kon mingawon ka sa imong amiga mahimo nimo siyang

maduaw) 2. Unlock the words through pictures, context clues or use the words in

sentence or give the synonyms.

inila (famous)

kinaiyahan (nature)

inilang estruktura (shrine)

langyaw (foreigner, alien)

tubod (spring)

busay (falls)

3. Motivation

Ask:

Why are foreigners visiting our country?(Ngano nga daghan ang mga langyaw nga gustong mobisita sa atong nasod?)

Are there beautiful places that are found in our country that made them interested to come? (Aduna bay mga maanindot nga lugar sa atong nasod nga makapadani nila sa pag-anhi?)

Where can we see these beautiful places? (Asa man makit-an kining mga maanindot nga lugar?)

- Instruct the pupils to locate the Province of Cebu from the map. (Refer to LM, Unit II, Week 18- Unang Buluhaton)

4. Raising of Motive Question Say: Today we are going to read a story about “Bisitahi Kami”. Are there some

questions that you want to ask before I will read the story?

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154

(Aduna kitay basahon karon nga istorya. Kini nag-ulohan og “Bisitahi Kami”. May gusto ba kamong ipangutana sa dili pa nako kini i-istorya kaninyo?)

Possible Questions: Why is the storyentitled “Bisitahi Kami”? (Ngano nga giulohan kini og

“Bisitahi Kami”) What lesson can we get from the story? (Unsa ang leksyon nga makuha

nato sa istorya?) Activity

Presentation (Reading of the Story)

Read the story to the pupils in a lively and interesting way. Second reading of the story by the teacher together with the pupils. This time, after reading two tothree lines, the teacher pauses to ask comprehension questions.

Give emphasis of the pictures of the beautiful places mentioned in the story.

Developmental activity (Refer to LM, Unit II, Week 18-Unang Buluhaton B, Bisitahi Kami)

Answering of motive questions o What are the famous places in the Province of Cebu?(Unsa ang mga inila ug

maanindot nga lugar sa Sugbu?) o How is Magellan’s Cross described? Mactan Shrine? (Giunsa paghulagway

ang Kuros ni Magellan? Ang Estruktura ni Lapu-Lapu sa Mactan?) o What is the color of the sea in Sumilon? (Unsay kolor sa dagat sa Sumilon?) o What can you see in Badian? (Unsa man ang makita sa Badian?) o Describe the Chocolate Hills in Bohol. (Ihulagway ang “Chocolate Hills sa

Bohol”) o Why is the story entitled “Bisitahi Kami”? (Ngano nga ang istorya giulohan ug

“Bisitahi Kami”?) o How are the flowers described in the story? (Giunsa man paghulagway ang

mga bulak sa istorya?) o What is the color of the plants that surround the Chocolate Hills in Bohol?

(Unsa ang kolor sa mga bulak nga naglibot sa “Chocolate Hills?) o Is it good that we have beautiful places in Cebu? Why? Why not? (Maayo ba

nga aduna kitay mga maanindot nga lugar dinhi sa Sugbu? Ngano man? Nganong dili?)

o Why is it important totake carethe beautiful places/environment? Ngano nga importante man nga ampingan nato kining mga maanindot nga lugar o ang atong kinaiyahan? What lesson can we get from the story? (Unsa ang leksyon nga makuha

nato sa istorya?)

Assignment

Let the pupils bring a picture of a famous place in the Philippines and have them describe.

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Objectives a. Talk about famous people, places, events, etc. using descriptive words in a

culturally appropriate manne b. Spell correctly words in the list of content words in the vocabulary.

Preliminary activities

Spelling Exercise: Picking Game(Refer to LM, Unit II, Week 18 Ikaduhang Buluhaton A.)

Pupils are grouped; each member competes in picking jumbled words from the big tree and arranges the word to form the correct spelling.

nalii - inila (famous)

nahayianik - kinaiyahan (nature)

trutukrase - estruktura (shrine)

waylang - langyaw (foreigner, alien)

subay - busay (falls)

duwa - duaw (visit) Review 1. Ask pupils of the story read yesterday through pictures of famous places in

the Province of Cebu. 2. Ask them to describe the famous places mentioned in the story. 3. Write the describing words on the board to introduce the topic.

Activity

1. Write the describing words on the board for the pupils to read and use in sentences. Examples: a. the blue sea in Sumilon Island (ang asul nga dagat sa Sumilon) b. the wide falls in Badian (ang halapad nga busay sa Badian) c. the historic Magellan’s Cross and Mactan Shrine(ang makasaysayon

nga Kuros ni Magellan ug ang Estruktura ni Lapu-Lapu sa Mactan) d. the beautiful flowers that surround the Chocolate Hills(ang maanindot

nga mga bulak nga naglibot sa “Chocolate Hills”) e. the old Mactan Shrine(ang karaan nga Estruktura sa Mactan)

Discussion of the Lesson: 1. What word is used to describe Sumilon Island? Magellan’s

Cross?Mactan Shrine?Chocolate Hills?Badjan Falls?

List down their possible answers on the board (blue, wide, historic, beautiful, old)

What does each word tell?

How do we call the words being described?

How do we call the words that describe?

Let the pupils enumerate/give other examples of adjectives or describing words.

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2. Group Work: Game Flip It (Pupils are grouped into five)

Provide pupils with pictures and metastrips of possible words that can be used to describe each picture.

Give pupils time limit to match them and flip on the board.

Evaluate if their answers are correct and discuss further about what are adjectives.

Generalization What is an adjective? Give examples (Unsa man ang panghulagway? Maghatag ug pananglitan “sample” sa pulong

panghulagway)

Application Group Activity: Notice Me

Divide the class into four groups.

Require each group to use a tag board

Direct them to look around the classroom and look for 5 things that catch their interest.

Out of the 5 things that they have chosen, let them make sentences using adjectives

The group with most number of correct answers receives an incentive/reward.

Evaluation (Refer to LM, Unit II, Week 18- Ikaduhang Buluhaton B)

Directions: Copy and underline the describing words in the sentence. (Badlisan ang matag panghulagway nga gigamit sa matag pahayag nga mosunod:

a. Ben looks sad. b. His new pencil was lost. c. Carla, her seatmate gives him a red ballpen d. The teacher is happy with what Carla does. e. Everyone in the classroom gladly thank each other.

(Teacher provides additional sentences.)

Objectives a. Talk about famous people, places, events, etc. using descriptive words

in a culturally appropriate manner b. Give the meaning of words being read through matching them with

pictures, doing the action or giving its synonyms c. Spell correctly words in the list of content words in the vocabulary d. Write sentences and paragraph observing correct punctuation marks,

capitalization, indention and format e. Use adjectives in culturally appropriate manner in sentences and

paragraphs. (synonyms & antonyms)

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f. Explain common antonyms and synonyms Preliminary Activities:

Spelling: (Horn Method) Practice Test Use the spelling words in the sentences.

a. langyaw b. lumolupyo c. makasaysayanon d. estraktura e. duaw

Review: Ask the pupils to match the famous places in column A with the illustration in

column B.(Refer to LM, Unit II, Week 18 Ikatulong Buluhaton)

Activity

Dyad

Let the pupils choose a partner.

Each partner describes each other. (The color of the skin, the hair, the dress,

the face or anything that belongs to your partner.)

The co-partner lists down all the describing words that his / her partner says.

Each pair reads all the describing words from the list.

Individual Work: Let the pupils describe the room in 5 or more sentences using different

describing words and underline.

Unlock the meaning of the following: a. Synonyms – (kapulong)mga pulong mga may parehong kahulogan b. Antonyms – (suhingpulong)mga pulong nga magkaatbang/dili pareho ang

kahulogan Provide examples of synonymous words (kapulong) and words that have

opposite meanings (suhingpulong) From the describing words used in the sentences and from the story, have them

give its synonym(kapulong) and antonym (suhingpulong) using the table below:

Describing Word Synonym(kapulong) Antonym(suhingpulong)

1. langyaw dayo lumad

2. halapad dako gamay/hagip-ot

3. makasaysayanon kaaginhon moderno

4. maanindot gwapa maot

5. karaan daan bag-o

6. duaw bisita pabilin

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Group Activity: a. Direct the pupils’ attention to the chart presented. b. What do you mean by langyaw? What about dayo? Do they mean the

same? Can you give other words that mean the same? c. What do we call words having the same meaning? d. What about lumad? Does it have the same meaning with langyaw? Why? e. What do we call words having opposite meaning?

(The same questions will be asked with halapad- dako, gamay-hagip-ot,makasaysayon-kaaginhon, karaan/daan-bag-o, duaw/bisita-pabilin)

What are synonyms? (Unsa ang kapulong?)

How does it differ with antonyms?(Unsa ang iyang kalainan sa suhingpulong?)

Let pupils provide examples of synonymous words and words having opposite meaning( synonyms & antonyms)

From the pictures previously presented, have them choose 1 and write

sentences, paragraphs and story about the picture. Remind them to observe correct punctuation marks, capitalization, indention and format.

Group output is presented for evaluation as to its correctness. ( Refer to LM, Unit II, Week 18- Ikatulong Buluhaton A)

Generalization What are synonyms? (Unsa ang kapulong?) How does it differ with antonyms?(Unsa ang kalainan sa kapulong ug suhingpulong?)

Enrichment Activity: Group Activity (Fill Me Up)(Refer to LM, Unit II, Week 18-Ikaduhang Buluhaton C & D) Assignment

Let the pupils write 5 words that are synonymous and 5 words that have opposite meanings

Objectives

a. Spell correctly words in the list of content words in the vocabulary b. Write a short story or song observing correct punctuation

marks,capitalization, indention and format c. Use adjectives in culturally appropriate manner in sentences and

paragraphs. (synonyms & antonyms) d. Explain common antonyms and synonyms e. Modify prior knowledge based on new knowledge from the factual story f. Show love for reading by listening attentively during story reading g. Make comments andanswering higher order thinking questions.

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Spelling Activity: (Horn Method) 1. Give pupils time to review the list of words for the week and to practice in

writing correctly the words from the list using their tag boards. a. langyaw b. lumolupyo c. makasaysayanon d. estraktura e. duaw

2. Unlock difficult words through context clues, configuration clues or picture clues.

a. setting (lugar diin nahitabo ang istorya o sugilanon) b. characters ( mga tawo nga apil sa sugilanon) c. synonym (kapulong) d. antonym (suhingpulong) e. anniversary (kasumaran) f. birthday (adlaw nga natawhan) g. busy (nagkapuliki, daghan ang bulohaton)

Activity

1. Story Introduction: Say: Have you tried celebrating your birthday with visitors around?

(Nakasulay ba kamo nga adunay mga bisita sa pagsaulog sa inyongadlaw

nga natawhan?)

Today, we will read a story about a girl who celebrates her birthday. Are

there questions that you want to ask before we read? (Magbasa kita karon

og istorya kabahin sa usa ka bata nga nagsaulog sa iyang adlawng

natawhan. Aduna ba kamoy mga pangutana sa dili pa kita magsugod og

basa?)

2. Reading of the story by the teacher, by the pupils (by group, triads, dyads and by individually.(Refer to LM, Unit II, Week 18 Ikaupat nga Buluhaton)

Analysis(Refer to LM , Unit II, Week 18- Ikaupat nga Buluhaton B, Tubaga)

Ask:

a. Who are the characters in the story? (Kinsa ang mga tawo nga gihisgutan o apil sa istorya?)

b. What made Liza happy one day? (Nganong nianang adlawa malipayon man si Liza?)

c. What did her mother prepare for her visitors? (Unsa ang giandam sa iyang mama alang sa iyang mga bisita?)

d. What are the gifts that Liza received from her friends? (Unsa man ang mga regalo nga nadawat ni Liza gikan sa iyang mga higala?)

e. If you were Liza, would you also be happy? Why? Why not? (Kon ikaw si Liza, magmalipayon ba ka?) Ngano man? Nganong dili man?)

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f. What do you think did Liza do to her mother in return? (Unsa kaha ang gibuhat ni Liza isip balos sa gihimo sa iyang mama?)

g. In your own words, retell the story “Adlawng Natawhan” ( Isugilon pagbalik ang “Adlawng Natawhan” gamit ang inyong kaugalingon mga pulong.)

Abstraction(Refer to LM, Unit II, Week 18- Ikaupat nga Buluhaton C & D)

Group Activity

1. Divide the class into three groups. 2. Give each group a manila paper and marker to write their answers. 3. In a given time frame, each group writes as many adjectives that they can

find in the story that they read and give its synonym and antonym.

Adjective Synonym(kapulong) Antonym(Suhingpulong)

malipayon masadyaon masulob-on

nagkapuliki daghan ug gibuhat walay gibuhat

gagmay dagko

bag-o karaan

nipis baga

Note: The group that can write the most number of adjectives and give the

correct synonym & antonym wins.

Assignment

Let the pupils write a short story or compose a song/riddle about their birthday

celebration. Let them observe correct punctuation marks, format and indention.

Objectives a. Talk about famous people, places, events, etc. using descriptive words

in a culturally appropriate manner. b. Spell correctly words in the list of content words in the vocabulary. c. Write sentences and paragraph observing correct punctuation marks,

capitalization, indention and format. d. Use adjectives in culturally appropriate manner in sentences and paragraphs.

(synonyms & antonyms) e. Use common antonyms and synonyms.

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Week 19

Culminating Activities

Activity 1

1. Recall the famous places in the Province of Cebu through the use of pictures.

2. Recall about adjectives, synonyms, antonyms. 3. Recall about elements of a story.

Activity 2

Spelling Test (Dictation from the list of words for the week)

a. langyaw b. lumolupyo c. makasaysayanon d. istruktura e. duaw

Activity 3

Write a paragraph with at least ten describing words about your family.

Activity 4

Give the synonym of the following words:

(Refer to LM, Unit II, Week 18- Ikalimang Buluhaton A)

Activity 5

Give the antonym of the following words;

(Refer to LM, Unit II, Week 18- Ikalimang Buluhaton B)

Assignment

Have the pupils cut 5 or more pictures from a magazine or newspaper showing

beautiful spots in the Philippines and paste them on a bond paper.

Objectives

1. Oral Language a. Use orally appropriate expressions to show agreement and

disagreement on a certain notice/ announcements b. Participate in and initiating more extended social conversations with

peers and adults on unfamiliar topics by asking and answering questions restating and soliciting information

2. Phonological Skills

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a. Recognize sounds/symbols relationships in one’s own writing 3. Book and Print Knowledge

a. Recognize correct spelling of words b. Observe some mechanics when copying /writing sentences,

capitalization, space between words and correct punctuation mark 4. Word Recognition

a. Read at least 200-300 words b. Read phrases and sentences consisting of words being studied and

answer higher order questions about them 5. Fluency

a. Read with automaticity 200 grade two level high frequency sight words b. Read aloud grade two level texts with accuracy of 95-100%

6. Spelling

a. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level

7. Handwriting a. Write sentences, phrases, paragraphs, stories, news, blogs,

advertisements etc. observing correct punctuation marks, capitalization, indentions and format

8. Composing (Primer Lesson) a. Write short, clear announcements, notices, etc.(e.g. cleanliness drive,

drug information campaign, and health program) 9. Grammar Awareness

a. Use preposition (ibabaw, sulod, kilid, ilalom) and prepositional phrases(sa daplinsa kalsada, sa sulod sa balay)

10. Vocabulary and Concept Development a. Use decoding skills to read more complex words independently

11. Reading Comprehension (Activating Schema & Prior Knowledge) a. Modify prior knowledge based on new knowledge from the

notices/announcement b. Predict what the notices/announcements are all about based on

content 12. Reading Comprehension (Comprehension of Informational text)

a. Identify orally examples of fact and opinion and cause and effect in simple and familiar text

b. Apply knowledge of the language to analyze and derive meaning from informational text and comprehend them

Subject Matter

A. Agreement and Disagreement on a Certain Notice/ Announcement B. Mechanics when Copying/Writing Sentences, Capitalization, Space between

Words and Correct Punctuation Mark C. Announcements, Notices (e.g. Cleanliness Drive, Drug Information

Campaign, And Health Program) D. Preposition (Ibabaw, Sulod, Kilid, Ilalom) and Prepositional Phrases(Sa

DaplinSa Kalsada, Sa Sulod Sa Balay) E. Predicting Notices/Announcements

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Materials Cassette Tape recorder, pictures, songs, word strips, charts, pictures and realia

Theme: Notices/ Announcement Important Places on the Community Value Focus: Follow Barangay Rules and Regulations Procedure Objectives

a. Use orally appropriate expressions to show agreement and disagreement on a certain notice/ announcements

b. Recognize correct spelling of words; c. Read phrases and sentences consisting of words being studied and answer

higher order questions about them; d. Write short, clear announcements, notices, etc.(e.g. cleanliness drive, drug

information campaign, and health program); Preliminary Activity

Spelling exercise: In giving this activity, the teacher uses the following words in the sentences.

1. announcement–pahibalo (Importante nga makahibalo kita sa mga pahibalo nga himuon sa atong barangay)

2. preposition–pangdugtongan (Ang mga pangdugtongan gamiton aron dali nga masabtan ang han-ay sa mga pulong.)

3. fact–kamatuoran (Provide a sample statement of a fact: Ang adlaw mosubang sa sidlakan.)

4. opinion–panahom (Provide a sample statement of an opinion:Malipayon ang tawo nga anaay daghang kwarta .)

5. assembly–katigoman, asembleya (Give the meaning of assembly) Then ask: Have you experienced attending a barangay assembly?

Presentation Pre–Listening Activity

Explain to the class the listening activity that they are about to do. Say: I have here a recorded announcement during the barangay assembly.

Listen to this attentively and find out what the announcement is all about.

Agreement on some rules that the class has to follow while listening to the radio broadcast.

No talking and going out while listening to the announcement No transferring of seats No opening of books

Instruct the pupils to take down notes about the details of the announcement using some guide questions.(Questions are written on the manila paper and posted it on the board).

a. When did the assembly happen? (Kanus-a gihimo ang “assembly” o tigum?)

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b. Where was the venue of the said assembly? (Diin gihimo ang “assembly” o tigum?)

c. Who made the announcement? (Kinsa ang naghimo sa mga pahibalo?) d. Who approved the announcement? (Kinsa man ang nagtugot sa mga

pahibalo?) e. What was the announcement about? (Unsa man ang mga pahibalo nga

gihatag?)

DevelopmentalActivity Listening Activity: Pupils listen to a recorded announcement (pre-recorded). Refer to LM, Unit II, Week 19- Unang Buluhaton A) Application

Post-Listening Activity Ask the pupils to answer the questions given before they listened to the

announcement. Use the answers given by the pupils in discussing about fact and opinion Ask:

Are you willing to follow/obey the rules and regulations in your barangay? Why? Why not? (Andam ba kamo nga motuman o mosunod sa mga patakaran osumbanan sa inyong barangay? Ngano man? Nganong dili?)

Do you think this announcement could help our barangay? In what way? (Sa inyong huna-huna, makatabang kaha sa barangay ang maong mga palisiya? Sa unsa man nga paagi?)

What is the most important topic listed in the announcement? (Unsa kaha ang labing importante nga pahibalo ang ilang gihatag?)

Let the pupils tell the effect if the ordinance is not observed by people. (Kon ang mga ordinansa o palisiya sa barangay dili tumanon sa mga lumolupyo, unsa man kaha ang mahimong epikto niini?)

Engagement Activity Game: Build a Happy Barangay

Group the class into four groups. Provide each group with different materials. Let them build a Happy Barangay by illustrating it according to their own concept. Let each group display their work.

Objectives

a. Spell correctly high frequency words appropriate to the grade level. b. Use preposition (ibabaw, sulod, kilid, ilalom) and prepositional phrases(sa

daplinsa kalsada, sa sulod sa balay) Pre-Assessment Activity Developing Language Activities

Spelling Exercise (Day 2-The same list of words is given to the pupils) a. pahibalo d. panahom b. pangdugtongan e. katigoman c. kamatuoran

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Review

Recall about the details of the announcement heard on the previous day.

Ask: Who made the announcement?What was the announcement all about?

Let the pupils sing a song “Hain Ang.” Present the song through pictures. (Refer to LM, Unit II, Week 19-Ikaduhang Buluhaton A)

Presentation (Refer to LM, Unit II, Week 19-Ikaduhang Buluhaton B)

Show pictures using illustrations from the song “Hain Ang.”

Discussion

Let the pupils describe each picture.

Let them give other prepositions that they know which are not included in the illustrations presented.

Generalization Pass the Ball (objects are placed on some parts of the room)

The pupils will form a circle. While the music is playing, a ball is passed around the pupils in the circle. Once the music stops, the teacher asks which part inside the room is the object (ex. pencil) placed. This is done until all the objects prepared are being mentioned. In identifying the places where the objects are found, prepositions such ason top(sa ibabaw), under (sa ilalom), beside (sa kilid)and center/middle(sa taliwala) are used.

Guided Practice

Show some pictures / real objects. Let the pupils name each and identify the preposition used.

Independent Practice(Refer to LM, Unit II, Week 19- Ikatulong Buluhaton)

Underline the words with preposition. Evaluation (Refer to LM, Unit II, Week 19 Ikaupat nga Buluhaton)

Let the pupils write the correct preposition as shown in theillustrations.

Objectives

a. Spell correctly high frequency words appropriate to the grade level. b. Write short, clear announcements, notices, etc.(e.g. cleanliness drive, drug

information campaign, and health program) Preliminary Activity

Spelling Exercise pahibalo, pangdugtongan, katinuoran, panahom, katigoman

Spelling and Writing Activity

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Let the pupils write a short announcement about a cleanliness drive in a community.

Discuss the mechanics when writing an announcement then ask the pupils to write their own short announcement

1. Identify the subject – (Maghatag og usa ka interesado nga ulohan) 2. Give the purpose of the announcement– (Ihatag ang mga rason sa

panghitabo) 3. Identify the venue of the activity – asa himuon ang tigom 4. Write the participants of the activity – (kinsa ang kinahanglan nga

motambong sa tigum nga himuon) 5. Indicate the date and time of the activity – (kanus-a himuon ang

tigom) 6. Write the announcement inside the box (Isulat sa kahon ang

pahibalo) Reading Activity

Let the pupils read their own work in front of the class. Read aloud with automaticity grade two level high frequency sight words with accuracy of 95 % - 100 %.

Objectives a. Spell correctly high frequency words appropriate to the grade level. b. Write short, clear announcements, notices, etc.(e.g. cleanliness drive, drug

information campaign, and health program) c. Observe some mechanics when copying /writing sentences, capitalization,

space between words and correct punctuation mark. d. Read with automaticity 200 grade two level high frequency sight words. e. Read aloud grade two level texts with accuracy of 95-100%.

Preliminary Activity

Spelling exercise pahibalo, pangdugtongan, katinuoran, panahom, katigoman

Writing Activity

Let the pupils write two paragraphs about a notice or an announcement observing correct punctuation marks, capitalization, indention and format.

Read phrases and sentences consisting of words being studied and answer higher order questions about them.

Use decoding skills to read more complex words independently. (Provide other

reading materials that can be used by the pupils.)

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Week 20

Objectives

a. Spell correctly high frequency words appropriate to the grade level. b. Use preposition (ibabaw, sulod, kilid, ilalom) and prepositional phrases(sa

daplinsa kalsada, sa sulod sa balay) c. Write short, clear announcements, notices, etc.(e.g. cleanliness drive, drug

information campaign, and health program) Assessment Day

A. Spelling: pahibalo, pangdugtongan, katinuoran, panahom, katigoman

B. Write an announcement about a Slogan Contest in the school for the upcoming Nutrition Month Celebration. Instruct them to observe correct punctuation marks, capitalization and correct format in making an announcement.(Refer to LM, Unit II, Week 19- Ikalimang Buluhaton A)

C. Use preposition in a culturally appropriate manner in a sentence. (Refer to LM, Unit II, Week 19 Ikalimang Buluhaton C)

sa ibabaw sa taliwala sa ilalom sa kilid sa sulod sa ubos

Objectives

1. Grammar Awareness a. Using prepositions and prepositional phrases

2. Oral Language a. Communicating orally basic needs

3. Phonological Skills a. Supplying rhyming words to two to three stanza poems

4. Vocabulary and Concept Development a. Producing simple vocabulary to communicate basic needs in social and

academic setting 5. Spelling

a. Spelling correctly content words in the list of vocabulary words 6. Word Recognition

a. Reading with understanding paragraphs/ stories/ legends, etc. consisting of words being studied

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Subject Matter

A. Prepositions and Prepositional Phrases B. Basic Needs C. Rhyming Words D. Paragraphs/ Stories/ Legends

Materials

Tagboards, pictures, metastrips,manila paper, cartolina, big book, songs

Theme: Community (Being proud of your community)

Value Focus: Being proud of your community

Procedure

Objectives

a. Use prepositions and prepositional phrases b. Communicate orally basic needs c. Produce simple vocabulary to communicate basic needs in social and

academic setting d. Spell correctly content words in the list of vocabulary words e. Read with understanding a story consisting of words being studied

Preliminary Activities (Pre-reading)

Spelling Exercise

Let the pupils spell correctly the following words (Use each word in the

sentence)

a. Pangdugtongan - preposition b. Ibabaw-on top c. Sulod-inside d. Ilalom-under e. Kilid-beside f. taliwala-in between g. ubos-below

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Activating Prior Knowledge/Developing Motivation for the Selection

Ask:

What are some of the basic needs that you need to attend always while you are in school? (Unsa ang inyong mga importante nga panginahanglan dinhi sa sulod sa

eskuylahan?)

Are there things that you want to request so that your basic needs be given attention always? (Aduna ba kamoy gusto nga ihangyo aron ang inyong kaugalingon nga

panginalanghan mahatagan sa kanunay og importansiya?)

Let them sing a song “Si Filimon”

Unlock difficulties through pictures or context clues

a. habwa

b. bangka

c. tak-ang

d. pangita

e. kuha

f. abuhan

Have a brainstorming activity about the different livelihood of the pupils’ parents.

Ask:

Do you also help your parents in earning money for your family?

(Nitabang ba kamo sa inyong ginikanan sa pagpangita ug panginabuhian

o kwarta para sa inyong pamilya?)

Activating Prior Knowledge

Tell the pupils that you will read a story about a child who is loved by his parents

and is also the favorite of the people in their community. Ask: Why is the child

being loved by the parents?

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(Aduna akoy istorya nga isaysay kaninyo karon. Kini mahitungod sa usa ka bata

nga nahimong pinangga sa iyang mga ginikanan ug sa taga ilaha. Ngano nga

gipangga man kaha ang bata sa iyang mga ginikanan?

Developing a Purpose for Reading

Ask:

Why is it important that we will help in doing the chores at home or in earning

money for the family?) (Maayo ba nga motabang kita sa buluhaton sa

panimalay O buluhaton nga may kalabotan sa panginabuhian sa pamilya?

Ngano man?Nganong dili?)

Activity (During Reading) using big book(Refer to LM, Unit II, Week 20 - Unang

Buluhaton)

Read the story to the pupils in a lively and interesting way. Instruct them to listen

attentively and let them read the story by group, by triad and by dyad.

Analysis (Post Reading)

Ask:

1. What is the title of the story? (Unsa ang ulohan sa istorya?) 2. What is the work of Minggoy’s father? (Unsay trabaho sa amahan ni

Minggoy?) 3. How did Minggoy help his parents? (Giunsa pagtabang ni Minggoy ang

iyang mga ginikanan?) 4. Why do they say that Minggoy is a good boy? (Nganong giingon man nga

buotan si Minggoy?) 5. Do you think Minggoy did right thing when he helped his father in fishing?

Explain your answer. (Alang kaninyo,maayo ba ang gibuhat ni Minggoy nga motabang sa pagpangisda sa iyang papa? Ipadayag ang inyong tubag.)

6. Do you help also in doing household chores or earning a living? (Motabang ba usab kamo sa mga buluhaton sa inyong panimalay o sa panginabuhian sa inyong pamilya? Ngano man? Nganong dili?)

Objectives

a. Use prepositions and prepositional phrases b. Spell correctly content words in the list of vocabulary words

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Preliminary Activity

Spelling Exercise: “Spell Me if you Can”. The same list of words from day 1

(Practice Exercise)

Let the pupils practice writing correctly the spelling of some given words on the

air and at the back of their seatmate.

Engagement Activity

Recall important details from the story and answer the following questions.

Answers can be: sa kilid, ibabaw sa lamisa, ilalom sa abuhan, sa taliwala nga

bahin sa kusina or sa ubos.

1. Asa dapit molingkod si Minggoy kon siya mokuyog sa iyang papa sa pagpangisda?

2. Asa man nila habwaon ang ilang kuha aron ilang pilian? 3. Asa makit-an ang mga igsusugnod nga gamiton sa inahan ni Minggoy? 4. Asa makit-an ang hugasanan nila ni Minggoy?

Ask if they are familiar with the words above.

Say: Have you tried using these words? In what way?

(Nagamit ba ninyo kining mga pulong?Sa unsa nga pama-agi?)

What does each word mean/ express?

(Unsa ang gipasabot sa mga pulong?)

What do we call these words?

(Unsa ang tawag nato niining mga pulong?)

List down the words on the board.

Let the pupils read and use the words in the sentences.

sa kilid sa iyang papa sa ibabaw sa lamesa

sa ilalom sa abuhan sa taliwala nga bahin sa kusina

Present the illustrations in LM, Unit II, Week 20- Ikaduhang Buluhaton)

Discussion and Processing of the Activity

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a. Let the pupils describe each picture. b. Have them make sentences from the illustration presented. c. Ask:

o What connector is used when you say that “The food is on the table?” (Unsa ang gigamit nga panumpay kon moingon kita, “Naa sa ibabaw sa lamesa ang pagkaon?)”

o What are prepositions? Prepositional phrases?(Unsa ang pangdugtungan?)

o When do we use the prepositions and prepositional phrases?(Kanus-a nato gamiton ang pangdugtungan/prepositional phrases?)

Enrichment

Let them use the following in the sentences:

sa ibabaw sa ilalom

sa ubos sa sulod

sa kilid sa taliwala

Objectives

a. Use prepositions and prepositional phrases b. Spell correctly content words in the list of vocabulary words

Preliminary Activities:

Spelling Exercise

Dictate the words to the pupils for them to spell correctly. (The same list of

words from day 1)

Review the lesson yesterday.

Let the pupils enumerate on the board the prepositions/prepositional phrases

mentioned during the previous days.

Activity: Gallery Walk (Group Work)

Group the pupils by five. Have them walk around and observe the things that are

seen inside the classroom. Let them form sentences using

prepositions/prepositional phrases.

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Group Presentation

Using a tagboard, pupils display their outputs and talk about the sentences

that they have given.

Generalization

What are the different prepositions/prepositional phrases that we studied? (Unsa ang mga nagkalainlaing mga pangdugtungan nga atong nakat-

onan?Ipatagsa-tagsa og hatag sa mga tinun-an ang ilang nakat-onan?)

When do we use sa ibabaw sa, Sa kilid sa, Sa ilalom sa, sa ubos sa, sa taliwala, sa sulod? (Kanus-a nato gamiton ang sa ibabaw, Sa kilid sa, Sa ilawom sa, Sa ubos sa,

Sa taliwala, sa sulod?)

Objectives

a. Use prepositions and prepositional phrases b. Supply rhyming words to two to three stanza poems c. Spell correctly content words in the list of vocabulary words

Preliminary Activities

Spelling Exercise (Through a game “Hot Seat”)

Group of pupils are asked to sit on a hot seat in front of the class and will be

asked to spell correctly some given words from the spelling list. Pupils

who can spell correctly in a given time limit will be released from their hot

seat and return to their place. Those who cannot make it will be retained

in the hot seat and be given additional word to spell again.

(The same list of words from day 1)

Activity

Recall the story “Si Minggoy”

Have the pupils identify rhyming words from the story.

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Ang iyang mga ginikanan pangisda ang panginabuhian.

Ang sobra sa isda nga ilang ibaligya igahin aron ilang masuwa.

Ang hugasanan ug ang sab-itanan sa kaldero o bitayanan

Ask:What words rhyme with each other?(Unsa ang mga pulong nga

nagkagaray?)

Have them write the rhyming words on their writing notebook.

Guided Practice

Present to the pupils some illustrations/pictures:

Have them describe each picture and give emphasis on the

prepositions/prepositional phrases that can be used.

Independent Practice

Let the pupils write sentences from the illustrations above using

prepositions/prepositional phrases

Present a poem and have them supply rhyming words. (Teacher may opt to give

her/his own poem)

Application

Let the pupils make their own sentences using preposition.

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Objectives

a. Use prepositions and prepositional phrases b. Spell correctly content words in the list of vocabulary words

Preliminary Activity

Review of the previous lesson

Evaluation (Refer to LM, Unit II, Week 20 -Ikatulong Buluhaton A-C)

A. Spelling Test (Dictation to be written in their activity notebook) B. Isulat ang husto nga pangdugtongan alang sa matag hugpulong sa notebook. C. From the given illustration, identify the correct preposition to be used.

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Week 21

Teacher’s Guide for Mother Tongue-Based – Multilingual Education

Grade II

UNIT III

Objectives 1. Oral Language

a. Listen to and interact with others or class discussions b. Sing with ease and confidence 2 – 5 stanza lullabye

2. Word Recognition a. Read phrases and sentences consisting of words being studied and

answer high order questions about them 3. Fluency

a. Read grade two level text with an accuracy of 95 – 100 % 4. Spelling

a. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level

5. Grammar Awareness a. Give 3 – 5 directions in culturally appropriate manner

6. Vocabulary and Concept Development a. Create a simple dictionary of words frequently use in the lesson b. Use expanded vocabulary in oral and written responses to simple texts

7. Attitude Toward Language, Literacy and Literature a. Express love for stories by reading more literary and informational

texts b. Show love for reading by listening attentively during story reading and

making comments and answering higher order thinking questions Subject Matter

A. Singing of a lullaby B. Following 3 -5 Directions

Materials Song: Lullaby ( Katulog Akong Anak ) Story: Harana, Ang Kanta ni Arman Theme:Our Cultural Music Value Focus:Be considerate to others Procedure

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Day 1

Day 2

Objective Assess pupils’ learning in the second quarter Pre-Assessment

I. Dictate these spelling words. (Isulat ang mga pulong.) pangdugtongan ilalom ibabaw kilid sulod taliwala ubos

II. Show the following pictures and say: Write the correct prepositions in your paper. (Isulat ang husto nga pangdugtongan sa papel.)

sa Ibabaw sa sa ubos sa taliwala sa kilid sa ilalom

III. Use the following in a sentence.Write these in your paper. (Gamita ang mga mosunod sa pahayag. Isulat kini sa papel.)

sa ibabaw sa ubos

sa kilid sa ilalom

sa sulod sa taliwala

IV. Answer the following questions. (Tubaga kining mga pangutana bahin sa istoryang, “Si Minggoy.”)

1. Who is the child in the story? (Kinsa man ang bata sa atong istorya?)

2. What is his work? (Unsa ang iyang trabaho?)

3. What does he do with the extra fishes? (Unsa ang iyanggibuhat sa

mga sobrang isda?)

4. Why does he watch the fishes? (Nganong bantayan man niya ang

mga isda?)

5. Is Minggoy a good boy? Why? (Buotan ba nga bata si Minggoy?

Ngano man

Objectives a. Listen to and interact with others or class discussions

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Day 3

b. Sing with ease and confidence 2 – 5 stanza lullabye c. Read phrases and sentences consisting of words being studied

and answer high order questions about them Preliminary activity

Show a picture of a mother rocking a baby.( Refer to LM, Unit III,Week 21 Kulturanhon Nga Mga Awit ) Ask:

What do you think mother is doing? (Unsa kaha ang gibuhat ni Mama?)

What does a mother usually do to make her baby sleep? (Unsa man ang kasagaran buhaton sa Mama aron matulog ang baby?)

Presentation

Let the pupils open their LM, Unit III,Week 21,Activity A, Unang Buluhaton Sing the lullabye with the pupils.

Slumber Song

Go to sleep my baby dear; Slumber on without a fear

So safe on Mother’s breast; Go to sleep and take a rest.

Go to sleep my little one, As I sing to you;

You will be a faithful one, As I sing to you;

You will be a faithful one, My darling hero true

Ask:

What is the title of our song?(Unsa ang ulohan sa atong kanta?)

When do you sing this song?(Kanus-a man ninyo kini kantahon?)

Have you seen a mother singing a song for her baby to sleep?(Nakakita na ba kamo og Mama nga magkanta para pagpakatulog sa iyang anak?)

Let pupils share their experiences about this. Application

Group the class into three. Let each group sing the song with ease and confidence.

Rating: 5 – if the group have sung the song with ease and confidence 3 – if the group have sung the song but without ease and confidence 1 – if the group have not sung the song

Objectives

a. Read phrases and sentences consisting of words being studied and answer high order questions about them

b. Read grade two level text with an accuracy of 95 – 100 %

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Day 4

c. Create a simple dictionary of words frequently use in the lesson d. Use expanded vocabulary in oral and written responses to simple texts

Pre-Reading

Sing the song, “Katulog na Akong Anak.” Unlock difficult words using sentences:

a. Harana ang tawag nato sa pagpadayag og gugma pinaagi sa pagkanta. b. Ang tawong istrikto walay konsiderasyon sa uban. c. Mahimo ka mosupak sa iyang gusto, ayaw kini tumana. d. Gisusisa kapitan kong nagbantay ba ang iyang mga sundalo. e. Nahimuot ang Kapitan sa pagpangharana sa mga sundalo.

During Reading

Read the story Have pupils read the story with you Have pupils read the story with an accuracy of 95 – 100 % Let pupils open their LM Unit III,Week 21, Activity B,Unang Buluhaton

Post Reading

Ask

What is a serenade?(Unsa man ang harana?)

In our story, when did it start?(Sa atong, istorya, kanus-a man kini nagsugod?)

Why is the Captain amused? (Nganong nahimuot man ang Kapitan?)

Is it good to be strict? Why?(Maayo ba nga mag – inistrikto? Ngano man?) Assignment Let pupils look for the synonyms of the following terms: Refer to LM- Unit III,Week21, Activity C,Unang Buluhaton

Objectives

a. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level

b. Read a variety of children’s literature and respond to it both orally and in writing c. Give 3 – 5 directions in culturally appropriate manner d. Express love for stories by reading more literary and informational texts; and e. Show love for reading by listening attentively during story reading and making comments and answering higher order thinking questions

Pre-Reading

Review past lessons Check assignments Dictate these spelling words to pupils

harana istrikto misupak gisusi nahimuot

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Unlock difficult words using pictures or contextual clues.

a. Si Arman adunay abilidadsa pagkanta. b. Mokanta siya kon adunay programasa eskuylahan. c. Ang kanunay magbansay adunay purohan nga modaog. d. Gipukaw siya sa iyang mama kay nagdamgo siya.

During reading

Tell pupils to listen attentively during story reading Make comments and answer higher order thinking questions Read the story with a 95 – 100% accuracy Let pupils open their LM,Unit III,Week 21,Ikaduhang Buluhaton – Ang Kanta ni Arman

Post Reading

Let pupils answer the questions found on LM, Unit III, Week 21,Ikaduhang Buluhaton Engagement Activity

Group pupils into three. Have each group follow the directions assigned to them. Group 1

1. Write the title of the story learned 2. Draw Arman in a stick figure 3. Write his name below

Group 2 1. Go to the front 2. Act out Arman being happy 3. Shout “Yehey!”

Group 3 1. Go to the front 2. Sing two lines of any song 3. Clap your hands

Ask:Did all the groups follow the directions correctly? (Gituman ba sa tanang grupo ang ilang mga sugo?)

Generalization

Ask:

In following directions, what do you do first?(Unsay una ninyong buhaton, sa pagtuman sa sugo?)

What do we do next?(Unsay sunod nga buhaton?)

What do we do at the last?(Unsay buhaton sa kataposan?) Application Let pupils follow these 3-stepdirections:

A. 1. Get a paper 2.Draw a pencil 3. Write your name below the pencil

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Week 22

B. 1.Get a paper 2.Write the word ball inside the circle 3.Write your name at the top of the ball

C. 1. Draw a flower on your paper

2.Color it red 3.Write the word flower below the drawing

Evaluation ( Assessment Day ) Let pupils open their LM and do thefollowing activities:

a. Answer questions “ Ang Kanta ni Arman “ b. Answer Unit III,Week 21, Activity A, B and C,Ikatulong Buluhaton

Closing Activity Sing the song “Katulog na Akong Anak”

Objectives

1. Oral Language a. Listen to and interact with others in a group or class discussion b. Talk events using descriptive words in culturally apppropriate manner

2. Word Recognition a. Read phrases and sentences consisting of words being studied and

answer high order thinking skills 3. Handwriting

a. Write sentences and paragraphs 4. Grammar Awareness

a. Give 3 – 5 directions in culturally appropriate manner 5. Reading Comprehension: Comprehension of Informational Texts

a. Respond orally and in writing factual comprehension questions about stories by answering higher order questions

b. Apply knowledge of language to analyze and derive meaning from informational text and comprehend them

6. Reading Comprehension: Attitude Towards Language, Literacy and Literature a. Express love for stories by reading more literary and informational texts b. Show love for reading by listening attentively during story reading and

makingcomments and answering higher order thinking questions Subject Matter

A. Adjectives B. Writing Sentences and Paragraphs C. Give 3 – 5 Directions

Materials: Pictures,Story: Ang Sinulog

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Theme: Our Cultural Dance

Value Focus:Faith in God Procedure

Objectives a. Listen to and interact with others in a group or class discussion b. Talk about famous events using descriptive words in culturally apppropriate

manner c. Read phrases and sentences consisting of words being studied and answer

Pre-Reading Show a picture of Sinulog Festival.( Refer to LM,Unit III, Week 22 ) Ask:

Have you seen a Sinulog festival?(Nakakita na ba kamo og Kapistahan sa Sinulog?)

Where did the Sinulog start?(Diin man nagsugod ang Sinulog?)

Who did the first Sinulog dance?(Kinsa man ang nag-unang misayaw og Sinulog?)

During Reading

1. Read the informational text about Sinulog.Let pupils open their LM,Unit III,Week 22, Ikaduhang Buluhaton

2. Let them read after you have finished reading. Answer orally and in writing the higher order questions then listen attentively during story reading and make comments

Post Reading Let pupils answer questions found on LM, Unit III,Week 22,Ikaduhang Buluhaton Objectives

a. Give 3 – 5 directions in culturally appropriate manner b. Respond orally and in writing factual comprehension questions about stories

by answering higher order questions c. Understand and follow some multiple steps directions for classrooms

Preliminary Activity

Reading of the story, “Ang Sinulog”

Developmental Activity Let pupils read phraseswritten on the board by the teacher.

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Show pictures of the following: (Refer to LM, Unit III,Week 22,Activity A, Ikatulong Buluhaton)

daot nga tawo bata nga lalaki nawong tambok nga tawo gwapa nga babaye tigulang nga tawo gwapo nga lalaki

Ask:

Unsa man ang pulong nga naghulagway sa: tawo nawong babaye lalaki

Unsa ang tawag nato sa mga pulong nga naghulagway?

Paghatag og lain nga pananglitan

Group pupils into three. Let each group do these tasks: Group 1 – Magsulat og napulo ka pulong nga naghulagway sa Cebu Group 2 – Magsulat og napulo ka pulong nga naghulagway kang Presidente

Aquino Group 3 – Magsulat og napulo ka pulong nga naghulagway sa Pasko

Let pupils write their answers on the board. Application

Let pupils open their LM and do Unit III,Week22, Activity B,Ikatulong Buluhaton Objectives

a. Apply knowledge of language to analyze and derive meaning from informational text and comprehend them

b. Express love for stories by reading more literary and informational texts c. Show love for reading by listening attentively during reading and making

comments and answering higher order thinking questions Preliminary Activity

1. Review past lessons 2. Ask:

a. What is an adjective?(Unsa man ang panghulagway?) b. When do we use these words? (Kanus – a man gamiton kining mga

pulong?) Presentation of the Lesson

1. Read “Ang Sinulog” 2. Let pupils copy the first, second, and third sentences of a paragraph. 3. Ask:

a. How is the first sentence written? (Giunsa man pagsulat ang unang pahayag?)

b. How is the second sentence written? The third sentence? (Giunsa man pagsulat ang ikaduhang pahayag?Ang ikatulong pahayag?)

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c. How do we write the first letter of a name of a person? (Giunsa man nato pagsulat ang unang letra sa ngalan sa tawo?)

d. When do we capitalize the words? (Kanus-a man nato isulat ang ulohang letra sa pulong?)

e. How are sentences written? ( Giunsa man pagsulat ang mga pahayag?) f. Are the sentences related to each other? ( Naa bay relasyon ang pahayag

sa usag-usa?) g. How do we write the first sentence in the paragraph? ( Unsaon man nato

pagsulat ang sinugdanan nga pahayag? 4. Call a pupil to copy the first sentence of the second paragraph. 5. Call another pupil to copy the second sentence of the paragraph 6. Read the paragraph written by the pupils. Let pupils check if it is correctly

written. Generalization Ask: What should we remember in writing a paragraph?”(Unsa man ang atong hinumduman kon magsulat kita og parapo?)

In writing a paragraph we must remember the indention, capitalization and the correct punctuation. (Kon magsulat og parapo atong hinumduman ang hustong pagpahilona o pagsibog sa tudling sa parapo (indention), hustong paggamit sa ulohang letra (capitalization) ug hustong paggamit sa mga pungtong timaan (punctuation marks).We must also remember that sentences must relate to each other. ( Ato usang timan-an nga kinahanglan ang kada pahayag adunay relasyon sa usag – usa. ) We must see to it that they have one central theme. (Kinahanglan usa ra ang ilang gihisgotan.) Application

Let the pupils copy the third paragraph of “Ang Sinulog” on a piece of paper

Objectives a. Give 3 – steps directions b. Follow some multiple steps directions for classrooms

Preliminary Activity

Review past lessons

Presentation Say : Let us see if you can follow a 3–step direction. Call a pupil to follow 3 step directions and let him/her do it on the board.

Example: Draw a square. Draw a fan inside it. Write the word fan below it.

Distribute a tag – board for each pupil Provide several examples of 3–step directions. Let each pupil follow it using their tag- boards.

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Week 23

Activity Group pupils into three. Let each group follow these tasks:

Group 1: Go to the front Sing a lively song Let one member dance while others are singing

Group 2: Go to the front Recite a poem Let one member do the action while others are reciting

Group 3: Go to the front Give three riddles to your classmates

Let your classmates guess the answer

Ask: Did you follow the directions correctly? (Gituman ba sa tanang pundok ang ilang mga sugo?)

Application

Letpupils open LM and do Unit III,Week 22, Activity B, Ikaupat nga Buluhaton

Evaluation ( Assessment Day ) Let the pupils open their LM and do Unit III, Week 22, Activities A and B

Closing Activity Let the pupils read, Ang Sinulog

Objectives

1. Oral Language a. Listen and interacting with others in a group or class discussion

2. Word Recognition a. Read phrases and sentences consisting of words being studied and

answer higher order questions about them 3. Fluency

a. Read grade two level text with an accuracy 95-100% 4. Vocabulary and Concept Development

a. Recognize some common root words when they are attached to known vocabulary

b. Use expanded vocabulary in oral and written responses to simple texts

5. Comprehension of Informational Texts a. Read the text and used detailed sentences to respond orally or in

written to factual comprehension questions about three forms of brief texts

b. Apply knowledge of the language to analyze and derive meaning

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from informational text and comprehend them 6. Oral Language

b. Listen and interacting with others in a group or class discussion 7. Word Recognition

b. Read phrases and sentences consisting of words being studied and answer higher order questions about them

8. Fluency b. Read grade two level text with an accuracy 95-100%

9. Vocabulary and Concept Development c. Recognizing some common root words when they are attached to

known vocabulary d. Use expanded vocabulary in oral and written responses to simple

texts 10. Comprehension of Informational Texts

c. Reading the text and used detailed sentences to respond orally or in written to factual comprehension questions about three forms of brief texts

d. Apply knowledge of the language to analyze and derive meaning from informational text and comprehend them

Subject Matter Phrases and Sentences

Materials

chart, old magazines, straw, a pair of scissors, cut-outs, red and green cartolina, box, strips of words, pictures, manila papers, pentel pens

Theme: Our Local Arts and Crafts Value focus

Express love for stories by reading more literary and informational texts Show love for reading by listening attentively during story reading and Making comments and answering higher order thinking questions

Procedure

Objectives

a. Listen to and interact with others in a group or class discussion b. Read phrases and sentences consisting of words being studied and answer

higher order questions about them Preliminary Activity

Acknowledge the things the Lord has given us. God is good, all the time. Nature helps us show our extraordinary talents through arts and crafts. Sing “Tanom Binuhat sa Papel ” tune of “This is the Way Let pupils open their LM on Unit III,Week 3 Ikaduhang Buluhaton

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Motive Questions

What can you say about the song?(Unsay imong ikasulti sa kanta?)

Can you see phrases and sentences in the song?(Inyo bang nakita ang pulongan/phrases ug mga pahayag/sentences sa kanta?)

Presentation What is a phrase? What is a sentence?(Unsa man ang pulongan? pahayag?)

Presentation /Modeling

1. Look at the underlined group of words in the song. Let them identify if it is a phrase or a sentence.

2. Modelsthe identification of phrases and sentences . The first line of the song is called sentencebecause it gives us a complete

information. (Ang unang linya sa kanta gitawag og sentencekay kompleto man kini og

impormasyon nga gihatag kanato.) It begins with a capital letter and ends with a punctuation mark. (Nagsugod kini og dako nga letra ug nagtapos sa pungtong timaan.) We will make a plant. (Maghimo kita og tanom.) What are the other sentences found in the song?(Unsa pa ang laing sentences

nga nakita ninyo sa kanta?) In the second line of the song, “ Binuhat sa papel,” does it give us a complete

information? (Ang ikaduhang linya sa kanta “Binuhat sa papel”, nakahatag ba kini og

kompleto nga impormasyon kanato?) Does it start in a capital letter and end with a punctuation mark?(Nagsugod ba

kini sa dako nga letra og nagtapos og pungtong timaan?) It is called a phrase.(Gitawag kini nga parapo.) What are the other phrases in the song? (Unsa pa ang laing mga phrases nga

anaa sa kanta?)

3. Let pupils look around the room and discover the strips of phrases and sentences posted on the wall. Let them identify each strip if it is a phrase or sentence. Ex. milk and coffee ( gatas og kape)

Is this a phrase or a sentence?(Parapo ba kini o sentence o hugpulong?) Why is it called phrase? (Nganong gitawag man kining parapo?) Mother prepares milk and coffee for breakfast. (Si Mama nag andam og

gatas ug kape para sa pamahaw.) Is this a phrase or a sentence? (Parapo ba kini o hugpulong?) Why is it called a sentence? (Nganong gitawag man kining hugpulong?)

Guide the pupils how to make their own phrases and sentences using the ff: Phrase Sentence Ang bata Ang bata naligo sa dagat. Naligo sa dagat

Developmental Activity 1. Group the pupils into 10. 2. Each group will be given a manila paper and pentel pens. 3. They will discuss among themselves examples of phrases and sentences.

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4. Write the answers on the manila paper. 5. Publish their work after and choose a reporter, to share their output. 6. Teacher checks their output; the highest number of correct answers will be

declared as winner and be given a prize. 7. What is a phrase? What is a sentence?

Evaluation: A. Refer to LM, Unit III,Week 23, Unang Buluhaton B. See previous page C. Write phrases and sentences about the following local crafts.

kulintas headband bag burloloy

Objectives

a. Read phrases and sentences consisting of words being studied and answer higher order questions about them

b. Use expanded vocabulary in oral and written responses to simple texts c. Follow directions

Preliminary Activity

Review the previous lesson about phrase and sentence through singing the song “Tanom Binuhat sa Papel”

Randomly call pupil to differentiate phrase from a sentence then let them give an example.

Pre-Reading 1. Unlock the following by using pictures or real objects

a. Ihulma b. double sided tape 2. Activating Prior Knowledge

Show a picture of a busy family making arts and crafts from the used materials during weekend. Ask: Have you tried making arts and crafts at home using the used materials?

During Reading

Read the song “Tanom Binuhat sa Papel” by the teacher. (Modelling) (Refer to LM Unit III,Week 23, Ikaduhang Buluhaton)

Pupils will read the lyrics of the song with correct intonation. Sing the song with correct rhythm.

Post Reading

1. Comprehension Questions

What is the song all about?

What are you asked to do in the song?

Why do we need to recyle the disposable materials?

Which garbage materials can be used for arts, crafts and other use? 2. Demonstrate in making the arts and crafts project indicated in the song.

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3. Let pupils demonstrate Plant décor art on trash paper. Evaluation: Refer to Unit III, Week 23, Ikaduhang Buluhaton.

Follow the directions in the song and perform the project making. Prepare all materials, make the project with the group, and then do it

individually. Assignment

Make a paper weaving using old colored magazines. Paste paper weaving in a used box. Then, paste your family picture in the paper weaving. And finally, cover it with a plastic cover.

A.

Objectives

a. Use expanded vocabulary in oral and written responses to simple texts b. Read the text and used detailed sentences to respond orally or in writing to

factual comprehension questions about three forms of brief texts c. Listen to and interact with others in a group or class discussion d. Apply knowledge of the language to analyze and derive meaning from

informational text and comprehend them

Preliminary Activity Gallery Walk

1. Pupils will display their arts and crafts projects “Paper Weaving with Family Picture” on the classroom’s wall.

2. Teacher encourages volunteer pupils to say something about their family. 3. Ask: What will your parents usually do when they have financial problem?

Pre-Reading

1. Unlocking of difficulties using pictures or meanings o Si Ana ang kamanghuran nga anak o Mahal og kantidad kining kulintas. o Magul – anon si Mama kay nawala ang iyahang burloloy. o Gibalibaran ni Mama ang nanghatag og anindot nga burloloy.

Activating Prior Knowledge

Ask: Have you experienced that you cannot pass a school project because your parents can’t provide you the needed amount?

Pair sharing activity: (3 min.) Let each one share their family experiences when they are out of budget.

Big group sharing: Call volunteers

Say: We will read a story today.Find out what is the story about.

During Reading _ Let pupils open their LM, Unit III, Week 23, Kwarta sa Basura

Follow the reading plan.

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Post Reading 1. Comprehension Question

Who are the characters in the story?

Who is the main character in the story? Why is he considered the main character?

What kind of family are they?

What was their problem?

Were they able to solve their problem? How?

If you were in their situation, what will you do?

What lesson have you learned in the story?

2. Group Activities

Arts and Crafts Project Making of Artistic Plastic Pots using Disposable Plastic Bottles of Softdrinks

Show Casing of Group Projects

Assignment Make throw pillows using candy and biscuit wrappers.

Objectives

a. Use expanded vocabulary in oral and written responses to simple texts b. Read grade two level text with an accuracy of 95-100% c. Recognize some common root words when they are attached to known

vocabulary

Preliminary Activity Let pupils show their arts and crafts project “Throw Pillow”. Ask volunteers to share their lessons learned in making the said project. Recall the story read yesterday. Show some words from the story and guide the pupils identify the root word of

the given words. Developmental Activity

Post vocabulary words in a cartolina. A box with root words inside will be from passed from one pupil to another while

singing the song “Tanom Binuhat sa Papel”. As the song stops the last pupil received the box will be the one to pick a root

word and match it to the vocabulary word in the cartolina. Singing of the song will continue while passing of the box until the last root word be picked and matched.

Vocabulary Words Root Words naglingkod lingkod

magul-anon guol giduol duol nagtinabangay tabang

Observe the words and tell the differences. Ask: What are root words? Give your own examples of root words.

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Look for pair of vocabularies and root words under the chairs. Post them on the board.

Engagement Activity

1. Have Pinoy Henyo game. Pupils will look for a partner and be the contestants. They will guess the root word.

2. The lesser number of seconds they were able to guess the correct root word will be declared as winners.

Evaluation

Let pupil open their LM,Unit III, Week 23, Ikatulong Buluhaton Assignment

Write 5 root words and use them in sentences.

Evaluation ( Assessment Day )

Let pupils open their Learner’s Material on Unit III, Week 23, Ikalimang Buluhaton.

Closing Activity: Sing the song “ Tanom Binuhat sa Papel”

Objectives

1. Oral Language a. Listento and interact with others in a group or class discussion

2. Word Recognition a. Read phrases and sentences consisting of words being studied and

answering higher order thinking questions about them 3. Fluency

a. Read grade two level text with an accuracy of 96 – 100% 4. Spelling

a. Spell correctly words in the list of content words in the vocabulary 5. Handwriting

a. Write sentences and paragraphs about an experience generated from a group story

6. Comprehension of Informational Texts a. Read stories and texts from content areas and responding orally to

them by restating facts and details to clarify ideas b. Understandand followmultiple steps/directions for classroom related

activities 7. Attitude toward Language, Literacy, and Literature

a. Express love for stories by reading more literary and informational texts

b. Show love for reading by listening attentively during story reading, making comments and answering higher order thinking questions

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Subject Matter A. Spelling Words B. Reading Stories / Story appreciation C. Writing sentences and paragraphs Materials: charts, manila paper, pentel pen, scotch tape, strips of cartolina with

texts,

Theme: Our favorite foods – local cuisine Cooking/Procedural activity

Value Focus: Helpfulness

Procedure

Objectives a . Listento and interact with others in a group or class discussion b Read phrases and sentences consisting of words being studied and answer higher order thinking questions about them c. Read stories and texts from content areas and responding orally to them by restating facts and details to clarify ideas d. Read grade two level text with an accuracy of 96 – 100% Preliminary Activity

Unlocking of difficulties using pictures/context clues

hugasan tak-ang haon balhin

Using the same words above, let the pupils spell correctly on a sheet of paper. Activating prior knowledge

Ask: Do you know how to cook?(Kahibalo ba kamo mangluto?) Who among you likes to cook? (Kinsa kaninyo ang ganahan mangluto?)

Have you tried helping your mother in cooking? (Nakasulay ba kamo og tabang sa inyong mama sa pangluto?)

What kind of food have you tried cooking? (Unsang mga pagkaona ang nasulayan na ninyo og luto?)

Developing purpose for reading

Say: Now we will read a story entitled, “ Si Manang Nagluto og Kamote” (Karon magbasa kita og istorya,” Si Manang Nagluto og Kamote ”) What do you want to know in the story? (Unsay inyong gustong mahibaloan sa istorya? Have a list of the things they want to know from the story. Write them on the board.

During Reading

Reading the story by the teacher

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“Si Manang Nagluto Og Kamote” Sinulat ni: Melodina Wahing

Sayo sa buntag nagluto si Manang og kamote. Gihugasan niya og una ang mga kamote. Iyang gisulod sa kaldero ang mga kamote ug iyang gisabwan og gamay nga tubig nga wala molapaw sa mga kamote. Iya dayon gitak-ang ang kaldero sa kalan. Gipaabot ni Manang nga mahumok ang mga kamote.Kon humok na ang mga kamote, iya dayong gihaon . Gibalhin niya sa plato ug nangaon sila kauban ang iyang mga igsoon nga malipayon.

Engagement Activity Recall the story.Give each group the activity. Group pupils into four.Give each group the activity.

Group 1 1. Read the first two sentences aloud. 2. Act out the scene.

Group 2

1. Read the next two sentences aloud. 2. Discuss what you have understood in the story/restate facts

and details to clarify ideas.

Group 3 1. Read the next two sentences aloud. 2. Discuss what you have understood in the story/restate facts

and details to clarify ideas. Group 4

1. Read the last sentence aloud. 2. Draw the scene. 3. Summarize the whole story.

Post Reading

Ask:

Who cooks camote?(Kinsa ang nagluto og kamote?)

When does she cook?(Kanus–a kini niya giluto?)

What is done first, second, last? (Giunsa man niya pagluto ang mga kamote? Unsa may iyang giuna og buhat? Sunod? Kataposan?)

How did they feel when eating?(Unsa may ilang gibati pagpangaon?) Evaluation Let pupils open their LM Unit III, Week 24, Activity A)

Assignment

Ask somebody in the family on how to cook your favorite food. Write the procedure in their assignment notebook in cursive. Be sure to write the steps in order.

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Objectives

a. Spell correctly words in the list of content words in the vocabulary b. Understand and follow multiple steps/directions for classroom related

activities c. Write sentences and paragraphs about an experience generatedfrom a

group story d. Read phrases and sentences consisting of words being studied andanswer

higher order thinking questions about them e. Read grade two level text with an accuracy of 96 – 100%

Preliminary Activity

1. Check the assignment. 2. Spelling lesson and review (Supervised Study) 3. Post on the board the chart of the story, “Si Manang Nagluto Og Kamote”

with missing spelling words previously learned. ( Let pupils open LM and do Unit III,Week 24, Activity B )

Developmental Activity Ask: What have you tried cooking at home?

List on the board the recipes they’ve tried cooking. Use the (LEA) Language Experience Approach

Have the pupils choose a cooking experience that they like to write about. This should be a shared experience that the whole class had experienced.

Discuss the experience with the pupils. This helps them to clarify what theywant to write about, organize their thoughts, and come up with specific, descriptive vocabulary.

Write the story down as the pupils dictate it. Have pupils take turns dictating sentences describing their experience.

Record what they say on a manila paper, repeating the words as they are written. The writing should be done in neat, large printing rather than cursive, to make it easier for the pupils to read.

Stick exactly to the pupils' own words as they are spoken with correction for grammar or sentence structure. It is important for pupils to see their own words in print, because they have a personal connection to the words.

Read the text aloud, pointing to each word as you read it. After reading the text to the pupils, have them reread it aloud in chorus while pointing to each word.

Evaluation Answer the comprehensive questions after reading the story they had made.

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Objectives a. Spell correctly words in the list of content words in the vocabulary b. Understand and follow multiple steps/directions for classroom related activities c. Write sentences and paragraphs about an experience generated from a group story d. Read phrases and sentences consisting of words being studied and answer higher order thinking questions about them e. Read grade two level text with an accuracy of 96 – 100% Preliminary Activity Spelling Lesson ( refer to LM, Unit III, Week 24,Activity B,Ikalimang Buluhaton)

Fill in the blanks with the correct word formed from the jumbled letters inside the parenthesis at the side.

Review the story they made Display the procedure in cooking they made. Have them read again the story with fluency. Ask comprehension questions and HOTS questions about the story.

Group Activity

Form groups of 5 – 6 members. Select a leader for the group and a secretary. Give each group a manila paper and pentel pen. Create own paragraph about cooking procedures of a favorite recipe to be written on a manila paper. Be sure each member participates. The leader reads to the class what they had written. Ask the group to read their story in chorus. Teacher guides reading of the entire passage once again.

Evaluation Ask a volunteer to read the entire passage/story each of the group had made. Assignment Practice reading at home in front of the mirror. Objectives a. Spell correctly words in the list of content words in the vocabulary b. Understand and follow multiple steps/directions for classroom related activities c. Read phrases and sentences consisting of words being studied and answer higher order thinking questions about them d. Read grade two level text with an accuracy of 96 – 100%

Day 3

Day 4

196

Preliminary Activities

Spelling Lesson (Supervised Study) Call somebody to pick a cut out fruit from a basket with a misspelled word at the back of it. Write the correct spelling of the word on the board.

Unlocking of difficulties using pictures/context clues a. binatil nga itlog or scrambled eggs b. giandam d. gihaon c. gibuak e. gitimplahan

What do you eat during breakfast? (Guide the pupils to answer binatil nga itlog or scrambled eggs.) Do you know how to cook?

Engagement Activity Group the pupils into five. Each group is given sets of jumbled strips of cartolina with sentences.They are to arrange them and mount on a manila paper to form a story entitled “ Lami nga Binatil nga Itlog “.The first group to form the story wins.

Naluto na ang binatil nga itlog.

Gilunod niya ang binatil nga itlog.

Lami ang among sud-an sa pamahaw.

Iya kining gibuak ug gibutang sa panaksan.

Busog kaming tanan sa pamilya.

Giinit niya ang kaha ug gibutangan ug gamayng mantika.

Giandam ni mama ang 5 ka itlog.

Gitimplahan niya og asin.

Gihaon niya ug gibalhin sa plato.

Iya kining gibalibali hangtod naluto.

Gilamasan niya kini.

Gibatil niya ang itlog.

During Reading

Read the story while the pupils listen. Guide the pupils to read the story, use a pointer as you show the sentences

“Binatil nga Itlog/Scrambled Egg” Sinulat ni:Melodina T.Wahing

Giandam ni mama ang lima ka itlog. Iya kining gibuak ug gibutang sa panaksan. Gibatil kini, gilamasan ug gitimplahan og asin. Giinit ang kaha

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Week 25

ug gibutangan og gamayng mantika. Gilunod sa kaha ang binatil nga itlog. Iya kining gibalibali hangtod naluto. Gihaon ang naluto nga itlog ug gibalhin sa plato.

Lami kaayo ang among sud-an sa pamahaw. Busog ang tibuok pamilya.

Post Reading Comprehension Check-up 1. Who cooked scrambled egg for breakfast?

(Kinsa ang nagluto og itlog sa pamahaw?) 2. How many eggs did she prepare?

(Pila ka buok itlog ang iyang giandam?) 3. After breaking the eggs, what did she do next?

(Human niya gibuak ang mga itlog unsay iyang gibuhat sunod?) 4. Do you know how to cook scrambled egg? How?

(Makamao ba kamo nga moluto ug binatil nga itlog? Unsaon man?) 5. Do you help your mother in preparing food for your family?

(Motabang ba kamo sa inyong mama sa pag-andam ug pagkaon sa pamilya?)

Objectives a. Spell correctly words in the list of content words in the vocabulary b.Read phrases and sentences consisting of words being studied and

answer higher order thinking questions about them c. Understandand followmultiple steps/directions/sequence events in a story Evaluation ( Assessment Day )

A. Spell the words correctly.(Dictate the words) 1. hugasan 4. haon 2. sabaw 5. balhin 3. tak-ang

B. Dictate the spelling words on Unit III, Week 24 ,Activity A C. Let pupils open their LM and Do Unit III, Week 24, Activity B,C, D

Objectives 1. Oral Language a.Listen to and interact with others in a group or class discussion. b.Use culturally appropriate expressions to explain or give reasons on certain school and community issues,situations and events. 2. Word Recognition a. Read a large number of regularly spelled multi-syllabic words. b. Read with automaticity 200 grade two level fluency sight words 3. Spelling a. Spell words correctly in the list of content words in the vocabulary

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4. Composing Primer Lesson a.Compose a story using appropriate words and coherent text. 5. Comprehension of Informational Text a. Identify orally examples of cause and effect in simple and familiar text. b. Read literature and content area text and orally identify cause and effect. c. Distinguish explicit example of cause and effect. 6. Attitude toward Language, Literacy and Literature a. Express love for stories by reading more literary and informational text b. Show love for reading by listening attentively during story reading,making comments and answering higher order thinking questions. Subject Matter A.Multi- Syllabic Words B.Cause and Effect Relationship C.Story Appreciation Materials

Pictures (pupils throwing garbage) Chart on the 3 sets of trash containing softdrink bottle, candy wrappers pieces of

papers, empty packs of juice, peanut butter container Theme

Good Citizenship (Obeying Traffic; Waste Segregation; Feature Story)

Value Focus Cleanliness is next to Godliness

Procedure Objectives a. Listen to and interact with others in a group or class discussion b. Use culturally appropriate expressions to explain or give reasons on certain school and community issues, situations and events. Preliminary Activity

Sing: Mga Eskuyla (Tune: Good Afternoon)

Mga eskuyla, mga eskuyla Ang inyong basura Ayaw kini, ayaw kini

Ilabay bisan asa //Lain- laina// og butanganan

Malata, di malata Ug mga botelya.

Ask: What is the title of the song? (Unsa man ang ulohan sa kanta?)

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What kind of garbage is mentioned in the song? (Unsa nga matang sa basura ang nahisgutan sa kanta?)

Developmental Activity

Le the pupils point where the garbage area is. Ask: How do we segregate our garbage? (Unsaon man paglain-lain sa atong

mga basura?) What are the three kinds of garbage?(Unsa man ang tulo ka matang

sa basura?) What is the example for each gargabe?(Unsa man ang ehemplo sa

matag klase sa basura?) Where is the appropriate place in throwing our different garbage?(Asa

man nato angay ilabay ang lain-lain nga klase nga basura?) Why do we need to segregate our garbage?(Nganong kinahanglan

man nga atong lain-lainon ang basura?) Application Group pupils by 3’s.

Provide pupils with trash and let them segregate in 5 minutes.. Say: The group which finishes first receives a prize. (Ang grupo nga

makahuman ug una makadawat ug premyo.) Evaluation Let pupils open their LM and do Unit III, Week 25, Ikaduhang Buluhaton Assignment Pagsulat ug 5 ka mga basura. Ilha kon malata, di-malata, o magamit pa. ( Refer to LM and do Unit III, Week 25, Activity A and B, Ikatulong Buluhaton Objective Read large number of regularly spelled multi-syllabic words. Preliminary Activity

Sing the song, “Mga Eskuyla”

Unlocking of Difficulties: Putos sa candy (picture clue) Nataran(picture clue) Botelya sa softdrink(realia) Tulunghaan(picture clue)

Checking of Assignment Activity

Activating Prior Knowledge

Think- Pair and Share Activity:

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Group by 3’s. Each group shares on how they segregate their garbage at home.

Say: We will read words with more syllables (Magbasa kita ug mga pulong nga

daghang silaba.) Let us find out if you know how to read it correctly with correct intonation.

(Atong tan-awon kon makahibalo ba kamo pagbasa ug tarong,nindot ug husto.)

Let us write these words on the board. (Atong isulat ang mga pulong sa pisara.)

basurahan tulunghaan malata butanganan dili malata

Reading of the words by the teacher. Pupils will read the words after the teacher. Pupils will read the words by group, by pair and by individual with correct

expression and intonation. Evaluation

Let pupils open their LM and do Unit III, Week 25 and Activity B. Objectives a. Read with automacity 200 grade two level fluency sight words. b. Correctly spell words in the list of content words in the vocabulary. Preliminary Activity

Gallery Walk: Pupils go around the school premises and look for garbage. Let each pupil place his/her garbage in the proper container.(Manggawas

angmga kabataan ug mangita og mga basura,ipabutang sa hutong basurahan ang sagbot nga mapunitan.

Activity

Dictate the following words and use them in a sentence. 1. basurahan (garbage) 6. botelya (bottle) 2. malata (biodegradable) 7. maestro/maestra (teacher) 3. dili malata (non – biodegradable) 8. lainlain (different) 4. tulunghaan (school) 9. plastic 5. butanganan (storage) 10. papel (paper)

Check the correct spelling of the words. Post the words on the board. Let pupils say the words, spell the word and say the word again.

Engagement Activity

Group the pupils by 3’s. Each group will find the correct spelling of the words listed.

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E.g. Evaluation

Let pupils open their LM and do, Unit III, Week 25, Activity B

Objectives a.Orally identify examples of cause and effect in simple and familiar text. b. Read literature and content area text and orally identify cause and effect. Preliminary Activity

Let pupils listen to the story.

“ Ang Istorya ni Sarah” Sinulat ni: Jessica F. Hiyas

Si Sarah nag-eskuyla sa ikaduhang ang-ang. Usa ka higayon, human

niya og kaon sa recess, ang iyang maestra nangutana kaniya. “Sarah, diin man nimo gibutang ang imong basura?”. Mitubag siya “Ma’am, gilabay nako dinha sa basurahan.” “Maayo hinoon”, mitubag ang iyang maestra. Sa pagkatinuod, wala niya gilabay sa basurahan kon dili didto sa dako nga hawanan sa tulunghaan. Nianang pagkagabii sa iyang pagkatulog, nagdamgo siya nga gigukod siya sa iyang mga basura. Naningkamot gayod siya sa pagdagan pero dili man niya hapit madaog ang iyang mga tiil, mao nga naapsan gayod siya. Nisinggit siya sa makusog nga tingog nga nagkanayon. “Maa-a-a-a-a!!!” ug dayon nahigmata siya. Sukad niadto, iya na gayod nga ilabay og tarong ang iyang basura.

Developmental Activity

Song: “ Mga Eskuyla” Comprehension Check- Up

What is the title of the story?(Unsa ang ulohan sa istorya?)

Where did Sarah throw her garbage?(Diin man gilabay ni Sarah ang iyang basura?)

What happened to Sarah when she was sleeping?(Unsa man ang nahitabo ni Sarah sa iyang pagkatulog?)

How did you feel? (Unsa man usab ang inyong gibati?)

What was the cause, why Sarah was chased by the garbage? Unsa man ang hinungdad nga gigukod si Sarah sa mga basura? Possible answers (Causes) (Wala niya malabay ang basura)

What was the effect when Sarah when Sarah was chased by the gaarbage? Unsa may epekto sa dihang gigukod si Sarah sa mga basura? Possible answers: (effect) (Nahadlok siya, misyagit siya, mihilak siya)

papel pupil papil

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What are causes? (Unsa man ang mga hinungdan?)

What are effects? (Unsa man ang mga epekto?

How can you tell if it is a cause? Or effect? (Kanus-a ka makaingon nga hinungdan o epekto?

Generalization

We can tell if it is a cause when it is the reason why it happen. (Makaingon kita nga mao kiniy hinungdan kon kini maoy rason nganong

nahitabo) We can say it is an effect it it is the result when things happen, (Makaingon kita nga kini maoy resulta sa nahitabo)

Evaluation

I. Write a short story on the correct segregation of your garbage and where it is thrown. (Pagsulat og hamubo nga istorya mahitungod sa hustong pagbahigbahig sa mga basura ug asa man usab kini ilabay sa 4 o 5 ka mga sentences.) II. Let the pupils give a situation where there is cause and effect Assignment Write a short story with five sentences. Pagsulat og imong kaugalingon nga istrorya upat ngadto sa lima ka pahayag. Objective a. Distinguish explicit example of cause and effect in text. Preliminary Activities

Collect the homework. Sing the song: “Mga Eskuyla”

Developmental Activity

Present the story of Sarah again. Write these sentences on the board.

o Si Tatay nadakin-as sa dalan. Ngano kaha? o Gilangaw ang duol sa kanal ug nanugpa sa kabalayan. Ngano kaha?

Ask: Which is the cause/effect in each sentence? (Hain man ang hinungdan/sangpotan sa matag pahayag?)

Group pupils by 3’s. Each group reads and identifies cause and effect in their sentences. Example:

1. Moinom gayod og gatas ang bata aron mahimong himsog ang panglawas.

2. Matulog og 8- 10 ka oras aron motubo. 3. Dili magpasagad og labay sa basura aron magpabiling limpyo ang

palibot.

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Evaluation Match Column A with Colum B. (Pangitaa sa Column B ang hustong tubag )

A B 1. Nahugaw ang dagat a. husto ang iyang paglabay sa basura 2. Gilabay niya ang panit sa saging b. kay wala malabay og tarong ang bildo

sa karsada 3. Buotan nga bata si Ana c. kay gilabayan kini basura 4. Daghan ang nahalin nga kulintas d. nindot ang mga kulintas 5. Nasamad si Arman e. nadakin-as ang bata

Objectives

1. Oral Language a. Listen to and interact with others in a group or class discussion. b. Use culturally appropriate expressions to explain or give reasons on

certain school and community issues, situations and events. 2. Word Recognition

a. Read phrases and sentences consisting of words being studied and answer higher order questions about them.

3. Spelling a. Spell words correctly in the list of content words in the vocabulary.

4. Handwriting a. Observe mechanics when copying/writing sentences, paragraph and

stories,capitalization, correct punctuation marks and space between words.

b. Follow a model for a friendly and excuse letter. 5. Vocabulary and Concept Development

a. Recognize common abbreviation (e.g. Jan., Sun., Mr., St.) 6. Comprehension of Informational Text

a. Apply knowledge of the language to analyze and derive from informational text and comprehend them.

b. Understand and orally identify the features and elements of common informational materials.

7. Attitude towards language, literacy and literature a. Express love for stories by reading more literary and informational

texts. b. Show love for reading by listening attentively during storyreading,

making comments and answering higher order thinking questions. Subject Matter

A. Letter of Invitation B. Friendly Letter C. Excuse Letter D. Common Abbreviations

Materials Charts, pictures, box, jigsaw puzzle

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Theme Our Community Celebration (Fiesta, Tribal Gathering) Value Focus Listening attentively, sincerity, politeness Procedure Objectives

a. Listen to and interact with others in a group or class discussion. b. Use culturally appropriate expressions to explain or give reasons on certain

school and community issues, situations and events. c. Express love for stories by reading more literary and informational texts. d. Show love for reading by listening attentively during storyreading, making

comments and answering higher order thinking questions. Preliminary Activity

Singing a song: ( Let pupils open their LM, Unit III, Week 26 ) Pre-reading Activity

Unlock the following words through the use of pictures banderitas parada patron prosesyon piyesta

Motivation Show a busy picture of a barrio fiesta. Ask: What is in the picture? Motive question: What are the things that we usually see in a fiesta?

Reading of the poem (Reading plan) The teacher reads the poem to the pupils Ask: What do you usually see during fiesta?(Unsa man ang kasagaran

nimong makita kon piyesta?) Read the poem with the pupils.Let pupils read in group. Let the Pupils open their LM Unit III, Week 26, Unang Buluhaton

Post reading

Comprehension Questions: 1. What is mentioned in the poem?(Unsay gihisgotan sa balak?) 2. Who is the Patron Saint in the fiesta mentioned in the poem?(Kinsa ang

patron nga gipiyestahan sa balak?) 3. What are the nice things that you see on the streets?(Unsay mga

maanindot nga makit-an sa kadalanan?) 4. What are the other things seen in the fiesta?(Unsa pay uban makita sa

piyesta?) 5. Do you like to have fiesta in your place?(Ganahan ba ka kon magpiyesta

na ang inyong lugar?)

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Evaluation

Group the pupils and let them discuss how they celebrate fiesta in their barangay.

Objectives: a. Read phrases and sentences consisting of words being studied and

answer higher order questions about them. b. Follow a model for a friendly letter.

Drill Jigsaw puzzle (Let the pupils guess what is in the puzzle.) Call pupils to form the puzzle (picture of a barrio fiesta)

Presentation

Teacher tells a story.(Teacher reads first the letter, then the pupils) Adunay duha ka managhigala. Si Nita ug si Lani. Classmate sila sa ikaduhang

ang-ang. Usa niana ka buntag sa Biyernes, gusto ni Nita imbitaron si Lani sa piyesta sa ilahang barangay inigka Dominggo. Nakahuna-huna siya pag- hatag og sulat sa iyang amiga nga si Lani. Mao kini ang iyang sulat.

Nobyembre 19, 2012

Mahal kong Lani,

Adunay piyesta sa among barangay karong Dominggo. Gusto nako

moadto ka sa amoa. Dad-a imong Nanay ug Tatay kay magluto si Nanay

og lamiang pagkaon, ug adunay parade sa hapon. Maghulat ko sa imong

pag-adto unya sa Dominggo.

Ang imong amiga,

Nita

Ask the following questions: 1. Who are friends? (Kinsa ang managhigala?) 2. Who is the one giving the letter? (Kinsa ang naghatag og sulat?) 3. Who is given a letter?(Kinsa ang gitagaan sa sulat?) 4. What is in Nita’splace on Sunday? (Unsa may naa sa ila ka Nita inigka

Dominggo?) 5. What kind of letter is given by Nita to Lani.(Unsang klaseha sa sulat ang

gihatag ni Nita kang Lani?) Modelling

Using the sample letter, let the pupils write their own letter of invitation based on any of the following occasions:

Day 2

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a. Birthday b. Fiesta c. Christmas

Objectives

a. Spell words correctly in the list of content words in the vocabulary. b. Observe mechanics when copying/writing sentences, paragraph and

stories,capitalization, correct punctuation marks and space between words. c. Follow a model for a friendly letter.

Drill

Using the Pupil’s Response card or tag board conduct a spelling of the following: banderitas prosesyon parada piyesta

Review

Review on the previous lesson about writing a letter of invitation

Presentation Show a box to the pupils. Let the pupils guess what’s inside the box. Give some

clues and elicit answers from the pupils, until such answer is revealed. Show what’s inside the box. (a letter)

Read aloud the letter to the class (secure a copy in a chart). You can use some names of the pupils in the letter to entice them to listen attentively. After reading aloud, read together with the pupils.

Ask: 1. Who send a letter? (Kinsay naghatag og sulat?) 2. Who is the receiver of the letter? (Kinsay gitagaan sa sulat?) 3. What did Mara say on her letter? (Unsay gisulti ni Mara sa sulat?)

Development of the Lesson

Discuss the format of a friendly letter and its use.

Oktubre 25, 2012

Mahal kong Ana,

Kumusta na ka? Nakadungog ko nga ikaw ang nakadaog sa Miss

Intrams niadtong Sabado. Nalipay kaayo ko pagkadungog sa balita. Sa

sunod Sabado mosuroy ko sa inyo kay wala may klase. Hinaot nga wala moy

lakaw sa imong Nanay ug Tatay, aron daghan ta ug maistoryahan.

Ang imong amiga,

Mara

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Ask:

What are the parts of a letter? (Unsa man ang mga bahin sa sulat?) How many parts are there in a letter? (Unsa man ang mga bahin sa sulat?)

Fixing Skills Let the pupils arrange the rambled parts of a letter. (Please refer to the letter

above.)

Objectives

a. Recognize common abbreviation (e.g. Jan., Sun., Mr., St.) b. Apply knowledge of the language to analyze and derive from informational

text and comprehend them. c. Understand and orally identify the features and elements of common

informational materials. d. Follow a model for an excuse letter.

Preliminary Activities

Action Song: Magdula – dula Magdula-dula tag usa, duha, tulo 3x Sama niini Sunda, Sunda ni 3x (with actions) Ikaw na say puli

Review

Present the two letters being presented from the previous days. (letter of invitation and a friendly letter)

Let the pupils read the two letters orally. Ask: What is the difference between the two letters? What does each letter

convey?

Presentation Present a picture of a sick child. Ask: What is in the picture?

Is the child able to get up from bed? Why? Is the child able to go to school with her situation? What will she do to let her teacher know that she is sick, and she can’t go

to school that day? (send her teacher a letter) What would be that letter?

Present a sample excuse letter:

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Development of the Lesson

Ask the following questions: 1. Who is given a letter? (Kinsa ang gihatagan og sulat?) 2. Who gives the letter? (Kinsa ang naghatag og sulat?) 3. What does Carla say in her letter? (Unsay gisulti ni Carla sa sulat?) 4. What kind of letter does Carla write (Unsang klaseha ang sulat ni Carla?) 5. Have you tried making this letter? (Nakasulay na ba mo og himo ingon niini

nga sulat?) Write the name of Mrs. Cruz on the board. Ask: What does Mrs. mean? Show some abbreviations and their meanings. Let the pupils read aloud.

Mr. Mrs. Dr. Engr. St. Nob. Lun.

Mister Mistress Doctor Engineer Street Nobiymbre Lunes

Application Write an excuse letter address to your teacher, following the correct letter

format. Use some abbreviations if necessary. Objectives

a. Recognize common abbreviations. b. Observe mechanics when copying/writing sentences, paragraph and

stories,capitalization, correct punctuation marks and space between words. c. Follow a model for an excuse letter.

Assessment I. Isulat ang minugbo o abbreviations sa mga pulong sa ubos.

1. Oktubre - 2. Disyembre -

Nobyembre 15, 2012

Mahal kong Mrs. Cruz

Mohangyo unta ko nga mo excuse sa imong klase karon kay gihilantan

ko. Manghinaot ko nga makasabot ka.

Ang imong tinun-an,

Carla Santos

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3. Mister - 4. Doktor - 5. Martes -

Write a letter of invitation to your teacher inviting her to come to your house for a fiesta celebration. Observe the following format.

_______________ _______________ ____________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________ _________________

Objectives 1. Oral Language

a. Talk about the story, legends, community events, issues, situations, by recalling important details

2. Book and Print Knowledge a. Tell the distinguishing features of a story

3. Fluency a. Read grade two level text with an accuracy of 95-100% b. Read short stories with ease and fluency

4. Spelling a. Use spelling knowledge and skills to correctly spell high frequency word

appropriate to the grade level 5. Handwriting

a. Write sentences and paragraphs about experience generated from a group story

6. Composing a. Write essay and observing correct punctuation mark b. Compose a story using appropriate words and coherent text

7. Vocabulary a. Read aloud with some pacing, intonation, and expression on one’s

own writing and expository text 8. Reading Comprehension

a. Sequence 3 events in the story, legend, propaganda, radiobroadcast, by telling which happened first, second or last

b. Predict what the story, fables, legends, school, community events/ situations/issues, radio broadcast and local news is all about based on personal experience

c. Read a story and identifying the beginning, middle and end 9. Attitude toward Language, Literacy and Literature

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a. Express love for stories by reading more literary and informational texts b. Show love for reading by listening attentively during story reading,

making comments and answering higher order thinking questions Subject Matter A. Sequencing of events. B. Features of a story C. Details of a story D. Composing a story Materials

banderitas, pictures of letchon, religious procession, marching band, different community celebrations, picture of playground demonstrations, story on charts/big books (fable/legend), words written on the strips of illustration board like the following (sinugdanan, tunga-tunga ug kataposan), strips of board with events of a legend/fable

Theme Our Community Celebration (Customs , Beliefs and Traditions) “Legend/Fable”/Kasugiran

Value Focus Appreciate the customs, beliefs and traditions of the community

Procedure Objectives

a. Talk about the story, legends, community events, issues, situations, by recalling important details

b. Tell the distinguishing features of a story Preliminary Activity

Show pictures of lechon, religious procession, marching band. Show real bunting then ask: Unsa man kini? Divide the class into groups. Let them form a marching band. One group will play

the trumpet. One group will play the bass drum. Another group will play the snare drum and the last group will play the lyre. Assign also girls who will be flag twirlers and a girl who will be the majorette.

Motivation

Ask: Unsay inyong gibati samtang kamo nagdula isip miyembro sa banda? Kinsay nakakita na og usa ka banda? Kanus-a man kita makakita og usa ka banda? Kanus-a usab kita makakita og sama niining mga banderita, prosesyon, letson?

Presentation

Show pictures of different community celebrations one at a time.

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Ask: Unsa man kini nga selebrasyon? Unsa man ang atong buhaton sa matag selebrasyon?

Developmental Activity

Give one picture of a celebration to each group. Let each group discuss on what they see/experience on the celebration.

Evaluation

Each group will share of their experiences on the celebration assigned to them. Objectives

a. Read grade two level text with an accuracy of 95-100% b. Read short stories with ease and fluency c. Read aloud with some pacing, intonation, and expression on one’s own writing and expository text

Pre-Reading Show again the pictures of different celebrations Unlock the following:

dulaanan ( show picture of a playground) hait ( show sharp objects) amoma ( act out)

Activating Prior Knowledge

Show picture of the Sinulog. Call the group which discussed their experiences about the Sinulog

celebration. Let them pantomime all their experiences about the Sinulog celebration.

Developing a purpose for reading

Say: Mobasa kamo og usa ka istorya karon. Kaplaga kon unsa nga klase ang maong istorya nga inyong basahon. Tan-awon nato kon makabasa ba kamo ug kusog sa maong istorya nga adunay katakos.

Post the story on the board.

During Reading

Read the story aloud while pupils follow silently.

Diin Gikan ang Pinya?

Niadtong unang panahon, adunay usa ka bata nga nagpuyo sa layong dapit. Pina ang iyang ngalan. Matag sugo sa iyang inahan kini ang iyang isulti:

“Dili nako makita ang kaldero.”

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“Dili nako makita ang gunting.”

Usa ka adlaw, nasakit ang iyang inahan ug gisugo siya sa pagluto. Matulog na unta ang iyang inahan sa dihang nadungog na usab niya ang tingog ni Pina.

“Nanay, dili nako makita ang luwag.”

“Uy Pina, modaghan unta nang imong mga mata aron makit-an nimo ang imong gipangita!” niingon iyang inahan.

Nakatulog ang iyang inahan. Sa iyang pagmata, wala na ang iyang anak. Gipangita kini niya sa dulaanan ug sa ilang silingan. Walay nakakita ni Pina.

Usa ka adlaw, molakaw na unta ang inahan ni Pina aron sa pagpangita kaniya sa dihang aduna siyay nakit-an nga nitubo nga tanom duol sa ilang hagdan. Karon lamang siya nakakita niini. Hait ug tunukon ang mga dahon. Aduna kiniy bunga nga lingin nga daw ulo sa tawo ug daghan og mata. Naghuna-huna siya ug nasulti niya sa kaugalingon, “Siguro mao kini ang akong anak nga si Pina.” Tungod sa paghigugma sa anak iya kining giamoma. Gitawag kini niya ug “Pina”. Sa pagligid sa panahon, ang “pina” nahimong “pinya”.

Pupils read the story after the teacher. Reading of the story by group. Call individual pupils to read the story with accuracy, ease, fluency, correct

phrasing and intonation Post-Reading Let pupils open and answer Unit III, Week 27, Unang Buluhaton Assignment

Pangita og usa ka istorya nga diin gikan ang usa ka butang.

Objectives

a. Sequence 3 events in the story, legend, propaganda,radiobroadcast, by telling which happened first, second or last

b. Predict what the story, fables, legends, school, community events/ situations/issues, radio broadcast and local news is all about based on personal experience

c. Read a story and identifying the beginning, middle and end Preliminary Activity

Call a pupil who prepares a legend or a fable to read.

Allow pupils to read in 3 minutes and call volunteers to role play . Ask: What insights have you learned?

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Engagement Activity Prepare beforehand three(3) strips of illustration board with the following words

written like: Sinugdanan, Tunga-tunga, and Katapusan. Also written on each strip of illustration board are the fable and events.

Arrange the three strips of illustration board consecutively giving spaces after each other and place them upside down.

Call pupils to get a strip and put it accordingly. Call individual pupil to read the events according to what happened in the

fable/legend. Evaluation

Basaha ang istorya sa ubos. Ipahiluna ang mga nahitabo sumala sa istorya pinaagi sa pagsunod -sunod niini.

Let pupils open LM Unit III, Week 27, Ikaduhang Buluhaton Objectives

a. Write sentences and paragraphs about experience generated from a group story

b. Write essay and observing correct punctuation mark c. Compose a story using appropriate words and coherent text

Preliminary Activity

Show pictures of the different celebrations in the community again. Ask: Nganong aduna kitay gisaulog nga sama niining mga selebrasyon?

Developmental Activity Ask: Unsang selebrasyona ang inyong paborito dinhi? Group the pupils choosing the same celebration. Each pupil in the group will

write a sentence about the celebration. Then the sentences will be formed into paragraph telling about their personal experiences.

Each group will read the paragraph aloud. Ask questions to each group to check comprehension.

Objectives a. Use spelling knowledge and skills to correctly spell high frequency word

appropriate to the grade level b. Express love for stories by reading more literary and informational texts c. Show love for reading by listening attentively during story reading, making

comments and answering higher order thinking questions Preliminary Activity

Call individual pupils and let him/her tell his/her favorite celebration.

Day 4

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Ask: Nganong paborito man nimo kining selebrasyona? Let pupils open their LM and do Unit III, Week 27,Ikatulong Buluhaton

Developmental Activity Spelling of words learned in previous days. (In a pocket chart, scramble letters written on strips of board. Let pupils arrange the letters forming a word using the description of the word as guide.) Give some more words.

h a l p u y a – (Gikapoy sa paglupad si langgam mao nga nipahulay siya.)

Handwriting Activity Post the direction below. “Pagpili og usa ka selebrasyon. Pagsulat og 2 o 3 ka sentences ngano nga imo

kining gipili.” Closing Activity

Each group will act out their experiences on the celebration. (Day1) Agreement Let pupils ask their parents for a legend and retell it in class.

Ask: Are legends true or make belief?

Objectives

1. Oral Language a. Use culturally appropriate expressions to show agreement and

disagreement on certain events 2. Book and Print Knowledge

a. Recognize correct spelling of words 3. Word Recognition

a. Read at least 200-300 words 4. Fluency

a. Read aloud grade two levels text with an accuracy of 95-100% 5. Spelling

a. Spell words correctly in the list of content words in the vocabulary 6. Handwriting

a. Writeparagraphs, observing correct punctuation marks, capitalization,indentions and correct format

7. Reading Comprehension Activating Skills on Prior Knowledge a. Sequence 3 events in the story, by telling which happened first,

second, or last. 8. Comprehension of Informational Text

a. Orally identify examples of fact and opinion in simple and familiar text b. Read literature and content area texts and orally identify

examples of fact and opinion c. Distinguish explicit example of fact and opinion in text

9. Attitude Towards Language, Literacy and Literature a. Express love for stories by reading more literary and informational

texts

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b. Show love for reading by listening attentively during story reading and making comments and answering higher orderly thinking questions

Subject Matter: A.Facts and Opinions B.Sequencing 3 events in the story Materials

Song: Mga Sakyanan Poem: Sakyanan, Atong Kinahanglan Stories: Ang Pagbiyahe ni James Ang Van ni Manang Josefa

Theme: Our Transportation

Value Focus: Safety precautions when crossing the street and when travelling Procedure:

Objectives a. Use culturally appropriate expressions to show agreement and

disagreement on certain events; b. Recognize correct spelling of words; c. Read at least 200-300 words; d. Read aloud grade two levels text with an accuracy of 95-100%;

Pre - Reading Let pupils open their LM and do Unit III,Week 28,Activity B, Unang Buluhaton

Display pictures of boat, ship, jeep, airplane, and helicopter. Pupils will name the object in the pictures.

Call 5 pupils and let them form the jumbled letters into a name of a vehicle. Have other pupils correct their answers

Example: pyid nolapore sayakan kart

Have pupils read all the words on the board.

During Reading Read the poem . (Refer to LM,Unit III,Week 8,Activity C) Instruct pupils to read the poem after the teacher hadfinished reading and let

them note the right ways of keeping oneself safe. Select a pupil to read the poem with an accuracy of 95-100%

Post Reading Refer to LM and do Unit III, Week 8, Activity C,Ikaduhang Buluhaton Application Let pupils do Unit III, Week 8, Activity D,Ikaduhang Buluhaton

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Objectives

a. Recognize correct spelling of words; b. Spell words correctly in the list of content words in the vocabulary; c. Sequence 3 events inthe story by telling which happened first, second, or

last; d. Express love for stories by reading more literary and informational texts e. Show love for reading by listening attentively during story reading and making

comments and answering higher order thinking questions Preliminary Activities

Recite the poem Recall all the transportations studied on the first day Have a spelling test using the names of transportation mentioned Review the safety precautions when riding vehicles and crossing the streets Unlocking the following words using pictures. (Let pupils open their LM and do Unit III,Week 8, Activity A, Ikaduhang Buluhaton)

a) lawak b) higala c) bitbit

Presentation Let the pupils read some phrases containing these unlocked words

maanindot nga lawak malipayon nga higala gibitbit nga libro Developmental Activity

Group pupils and give each group a set of cut-out pictures. Tell pupils to sort and arrange the pictures to make up a story and let them predict what happens to the story and how the story goes. Call some pupils from each group.

Instruct pupils to find out who were the characters in the story. Ask pupils to answer the questions orally after the story andfind out also if the

pictures sorted and arranged on the table are in the correct order as what the story happened in the story

Read the story aloud all the way from the beginning until end.(Use the LM, Unit III,Week 28, Activity B, Unang Buluhaton)

Comprehension Questions

Ask: a. What is the title of the story?(Unsa ang ulohan sa istorya?) b. Who are the characters in the story?(Kinsa ang mga tawo nga anaa sa

istorya?) c. Why was James happy?(Nganong malipayon man si James?) d. How did he prepare for his travel?(Giunsa pagpangandam ni James sa

iyang biyahe?)

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e. Do you think James will enjoy during their visit to his grandparents? Why? (Sa inyong pagtuo malipayon ba si James sa iyang pagbisita sa iyang mga apohan Ngano Man?)

f. What happened first in the story?(Unsa man ang unang nahitabo sa istorya?)

g. What happened next?(Unsa ang nahitabo sunod?) h. What happened in the last?(Unsa ang nahitabo sa kataposan?) i. Is it necessary to improve our love for reading? Why?(Kinahanglan ba

nga magpalambo kita sa atong gugma sa pagbasa? Ngano man?)

Objectives

a. Spell words correctly in the list of content words in the vocabulary; b. Write paragraphs,observing correct punctuation marks, capitalization,

indentions and format; Preliminary Activity

Spelling activity using patterns and clues. (To be done by pairs) Give each pair card with patterns. Tell the clue Have the paired pupils write the letters inside each box to form the correct word

with the correct spelling. Have pupils check each word formed.

Example: e r o p l a n o sakyanan nga molupad nagsugod sa e

Presentation Write the paragraph on the board. Have pupils observe how it is written. Give emphasis on the indention, capitalization and punctuation.

Nianang pagka Sabado, sayo nga nibangon si James. Nag-ampo una siya ug pagkahuman gikuha ang iyang tualya ug naligo.Pagkahuman na niya og ilis, midungan siya sa iyang nanay ug tatay sa pagkaon sa ilang pamahaw.

Processing: Display the format of a paragraph on the board.

Dictate the paragraph. Call a pupil to write the first sentence on the first line observing the correct indention, capitalization and punctuation.

Call another pupil to write the second sentence and another to write the last sentence.

Ask: “Is the paragraph correctly written?” (Husto ba pagkasulat ang parapo?)

Usa ka dakong trak ang miabot sa among baryo. Sakyanan diay kini

sa mga sundalo gikan sa Sugbo. Kusog kaayo ang busina niini. Kusog

usab kini nga modahunog.

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Make corrections if there are to be corrected.

Generalization Ask: “What should we remember in writing a paragraph?”

(Unsa man ang atong hinumduman kon magsulat kita og parapo?) In writing a paragraph we must remember the indention, capitalization and the

correct punctuation. Kon magsulat kita og parapo atong hinumduman ang hustong pagpahilona o

pagsibog sa tudling sa parapo (indention), hustong paggamit sa ulohang letra (capitalization) ug hustong paggamit sa mga pungtong timaan (punctuation marks).

Application Have pupils copy a paragraph in their notebook with proper indention, correct

capitalization and punctuation mark.

Check and guide the pupils in copying the paragraph

Objectives

a. Orally identify examples of fact and opinion in simple and familiar text; b. Read literature and content area texts and orally identify examples of fact and

opinion; c. Distinguish explicit example of fact and opinion in text;

Preliminary Activity

Sing the song “Mga Sakyanan” to the tune of Peter, James and John(Let pupils open their LM and do Unit III,Week 28, Activity A,Ikaupat nga Buluhaton

Ask:

What is the song about?(Unsa ang ulohan sa kanta?)

What are the transportations mentioned in the song? (Unsa ang mga sakyanan ang gipanganlan sa kanta?)

Which of them are found on air? On water? On land? (Unsa ang mga sakyanan ang makita sa kawanangan? Tubig? Yuta?)

What other means of transportation do you know? Where can you find them? Is it enjoyable to ride them? Why? (Unsa pa man ang mga paagi sa pagsakay nga inyong nahibaloan?Asa man kini ninyo makit-an? Makalingaw ba ang magsakay niini? Ngano man?)

Processing:

Guessing Game a. Write the word KAMATUORAN (FACT) and PANAHOM (OPINION) on

the board with a sample sentence

Mangadto kami sa Cebu sa adlaw nga Sabado. Mosakay kami

sa dyip ni Manang Josefa. Mamauli kami sa adlaw nga Domingo.

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b. Prepare statements of facts and opinions on a cardboard enough for six groups.

c. Give each a sentence and let them guess if it is a fact or opinion. d. Let them post the sentence under the word FACT or OPINION.

Examples: 1. Ang eroplano sakyanan nga molupad. ( Kamatuoran) 2. Adunay duha ka ligid ang motorsiklo. ( Kamatuoran ) 3. Kusog modagan ang iyang motorsiklo. ( Panahom ) 4. Nindot tan-awon ang naglutaw nga barko sa dagat. ( Panahom ) 5. Ang awto ni Papa nindot kaayo. ( Panahom) 6. Ang barko sakyanan sa dagat. ( Kamatuoran )

e. Check group’s work. If there are sentences misplaced by each group, guide them to place it on the correct heading.

f. Have pupils read all the sentences under each heading.

Generalization: Ask: When can you say that a sentence is a fact or opinion? (Kanus –a man

nato masulti nga ang pahayag Kamatuoran (Fact) o Panahom (Opinion)?

Application: Let the pupils open their LM and do Unit III,Week 28, Activity B, Ikaupat nga Buluhaton.

Preliminary Activity

Review on writing sentences emphasizing capitalization and punctuation Spelling contest:Call pupils from each group to write correctly on the board the sentences that the teacher dictates.

1. Gipalupad sa piloto ang eroplano. 2. Adunay sundalo nga nagsakay sa helekopter. 3. Mas kusog modagan ang barko kay sa bangka. 4. Drayber sa traysikol ang akong tatay. 5. Dyip ang gisakyan ni Nanay paingon sa Sugbu.

Reading Activity

Guided Reading a. Let the pupils reread the poem “Sakyanan, Atong Kinahanglan” by the whole

class, by group then by individual.

Independent Reading a. Let pupils read aloud the paragraph “Ang V-Hire ni Manang Josefa”. b. Let pupils open their LM and do Unit III,Week 28, Activity A, Ikalimang

Buluhaton Give emphasis on how the paragraph is written—indention, capitalization and punctuation.

Hand Writing Activity

Let the pupils copy the paragraph “Ang V-Hire ni Manang Josefa” in their notebook with correct capitalization, indention. Assist the pupils.

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Closing Activity:

Sing the song “Mga Sakyanan”. Assignment:

Tell the pupils to make a boat, an airplane and a car through paper tearing. Write the name of the object at its opposite side. Let them use art papers or old colored magazines for their materials and write a sentence about their work.

Objectives

1. Oral Language: a. Listen and interacting with others in a group or class discussion b. Retell familiar stories and short conversations by using appropriate

expressions 2. Word Recognition

a. Read phrases and sentences consisting of words being studied and answer higher order questions about them;

3. Fluency a. Read aloud grade two level text with an accuracy of 95–100%

4. Hand Writing a. Compose a story using appropriate words and coherent text

5. Grammar Awareness a. Use courteous expressions in culturally appropriate situations, ex.

telephone conversations 6. Comprehension of Literary Text

a. Identify and use detailed sentences to explain orally the differences among some categories of informational materials

b. Draw pictures related to a work of literature identifying setting and character

c. Identify orally and in writing the setting and characters by using simple sentences and vocabulary

7. Attitudes toward language, literary, & literature a. Express love for stories by reading more informational texts b. Show love for reading by listening attentively during story reading and

making comments and answering higher order thinking questions Subject Matter A. Courteous Expressions B. Composing Short Stories Materials

Song, dialogues, pictures Story: Balon: Katumanan sa Pangandoy

Theme: Communication

Value Focus: Being kind to others, thoughtfulness, generosity, faith in God

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Procedure Objectives

a. Listen and interact with others in a group or class discussion; b. Retell familiar stories and short conversations by using appropriate

expressions c. Read phrases and sentences consisting of words being studied and answer

higher order questions about them; d. Read aloud grade two levels text with an accuracy of 95 – 100%;

Preliminary Activity

Singing of a song Kon Kita Magakatigom with the tune of The More We Get Together (Refer to LM, Unit III, Week 1)

Presentation

a. Is it good to have friends? Why? (Maayo ba nga aduna kitay higala? Ngano man?)

b. Have you tried being alone and you have no one to talk to? (Nakasulay ba ka nga ikaw ra nga usa unya wala kay kaistorya?)

c. How do you feel when you are alone? (Unsa man imong gibati nga nag-inusara ka?)

d. Have you tried being with friends? What do you talk about? (Nakasulay ba ka nga naa kay daghan nga kauban?Unsa man ang inyo nga gihisgotan?)

Pre Reading Ask:How do you greet your friends if you meet them along the way?

During Reading

Present a dialogue found on LM,Unit III,Week 29,Paghisgot sa Lugar Bakasyonanan)and let pupils read it. Tell the pupils the purpose of reading like;

a. reading aloud grade two levels text with an accuracy of 95 – 100% b. listening and interacting with others in a group or class discussion b. retelling short conversations by using appropriate gestures c. reading phrases and sentences consisting of words being studied and

answering higher order questions about them Post Reading

Ask: a. What is the dialogue about?(Bahin sa unsa ang pangsultihay?) b. What did Kent say to his friends?(Unsa ang gisulti ni Kent sa iyang mga

higala?) c. When do we use this phrase, “ How are you?”(Kanus-a nato gamiton ang

parapo nga “Kumusta na ka?”) d. How does Ana greet her friends?(Giunsa ni Ana pagtahod ang iyang mga

higala?)

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e. Is it good to be courteous always? Why?(Maayo ba nga magmatinahuron ka sa kanunay? Ngano man?)

Group pupils into three. Have each group retell the short conversations using

appropriate expressions. Assignment

Let the pupils open their LM and do Unit III,Week 29, Activity A, Unang Buluhatonon their notebook.

Objectives a. Listen and interact with others in a group or class discussion b. Use courteous expressions in culturally appropriate situations; Preliminary Activity

Review past lessons Ask:

a. Can we talk to a friend who is miles away from us? (Mahimo ba nga maistorya ang imong higala nga atoa sa layo?)

b. What are the ways of doing it? (Unsa nga mga paagi nga makaistorya kita nila?)

Presentation of the Lesson

Show a picture of two friends having a telephone conversation Say: This is one way of talking to a friend who is miles away from us.Today, you

listen to your classmates having a telephone conversation. (Mao ni ang usa ka paagi nga makig-istorya sa higala nga layo sa atoa. Karon paminawa ang inyong classmate sa ilahang buhat nga pakig–istorya sa telepono.

Note: Teacher assigns two pupils to read the conversation clearly:

Pakig-istorya sa Telepono

Rico: Maayong hapon, si Rico kini Mahimo ba nga makig – istorya kang Mara?

Mara: Hello Rico, maayong hapon, si Mara ni. Unsa man unta ang imong tuyo, anaa ba akoy matabang?

Rico: Mara, birthday nako karong Sabado.Imbitahon ko ikaw ug ang imong mga igsoon sa akong salu-salo sa among balay sa alas kwatro sa hapon?Magpaabot ko ninyo ha?

Mara: Oo Rico, daghan kaayong salamat sa pagdapit. Gikalipay kaayo nako ang imong imbitasyon. Siguradohon nako nga makatambong unya puhon.Ako usab nga pahibaloon ang akong mga igsoon.

Rico: Salamat Mara. Maghulat ko ninyo dinhi .

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Ask:

a. Who are talking on the phone?(Kinsa ang nag-istoryahay sa telepono?) b. Why does Rico call Mara?(Nganong nanawag si Rico kang Mara?) c. What are the courteous expressions found in the dialogue?(Unsa ang mga

pulong nga pagtahod ang makita nato sa dayalogo?) d. When do we use these polite expressions?(Kanus – a nato gamiton kining

mga pulong pagtahod?) e. Why should we use these polite expressions in any

conversation?(Nganong kinahanglan man nato gamiton kining mga pulong sa pagtahod sa bisan unsa nga pakigsulti?)

Application

Let the pupils open their LM and do Unit III,Week 29,Activity A, Ikaduhang Buluhaton

Objectives

a. Read phrases and sentences consisting of words being studied and answer higher order questions about them;

b. Identify orally and in writing the setting and characters by using simple sentences and vocabulary;

c. Draw pictures related to a work of literature identifying setting and character; d.Express love for stories by reading more informational texts; and e.Show love for reading by listening attentively during story reading and making

comments and answering higher order thinking questions

Pre-Reading Review past lessons Let pupils open their LM and do Unit III,Week 29, Activity B, Ikaduhang Buluhaton Ask:

a. Have you tried bringing a balloon? When? (Nakasulay ba kamo nga nagdala og balon? Kanus-a man?)

b. What will the child do with the balloon he is holding? (Unsaon kaha sa bata ang balon nga iyang gigunitan?)

During Reading Present a story found on LM Unit III,Week 29,Activity C, Ikaduhang Buluhaton

and let pupils read it.Tell the pupils to listen attentively during story reading and make comments and answer questions.

Post Reading a. Who were the characters of the story?(Kinsa ang mga tawo sa istorya?) b. Where did the story happen?(Diin nahitabo ang istorya?) c. How did Dado let God know his desire?(Giunsa pagpahibalo ni Dado sa

Ginoo ang iyang pangandoy?) d. Was Don Felipe a kind man? Why? (Buotan ba nga tawo si Don Felipe,

ngano man?)

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Day 4

e. What can you say about Dado?(Unsa man ang imong ikasulti kang Dado?) f. Was it necessary to be kind only in times when you ask something from

God? Why?(Husto ba nga magbinuotan lang sa higayon nga naa kay pangayoon sa Ginoo? Ngano man?)

g. Why is it easy to understand the story?(Nganong sayon man masabtan ang istorya?)

h. Do you love reading? Why or Why not? ( Ganahan ba ka mobasa? Ngano man? )

Assignment Let pupils draw the following in stick figure:

“Dado and Don Felipe in a big house

Objectives a. Compose a story using appropriate words and coherent text; b. Read phrases and sentences consisting of words being studied and

answerhigher order questions about them; c. Identify and use detailed sentences to explain orally the differences

among some categories of informational materials; Preliminary Activity

Review past lessons Check pupils’ assignment Unlock words using context clues

a. Ang cell phone gamiton sa pagtawag ug pagpadala og mensahe b. Paminawa ang magtutudlo kon kini nag-istorya. c. Ang inyong pagtuon maoy kanunay hunahunaon o isipon. d. Mga butang nga dili importante ipadaplin kini. e. Ang paglampos sa pagpaeskuyla sa anak maoy pagdahom sa

ginikanan. f. Ayaw usiki ang panahon kay aduna pa kamoy paglaom. g. Ang butang nga usikan makawang lamang.

Presentation

Say: “ We will read a poem today.” Make sure that you can make a short story or another poem based on the poem that we are reading.

Have pupils read the poem, Cellphone found on the LM Unit III, Week 29,Activity A,Ikatulong Buluhaton

Ask: a. What is the gadget in our poem?(Unsa man ang butang nga anaa sa

balak?) b. When is a cellphone useful? Not useful?(Kanus-a man ang cellphone

mahimong makatabang o dili makatabang?) c. Why is it necessary to remind a child to use the cellphone

properly?(Nganong kinahanglan man pahinumdoman ang bata sa hustong paggamit sa cellphone?)

Developmental Activities

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Day 5

Week 30

Ask: a. Can we make a story out of the poem?(Makahimo ba kita

og istorya gikan sa balak?) b. How can we do it?(Unsaon man kini nato paghimo?) c. What should we write first?(Unsa man ang atong unang isulat?)

Ask these questions and write the complete answers on the board a. Who is mentioned in the poem?(Kinsa ang gihisgotan sa balak?) b. What gadget is being mentioned?(Unsa man ang butang nga

gihisgotan?) c. What happen to a child if he/she use the cellphone improperly?(Unsa

man ang mahitabo sa bata kon dili niya maayo pagkagamit ang cellphone?)

Group pupils into 3. Instruct each group to write a short story based on the poem.

Application

Let pupils open their LM and do Unit III,Week 29, Activity A, Ikaupat nga Buluhaton.

Evaluation ( Assessment Day ) Let pupils read the dialogue Paghisgot sa Lugar Bakasyonan by rows. Let them open their LM and do Unit III,Week 29, Activity A, Ikaduhang Buluhaton

Grammar Awareness

Group pupils into three. Let each group use these expressions in culturally appropriate situations

mahimo ka palihug mahimo kaayo daghan kaayong salamat ayo-ayo bye

Handwriting

Let pupils open their LM and do Unit III,Week 29, Activity A, Ikaupat nga Buluhaton

Closing Activity

Let the pupils read the poem Cellphone Objectives

1. Oral Language a. Listen to and interact with others in a group or class discussionusing

cultural appropriate expressions to explain or give reasons on certain school and community issues

2. Word Recognition

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Day 1

a. Read phrases and sentences consisting of words being studied and answer higher order questions about them

3. Fluency a. Read aloud grade two levels text with an accuracy of 95-100%

4. Spelling a. spelling words correctly in the list of content words in the vocabulary

5. Handwriting a. Write sentences and paragraphs observing correct punctuation marks,

capitalization, indentions and format 6. Vocabulary and Concept Development

a. Use decoding skills and knowledge of academic and social vocabulary to begin

7. Reading Comprehension a. Make inferences on what is likely to happen next based on the events in

the local news 8. Comprehension of Informational Text

a. Identify and analyzing the differences between categories of informational materials (textbooks, newspapers, instructional manuals and signs)

b. Locate and use text features such as the title, table of contents, chapter, headings, diagrams and index

9. Comprehension of Informational Text a. Express love for stories by reading more literary and informational texts b. Show love for reading by listening attentively during story reading and

making comments ad answering higher order thinking questions

Subject Matter A.Informational Texts B.Making Inferences on Local News Materials

newspaper, textbooks, instructional manual, signs, activity cards, news clippings, Story of San Pedro Calungsod

Theme: Local News Value Focus

Concern and love of others, strong faith, respect for one’s religion, cooperation and teamwork

Procedure

Objectives a. Listen to and interact with others in a group or class discussion; b. Use culturally appropriate expressions to explain or give reasons on certain

school and community issues, situations and events;

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c. Read phrases and sentences consisting of words being studied and answer higher order questions about them;

d. Read aloud grade two levels text with an accuracy of 95-100%; e. Make inferences on what is likely to happen next based on the events in the

local news; Pre-Reading Jigsaw puzzle

Group pupils into three. Give cut-outs of news clipping to each group. Let each member of the group assemble the news clipping according to the appropriateness of the text in the news and pasteit on a bondpaper.

During reading

Say: Each of us has his/her own beliefs and religion. Whatever beliefs or religion we have, we should respect each other’s religion and beliefs. We will read a news about San Pedro Calungsod, a Filipino who became a saint. (Tagsa-tagsa kanato adunay tinuhoan o relihiyon. Bisan unsa atong relihiyon o pagtuo ato kining respetohon. Karon basahon nato ang balita mahitungod sa usa ka Filipino nga nahimong Santo.)

Let pupils read and find out what the news is all about. Let pupils talk about the headline of the news. Let them find out what date the new is written. Reading of the news by the teacher ( modeling ) Read the news by the pupils Reading aloud the news by group, by pair, by individual with an accuracy of

95 – 100% Let pupils open their LM and read the news:Buluhanong Adlaw: Pilipinas Makaangkon og Ikaduhang Katolikong Santo, Unit III, Week 30

Post Reading Let pupils answer questions found on their LM, Unit III, Week 30, Unang Buluhaton Developmental Activity

Ask pupils to form three groups. Each group will perform the task assigned to them.

Group 1 – Act out the martyrdom of Pedro Calungsod Group 2 – Tell the class why Pedro became a saint Group 3 – Write five sentences on the board why we are proud of having

another Filipino saint.

Give time for pupils to perform the tasks. Let pupils read the sentences written by group 3 on the board. Ask other group to help check if sentences are correctly written. Refresh to pupils when to use capital letters, periods and question marks.

Agreement

Group pupils into four and instruct each group to bring the following:

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Day 2

Group 1 – newspaper Group 2 – instructional manualson how to operate television,cell phone,etc. Group 3 – signs ( such as entrance, exit, comfort room, this way.. Group 4 – textbooks

Objective Identify and analyze the differences between various categories of

informational materials (textbooks, newspapers, instructional manuals and signs).

Preliminary Activity

Checking of agreement

Shows sample of informational materials such as textbooks, newspapers, instructional manuals and signs to pupils.

Ask: a. Are all informational materials the same? Why?(Pareho ba ang mga

tanong basahon? Ngano man?) b. In what ways are they different?(Sa unsa nga paagi nagkalain sila?) c. What is a newspaper? Textbook? Instructional Manual? Signs?(Unsa

man ang Mantalaan? Ang Libro, Ang Sumbanan sa Pagtudlo? Mga pananglitan nga marka o timaan? (examples of signs)

Presentation

Let the pupils scan the textbooks, newspaper, instructional manual and signs. Let them note what information could they get from these informational texts.

Developmental Activities

Group pupils into four. Ask each group to scan the instructional materials given to them and jot down features or parts which they can see in the instructional materials. After scanning, let each group select a reporter to read their work to the whole class.

Group 1 – textbooks Group 2 – newspaper Group 3 – instructional manual Group 4 – signs

Ask: What are the different informatonal texts have you seen today? (Unsa man ang mga lain-laing basahon ang naghatag og kasayoran nga inyong nakit-an karon?) What is a textbook? ( Unsa man ang libro?) What is a newspaper? ( Unsa man ang mantalaan?) What is instructional material? ( Unsa man ang sumbanan sa pagtudlo?) What are signs? ( Unsa man ang mga marka o timaan?) Generalization

Mga angay hinumdoman: o Ang mga lain- laing mga gamit nga naghatag kanato og kasayoran:

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Day 3

o Mga Libro (textbook) – naghatag sa kanato og kasayoran bahin sa leksyon sa klase pinaagi sa usa ka balak, istorya, mga lain-laing buluhaton sa mga tinun-an.

o Ang mantalaan (newspaper) naghatag kanato mahinungdanong kasayoran sa panghitabo sa atong palibot.

o Ang Sumbanan sa Pagtudlo (Instructional Manual) – naghatag kanato og kasayoran bahin sa hustong pamaagi ug paggamit sa butang ug asa mapalgan ang lain-laing bahin niini.

o Mga Marka o Timaan (signs)- naghatag kini kanato og kasayoran kon unsa ang angay natong buhaton sa usa ka lugar.

Evaluation Let pupils open their LM and do Unit III, Week 30, Activity A,Ikaupat nga Buluhaton. Assignment

I. Identify whether the material is a newspaper, textbook, sign or instructional manual.

a. Entrada b. Numbers Made Easy 2 c. Freeman d. Basahong Manwal para sa Telebisyon e. Banat

II. Let pupils bring any newspaper (regardless of what date it is published)

Objectives a. Identify and analyze the differences between various categories of

informational materials (textbooks, newspapers, instructional manuals and signs)

b. Locate and use text features, such as the title, table of contents, chapter, headings, diagrams and index

Preliminary Activity

Checking of assignments Reviewing of past lessons Show two informational materials, a newspaper and a textbook. Ask:

a. Are the newspaper and textbook the same? (Pareho ra ba ang mantalaan ug Libro? Ngano man?)

b. Do they have the same contents? Why? (Pareho ra ba ang ilang hilisgotan? Ngano man?)

Presentation of the Lesson

Distribute newspapers to class with a ratio of 1:3 (one newspaper for three pupils)

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Let pupils scan the newspaper and instruct them to locate the headline of the news, the sports news, locate classified ads and advertisements and take down notes of the features of a newspaper.

Instruct pupils to get their textbooks in English and scan the pages.Tell them to locate the following:

title chapter headings table of contents glossary and index

Direct pupils to take down notes of the features of the textbooks; what they have noticed on the table of contents, title, chapter headings, glossary and index.

Developmental Activity

Group pupils into two and distribute task cards for each group.

Group 1– Demo-Tell: The group takes turn in showinga part of a newspaper and give a short description of each part.

Group 2 – Demo-Tell: The group takes turn in showing a part of a textbook and give

a short description of each part. Ask:

Are all informational texts the same? ( Pareho ba ang tanan nga basahon?) How do they differ from each other? ( Unsa man ang ilang kalainan sa usag-

usa?) What are found in the newspaper? ( Unsa man ang makit-an sa mantalaan?) What are found in the teaxtbook? ( Unsa man ang makit-an sa libro? ) Generalization Mga angay hinumduman:

o Ang mantalaan ug ang tun-anan nga basahon sa eskuylahan parehong naghatag og kasayoran. Ang mantalaan naghatag og mahinungdanon nga kasayoran samtang ang tun-anan nga basahon sa eskuylahan naghatag og kasayoran sa hilisgotan og leksyon para sa klase.

o Ang Mantalaan adunay nag-unang balita, balita sa paugnat sa kusog, mga

propaganda,ug mga anunsyo. o Ang Libro adunay ulohan (title), talaan sa mga hilisgotan (table of contents),

kalugpongan (glossary) o talamdan(index) Evaluation Let pupils open their LM and do Unit III, Week 30, Activity A,Ikaduhang Buluhaton Assignment

Pagsulat og tulo ka panagway (feature) sa usa ka mantalaan ug sa libro.

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Day 4

Day 5

Objectives a. Use decoding skills and knowledge of academic and social vocabulary to

begin independent reading; b. Make inferences on what is likely to happen next based on the events in the

local news; c. Listen to and interact with others in a group or class discussion; d. Read phrases and sentences consisting of words being studied and answer

higher order questions about them; e. Express love for stories by reading more literary and informational texts; and f. Show love for reading by listening attentively during story reading and

making comments and answering higher order thinking questions

Pre-Reading Checking of assignments Show picture of Pedro Calungsod. Ask:

a. Is Pedro Calungsod a Cebuano?(Cebuano ba si Pedro Calungsod?) b. Why is he famous?(Nganong nailado man siya?) c. What made him a Saint?(Unsa man ang nakapahimo niya nga Santo?)

Unlocking of difficult words using gestures

beato – bulahan , gibayaw kauban – kakuyog giagda – giawhag mibulag – milain, mihawa gibaharan – gihulga

Let pupils write the correct spelling of these words on their tag boards During Reading (Let pupils open LM and do Unit III, Week 30, Activity A)

Teacher reads the story. ( modeling ) Pupils read the story after the teacher Reading aloud the story by group, by pair, or by individual with accuracy.

Post Reading

Let pupils answer the questions found on LM Unit III, Week 30, Activity A,Ikaupat nga Buluhaton

Evaluation ( Assessment Day) Let the pupils open their LM and do Unit III, Week 30, Activity A,

IkatulongBuluhaton Oral Language

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Giving Comments on the Life of Pedro Calungsod Handwriting

Dictate these sentences to the pupils. 1. Si Pedro Calungsod nahimong ikaduhang Pilipinong Santo. 2. Si Pedro Calungsod usa ka Cebuano. 3. Usa ka matinud-anong Katoliko si Pedro Calungsod.

Closing Activity

Reading of a local news

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Teacher’s Guide for Mother Tongue-Based – Multilingual Education

Grade II

UNIT IV

Objectives

1. Oral Language a. Respond to the legends through illustrations and dramatization. b. Listen and retell a legend heard in their own words citing the characters,

setting and important events. c. Tell a legend with correct rate, accuracy and prosody, phrasing, pausing

and emphasis. 2. Word Recognition

a. Read at least 200-300 words appropriate for the grade. 3. Fluency

a.Read aloud grade two level texts with an accuracy of 95-100%. 4. Vocabulary and Concept Development

a. Use decoding knowledge and skills in academic and social vocabulary to begin independent reading

b. Use expanded vocabulary in oral and written responses to simple texts 5. Comprehension of Literary Texts

a. Give the correct sequence of events in a literary selection b. Sequence the events of literary selection read using cohesive devises c. Creat a list to identify the characteristic of a legend.

6. Attitude toward Language, Literacy and Literature a. Express love for stories by reading more literary and informational texts b. Show love for reading by listening attentively during story reading and

making comments and answering higher order thinking questions

Subject Matter A. Sequencing of events in a legend read B. Decoding Skills C. Legend

Materials

Song, Pictures of people using water properly and improperly, Word cards, Legend: How Matab-angGot Its Name?

Theme : Our Community Resources

Value Focus : Conserving Community Resources Procedure

Week 31

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Day 1

Objectives

a. Read at least 200-300 words. b. Read aloud Grade Two level text with an accuracy of 95-100. c. Use expanded vocabulary in oral and written responses to simple texts. d. Show love for reading by listening attentively during story reading and making

comments and answering higher oreder questions. Pre- Assessment – LM Unit 4, week 31- Unang BuluhatonA& B. Unlocking of Difficulties Have pupils answer the following vocabulary building activity by givingthe meaning through pictures,word clues,realia and context clue

abunda - (through picture clue) kinaiyahan- (through picture clue) tab-ang - (realia) daginot- (through word clue) kasugiranlegend - (context clue) Activating Prior Knowledge Name the barangay where you live.

Ask: Do you have any idea how your barangay got its name? Let the pupils open their Learner’s Material on page __ Show to the class pictures and let the pupils describe the pictures.

o Picture of a woman praying. o Picture of a man digging a well near the seashore.

Developing purpose for reading

Say: In the story we will be reading today, let’s find out how our barangay got its name. (Saistorya nga atong basahon karon, atong sutaon kon diin naggikan ang pangalan sa atong barangay.)

During Reading

Let the pupils open their Learner’s Materials Unit 4, week 31 – Basaha “Ang Kasugiran sa Brgy. Matab-ang” According to Mrs. EncarnacionPormento (92 yrs. old), her parents were born in 1905, both residents of the place. I asked Nang Encar about the story of Matab-ang, how Matab-ang got its name. She started telling the story…. According to her parents, during the Spanish Period, a chapel was constructed near the school in honor of Immaculate Concepcion. The residents were very religious and were always asking for protection from the unpredictable attacks from the Japanese conquerors. Their barangay happened to be situated along the coastal area and one definitely cannot find a source of potable water which is really essential for survival.

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Legend: How Matab-ang Got Its Name

by: Lorna C. Mahilum

One day, Manang Tonyang, a devotee of the Blessed Virgin, a rightful

woman prayed inside the chapel asking for the blessing that potable water will

come out from the well which her husband was digging. She kept praying and

headed home afterwards. Upon reaching home, she immediately went to her

husband and asked him if water is spotted.

Her husband happily answered, “Yes, there is water.”

Manang Tonyang asked, “Does it taste “tab-ang”?

“Yes, it does.” replied her husband.

The news about the “tab-ang” spread in the nearby barangay residents.

The barangay then became the major source of fresh water and was named

“Barangay Tab-ang” and later on became, “Matab-ang”. That’s how Matab-

ang got its name.

Tell the pupils to listen as the teacher reads the legend about the theme ofthe

week: “Community Resources” Read the legend to the pupils in a lively and interesting way. As you read, stop 2 or 3 times to ask the pupils: What do you think will

happen next? (Unsa kahay sunod nga mahitabo?) Let the pupils answer, then say: Let’s read on to see what happened next.

(Mopadayon ta og basa aron atong mahibalo-an unsay sunod nga nahitabo.) Read the whole legend. When you finish ask higher level thinkingquestionsabout

the legend. Post Reading

Discussion questions (Literal and Motive) a. Who is telling the legend?(Kinsa may nag-istorya sa kasugiran?) b. What was the name of our barangay before? (Unsaang ngalan sa atong

barangay kaniadto?) c. Where is the barangay located? (Asa man nahimutang ang baranggay

nga gihisgutan?) d. What does the barangay need the most?(Unsa man anggikinahanglan

kaayosabarangay?) e. Why is water important?(Ngano importante man ang tubig?)

+

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Day 2

Objectives

a. Tell a legend with correct rate,accuracy,and prosody ( phrasing,pausing,and emphasis)

b. Read and retell a legend in their own words citing the characters,setting and important events

c. Respond to the legends read through illustration, skit and dramatization. d. Sequence the events of literary selection read using cohesive devises

Preliminary Activity

Let the pupils retell the legend “How Matab-ang Got its Name?” Engagement Activities A. Game (Message Relay)

1. Form two groups. 2. Give a box containing word cards (taken from the legend) to the first group.

abunda tinubdan kinaiyahan kapilya nangamuyo lumolupyo

3. Give Group 2 an envelope with pictures that match the word cards in group 1. 4. At the count of three, instruct the first pupil from group 1 to get one word card,

read it silently and whisper it to the next pupil next to him/her in the line. 5. Let the pupils pass the words to the groupmate next to them until they reach

the last member. 6. Instruct the last pupil to run in front and say the word. 7. Let Group 2 form a circle and look for the picture that matches the word

announced by the last pupil in group 1. 8. The group that earns the most number of points wins the game. Give

incentives to the winning team. 9. Post the matched word cards and pictures on the board. 10. Have pupils read the words aloud.

B. Role Playing

1. Read the legend again in the class and ask: What are the different events that happened in the legend?

(Unsa ang mga panghitabo sa kasugiran?) What happened first? What happened next? What else had happened?

(Unsa ang unangnahitabo? Unsay sunod? Unsa pa man ang lain nga nahitabo)

2. Divide the class into 3 groups. Give each group 10 minutes to discuss/ plan a 3-4 minute role playing about the legend.

3. Let each group take turns in presenting their role play. 4. Ask them, as soon as they`re finished, to look into the “mastery corner” to find

the phrase or sentence which has similar thought or meaning to the words uttered in their role play.

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Day 3

a. sinugdan sa ngalan sa lugar b. gitukod nga kapilya c. maampoon nga mga lumolupyo d. tinubdan sa tubig e. nagkalot og atabay f. tubig nga tab-ang

Discussion (based on the legend presented)

Based on what you have done, what composed a legend? (these are events) How do events happen in the legend? (sequence) How do we know that this is the event that will happen next?

Enrichment Activity (Sequencing)

Teacher prepares set of sentences and arranges them in the center. He/She relates the first event of the legend. Pupils stand in the circle with the teacher at the center. He/She tells the pupils that they are going to sequence the events in the legend heard yesterday. Then, he/she holds a ball and passes it to the pupils while the music is playing. When the music stops, ask the pupil holding the ball to relate the next event of the legend.

Pupils open their LM Unit 4, week 31 Ikaduhang Buluhaton.

Assignment Let the pupils choose an event from the legend, read it, and let them drawthe event in a short bond paper and color it.Tell the pupils to describe their drawing in two or more sentences.

Objectives

a. Use expanded vocabulary in oral and written responses to simple texts b. Use decoding skills and knowledge of academic

Preliminary Activity

1. Ask the pupils to display on the wall their work. 2. Gallery walk 3. Once the pupils are seated,call a volunteer to read their description about

the drawing. 4. Let the pupils open their Learner’s Material Unit 4, week 31 Ikatulong

Buluhaton - Kantahaand sing the song “Ang Tubig” in the tune of “Leron Leron Sinta”

The Water By: Lorna C. Mahilum

(Tune: Leron Leron Sinta)

Water is good For us people Given by the Lord

What can we do? When He’ll be asking you We cannot blame

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Day 4

So we should care Use it so wisely By everybody So take care and protect The water we enjoy

We cannot murmur So I am asking you Protect the water Use it so wisely So that God will be happy.

Ask:What line or lines of the song that you like most and why? (Unsa ang linya o mga linya sa kanta ang imong nagustohan ug ngano man?

Developmental Activity

Presentation Let the pupils find out how water is used by the people in the community through the pictures being displayed (different pictures using water resources).

After singing the song, “Ang Tubig”, let the pupils stand in front of each picture and tell how the water is used. Discussion

Show different pictures and let the learners describe.

Compare and contrast each picture and its usefulness.

Encourage the learners to share ideas. Ask: Why is water important? What will happen to us if there is no more water to drink and to use? What is water conservation? How are we going to do it? Application:

Let the pupils open their LM Unit 4, week 31 Ikaupat nga Buluhaton.

Objectives 1. Respond to the story and legend through illustrations and dramatization. 2. Create a list to identify the characteristics of a legend.

Guided Practice

1. Let the pupils open their LM Unit 4, week 31 Ikaupat nga Adlaw, Buluhaton A.

2. Partner /Dialogue: Ask some pairs of pupils to read a dialogue using the pictureposted. Example: Partner 1: This is what I do every time I brush my teeth. (pupil does the

action of brushing his teeth)How do you brush your teeth? (Mao kini ang akong gibuhat kon manglimpyo ko sa akong ngipon. Ikaw, unsaon nimo paglimpiyo ang imong ngipon?)

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Day 5

Partner 2: My mother told me to brush my teeth using a glass. (Matod pa sa akong nanay, ako manglimpyo sa ngipon gamitang baso.)

Independent Practice Form the class into 3 groups and give the following activities. Group 1: Dramatize the legend read (Ang Kasugiran sa Brgy. Matab-ang) Group 2: Think of a legend commonly heard in the baranggay and dramatize it. Group 3: Think of a legend heard in the baranggay or in the city and illustrate it simply. Assign someone to retell the legend orally using the illustrations made. Processing of the Activity Ask: How did you feel while doing your assigned task? Why did you enjoy the activity? What have you learned while doing your activity and while listening/watching to the other presentations? Generalization Ask: Why is reading a legend important? What makes a legend different from stories or poems? List down some differences of a legend. Values Integration

Encourage the pupils to give the importance of water.

Objectives a. Expressing love for stories by reading more literary and informational texts b. Showing love for reading by listening attentively during story reading and c. Making comments and answering higher order thinking questions

Evaluation (Assessment Day)

A. Divide the class into 5 groups. Have the pupils present a demonstration showing how to conserve water at home, in school and in the community.

B. Let the pupils open their LM Ikalimang Adlaw - Basaha. Read the selection taken from Reading and Language Textbook Grade 2. Answer Ikalimang Buluhaton – Basaha A and B.

Water is always moving. Water from the ponds, rivers, and seas goes up into the air as water vapor to form clouds. Then, it comes back to the earth as rain. Rainwater goes to the ponds, rivers, and seas. Then it moves up again to form into clouds. Ang tubig kanunay nga naglihok. Tubig nga gikan sa tubod, sapa, ug dagat mokuyug sa hangin isip “water vapor” aron maporma ang mga panganud. Dayon, mana-ug kini sa yuta isip ulan. Ang ulan mobalik sa tubod, sapa, ug dagat. Dayon, mosaka nasad aron maporma ang mga panganud. C. Let the pupils open their LM Unit 4, week 1 Ikalimang Adlaw buluhaton C.

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Day 1

Objectives

1. Oral Language a. Listen to and interact with others in a group or class discussion. b. Use culturally appropriate expressions to explain or give reasons on

school and community. c. Talk about famous people in the community using descriptive words

2. Fluency a. Read aloud grade two level text with an accuracy of 95-100%. b. Read aloud stories with ease and fluency.

3. Handwriting a. Write sentences with correct punctuation marks, capitalizations,

indentions and format. 4. Composing

a. Compose an advertisement usingappropriatewords and coherent texts.

5. Vocabulary and concept development a. Use expanded vocabulary in oral and written responses to simple

texts. 6. Attitude Towards Language, Literacy and Literature

a. Express love for stories by reading more literary and informational b. Show love for reading by listening attentively during story reading and

making comments or reactions and answering higher order thinking questions

Subject Matter A. Famous people in the community B. Writing sentences observing correct punctuation marks

Materials: Story: “Community Helpers”, pictures of community helpers, word cards

Theme: Community Livelihood and/ Occupation/ Trade and Industry (OTOP)

Value Focus: Be proud of one’s livelihood and occupation

Procedure

Objectives a. Listen to and interact with others in a group or class discussion. b. Use culturally appropriate expressions to explain or give reasons on school

and community. c. Talk about famous people in the community using descriptive words d. Express love for stories by reading more literary and informational e. Show love for reading by listening attentively during story reading and

making comments or reactions and answering higher order thinking questions

Week 32

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Preliminary Activity (Pre- Reading) Use pictures and context clues to unlock the following words. kaabag – (through picture clue) pamantalaan – ( through picture clue) komunidad– (through picture clue) malambuon – (through context clue) mauswagon – (through context clue) panadero – (through picture clue) Activating Prior Knowledge / Developing Motivation for the Story Show a picture of community helpers and asks the following questions.Ask: Who are in the pictures? (Kinsa man kini sila?) What do they do in our community? (Unsa may ilang trabaho sa atong komunidad?) Developing a Purpose for Reading (Unit 4, week 32, Basaha - “Kaabag sa Komunidad)

Say: Magbasa kita karon og istorya bahin sa mga katabang nato sa komunidad. Atong sutaon kon unsay ilang gikatabang sa atong komunidad. During Reading (Shared Reading)

1. First Reading: Read the story without interruption while the pupils listen.

Community Helpers

Nila ni: Lorna C. Mahilum ug Jovelyn C. Quindao

One day, Boknoy read from the newspaper that the community was called a

progressive community. Their community was greatly admired because of this.

Boknoy was happy with what he learned and asked:

“Mom, why is our community progressive?”

“Because of our community helpers” replied his mother.

His mother saw the confused look in Boknoy’s face so she said, “Okay, for you to

understand what I’m saying, come with me to the market.”

Boknoy accompanied his mother to the market. He saw the responsible baker.

He also saw the careful fisherman delivering fresh fishes and other catch. He

passed the industrious farmer also delivering freshly harvested vegetables.

They bought goods together with the fireman. His mother told him that their

community has alert fireman who is ready to help people when there is a fire.

While they were heading home, Boknoy asked, “Mom, my caring teacher also

helps in the development of our community? Am I right, Mom?

Her mother nodded and told him that because of these community helpers, their

community has become progressive.

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Day 2

2. Second Reading: Teacher reads the story again and uses a pointer as he/she

shows the sentences in each page. Then he/she asks questions after reading each page. Let pupils make inferences about the other community helpers.

Post Reading

Ask the pupils the following comprehension questions: a. Who is reading a newspaper in the story?(Kinsa ang nagbasa og

pamantalaan sa istorya?) b. What did he read about their community? (Unsa may iyang nabasahan

bahin sailang komunidad?) c. Who was with Boknoy in the market? (Kinsa ang gikuyogan ni Boknoy sa

merkado? d. Who were the community helpers that Boknoy and his mother met in the

market? (Kinsa man ang mga kaabag sa komunidad nga nasugatan nila ni Boknoy?)

e. How did these people help the community?(Unsa may gikaabag niiining mga tawhana?)

f. Without these people, what do you think will happen to the community?(Unsa kahay mahitabo sa usa ka komunidad kon wala kining mga tawhana?)

g. Why is the community of Boknoy progressive? (Nganong mauswagon man ang komunidad nila ni Boknoy?)

h. What can you contribute to make your community progressive?(Unsa may ikatampo ninyo sa pagpalambo sa inyong komunidad?)

Ask the pupils to read the parts of the text that answer the questions.

Objectives a. Talk about famous people in the community using descriptive words

b. Write sentences with correct punctuation marks, capitalizations, indentions

and format.

c. Compose an advertisement using appropriate words and coherent texts.

Preliminary Activity Review the story read yesterday. Ask: Who are the community helpers mentioned in the story?(Kinsa man nga

mga ka-abag sa komunidad and nahisgutan gikan sa atong istorya?)

Engagement Activity A. Show pictures of community helpers. Have the pupils tell something about the

pictures to develop their listening and interacting skills using descriptive words Use the following guide questions:

Describe the helper in the picture. (Ihulagway ang nakita sa retrato.)

What do they contribute to our community? (Unsa man ang ilang gikatampo sa atong komunidad?)

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Day 3 How will you show your respect to them? (Unsaon man nimo pagpakita ug pagtahod nila?)

B. Divide the class into 3 groups and let each group choose a community helper. Then let them make an advertisement promoting the service of the community

helper chosen. All groups will present the advertisement in the class.

C. Processing of the Activity Ask: How did you feel while doing the activity? How did the activity help you in understanding the different services offered by our community helpers? How will you show your respect to them? (Unsaon man nimo pagpakita og pagtahodngadto kanila?)

Objectives

a. Use culturally appropriate expressions to explain or give reasons on school and community.

b. Talk about famous people in the community using descriptive words c. Write sentences with correct punctuation marks, capitalizations, indentions

and format. d. Use expanded vocabulary in oral and written responses to simple texts.

Developing Language Competencies

Preliminary Activity Let the pupils open their LM Unit 4, week 32, Kantaha

Ask: Who makes up a community as mentioned in the song? (Kinsa man ang naglangkob/nagsakopsa komunidad nga gihisgutan sa kanta?)

Lesson Proper

1. Post on the board as many pictures of community helpers found in the song. Teacher Fisherman Baker Fireman

Part of the Community

I, you, part of the community (3X) We are all part of the community

La, la, la, Baker and teacher

Fisherman and farmer Police, fireman, and doctor

Janitor, driver, and bus conductor Carpenter, barber, and mailman

Nurse, dentist, and laundrywoman All make our community progressive

We are all part of the community

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Policeman Farmer 2. Assign groups to identify people in the community that corresponds to the

listed workers. 3. Let them introduce the identified (famous) community worker to the class

and let them describe the worker and the kind of service he/she does. Make

sure that the pupilsobserve correct punctuation marks capitalizations,

indentions and format in writing and describing the workers.

4. Have them also tell the best practice/attitude or actions of the identified

helper that is worth emulating.

Let them open their LM Unit 4, week 32 Una og Ikaduhang Buluhaton.

Generalization: Ask: How can we help our community become progressive? How can we

express our gratitude ang respect to the community helpers?

Objectives

a. Write sentences with correct punctuation marks, capitalizations, indentions and format.

b. Use expanded vocabulary in oral and written responses to simple texts.

Handwriting

Preparatory Activity Pupils play “Name Game” They are given cards wherein they have to complete the name of the community

helpers by writing the missing letter of each name. Example:

____ eacher How did you complete the name of the community helper? How did you write the missing letter? (Give more examples)

Presentation Writing words starting with capital letter Sentence making

Fisherman Fisherman gives Fisherman gives us Fisherman gives us fish. Sentence breaking Fisherman gives us fish Fisherman gives us Fisherman gives Fisherman Writing a sentence

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Fisherman gives us fish.

Discussion Discuss the use of capital letters in writing and copying sentences.

o How do we write the first letter in the sentence? o What do we do to separate the words in a sentence? o What do we see at the end of the sentence? o What composes a sentence? o What is formed when you combine three or more related sentences?

Discuss the features of an advertisement.

Writing Activity Present sentences and do the modeling. Have the pupils practice writing sentences on the board

Application Let the pupils open their LM Unit 4, week 32 – Ikatulong Buluhaton.

Objectives a. Talk about famous people in the community using descriptive words.

b. Use expanded vocabulary in oral and written responses to simple texts.

c. Write sentences with correct punctuation marks, capitalizations, indentions

and format.

Assessment Day Activity 1 Acting out of their favorite community helpers

Activity 2 Let the pupils open their LM Unit 4, week 32 – Ikalimang Adlaw, Una og Ikaduhang Buluhaton.

Activity 3 Individual writing of words and sentences correctly.

Look at the picture and write sentences observing correct punctuation marks and capitalization.

Objectives

1. Oral Language a.Listen to and interact with others in a group discussion; b. Use culturally appropriate expressions to show agreement and disagreement on certain issues and events;

2. Word Recognition a. Read phrases and sentences consisting of words being studied and

answer higher order questions about them; 3. Fluency a. Read aloud grade two level texts with an accuracy of 95-100%;

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4. Handwriting a. Write sentences and paragraphs observing correct punctuation marks,

capitalizations, indentions and format; 5.Reading Comprehension – Activating Schema & Prior Knowledge

a. Give prediction on the stories based on context; 6. Reading comprehension – Attitude towards Language, Literacy and Literature

a. Express love for stories by reading more literary and informational texts; b. Show love for reading by listening attentively during story reading and making comments and answering higher order thinking questions;

Subject Matter A. Writing sentences and paragraphs B. Appropriate expressions C. Reading comprehension

Materials Story: Conserving Our Energy Resources, pictures, word cards

Theme Energy resources electricity /gas/ wood for cooking/wind/solar

Value Focus Conserving energy resources

Procedure

Objectives a. Listen to and interact with others in a group discussion; b. Use culturally appropriate expressions to show agreement and disagreement on certain issues and events; c. Read phrases and sentences consisting of words being studied and answer higher order questions about them

Pre-Reading

Unlocking of Difficulties Pagdaginot (through picture clue) Enerhiya (through context clue) Daghan (through picture clue) Pagkunsomo (through context clue)

Activating Prior Knowledge/Developing Motivation for the story Show pictures of energy resources such as water, wind, woods, underground,

etc., and asks the following questions:

What do you see in the pictures? (Unsa man ang nakita ninyo sa hulagway?)

Why do we need these things? (Nganong nagkinahanglan kita niining mga butanga?)

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How can energy help our day to day living? Give examples. (Sa unsang paagi makatabang sa atong pang-adlaw-adlaw nga panginabuhi kining maong enerhiya? Maghatag og panag-ingnan.)

Developing a purpose for reading Say: Today, we will read about energy conservation. We will discuss on the

different ways on conserving energy. (Karon, magbasa kita og mahitungod sa pagdaginot og enerhiya. Atong sutaon kon unsa ang mga paagi nga kita makadaginot og enerhiya.)

During Reading

Read the dialogue to the pupils: a. Tell the pupils you want them to listen as you read them about energy

conservation. b. Read the dialogue to the pupils in a lively and animated way. c. As you read, stop 2-3 times to ask the pupils questions about the

dialogue and let them formulate inferences. d. Read the whole dialogue. (LM Unit 4, week 33 – Basaha “Ang

Kinaiyahan”

Mother Nature

(Written by Mrs.Lorna C. Mahilum and Mrs.Jovelyn C. Quindao)

One day Mother Nature called for a meeting. Strong Wind, Smelly Gas, Cool Water,

Sturdy Tree, Ground Deep and Bright Sun attended the meeting.

Mother Nature : How are you doing nowadays?

Strong Wind : I made the windmills run so that I can give electricity. I’m getting

very dirty.

Cool Water : Me too, Mother Nature. I supply the drinking water and make the

water turbine run in order to produce electricity for the people.

People are just wasting me and making me scarce.

Sturdy Tree : Me too, Mother Nature. People use me as firewood. We are almost

used up due to constant cutting. We are deafened by the sound of

chainsaws cutting us down.

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Day 2

Bright Sun : I, Mother Nature, provide heat to the whole land. I am now

becomingvery hot.

Smelly Gas : I, Mother Nature, also used to make vehicles run. We are getting

scarce too due to improper use by the people.

Mother Earth : Our situation is so pitiful. People must do something to resolve our

situation before it’s too late.

PostReadingActivity

Ask the following comprehension questions: a. Who called for a meeting? (Kinsa ang nagpatawag og tigom?) b. Who attended the meeting? (Kinsa ang mga nanambong sa maong

tigom?) c. Describe how each one worked.(Ihulagway ang mga gimbuhaton sa

matag usa kanila.) d. What were their problems? (Unsay suliran nga gipang-asoy sa matag

usa kanilangadto sa Raynang Kinaiyahan?) e. Why are these happening nowadays? Why do you say so? (Nganong

nahitabo man kini karon? (Nganong nakaingon man kamo niini?) f. How do we solve these problems? How will these affect us? (Unsaon

nato pagsulbad kining problemaha? Sa unsang paagi kini nakaapekto kanato?

g. How can we help solve these problems? (Unsa may mga pamaagi nga kita makatabang sa ilang mga kahimtang?)

Assignment

Draw or cut picture of energy resources found in our community. Tell something onhow to save these energy resources.

Objectives a. Read phrases and sentences consisting of words being studied and answer higher order questions about them; b. Read aloud grade two level texts with an accuracy of 95-100%; c. Write sentences and paragraphs observing correct punctuation marks, capitalizations, indentions and format; Review

Let the pupils prepare their assignments. Ask the pupils to display their work on the wall. Let the pupils go around and look at the different displays. Once the pupils are seated call volunteers to read their description about thepicture.

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Engagement Activities

Discuss the energy resources mentioned in the story the previous day and ask the pupils to answer the next activity. Let the pupils complete the web. Let themopen their LM, week 33 Ikaduha og Ikatulong Buluhaton.

Write ways on how to conserve energy. (Mga Pamaagi saPagdaginot ug

enerhiya) Presentation and Processing of Outputs

Ask the pupils to fill in the form. Let pupils open their LM, week 33- Ikaupat nga Buluhaton.

Objectives

a. Read phrases and sentences consisting of words being studied and answer higher order questions about them;

b. Read aloud grade two level texts with an accuracy of 95-100%; Preliminary Activities Game: “Naming Game”

Give the uses of the energy and the pupils tell the name of the energy describes by the teacher.

Give a review on the story, “Conserving Energy Resources” a. What are the sources of energy? (Unsa ang mga tinubdan sa enerhiya

nga gihisgutan sa atong gibasa?) b. How do we use energy in our daily activities? (Unsa man ang mga

gigamitan nato og enerhiya sa adlaw-adlaw?) c. Why is energy important? (Nganong importante man kanato ang

enerhiya?)

Kinds of Energy

Uses of Energy

How to Conserve Energy

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d. What do you think will happen if there are no energy sources? (Unsa man kaha ang mga mahitabo kanato kon walay enerhiya?)

Developmental Activities

Presentation Show word cards of the different uses of energy. Let the pupils put each word card under proper column:

Discussion

Ask the pupils to read the words and ask them how they had grouped the words in the proper column.

Generalization

What are the different ways of conserving energy? (Unsa man ang mga pamaagi sa pagdaginot og enerhiya?)

Guided Practice

Let the pupils open their LM Unit 4, week 33, Ikaupat nga Adlaw – Ikalimang Buluhaton.

Application

Let the pupils open their LM, week 3, Ikaupat nga Adlaw – Ikaunom nga Buluhaton. Assignment

Ask the pupils to bring the following: a. pictures of the different sources of energy and ways of energy

conservation(retrato sa mga tinubdan sa enerhiya ug pamaagi sa preserba niini)

b. old newspaper/magazine or manila paper(karaan nga pamantalaan/ magasin/ manila paper)

c. pair of scissors (gunting) d. paste (kola) e. coloring materials (gamit pangkolor)

Objective a. Read phrases and sentences consisting of words being studied and answer

higher order questions about them;

Hangin Adlaw Gas Kahoy

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Culminating Activity (Assessment Day) Activity 1: Recalling the story, “Conservation of Energy” through “Collage

Making” Group the class into 5 groups. Each group will assemble/put up a collage of the

pictures they had brought as stated in the assignment in the previous day. Then,ask each group to post their collage on the board and let everybody view their collage.

Finally, let them write comments about their outputs.

Activity 2: Let the pupils open their LM Unit 4, week 33 – Ikapitong Buluhaton. Present a picture of a family entertaining a visitor while the television, the

electric fan, the computer and all the lights were on. Then the teacher asks the pupils to write 3 inferences on their paper.

1. ______________________________________________ 2. ______________________________________________ 3. ______________________________________________

Let the pupils open their LM Unit 4, week 33 Ikawalong buluhaton. Let them read each word and identify whether it is how we use the energy or

ways of conserving energy. (Isulat ang pulong nga gamitkon nagpakita kini sa paggamit sa enerhiya. Pulong nga pamaagi kon kini nagpakita og pagdaginot sa enenrhiya.

Objectives 1. Oral Language a. Listen to and interact with others in a group or class discussion; b. Use culturally appropriate expressions to show agreement and disagreement on certain community issues and events; 2. Composing a. Write short, clear announcements, notices about cleanliness drive, health program and planting more trees; 3. Reading Comprehension on Activating Schema and Prior knowledge a. Give prediction on the stories, school and community events, situations, and issues based on context; 4. Comprehension of Informational Text a. Use texts such as ideas and illustrations to draw inferences and conclusions and make generalization; 5. Attitude toward language, literacy, and literature a. Express love for stories by reading more literary and informational texts; b. Show love for reading by listening attentively during story reading and making commentsand answering higher order thinking questions. Subject Matter

A. Announcements B. Using appropriate expressions in agreements and disagreements

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Materials Story: “Sa Bukid”, pictures of big trees in the mountain, CD Player, CD with a song, “Ang Palibot” A Visayan Version of Asin’s “Ang Kapalgiran”

Theme: Conserving energy and other resources

Value Focus: Value our community resources

Procedure

Objectives a. Listen to and interact with others in a group or class discussion. b. Use culturally appropriate expressions to show agreement and disagreement on certain community issues and events. c. Give prediction on the stories, school and community events, situations, and issues based on context; Pre-Reading Unlocking of Difficulties Let pupils open their LM – Unit 4, week 34, Unang Buluhaton. Activating Prior Knowledge Teacher shows a picture (picture of a mountain with trees) and asksquestions to activate the prior knowledge/experiences of the pupils in the mountain. Then the teacher writes their responses on the board.

Developing a Purpose for Reading Say: We are going to read a story about a father and a son who went to the

mountain. What may be the reason of their going to the mountain? (Magbasa kita karon mahitungod sa usa ka amahan ug anak nga nangadto sa bukid. Unsa kaha ang tuyo nila sa ilang pag-adto?)

The teacher writeson the board the different guesses of the pupils and let them read aloud the inferences written afterwards.

During Reading using DRTA (refer to LM Unit 4, Basaha“Sa Bukid”

Teacher reads the first part of the story (1) then stop. She will ask question and will let the pupils give inferences. Then she will write the inferences on the board and continue reading. She will again stop reading in the parts where there are marks to STOP while pupils will make inferences. Later, they can check whether the inferences made were true or false according to the the events in the story.The teacher checks the correct inferences and erases the wrong ones.

1. Why did Ben’s father call him? (Ngano man kahang gitawag man si Ben sa iyang Tatay?)

2. Why should we not cut down big trees? (Nganong dili man angayan putlon ang mga dagkong kahoy?)

3. In what way can trees help us? (Sa unsang paagiha nakatabang kanato ang mga dagkong kahoy?)

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Read the entire story again.

IN THE MOUNTAIN

by: Lorna C. Mahilum

One fine Sunday morning, Ben and his father went to the mountain to gather

firewoods. Ben started to cut a big tree. His father saw him and he called the

attention of Ben (STOP. Ask question No.1)

“Hey, don’t chop the big tree!”

“But why, dad? This is a big tree and will make a good firewood” answered

Ben.

“Benwe must not cut big trees. (STOP. Ask question No.2) We need to

preserve them. They can be of great help in the prevention of flash floods and

land slides.” Answered his father.

“In what way can big trees help us, dad?” asked Ben. (STOP. Ask

question No.3)

Their roots will hold the soil so that it cannot be eroded during rainy

season. Soil erosion is the process when soil is eroded. Because of the big roots

of these big trees, the water level during flood will not rise because the roots will

also absorb the water” explained his father.

“The trees also serve as the habitat of birds and other animals in the

mountain.” His father further explained.

“Is that so, dad? Thanks for educating me on the importance of trees and

the need to preserve it.” Ben said happily.

Post –Reading Discussion questions:

a. Who was with Ben in the mountain? (Kinsa man ang kuyog ni Ben pag-adto sa bukid?)

b. What did they do in the mountain? (Mag-unsa man sila sa bukid?) c. Why did Ben’s father called his attention? (Nganong gibadlong man si Ben

sa iyang papa?) d. What will happen in the lands when all of the trees will be cut down?

(Maunsa man ang kayutaan kon mahurot og putol ang mga punoan sa kahoy?)

e. Aside from the people, who/ what are other elements of the community that will be affected when trees are cut down? (Gawas sa mga katawhan, kinsa pa ang maapektuhan sa pagputol sa kakahoyan?)

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f. What should we do to avoid natural calamities? (Unsa may angay natong buhaton aron dili nato mahiagoman ang mga katalagman nga iya sa kinaiyahan.)

Values infusion (Save our forest, plant more trees)

Objectives a. Give prediction on the stories, school and community events, situations, and issues based on context b. Use texts such as ideas and illustrations to draw inferences and conclusions and make generalization. c. Listen to and interact with others in a group or class discussion. d. Use culturally appropriate expressions to show agreement and disagreement on certain community issues and events Preliminary Activity Review the story “Sa Bukid”. Present again the story and call some pupils to read it aloud. Ask HOTS questions about the story. Engagement Activity The teacher presents 3 pictures.

Picture A: group of men bringing chainsaw Picture B: pupils bringing seedlings Picture C: denuded mountain with very dark clouds

The class is divided into 3 groups for the 3 pictures. All groups shall make inferences/predictions and conclusions about the picture. Discussion The groups present their answers. The teacher processes the answers given.

Inferences Predictions Conclusions

Enrichment Activity

Let the pupils open their LM Unit 4, week 34 - Kantaha “Ang Palibot”. The

teacher discusses how to conserve the mountains from being denuded with the aid of the song.

Objectives a. Write short, clear announcements, notices about cleanliness drive, health program and planting more trees. b. Give prediction on the stories, school and community events, situations, and issues based on context.

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c. Use texts such as ideas and illustrations to draw inferences and conclusions and make generalization. Preliminary Activity Give spelling activity (words and phrases taken from the story, “Sa Bukid” and from the song, “Palibot”) Check their work.

- ayaw buhata - dili angayan putlon - pagkankan sa yuta - mga kalamidad - dili makadaot ang pag- asenso

Developmental Activities

Presentation: Teacher showsto the class a familiar signage (mga pahibalo) found in the school and comment about it.

Example: Dinhi Ilabay ang mga Malata! Hiposa ang Inyong mga Basura

Discussion Ask pupils what other signages are found inside the school. Discuss the importance of the signages found inside the school. Point out how signages are formed/written.

Develop a sample singage together with the pupils on the board. Let them contribute words or phrases, ideas and concepts. Write the finished signage properly on the board to serve as model for the pupils.

Let the pupils by pairs write/makea signage derived from either the story or the song they had studied. Have it presented to the class.

Let the pupils color and design the signage they made. Post all the signages on the wall and let the pupils experience a gallery walk.

Have some pupils comment about their work and the gallery walk. Generalization Teacher asksthe questions leading to the generalization of the importance of following labels and signages and its implications.

Objectives a. Write short, clear announcements, notices about cleanliness drive, health program and planting more trees. b. Give prediction on the stories, school and community events, situations, and issues based on context. c. Give prediction on the stories, school and community events, situations, and issues based on context. d. Use texts such as ideas and illustrations to draw inferences and conclusions and make generalization.

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Guided Practice The teacher showsa picture of a child playing with the plants and flowers in the garden and asks the pupils to make inferences based on the picture. Independent Practice Using the same picture, the teacher asks the pupils to make a signage and write it on a ¼ size cartolina provided by the teacher. Application

Let the pupils open their LM Unit 4, week 34 Ikatulong Buluhaton.

Objectives a. Write short, clear announcements, notices about cleanliness drive, health program and planting more trees. b. Give prediction on the stories, school and community events, situations, and issues based on context. c. Give prediction on the stories, school and community events, situations, and issues based on context. Culminating Activity (Assessment Day)

1. Group singing contest of the song “Kapaligiran” 2. Match the pictures with the correct signage. Let the students open their LM

Unit 4, week 34 – Ikaupat nga Buluhaton.

Objectives 1. Oral Language a. Use expressions appropriate to the grade level to explain or give reason on stories and events being studied. b. Talk about famous events using descriptive words in a culturally appropriate

manner. c. Participate in and initiate more extensive social conversations with peers and

adults on unfamiliar topics by asking and answering questions and restating and soliciting information

2. Word Recognition a. Give the meaning of words being read through matching them with pictures,

doing the action or giving its synonyms; b. Read at least 200- 300 words;

3. Fluency a. Read aloud grade two level texts with an accuracy of 95-100%;

b. Read short stories with ease and fluency; 4. Spelling

a. Correctly spell words in the list of content words in the vocabulary

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b. Correctly spell words with dipthongs. 5. Handwriting a. Write short narrative stories that include elements of setting and characters; 6. Vocabulary and Concept Development

a. Create a simple dictionary of words frequently use in the lesson. b. Explain common synonyms and antonyms

7. Reading Comprehension on Activating Schema and Prior knowledge a. Infer the characters’ feelings based on their actions or on what they say; b. Compare and contrast the motives of characters in a work of fiction; c. Sequence 3 events in the story and news articles by telling which happened

first, second or last; 8. Comprehension of Literary Text

a. Compare and contrast different author’s use of literary elements; b. Give the correct sequence of events in a literary selection; c. Sequence the events of literary selection read using cohesive devises;

9. Attitude towards language, Literary, and Literature a. Express for stories by reading more literary and informational texts b. Show love for reading by listening attentively during story reading and making

comments and answering higher order thinking questions.

Subject Matter A. Descriptive Words B. Synonyms and Antonyms C. Diphtongs D. Sequencing Events E. Elements of a story Materials

flashcards, pictures, manila paper, songs, story – (“Hinulawan Festival” localized by Mrs. Lorna Mahilum), pictures, real objects, activity sheets , chart

Theme Helping my Community/Keeping our community clean ValueFocus: Cleanlines Procedure

Objectives a. Give the meaning of words being read through matching them with pictures,

doing the action or giving its synonyms; b. Correctly spell words with dipthongs. c. Read short stories with ease and fluency. d. Participate in and initiate more extensive social conversations with peers and

Adults on unfamiliar topics by asking and answering questions and restating and soliciting information

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Pre-Reading A. Preliminary Activity

Spelling (Horn Method) 1. (sayo) early 2. (igsuon nga babaye) sister 3. (igsuon nga laki) brother 4. (malipayon) happy 5. (paspas) fast 6. (hinay) slow 7. (daghan) plenty 8. (baga) thick 9. (lukso) jump

10. (gwapa) beautiful Unlock difficult words found in the story through pictures and context clues.

a. parada (through picture clue) b. banderitas (real object) c. prosesyon (through picture clue ) d. kapistahan (through picture clue) e. Hinulawan festival (through context clue f. kamabulokon (through picture clue )

Have a warm up activity by singing an action song on LM Unit 4, wek 35 – “Piyesta”

“Piyesta” to the tune – “Let’s Fiesta” We’re going to the fiesta We’re going to the fair To see the Senorita With flowers in her hair Oh. Shake it 3x Shake it, shake it well Turn around (2x) And say: Hurray Hurray! Activating Prior Knowledge/ Developing Motivation for the story Ask:

1. What did you feel when you sing and dance the action song? (Unsay inyong gibati samtang nanganta kamo kaganina?)

2. What forms of entertainment are mentioned in the action song? (Unsang kalingawan ang gihisgotan sa maong kanta?)

3. Tell us your experiences when you went to fiesta. (Isaysay ang inyong mga kaagi sa pagpamiyesta.)

Now, we will discuss how Toledanos celebrate their feast.(Karon, atong sutaon

kon giunsa sa mga Toledanos pagsaulog ang piyesta.) Developing a purpose for reading

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Ask: 1. Who among you just had a fiesta? (Kinsa kaninyo ang bag-o palangnga nagsaulog sa piyesta?)

2. How did you celebrate your fiesta?(Giunsa ninyo pagsaulog ang piyesta?) Say: Today, we will read a story about a fiesta celebration and discuss how this is celebrated. (Magbasa kita karon og usa ka sugilanon mahitungod sa piyesta. Sutaon nato kon unsa ang kasaulogan dinhi sa atong siyudad.) During Reading Listen to the storyLM Unit 4, week 35 – Ikaduhang Buluhaton (Basaha)..

Read a short one–page story to the class. Teacher readsthe story to the pupils in a lively and interesting way and stop 2 to 3 times to ask the pupils: What do you think will happen next?(Unsa kaha ang sunod nga mahitabo?) Say: Let’s read on to see what happened next. (Mopadayon kita sa pagbasa aron atong mahibaloan kon unsay sunod nga nahitabo.) Tell the pupils to listen as you read the story about fiesta. Teacher reads the whole story then asks the pupils to retell the story heard in their own words citing the characters and important events. Ask higher level thinking questions about the story.

Post Reading

1. Discussion Questions (Literal and Motive) Ask:

1. Who is the patron saint of Toledo City?(Kinsa ang patron dinhi sa Toledo?)

2. When is the feast day of St. John de Sahagun?(Kanus-a man ang kasaulogan ni San Juan de Sahagun?)

3. What festival is conducted in honor of St. John de Sahagun?(Dungan sa pagsaulog sa atong patron, unsang kasaulogan ang atong pagahimoon?)

4. Where is the contest conducted?(Asa man dapit pagahimoon ang bangga sa Hinulawan festival?)

5. Who are the participants of this contest?(Kinsa man ang mga manalmot niini nga bangga?)

6. What will the contestants do in preparation for the contest?(Unsa may pagahimoon sa mga entrante niining maong bangga?

7. If you are one of the dancers, what will you feel while dancing? Why?(Kon ikaw usa sa mga mananayaw niining bangga, unsa man kaha ang imong bation samtang magsayaw ka? Ngano man?)

FEAST OF TOLEDO By: Lorna C. Mahilum

Every 12th day of June, Toledanos celebrate the feast day of St. John of Sahagun, the patron saint of the city.

The siblings, Yani and Ayel, woke up early so that they can accompany their aunt to the city. Yani wore his black shoes and Ayel wore her white shoes and old sunglasses. They looked happy as they waited for their beautiful and kind Aunt

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Day 2

Amay. They immediately stood up when they saw their aunt and said their good-byes to their parents. They also brought with them their new camera and immediately went to the terminal for their first trip to Toledo City.

The bus was so fast that they arrived early. The siblings were overjoyed with what they saw because the street was merry and filled with spectators watching the fluvial procession. There were also flaglets and other decorations hanging on the trees.

They waited for a while to witness the parade of giant floats that were nicely decorated, followed by the loud beating of the drums and the dancing of the contestants belonging to different contingents of the Hinulawan Festival. This contest is held every year in honor of the patron saint of the city, St. John of Sahagun.

There were 6 high schools that joined the contest this year. Yani and Ayel waited at the rotunda because it is where the contest will be held. Each contingent has over 100 dancers and everyone danced gracefully making every presentation stunning and festive especially when the Kings and Queens danced.

The siblings were very happy while taking pictures of the dancers and also that of their cousins especially that they won in the contest. When the program ended, they proceeded to the house of their aunt and shared a wonderful meal.

Objectives

a. Give the meaning of words being read through matching them with pictures,

doing the action or giving its synonyms;

b. Retell the story read using own words. c. Talk about famous events using descriptive words in a culturally appropriate

manner Grammar Lesson

Preliminary Activity Spelling Activity Supervised spelling of difficult words from the first day spelling

Review

Discuss again the story read yesterday a. Who are the siblings in the story?(Kinsa ang managsoon nga namiyesta

sa Toledo?) b. What celebration/ feast did they watch?(Unsa nga kasaulogan ang ilang

gitan-aw?) Engagement Activities Discussion Teacher recalls some sentences from the text read yesterday and presents these to the class and says:

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We will read the sentences on the board. Observe the underlined words. (Atong basahon kining mga pahayag sa pisara. Bantayi ninyo ang mga pulong nga gibadlisan.)

(Note: The teacher can use realia, pictures and do the action of some words.) 1. Yani’s shoes are black. (Itom o lagumon ang sapatos ni Yani.) 2. Ayel brought her old sunglasses. (Gidala ni Ayel ang iyahangdaan o

karaan nga antepara.) 3. The beat of the drums was loud and deafening. (Ang tambol sa

mananambol lanog o makabungol) 4. The decorations on the streets were colorful and attractive. (Ang mga

dayandayan sa kadalanan mabulokon o maanindot.) 5. Yani and Ayel jumped for joy after announcing the winners. (Nakaambak o

nakaluksosa kalipay ang managsuon sa pag-anunsyo o pagpahibalo samananaog sa bangga.)

6. Aunt Amay is beautiful. (Gwapa o maanyag si Tiya Amay.)

Processing Ask: 1. What are the underlined words in sentences 1-5? (Unsa ang mga pulong

nga gibadlisansa mga pahayag 1-6?)

Karaan-daan Nakaambak- nakalukso Itom-lagomun Gwapa- maanyag Lanog-makabungol Anunsiyo- pahibalo Mabulokon- maanindot

2. Unsang mga pulonga ang naghulagway niini: a. Antepara ni Ayel b. kolor sa sapatos ni Yani c. mga dekorasyon sa kadalanan d. mga tambol sa mananambol e. kalipay sa managsuon f. Tiya Amay

3. Call volunteers to read the pairs of words. Ask: What have you observed from the words given?

(Unsay nabantayan ninyo niining mga pulong nga naghulagway?) What do you call these pairs of words? (Unsay tawag niining mga pares nga mga pulong?)

Generalization

Synonyms are words with the same meaning.

Objectives a. Correctly spell words with dipthongs.

b. Explain common synonyms and antonyms.

c. Use expressions appropriate to the grade level to explain or give reason on stories and events being studied.

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Day 4 Preliminary Activity Mid Test Spelling (Spelling Words on Day 1)

Review on Synonyms: What are synonyms?

Developmental Activity

Oral Activity Group the pupils into 2 and instruct them to retell the story changing the characters, the place and the festival .Give the pupils 3-5 minutes to prepare and then have them chose a representative to report.

The teacher givesincentive to the best group presentor.

Guided Practice Scatter list of synonyms in the classroom. (Make it a point that each pupilgets a card.) Let the pupils form a big circle and instruct them to show the words they are holding. They will give the meaning of synonyms and identify the words with diphthongs

before they read the strips to the whole class. Pupils will spell the words with

diphthongs.

Processing of the Activity Ask: How did you feel while doing the activity? How did you find the activity? Why? What have you learned from it? Objectives

a. Correctly spell words in the list of content words in the vocabulary. b. Correctly spell words with dipthongs.

Supervised Spelling (difficult words which were not learned during Days 1 and 3) Guided Practice – Open LM Unit 4, week 35 Ikatulong Buluhaton Independent Practice Pupils get a pair of wordcard from the pocket chart. Read it and tell wether it is synonym or antonym. Let them place the wordcard under the proper column on the board for synonym and Antonym. Then, pupils will spell orally the words with diphthongs found on the board. Pupils get a pair of word from the pocket chart, read it and tell if it is a synonym then place it under the proper column on the board. .

beautiful - pretty

sad – happy

rich – well to do

bugnaw – init

clean – dirty

far - near

Gwapa – maanyag

masulob-on -

malipayondato -

adunahan cold -

hot

limpiyo - hugaw

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Day 5

bright - shiny layo - duol

siga - sinaw

Application Let the pupils open their LM Unit 4, week 35 – Ikaupat nga Buluhaton.

Objectives a. Correctly spell words in the list of content words in the vocabulary. b. Correctly spell words with dipthongs

Evaluation

A. Spelling Test for Masrtery 1. hugaw 6. bakasyon 2. mananayaw 7. daghan 3. igsoon nga lalaki 8. byahe 4. malipayon 9. ilawom 5. paspas 10. gwapa

B. Let the pupils open their LM Unit 4, week 35 – Ikalima ug Ikaunom nga

Buluhaton.

Objectives 1. Oral Language

a. Listen to and interact with others in group/ class discussion; b. Use culturally appropriate expressions to show agreement/ disagreement on

certain community issues. 2. Word Recognition

a. Read phrases and sentences consisting of words being studied and answer higher order questions about them.

3. Fluency a. Read aloud grade two level texts with an accuracy of 95-100%;

4. Spelling Composition a. Correctly spell content words in the list of vocabulary words.

5. Composing b. Write sentences and paragraphs observing correct punctuation marks,

capitalization, indentions, and format. c. Write short, clear announcements and notices (Cleanliness drive, health

program) 6. Comprehension and Informational Text

a. Use expanded vocabulary and descriptive words in oral and written responsesto simple texts. b. Read the text and use detailed sentences to respond orally or in writing to factualcomprehension question about three forms of brief texts. c. Applying knowledge of the language to analyze and derive meaning from

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Day 1

informal text and comprehend them. 7. Attitude towards Language Literacy and Literature

a. Express love for stories by reading more literary and informational texts; b. Show love for reading by listening attentively during story-reading time and

making comments and answering higher order thinking questions;

Subject Matter A. Appropriate expressions (agreement & disagreement) B. Informational text (announcements)

Materials : pictures; song(Lady Gaga`s “Telephone”); dialogue: “Ang Managhigala” Theme : “Helping/Beautifying my community.” Value Focus: Cleanliness Procedure

Objectives a. Listen to and interact with others in group/ class discussion; b. Use culturally appropriate expressions to show agreement/ disagreement on

certain community issues. c. Read phrases and sentences consisting of words being studied and answer

higher order questions about them d. Read aloud grade two level texts with an accuracy of 95-100%;

Unlocking of Difficulties (Spelling:Horn Method) using picture and context clues

ospital pamaol lamok panan-aw hilanat higala dengue mulampos ngitngit komunidad sintomas pagsugpo maglambigitay

Warm-Up Song (LM Unit 4, week 36, Kantaha – “Telephone”) Say: How will you communicate with a friend who is in a far place? (Unsay imong gamiton kon makigsulti ka saimong higala nga tua sa layo nga lugar?)Let us read the telephone conversation between two friends. (Karon, atong basahonangusa ka panagsulti-anay sa telepono saduhaka managhigala.)Let us find out what they were talking about. (Atong sayron kon unsa ang ilang pakighinabi.)

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During Reading (Refer to LM Unit 4, week 36 Basaha – “Ang Managhigala”) First Reading: Read the dialogue without interruption while the pupilslisten. Second Reading: Read the dialogue again and assign roles for Mila and Mama.

Post Reading - Ask:

a. Who are the best friends in the story? (Kinsa man ang suod nga managhigala sa istorya?)

b. Who answered Mila`s call? (Kinsa man ang nakatubag sa tawag ni Mila?)

c. Why was Yani sick? (Unsa man ang rason sa pagsakit niYani?) d. Where was Yani when Mila called? (Asa man siYani kadtong nanawag si

Mila?) e. What is the best way to get rid of mosquitos? (Unsa man ang

kinahanglan buhaton aron malikayan ang lamok?) f. If you are a community member, how will you help clean the

surroundings? (Kon ikaw usa ka miyembro sa kumunidad, unsaon nimo pagpanglimpyo sa palibot?)

The Two Friends

(Written by Lorna Mahilum; Translated by Jovelyn C. Quindao)

Yani and Mila were close friends. They go to different schools but they still keep in

touch with each other through telephone.

Mila: (dialing the telephone) Hello! Good morning! I am Mila, Yani’s friend from

Liloan. May I talk to Yani Ma’am?

Yani`s Mother: Good morning too! This is Yani’s mother. Yani is hospitalized now.

Mila: What happened to her Ma’am?

Mother: She is sick with dengue.

Mila: What are the symptoms of dengue Ma’am?

Mother: Very high fever, spasm, poor eyesight, stomachache and headache. Be

careful. Beware from these mosquitos.

Mila: So dengue is from mosquitos Ma’am? What shall we do to avoid from these

mosquitos?

Mother: What we can do is to clean our surroundings and places where mosquitos

will lay their eggs should be closed. We will succeed in preventing this if all

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of us in the community will help and cooperate.

Mila: Thank you for the information, Ma’am. I will tell my mother about it and

starting from now, I will help clean the surroundings to prevent from dengue

mosquitos. Kindly give my regards to Yani Ma’am. Thank you.

Mother: That`s good. Okey. Take care.

Objectives a. Use expanded vocabulary and descriptive words in oral and written

responses to simple texts. b. Read the text and use detailed sentences to respond orally or in writing to

factualcomprehension question about three forms of brief texts. c. Applying knowledge of the language to analyze and derive meaning from

informal text and comprehend them. Preliminary Activity

1. Spelling (Supervised Spelling) 2. Review the dialogue - Ask:

What have we learned from our lesson yesterday? Unsa may nakat-onan nato sa atong leksyon gahapon?

Engagement Activity

Discuss the events that happened in the dialogue. Ask:

How did Mila start the telephone conversation? (Unsa nga pulong ang gigamit ni Mila sa pagsugod og pakigsulti sa telepono?) (Hello, maayong buntag)

How did Mila’s mother answer Yani’s call? (Unsa nga pulong ang gigamit sa pagtubag sa mama niYani sa nanawag sa telepono?) (Maayong buntag usab, kinsa ni palihug?)

How did Mila ask Yani’s mother that she wanted to talk to Yani? (Giunsa ni Mila pagsulti sa mama niYani nga gusto siya makigsulti?)(Palihog ko niYani Ma’am, Mahimo ko makigsulti kaniya?)

How did Mila end the conversation? (Giunsa paghuman ni Mila ang ilang paginistoryahanay sa telepono?) (Daghang salamat Ma’am, ikumusta ko niYani.

How did Yani`s mother end her dialogue? (Giunsa man sa Mama ni Yani paghuman ang ilang panag-istoryahanay ni Mila sa telepono?) (Maayo noon Day, Pag-ayo-ayo Day)

What kind of pupil is Mila? (Unsa nga pagkabata si Mila?)

Processing 1. Where does Mila live? (Asa nagpuyo si Mila?)

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Day 3

2. Why were Mila and Yani not able to talk with each other? (Nganong wala man magkaistoryahanay si Yani ug Mila?)

3. Why was Yani hospitalized? (Nganong naospital man siYani?) 4. Where didYani got the dengue virus? (Diin man nakuha niYani ang Dengue?) 5. Where did these mosquitos “dengue carrier” come from? (Diin man

gikanningmgalamoknganagdalaog dengue?) 6. How can we stop and eliminate these dengue-carrier mosquitos? (Unsaon

pagsumpo niiningmgalamokang nagdalaog dengue?

Enrichment Activity Partner Dialog: The teacher will instruct the pupils to find a partner Partner 1 will answer questions 1,3 and 4 Partner 2 will answer questions 2, 5and 6

Objectives a. Read the text and use detailed sentences to respond orally or in writing to factualcomprehension question about three forms of brief texts. b. Listen to and interact with others in group/ class discussion; c. Use culturally appropriate expressions to show agreement/ disagreement

on certain community issues.

Preliminary Activity 1. Spelling Mid Test

2. Ask: What did we learn from yesterday’s lesson?Unsa man ang atong nakat-onan sa atong leksyon gahapon?

3. Action song (refer to LM Unit 4, week 36 Kantaha – “Maayong Buntag”) Developmental Activity

A. Call two volunteers to act as Mila and Yani’s mother in the dialogue then ask follow- up questions:

B. Call pupils attention to the last dialogue of Mila (Refer to LM Unit 4, week 36 – Buluhaton Basaha “Ang Managhigala”

(“I will help clean the surroundings to prevent Dengue Mosquitos.”) Ask: If you are Mila how will you help clean the surroundings? (Konikaw si Mila unsaon nimo paglimpyo ang imong palibot?)

C. Give the group different pictures on ways of cleaning the surroundings and let

them describe each. Group 1 picture of children burning the garbage Group 2 picture of children burying the garbage Group 3 picture of children segregating the garbage

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Day 4

Let a representative from each group to present their picture with the description to the class. Encourage pupils to react on the published output by saying: I beg to disagree because______ (Pasensya, dili ako uyon kay ______) I agree with your idea because______ (Ako uyon sa imong panahom kay_______) Excuse me but I think it’s not proper to _______ (Yuna pa, murag wala magtakdo ang atong hunahuna _____) I like your idea because _______ (Ako uyon sa imong hunahuna kay ______) Sorry I am not in favor with your idea_______ (Pasayloa ko, dili ako uyon sa imong hunahuna _______)

Ask: How do we call these words? (Unsay tawag niining mga pulonga? When do we use these words/phrases? (Kanus-a man nato gamiton

kining mga pulonga? Generalization In expressing agreements and disagreements, we use appropriate

culturally expressions such as: (Sa pagpadayag sa pag-uyon ug dili pag-uyon kini mao ang atong gamiton)

I beg to disagree because_________. (Pasensya, dili ako uyon kay_______.) I agree with your idea because______. (Ako uyon sa imong hunahuna______.) Excuse me but I think it’s not proper to _______. (Yuna pa,murag wala magtakdo ang atong hunahuna______.) I like your idea because _______. (Ako uyon sa imong hunahuna _______.) Sorry I am not in favor with your idea_______. (Pasayloa ko, dili ako uyon sa imong hunahuna _________.)

Assignment Bring 3 pictures showing cleaning the surroundings (Pagdala ug tulo ka retrato nga nagpakita sa pagpanglimpyo sa palibot)

Objectives a. Write sentences and paragraphs observing correct punctuation marks,

capitalization, indentions, and format. b. Write short, clear announcements and notices (Cleanliness drive, health

program) c. Use expanded vocabulary and descriptive words in oral and written responses to simple texts.

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Day 5

Preliminary Activity 1. Spelling (Supervised study) Activity for the difficult spelling words through configuration clues and picture

mosquitos palihog dengue virus excuse me sintomas daghang salamat maglambigitay maayong adlaw komunidad maayong gabii

Guided Activity Show a picture to the class and let them describe the picture.

(Picture of old tires outside the garage) Ask:

1. If these are your tires, how will you tell lyour father that you want to keep them properly? (Og inyo ni nga mga ligid, unsaon ninyo pagsulti sa inyong Papa nga gusto kamo nga ang mga ligid niya inyo nanghiposon o ipangkulob?)

2. How will you tell your younger brother /sister to regularly change the water in the flower vase? (Unsaon nimo pagsugo ang imong manghod nga imong ipayabo ang tubigsa flower vase o plorera?)

3. What will you say after your request was granted? (Unsa man angimongisultiinig human nimoogsugokaniya?)

4. How will you tell your neighbors that you want them to cover their water container? (Unsaon nimo pagsulti sa imong silingan nga imong patabonan ang ilang pasong satubig?)

Independent Activity

In pairs, the pupils will make a short announcement about ways and measures to prevent dengue.Let them present their announcement in the class. (Parisa ang mga tinun-an ug pabuhata sila ug pahibalo sa mga pamaagi sa pagsumpo sa Dengue. Ipakita kini sa klase)

Application Acting out of the different situations presented above. (Guided Activity) (Ipadrama ang mga sitwasyon nga gipakita (Guided Activity)

Objectives a. Listen to and interact with others in group/ class discussion; b. Use culturally appropriate expressions to show agreement/ disagreement

on certain community issues. c. Use expanded vocabulary and descriptive words in oral and written

responses to simple texts. d. Read the text and use detailed sentences to respond orally or in writing

to factual comprehension question about three forms of brief texts.

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Evaluation: (Assessment Day)

A. Spelling (Mastery Test)

B. Performance Test Give situations for the pupils to act: Dramatization using appropriate expressions in agreing and disagreeing.

C. Written Test. Let the pupils open their LM Unit 4, week 36 Katapusang Buluhaton.

Objectives

1. Oral Language a. Participate in and initiate more extensive social conversations with peers on

unfamiliar topics by asking and answering questions and restating and

soliciting information.

2. Word Recognition

a. Read with understanding poems consisting of words being studied

3. Fluency

a. Read aloud grade two level texts with an accuracy of 95-100%

b. Read poems with ease and fluency

4. Grammar Awareness

a.Use culturally appropriate expressions to show locations. b.Use imperatives to give simple three to six steps directions in a culturally

appropriate manner 5. Vocabulary and Concept Development

a. Use decoding skills to read more complex words independently. 6. Comprehension of Literary Text

a. Read and answer higher order factual and implied comprehension questions.

7. Omprehension of Informational Texts

a. Give their own opinions and reactions on issues as an output of their

research

8. Attitude Towards Language Literacy and Literature a. Express love for reading and informational text. b. Show love for reading by making comments and answering higher order

thinking questions. Subject Matter

A. Social converstions

B. Imperatives and directions

C. Poem

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Day 1

Materials: song “Magtanom Kitang Tanan”; poem “Ang Kahoy”; pocket chart; strips of papers; pictures of objects and happenings

Theme Helping our Community: Tree Planting

Value Focus Helping each other in planting and saving trees

Procedure

Objectives a. Read with understanding poems consisting of words being studied

b. Read aloud grade two level texts with an accuracy of 95-100%

c. Read poems with ease and fluency

d. Read and answer higher order factual and implied comprehension

questions.

Preliminary Activities

1. Have a warm up activity by singing a song: “Magtanom Kitang Tanan” LM Unit 4, week 37. Prepare an action for this song to make it more enjoyable to sing.

2. Ask: What does the song ask us to do? (Unsay giagni nga angay natong buhaton sa kanta?) Why do you plant trees in your place? (Nganong nananom man kamo og kahoy sa inyong lugar?) How can trees help us? (Unsa may ikatabang sa mga dagkong kahoyngari kanato?) How did you take care of the trees you planted?(Giunsa ninyo sa paggalam ang inyong mga gipananom?)

3. Present pictures of different natural disasters or “katalagman.” Let the pupils identify the different disasters.

Activating Prior Knowledge Provide different pictures of things placed in the pocket chart. Havethe class pick

a thing that comes from a tree and paste it on the tree chart.Encourage pupils to give more things that come from trees.

Developing a purpose for reading

Say: Unsay ipasabot sa balak nga atong basahon karon?Post the poem on the board. (Copy from LM Unit 4, week 37 – Basaha “Ang Kahoy”)

During Reading The teacher reads the poem with correct pacing, intonation and expression. The

pupils read the poem after the teacher.

Post Reading

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Day 2

Ask: (Encourage the pupils to answer in simple and complete sentences) a. What is talked about in the poem? (Unsay gihisgutan sa balak?) b. How was the tree being described in the poem? (Giunsa sa paghulagway

ang kahoy sa balak?) Assignment On a sheet of paper letthe pupils write the importance of trees.

Objectives a. Participate in and initiate more extensive social conversations with peers on

unfamiliar topics by asking and answering questions and restating and

soliciting information.

b. Use culturally appropriate expressions to show locations.

c. Participate in and initiate more extensive social conversations with peers on

unfamiliar topics by asking and answering questions and restating and

soliciting information

Preparatory Activities

A. Checking of assignment

B. Using the graphic organizer

The teacher prepares strips of paper. Volunteer picks one paper that contains the importance of trees and reads it in front of the class independently.

Trees give us shade and shelter. Makahatag kanato og landong ug kapasilongan ang mga kahoy.

Trees give us water. Maghatag kanato og tubig ang mga kahoy.

Trees give us fruits to eat. Maghatag kanato og prutas nga makaon ang mga kahoy

Trees give us lumber. Maghatag kanato og tabla ang mga kahoy.

Trees protect us from flood and drought. Makapanalipod kanato batok sa pagbaha ug huwaw ang mga kahoy.

Trees are colorful. Mabulokon ang mga kahoy.

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Day 3

Developmental Activity Group Activity 1.Group the pupils and give each group pictures of different natural calamities and pictures of benefits we get from trees.

2. Give the group 10 minutes to discuss among themselves on the assigne pictures.

3. Call a volunteer from each group to report.

Processing of responses: Guide questions a. What are the places usually visited by typhoon?

b. Why do you think that these places are always visited by typhoon?

c. What happens when there is typhoon?

d. What are the benefits we get from trees?

Assignment: Let the pupils write a slogan about importance of trees

Objectives a. Use culturally appropriate expressions to show locations. b.Useimperatives to give simple three to six steps directions in a culturally

appropriate manner Preliminary Activities Cheking of Assignment Processing of responses Get the common responses Engagement Activity 1. Show a picture of pupils planting trees to the class and ask them to describe the pictures. 2. Group pupils and distribute to each group an envelope containing sentences to be followed in Tree Planting.

3. Let the group discuss among themselves for 5 minutes the step assigned. 4. Publishing and reporting of assigned steps.

Group 1 Seed Selection Group 2 Preparation of planting site Group 3 Things needed during Tree Planting Day Group 4 Care of the planted young trees

Ask: Did you enjoy the activity? (Nalingaw ba kamo sa inyong gihimo?) Why do we need to follow these simple steps in planting trees? (Nganong angayan man natong sundon ang mga pamaagi sa pagpananom og kahoy?)

Application Let the pupils answer the questions:

a. Why is tree planting important?

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Day 5

b. Where do we plant more trees? Why? Assignment Cut pictures of natural calamities. Paste it on a bond paper. Label and describe the picture.

Objectives a. Read and answer higher order factual and implied comprehension questions. b. Give their own opinions and reactions on issues as an output of their

research.

Preliminary Activity Checking of assignment Call volunteers to read and show their work to the class. Presentation 1. Let pupils post their work on designated places. 2. Allow them to have a Gallery Walk and note down common pictures and

descriptions. 3. Instruct the pupils to group the pictures according to calamities.

Example: Earthquake Typhoon Drought Flood 4. Processing of Outputs. Encourage pupils to give their opinions and reactions on

their outputs. 5. Compare the groupings

Ask: What calamities presented above can be prevented How can we prevent these calamities from happening? Values Integration : Helping each other in planting and saving trees.

Objective

a. Give their own opinions and reactions on issues.

Assessment Day

Let the pupils write their opinions on how to prevent calamities from

happening.

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Objectives

1. Oral Language

a. Respond to the story and news article read through illustrations and dramatization.

b. Explain and give reasons to issues and news articles studied using culturally appropriate expressions.

2. Word Recognition

a. Read at least 200-300 words appropriate to the grade level.

3. Fluency

a. Read with automaticity 200 grade 2 level high frequency sight words.

b. Read short stories with ease and fluency.

4. Spelling

a. Correctly spell words in the list of content words in the vocabulary.

5. Hand Writing

a. Write short narrative stories that include elements of setting and

characters.

6. Composing

a. Compose a story using appropriate words and coherent texts.

7. Vocabulary and Concept Development

a. Create a simple dictionary of words frequently used in the lesson.

8. Reading Comprehension/Activating Schema & Prior Knowledge

a. Infer the characters` feelings based on their actions or on what they say.

9. Reading Comprehension/Comprehension of Literary Texts

a. Compare and contrast the motives of characters in a work of fiction.

b. Sequence events in the story and news articles by telling which happened first, second, or last.

c. Compare and contrast different authors` use of literary elements. d. Read a story and identify the beginning, middle and end.

10. Reading Comprehension: Comprehension of Informational Texts a. Locate specific information in the text to find answers to simple and

higher level questions. b. Cite the problem and the most likely solution to events of news article

read. c. Manifest comprehension of informational texts through sequencing the

events of literary selection read using cohesive devices 11. Reading Comprehension: Attitude Towards Language, Literacy and Literature

a. Express love for stories by reading more literary and informational texts. b. Show love for reading by listening attentively during story reading, and

making comments and answering higher order thinking questions.

Subject Matter:

A. Elements of Story: characters, setting and events B. Sequencing

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Day 1

C. Composing a story D. Creating a simple dictionary of terms being studied

Materials News report “biktima ni Loleng,naghuot sa evac center”; song; story

“Pagpangandam sa Pasko”; pictures Theme :Helping my Community in Vegetable Growing Value Focus : Conserving Community Resources Procedure

Objectives a. Express opinion on the news article being studied in culturally appropriate

expressions.

b. Give the meaning of words being read through giving its synonyms.

c. Sequence events in the news article being studied by telling which happened

first, second, or last.

d. Read the literary selection and identifying the literary elements of plots,

setting, and characters.

Pre-Assessment Activity Review the elements of a story by identifying what element is being described

below: __________ 1. Sila ang mga tawo nga naglihok sa istorya. __________ 2. Mao kini ang lugar ug panahon sa istorya. __________ 3. Kini ang mga pagkasunod sa mga panghitabo sa istorya. Pre-Reading

1. Unlock the following words as they are used in the sentences: a. Gihimongevacuation centerangBarba Sports Complex

alangsamganawad-an ugpanimalaytungodsabagyongLoleng. Ang evacuation center kay usa ka _____ . A. tambalanan B. eskuylahan C. pasilonganan

b. GikatahosaradyoangmgahitabosasiyudadsadihangmiigoangbagyongLoleng. A. gibalita B. gisinggit C. gipakita

c. Angmgapagkaonugtambalngagipanghatagsamgabiktimamaoymakasulbadsaproblemasagutomugsakit A. tubag B. solusyon C. hinabang

d. Naglisod sa paggamit og mga pansayanang mga evacuees tungod sa ilang kadaghan maong bisan asa nalang nangihi ug nangalibangang uban. A. comfort room B. computer room C. home economics room

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Day 2

2. Activating Schema & Prior Knowledge Show pictures of an evacuationcenter where victims of a typhoon are housed. Have the pupils tell something about how they feel towards the people in the pictures. Ask:

a. What do you see in the pictures? b. How do you feel looking at those infants, pupils, etc. in the pictures?

3. Developing a purpose for reading

Say: Magbasakita karon og usa kabalita. Atong susihon kon unsay gipasabot niini.

Post the news on the board. Talk about the author and the headline of the news report. Ask the pupils why it is a news report.

During ReadingLM Unit 4, week 8;“Biktima ni Loleng, naghuot sa Evac Center Pupils will read the news report aloud.

Post Reading

1.Ask: A. What was the news report about? B. Who were the people involved in the report? C. Where did the report/incident happen? D. When did it happen? E. Describe the situation of the victims according to the report? F. How can you help the victims of the typhoon in your own little way? G. How can we prepare for typhoons?

2. Let the pupils read the the news with correct expression and proper

intonation. 3. Ask:

What is the news about? (Mahitungod sa unsa ang atong gibasa nga balita?)

What happened first? (Unsa man ang unang panghitabo niini?)

What happened next? (Unsa man ang sunod nga mga panghitabo paghuman sa bagyo?)

What else has happened? (Unsa pa man ang laing mga panghitabo nga nahisgutan?)

What happened last? (Unsa may katapusang gihisgutan sa balita?)

4. Pupils will enumerate the events that happened in the news report.

Objectives a. Express opinion on the story, legend, events, activity, situations, essays,

news articles, school and community issues using culturally appropriate

expressions.

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b. Cite the problem and the most likely solution to events of news article read.

c. Manifest comprehension of informational texts through sequencing the events

of literary selection read using cohesive devices

Preliminary Activity 1.Ask some pupils to do some demonstrations/actions in front of the class. The rest of the pupils will guess the situation/condition being portrayed. Actions: a. Two (2) pupils walking with great difficulty in a flooded street. b. One pupil holding an umbrella while the wind is blowing very hard because of a typhoon.

c. Students running down from a school building because of a fire. Ask: How did you manage to guess the situation or condition being portrayed?

Did you find the activity difficult to answer? Why, or why not? Developmental Activity A. Have a review of the text read yesterday. Ask the following questions to the pupils while there are already ready-made answers written on cartolina strips.

1. What is the news about? Bahin sa unsa ang balita? 2. What was the effect of the typhoon? Unsay kadaot nga nahimo sa bagyo? 3. What is the situation of the evacuees at the Sports Center? Unsay

kahimtang sa mga tawong namakwet sa Sports Center? 4. How did the government help the typhoon victims? Giunsa pagtabang sa

gobyernoang mga biktima sa bagyo?

Answer 1.Padulong na sa gawas sa nasod ang bagyong si Loleng.

Answer 2. Adunay kapin sa 500 ka biktima ang bagyo.

Answer 2. Daghan ang nawad-an og balay, kabtangan ug kapanginabuhian.

Answer 2. Namasilong ang mga nawad-an og balay sa Barba Sports Complex.

Answer 3. Nagkulang sila sa pagkaon ug tubig.

Answer 3. Naglisod sila sa pagkatulog ug paggamit sa pansayan tungod sa ilang

kadaghan.

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Answer 4. Nagpadayon sa pagpadala ang gobyerno og mga hinabang alang sa

mga biktima.

Ask the pupils to answer the questions one by one. The teacher will also show to the class the answers which are written already on cartolina strips. The answers will be posted on the board sequentially. B. Let selected pupils read the answers on the board.

Ask: o What can you say about the events written in the cartolina strips? Are

these the sequence of events found in the text that we read? (Unsa may inyong ikasulti sa mga panghitabo nga gisulat sa cartolina strips? Mao ba usab kini ang han-ay sa mga panghitabo gikan sa balita nga atong gibasa?

o What do we call the arrangements of events in the news that we read? (Unsa may tawag nato niining atong gihimo nga paghan-ay sa mga panghitabo gikan sa balita?) (Answer: sequencing of events)

o Why did you understand easily the news report? (Nganong nasabtan dayon ninyo ang balita nga atong gibasa?)

o What happened first? Second? Next? What was the last event? (Unsa may unang nahitabo? Ang sunod nga mga hitabo?Unsa man ang katapusang mgapanghitabo?)

o Why is it easy to find the first, second, next and the last event from the news that we read? (Nganong sayon tultulon ang una, sunod ug katapusang hitabo sa balita nga atong gibasa?)

o What happens when the events in the selection that we read are arrangedsequentially? (Unsa may nakaayo kon ang mga panghitabo sa atong giba sa husto ang pagkasunod?)

C. Have some pupils explain what is being done when sequencing events of

news report and why it is important to sequence events in a text being read.

Objectives

a. Respond to the text studied through dramatization b. Locate specific information in the text to find answers to simple and higher

level questions. c. Sequence the events of literary selection read using cohesive devices

Preliminary Activity Form students into 3 groups and have them present a short skit portraying different situations in the community, re:

a. coastal clean-up after a typhoon b. intensifying the clean and green program in the school c. conseration of the community resources

Day 3

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Engagement Activity 1.Post on the board the prepared cartolina strips which tells about an incident: Fire in the Home Economics room in one of the schools in their place. (The strips are not arranged according to the correct sequence.)Let the pupils read each strip. Then let them arrange the strips according to the correct sequence of events.

Udto kadto ug nangaon ang mga bata sa lunch counter nga nahimutang

kilid sa Home Economics building.

Nakakita ang mga bata nga adunay baga nga aso nga naga gikan sa

sulod sa Home Economics building.

Nanagan ang mga bata ug gitawag nila ang ilahang maestro aron sultian

sa ilang nakita nga bagang aso.

Gipahibalo dayon sa maestro ang ilahang principal.

Nabati sa tibuok eskuylahan ang tingog sa trak sa bomber nga

nagsingabot.

Napatay dayon ang sunog nga didto sa Home Economics building.

Processing of outputs

After the events had been sequenced, ask pupils to read each one. Ask:

1. How did you arrange the events? (Giunsa man ninyo sa paghan-ay ang mga panghitabo?)

2. Who are the characters in the events that we arranged? (Kinsa man ang mga gihisgutan sa atong gihan-ay mga panghitabo?)

3. Where did this happen? (Diin man kini nahitabo?) 4. What happened first? Next and last?(Unsa man ang unang

nahitabo?Sunod nga katapusang hitabo?) 5. Why is it easy to understand what you read? (Nganong sayon rang

masabtan ang gibasa?) 6. Why is it important that events in a news or story that we read

aresequenced? (Unsa man ang nakaayo kon ang mga panghitabo sa usa kagibasa nga balita o istoryanahanay og tarong?)

7. What are the similarities and differences of this story from the news reportthat we read before? Unsa man ang kalainan o pagkapareha niining atonggihan-ay karon sa atong gibasa nga balita kagahapon mahitungod sa bagyo?

Then, ask the pupils to rewrite all the events in a paragraph form. Generalization Ask: Why is sequencing of the events in the selection being studied important? How can we sequence events effectively?

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Day 4

Application Form the students into 3 groups. Give each group a short story to read.

Let them identify the characters and the setting of the story. Then let them sequence the events in the story. Present their outputs in the class thru a reporting.

Assignment: Ask pupils to bring bond papers, pair of scissors, ribbon or yarn, ruler

and colored pencils.

Objectives a. Compare and contrast different authors` use of literary element. b. Read the literary selection and identify the literary elements of plots, setting,

and Characters c. Read a story and identify the beginning, middle and end d. Read at least 200-300 words appropriate to the grade level. e. Read aloud grade two level texts with an accuracy of 95 – 100 %. f. Read short stories with ease and fluency.

Preliminary Activity Motivation (Refer to the LM Unit 4, week 38 – Basaha “Utanon”) Ask: What line or lines of the poem you like and why? Unsa ang linya o mga linya sa balak ang imong nagustohan ug ngano man?

Guided Practice Say:Atong basahon ang usa ka sugilanon ug atong sutaon kon unsay buot ipasabot niini.Human ogbasa, isulat sulod sa mga kahon ang mga gipangayo nga mga detalye gikan sagibasa. LM Unit4, week 38 Ikaduhang Buluhaton – Basaha “Ang Pagpananom” A.Divide the class into 3 groups. The first group shall identify the characters in the story. The 2nd group identifies the setting, and the 3rd group sequences the events as to what happened first, second, next and up to the last.

Mga Nagdala

1.

2.

3.

4.

5.

6.

Nahitaboan

Lugar:

Panahon:

Han-ay sa mga Panghitabo

Unang hitabo:

Sunod:

Uban pang hitabo:

Kataposan:

Ulohan sa Istorya

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Day 5

B. Presentation of outputs and processing

Ask: 1. Describe the characters, setting and the sequence of events in the story.

(Unsa may Ikasulti ninyo sa mga nagdala sa istorya nga atong gibasa? Sa nahitaboan? Sa han-ay samga panghitabo?)

2. Why is it easy to understand the events in the story? (Nganong dali rang nasabtan ang mgaPanghitabo sa istorya?)

3. What can you say about the characters in the selection? (Unsa may inyong ikasulti sagipakita nga buhat sa mga nagdala sa istorya?)

4. What part/event in the selection touched you most? Why? (Unsang panghitabo saistorya ang nakapadayeg kanimo pagmaayo? Ngano man?)

Independent Practice

A. Dictation of words being studied

B. Say: Ipagawasangmgagitugonnakongadalhononninyosa assignment gahapon. Magbuhat kita karon ug“ListahansamgaPulong”ngagipanggamitsamgaistoryangaatonangnabasa. Sundakiningmgadireksyon. (Refer to LM Unit 4, week 38 – Ikatulong Buluhaton)

C. Presentation/Displaying of outputs on the walls for everyone to see. Assignment

Bring: pictures of any kind pentel pens/colored pens old manila papers scissors paste/glue art papers

Objectives a. Locate specific information in the text to find answers to simple and higher

level questions. b. Manifest comprehension of informational texts through sequencing the events

of literary selection read using cohesive devices c. Compose a story using appropriate words and coherent texts.

nawagtangan nahimutang

namasilong nahitabo

nanagan gibalita

gikataho gipanghilantan

naghuot gipahibalo

naglisod hinabang

nabati han-ay

pulong nadasig

maya saulogon

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Culminating Activity Divide the class into 5 groups. Using the pictures and the materials the pupils

had brought, ask the pupils to make a collage. Then ask them to make a story out of the collage they had made and present it in the class. Have them point out the elements of their story.

Objectives

1. Oral Language a. Listen and interact with others in a group or class discussion. b. Use culturally appropriate expressions to explain or give reasons on certain school and community issues, situations and events.

2. Work Recognition a. Read phrases and sentences consisting of words being studied and

answer higher order thinking questions about them. 3. Spelling

a. Correctly spell words in the list of content words in the vocabulary. 4. Handwriting

a. Observe mechanics when copying/ writing sentences, paragraphs and stories/ capitalization. Write space between words and correct punctuation marks.

b. Follow a model to write a friendly and excuse letter. 5. Composing

a. Write letter of invitation observing the correct format. 6. Comprehension of Informational Text

a. Apply knowledge of the language to analyze and derive meaning from informational text and comprehend them.

b. Understand and orally identify the features and elements of common informational materials.

7. Attitudes towards Language, Literary and Literature a. Express love for stories by reading more literary and informational text b. Show love for reading by listening attentively during story reading and

making comments and answering higher order thinking questions. Subject Matter

A. Spelling B. Letter writing observing correct format

Materials : letter, pictures

Theme : Helping my Community: Vegetable Growing

Value Focus: Conserving Community Resources

Week 39

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Day 1

Objectives

a. Listen and interact with others in a group or class discussion.

b. Use culturally appropriate expressions to explain or give reasons on certain

situations and events.

c. Read phrases and sentences consisting of words being studied and answer

higher order thinking questions about them.

Preliminary Activities (Pre-Reading) 1. Unlock the difficult words as they are used in the sentence.

a. adlaw nga natawhan Ugma ang sumad sa adlaw nga natawhan ni Karen. Mao kana ang adlaw nga siya ______.

A. gipanganak B. gibunyagan C. gipaeskuyla b. nagadapit

Kon nagadapitka sa imong mga amiga para moadto sa pista sa inyoha, ikaw _______ kanila.

A. naglagot B. nangimbitar C. nangaway c. party ( show a picture of a birthday party )

Si Anabel miadto og usa ka birthday party.Siya nakakita ug _________. A. daghang libro B. daghang tindang isda C. lamiang

pagkaon

2. Activating Prior Knowledge Show a picture of a cake, balloon, ice cream, party hat and spaghetti.

Then ask: 1. Where do you usually find these things? (Asa mang dapita kasagaran

makita kining mga pagkaona/butanga?) 2. Who among you here have experienced having a birthday party? (Kinsa man ninyo dinhi ang nakasuway na og saulog og usa ka birthday party?) 3. Who were there during the party? (Kinsa may diha nga nitmbong sa maong party?) 4. Why were there lots of friends who attended the party? (Unsa may imong gibuhat nga diha may daghang nanambong sa imong party?) 5. How did you invite them? (Giunsa man nimo sila pagdapit?) 6. What type of letter is this? (Unsa man ning klaseha sasulat?

Developing a Purpose for Reading Say: Karon, magbasa kita og usa ka sulat nga nangimbitar. Atong sutaon kon unsay mabasa nato sulod sa sulat. During Reading(LM Unit 4, week 39 Basaha 1)

First Reading The teacher reads the text without interruptions while the pupils listen.

Second Reading Call 1-2 pupils volunteers to read the letter.

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Day 2

Third Reading Reading by the whole class

Post Reading Ask the following questions:

Kinsay nagpadala sasulat?

Para kang kinsa ang sulat?

Tagadiin si Erheka?

Ngano nagpadala ogsulat si Erheka?

Kanus –a man ang iyang birthday party?

Asa man kini pagahimuon?

Kon ikaw si Erheka, unsa man ang imong bation kon ang imong mga giimbitar nga amiga mitambong sa imong party?

Kinsa man kaninyo ang nakadawat na og sulat nga nag-imbitar? Unsa may inyong gibati pagkadawat sasulat?

Objectives a. Read phrases and sentences consisting of words being studied and answer higher order thinking questions about them. b. Apply knowledge of the language to analyze and derive meaning from informational text and comprehend them. c. Understand and orally identify the features and elements of common informational materials. A. Review

Post on the board the letter that was read yesterday and call some pupils to read it. Then, let them identify the different parts of the letter. Publish on the board the different parts and mark the parts of the letter.

B. Engagement Activities 1.The pupils burst the balloon and then read the situations written on the rolled paper inside. Let them identify the kind of letter that needs to be written based on the given situations. The teacher writes the answers on the board. Situations: Dili ka kaeskuyla kay gihilantan ka. Nakadawat kag bag- ong relo gikan sa imong tiya Jahzel. Adlaw nimong natawhan og dapiton nimo ang imong amiga sa inyoha. Ask: Unsay inyong gibati samtang naghimo sa buluhaton? Sayon ra ba ninyong natuman ang buluhaton?Ngano man?

Divide the class into three (3) groups. Give an envelope to each group containing the activity. Let them do the task in 10 minutes.

GROUP 1:Write the following parts of a letter correctly. Capitalize the first letter and put the necessary punctuation marks.

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a. dear aunt dindi mahal kong tiya dindi b. toledo city toledo city c. dear dr. cruz dear dr. cruz d. thank you daghang salamat e. february 4 2012 pebrero 4 2012 f. Friday beyernes

GROUP 2: Below is an outline of an excuse letter.Place the meta strips in correct position to form an excuse letter.

____________________ ____________________

_____________________, ,

GROUP 3: The letter below has jumbled parts. Rearrange the parts in the correct order observing the correct format.

1. Imong Amiga, 2. Dear Maricel , 3. Mag-edad na ako og 8 karong Nobyembre 27. Ako kanang adlaw nga

natawhan. Maghikay ang akong Mama sa akong adlaw. Himoon kini sa amoang panimalay sa alas-3 sa hapon. Ikalipay ko kon ikaw motambong niining adlawa.

4. Sta. Cruz, Toledo City November 15, 2012

5. Precila

Presentation and Processing of the Activity Ask:

What was the content/message of the 3 letters; group 1, 2 and 3? (Unsa may gipasabot sa unang sulat? Sa ikaduha ug sa ikatulo?)

Explain how the 3 letters differ from each other? (Unsa may kalainan sa 3 ka sulat?)

How do we call these letters? (Unsa may tawag aning tulo ka mga sulat?)

When do we use these letters? (Kanus-a man nato gamiton kining mga sulata?)

Imong magtutudlo,

Balamban, Cebu

Huyo 28, 2012

Palihog pasayloa ako sa pagpalta gikan sa

klase kagahapon tungod kay gihilantan ako.

Gidala ako sa akong Inahan sa doktor.

Dear Mrs. Cortez,

Ana Ramos

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Day 3

Objectives a. Observe mechanics when copying or writing words, sentences and

paragraphs observing the correct indention, margin and punctuation marks. b. Understand and identify orally the features and elements of common

informational materials. Developing Language Competencies Game:

The teacher groups the pupils into 4 groups. Each group will form the picture of a birthday party setting out of the given cut-out pictures. As soon as the group is finished with the activity they sing a birthday song.

Engagement Activity

The teacher distributes the strips to the pupils and asks them to read the phrases written on the strips. Let them place it in their proper place observing the correct indention, margin and punctuation marks. a. Imong Higala, b. San Fernando, Cebu

December 25, 2012 c. Salamat sa libro nga imong gihatag kanako. Nalingaw kaayo ako nga

nagbasa niini. Makapa-interes kaayo mao nga ako usab nga gipahulaman sa akong mga higala.

d. Jocelyn e. Dear Arlene,

Ask: Who wrote the letter? (Kinsay nisulat sa sulat?) To whom did she write the letter? (Kinsay iyahang gipadalhan sa sulat?) Why did she write the letter? (Nganong nagsulat man siya?) What are the five parts of a letter? (Unsa ang 5 ka parte sasulat?) What are the things to be observed in writing a letter? (Unsay mga angayang bantayan kon magbuhat ug sulat?)

Call 1-2 pupils to read the letter. The teacher names the part of the letter and calls a pupil to point on the chart

the part being mentioned. What information does it give? What punctuation marks are used?

Generalization: Ask: What are the kinds of letter? Unsa ang mga klase sa sulat? How do these letters differ from each other? Unsay nakalahi aning mga sulata? What are the different parts of a letter? Unsa ang mga parte sa sulat? What are the tips in writing a letter? Unsay mga bantayanan sa pagbuhat og sulat? Application Below are the different parts of a letter. Identify which part of the letter are these?

288

Day 4

Day 5

_____________ Albert _____________ Dear Jerry _____________ Bato, Naga City _____________ May 15, 2012

Objectives a. Correctly spell words in the list of content words in the vocabulary. b. Apply knowledge of the language to analyze and derive meaning from

informational text and comprehend them. c. Observe mechanics when copying or writing words, sentences and

paragraphs observing the correct indention, margin and punctuation marks.

Spelling and Handwriting

A. Preparatory Activity

1. Spelling: Pebrero birthday minahal kasumaran natawhan nagadapit giandam party

2. Motivation Unsa ang mga butang nga nadawat ninyo atong niaging pasko?

Kinsa man ang naghatag ninyo niini? Unsa may buhaton kon dunay mohatag kaninyo?

3. Presentation The teacher presents a sample thank you letter. (LM Unit 4, week 39 Ikaupat nga Adlaw - Basaha )

Discussion

A. Answering comprehension check-up 1.Who wrote the letter?(Kinsay nagsulat?) 2.Where is Alma now? (Tagadiin ang gipadalhan sa sulat?) The teachers discuss the use of capital letter and correct punctuation marks.

B. Hand writing

Let the pupils copy the letter above in a clean sheet of paper observing correct punctuation marks, capitalization, indentions and formats.

Objectives

a. Observe mechanics when writing a letter. b. Write space between words and observe correct punctuation marks. c. Follow a model to write a friendly and excuse letter.

289

Culminating Activity and Assessment Day Divide the class into 2 groups. Group 1 writes different situations while group 2 identifies the kind of letter that corresponds to the given situation. Ask ten (10) pupils from each group to form a line facing each other. Let the pupil in group 1 read the written situation she had written and the pupil in group 2 identifie the kind of letter based on her situation. If group 2 pupils can answer correctly, the point goes to their group. If not, group 1 gets the point. After all pupils had read and answered, have another set of ten pupils to do the same until all the pupils had joined the activity.

Then, ask the pupils to write a simple letter of invitation observing the correct format and punctuation marks with the help of the sample letter. Objectives 1. Oral Language

a. Listen to and interact with others in a group or class discussion. b. Use culturally appropriate expressions to explain or give reasons on certain

school and community issues, situations and events. 2. Word Recognition

a. Read a large number of regularly spelled multi-syllabic words. 3. Fluency a. Read with automaticity 200 grade two level fluency sight words. 4. Spelling a. Correctly spell words in the list of content words in the vocabulary. 5. Composing a. Write essay and story observing correct punctuation marks, capitalizations,

indentions and format. b. Compose a story using appropriate words and coherent text. 6. Comprehension of Informational Texts

a. Respond orally and in writing factual comprehension questions about stories by answering higher order questions.

b. Use expanded vocabulary and descriptive words in oral and written responses to simple texts.

c. Apply knowledge of the language to analyze and derive meaning from informational text and comprehend them.

7. Attitude toward Language, Literacy and Literature a. Express love for stories by reading more literary and informational text. b. Show love for reading by listening attentively during story reading and making

comments and answering higher order thinking questions. Subject Matter

A. Story B. Reading Multi-syllabic words C. Correct punctuation marks, capitalizations, indentions and format in

writing stories Materials : pictures; song “Hain Na?”; story “Ang Lola ni Merla”

Theme : Our Community Resources

Week 40

290

Day 1

Value Focus: Responsible Stewardship Procedure

Objectives a. Listen to and interact with others in a group or class discussion using

culturally appropriate expressions to explain or give reasons on certain situations and events.

b. Respond orally and in writing factual comprehension questions about stories read by answering HOTS questions.

Unlocking of Difficult Words Ask the pupils to open their LM Unit 4, week 40 – Hibalo - i Kini:

Developing motivation for the story through an action song “Hain Na?” (LM Unit 4, week 40) Ask:

1. Who are the members of the family mentioned in the song? Kinsa ang mga miyembro sa pamilya nga gihisgutan sa kanta?

2. Who are the other people living with you in your house? Kinsa man ang kauban ninyo ug puyo sa inyong panimalay?

3. Say something about them. Sulti og kasinatian kabahin nila. Developing a purpose for reading Say: Today we will be reading a story about the life of a girl living with her grandmother. (Magbasa kita karon ug mahitungod sa usa ka batang babaye nga nagpuyo kuyog sa iyang lola. Atong sutaon kon unsay mga hitabo sa iyang kinabuhi kuyog sa iyang lola.) During First Reading(LM Unit 4, week 10 - Basaha)

Read the text without interruptions while the pupils listen. Second Reading

Read the text again while pointing the sentences in each page. Ask questions as you finish 2-3 sentences before going to the next page. Let the pupils share their ideas.

Processing Questions:

Ask:

Who is the child in the story? 9Kinsa ang bata saistorya?)

Why is the child living with her grandmother? (Nganong nagpuyo man ang bata ipon sa iyang lola?)

How was the child loved by her grandmother? (Giunsa pagpangga sa iyang lola ang bata sa istorya?)

291

Day 2

How did the child show her love to her grandmother? (Giunsa man usab sa pagpakita sa bata ang iyang pagpangga sa iyang lola?)

How do we show our love to our parents, grandparents, brothers and sisters? (Unsa man ang mga paagi sa paggpakita sa atong pagpangga ngadto sa atong mga amahan/inahan/apohan/igsoon?

Why do you do these? (Nganong gihimo ninyo kini?)

Objectives a.Listen to and interact with others in a group or class discussion. b. Use culturally appropriate expressions to explain or give reasons on certain issues, situations and events. c. Use expanded vocabulary and descriptive words in oral and written responses to simple texts.

Engagement Activities Divide the class into 3 groups. Group 1: Let the pupils complete the cluster map by answering the question: -What are the good characteristics of Lola Mamita? -Unsa man ang mga maanindot nga kinaiya ni Lola Mamita? Group 2:

The pupils will share with the group their happy experiences together with their grandparents. They will write a two paragraph essay about their experiences and read it front of the class.

Group 3: The pupils will try to understand the story based on the sets of pictures

provided by the teacher. The group will arrange the pictures on the board according to the sequence of the story and retells the story using the pictures formed.

Presentation and processing of outputs

Ask: 1. What are the qualities of Lola Mamita? Unsay mga kinaiya ni Lola Mamita? 2. How did Lola Mamita show her love to Merla? Giunsa pagpakita sa lola

ang iyahang pagmahal kang Merla? 3. What are the good qualities of Merla? Unsa may mga maanindot nga

kinaiya ni Merla? 4. How did Merla show her love to her Lola Mamita? Giunsa pagpakita ni

Merla sa iyang pagpangga ngadto sa iyang lola?

Lola Mamita

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Day 3

5. What are the good qualities of your Lola/Lolo? 6. How do you show your love and respect to them?

Objectives a. Read a large number of regularly spelled multi-syllabic words. b. Read with automaticity 200 grade two level fluency sight words. c.Compose a story using appropriate words and coherent text.

Review: Let the pupils retell yesterday’s story.

Spelling: Write the dictated phrases from the story. nagpuyo ipon sa lola nagtrabaho sa Amerika nagsangpit sa ngalan miluhod sa altar ihatod sa eskuylahan pinangga si Merla wala sa higdaanan mag-ampo ug mangadye

Engagement Activities

Post the written phrases spelled by the pupils (already prepared) on the board. Let the pupils complete the phrases in order to form complete ideas and write them on the board observing correct punctuation marks and capitalization. Then ask some pupils to read the completed sentences aloud.

Writing Activity

In pairs, the pupils will write a short story about the good qualities of their grandparents and how they show their love to them. Let some pupils read their short story in front of the class.

Game: (Message Relay) Group the pupils into three groups. Group 1: Give to group 1 an envelope containing word cards. At the count of three, the first pupil in the group will get one word card, reads it silently, and whispers it to the pupil next to him/her in the line. The pupil will pass the message to the next member of the group until it reaches the last member. The last pupil will run in front and say the word. Group 2: The teacher gives the group an envelope with pictures that match the word card in group 1. The group will form a circle and look for the picture that matches the word announced by the last pupil in group 1. Group 3 will say something about the pictures presented by group 2.

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Day 4

Day 5

Objectives a.Write a story observing correct punctuation marks, capitalizations, indentions

and format. b. Compose a story using appropriate words and coherent text. c. Use expanded vocabulary and descriptive words in oral and written responses

to simple texts. Guided Practice

Group Activity: Divide the class into 5 groups. Each group will be given an

envelope with sets of pictures inside. The groups will write a short story out of the

given pictures, observing correct punctuation marks and capitalization. They will

write their answer on a manila paper and report it in class.

1st set of pictures – there is a typhoon and people are busy relocating to a safer place

2ndset of pictures – people bringing chainsaw in the forest 3rd set of pictures – children are eating and walking in the street unmindful of

the vehicles around them 4th set – a house is on fire and people around are helping to put out the fire

while the others are hurriedly transporting their things to safety 5th set – a child had drowned and some people are saving him

Group reporting and processing of their answers Independent Practice

Let the pupils write a two-paragraph essay about their own feelings when doing the activity above.

Objectives a.Write a story observing correct punctuation marks, capitalizations, indentions

and format. b. Compose a story using appropriate words and coherent text. Culminating Activity and Assessment Day

Show one short news story on TV about the effects of a typhoon. Let the pupils write a short story about it observing correct punctuation marks and capitalization.