teacher's guide mtb ilokano

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MTB-MLE (ILOKANO) (GRADE 2 TEACHERS GUIDE)

FIRST QUARTER

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Theme:

Me and My Family-likes and dislikes; daily tasks/activities Objectives

1. a. Listen to and interact with others in a group or class

discussion on texts heard b. Recite/sing with ease and confidence 3 to 5-stanza rhymes, chants, songs in culturally appropriate

manner 2. Use common culturally-appropriate social greetings in

introducing oneself 3. Identify rhyming words in poems consisting of two or

three stanzas

4. Supply rhyming words to two to three stanza poems 5. Observe mechanics when copying and/or writing

sentence, paragraph and story; capitalization, space

between words, correct punctuation mark, indention and format

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

Domains

1. Oral Language

a. Listening to and interacting with others in a group or class discussion on texts heard

b. Reciting/singing with ease and confidence 3 to 5 stanzas, rhymes, jingles, riddles, chants, songs, lullaby in culturally appropriate manner

2. Phonological Awareness Identifying rhyming words in poems consisting of 2 or

3 stanzas 3. Spelling

Spelling content words correctly

4. Composing, Handwriting

Observing mechanics when copying/writing sentences, paragraph and stories such as spaces between words,

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE

FIRST QUARTER-Week 1

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correct punctuation mark, indention, and format 5. Grammar Awareness Using culturally appropriate common

social greetings in different situations

6. Comprehension of Literary Text

Identifying the basic elements of a poem

Value Focus Respect for family members

Subject Matter

A. Topic

Rhyming Words

B. Reference

K to 12 Curriculum 2 (Mother Tongue Competencies)

C. Materials

Songs, chants, rhymes, pictures, poem:Ti Pamiliak by Perlita P. Quinto D. Procedure

DAY 1

Objectives

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

discussion on text heard b. Recite/sing with ease and confidence a rhyme, chant, or

song in a culturally appropriate manner

c. Use common culturally appropriate social greetings in introducing oneself

A. Preliminary Activities

Ask: How did you spend your summer vacation? Did you

enjoy your summer vacation?

B. Motivation Say: Do you want to learn a new song about friends? Listen as I sing the song first, then later, we will sing

together.

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No Addatayo Amin (Ayug: The More We Get Together)

No addatayo amin,

Addatayo amin, addatayo amin No addatayo amin,

Naragsaktayo.

Gayyemmo, gayyemko Gayyemko, gayyemmo

No addatayo amin Naragsaktayo

Ask: How do you feel while singing the song? Are you happy seeing some of your classmates again?

Can you be friends with those whom you just met today?

What will we do? How do you introduce yourself?

C. Presentation/Modelling:

Say: I am going to introduce myself

Naimbag a bigatyo ubbing. Komustakayo?

Siak ni______________________. Siak ti maestrayo. ______ ti tawenko. Ni Rogelio Fernandez ti tatangko. Ni

Hermelina Fernandez ti nanangko. Maragsakanak a makakita kadakayo amin. (Please refer to Aramaten Dagiti Agad-adal, Aramiden 1,

page 2)

D. Developmental Activity Recite the jazz chant. Have pupils find a partner and

tell them to introduce themselves while reciting the

jazz chant. (Have pupils find another partner and do the same.)

Komustaka gayyem Siak ni ________________ Sika ania ti naganmo?

Inka man ibaga? Ita nagam-ammota Aggayyemtan a dua

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Inta pay agsala Ken agkanta

E. Engagement Activity

Ask: How did you introduce yourself? Why is it important to use courteous expressions in introducing

oneself?

F. Evaluation

Ask each pair to carry out a dialog on introducing oneself

using courteous expression.

( Give different situations in introducing

oneself)

1. Adda baro a kaeskwelaam a nakatugaw laeng iti maysa a suli, kasanoka a makiam-ammo?

2. Napanka iti pagay-ayaman, adda nakitam nga

ubing nga awan kaay-ayamna, kasanoka a makiam-ammo kenkuana?

G. Enrichment Activity

Have pupils play the game Passing the Ball while reciting the rhyme. As the rhyme stops, the pupil holding the ball introduce himself/herself using

courteous expressions.

Rima: Adda gayyemko, Pudno a nadungngo,

Nadayaw nga agsao, Ti amin a tao.

Iti panaki-am-ammo, Masapul nadayawtayo, Tapno kaay-ayo,

Ti amin a tao.

Tatta ngarud gayyemko, Ibagam man ti naganmo, Aginnabrasa ta a dua,

Kalpasanna agsala.

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Ask: How did you feel while playing? How did you introduce yourself?

Use the rubrics in assessing the pupils.

Ikkan ti tsek (/) ti detalye a naibaga ti agadal a maipapan ti bukod a nagan, tawen, nagan ti tatang ken

nanang ken pagtaengan.

Detalye

Naibaga ti: a. bukod a nagan

b. tawen

c. nagan ti tatang

d. nagan ti nanang

e. pagnaedan

H. Assignment

Tell the pupils to list down at least three courteous expressions use in introducing oneself.

DAY 2

Objectives

a. Locate specific information in the text to answer specific questions

b. Listen and interact with others in a group or class

discussion on text heard

A. Preliminary Activities 1. Review Ask: How do you introduce yourself? What courteous

expressions do you use in introducing yourself?

B. Motivation How many members are there in your family? What

are the things that you do together?

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C. Pre-reading

1. Presentation Say: Today we are going to read a poem about Ti Pamiliak.

2. Activating Prior Knowledge/Motive Question

Ask: What are the things that you do at home with your family? Encourage pupils to share the activities done by

their family at home.

3. Developing a purpose for reading Ask: What do you think is the poem about?

We will see if you can read with proper

expression and correct intonation. Post the poem on the board so that pupils

will have the chance to familiarize with the poem.

D. During Reading 1. First reading of the poem by the teacher. 2. Second reading of the poem by the teacher

(modelling)

Ti Pamiliak Ni: Perlita P. Quinto

Da tatang ken nanang Da manong ken manang Tallokami nga agkakabsat

Pudnokami nga agiinnayat.

Ti panagdalus iti pagtaengan, Agtinnulong da nanang ken manang. Dagiti ayup met,

Tarakenen da manong ken tatang.

Simple man ti adda a biagmi Naragsak unay ta agtitinnulongkami Kasta ti pamiliak

Napateg a gamengko iti biag.

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E. Post Reading Activity 1. Comprehension questions:

What is the title of the poem? Who is the author?

Who are the persons in the poem? Describe the family in the poem. Why is the family happy?

Do you do the same at home? Is your family happy, too? Why?/Why not? What do you think makes a family happy?

2. Pupils recite the poem by group, by pair, and by

individual with correct expression and proper intonation. a. The teacher asks:

How many lines are there? How many groups are there?

How many lines are there in each group? The teacher says:

These groups are called stanzas.

F. Assignment The teacher tells the pupils to bring their family picture

and tells them to talk about it.

DAY 3 Objectives

a. Identify rhyming words in poem consisting of two or

three stanza

b. Supply rhyming words to two to three stanza poems

A. Preliminary Activities a. Review

Ask: What is the title of the poem that we read

yesterday? What is the poem about? Have pupils recite the poem Ti Pamiliak

B. Developmental Activity 1. Ask: How many stanzas are in the poem? How many

lines in each stanza are there? Who are the members of the family as mentioned in the poem?

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2. Ask the pupils to look for pairs of words that rhyme in the poem.

nanang-manang kabsat- agiinnayat

Ask: What do you observe with these words? Do they have the same sound? These words have the same sound, they are called rhyming words.

3. Ask: What are rhyming words? 4. Have the pupils give other examples of rhyming words.

Write these words on the board.

C. Engagement Activity

1. Matching Game Distribute some pictures to the pupils. At a signal, pupil find your partner by looking for the picture whose name

rhymes with the name of the picture. The pair shows the picture to the class and says the rhyming words together.

2. Fishing Game Let the pupils go fishing (words are written at the

back of cut outs of fish which they match with words that rhyme). Place the rhyming words in the pocket chart.

3. Word Ladder

The class is divided into four groups. Each group is assigned an area. The teacher gives each group blank

word cards and pentel pen. The teacher gives each group a word. For a given period, the group should think as many words as possible that rhyme with the

word given to their group. Pupils write these words on the blank word cards. The group who make the

highest ladder wins. (Please refer to Learners Material, Aramiden 2, page 3.)

D. Evaluation

Tell the pupils to complete the rhyme. Choose from the pair of rhyming words below:

bassit-nangisit agdigos-nadalus

tulang-lelang gayyem-isem

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Adda asok a _______

Maris na ket _______

Kanayon nga _______ Tapno ________

Mangmangan ti _______ Nga ited ni _________

Pudno a _________ Mangted amona ti _____

(Please refer to Aramaten ti Agad-adal, Aramiden 3, page 4)

E. Assignment Assign the pupils to write three pairs of rhyming words.

DAY 4

Objectives

a. Copy/write sentence and paragraph observing the

correct mechanics like capitalization, space between words, correct punctuation mark, indention, and

format b. Spell high frequency words appropriate to grade level

A. Preliminary Activities Review Give pair of words with rhyming words

B. Motivation

Say: In the poem Ti Pamiliak the members of the family are mentioned. Who are they?

Ask: Are there other members of the family that are not mentioned in the poem?

Listen to the song and find out what things the family does together. Song: Naragsak ti Pamiliak

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(Tune: This is the Way I Brush My Teeth) Naragsak (ti pamiliak) 3x

Naragsak ti pamiliak Ta agiinnayat.

Ni tatang ken ni nanang Ni manong ken ni manang Trabaho pagtitinnulongan

Tapno aramid lumag-an.

Ask: What is the song about?

Why is the family happy? What are the things that the family do

together? What things does your family do together?

C. Developmental Activity 1. Show a picture of a family and ask.

What do you see/observe in the picture? What are they doing? Why do they help one another?( Write pupils responses on the board.)

Naragsak ti pamiliada Ana. Agmulmulada tatang ken manong.

Agkaykaykay ni nanang. Agsibsibog ni manang.

2. Discussion Ask: What do you call these groups of words?

Do they express a complete thought?

Have pupils read the sentences.

How is the first word in each sentence written? What punctuation mark is used in each sentence?

3. Talk about things that you do together with your

family by answering the following questions. Write the pupils responses on the board.

a. On what day are all family members at home? b. What does father do?

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c. How about mother? d. What does brother do?

e. What is the work assigned to sister? f. Describe how they work together.

4.What is the paragraph all about? How is the first word

written? What end punctuation mark is used in each sentence?

D. Writing Activity 1. Have pupils copy the following sentences.

Naragsak ti pamiliada Ana. Agmulmulada tatang ken nanang.

2. Have pupils copy the paragraph observing the correct mechanics like capitalization, space between words, correct

punctuation mark, indention, and format. 3. Check pupils output using the checklist.

Put a checkmark(/) if you have followed the correct mechanics in writing a paragraph and crossmark (x) if not.

Did I use capital letter correctly?

Did I observed space between words?

Did I use correct punctuation mark?

Did I indent the first sentence?

E. Spelling 1. Guided spelling

Show pictures and let the pupils complete the word by giving the missing letter.

Aldaw ti Sabado. Amin a kameng ti pamiliami ket adda iti balay. Ni tatang ket

agmulmula. Ni nanang ket agdaldalus iti balay. Tultulungan ni manang ni nanang. Ni manong ket agsibsibog ti mula.

Naragsakkami ta agtitinnulongkami iti trabaho iti balay.

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n_n_ng ta_a_g m_n_n_ m_n_n_

Ask the following questions: Siasino dagiti adda iti ladawan? Ania ti ar-aramiden ni tatang?

- ni nanang? - ni manong? - ni manang?

(Refer to Aramaten ti Agad-adal, Aramiden 4, pages 5-6)

2. Dictate the following words. Let the pupils write the

words on their slates.

3. Dictate the words again. Let the pupils write the words

on their paper. Check their work. 4. Dictate short sentences containing the words that they

learned. Let the pupils write each short sentence on their

paper. Check their work. 5. Write the spelling words clearly on the chalkboard. Let

them write these words on their paper. Supervise them

as they do the activity.

G. Assignment Rewrite the paragraph observing the correct mechanics.

Day 5

Evaluation Objectives

a. Supply rhyming words to two to three stanza poems

nanang tatang manong manang

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b. Observe mechanics when copying and/or writing sentence and paragraph;

capitalization, space between words, correct punctuation mark, indention and format

I. Complete the rhyme by supplying the correct word inside the box.

Adda maysa a ________. Daytoy ket ________.

Pudno a _______, Uray no _______.

Naimas a ________, Uray narigat a ________.

II. Rewrite the following sentences.

ni tatang ket nagaget ni nanang ket naanus

nasingpet da manong ken manang III. Rewrite the paragraph following the correct

mechanics.

bunga-mangga

nasam-it-bassit

kanen-purusen

aldaw ti Sabado. nasapa a nagriing

dagiti sangapamilia. Nagdalus da

nanang ken manang iti uneg ti balay.

Nagmula ken nagsibog da tatang ken

manong

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Theme My Family and I

Objectives

1. Listen to and interact with others in a group or class discussion on text heard

2. Give the meaning of through pictures, actions or context clues

3. Tell the distinguishing features of story

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

Modify prior knowledge based on a new knowledge from story read

5. Show love for reading by listening attentively during story

reading and making comments or reactions 6. Correctly fill up personal, family and other information using

data sheet and form

7. Introduce significant people, places, events, etc. using naming words in a culturally appropriate manner

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

9. Observe mechanics when copying/writing sentence and

paragraph ; capitalization, space between words, correct punctuation mark, indention and format

10. Participate actively during story reading by making

comments and asking questions using phrases and simple sentences

Domains

1. Oral Language Listening to and interacting with others in group or

class discussion on texts heard Participating actively during story reading by making comments and asking questions by using phrases and

simple sentences



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2. Book and Print Awareness Telling the distinguishing features of a paragraph and

a story 3. Word Recognition

Giving the meaning of words through pictures, actions or context cluess

5. Spelling

Using spelling knowledge to correctly spell high frequency words appropriate to grade level

6. Handwriting

Observing mechanics when copying/writing sentences; capitalization, space between words and correct

punctuation marks 7. Composing

Filling up correctly of personal and family information

using simple data sheet 8. Grammar Awareness

Introducing significant people using naming words in culturally appropriate manner

9. Reading Comprehension- Activating Schema and Prior

Knowledge Predicting what the story is about based on personal experiences and context.

Modifying prior knowledge based on new knowledge from the story

10. Reading Comprehension - Attitude towards Language, Literacy and Literature

Listening attentively during story reading and making

comments or reactions about text read

Value Focus

Developing Health Habits

Subject Matter

A. Topic

Nouns

B. Reference K to 12 Curriculum Guide 2 (Mother Tongue Competencies)

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C. Materials Biography A School Nurse by Vilma F. Alcayaga Graphic Organizers, Realia, Pictures, Activity Sheets

D. Procedure

DAY 1 Objectives


discussion on text heard b. Give the meaning of words through pictures, actions or

context clues

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

d. Listen attentively during story reading and making comments and reactions

A. Preliminary Activities Song: (about Community Helpers)

B. Motivation Ask: What do you want to be when you grow up?

C. Pre-Reading 1.Unlocking of Difficulties

Use the following words in sentences with pictures so that pupils can give the meaning of the words.

inauna - (use synonyms) kaub-ubinganna - (use synonyms)

nadalus - ( picture clues) naanus - ( contextual clues) nasirib - (use synonyms)

arapaap - ( contextual clues) nars - ( picture clues, contextual clues)

2. Activating Prior Knowledge

Show the class a picture of a nurse and ask: Who

is in the picture? What is her work in the community? Do you know a person in your

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community who looks like the person in the picture?

Encourage the pupils to tell something about this person in your community.

D. Developing a Purpose for Reading

Say: Today, we will read a story about the life of a school nurse. Lets find out who the person is, her parents, where she lives and her work.

E. During Reading (Shared Reading)

1. First Reading

Read the story without interruption while pupils

listen.

Name

Address

Quality Work

Parents

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2. Second Reading

Read the story again. Ask questions after reading

each page. Before proceeding to the next page, let pupils make predictions about what is going to

happen.

F. Post Reading

1. Answer comprehension questions: o Who is the school nurse in the story? o When is her birthday?

o Where did she study during her elementary grades?

o What are the qualities of Eva Fernandez? What was her dream? o Did she fulfill her dream? Why do you say so?

o Being a nurse, what is her work? o What do you like to be when you grow up? Why?

Nars iti Pagadalan

Vilma F. Alcayaga

Nayanak ni Eva Fernandez idi Septiembre 11, 1975 idiay

Baggoc, Caoayan, Ilocos Sur. Isu ti inauna nga anak da Mr. Lito Fernandez ken Mrs. Carla Fernandez.

Nangrugi nga agbasa ni Eva idi innem ti tawenna diay Baggoc-Pantay Quitiquit Elementary School. Iti kaaddana iti pagadalan, nakita kenkuanan ti kinapintas, kinadalus, kinaanus,

kinamannakaawat ken kamaudiananna kinasirib. Dagitoy a galad ti nangpalatak kenkuana saan laeng nga iti uneg ti pagadalan no di ket pati iti sibubukel a komunidad.

Nakagun-od isuna iti pammadayaw iti panagturposna iti elementaria ken hayskul.

Gapu ta arapaapna ti makapagserbi iti komunidad iti benneg ti panangtaripato iti salun-at, nagenrol ni Eva iti kinanars iti University of Northern Philippines a nagturposanna a Cum Laude.

Iti agdama, agpapaay ni Eva nga nars iti Caoayan National High School a nagturposanna iti hayskul. Naragsak nga agpapaay

iti komunidad a pagnaedanna.

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o If you were Eva, would you also work in your

own community? Why?

F. Evaluation

What do you think may happen if Eva did not study hard?

G. Assignment

Say: Bring a picture of a nurse and be ready

talk about it.

DAY 2 Objectives

a. Listen to and interact with others in a group or

class discussion on text heard

b. Fill-up personal, family and other information using data sheet and form correctly


1. Review

Ask: What is the title of our story yesterday? Who is the school nurse?

B. Motivation

What do you want to become when you grow up?

C. Developmental Activity Discuss the events/timeline that happened in the story.

a. Lets Complete the Web Give the needed information using the web based on

the story that you have heard.

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b. Lets fill-up the form Kompletuen ti pormas babaen ti panangisurat ti masapul

nga impormasion (Refer to Aramaten Dagiti Agad-adal, Aramiden 5, page 7)

D. Evaluation Presentation and Processing of outputs.

Ask: How did you fill-up the form? How did you write your name? the name of your parents?

Ikkan ti tsek (/) ti batog ti bilang no naisurat a nasayaat ti impormasion a sapsapulen.

Impormasion

Naisurat nga umno ti:

a. nagan b. petsa ti

panakaiyanak

c. lugar a

Father

Mother

Elementary

High School

1.

2.

Nars

Parents

School

Qualities

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nakaiyanakan

d. nagan ti tatang

e. nagan ti nanang

E. Assignment Interview your parents and fill up the form correctly.

Name of Father:___________________________ Name of Mother:__________________________ Birthday:_________________________________

Address:__________________________________

DAY 3

Objective

a. Introduce significant people, places, events using

naming words in culturally appropriate manner

A. Preparatory Activities

1. Action Song 2. Review

Who was the school nurse?

Who are her parents?

Where does she live?

Where did she study?

B. Motivation Have you seen a policeman? What does he do?

C. Developmental Activity

1. Presentation a. Show pictures of community helpers, different

places, famous persons, objects and animals.

Picture of community helpers, different places, famous

persons, objects and animals.

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b. Let the pupils put each picture under the proper column.

Persons

Places Objects/Things Animals

2. Discussion Ask:

What do you observe with the pictures?

What picture gives a name of a person?

place? thing? animal?

Let the pupils give also other names of persons, places, things and animals.

3. Generalization

Ask: What do we call words that name persons,

things, places, and animals?

4. Guided Practice Show some pictures or real objects and lets pupils name each picture or real object and telling

whether it is a name of a person, place, thing, or animal.

5. Independent Practice

Color the naming words. ( Refer to Aramaten Dagiti

Agad-adal, Aramiden 6, page 8)

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Key to Correction

tatang tiendaan lapis Vigan

nanang aso

6. Application

Show the Magic Tree to the pupils. Call some pupils to pick the fruits with naming words.

7. Evaluation Draw a before each number if the word is a name of a person, name of a place, name of a thing, and

name of an animal. (Refer to Aramaten Dagiti Agad-adal, Aramiden 7, page 9)

Key to Correction _____1. doctor ____6. bandera

_____2. kalding ____7. manang

_____3. aso ____ 8. baka

_____ 4. pagay-ayaman _____9. pulis _____ 5. bag _____10. plasa

kuton

kumanta

turod agsala

Lourdes

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8. Assignment List down three words that name a person, place, thing

and animal.

DAY 4 Objectives

a. Give the meaning of words being read through

matching them with pictures doing the actions or

giving its synonyms b. Use spelling knowledge and skills to correctly spell

high frequency words appropriate to grade level c. Observe mechanics when copying/writing sentence

and paragraph


1. Review Ask: What are nouns?

Say: Give words that name persons, places,

things and animals.

B. Motivation

Have you seen a nurse? What does she/he do?

C. Developmental Activity 1. Show some pictures taken from the story. Have pupils

match them with their names/meaning.

inaunaan innem nars

pagadalan komunidad

2. Spelling

Use the following words in sentences. Have pupils write

the correct spelling in their paper. a. Ni Eva ti inaunaan nga anak da Mang Lito ken Nana

Carla. b. Nangrugi ni Eva nga agbasa idi innem ti tawenna. c. Ni Eva ket maysa a nars.

d. Nalatak ni Eva iti pagadalan gapu iti kinasiribna. e. Ni Eva ket maysa a modelo iti komunidad.

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3. Have pupils play the Name Game Complete the name of your classmate by writing the

missing letter of each name. (Teacher provides a card for the pupils)

Example:

How did you complete the name of your classmate? How did you write the missing letter?

4. Writing a sentence.

Eva is a nurse.

She is a school nurse.

5. Writing a paragraph Ni Eva ti inunaan nga anak da Mang Lito ken Nana Carla.Nangrugi ni Eva nga agbasa idi innem ti

tawenna. Ni Eva ket maysa a nars. Nalatak ni Eva gapu ti kinasiribna. Ni Eva ket maysa a modelo iti kommunidad.

6. Discussion

Discuss the use of capital letters in writing and copying sentences.

Ask: How do we write the first letter in the sentence? What do we do to separate the words in a sentence? What do we see at the end of a sentence?

What composes a sentence? (words) What will you form when you combine three or more

elated sentences? (Teacher discusses the features of a paragraph).

D. Writing Activity

Present the sentences/paragraph (modeling by the

teacher).

Have the pupils practice writing sentences on the

chalkboard.

__orena

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E. Guided Practice Pupils practice copying sentences/paragraph using the

chackboard.

F. Independent Practice Have pupils copy sentences/paragraph using their worksheets.

G. Application

Kopyaen dagiti sumaganad a sarita ken parupo.

1. Diay babai ket nalaing nga agsala. 2. Ni Ana ket nagaget.

3. Ti prinsipalmi ket ni Mr. Alcayaga. 4. Maestra ni nanangko. 5. Diay bag ket baro.

(Refer to Aramaten Dagiti Agad-adal, Aramiden 8 page 10)

H. Evaluation Have the pupils write the sentences and paragraph correctly. 1. nagdalus ni nena diay kuarto.

2. nagaget ni manangko. 3. naalumanay iti panagsasaona.

Kanayon a masapa a mapan iti eskwela ni nena. Isu ti para dalus iti kuartoda. Tultulunganna pay

dagiti kaeskwelaanna. naulimek isuna ngem nagaget nga agbasa.

Key to Correction

1. Nagdalus ni Nena diay kuarto. 2. Nagaget ni manangko. 3. Naalumanay ti panagsasaona.

Ni tatang ken nanang ket

agpada a naanus ken nagaget.

Agtintinnulong kami iti trabaho ti

balay. Naragsak kami a pada-pada

no mailippasmi dagiti aramidmi.

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I. Assignment

Practise writing sentences and paragraphs about the things

you do at home.

DAY 5 Evaluation

Objectives

a. Identify words that name a person, place, things, and

animals

b. Correctly fill up personal, family and other information using the data sheet

I. Tell if the following words are names of persons, places, things, and animals.

Tao Lugar Banag Ayup

II. Complete the form by filling up the needed information.

kalding lapis tiendaan doctor bag baboy maestra pagadalan

manok Vigan libro pulis

Nagan:___________________________________ Lugar a Nakayanakan:____________________

Petsa ti Panakayanak:____________________

Tawen:___________________________________

Kanayon a masapa a mapan iti

eskwela ni Nena. Isu ti para dalus iti

kuartoda. Tultulunganna pay dagiti

kaeskwelaanna. Naulimek isuna ngem

nagaget nga agbasa.

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Key to Correction

Tao Lugar Banag Ayup

maestra Vigan bag kalding

pulis tiendaan lapis manok

doktor pagadalan libro baboy

Nagan: Rona Castro

Lugar a Nakayanakan: Pandan, Caoayan, Ilocos Sur Petsa ti Panakayanak: Setyembre 24, 2006

Tawen: 6

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Theme

Things I Enjoy and People I Like e.g. fruits, vegetables and local delicacies

Objectives

1. Listen to and interact with others in a group or class discussion of texts heard

2. a. Give the meaning of words thro pictures, doing the

action or giving synonyms b. Read phrases and sentences consisting of words being

studied and answer higher order questions about them 3. Read aloud grade two level texts, with an accuracy of 95-

100%

4. Modify prior knowledge based on new knowledge from the legend read.

5. Show love for reading by listening attentively during story

reading and making comments and reactions 6. Observe mechanics when copying/writing sentences,

paragraphs and stories; capitalization, space between words and correct punctuation marks Correctly spell words with consonant clusters and

blends 7. Write through dictation, simple phrases, sentences and

paragraphs observing correct punctuation marks,

capitalization, indention and format 8. Use nouns in culturally appropriate manner in sentences

and paragraph: a. Singular form (ti) b. Plural form (dagiti)

c. These are/those are with plural nouns 9. Recognize common abbreviation (e.g. Jan., Sun., Mr.,

Mrs., etc.) 10. Express love for stories by reading more literary and

informational legends, etc. read



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Domain

1. Oral Language Listening and interacting with others in a group or class

discussion of texts heard 2. Word Recognition

a. Giving meaning of the words through matching

them with pictures, doing the action or giving synonyms

b. Reading phrases and sentences consisting with

words being studied and answer higher order questions about them

3. Fluency Reading aloud Grade 2 level text with an accuracy of 95-100%

4. Spelling Spelling words with consonant clusters (appropriate to

the Mother Tongue) 5. Handwriting

Observing mechanics when copying/writing sentences,

paragraph and stories, capitalization, space between words

6. Composing

Write through dictation, simple phrases, sentences, and paragraphs observing correct punctuation marks,

capitalizations, indentions and format 7. Grammar

Using nouns in culturally appropriate manner in

sentences and paragraph: a. Singular form (ti-ni) b. Plural form (dagiti-da)

c. These are/those are with plural nouns (dagitoy-dagidiay)

8. Vocabulary Recognizing common abbreviation (e.g. Jan. Sun. St. Mr. Mrs. etc.)

9. Reading Comprehension-Activating Schema and Prior Knowledge

Modifying prior knowledge based on new knowledge from the story, legends, folktales news articles etc.

10. Reading Comprehension- Attitude Towards Language,

Literacy and Literature Expressing love for stories by reading more literary and informational texts

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Showing love for reading by listening attentively

during story reading and making comments and answering higher order thinking questions

Value Focus Never envy others

Subject Matter

A. Topics Using Nouns in Sentences

Common Abbreviation

B. Reference

K to 12 Curriculum Guide 2 (Mother Tongue Competencies)

C. Materials Legend: How Baggoc Got its Name (Adapted) Picture of a lady

Picture of Community Helpers Name card of Community Helpers Chart of a song The Community Helpers

D. Procedure

DAY 1

Objectives


discussion of texts heard b. Read phrases and sentences consisting of words being

studied and answer higher order questions about them

c. Read aloud grade two level texts, with an accuracy of

95-100% d. Modify prior knowledge based on new knowledge from

the legends read e. Show love for reading by listening attentively during

story reading and make comments and answer higher

order thinking questions

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A. Preliminary Activities Song: Adda Maysa a Bituen (Ayug: Twinkle, Twinkle Little

Star) Adda maysa a bituen

A nakitak ti tangatang Napintas a buybuyaen Aglalo no agrimat-rimat

Adda maysa a bituen Magustuak a buybuyaen.

B. Motivation Ask: Are you observing the stars at night? How does it look

like?

C. Pre-Reading

1. Unlocking of Difficulties

nagdappat ( picture clues) Baggac (picture clues) agnaed (use synonym)

rimat ( picture clues)

2. Developing a Purpose for Reading

Say: In the story that we are going to read today, we will find out how Baggoc got its name and who give

this name to the place.

D. During Reading Listening Story

Read the story to the pupils. Tells the pupils to listen as the story is read, about the theme for the week.

How Baggoc got its

name?

Who was the first

family who live in

that place?

How many children do they

have?

What name did the boy give to the

lady?

Who saw the beautiful lady?

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Read the story to the pupils.

Read and stop 2 or 3 times to ask the pupils what they think will happen next.

Read the whole story. Have the pupils answer higher order thinking questions

(HOTS). The summary of the story is then formed.

E. Post Reading 1. Discussion questions

a. Who was the first family who lived in the place?

b. Why did the family live in that place? c. How many children did they have?

Ti Naggapuan ti Nagan ti Barangay Baggoc

Idi un-una a tiempo, adda maysa a lugar a kasla kabakiran.

Adda met agasawa nga agsapsapul iti mabalinda a paggianan. Dagitoy nga agassawa ket addaanda ti maysa nga anak a

balasang. Nakadanon dagitoy nga agasawa ken ti anakda iti daytoy a lugar ket nakitada a mabalinda ti agnaed ditoy no la ketdi ta madalusan. Nagtitinnulong ngarud dagiti

sangkapamiliaan iti panangdalus iti lugar agingana a mabalinda a paggianan. Nagpatakderda ngarud iti bassit a kalapaw. Mminulaanda ti aglawlawna. Inaldaw met a sibugan daytoy ti

anakda a balasang. Maysa nga aldaw, kabayatan ti panagsibsibog ti balasang,

nalabsan daytoy ti maysa a baro a naggapu iti kabangibang a barrio. Nagduyos unay ti rikna ti baro iti balasang gapu ti kinapintasna. Adda amin a saguday a sapsapulenna iti maysa a

babai. Addaan daytoy iti nangisit ken kulot a buok, lumablabbassit a pingping, nakinis a kudil, naemma ken

kangrunaanna ti amin ket addaan ti nasin-aw a mata a kasla agrimat-rimat a Baggac ti agsapa. Ap-apalan dagiti dadduma a babbalasang gapu iti kinapintasna.

Manipud idi nakita ti baro ti balasang, kanayonnan daytoy a mapan pasiaren iti balayda. Amin a tao a malabsanna no saludsudenda ti papananna ket maymaysa laeng ti sungbatna,

ibagana a mapan iti ayan ni Baggac. Kanayon a kastoy ti sungbatna kadagiti tattao agsipud ta ti panagkitana iti balasang

ket maysa a narimat a bituen iti agsapa. Manipud idin pinanaganan dagiti tattao daytoy a lugar iti Baggac, ngem iti panaglabas ti panawen nagbalin daytoy a Baggoc.

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d. Who courted the beautiful lady? e. Why did she call the lady as Baggac?

2. Engagement Activities

a. Read the following phrases and sentences. maysa a balasang nakitak iti tangatang

Maysa a napintas a balasang ni Baggac. Adu ti nakitak a bituen iti tangatang.

b. Game (Message Relay) Group the class into two. Give an envelope containing

word cards to the first group. Give an envelope with pictures that match the word card in group 1 to the second group. At the count of three, the first pupil in

group 1 will get one word card. He/she will read it silently, whisper to the next pupil next to him/her in

line. The pupils pass the message until it reaches the last pupil in line. The last pupil will run in front and say the word.

Group 2 will form a circle and look for the picture that matches the word announced by the last pupil in

group 1. The group who will do it accurately will be given points. The group that earns the most points

wins the game.

c. Match My Skit Game 1. Have the children retell the story. 2. Divide the class into three teams. Give the teams a

few minutes to plan a 3-4 minute skit about the

story. 3. Teams take turn in doing their skits.

4. When everyone is done, they have the class look into the mystery corner to find the phrase or sentence which has similar thought or meaning as

the one used in the skit. The teacher asks: How do you feel while playing the

game? What should you do in order not to get hurt while playing?

F. Evaluation Instruct the pupils to draw a star and write something about Baggac inside it.

36

G. Assignment

Observe the sky tonight and draw the brightest star that you can see.

Day 2

Objectives

a. Give the meaning of words through pictures, doing the

action or giving synonyms b. Spell content words in the list of vocabulary words

correctly c. Write through dictation, simple phrases, sentences and

paragraphs observing correct punctuation marks,

capitalization, indention and format

A. Preliminary Activities Have pupils sing Adda Maysa a Bituen

B. Motivation Have the pupils paste their drawing on the wall. Call volunteers to say something about their drawing.

Write pupils responses on the board. a. Dakkel diay bituen a nakitak.

b. Napintas a buybuyaen dagiti bitbituen. c. Rumimat-rimat dagiti bitbituen a nakitak.

C. Development of the Lesson

1. Presentation

Form a paragraph using the sentences given by the pupils.

Binuyak idi rabii dagiti bitbituen. Dadakkel

ken babassit dagitoy. Kasla diamante a rumimat-

rimat iti tangatang. Napintas a buybuyaen dagitoy.

2. Discussion Ask: How do we write the first word in a sentence? How about the first sentence in a paragraph? What

punctuation mark is used at the end of each sentence?

37

3. Writing through dictation (Observe mechanics of writing) Instruct the pupils to listen to the following phrases. Tell the

pupils to write the words that the teacher dictates.

1. napintas a balasang 2. nasamek a lugar 3. narimat a bituen

4. bituen ti daya 5. ummong ti tattao

4. Let the pupils give the synonyms of the underlined words.

Think of the synonyms of the words listed below. a. napintas b. nasamek

c. narimat d. bituen

e. ummong

5. Let the pupils fill up the chart below based on the legend

presented.

Story Characters Attitude Values

1. Baggac

2. Baro

Processing the Activity a. What do you think are the values of Baggac? How

about the man?

b. Is it proper for the other ladies to envy Baggac? Why? c. If you were one of the ladies, what shall you do with

Baggac? D. Evaluation

Dictate a short paragraph for the pupils to write observing the mechanics for writing.

E. Assignment Write a short paragraph about your parents considering the

mechanics of writing and correct spelling.

38

DAY 3 Objective

a. Recognize common abbreviations


Preparatory Activity

Teach the song Dagiti Katulongan iti Komunidad (Ayug: Leron-Leron Sinta)

Dagiti Katulungan iti Komunidad

Serbisio publiko Isu ti trabaho

Tulong a maipaay

Iti pada a tao Polis, abogado

Ken inheniero Doktor, bombero Mangisursuro.

(Gallery Walk)

Work in the Community Tell the pupils to look at the pictures of Community

Helpers displayed around the classroom. After singing, have the pupils choose the picture of the community helper that they wish to become in the future and let them stand in front of it.

1. Presentation

Who is in the picture? Who are in the picture? What is he/she doing? What are they doing?

(Answer the question using this pattern and supply the blank with your family name)

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This is Dr. (family name of the child).He/She is a doctor. He/She treats sick people.

( Write on the board the responses of the pupils)

2. Discussion How do we shorten the name of Doktor? Kapitan? Inhiniero?

3. Generalization (Have the pupils read the sentences or responses written on the board. Let them fill the chart below with the information

taken from the written sentences they read. The first line is done.)

4. Engagement Activity

The teacher shows pictures of community helpers. While

showing the picture, the first member in each group will write the abbreviation on a showcard. Repeat the same

procedure until the last player (Group Relay Activity).

B. Evaluation Look at the picture. Write a sentence using the correct

abbreviation of names of the following community helpers.

Dagiti Katulungan ti

Komunidad

Pangyababaan

Doktor Dr.

Inhiniero

Kapitan

Arkitekto

Presidente

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(Refer to Aramaten Dagiti Agad-adal, Aramiden 10 pages 12-14)

Key to Correction

1. Dr.

2. Mrs.

3. Inhin.

4. Atty.

5. Sgt.

C. Assignment Write the abbreviation of the following:

1. Inhiniero 2. Doktora 3. Presidente

DAY 4

Objectives

a. Use nouns in culturally appropriate manner in sentence and paragraph

b. Observe mechanics when copying/writing sentences

and paragraphs observing correct punctuation marks, capitalization, indention and format


Have pupils sing Dagiti Katulongan iti Kommunidad

B. Motivation Ask: Have you been to a clinic? Who are the persons

that you can see in the clinic?

41

C. Develepmental Activity

1. Presentation a. Puppet Show (Encourage pupils to observe and listen

to the dialogue.)

b. Partner 1: I am Dr. Delos Reyes. I am a doctor.

Partner 2: I am Miss Suarez. I am a nurse.

Partner 1: I give medicine to the sick.

Partner 2: I help the doctor to take care of the sick.

Partners 1 & 2: We love to serve everybody.

c. Show a picture of community helpers. Let pupils view

the pictures.

Ask: What do you see in the picture? What are they

doing? Describe what you see.

Write pupils responses on the board.

Possible answers:

This is Mr. Cortez. He is a fireman. He puts out fire.

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These are Mrs. Cruz and Ms. Suarez. They are teachers. They teach the children to write, read and

count.

3. Discussion

When do we use the word ti -dagiti 4. Independent Practice

Role Playing:

Let the pupils find their partner. Let them

pretend that they have already become successful

professionals. Have them use some form of nouns in their

conversation. Give them enough time to present their role

play in front of the class.

5. Application

a. Usaren iti sarita ti balikas a ti ken dagiti.

(Write pupils responses on the board.)

Ti ubing ket nadayaw.

Ti tatangna ket doctor.

Ti nanangna ket maestro.

Dagiti kakabsatna ket nagagaget.

Dagiti kaarrubada ket nasingpet.

b. Pagtitipunen dagiti sarita tapno makaaramid ti parupo.

(Check pupils output using the rubric)

43

Idrowing ti iti batog ti kahon no naisurat a

nasayaat ti parupo.

D. Evaluation

Isurat ti ti wenno dagiti iti blanko.

1. ______ ubing

2. ______ tattao

3. ______ doktor

4. ______ ub-ubbing

5. ______ maestro

Key to Correction

1. ti

2. dagiti

3. ti

4. dagiti

5. ti

E. Assignment

Usaren ti ti ken dagiti iti sarita. Pagtitipunen dagitoy tapno

makaaramid ti paraupo.

Mechanics

Naisurat ti parupo a sinurot dagiti sumaganad.

a. Naipauneg a naisurat ti umuna a sarita.

b. Naisurat ti dakkel a letra ti umuna a balikas iti sarita.

c. Nausar ti umno a punctuation mark iti udi ti sarita.

d. Nasurot ti format iti panagsurat ti parupo.

e. Nadalus ti panakaisurat ti parupo.

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Day 5

Evaluation

Objectives

a. Write the correct abbreviation for each word.

b. Find meaning of words by giving its synonyms.

I. Isurat ti pangyababaan dagiti sumaganad nga katulungan ti

komunidad.

1. Doktor - _______________

2. Inhiniero - _____________

3. Kapitan - ______________

4. Arkitekto - _____________

5. Presidente - ____________

II. Pagsilpuen ti balikas nga agpada ti kaipapanan iti Batog A

ken Batog B babaen iti uged.

Batog A Batog B

6. napintas a. baggak

7. nasamek b. agandap

8. narimat c. grupo

9. bituen d. nalasbang

10. ummong e. narukbos

Key to Correction

I. 1. Dr.

2. Inhin.

3. Kapt.

4. Ark.

5. Pres.

II. 6. d

7. e

8. b

9. a

10. c

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Theme

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

1. Communicate about ones basic needs 2. Read paragraphs, stories, legends, etc. consisting of words being studied 3. Read short stories with ease and fluency

4. spell content words in the list of vocabulary words 5. Write simple sentences about an experience generated from a

group story 6. Write through dictation sentences and paragraphs observing correct punctuation mark

7. Use plural form of demonstrative pronouns in sentences 8. Confirm prediction after listening to a story/dialogue read

Domains

1. Oral Language Communicating about ones basic needs.

2. Word Recognition

Reading paragraphs, stories, legends, etc. consisting of words being studied.

3. Fluency

Reading short stories with ease and fluency. 4. Spelling

Spelling content words in the list of vocabulary words. 5. Handwriting Writing simple sentences about an experience generated from

a group story. 6. Composing

Writing through dictation sentences and paragraphs observing correct punctuation mark.

7. Grammar Awareness

Using plural forms of demonstrative pronouns in sentences.



46

8. Reading Comprehension Confirming prediction after listening to a

story/dialogue read.

Value Focus Taking Care of Oneself

Subject Matter

A. Topics

Plural form of demonstrative pronouns

B. Reference K To 12 Curriculum Guide 2 (Mther Tongue Competencies)

C. Materials Story: My Body Needs, pictures of different clothes, big box containing pictures of clothes

D. Procedure

DAY 1

Objective

a. Communicate about ones basic needs


Song: Ti Ubing a Nadalus (Ayug: Bahay Kubo) Ti ubing a nadalus Kawesna ket naurnos

No mapan ti eskwela Suot nat unipormena. No mapan agpasiar Pangkasual ti suotna

No mapan ti simbaan Pangpormal ti kawesna.

No isuna ket aginana Agbuggo nga umuna

Kalpasanna, agsukat Iti pangturogna.

47

B. Motivation How do you feel while singing the song? What are the

kinds of clothes mentioned in the song?

C. Developmental Activity 1. Unlocking of Difficulties

a. kawes ( picture clue/visual clue) b. pangpormal ( picture clue/visual clue) c. pangkasual ( picture clue/visual clue)

d. pangturog ( picture clue/visual clue)

2. Presentation Show different clothes hanging on the clothesline.

Have pupils tell something about the different clothes to develop oral fluency.

Guide them with the following questions: a. What do you see on the clothesline?

b. When and where do you use these clothes?

3. Guessing and Sorting Game (Experience Story)

a. Have the pupils close their eyes for two (2) minutes. To arouse curiosity, show them the box and ask

them to guess what is inside. Ask: Ania ti ammoyo nga adda iti uneg ti kahon?

Sino ti nakaawat ti regalo? Ania ti naawat na a regalo? Ania ti inaramid na iti kawes?

Kasano ti panangipakita iti panagannad iti kawes?

(Write pupils responses on the board to form an experience story.)

Adda naawat ni Nonoy a regalo. Naikabil daytoy iti asul a kahon. Maysa nga asul a

kamiseta ti inted ni uliteg na a Danny. Magustuanna unay ti kawes isu nga kasta unay ti panangilalana. Saan na nga itulok a marugitan

wenno mamantsaan.

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b. Sorting Game Have pupils sort the clothes into three (3) sets

(pangpormal, pangkasual, ken pangturog) Let the pupils share what happen in the activity.

1. What did you do with the clothes? 2. What did you do to be able to sort them?

3. How many groups did you make? 4. Why did you group the clothes into three? 5. Did you enjoy the activity?

4. Generalization

What are the different kinds of clothes? How do we take care of our clothes?

D. Evaluation Why do we consider clothes as one of our basic needs?

Apay a ti kawes ket maysa kadagiti kangrunaan a kasapulantayo?

E. Assignment Cut pictures of clothes and sort them acoording to: Pangpormal Pangkasual Pangturog

DAY 2

Objectives

a. Read paragraphs and stories consisting of words being studied

b. Read short stories with ease and fluency

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

d. Confirm prediction after listening to a story/dialogue read

A.Preliminary Activities

1. Review Ask: How did you sort the clothes? Did you help one another? Did you enjoy doing the work by yourself or

with your classmates? What do you feel when you are doing the activities you like? Why?

49

B. Motivation Ask: What kind of clothes do you wear

when you go to the church? How do you take care of your clothes?


1. Give questions to guide the pupils in composing a story about an experience.

Write on the board the sentences that pupils dictate/say.

2. The teacher writes the story as the pupils give their

sentences. Ask: Is that what you want to say? If the pupils want

to change the sentence, let them do it until they are

satisfied.

Ask the pupils. What would you like to say next?

Write only what the pupils tell. ( Encourage pupils to

keep their story using 6 to 7 sentences only.)

3. Have pupils read the sentences.

4. Read the story to the pupils. ( Allow them to make

changes if they want to.)

5. Have the pupils give their story a title. Write it above

the story.

Ask: What title do you want to give our story?

(Allow the pupils to discuss before writing the title

just as the pupils say it).

Dagiti Nadumaduma a Kawes

Adda naduma-duma a klase ti kawes. Ti kawes ket mabalin a pangpormal, pangkasual

ken pangturog. Ti pangpormal a kawes ket isuot no mapan iti simbaan. Agsuot met ti

pangkasual no mapan agpasiar. Usaren met ti

50

pangturog iti rabii. Masapul nga annadan dagiti kawes tapno saan a nadaras a madadael.

6. Read the story again, using the Reading Plan.

D. Answer Comprehension Questions

1. Ania dagiti naduma-duma a klase ti kawes? 2. Ania ti isuotmo no mapan ka makimisa? 3. Ania ti isuotmo no mapanka agpasiar?

4. Ania ti aramidem tapno saan a daras madadael dagiti kawesyo?

Cite situations for the pupils to predict. 1. Kagapgapo ni Abe a napan nagbasa. Napan

nagay-ayam sigida a saan a nagsukat ti unipormena. 2. Napan nakimisa da Alma. Pagsangpetda

sinukatanna a dagus iti para balay ti kawesna. Ania ti mabalin a mapasamak iti kawesna?

C. Evaluation

Cite situations for the pupils to predict.

1. Nagbasa ni Ben ti leksionna. Agtest kabigatanna. Ania ngata ti mapasamak.

2. Nalaing a mangan ti prutas ni Carla. Nasapa pay a matmaturog.

3. Adu ti mula ni Nana Aning. Innaldaw na a

sibsibugan dagitoy.

D. Assignment

Read the story and predict what will happen. Nasapa a nagriing ni Nana Soleng. Innalana ti

1. Read the entire text to the pupils.

2. Read the text with the pupils. 3. Read one part of the text with or more pupil

volunteers. 4. One or two pupil volunteers read that part of

the text by themselves. (Note: Do not force

anyone to read alone. If no pupil volunteer, then go on to Step 5).

5. Read the entire text again, with all the pupils.

51

basket ket napan naguray ti luganna iti kalsada. Papanan ngata ni Nana Soleng?

DAY 3

Objective

a. Use plural form of demonstrative pronouns in sentences


1. Review The teacher asks: What are the different kinds of clothes?

How do we take care of our clothes?

B. Developmental Activity

1. Show and Tell

Say: Come in front and select the clothes

you like most.

After each pupil has shown and talked about the clothes. Ask: What did you use to present your favorite clothes?

2. Presentation

Write sentences on the chalkboard based on their

responses using demonstrative pronoun in plural form.

Say: Lets read the sentences.

a. These are my favorite dresses.

(Dagitoy ti magusgustuak a badbado.) b. These are blouses.

(Blusa dagitoy.) c. Those are shorts.

(Shorts dagidiay.) d. Those are t-shirts.

(T-shirts dagidiay.) e. Those are skirts.

(Palda dagidiay.)

Present demonstrative pronouns and how they are used in sentences.

52

After the demonstrative pronouns have been presented, let the pupils spell the singular and plural forms of

demonstrative pronouns.

3. Generalization Ask: When do we use these are? When do we use those are?

Singular Plural

Person holding the object This is These are

Person pointing the object That is These are

4. Evaluation Refer to Aramaten Dagiti Agad-adal, Aramiden 13, page

20-23.

Key to Correction

1. Dagitoy

2. Dagidiay 3. Dagidiay 4. Dagitoy

5. Dagitoy 6. Dagitoy 7. Dagidiay

8. Dagitoy 9. Dagitoy

10. Dagidiay

5. Assignment

Use demonstrative pronouns in sentences. (dagitoy ken dagidiay)

DAY 4

Objectives

a. Write through dictation sentences and

paragraphs observing correct punctuation marks b. Spell content words in the list of vocabulary words


1. Review

Have pupils use this is (dagitoy) and these are (dagidiay) in sentences.

53

B. Motivation Ask: Ania ti paboritoyo nga ay-ayam? Apay nga daytoy ti

paboritoyo?


1. Review

a. Partner/Dialogue Read a dialogue using the demonstrative pronouns learned. Let pupils confirm prediction

after the teacher reads the dialogue.

Example: Partner 1: Dagitoy ti ay-ayamko. Adda kotse, tren

ken dadduma pay. Ginatang ni

nanangko dagitoy. Ket sika, gayyem, ania ti inted ni nanangmo kenka?

Partner 2: Oh! Ginatang ni nanangko dagidiay a lobo para kaniak. Intedna pay kaniak dagitoy a tsokolate.

Partner 1: Ay-ayatennak unay ni nanangko. Dagitoy ti inted ni nanangko kaniak. Partner 2: Ipatpategnak met ni nanangko ! Magustuak

amin dagidiay intedna kaniak.

2. Presentation Group Activity

Each group will tell something about the picture using appropriate demonstrative pronoun in plural form. Partners will write a simple dialogue about the picture.

Group 1: Picture in the canteen

Group 2: Picture inside the classroom Group 3: Picture in the playground

Ask: Did you enjoy the activity? Did you use the demonstrative pronoun correctly?

3. Evaluation

Refer to Aramaten Dagiti Agad-adal, Aramiden 14, pages

24-25.

54

Key to Correction 1. asom

2. hardinmo 3. Manangmo

4. gayyemmo 5. tatangko 6. lapisko

7. dingwenda 8. bayyabasko 9. librona

10. balaymi

D. Spelling 1. Dictate the following words. Let the pupils write the words on

their slates.

2. Dictate the words again. Let the pupils write the words on their paper. Check their work.

3. Write the spelling words clearly on the chalkboard. Let them write these words on their paper. Supervise them as they do

the activity.

DAY 5

Evaluation

Objectives

a. Fill in the blank with this is(dagitoy) and these are (dagidiay).

b. Write the correct spelling of words learned.

I. Kompletuen ti sarita babaen ti panangisurat ti umno a

panangtagikua a pangsandi a nagan iti blanko. Pilien ti sungbat iti uneg ti kahon.

kawes uniporme kasual pormal

55

1. Adda baro a ____________.

2. Nangisit ti ____________ nga immay nagbasa. 3. Matmaturog ni ___________. 4. Adda _______ a puraw.

5. Adu ti _________ manang Selya. 6. Nalangto ti ________ a mais.

7. Dakkel ti _________ manang Marceli. 8. Ni _________ ket maestra. 9. Napukaw ti _________.

10. Napuskol ti ___________.

II. Write the correct spelling of the following words.

1. kamiseta 2. kawes 3. uniporme

4. kasual 5. pormal

Key to Correction

1. badona 6. mulami 2. sapatosna 7. balayda 3. adingko 8. nanangko

4. asok 9. papelna 5. baboyda 10. librok

librok adingko asok sapatosna

badona balayda baboyda

nanangko papelna mulami

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Theme My Favorite Plants and Animals

Objectives

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

2. Read with understanding paragraphs, stories, legends, etc. consisting of words being studied 3. Use possessive pronouns (my, you, his, her, your)

4. Spell words in the list of content words in the vocabulary

5. Write sentences and paragraphs about an experience generated from a group story 6. Recite with ease and confidence 3 to 5 stanzas

poem in culturally appropriate manner 7. Supply rhyming words to complete a rhyme, poem or song

8. Recognize sound/symbol relationships in ones own writing

9. Observe some mechanics when copying/writing sentences: capitalization, spaces between words and correct punctuation mark

Domain

1. Oral Language

Listening to and interacting with others in a group or class

discussion on texts heard. Reciting/singing with ease and confidence 3 to 5 stanzas (rhymes, jingles, riddles, chants, song, and lullaby) in

culturally appropriate manner. Supplying rhyming words to complete a rhyme

2. Phonological Skills Recognizing sound/symbol relationships in ones own writing.



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3. Book and Print Knowledge Observing some mechanics when copying/writing sentences:

capitalization, spaces between words and correct punctuation mark.

4. Word Recognition Reading with understanding paragraphs, stories, legends, etc. consisting of words being studied.

5. Spelling Spelling words in the list of content words in the vocabulary.

6. Handwriting

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

7. Composing Illustrating ability to give personal information needed to identify oneself.

8. Grammar Awareness Using possessive pronouns (my, you, his, her, your)

Value Focus Taking care for plants and animals

Subject Matter

A. Topics Possessive Pronouns

B. Reference

K To 12 Curriculum Guide 2 (Mother Tongue Competencies)

C. Materials

Story: Diay Baluarte ni Perlita P. Quinto

Poem: Diay Hardin ni Perlita P. Quinto Picture of a nature with animals

D. Procedure

DAY 1

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

class discussion on text heard

b. Read with understanding paragraphs and stories consisting of words being studied

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c. Predict what the story is about based on personal experiences


Song: Adda Bassit a Balay (Ayug: Bahay Kubo)

B. Motivation

Ask:Have you been to a zoo? What animals can you see in the zoo? (Use a graphic organizer for pupils to place their answers).

C. Pre-Reading

1. Unlocking of Difficulties a. parke ( picture clue/visual clue) b. gayyem ( context clue/picture clue)

c. sabong ( picture clue/visual clue) d. aglawlaw ( picture clue/context

clue/visual clue) e. agsapa (though context clue)

2. Activating Prior Knowledge Show a picture of a zoo.

Zoo

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Write down what a pupil says and then read it back to the pupil to develop print awareness.

(Individual pupil contributes words, one sentence at a time, to compose a story)

Print words on chart (so that the class has a permanent copy), modelling reading each word as you write.

D. During Reading

Read the entire story, then the entire group or individual

pupil may do another reading.

Read the entire story using the reading plan.

1.Read the entire text to the pupils.

2.Read the text with the pupils. 3.Read one part of the text with or more pupil volunteers.

4.One or two pupil volunteers read that part of the text by themselves. (Note: Do not force anyone to

read alone. If no pupil volunteer, then go on to Step 5).


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E. Post Reading 1. Comprehension questions

a. Talk about the story

b. The teacher asks comprehension questions about the story:

Siasino dagiti tallo nga agkakabsat a napan diay Baluarte?

Ania ti napan inaramid dagiti agkakabsat diay Baluarte?

Ania ti nakita dagiti agkakabsat diay Baluarte? Siasino ti kabsatda a saanda a makita

kabayatan ti panagsarsaritada Emma ken Karen?

Diay Baluarte Ni: Perlita P. Quinto

Agsapa ti Sabado, napan dagiti tallo nga agkakabsat, ni Emma nga agtawen ti 18, Karen nga agtawen ti walo, kenni Nonoy nga

agtawen ti tallo diay Baluarte. Napanda kinita dagiti nadumaduma a klase ti ayup ken mulmula nga adda sadiay. Adda nakitada nga uleg, lion, tigre, sunggo ken dadduma pay. Kinuna ni Karen,

manangko, kasla diay pusak dayta a tigre. Kalanglanga na la unay diay pusak. Kayatko ti tigre nga aywanan diay balay. Mabalin kadi ti gumatang ditoy? Saan a mabalin ti gumatang ditoy ken maiparit nga aywanan ti tigre adingko ta masapul nga aggianda iti umno a pagtaengan a kas iti zoo. Daytoy Baluarte ket maysa a zoo.

Nasayaat pay a pagtaenganda diay kabambanyatan, insungbat ni Emma. Kalpasan a makitada dagiti ayup napanda iti ayan dagiti

kulibangbang. Adu sadiay dagiti nadumaduma a sabsabong. Oh! Ania a pintasna daytoy a sabongen, kinuna ni Emma. Kayatko ti mangala ti maysa a sabong, kinuna ni Karen. Saan a mabalin, maiparit ti mangala ti sabong ditoy, insungbat ni Emma.

Kabayatan ti panagsarsaritada Emma ken Karen, kimmitada ti

aglawlaw. Saanda met a makitan ni Nonoy. Ayanna ni ading Karen? kinuna ni Emma. Simmungbat ti ubing a lalaki ti asidegda, Dayta kadi ti ubing a birbirukenyo?

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c. Engagement Activities Group the class into three.

Give some situations based on the story where they can predict based on their personal experiences.

Group 1: Pimmanaw ni adingda a Nonoy iti ayanda.

Ania ngata ti napasamak kenni adingda a Nonoy?

Group 2: Napan kayo diay Baluarte, nakitam ditoy

dagiti nadumanduma nga ayup. Nagpagatang ka ken nanangmo ti tigre ngem inbagana a saan a mabalin.

Apay a saan a mabalin a taraknen ti tigre iti pagtaengan?

Group 3: Adu a sabsabbong ti nakitada a

pagbatbatayan dagiti kulibangbang. Mangtukkol koma ni Nonoy ngem inparit Ni manangna.

Apay ngata a maiparit ti mangala ti sabong diay ayan dagiti kulibangbang?

(Process the predictions of pupils)

d. Value infusion

Kasano a maipakita ti panangipateg kadagiti ayup ken mulmula?

F. Evaluation The teacher gives another situation/another short story

and let the pupils predict what happens next.

Maysa nga aldaw nagmula ni Marielle

iti bukel ti balatong. Inaldaw na daytoy a

sibugan. Kalpasan ti sumagmamano nga

aldaw napanna kinita ti mulana. Nasdaaw

unay ni Mariele iti nakitana. Ania ti nakita

ni Marielle?

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G. Assignment

Read the story and tell what happens next.

DAY 2

Objectives

a. Listen to and interact with others in a group or

class discussion b. Use possessive pronoun

A. Preliminary Activities Review the story Diay Baluarte

B. Development of the Lesson

1. Present the story again. Call on some pupils to read it

aloud in the class.

2. Ask higher order thinking skills (HOTS) questions about the story.

a. Apay a napan dagiti agkakabsat diay Baluarte?

b. Ania dagiti nadumaduma nga ayup a nakitada diay Baluarte? Kasanoda nga inpakita ti panagayatda kadagiti ayup?

c. Apay nga maiparit ti agala iti sabsabong? Ania ti mapasamak no maibus amin a mulmula ken

sabsabong? 3. Ask pupils to pick out the possessive pronoun found in

the story. (Teacher writes the pupils responses on the

metacards) 4. Tell the pupils to post the metacards on the board.

5. Discuss the use of possessive pronoun and give more

examples.

a. Have pupils read the following possessive pronoun.

Nasapa a nagriing ni Frances. Insimpana ti nagiddaanna.

Kalpasanna napan nagdigos. Nagsukat ti unipormena ken

nag-almusar. Nagsipilyo ti ngipenna, kalpasanna innalana

ti bagna. Papanan ngata ni Frances?

kayatko manangko pusak

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b. Use the following words in sentences. Kayatko ti agtaraken ti tigre kuna ni Nonoy.

Sino ti mangayat nga agtaraken ti tigre? Ni manangko Selina ket nasingpet.

Sino ti nasingpet? Diay pusak ket kalanlanga ti tigre kuna ni Nonoy. Sino ti akinpusa diay kalanglanga ti tigre?

c. Have pupils give more examples of possessive pronoun.

6. Generalization What are possessive pronouns?

C. Engagement Activities

The teacher divides the class into three (3) groups.

The teacher gives the standards for grouping

a. Activity 1-Group 1 Write the correct possessive pronoun in each sentence. Choose your answer from the words inside the box.

kayatko adingmo manangko pusak

1. Agkakaingas dayta tigre ken tay ______.

2. ________________ nga aywanan ti tigre. 3. Mapanmo biruken ti ___________. 4. Mabalin kadi nga aywanan ti tigre diay balay

______________?

b. Activity 2-Group 2

Use the following possessive pronouns in sentences. Write your answer on a sheet of paper.

librona balaymi bayyabasko lapismo pagadalanda

c. Activity 3-Group 3

Complete the sentences using the correct possessive

pronoun inside the box.

D. Processing of the Activity

Each group leader presents his/her outputs. The teacher

processes the activity done by each group.

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E. Enrichment Activity

The teacher identifies the common possessive pronouns not

mastered by the pupils out of the presentations of each

group.

The teacher gives an enrichment activity for the mastery of

the lesson.

F. Evaluation

(Refer to Aramaten Dagiti Agad-adal, Aramiden 16, pages

26-29)

G. Assignment

Write 5 sentences using prossessive pronouns.

DAY 3

Objectives a. Spell words being studied in the list of vocabulary

words b.Write sentences and paragraph about an experience generated from a group story

c. Recognize sound/symbol relationships in ones own writing

d. Observe mechanics when copying/writing sentences; capitalization, spaces between

words and correct punctuation mark.

A. Preliminary Activities Song: Aso, aso aw (2x) Aso, aso aw, aw, aw

Pusa, pusa meow(2x) Pusa, pusa meow, meow, meow. Kalding, kalding mee(2x)

Kalding, kalding mee, mee, mee.

B. Developmental Activity A. Writing Engagement

1. Give spelling activity words found in the story Diay Baluarte. Check the work of the pupils.

2. Have pupils read the following words.

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walo ayup

tigre Ask: Ania ti umuna nga aweng iti balikas a walo?

Kasanoyo nga isurat ti letra para ti aweng a /w/? (Do the same with the other letters/words)

3. Present the story Diay Baluarte. a. Have the pupils read the whole text. b. Have them observe some mechanics for writing

sentences. Give examples on the board. The teacher discusses the important mechanics in

writing sentences and paragraphs. The teacher gives board work examples.

4. Generalization Ask: What are the mechanics in writing sentences in

a paragraph form? Why do we need to write correct sentences using proper capitalization? proper spacing between words? correct punctuation marks? and proper

indention at the beginning of paragraphs?

5. Guided Writing Practice

Let the pupils copy the story Diay Baluarte with proper mechanics in writing.

C. Composing

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.

Evaluates and process pupils output.

D. Evaluation Put a / if you followed the correct mechanics in writing a a story x if not.

Mechanics

Naisurat ti istoria a sinurot dagiti sumaganad:

a. Naipauneg a naisurat ti umuna a sarita.

b. Naisurat ti dakkel a letra ti umuna a

balikas ti sarita

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D. Assignment Rewrite your stories.

DAY 4

Objectives a. Recite with ease and confidence 3 to 5-stanza poem

b. Supply rhyming words to complete a rhyme

A. Preliminary Activities Review

Ask: What are the different plants that the sisters saw in Baluarte?

B. Motivation Ask: Do you have a garden at home? What are the different plants in your garden? How do you take care of your plants?

C. Pre-Reading

1. Unlocking of difficulties

a. aglawlaw (picture clue)

b. tarigagay (context clue) c. dumar-aw (context clue)

2. Developing Purpose for Reading a. First reading of the story by the teacher

Say: Today we are going to read a poem about Diay Hardin Find out the different things that you can see in the garden.

D. During Reading

Diay Hardin Ni: Perlita P. Quinto

Sabsabong a nadumaduma Adda amarilio, puraw ken nalabaga

Makaay-ayo kadagiti mata

c. Nausar ti umno a punctuation mark iti

udi ti sarita.

d. Nasurot ti format iti panagsurat ti istoria.

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Nababanglo ken napipintasda.

Kulibangbang iti aglawlaw Pudno a makapukaw

Ti bisin ken uwaw A tarigagay ti amin a dumar-aw.

Ania a pintasnan

Toy hardin ni Perlan

Pasiarem.umaykan Ta makitam ti hardin nan.

(Refer to Aramaten Dagiti Agad-adal, Aramiden 16-17, pages 30-33)

a. The teacher does the reading plan

E. Post Reading

1. Comprehension Questions a. What is the title of the poem? Who wrote the poem?

How many stanzas are there in the poem? b. What are the different things that we can see in the garden?

c. Why do we have to protect the plants and insects in the garden? What will happen if we dont protect them? 2. Engagement Activity

Divide the class into five (5) groups. Have each group recite the poem with expression in front of the class.

1.Read the entire text to the pupils.

2.Read the text with the pupils. 3.Read one part of the text with or more pupil

volunteers. 4.One or two pupil volunteers read that part of the text by themselves. (Note: Do not force anyone to

read alone. If no pupil volunteer, then go on to Step 5).


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3. Have pupils read the poem . Ask: How many stanzas are in the poem?

How many lines in each stanza? Give the pair of rhyming words in the poem.

4. Application Aramiden 16 page 30-31.

5. Independent Practice Aramiden 17 page 32-33

F. Evaluation

Supply the rhyming words to complete the rhyme. 1. Dagiti sabsabong ket _________________. 2. Nadumaduma iti _______________.

3. Makaay-ayo kadagiti _______________. 4. Sabsabong a kasta unay __________________.

G. Assignment

Memorize the poem.

DAY 5

Evaluation

Objective

a. Complete the sentences using the correct possessive

pronoun Aramiden 18 page 26-29.

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Theme

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

Objectives

1.a. Listen to and interact with others in a group or class discussion on texts heard b. Retell familiar stories and short conversations using

appropriate gestures, expressions, and illustrative objectives 2. Read phrases and sentences consisting of words being

studied and answer higher order questions about them 3. Read stories, fables, legends, news articles, etc. with

ease and fluency 4. Spell content words in the list of vocabulary words 5. Write short narrative stories that include elements of

setting and characters 6. Illustrate ability to give personal information needed to

identify oneself 7. Use possessive pronouns (my, you, his, her, your) 8. Modify prior knowledge based on new knowledge from

the story, legends, fables, etc. read 9. Show love for reading by listening attentively during story reading and making comments and answering

higher order thinking questions

Domains 1. Oral Language

a. Listening to and interacting with others in a group or class discussion on texts heard.

b. Retelling familiar stories and short conversations using appropriate gestures, expressions, and illustrative objectives.

2. Word Recognition Reading phrases and sentences consisting of words being studied and answer higher order questions

about them.



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3. Fluency Reading stories, legends, news articles, etc. with ease

and fluency. 4. Spelling

Spelling content words in the list of vocabulary words 5. Handwriting Writing short narrative stories that include elements of

setting and characters. 6. Composing

Illustrating ability to give personal information needed

to identify oneself 7. Grammar Awareness

Using possessive pronouns (my, you, his, her, your) 8. Reading Comprehension: Activating Schema/Prior Knowledge

Modifying prior knowledge based on new knowledge from the story, legends, fables, etc. read

9. Reading Comprehension: Attitudes Towards Language, Literacy and Literature Showing love for reading by listening attentively

during story reading and making comments and answering higher order thinking questions.

Value Focus Work and save for the future

Subject Matter

A. Topics Possessive Pronouns

B. Reference K To 12 Curriculum Guide 2 (Mother Tongue

Competencies) C. Materials

Fable: Ni Dudon Ken ni Kuton(Adapted) pictures and songs

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D. Procedure

DAY 1

Objectives

a. Listen to and interact with others in group or

class discussion on texts heard b. Retell familiar stories and short conversation

using appropriate gestures, expressions and

illustrative objectives c. Read phrases and sentences consisting of words

being studied and answer higher order questions about them

d. Read fables with ease and confidence

e. Show love for reading by listening attentively during story reading and making comments and

answering higher order thinking questions


1. Guessing Game: Bassit pay ni kompare Umul-ulin iti torre.

Ania daytoy?

Show a picture of different animals/insects

a. kuton b. dudon c. kulibangbang

B. Motivation

Ask: Have you ever tried to save money

teacher's guide mtb ilokano

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